001Good evening, Oral Nation. Welcome to the school board meeting, July 28th, 2025. [Music] >> I think so. You good? >> Yes, I'm good. All right, we are back from close session. Um, our next item is board mission statement and agreements. >> Yeah, our board mission statement is we will develop policy that is representative of our community, set goals and lead our district by collaborating and those are that mission statement is built on three beliefs. Stand up and own it. We are one, encouraged to grow. Stand up and own it is that individual like push to be the best version of ourselves that we can possibly be. And uh when we bring uh things to the table, we want to make sure that we're only in the best interest of other people too as as we
002move forward. But we are one as we do this together. We can't do this alone. We have to lean on each other to make anything work. And finally, the courage to grow is that we're continuously trying to learn uh for the betterment of other people. >> Awesome. Thank you. >> Uh next item is consent agenda. We have uh three items in our consent agenda today. First is the approval of special meeting minutes from July 7th, 2025. Uh the next one is approval of regular uh meeting minutes from June 23rd, 2025. And then the final item is the treasures report uh which all those details were found in our board packet. Um so I'll see look for a motion to approve our consent agenda. So move a second and then roll. Matthew. Yes. >> Yes. >>
003Um, next item is board member share moment of pride. So, anyone would want to take a minute to share >> first. >> Um, so my daughter had an opportunity to attend the little Ordos cheer camp and then my son did the football camp and he's doing the basketball camp that starts tomorrow. Um, so all those things are really cool opportunities to get younger kids in the district involved in sports and learning fundamentals and skills and you know all the things that go into sports and getting them interested at a younger level I think helps build our teams as we go on to higher grade level. So it's been exciting for to see. >> I don't have a lot but I did want to give a shout out to all the coaches. I know with the
004rule changes, they've able to have contact with the the athletes throughout the summer. And I know a lot of the coaches are spending a lot of significant time with the kids and making a difference and running those camps and thing. It's all kind of volunteer extra work on top of what they're used to and they're all happy to do which is amazing. >> John will be there tomorrow. >> Nice. I don't I don't have a lot to add. Uh being that, you know, there this past month's uh just not not a lot to um speak to. But of course, you can still see the the lifting taking place in the morning and that's always uh encouraging and see the football team out there, you know, kind of getting uh getting going. And although I'm I'm
005never an advocate to end summer too soon, I can already see some, you know, back to school stuff going and, you know, there's some excitement with that, too. So, uh, I'll I'll leave it at that for this one. >> Yeah. Uh, echo, I mean, a lot of the stuff that's going on now are those extracurricular activities. I'll take a different spin to it just like the community members that volunteer whether it's for baseball to run the concessions like it it truly takes the entire village to make those things happen. So just this is a call to the community that's listening continue to share and continue to help. So, >> all right. Uh, next item is our clerk's report >> for backpack buddies waiting a shaking $50 and all tools MTD inspection comes in big at
006$1,000 once again. >> Nice. Nice. >> Very cool. Thank you, Rick. Um, next item, assistance comments. Um, there's no audience here today, so unless someone specifically would like to talk from a citizens comment standpoint. >> Okay. Okay. >> Uh, then superintendence report. >> Yeah. Uh, wow. We're already uh we're going to start out uh we we do everything and we break it down by our strategic plan. We have four different core areas. safe and emotional healthy schools, learning and academics, uh engagement, communications, and then final uh financial operations. Uh we've got a couple guests with us, so I just want to make sure that they can get to, you know, some of the information. So Elena, I'm gonna have you go first in terms of the safe, emotional health of schools in the uh seclusion
007and restraint report. This is something that we have to provide the DPI every single year. Uh and maybe you can allude a little bit more of what that is, Elena, so that they have an understanding of what that is and how >> so inclusion and restraints. Um I'll Most of our special ed staff um except a couple of aids are trained in what is NBCI, not by like crisis intervention. So typically in a situation we always use like non-verbal deescalation in that first. Um this particular report is when students have to be secluded in a separate room because of behaviors or if they had to be restrained in some incident. So this report specifically report reports just on NBCI stuff. And so um this year we have had a total of 25 seclusion and restraints
008for 10 students. And the report um that you guys saw breaks it down by school. So there was a total of six students at Friendship this year and 12 incidences. That's actually down from 16 the year prior. Bessie Allen had um none to report this year. Same with Trefford Way. And then our um one of our alternative schools um AMD reported zero this year. Two for our two students that are there. Jennese Lake, we have one student that attends there and he's he had a total of seven. And then there are three other um students that attend another alternative school and we had a total of six incidences for that. So, so this year we're reporting 25 and last year we reported 27. >> Yeah, that's the report for this year. Um, those are the
009numbers that we'll submit to DPI. >> Anyone have any questions on that? So when it's like one say a friendship where it's one student with six incidents I mean what what kind of things do we do to try to reduce that one particular student? >> So after every two incidences we do a review for an IEP and then we look at placement. In this particular situation, we did look at placement and if that student is getting a more intense treatment plan through one of our alternative schools, but so but yeah, every two incidences we do a review revised for IEPs >> and all but one of our students was a special ed student is a special one. So, yeah. Yeah. >> Any other >> anything else for >> All right. Have a great night. Thanks.
010Appreciate it. >> Thank you. >> And John, I'm just going to get to that new DPI, high school crime report before I bring you. Uh, so this is something that the DPI is now requiring for all high schools to share information specific to, uh, any kind of ticket or, you know, any kind of area. So, uh, that the police are involved in at the school level. And so, uh, it's just for high schools. This is the first time again actually gathering this information but like asking questions about homicide, sexual assault, burglary, robbery, theft, battery, uh aggravated battery, arson, use of possession of alcohol, control substances, uh and then uh also possession of firearms and then violation of municipal ordinance related to disorderly conduct. So, I'm just going to share with you what uh where man
011is at and what we're gonna have to submit. So, you just can kind of see. Uh the only areas uh were for theft, there were three incidents this past year. Okay. Uh and then in terms of uh controlled substance and this is like itself like tobacco or possessing vape falls on that same thing. So there's six incidents in that area for the whole year. And then the final thing is violation of mun municipal ordinance relating to disorderly conduct. So that was outside of our school, but there were three situations with that. So if you look at the grand scheme of things for 400 plus schools, uh it's pretty impressive the amount and you know that we don't have in a lot of those different areas. So we're doing a pretty decent job in that that
012spot. >> So the first two are like within school. Is that what we're saying? Yeah, the first two I went in school like that was in school like three of those and then the you know possession of vape or tobacco products was the the six >> those generally to like suspension or something. >> Yeah, it just depends. It varies like so um most of most of the times with any of those they're going to have some type of out of school suspension that goes along with it. Sometimes it even goes to pre-expulsion situations. If if it was like use of marijuana or possession of marijuana, then we have the pre-expulsion so that we sit down with the family, we sit down with the student, we give them an agreement, if they're willing to abide by
013the agreement and what we're sharing, then we permit, you know, them coming back to our schools based upon AODA treatment to, you know, uh you can't be at school before or after you're excluded from, you know, school events. Those kind of things are all part of that that process or that agreement. Okay. >> Any other questions on that? So that information will go to DGI. I'm getting it >> once a year. >> What's that? Once a year now. Yes. So it's brand new. So now you'll be able to see and that information will actually be on report card somehow. >> Okay. >> But you got to think about like all schools now have to report that which will be I think pretty interesting. Um, and you'll see the variance of any we'll get there when
014we get there. But, uh, I want to give you a heads up on that zone. >> Uh, the next thing we got, uh, John Graph is coming from CIS 6 and he's been doing a lot of work already, uh, with our, uh, schools, uh, all level schools. He started working with us what, spring when we >> March, February, something like that. and we called him and Eric Larson, another CIC6 person in to start looking at our data and really breaking that down. And then that has led to different things that we're going to do in terms of a plan for moving forward included in that letter I shared with you, but a little bit more in depth. But I wanted John to come in and kind of share from his perspective and like what he's
015going to be planning on doing for this upcoming year. He's going to tell a little bit about himself, what he does and where he's been maybe a little bit. And then uh yeah, so >> I'm John Graph. I'm an assessment and learning consultant with CISA 6. Uh, prior to that, I was a high school principal of school about 2,200 students. Um, I also have the luxury, I always say, of working in an elementary as well. So, I've I've spanned K12 education, which is a lot of fun to be honest. You see the differences and we always go, "Oh, high school kids, they're the same as elementary kids. They're just bigger, faster, stronger." Um, you know, all the old school weightlifting stuff. But, uh, and I I echo the comments. You know, you talked about camps
016and uh high school athletics and from my former high school principal mindset. Wow, do they put in a lot of time, put in a lot of effort. The things that people don't see to run camps, um I just had my son at a shooting camp this morning for basketball and uh to get volunteers out there to do that is really cool. So, that's a great thing. So, I have a I have a wife that keeps me levelheaded. She's an elementary teacher. Um, so I always get the feedback from her and I'm often like, I'm thinking about doing this. Is it a good idea? And she's very honest with me, so that's a good thing. Um, but but a big thing this year is, yeah, we started um February and March talking with Matt and talking
017with the team about data within the district. And it was awesome because I think within the first two or three weeks, we had a staff meeting for Horus man and Bessie Allen to talk about here's the current state of your data. So, I was just getting text messages from a principal about their data builds and um so we we really dig deep in the data with districts. So, I think last year we had at least 75 data retreats that Eric and I conducted um throughout the state and actually even throughout the country. So, we go all over the place and talk about data. And a big thing this year was figuring out how do we create a really strong data cadence for North Valac. Um because like anything, my father was a hospital administrator. You
018know, how how are we uh patients? What are the outcomes? All that stuff's so important to create the foundation to say what's next. And if you don't know what's next, it's really hard to figure out what's the strategy we're going to deploy to ensure that we get results. Uh I I have such belief in it that when I was a high school principal, my superintendent asked me once, "What do you need?" And I said, "Ericson and new furniture." And Eric is my boss. at CS6 and he did our data retreat and I just remember teachers going that's the level that you get to. So um if you want to go to the next slide I'll even talk. So ensuring access to data what we do with teams and so tomorrow I'll be in the district
019for the next two days doing this is we take it from the 30,000 foot the high level all the way down to how did in fact I was just looking at how did you do compared to different standards versus the state. So, hey, in this standard we struggle and what are we going to do? Um, and one of the things that often happens is districts just it's busy, right? Being in education is a it's 180 days of being in front of an audience and how do you get ahead of that? And so building that picture of right away, hey, we need to space out our practice. We need to make sure that we're infusing these standards more often throughout the state of the school year. So to give you a little more background about myself
020also beyond just being a former administrator, I also worked in curriculum and instruction and I'm a they call it visible learning certified educator. So I actually go out um to San Diego almost every year, go to a high school and really just what are the best practices in education and and so we talked about that with the team. So we go all the way from that 30,000 foot view down to the street level when it comes to the data. How did the how did Friendship Learning Center do with their Ames Wed testing that was required through ACT 20 versus how did students do on the for exams? Um sometimes it's funny because people get so much data and they go yes your brain will be tired which is a good thing. Um but how do
021you narrow this down to make meaning from the data and develop that next step? And then the third one this is my favorite slide from DPI. I've only picked one that I really like. this one, but like how do you clarify expectations for data use now that we have it? What rules and procedures are we going to put into place to ensure that we're following up on it, that we're holding ourselves accountable, that we're building the knowledge and the skills to use with the staff. Um, so for example, I think it's September 17 here at Friendship, uh, working with Lauren and her team and really getting their collaborative team meetings going. And then how do you lead that culture of data use whether it's in your leadership team meetings, your staff meetings um and create
022a real true data cadence that is because as I said earlier it's 180day like sprint is missing at times. So if you go to the next slide I'll kind of even walk. So we we go honestly will and I've met already what's cool is I've already met with the team this summer. I met with uh you know Bessie Allen I meet with next week course man already met with friendship met with Matt last week at the um season of six leadership retreat down in Port Washington but we go all the way from your state report card which I don't know how you follow up something more exciting than we're adding crime data into the report card but we'll look at what does your state report card analysis say what are all the indicators because there's
023key pages to understand on that report card in order to say this is how healthy Our system is um we do a standards analysis. So we break down what percentage your students got it right. We are able to break down how much time did they spend on the Wisconsin forward exam because there there are kids that really take their time and then there's a few that you have to know it might go a little quicker than others just to be able to get that gauge. um preacct and ACT data. will talk about, hey, this is the the ACT I always refer to as a system score, you know, because really when you think about you think it's a high school data point, it really is 11 12 years of education, this is what we got
024to, but then also how did we do in preac growth from 9 to 10, how did we do from growth 9 to 11. Um, and what's nice is this year instead of walking in in February, March is we got the process going last year and now we're able to capitalize on it for the upcoming school year. the 10,000 foot view and I have an image of I ready. So you're you're making a switch to a diagnostic tool I ready um grades what K8 or as a 1A whatever it may be but it's a really predictable tool to how students will also do on the Wisconsin foreign exam. So I'll be working with each administrator to kind of create that data cannon how often we come back to it how view it um whether it's that
02530,000 foot view data or the high ready data or classroom data. So, how do we pull that in? We'll work with each grade level to be able to figure out when you look at the data, what is it telling you? What are the students that you might need to focus on from, let's say, the fall window to the winter window? And then in the winter, what we might talk about is what students didn't make 40% growth or below. So, we'll talk about all the students to be able to go, hey, if we didn't see the growth that we expected, what do we need to do? And then how do we capitalize on those that are already making growth? And then in the spring, you always have to do this is what's miss sometimes in schools
026because it's I it's like a baseball game sometimes. It's nine innings and what are you tired in the ninth inning? It's like oh my gosh, we have all these things coming up. There's graduation, there's events, there's field days. We'll make sure to recap the data in a really strong way with staff to be able to go what went well, what didn't go well. because every year you're going to see things that really took off and you're going to see areas where we could have made improvements and that will help with planning going into the next school year. Um and then finally that street level data of looking at what is our classroom grades. So like we talk about preac and ACT sitting up at that 30,000 foot view. We'll do a comparison of ACT results
027in GPA. how predictable is it or how unpredictable is it? Um, you always find some really unique ones, but they're good conversations to be able to search and scan the data to go what's the trend that we're seeing? How do we improve our assessments, which is some of the work I did last year at Bessie Allen and Horse Man was let's go through and make sure that we have high quality rigorous assessments. So when I say rigger, there may be simplistic questions, but how do we build up our knowledge base so that when teachers look at assessments, they're able to say, I know the next step. Um, best practices and then collaborative teams. The research in education says collaborative teams are one of the most important things that you can have. Um, I think back
028to my teaching career, which was on the west side of Madison and central Wisconsin when I had a really strong partner. It was really nice because you're able to bounce ideas up. It's like if you're you're baseball or basketball and you don't have good assistant coaches, it's lonely. If you have good assistant coaches, you're able to bounce your ideas off of each other and really create a plan for what's best. So getting them to really understand, hey, when we meet as a collaborative team, we let the data drive our actions and then how do we make sure that every time we come back, we have a new data set. So that's going to really help develop this data culture and for example the state report card analysis will be done at every level to make
029sure that every level has like the same messaging that's going out and you're able to come back to what are the trends in the system that we may need to course correct and that data comes out you know we talk about it usually around October November which then allows people to go okay we got our first round of I ready where we looked at a pretct and ACT where do we possibly have to go again? What's the next step? So, we've even talked about what are some of our instructional practices that we're aiming at? And I I appreciate the team here because it's not let's just chase the next shiny thing. Um, so I also do artificial intelligence trainings for CIS6 and um if it's not used appropriately, it is a shiny thing to chase.
030So we've talked a lot about how can we use it but then also what's that instructional strategy that can take us next steps. So next slide this is my last slide. I try to keep it really simple for today. Um is just how do we get from that current to that desired state. I showed you the slide that I appreciated. We've done those kind of initial things. We have our we have our data days that are scheduled for the middle of August coming up where it's going to be nice because it's the staff and I going through that allowing them to ask questions. Um we'll have a data process in there and then in the fall we're going to start to really work on what's that CT the collaborative team process that we're going to
031go through. How are we going to review that data with our team again? Because what often can happen of course I get a call from the district right now. Um, but you know, we will fly through it and then we don't come back to it. How do you make sure that whoever sees the data is able to take it from working memory to long-term memory so that when they're making instructional decisions in the classroom, they have a clear understanding of what should be that next step with that student. Midor, as I said, will kind of get the team back together, really analyze that. How's our strategy going and what is the evidence behind that strategy? Um, I always tell people I get really scared when districts talk generically like they're doing really well and I'm
032like what does that mean? My my expectation of well is maybe much different than me. So we we'll talk about what are those things that we're seeing? what's the assessments that we're pulling in. So we can also increase that ACT GPA comparison so that it is actual results indicated thing where sometimes it's like there's no connection between ACT and GPA at times and you'll be shocked by but it's like what's happening what are we missing what could potentially be falling through the graphs and then in the spring hopefully there's more of that handover of ownership um strategies for each data window to review and then hey what's our next steps building forward. So, I'm really excited to start my work in North Bond this school year. Um, I already feel like we've started, which is
033good. Um, and we have a plan going into it. Um, just met with Dwayne last week. Right on the same page. Same with Warren and Friendship. Um, really making sure that we're intentional and focused to start. >> You talk about strategy development. What level does that >> right to the student level? what is that strategy that we're carrying out the students within our lessons or how are we teaching them? So um an example is I did an observation in the classroom in the school year and it was note takingaking was what they were doing and I said to the principal we were doing this observation kids were doing notes but how were they referencing how were they coming back so then we took that to the leadership team with hey you have a instructional strategy
034that actually note takingaking is about a year's worth of growth if you do it right so how do we improve that so it goes from the strategy of the leadership team and the staff down to the student level. >> Can you just talk really briefly about Hattie's work because just so they understand that your worth of growth versus >> Yeah. So has all these studies from all over. He has 800 in his original um book that he published and he's now up to 2100 meta analysis. So they pull together studies from across the world about what instructional practices work and which ones don't. And then he gives it an effect size and an effect size a point4 a year worth of growth. So when we look at his visible learning meta x which is a
035website that you can go to you'll say hey the strategy homework is always a fun we always love homework to talk about that but so homework's a 29 effect. So it it's one of those where it has the potential to excel in rate learning but then we dig deeper into it as far as what the research goes beyond and Patty breaks it down to at the elementary level it's a 0.15 so not a lot effect you know I I think of my kids I have a seven and a nineyear-old read at home that's that's one of your biggest things and possibly mom is grilling you some math questions because she happens to be a teacher um but then at the high school is a 045 effect size so it actually really elevates but is what
036is quality, >> what is that maybe practice that is at the right level for those students and then how do we come back to it? So Addie's he has over 300 um instructional strategies in his database and I will tell you the majority of them work but which one is best for your context because you can chase this shiny thing or you can say this is our context in our situation this is the best next step. So I I I often coach people to go don't just pick the one that is a because there's ones out there that's a one 01 effect size even though it can double almost two and a half times our student growth but it might not be the best for your environment. So which one is best based on your
037current context >> and done with fidelity? >> Yeah and and done with duration, frequency and intensity like how long are you going to do it? How frequent are you monitor? What's the intensity in the classroom that you expect? >> Can you talk a little bit about like what CT >> Yeah. days would look like on the Wednesdays. We're really trying to like put a package agenda together so that we know that we're getting the data on the regular for our people. So I mean from what you know from what we're doing already. >> Yeah. No. No. So one of the things that we'll do is we within your school report card there's a section called the target group. Um so your bottom cortile of students and what we do within the data days is we'll
038look at who are those bottom cile students. So, we'll have a projected list. There's an actual list that'll come out in September, but it's usually pretty similar. Um, and what we'll do for those is like the first five minutes will be focused on how's the bottom quartile, but we're going to narrow it down to pick five kids within your bottom quartile or something. >> Yes. All right. But so, like pick five kids and each unit will change to five kids so that we're getting across the span. But as I said earlier, I get scared when it's generic comments because if you just said, "Hey, let's look at the whole bottom quartile in five minutes." You don't have time for that. You're going to go over it. One of the coaching points that I'll make is
039that at five minutes we transition because we want it to be valuable for all team members. So then what we'll do is we'll transition into kind of what is that strategy that we selected. So what evidence do you have around that? And then what assessment data are you bringing to the table for the week? And being able to review that data to be able to inform, what's an action step based off of what I'm seeing in my classroom. Uh you onboarded amplify at the elementary level last year for um K5 K5, correct? >> And one of the things that is there is it's great curriculum, but it's a really rigorous curriculum. So when we look at the assessments, how are we getting on ahead of that? And then how do we ask intentional questions each
040week? So we get 80% of our students to pass each unit. And I always just set that as a bar. We want four out of five students passing that assessment. So we'll look at the data whether it's that formative which is that weekly kind of informal data that we're collecting or an end of unit assessment and then we'll create some action steps. That'll be about 15 to 20 minutes in there. And then the next 15 to 20 minutes is what are we going to be intentional about the next week to ensure that we're capturing data again so that we're very specific on what we need to do. We may not have an assessment or a data piece that we're like really thrilled about. So during that 15 to 20 minutes, we may create one. So
041this last year um with Bessie Allen and Horus man, I also worked with them on what's quality questioning. So, how do we develop those quality questions and take back to our class so that we can bring that data for the next week and then we'll kind of wrap up each time. We'll also be working with APS or assistant principles on how do we balance and pull out groups as well so we can talk about specific students um to ensure that there's alignment with instructional strategies. Um there are kids that sometimes get pulled out of classrooms or might have missed some attendance. So how do we make sure that we have direct alignment in education we say from tier one to tier two to tier three in the classroom all the time is tier one tier
042two might be getting in-class support with maybe a little pull out support in a small group tier three might be getting that pull out consistently. So how do we make sure that if I'm a tier three student and I get pulled out of the classroom a lot that when I'm in the classroom I maximize my time. So, we'll have a pull out section to that so that um your instructional strategists, coaches in the district, special education can make sure I'm in alignment with my special ed teacher. So, >> what's the makeup of these teams? >> Usually, it's like grade level. When you're talking about your elementary, it'll be grade level. When you get to the middle school, that's where you usually will end up with some department and grade level splits. at the high school,
043it's usually done by department. So you because one of the things that you'll want to talk about is, hey, I'm, you know, in our ACT data, let's say geometry wasn't great. Well, geometry usually is like a sophomore class. So you have a whole year. So like, hey, how do we pull in ACT style questions at the junior level once in a while? So department at the high school grade level department split at the middle because you also have a lot of students that you talk about in common elementary grade level. >> Can you talk just briefly about I Ready and how that will I mean you've I know you're not working with I Ready but it's just so they have an understanding about how that assessment tool will work for our students. So, I Ready
044um is a tool that kids will take, my kids do I Ready in the District, they attend um and I love it because they'll take their fall diagnostic assessment and kind of test them um on skills at their level and then what it'll do is it'll determine, hey, you're a third grade on level student, but in math you might have measurement and data at second grade level. So then what happens is the platform essentially talks to the personalized pathway within there and you might get some measurement in data at a second grade level so that you're working on skills as you're still moving ahead. Um reading and math are about an hour a piece if you really take your time within it. But I also can tell you I have a wife that's a second
045grade teacher and she looks at it consistently. like I will I'll walk upstairs and it's like you're looking at your I Ready data right now and she's like yeah and it's really cool because it is a friendly tool that they can access a teacher toolbox to be able to use things for strategies on certain standards but they also get personalized data on ELA and math growth on what is that student working on during those meetings we talked about the collaborative team when they talk about that bottom cortile or certain students they may go hey the student's really struggling How did they do when I ready? Can I give them a lesson? Because the teacher can also assign lessons. Hey, I'm going to assign a lesson on this skill that the student struggled with. I'm going
046to monitor it and I'm going to look at what is their results. So, it's a it's a great diagnostic tool to be able to give you data back that can pretty accurately predict your Wisconsin for results. And that's where we'll also be working on what's that assessment culture because I always think if you stop class time it must be very valuable and to get that data back and be able to use it will be a valuable thing and I ready will give the right data for each teacher. >> So how often is a student interacting with Ready >> D as far as like the the diagnostic that takes a long time fall winter spring. >> Okay. the personalized pathway because you have the personalized pathway, correct? You'll interact with it like so for example, my
047son usually interacts with between 39 and 15 minutes. I usually say about two lessons a week. >> Okay. >> That just keeps them just like I talked about data cadence. It keeps them on a cadence for being in the areas that he struggled with. And what's really interesting though is like so my daughter took it in the spring and I was like, man, she did not do well in this section and I kind of quizzed her a little bit and she did really well. I didn't know their teacher and her teacher adjusted the level in just a matter of seconds. I was able to go back to it and be like, "Yes, this makes sense." So, there's a lot of flexibility within it as well. But 3950 minutes, yeah, like just to make sure you
048have a good cadence on those skills that you might struggle with that the teacher within their day isn't always, hey, come here and help me. They can monitor. >> And is that independent typically? I mean, >> yeah. So, we'll also work on how do you monitor that within a class block, but then it's also nice because you'll, you know, I sign on with my kids QR code and they just log into the system and access that. >> The nice thing is is it it generates that without a teacher having to do a whole bunch of extra work. >> Yes. which takes that out of their world which then they can focus on those specific areas and then also provides those interventions that they might just not know that they don't know how to give that
049and provide that and it's right there for them for the students like my my son's doing it this summer as well. So he's he was on it today and it was like adding with fourdigit numbers or you know thousands and tous thousands and it's like you know it's one of the things that he's he's a good mathematician but it's an area where I can see where he makes a mistake and I'm able to watch that. So, it gives a great tool to be able to give feedback as well. And often what I'll see in districts, I've worked with districts in classrooms, is they'll take laps and they're looking for, are you taking notes, which is a good thing to practice, like are you writing it out? So that I can see where you might have
050messed up and I can get feedback right away. Other questions for John? >> I wanted to bring him in because he's an intricral part of the plan and what we're doing to really take out and look at achievement quite able to see, you know, I I sometimes at the high school level as a high school principal, we would get the results and you know, okay, they're the results, but what is that deep dive into it? And I would say one of the things we're best at is being able to take a deep dive all the way down to your standards, your comparison to the state. We'll even be able to look at how did you in grades 33, how did you do on this standard in 2024 versus 2025? Well, this last year we have
051amplify and amplify uh maybe had a different way of approaching something or maybe didn't hit something as strong. What can we do to improve that? John it really is like I I I have two straight data days coming up and they're they're nice because the teachers get to really see I thought that wasn't going as well or yes that really worked and we're able to even go down to the percentile increase at each grade level from the previous years forward. So it is a really nice like I said it's a reflective tool. Data doesn't have a heartbeat. Don't give it that emotion but be reflectful with it. >> Thing we'll do is like provide you all with some dates that he's coming out. So if you want to come and watch like some of that
052professional development with our staff like you can come and see what he does and he does such a great job for us as well. I I think it's such an important like I you know it's such an important part is do we have the data to move our students forward because they're ultimately citizens of the community hopefully and we want to make sure that they're making growth each year. So I'm excited as well. >> Thank you. >> Hey have a great rest of your night. >> Thank you guys for coming in. Appreciate >> we'll talk soon. >> Yeah, no problem. >> All right. Uh moving into uh CISA retreat review. So uh was it now two weeks ago? Uh our administration team went to Port Washington. Uh CISA 6 held a retreat led by Ted
053Nitsky who's the CEO of CISA 6 right now. And we got uh the the focus on it was mental wellness and uh how were you doing within those areas and how do you frame yourself as best you possibly can? But we had a chance, what what's so great about it, not only is it about the wellness related to what we're doing and where we're at, but we had a chance as a team to really have some really good conversations about how do we do the best we possibly can for the people that we're working with every single day, but also who are we with each other, too, so that we can be the most efficient and like uh I I guess cohesive team as we possibly can be. and just getting some stuff out there
054where that not not a fear of like, okay, if I say this or that, we just want to establish some really strong uh conditions in those meetings or any meetings that we have so that we can be the best we can be without going in there and being somewhere we're not or having, you know, the parking lot conversation after the meeting. We we just got to get it out there and so we can do better for all of us. And so I you know the overall like it was a phenomenal time for our people but we got some great the other thing that uh Ted does so well um he provides like a ton of different like tools that you can go back and use like almost instantly. One of our asks was from our
055group was like how do I delegate better? And so he has this uh the four Ds of your to-do list and delegate uh who else can and should do this and then it's drop what do I need to stop doing defer what can I do later and then uh do is number four what do I need to do and and I I think if we asked our leadership people I think one of the first things is like sometimes we feel that if we don't do it ourselves it might not get done to the level what we want it to but then how do you teach and coach up those other people so that you can get that, you know, quality back. But that was just one example of many um there's like a qualities and
056behaviors which we kind of do through a cultural playbook like dos and don'ts, separate behaviors from our staff and we should be at um everything from respectful body language to engaging with others uh to speaking firmly but with respect, humbly owning your gaps. Don'ts are like eye rolling smirks, interrupting, stonewalling people. uh meeting after the meeting. But if you don't present those and that's what we'll do again this year with our culture where we have above the line below the line concepts under specifically courage to grow because that's the belief we're going to focus on this year. What are the what does that look like? What does it sound like? What doesn't it look like? What doesn't it sound like? And really again paint that fence to say this is what we do. So there's
057no guessing. It's all clarity back into it as well. Um, I'm just seeing if there's anything else really. Again, he's got a ton of different things, but I think the fruitful thing is uh we had a chance as a team to walk through some of these things and having these conversations before getting to other things and uh just having that ability to get to know each other more and how we were together was really a solid talk about it who all attended. So, it was all of our leadership team. So, it was all the principles. Uh, so we had Tiffany Dolan, we had uh Jillian Escobel, Dwayne Harkov, uh, Lauren Biolo, Brad Ranky, and then we had Artune Associates, uh, Willie Frankie from FLC, as well as Matt Cuadra from high school. So, all those
058folks attended awesome. And what was also nice is there's a lot of local districts there, too, that you can kind of bounce ideas off. And Ted does a nice job of getting people to engage with other folks from other places. And um he does like this six-pack, four fourack shot a beer kind of thing. And so it's like the six-pack is your your body, your group of people. The fourack you get with four different folks from different districts, different levels. And then the shot beer buddy is like just one person that's probably in the same uh position as you are. And you can have those conversations. And we do a lot of like just walking through, talking through and you learn a lot from just what other people are doing. And I always come out
059of it like we're doing really well. We've got some good things in place and there's some really good things stopped. But you also get a couple little nuggets too that help you moving forward as well. So just good for the years to continue to grow on that too. But that was kind of the uh whole overall retreat experience. Port Washington for two days was probably the two hottest days of the year I think it was. and we were running back in that tornado I think that was or tornado weather I would say more than anything but it went really well please feel free to ask like any of the principles that are directors about it but I think they also say similar things from what we're doing as well so okay uh engagement communications um
060web website updates uh we just haven't like really gone through that with tooth and comb for a and we did a lot of just some changes and they're still being worked on right now. Karen Hoff is like our major person that like updates and changes that, but we principles and directors, we all establish like things that could change on it. Uh, one example is like we have staff resources on that and was really never used. And a lot of districts when you hit staff resources, it takes you to a login, right? So then we can put all of our information under that same area when they log in that specific to staff. I had built in the past a separate website just for our staff. Now we're going to be able to convert that so
061it's a one-stop shop where they just go to the website, get all that information there, log in. Uh we had a lot of updating to do with personnel, uh messaging. Um some of our stuff on there was just years old. So just taking an overall look at everything and getting rid of some things but also adding some things that you know hadn't been on there for a while. Um but I think overall it's going to be you know again as user friendly as possible for all of our people but it just is going to be more that communication that transparency letting people know what's going on as well. >> Do we have a plan then in place to keep Bitcoin moving forward or like what does that look like? So like my plan is like
062is our our principles to continue to watch and when we hear anything we'll bring it back to our meetings and say like hey we're hearing a lot of people need this or want this is there any way we can do this and then what we need to do is on that same document then Karen can just make those shifts or changes on the actual site itself if that makes sense. Yeah. I just when you had said there's been older stuff on there, I'm just thinking how do we >> keep going? Yeah. So that we don't have to do it in two years again. Right. >> Right. Very good point. >> The uh I don't know what the plan is for the app, but the directory is still >> it's still the same. >> Okay. >>
063Word. It's right looks right on the website. And you're talking about the NFDL app, right? >> The website directory looks okay, but when they went to that new format on the app, it seems like >> Okay, got it. Um, >> is Skyward done? >> So Skyward's in the process of and basically what Skyward is our student management system. So that's where you can access your attendance, your behaviors, all those other things that your students are going through. It's now called the updated version is called cumulative spelled not like cumulative that you used to. It's like qml a tib. So uh or whatever how that works. You're going to have a new user phase too with that as a parent and a different app face that should be more user friendly for all of our families.
064So the ones like clunky from like the 1980s of the skyward uh but this one will be a little bit more user friendly in terms of like icons and easily see seeing things. So um not there yet but that will come out on registration. So >> messaging >> how that works and >> absolutely great question. >> That change that was Skyward changing correct >> Skyward is eventually going to turn everything over. We were just getting ahead of the game a little bit by starting it up and like Ivan and um Kayla Schmiding is going to be doing did a lot of lifting on that just to try to generate and make it look a little bit different. It's really the same thing just looks a little bit different in terms of the platform and a
065little more user friendly for people. >> Okay. Uh, speaking of updates and the website, student handbooks, I guess my question to you is there any, you know, questions that you have about any of the handbooks or changes that were on there that you needed me to clarify or provide any information. Hopefully, you were able to use the highlights and just get through that somewhat easily. I know there's a lot of like pages there, but just want to make sure you could >> Okay, >> the highlight thing is helpful. Thankful again. So, we were trying to emphasize as much as possible, I think. Uh, and then there was a couple other ones I think that Natalie reached out to you just saying, "Hey, there's really nothing >> you want here other than staff." I think it
066was like Tiffany's group and stuff like that. But >> good um employee guide. Any questions about that specific? There are a couple changes like we we had we talked a lot about the workday like a a time period versus your salaried people. Let's treat you as professionals too here as well. But the whole concept and if you look at the the reading and the educational guide is like when kids are in our building, you're here with us. So, if you have a prep, you're still in the building helping, you know, either working on your stuff or helping kids to, and I'm talking primarily at the high school, middle school level because our elementary, they get minutes to basically get their stuff done. So, it's a little bit different that way, but um making sure that
067people are there uh during that time, but we used to have a 7:30, 3:30. We're uh eliminating that from that uh just to be able to provide a little bit more of that. um professionalism too in that way. Uh the other side of it though too is that we had um in the past we've been paying a lot for different stipen pieces in the summer and other things. We're trying to get to the sense of like this is part of your position. We're not going to abuse you on this. We're going to tell you way ahead of time if we need to do this, but every so often you're going to be called that we need you to come in and give us some sight insight without paying an additional stipen within those areas. So
068we did change that a little bit in the past. Not that we gave statements for everything, but considering the referendum and other things that we just want to make sure we maintain those those dollars there, too. Any other questions on the guide? Those are the big areas I think have changed. And we're trying to get it in a condition spot, too. Like last year, we had the guide and it was on it was in Canva and it was a little bit tricky to see for people. So, we're still working on that uh makeup so that everybody has that ability to see it. our staff has to read through that. They have to go through like mandated training from the DPI. So, uh, and once they do all those things, they sign off saying, "I agree
069to what that is, including in our special ed population, too." So, if you have IEPs on your case load or in your classroom, you need to read and understand what those goals are, those students, and what, you know, some of those things that you can best help them out with. So, all those things come back to signature, basically saying, "I've read through this information. I know what this is. I know who to ask questions to if I need it, but it's all part of that process of making sure that we're all on the same page moving forward with everybody. Okay. Uh see if there's anything else on that. State budget updates. I gave you that a little bit. I think there was an SSA article or SAA article in there just talking about how this
070was increasing in the special ed area and a couple different uh zones. But there is some increase from the state which is uh obviously helpful for us. Um it will help us in terms of the special ed area because of a percentage of uh special ed. Um but more to come on in terms of like how that all breaks down because there's still questions about exactly how much we will receive. I know that says 42 to 45 but we could get closer to 40. >> Right. Sorry listening to more >> 40.5, >> right? And and that if you looked at like the last time around with this, we were at 30 33 they were saying, but we were more like 30 or 30.5. So you'll see a little bit of a a dra said what's
071that? >> Still helpful. >> It's still helpful. Yes. Um and then obviously the per pupil stays at 325 based on the 400year mandate of uh the law right now. uh that Governor Iver's put into play, which they're trying to fight right now in the Supreme Court. So, we'll see how that all breaks down. Um I have one more thing for you all, too. This is a a review, and this one's in like the actual minutes, but uh just a review of our strategic plan. And this is Rick, you helped out with this last time around just making it like a one pager and now it's gone over to a page and a quarter maybe here. But uh the color status means we're either at the same of for yellow we're at the same or doing
072the same about the same work. Green means we've advanced like a star or a ranking and then red means we've uh went lower in a couple of different areas. And if um and just to walk you through this really briefly, we did go up a fraction in the ELA local assessment in terms of like what we were doing within our you know at this time it was not I Ready but it was our other assessment but uh elementary wise and the middle school combined in that raised that just a little bit because of local um math stayed around the same again for the local area. Uh, so that's still in that same ballpark. Um, student connectors, I have to tie back into that because this is all your uh, youth apprenticeship, but I do know
073that we went from like 30 students last year to this upcoming year like 75 are used apprenticeship, which is a significant amount, which is great. Uh, but that's a a complete game changer in terms of like again that kind of connector area. >> What was the measurable on that? Is it like percentage of It's like it's not only UIA, it's like AP, it's like CAP, it's anything that we're connected to. Yes. MPTC, anything that they were getting dual credit for. So, it's a culmination of all those areas. And okay, at that time, I think we at that >> in that 50% to 59%. So, I'm going to do some more digging with Jill and Jenny at the high school level. So, we can get that updated. If you look at the finance uh portion, bond
074rating remained around the same. uh fund balance is up uh because we were in that like 14% I believe at the time before now we're in that you know 18 19% for sure um the audit uh still finding you know really one finding I think there was no concern though overall with that process so that's a good thing facility plan we got to work on that that's another thing we talked about a little bit of like what are those we do annual of like what are the most needed areas of capital improvement ments, but in the past we haven't had the money to actually put aside to actually make some of those things happen. But we've got that list now. It's like saying, "Okay, what would make sense in terms of what we need?" But
075who knows if the roof all of a sudden leaks and we have to do some or the boiler does this, we have to be able to have that money to be able to set aside that >> big replace like that's what >> big replacement stuff. So like track the track it's got about another two years and it's going to be >> not safe for our runners. Well, when you share that out, could we I know you're going to prioritize it. >> Could there be like some do I mean dollar amounts associated with it just so we're able to see? >> Okay. I think that would be helpful. >> I can do that for the U August. >> You I understand that that'll change depending on when >> but you can get a sense of like
076what it is and um >> Okay. Uh our technology plan has been the same for the last couple years. It's in place. Yeah. Uh and nothing's really been drastically done with it because we keep replacing what we need and we've been doing pretty well with that without adding a whole bunch of dollars to that. and and thankfully to Ivan who's worked on the grants and other areas to minimize that amount and find invest resources with with less dollars and uh really appreciate his work and his efforts in there because that's not an easy thing to do. Our moderate and this is based upon like the last you know three years in that area. So we have gone down and this is the injury kind of like situation. Now this past year we were way better
077than the year before but since the year before is also cooked into that we are still like down a you know up a scale on our ratings. Um student activity and that's the student engagement that's specific to uh how many things kids are actively involved in. So that's gone up a little bit uh one star in terms of between that 70 84% which is great. We have not served the families for a while and and the only reason why we didn't serve the families last year was because of all the referendum communication and you know actually doing that. So we didn't want to overdo what we were doing but the first time around we had a really nice positivity and we'll do that again this fall to see where people are at with that. Um
078staff engagement we also did not uh survey in the uh spring uh because of all the other things that were going on but we will come back to that so we can see a little bit better of where that was. But the last time uh people engaged or really wanted to come to work was in that 92% range which is awesome. Staff retention uh it actually got better. Uh the turnover is lower from uh the last time around. So we're in the between four and five n% which is always great retaining our staff and keeping them. Our attendance for students is around roughly around the same area. Uh so that really didn't move up or down but is in that yellow which is a good thing too. And then uh student engagement this is uh
079I think I'm just trying to recall quickly. Yeah, this is uh where they feel like they have one connected adult and now we're in that 90% range for all like on average for all of our schools. I think we're at 91%. So that's awesome that we have kids who have at least one trusted adult in their buildings to make sure that they have feel a sense of belonging. And then if you flip on the back, the student well-being survey, this comes from our uh YBS data or youth risk behavior survey and the overall of what that looks like and we're still in that same frame in terms of the YBS score for and that's taken by our ninth and 11th grade students and then they bring that information back every so often. Safety plan still
080exists. We still got some tweaking to do on a couple different areas for this upcoming year, but that's been pretty much reviewed, revised annually, actually monthly. So, we're in that same spot. So, that's a great thing. >> Can I have a question? Yes, please. Is that I know Brad put a lot of effort into that with Brad's new responsibilities. Is he still going to be part of that or is that being handed off? >> We're going to transition, but we haven't figured out who that transition is to yet. But, uh, Brad is going to begin with it and then >> Okay. >> hand that off. I mean he still be a part of it but not leading or facilitating the process. >> So we will look to that too. Great question. >> Uh student behavior
081we went down a little bit. Um so this is like out of school suspensions and uh behavior in general. uh we had a uptick a little bit specifically at the middle school level this year and I think that kind of correlates with you know new leadership coming in making sure things are done and so you see a little bit of uptick in making students right our high school numbers are really down from what we've had in the past and even hearing those crime statistics is quite significant from what we were uh which has been >> that also included I know we have a does that include that cell phone policy as well >> yeah everything goes in that >> this was the first year correct first year at the high school, which I think went
082really pretty well considering everything that was going on. >> And then staff wellness we're working on too. That's another gap part where uh we just want to make sure our our people in good places. I mean, specific to like our all of our staff at EAP services, so they can connect with counselors, not only for themselves, but for their families. I mean, there's just so many different things that they don't even know or are aware of or even to know to use them. But how can we provide and give them, you know, things that they're right at their fingertips that they just don't know about? Teddoc. I mean, they can call any kind of doctor within a couple minutes and they can get what they need done to help them out moving forward. So, I
083just wanted to give you a little bit of an overview of the year in review. Uh, obviously, you know, there's places to continue to need work on, but it kind of gives a sense of that. We will put that on our website eventually as we get a little bit more keyed up, but then everybody can see specifically like where we are at with those areas because I think there's a lot of celebration in there too because there's a lot of people put a lot of time working on that. >> If we put it on our website, are we going to have like a little explanation, you know, overview of what >> we've got? Why don't we know a little bit? >> Right. There's a longer one that we have for CIS 6 that we'll use
084that and it'll just be a little bit longer. So, it'll be probably two things. You'll have one of these just so it's a quick one over and then you'll have the longer explanation so you can see everything as well. >> Okay. Any other questions on any of those pieces? Uh that's all I got other than uh we will have to do we met with uh Neolo uh which is our policy review. So we're gonna have to get back together again uh at some point in time in August. We went through like two different sets of things and there's a couple things that are a little bit more urgent pressing that we got to get through. So we can do that in August but uh at the August board meeting first read and then in September
085we'll get that second one done >> and then >> we'll have to try to get the other prior >> prior to the August. Yeah. So if we can maybe talk about >> August yet >> they are so you can look at all the draft uh there and all the like additions or ads so you can see if you really want to go in there and check all the things there's two sections of 341 and 342. So you can just go through that and uh it's there's not a lot of like major major it's like just new additions to some of the things that are going on within the federal. So, >> okay, >> that's all I have. >> Excellent. Thank you, Matt. Thank you. Uh, next item is new business. So, we have four items.
086Uh, the first one is to consider approval of our public comment policy adjustment. So, I know we've heard that previously a couple times along. So, I don't know if there's anything else anyone wanted to share. Otherwise, we'll look for approval uh to pass that adjustment to that policy. So for a motion for that second. >> Okay. Roll. >> Yes. Uh next item is consider approval of a new F20 retention and advancement policy. So I'll pause to see if there are any questions. Otherwise, I'll look for a motion to approve. >> And just a reminder what that was was specific to like how do we determine students who are in those frames and it's not just like a sole like we're not moving that person on. It's a group. It's like all the things and the
087efforts putting into it is pretty extensive which is a good thing too as well. [Music] >> Second. Yes. >> Yes. >> Uh third item is consider approval of employee guide which was found in our packet discussed earlier. So look for a motion to approve that employee guide. >> I'll make a motion. >> I'll second the motion. >> Yes. >> Matthew. Yes. And final item is consider approval of our student handbooks for school year which again found in our packet plus um discussed earlier today. >> I'll make the motion. >> I'll second. >> Yes. >> Right. That's all of our new business items. So, I'm going to pause for a sec. I know I wanted to make sure there was no other citizen comments. >> Well, I don't know where this comes in, but >> yeah.
088So, I I want to make sure you earlier when we have citizens comment section. It gives you an opportunity to state your name and address if you want to share any comments for the board to listen. >> Okay. My name's Todd Bookrin. Um live in Fondelac, Wisconsin. my kid. Uh, >> so for Fondelac, we went out, dude. >> Well, no, he was I got a letter from the North Fond school district. He opened enrolled here for a sophomore year, which was last year. >> Sure. >> And uh I got a letter 52725 that and this was the first I knew that this was happening. It stated uh so me and the mother do live together. We've got for 18 years, but I was not made aware of this situation at all until I signed the
089certified letter, which I am a male person. So, if I wasn't home, I would have never known any of this was going on. It basically says, "This letter serves as notification that the North Found School District has denied page grants continued open enrollment for the following reason." So just one with the respect of the student or staff, we just wouldn't use names. >> Don't use names. >> Correct. Yeah, if you wouldn't mind. >> No. Okay. So it says the non-resident school district of Norfondex determined that the student was habitually truent from the nor school district during the previous semester. Um gives you a state statue. um semester the student was vituent semester 2 during the dates of 12725 to 53025D in which open enrollment was terminated 5:30 to25 therefore blank will be required to enroll
090in his resident district effective the end of the second semester um I can I didn't make copies of this one but I did uh and here it says that if I want to appeal this I had appealed to the DPI within 30 days of receipt of this letter. So, I did appeal to the DPI. Um, I sent them I wrote an appeal here. I sent them all his medical records and it took six weeks for him to get back to me, but they basically said that they cannot they don't handle appeals like this, which really shocked me. So now I'm six weeks in because this tore me apart because my son uh struggled over in North or >> I'm just going to stop I want to stop the recording because I feel like we're getting
091information that might not really I don't want to get your son or anybody else that doesn't need to be a live broadcast for people. Yeah. >> Is that fair? >> Well no that's fair. I mean I'd rather do this without the camera on >> Yeah. But I I think ultimately too if this is a concern for um the concern that you're going down, I think what would be appropriate is that you have a conversation with Dr. Mino uh around the facts that you have just just so that I mean we're more than welcome to listen but um we don't during our comment sections aren't going to respond to it. So, I want to make sure your time's valued as well. And I think we >> Oh, I I I guess I just I didn't know
092what was going on because >> Yeah. No, >> I looked at when you're talking about websites and all that. I went on to somewhere and I clicked on board members and it said Terry Joerger. >> Sure. >> And I kind of know Terry Joerger from a long time ago. So, I was going to ask him, how do I get or how do I go about because basically DPI told me I've been running around for two months. DPI said or nor when I met with Kayla Schmid and told me exact words once that decision was made, it's out of our hands. Exact words. So I went to DPI and they're basically saying we don't hear appeals like this. He goes, the only people that can reverse this would be the school board in Norfondelac or the
093superintendent. So, I didn't know where this is my last shot where I mean I've been this has been bugging me for two months. Yeah. And I don't know where I'm just getting run around. >> Sure. >> I I mean I didn't know that you were the superintendent. I know I >> I gave a letter to Horseman's office over there and I don't know if you even received it or not. >> I I have just got it. I was on vacation so I >> know I put that into account but I know that we are on such a strict I mean it's close it's three weeks four weeks away from you guys starting he picked his classes >> I mean I don't want to take your time here but >> it's not about the time piece
094I think just the most appropriate resolution will come for what you already accomplished by going to Dr. Ino for this. The reason I brought the citizens comment back up cuz I saw you here and I wanted to make sure your voice was being heard. >> Oh, no. I appreciate you here at midnight. >> It is being heard and I think the appropriate action then would be having the followup email or conversation with Dr. >> Okay. >> I'm more than willing to meet with you at any time. So, >> I really appreciate that. I mean, I'll just wait here to the end and maybe we can set something up. >> That' be great. >> Perfect. >> Thank you. >> Yeah. Thank you for your time. >> All right. That is our that is our last item.
095So we'll make this meeting adjourned as of 8:08 p.m. So thank you everyone. >> Good night everyone.