001I will call this meeting to order. This board meeting for the PWA school district on Monday, February 23rd. Or start with roll call. Mary >> here. >> Travis >> here. >> Stacy >> here. >> Ashley >> here. >> Matt >> here. >> Larry >> here. >> Thank you. Was the meeting properly noticed? >> The meeting was properly noticed. And could I get a motion to adopt the agenda as presented? >> So moved. >> Second. All in favor? >> I. >> Any oppose? >> Oppose. >> We'll stand for the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Tonight's spotlight on learning is uh PLE and we have Brian
002and Beth and Jessica here tonight. >> Take it away. >> Good evening everyone. Um so what we want to do is highlight some of the other parts of education um that we may not talk about as often. We oftentimes talk about literacy, talk about math growth in those areas. Um, but last time we talked about 4K and some of those additional things they got going on with the grandparents day and all those great features about bringing education um to the families. And um tonight I want to focus on our Spanish program. Um if you've not been lucky enough to be part of uh Senior Ley's Spanish program, um it's absolutely incredible to watch her work and watch the kids work with her. Um it's an immersive experience. Um there are some days that everything that
003she says in front of the kids and all her interactions 100% of that is in Spanish with the kids. Um so when we look at UDL um and that is universal design for learning um what she's doing hits every single component um engagement getting the learners involved uh representation presenting the content in another language but still they're able to access everything with it. and then action and expression. How do these kids get to demonstrate their knowledge within Spanish without being fluent in it? Um, so she's going to go through a number of activities that she does as well as a philosophy behind her program. Um, so even if we're not on a learning walk, you ever want to stop by um for Spanish like absolutely do it. It it's incredible to watch the program run.
004So without further ado, I'll turn it over to Senor >> Ley Wes. impressive. Wow. I debated presenting everything entirely in Spanish tonight with visuals and even an activity or two, just as you would experience when you walk into our classroom. But I truly hope you will come see our students learning in action. There's something powerful about watching them take risks, build confidence, and communicate in another language. And I have so much to share that I don't want to get wanted to get lost in translation. Our students in Piwaukee are incredibly fortunate to begin their world language journey in 5K. Those 30 minute classes once a week from 5K through 2 grade are not just exposure to vocabulary. They are the foundation for building multilingual learners and global thinkers. From the very beginning beginning, we open
005the door to conversations about languages spoken around the world in students homes by friends, extended family, and even famous people they admire. Students who already speak another language at home are acknowledged and affirmed. They see that our district values multilingualism. We intentionally promote inclusion, curiosity, and openness to discovering the world beyond pew. Beginning in 5K matters. Young learners acquire pronunciation more naturally. They are less self-conscious and more willing to take risks. Spanish often Spanish class often becomes a space where most students are learning something completely new together which levels the playing field and builds empathy, resilience, and courage. Academically, Spanish supports core skills across grade levels. In our early grades, students begin literacy skills by identifying letters and sounds, recognizing words, and beginning to form sentences. By third grade, they are reading short passages in
006Spanish and able to make inferences about what they read. Students strengthen problem solving skills as they use visuals, gestures, context, clues, and environmental cues to construct meaning. They're constantly making connections. It is incredible to watch their brains absorb language like a sponge soaking up every detail. Some students eagerly use use Spanish in the hallways in classrooms beyond our Spanish classroom. Others build confidence gradually. Both journeys are equally valued because we meet only once a week. I'm very intentional about maximizing every minute. My goal is to create an immersive environment as poss as immersive an environment as possible primarily using Spanish throughout our time together. That means our classroom is filled with visuals, gestures, movement, and interactive opportunities. Even behavior guidance begins in Spanish, supported by simple language, and clear visual cues to help students make
007meaning. Class begins the moment students walk through the door. Even classroom teachers are drawn in, responding to questions like the students love seeing adults to try alongside them. It builds excitement and community. Routines are essential. We begin with a greeting song and our review and review our objective written in English for clarity but introduced in Spanish. In kindergarten, students toss a softball to practice names, feelings, and colors. In first grade, we add calendar routines, days, months, sequencing, today, tomorrow, yesterday. In second grade, we add weather. Each year builds upon the last, strengthening confidence and comprehension. Language learning in our classroom is not isolated, is connected and meaningful. When kindergarten students count, we use 10 frames. In first and second grade, we incorporate tens and hundreds blocks to find patterns, practicing math concepts in Spanish. Colors
008and numbers are embedded within meaningful context such as describing shapes or counting animals. Kindergartens kindergarteners explore animals and habitats, eventually creating their own allees. Inspired by Mexican folk art, first graders learn about families and community, and by the end of the year are navigating a city grid using compass directions. nur oste and coding bbots to complete errands to run around the city. Second graders study body parts and healthy foods culminating in a restaurant roleplay skit where they practice ordering in Spanish. Throughout every unit, students explore cultural perspectives and compare what they are learning with their own experiences. Language becomes a bridge to understanding. Most important to me is creating an authentic environment where students feel safe and motivated to try. We encourage everyday language. Pavo, gracias, another all those great manners in the language. If
009a question begins in English, I gently guide students to attempt it in Spanish. The goal is not perfection. It is participation and building confidence to ensure access for all learners. I provide multiple supports, visuals, gestures, movement phase, vocabulary, manipulatives, interactive activities, and chatmats. Chat bats provide vocabulary and visual support directly at students tables. They each kind of work in their own little group. They help students write build sentences and share independently even when students do not use them. Knowing they're available builds confidence in autonomy. Materials are adapted as needed so that every student can fully participate. Inclusion is not an afterthought. It is foundational. What brings me to the greatest joy is watching the students grow. I have the luxury of watching them grow over multiple years, not just in vocabulary, but in confidence and
010as a person. Over the years, I see them take greater risks, speak more freely, and support one another. They begin to see themselves as capable communicators in more than one language. Building multilingual learners is about more than learning Spanish. It is about developing flexible thinkers, culturally aware citizens, empathetic classmates, and confident risktakers. It begins in 5K and it grows each year. I could speak for much longer about my passion for my language program and language learning, but I would like to leave some time for your questions or thoughts you have. I also invite you to explore some of the materials which I'll share on some of the following slides. Um, but most importantly, I invite you to visit my classroom and see it in action. Our students would absolutely love to show you what they
011are learning. And then I just put a few things that um we've done the BBOT where they they learn all the community buildings and then they learn their directions and they have to direct their BBOT using Spanish through the city to run their errands. But they can't stop at different places. They have to stop only at the places to run their errands. Kind of like a real life, you know, figuring out how to run your errands, but in Espanol. Um the other part is the healthy plate. They talk about healthy foods. And this particular activity they did with some of the high schoolers. Um this is a little video. So he was teaching the rest of the class the colors and he just he was very excited at the end that he hit Rosado and
012he knew all his colors. So he was just sharing so students get a chance to share and I hope to and most often I try to video it to send it home on Seesaw or to the parents so that they are able to see what their students are doing in Spanish. Um these are some of the activities we do to keep it fresh. They get to you can four corners of the room. We dance our choice what we prefer. We might move to the side of the room or we do some infographics where we take go around and ask student different students in Spanish and then we graph it and we talk about who has more who has less. So we incorporate math while they're still talking but they don't even realize sometimes that they're
013including all of those things because we're just trying to do it as natural as we can. And then the chat mat is for Lacasa. Right there you can see all the vocabulary. It might look like it's overwhelming, but for some students, that's what they want. They want to expand their vocabulary. And for some students, they just need that reinforcement that it's there um and they can work from it. And then we do a lot of manipulatives or we move the person around the city depending on what we talk about. Those folders with Velcro are for some students who are practicing just the vocabulary and are working at that level or need a break from whatever we're activity we're doing. They can use that. And then here's some showing off what we've done. My second graders
014made monsters with the body parts, colors, and numbers. They could choose whether they're going to fill in the blank or write their own. The first graders have made cities. They can choose whether to draw or cut. The kindergarteners, I don't I sent them home on seesaw, so I don't have a copy. And um but they make an ali, which is where you put all different kinds of animals together. It's a Mexican folk art. And then we also retell oops parlo and they really love that. And that's kind of just an overview of my program or our program because I like to share that with our students. Any questions? >> I have one. My kids have graduated so I'm a little out of touch with PLE. How long have you been here? >> This is my
015fifth year in district. I taught four year 14 years in Oak Creek prior to >> And you've been at PLE the whole time you've been here? >> Yes. PL Well, I teach at PL and Horizon. I'd be aiss to not say that I teach one grade level at Horizon. Awesome. The program sounds really fabulous and I love that you speak it in the classroom. That's great. >> Do you ever take any field trips out in the community to like say a grocery store or an authentic Mexican restaurant to kind of let them use what they've learned outside? >> I have not attempted it yet. However, it's not I'm open to possibilities. It's the tricky part of it is because I only see them 30 minutes once a week then and it's a day one through
016five. It would be trying to figure out how to make that work without interrupting different schedules. >> Uh couple questions for you or Mike, I'm not sure which. >> Are you What do you do the rest of the time you're here? >> I teach all I teach all of kindergarten, all of first, all of second, and all of third grade. So all sections of there and third grade has two um 25 minutes a week. >> Okay. So the Spanish is on top of just being a regular kindergarten teacher. >> No, she's our she's our elementary Spanish teacher. So there's uh about nine sections per grade level. And so when you're talking about 30 minutes a week, it's per class. So, she's teaching Spanish to our 5K students all the way through our third grade uh
017students um throughout the week. That's that's that's a very large task to be accomplished. >> Got it. Um do we teach anything besides Spanish? >> We teach Chinese and French as well. That comes in at sixth grade. So we have our elementary Spanish program um runs uh through fifth grade and then at sixth grade um there is a course where they a third of the year they get Chinese, a third of the year they get Spanish and a third of the year they get French to help them kind of be have been exposed to all three to decide if they want to pursue French, Chinese or Spanish as they get into seventh grade and above. >> Okay. So as a kindergartener the only thing you could do is Spanish. >> Correct. >> Okay. Thank you.
018>> Y >> any other questions? >> Anna, you have something? >> Yeah, I do have something to say. I just want to say I think it's really special that as a district we're able to offer Spanish at such a young level. I remember personally like being in kindergarten and certain songs that we used to sing in Spanish and like those are things I still remember to this day and I just think it's really important for a cultural understanding but also especially as a kid like it's way easier to learn a language. So starting them young is really important. >> Well, thank you so much for being here. It's a awesome program and I know the kids love it. And um again, I just think about how many how many students are in POE? 700. >>
019I currently teach over 800 students. >> Yeah. So, so you're >> working with all by name >> and English and Spanish. >> We do not give Spanish. >> You don't do Spanish names. >> That is a lot of English names. That is a lot to keep straight. So, thank you, Jess. >> Thank you. >> Thanks for being here. >> Okay, next we have salutes. Um, does anybody on the board have a salute tonight? >> This might be a little bit different. So I've never ever participated in it before, but Jill Thomas, who runs our 18 to 21 kind of program, invite actually her >> Yeah, my aunt, she does run the 18 >> 18 to 21, but they invited me to participate in interviews and other things with special education students. So it was PWA
020and at least three or four other school districts participated with us. So South Milwaukee, Arrowhead, a couple other ones. I forget who was there, but it was um like a hour session and I talked about six different students in terms of going through some interview questions at different levels in terms of where they were at with it. But it was really really very well done in terms of they got exposure to different uh activities, but also then the person we were like doing interviews as if they were interviewing for a job. So salute to Jill Thomas and her group that um ended up doing that. And the person that was sitting next to me, you guys, some might remember her, Bethany. >> Yano. Yeah. >> Yeah. She was there, too. So, it was great in
021terms of seeing that. And it's just a reinforcement of how we work so hard to open the door to each child's future. So, >> good job, Larry. Way to work that in. >> Gets it in there. >> Anyone else on the board? How about admin? >> Salute, guys. None today. >> Uh I have one. I just want to salute Colin Jacobs. And here's why. Colin, um as you know, is our director of human resources, but I noticed it again this week. Um he's it's kind of a servant leadership thing he's really good about. I don't know if you know this, but uh there are multiple times where Colin goes down and he's filled in for an absent food service worker and has just worked the kitchen uh at PE. this past week, uh, as I
022was driving up, he was out there being the crossing guard. So, just an example of he's he's just someone that's always willing to roll up his sleeves and step in as needed. So, he was >> we had a absence of a crossing guard and he was out there taking care of it with enthusiasm. So, I appreciate that that he does those things. >> That's awesome. I love to hear that. >> Um, Tammy, did we have any citizen comments at this time? >> No citizen comments. >> All right. Thank you. Um consent agenda. Um it includes the um meeting minutes from previous meetings um on February 9th regular meeting and the business affairs correspondence include in your package and no gifts at this time. So can I get a motion to accept the consent agenda? >>
023So moved. >> Second. >> All in favor? >> I. >> Any opposed? >> Opposed. Uh moving on to new business. Um so tonight we're going to get an act 20 progress update from Anthony Piso. Um this presentation um is part of addressing um our board goal number five and Mike Superintendent goal E. So Anthony floor is yours. >> Yeah, we have Brian Seagull and Christy Johnson and Robin Wilson here today. As the board is familiar, there were some legislature changes um requiring us to make some changes to early literacy instruction. So, just wanted to provide all of you with an update and no better than the folks that are engaged in that work uh at the ground level. So, I'll hand it over to you guys. >> Thanks everyone. So, um through our presentation this
024evening, we'll kind we'll give you an overview of where we've been um where we are and then where we see things headed in implementing um Act 20. So, a quick overview of uh Wisconsin's Act 20, commonly known as the reading law. Some key provisions of the reading law were to ensure science-based literacy instruction in grades 4K through three for all students. Um we'll talk about kind of those five pillars of what science-based reading instruction looks like later in the presentation. Um the act requires that we screen provide a universal screener for every student in grades 4K through three to ensure that through a child's early development no need is being missed or dro or falling through the cracks um that may not be noticed by a school district. And um across the state, we all
025use the same universal screener. And the act provides um that we provide additional support for students in the early grades with the idea that if we can solidify that um it will pave the way well for students as they go continue to go through their um K12 careers. Certainly, there were components of that that we already long had in place, but some specific implications for our district as the act um came into being were that we went to the state's universal screening, which was Ames Web. Um we were already screening students using a different tool. Um but this one also um had us sweep in 4K students as well. So that was a a new piece for us. um that we broaden our menu in terms of systems of support. The universal screener allows us
026to get really specific in determining what a student's reading needs are. Um and so we've broadened our min our menu of interventions based on that um student need. So that's been an area of growth for us. It caused us to make a few instructional shifts um most notably becoming more systematic with what we have done um with phonics instruction and Christie will talk more about that as well and it's required um a good deal of professional development on the part of our teachers and they have every single one of them um risen to that challenge and beyond. So we'll talk a little bit about that as well. So, with the universal screener, what we're really looking at is determining any student that falls below the 25th percentile on this nationally normed um screener. For any
027student falling below the 25th percentile, we're required to develop a reading plan for them. Again, that's not entirely different than we always did. It just sets that bar at the 25th percentile, leaving no subjectivity for a school district. Um, and that personal reading plan is very prescriptive, giving the teacher and the parents a road map of exactly what's going to happen to support that student's reading development along the way. For every student in so 4K students are screened, we begin watching them, but reading plans don't begin until 5K. For students in 5K through 2 grade, there are very um specific criteria elements for them to be dismissed from a reading plan to ensure that they're getting exactly what they need. Scu students must score above the 20 at the 25th percentile above the next time
028um we administer the universal screener. That's administered three times a year. We've added district requirements as well. Um that students have at least four consecutive progress monitoring points showing that they're making good progress along the way. So we're not looking at just one data point that might indicate progress. We've got a bank of them then. And then lastly, we included classroom data as another um point of growth that we would look at to determine whether a student was ready to be dismissed from the reading plan. And the reason for that is because we didn't want um confusing messages for teachers, students or parents in terms of whether a student was making progress. We didn't want a student to be um needing a reading plan, then dismissed, then maybe needing one again. So, we did set
029that bar high. And then for third grade, the criteria is different. The criteria for dismissal from a reading plan in third grade is um mandated by the act. So this is the same across school dis in school districts across the straight across the state, pardon me. Um first, parents and students must agree parents and teachers must agree that the student has met the goals of the reading plan. So there's a an element of parent voice there. And secondly, the student has to have scored at or above proficient on the state exam. Um, and we get those scores at the end of the year. So really, if a third grader has a reading plan at the beginning of the year, they're engaged in a reading plan throughout their third grade year. We're going to talk more
030about the shifts in our universal instruction with Christie. >> Robin or Christie can probably answer this too. The forward exam, is that the one we get the results really late? >> So, previously we got the results really late. Um, the state this past year has made an effort to get us the results a little bit sooner. So, in prior years, we would get the results in about um sometime in July. Um, this past year, we got them in I think it was end of May or early June. >> It was in May. So, >> yeah. All right. That's good. >> Is the results you don't release until November? >> I'm sorry, what? >> They're embargoed, too. >> They're embargoed. Yeah. >> Yes. Got it. Thank you. >> Um, so as Robin mentioned, some universal shifts
031in our instruction. Some of these things, um, some of these pieces that are mentioned here are things that we've longstanding had in place in PWA school district. And some of them are new additions that we've become a lot more systematic about in order to ensure all students have access to all five components um, that are addressed through the science of reading. So when we think about phological awareness, that's a child's ability to hear sounds, manipulate sounds in words, um to recognize parts of words, to do things like rhyme. Um we are now using something called the past assessment in 4K. That assessment allows the 4K teachers to determine um students skills at a very basic level and then do some additional work with students. And um as Brian shared with me, a lot of that
032has to do with things like rhyming, having a lot of fun playing around with words. And then in 5K through second um and third grade for this year, we're using a system called UFly that helps us address funological awareness. And then also phonics um at third grade next year. And then currently in fourth and fifth grade, we're using something called core phonics that I've spoken with you all about in the past. Um, core phonics is helping to us to get to that multi-elabic level of students being able to spell and understand the meaning of words in order to address fluency, vocabulary, and reading comprehension. We're using the reading units of study, which is something um that we adopted that new version at 4K through 2 grade at PLE last year, and we um continue to
033utilize that to address the workshop model. In addition, our core phonics has some fluency and vocabulary um portions to the lessons that are helping us address those areas of the science of reading as well. So, when we're thinking about how we support our students and the tiers of support that we provide, this graphic shows you um starting with the very bottom level, tier one is for all students. So all students receive core instruction in those five areas that were just mentioned. And then through our universal screeners, we're able to identify students who need a little bit more. And those students um we start with a tier 1.5. They receive additional support two to three times a week in a small group right around anywhere from four to eight students. As we kind of go up
034the pyramid here, you can see that the support becomes more intensive in terms of students receiving more days of support of their intervention and the group size becomes smaller. Um that is then addressing fewer and fewer students. So when a student would um on their Ames web assessment score below the 25th percentile, we would then first typically utilize a tier 1.5 intervention. We would then monitor that child's progress to see how that they're doing for six to eight weeks and then make determinations as a team if we need to adjust the plan based on how the child is progressing. That will help us to know if we would move to a tier 2 or maybe even a tier three intervention, which is our most intense level of intervention. If after all of those um tiers
035of intervention, we still have concerns about a child's progress in reading, that's when we may decide as a team to proceed with a special education evaluation. um tier 1.5 and above all occur during that independent work time of the child's um reading workshop or it may occur during what we have at Horizon called our wind time which is an additional 30 minute block where students are getting what they need to address their individual needs. Um so through the Ames web platform we have a lot more tools at our discretion in order to address learning needs that um pop up through the universal screener. Um so to be able to progress monitor them and their growth. We're able to hit funological awareness uh phonics fluency vocabulary and comprehension. Not going to read through the entire list
036there but you can see that progressively gets um more comprehensive in terms of what skills they're working on. The very uh basic one is initial sounds. So just identifying what's the first sound in a word and we may be doing that um in kindergarten. We don't have formal reading plans in 4K, but if we note that there's already a need there, we may do some informal progress monitoring at that grade level with that in hopes that when they get to 5K, they don't need to have a reading plan when they first get through that testing window. So you can see all the different options we have to address phonological awareness, phonics, uh and then you get to fluency and comprehension. So a lot wider um of tools um at our fingertips. The other nice part
037about Ames Web is that we can track through that system. So you can see here that black line says um we want them to reach this certain level by the end of the year. um that green line shows that with all these data points that student is going to surpass their goal by the end of the year. If it was below that black line, it would be red and that would be a signal to us that we may need to try a different intervention with them because what we're trying isn't quite working. Um, so when Robin was talking about four data points above the goal line, you can see that this student at this point in time, they had three consecutive data points above, um, we would need one more to then check that box.
038And then we'd look at how they test in the next window as well as what their running record scores are. Um, and that would be at PL. >> That's for considering u removing the reading plan. >> Correct. >> Yeah. >> Brian, what would explain that one blip where it went jumped up high? It's a great question. >> You don't know. Um like you just never know. >> You never know. Sometimes it's the passage. Um you know, when certain passages are are given, they may be focusing on a let's say a short vowel sound. >> Uh so it may be one that they're very familiar with. Like they're very comfortable with that um the at and the and the app ending and that passage just happen to have a few more of those. um when we
039see a dip there, maybe they're not as familiar with the short E. And that one involved a few more of those patterns. So that's why we look at the trend um instead of just individual data points. There are sometimes that kids, they come into us, they're not feeling well, and we see one of those progress monitoring points just absolutely nose dive, but then we see the rest of them following a trend. And you know, sometimes kids just come in in a different headsp space in a day and that's why you look overall. >> Sure. >> Yeah. I think it illustrates an important point that kind of I mean learning is not just this straight linear experience. It's like getting better at anything. It's ups and downs. It's you know you've seen that probably graphic of
040what success looks like and it's not here to here. It's and that's the way it goes with with >> and this is really standardized what all teachers are looking at. So it used to be um interventionists were using this to track progress monitoring. Now with ACT 20, every teacher with a student on a reading plan is utilizing a system like this to track data over um an extensive course of time. And when we have them come to our student success meetings and they may be trending below the goal line, that's when we talk about what are you noticing, what are the data points, where do they find success, what are you noticing in the classroom and develop a different course of action for them. Um so with this we have found a lot of success
041and um a big part of that is with our reading plan dismissals. So 4K does not require reading plans, which is why we don't have any dismissal data there. But you can see from um 5K to first grade, spring to our most recent testing window. Um in winter, you can see how last year's 5K, the current first grade group, um they dropped by five reading plans there. Um first grade into our current second grade group, they dropped nine reading plans in that time. And then second to third, they went up, but remember the current third grade group, they cannot exit their reading plans until after uh the testing window this spring. Um so we've only added three kids to this. Um we can say with uh a fair amount of confidence that this number will
042drop. We just don't know how many based on the testing window. And then when you look at last year's third grade into this year's fourth grade, this gives us the confidence that the current third grade group that will be exiting some kids out. You can see the drop from 45 to 29 um last year's third grade to this year's fourth grade. So what we're doing based on this data is working and we're getting those skills to the kids making them more confident and competent readers um by a number of measures because we're not just measuring through as web uh running records progress monitoring uh forward data. We're using a lot of different data points to show that they're making that growth. So continuing forward we know that we're not hitting every single kid quite yet.
043That's ultimately our goal. a never- ending cycle of every kid um achieving. Um so we are continuing our learning as staff. Um Robin alluded to Cox Campus, which is an online program that everybody um 4K through third grade is required to do. Um here in Pewwaukee, we're requiring through fifth grade teachers as well. So we're extending that because we want to build in that knowledge uh for all of our elementary teachers. There are a number of different courses you have to go through and pass. There is a quiz at the end and then an overall test that you have to pass with Cox Campus. Um, and then you get a really nice certificate that you can print off in color. Um, total of is it 32 36 hours of >> 38 hours of training. Um,
044last year's spring break was fantastic for me. Um, >> but you know, you grow in a lot of ways with it. um for as long as it was um it really is a lot of training getting back to when I was in college reminding myself of some of those things but also some new strategies that I had not known before. Um a lot of brain science in there too about how kids brains work and different ways of helping them access the content. Um Horizon's going to be doing some uh training this summer in core phonics. And then at the PLC level, we're going to continue to work to analyze student data, um, learn from each other about what we can do to help, um, teachers grow in their practices, um, as well as how we
045can help support all learners. Um, collaborative learning with our coaches and our interventionists. They were bringing ideas forward of, hey, um, you may want to try this with this group of kids. Um, or we found this activity is a part of our phonics program, you fly. Why don't you give it a try? I can come in. and I can demonstrate it for you and then you can uh try it on your own. So, we've already had a lot of teachers find a lot of success um in taking programs and um instructional strategies they've learned from coaches and interventionists um and as well as if you have a reading plan some direct coaching there um on um how we can continue to get that growth that we want to see and trend above that goal line.
046A lot of that happens either in PLC levels or uh student success meetings that we have at our buildings. Any questions? >> This is a a question that's anecdotal. Um what's the feedback and response you're getting from families on these changes? >> Is it positive? Do you feel like >> Yeah. I mean um it's it's um clear communication I would say more than anything um you know when you get that reading plan come home there's some people who could be very worried about what does this mean for my child so we oftent times support it by making a call home and saying hey here's coming home here's why it's coming home here's what our plan is to address it and when we send updates on the reading plan they can see those charts of like
047here's the growth that we're making here's the growth that we're not making here's what we're going to try next. So, I'd say enhanced communication uh between school and home. That's a big benefit that we found. >> And there and there are some intricacies with the reading plan, but prior to this, our entrance criteria for tier 2 reading intervention was at the 25th percentile and students in intervention did the same progress monitoring. Those reports went home. So, it just kind of formalized it as a state. Um there were many practices that we were already engaging in. >> Okay, Christie, I have a question. Sorry, Larry. >> Um for the fourth and fifth graders, because I know Act 20 was more focused on the younger up to third grade, but I know that you guys are doing
048interventions with the fourth and fifth grade, which I am very appreciative that you guys carry that on. Um but I'm just wondering, do you guys are you tracking the data with improvements on those grades? I'm just curious what that looks like. >> Yeah, we're um starting to utilize a lot of the same processes. So, um, like Brian just said, what Act 20 has helped us to do is just to get a lot more systematic with, um, some of the things that we were already doing. Um, so we've really carried that up into fourth and fifth grade now and have, um, the same practices running with those grade levels. Um, definitely seeing where we're starting to be able to dismiss some of those students within the winter um, window that we just had. I don't have
049exact numbers, but I know that there were a at least a handful in each grade level that we were able to dismiss from their reading plan. And I think one of the pieces that has helped us a lot is now in fourth and fifth grade, we have that core instruction in phonics area in addition to offering intervention for students who need it as well. you >> back to the data slide where it says the PLE reading plan dismissal. >> Yep, that's it. Yep, that one. Okay, so it's reading plan dismissal. So, if I'm interpreting this correctly, so the 23 students in the spring, so there's now 18 as of the winter. So, three or let's see, no, five were dismissed. Is that what it means? Okay. Yeah, between the fall testing window and the winter
050testing window. Um, since then we've been able to dismiss five kids from their reading plans. >> Okay. So, it's spring to winter. You just said fall in there, but >> Yeah. So, we've got three testing windows um each year. Um, so just taking that group at the end of last year, how many kids ended last year in 5K with a reading plan and up to I just wanted to give you like the most current data. So it's after the winter window. Um, so between fall and winter, we dropped a total of five reading plans in that grade level. >> Will we see another data point on that? Yeah, our spring testing window is May, April, >> end of April to beginning of May. >> Right. So at that point we could provide you with um
051from spring to spring. How many kids have >> No, give me the detail by each testing cycle. Right. Because you had the spring to fall to winter. So one data point is missing in there, right? In the sense the fall is not there. The fall the fall is the same as as the spring because the students end in spring. >> Oh, they carry that same one forward then >> and then that is carried forward into the fall. So that ends up being >> so the start of the fall would be the same number that ending in the spring. >> Springfall. Okay, that's the way. >> Yeah, I mean we could we could break it down for you. So at the end of the fall testing window, how many reading plans we had and then again
052at the end of the winter one. We could break it down individually that way >> because that's a progress kind of measure, right? In the sense of how you're doing relative to >> Yeah. >> getting kids dismissed from those plans. But is it um Okay. So, if they're going through that, are these the numbers we're kind of expecting in terms of from the interventions that we have going with the kids? I mean, so you dropped five and then the next one down was 39 to 30, which is a pretty good score there. But then on the next one down, it says includes three new students. So what does that mean? Three new students that came into the district. >> So three So three students from last spring qualified for a reading plan. None of those
053current 39 they're all new to >> Oh, they're all new to us. Great. So none of our kids there. We can't dismiss anyone in third grade until after forward. So, had we been able to follow the PLE guidelines where we're not uh bound by that test, there could have been kids that were dismissed after the fall or after the winter. They just can't do that until after the forward test. So, we're waiting on those. And if I could just add just because specific to those third grade students. So this winter for example, we have several students who we can't dismiss from their reading plan because we don't have their forward results. However, they've scored at the 60 60th percentile in Ames web 70th even up to 80th percentile but we still have to maintain that
054reading plan because we don't have that forward result. That's the way that the law is written. >> Okay. So it's the forward result of that. But obviously, yes, it was helpful to know that they were three students that came in. So, they weren't part of our original spring starting point, but they came in, right? And now they were uh so that 39 to 42 >> probably tells us that those three students didn't meet the criteria, if you will, to be dismissed or they >> They can't be dismissed. And that's why >> they're new students coming in. Okay. I think this is where we see the largest drop here in number of reading plans because we can't really dismiss throughout that third grade year. And so we have them in that intervention that chunk of time
055and then by the time they reach that winter of fourth grade, we've dismissed quite a few students >> and and we do have a date scheduled to do an overview of the AS web plus data. So that's in the spring and we should have some updated numbers then as well >> because I mean I think what's going to be very telling is when you look at spring to spring I mean from spring to winter you know with summer regression that sometimes can happen that's a pretty short window to be um working with students from an intervention standpoint. >> So this is another tricky question. So either we go back to this one or you can stay on this one too. So, of those 29 students, do you know what tier level they're at? >> So,
056typically, and it doesn't always happen this way, but oftentimes, just like we would go up in tier, if a child's was showing more need, um when a child is really progressing well, we oftentimes will decrease in tier. So, a lot of times our students who are dismissed are in either a tier 2 or a tier 1.5 level of intervention before they're reaching that dismissal level. >> What I'm trying to get at is it's like to know the level of support that's needed, right? And I don't know if that makes sense in a sense. I mean, if it's like a little or if it's a tier three students who need interventions five times a week, that's a different workload, if you will, from a teaching reading standpoint, right? >> Sure. So, are you saying of the
05729 students, what percentage need a tier three reading plan? >> We 29 are there's 29 students. How many are tier three, tier two, tier 1.5? I I can I can I can put all that I can go by grade and put all that information to you and and send you that via email >> because the tier three ones that were really we have to work harder >> to get them to that level, right? >> Yeah. >> Okay. And then if you go to the previous slide where the third graders >> the same thing, right? So there's 42 where are they at and how much effort in order to get them dismissals approved whatever. So >> yeah, oftentimes it's the largest number of students that would be in that tier 1.5 and then the next largest
058would be in tier 2 and the smallest would be in that tier three intervention. So typically it kind of decreases in size as the number of kids that are in that level as we go up tiers, but we have exact numbers that we can definitely get for you. >> But I mean if the one at the tier three it's five intervention or five times a week, one to three students. So that's again kind of a staffing workload thing. >> Well, it's it it it is our reading interventionists. When when you get to tier two and tier three, our reading interventionists are delivering that intervention. So in that case, it's not specifically the classroom teacher. Um whereas at tier one and tier 1.5, those interventions are delivered by the classroom teacher. >> We only have so
059many hours of reading interventionists though, too, right? >> Well, that's that's their for most of them, that's their only role. And is it tight at times? Yep. But we we get it done. >> If I could piggy back onto the tightness, could you describe what you you mentioned that there are people students who don't need what you have on offer, what what the state is requiring and they're required to be there because of the state statutes. How many are those? And what is there what are they doing? What does that mean? If they're in a program that they don't need, what's going on there? >> Yeah. So, they're still re they're still receiving a reading plan. And so, what that means is the reading plan is really tailored to individual student needs. And so we're
060able to for our students at third graders who are still receiving that reading plan, um we've identified that they typically don't need phonics or fluency instruction any longer and we're able to focus a little bit more on some of the comprehension instruction to help them. So we're not just putting them into a program that they no longer need. Um it's just that we're continuing to monitor them on a bi-weekly basis per the law and then reporting that out to their families. >> Okay. and they don't need that is I think what you're saying, >> right? >> Okay. >> So, you could use >> that. Go ahead. >> I'm sorry. That programming is still going to be based upon what that child's biggest opportunity for growth is, what their weakness, so to speak, is their relative
061weakness. Even if in another grade level they might have even if they're above the 25th percentile the intervention is still going to focus on whatever their greatest relative need is. Is that making sense? So it's not something they don't need at all. It might be something that they're showing a level of growth that they wouldn't need intensive services. >> Right. >> For a longer period of time. >> Right. Right. So, it it sounds like you're describing maybe this is definitely a thing for Mike in one of his um groups that you're being compelled to give need where it's not needed and you're running you you run the risk of running short on the end where it really is needed and there's no reason for the first part to occur at all. and maybe feedback to
062those folks who have written that law that way where there's no out for people who don't need it anymore might be useful so that you're not spinning wheels where you don't need to spin wheels. That's what it looks like when you say it. I >> have one other question I don't know maybe Anthony or whoever. So out of just for example like the 42 so that's 42 out of how many third graders do we have altogether? um >> two 15 maybe numbers too just to give us >> I'll get you the exact number here >> and yes indeed I'm a statistical data and analyst kind of person and a >> fan of the count from Sesame Street if you haven't figured that out >> there are 200 oh 215 we were right >> impressive >>
063the other thing back with this one and it's not necessarily specifically a part of this but I know you don't do the 4K testing or does not require reading plans if you will but there's a group that I became familiar with in the last year and a half or so called reach out and read which again in physicians offices they hand out books to young children at 6 months 12 months 15 months I don't know if you guys have ever experienced that or not but it's actively supported by retail and read is a national organization I attended their annual conference it was held and hosted by Epic in Madison there about 150 people there between people that work in physicians offices but are people that represent the importance of reading because at birth to pre
064is a really really critical time in terms of them learning or students or young children learning vocabulary and parting that reading thing that's there. So reach out and read is there our local uh children's clinic in uh right here in pewwaukee they are part of that participants in it and the pro healthcare and in Monomony Falls it's the family practice clinics so a lot of people I don't know if again if you guys have seen that or experienced that in your uh well visits so six months 12 months 15 18 months and there's charting and documentation epic to record and document the fact of kids learning how to hold a book read a book all that kind of stuff that's there and it's a supportive thing that we can do and potentially even with our
065own daycare centers in our community and I happen to belong to one of the churches here and we have a child early learning center kind of thing there. I mean how do we support those kinds of things uh in those kinds of settings as well. So it's available and books are one of the ways that kids can learn how to read. My point is if they reach us by 4K, we need to get them started a lot earlier. That's my whole point. So, because it's t, as we're can see, it's tough to catch up, right? I mean, these kids are starting out with a little bit of a challenge if they don't know how to read and definitely if they don't know how to read by third grade. So, >> other questions. >> Thank you.
066>> Yeah, thank you for being here tonight. Good work. >> Thank you. >> All right. Next, we go on to personnel issues. Starters. Um, we do have one resignation. >> Yes. Uh, we have one resignation. Business teacher Sean Upton would be resigning at the end of the year. Um, I would look for your approval of his resignation. >> Move to approve the resignation of Sean Upton as presented. >> Seconded. >> All in favor? >> I. Any opposed? >> Abstain. >> Um, retirement. We do have one retirement. >> Yeah. Um, Linda Rhinowski, uh, who's been with us for quite some time. She had my daughter in first grade. I remember way back when. Um, so Linda is retiring at the end of this year. So with thanks for her service, I would seek your approval of
067the retirement of Linda Rowski, currently 5K teacher. >> Move to accept the resignation and thank her for her 18 years of service. >> Second. >> All in favor >> to retirement. >> I retire. >> I. >> Any opposed? >> Abstain. >> And lastly, we have an employment. >> Yes. So, uh, we are seeking your approval. Katie Spedoni, um, rose to the top of a very strong pool in essence to replace Robin Wilson, who is retiring this year. So, uh, Katie applied for that. Um, Anthony did a good job leading that process. Thank you for Bren for being uh, uh, in on that interview team. Um, so we would take any questions that you may have, but we are looking for your approval for Katie Spidoni as our next director of learning and academic coaching. We
068would then be, of course, posting uh, as of tomorrow, we will post an opening for middle school principal. >> Can I have a motion? >> Move to approve the hiring of Katie Spidoni as director of learning and academic coaching. >> Second. >> All in favor? I >> I >> Any opposed? >> Oppose >> and no leave of absence. Upcoming activities. Um first, uh our next board meeting would be Monday, March 9th. But I have to tell you, there's been a flurry of activity with all of these interviews. And um we're looking to move that board meeting to March 15th. And Mike, I'll let you >> 16th. >> Is it this 16th? You're right. >> Do you want to expound more on that, Mike? >> Um just a couple of things. We are um so I'll
069be I was going to talk to this this evening. Uh um we are going to be looking to advance finalists to for John's position. Um and um I'm looking to involve the entire board if you're available next week uh in part of the interview with those finalists. Um but so that's one piece. We would like to uh have someone approved prior to spring break. Um the only board meeting right now is March 9th. I do not believe we'd have this position wrapped up in time for that meeting. we would then have to convene at least a majority of the board to prove that to get that taken care of. Um, so there's that piece. You also have a situation where Anthony and I are going to be traveling for a conference and we're planning to
070be missing that March 9th meeting. I know Larry was going to be coming in virtual for that March 9th meeting, so attendance is a challenge uh for that particular meeting. um and just the kind of the topics on there. It would be best if we could all be present. So, if it works uh on schedules, um there'd be a lot of advantages if we could bump that back a week. >> Do we have any conflicts >> from board members to the next to the following Monday? >> Yes. >> Looks like we're all good for that. >> Okay. All right. Um, >> oh, one thing I did forget to say not about this, just kind of going back to Katie's hire. Katie would have 100% been here tonight, but she has a sick child, so she
071was planning on >> Two sick children. Two sick children. So, otherwise, Katie would have been here, so I should have said that before. >> All right. Sorry. >> Um, Tuesday, March 11th is reality store. Um, and we are looking for some board members who might consider um stepping in and helping with that. Um it's from 8:30 to 11:30 in the the gym and um you're just interviewing some amazing seniors and giving them some real experience. Um so if you're considering that, please please let Tammy know so we can get you signed up for that. Um, Tuesday, April 7th is the spring election and then Monday, April 13th, um, at 10:00 a.m. in the district office is the canvas of election. Um, Monday, April 13th is also the board meeting um where we'll take the oath
072of office for our newly elected board members. Uh, business affairs is at 6:00, board meeting at 7. Um, I do want to add in that Monday, April 20th from 7:30 to 9 is the Kowanas awards night, the scholarship night awards. Um, I love to attend every year. I think it's just amazing um to see the um amount of dollars that are given out to our students and the talent on behalf of our students. So again, if you're interested in attending that, let Tammy know so we can get you RSVPd for that. Monday, April 27th is policy at 6, board meeting at 7. April 29th, 5:30 is a ribbon cutting ceremony for our new spaces here at the high school. So excited about that. Um, let Tammy know if you're able to attend. Anything you want
073to add about that right now, Mike? >> Um, no. We'll get more details out there. We'll be um working with our team to plan an event um so that people can come and experience this. We plan to have students uh helping activate those spaces, culinary students, um engineering uh shop uh students, art students uh to be active in those spaces. I think you pointed this out when you were touring some candidates uh through with part of the CFO interviews that the first time you actually get to see kids actively fully in those spaces that does make a difference. >> Yeah. >> Um so yes, that's so plans plans are being put together to to create that event. >> Tuesday, May 5th is the Open Door Awards at the Sharon Len Wilson Center. again, if you
074can attend, let Tammy know. Um, I would like it would be nice to have a few people from the board in attendance that night. Um, I also just need to let you know Saturday, May 30th, um, is the high school graduation ceremony and Wednesday, June 3rd is the Asa Clark 8th grade promotion ceremony. So, just lots of fun things to come. Should we talk now about interview? >> Yeah. >> So, um, looking to have it be two still, we're still in a little bit deciding mode, two to three finalists for the assistant superintendent of business services position. Um, obviously a position that's critical for the board uh, and your uh, work. I want to recognize Bren and Matt and Travis. Uh thank you for serving on um interview teams so far for that position. Um
075we have really good people like we talked about with those teams. We're choosing from good and just trying to make the best decision. So I'd like to bring those forward. A component that I'm looking to do is to have be the full board and John and I would join you uh to to interview some of these finalists so that you could weigh in on your recommendations as well and then so that you would have for sure seen whatever final candidate we would be recommending to you uh moving forward. So it give you all a chance to get some firsthand experience um beyond just having some of your colleagues being having been part of the process. So, I was looking at the evening. Bren and I had talked about is because of your work schedules that
076some of you have that um evening might be best. >> Um I don't know time frame how early you could go. I'm tentatively would be just blocking out a three-hour chunk of time. It might be faster than that. We might be done in like two hours, two and a half hours. Um again, also depending if we have two or three candidates to move through that process. So, I'm just throwing out there the potential of uh March 4th in the evening. >> Um, if we had a start time of 4:00 >> if you guys could go that early. I put 5 to 8, could go 4 to 7. It's >> Would it be both candidates at the same time or that? >> No, it would be one at a time. One at a time. >> Arrow
077it down to two. >> I know. It might be hard, right, Matt? >> Yeah, it's a good problem to >> Yeah, it's a good problem. Yeah. >> So, I'll put that back out there again. Is it possible for folks to be able to meet at 4:00? >> I won't be here on the fourth being in the first round since you've seen. >> So, it looks like we could consider starting at 4 to make an echo so late. >> Yep. And again, it we may not need the full till 7 o'clock, but um >> which day? I'm sorry. >> This would be March 4th. >> Oh, sorry. >> That's that just one of those nights then, right? >> Right. We talked about doing it over multiple nights, but we're just going to try to do it
078one night. >> But then I the next the ninth is though when you guys are gone and I'm gone that whole week. So, >> correct. That's why we would that's one reason why we wanted to so presumably how this would go is that because there is also going to be another panel interview. So these candidates um exposed again to different um uh admin and staff as a part of this compon part of this process for just these finalists um to make sure we're deeply vetting who we're hiring. There's obviously reference checking. Then there's agreeing on terms of contract uh that would have to happen. Um so that would give us time to get that done so that we could bring forward the goal is to bring forward the candidate for your approval at that March
07916th meeting. >> I'll be in the UP again. I'm sorry >> on the 4th. Okay. So Stacy will be gone. We could look at a different date uh as well. That one is just a one night trip for me. And I know the fifth was a problem. Uh would the third work Tuesday? Ashley, is that a challenge for you? The third Tuesday next week. >> So if we went at four, we could We get you out of there. Did you say the third was okay? >> The third. >> Does the third work for everybody? >> Okay. So, we'll shoot for March 3rd, 4 to 7, and I will follow up with everybody on that. We'll get you some materials uh to be able to review uh as well. Thank you. Thank you. That'll be good.
080>> Okay. Yeah, busy spring here. >> It is >> all good stuff. Um, legislative update. Anything there, >> Larry? What do you got? Well, they're kind of in the windown phase right now. And I thought that there was some agreement between um the assembly and governor Ivers that kind of disappeared a little bit, but they've got another proposal out there and but I think they're still in a talking negotiation stage because the one thing that was really important I think to have available was the additional funding for special education. So, I think they've gotten the message on that. And then the second thing was to be able to take some of the surplus that's there and apply it to the general education kinds of things out of the general funds that are there. Uh and
081then provide tax relief uh uh tax relief in the sense of the property taxes which kind of went up because again the way that they um allocated the $325. It all hit local property taxes and nobody around the entire state is happy with that whole decision in terms of putting that burden back on the local property taxes. that money should have coming out of the state general revenue funds that are there. So, it's still in the negotiation stages. So, hopefully that'll move forward, but they are kind of wrapping up and we have an S SWSA meeting tomorrow. There's some talking points around that as well. >> No, the speaker um >> Voss is retiring. >> Yeah, Vos, he's but he seemed he indicated in the press that >> he was hoping to get it something
082done. He sounds optimistic. Yes. >> That they'll come back in and get something done yet this spring. Um, you know, it was originally some agreement around like $200 million additional to try to fully fund special ed per the what was originally intended with the percent of reimbursement. Um, there's a desire by everybody to have some level of property tax relief. Um, there's differences on other because there's this $2.7 billion surplus. Uh, there's some interest in rebates. um uh that that is a component of this. Uh there's differences on um whether anything goes into state aids versus just the rebate on your property tax uh as well. So there's things to your point that are being uh negotiated. Um but certainly from the assembly side there seems to be optimism more so than from the Senate
083side. But usually when those guys are expressing optimism, it happens. Um it's not it's not this super high friction level thing. There's there's differences right now, but um and this certainly November has an awful lot to do with with what people want to come out of this, but um I I don't know. I think something's going to get done. I just don't know what it is. It sounds like probably 200 million for special ed. That's in both proposals. >> Yeah, I think that one they agreed on, right? in both Senate and Assembly kind of thing, >> which would be good for >> for us. >> Fantastic. So, >> yeah, which would be helpful. So, >> coincidentally, so uh the last few years or three years now, I've participated in what's called the Wisconsin Hospital Association
084Advocacy Day and it's this year on Wednesday. So, on Wednesday, I will be in Madison Manona Terrace for some morning sessions, but then we do legislative visits. But the panel that they have coming in and speaking is Robin Voss, um Helu. >> Yeah. from she's the Democrat. It's like assembly and senate leadership and there was one person from the um I think the assembly side. I thought it was going to be Greta but there's a different person there but Robin Voss the Democratic person and then Lemieux who is the Senate person and Hessel Bond. So, it's a pretty high-powered group and Wisconsin Hospital Association is there. And like I say, I like to insert in the fact that one of the things the Wisconsin Hospital Association advocates for is um nurses and healthcare workers and
085all that stuff, but they need high school graduates in order to have healthcare workers out there. So, hopefully they can understand that as well. >> The other piece just to just so the board knows, I had Senator Capinga reach out to me um which which was kind of nice his office. It was nothing to do with really budget stuff. there's a proposed bill related to um like cardiac response plans in schools and they just wanted my take on what had been proposed um and I just gave them my opinion that what was proposed was not very good um and was and that we it creates a standard um that we already exceed here. It would just basically and there was supposed to be a grant but the revision had the grant completely stripped out of
086it. So it was just basically paperwork and reports to do for with no resources. So I shared my opinion on that but I just like the board to know that that he had reached out. So and I and I was appreciative that they did that. So, Mike, one other thing. I wasn't on the um list of activities, but I kind of found out that the robotics club is hosting kind of an open house in their area this Friday from 3:00 p.m. to 6 pm. I don't if you're aware of that or not, but they're hosting something that's there. It's from 3 to 6 >> here at school. >> Friday. Robotics. It's they're call referring to it as their open house thing. So, >> when is it? >> What's that? >> When is it? >> Friday.
087This Friday on the 27th. Also, Matilda, >> what's that? >> Matilda. >> Oh, yes. >> Is opening. >> Oh, yes. That's the weekend. >> This weekend, too. 26 17th, >> March 1st, too. So, >> now they always do a really good job. I'm sure it'll be a great show. >> Can I go back to one thing, too? Now that we have the dates for PHS graduation and the ASAP promotion, I really am struggling with the lack of attendance at graduation and promotion. Promotion doesn't need all seven of us, but graduation typically a school board attends. This is the culmination of what we do here. For the first time since I've been on the board, I will be out of the country. I will not be able to be there. I think it looks really pitiful
088if we have two or three board members at graduation. If you can make it, please clear your calendar and go. It's embarrassing. >> And I'm going to say I really need someone to help me with those diplomas. >> I sweat my way through it sometimes. Matt knows. >> So, >> I'm willing to volunteer this year. I for some reason I've got a lot of connections with this senior class this year, which is weird. So, >> Oh, yeah. Then you want to be up on stage, Larry. >> Oh, yeah. >> Yeah. Those diplomas can be a challenge. >> They can maybe >> The other one which is is to to me it's like the highlight of what we do is the Kiwanas award banquet and it's I don't know whatever is it up to like 54
08955 years they have been supporting and funding this act or helping support this activity and it's been at WCTC now the last year or two. I mean, it's a sellout crowd almost in terms of all the parents are there, all the students are there, lots of recognition, and they give a highlight usually typically in terms of each student, in terms of what they've accomplished, what they've participated in, and all sorts of really, really good things about our students in terms of what's there. So, and lots and lots of scholarship money is given out from different u groups and organizations within the community. The PWA scholarship fund where we supported that in terms of making donations to that as well. It's a great opportunity to do that. >> Yeah, those end of year end of year
090uh events are coming up quick. >> Yeah, >> coming up fast. March. >> Put it on your calendars. Be there, Mary. We'll pick you up even I'll pick you up and bring you there. So, >> I regret that sometime. >> Uh board goals update. >> I think that would be from your perspective >> me >> or >> Oh, I wasn't prepared for that. Um, I can I can give an update. >> Um, >> I can do that real quick. No problem. >> Let's see. >> We We worked on those goals tonight, Mike, with that presentation. >> Let me kind of walk through where we are at. >> Okay. So, board goal uh one as it always is, is about the elements of the strategic plan. So, that's really an ongoing one that's reported to you
091again in that tracking document. You'll get another DA report this week with that. The next piece to do there is to um and again good reminder myself that spring's coming fast. The community engagement feedback sessions. We talked I think at the last board meeting a little bit. I did I did an update on strategic plan for you and it sounds like everybody was good with kind of the roundt approach that we did last year uh for this year. So that'll be really the next piece on that board goal two uh facility master plan and all the construction projects. I think we've been really doing a good job of keeping those um updated. Obviously we talked a little bit about the ribbon cutting uh piece that'll be coming up later in the spring. Um but we've
092over uh December January you received presentations on facility long range capital project plans. we had the additional projects that are a component of that that have recently been presented to the board. Um so I think we're really on track there. Uh board goal number three was about IEPs and 504 plans. That was your learning report that was here at the last meeting. Um and also uh prior to that Tony had talked about a lot of the data with special ed in relation to the open enrollment uh seat setting that the board acted on in January. board goal four um the data and information the number and type of behavioral incidents and those pieces that's coming up uh I think that's in an April meeting it's scheduled I don't have it right in front of me
093when but that is coming to uh a board meeting with all of the behavioral data and those pieces um so that's coming soon um oh I think it is at the next meeting in the March meeting that that's going to be coming so you'll see that at the next meeting. Uh data on act 20 and how that's going should sound real familiar since you received a report on that this evening. Um so you got some uh the midyear update following as web which is what you just uh saw and then again you'll see stuff in the spring uh as we get our spring data. So I think we're right on track with that one. Board goal number six, data information related to district's progress and strategies uh achievement on math uh and numeracy. You received
094um a presentation on ACT suite data related to that on October 13th and results from Wisconsin Ford on the 27th and we have a board report scheduled for April 13th at the regular meeting specific to mathematics. So that one's coming up. So that's where we are on board goals. Be happy to take any questions that you have. >> Okay. Any comments from citizens? >> Comments. >> Wonderful. Then I'll take a motion to adjurnn. >> So moved. >> Second. >> All in favor? I. Any opposed? >> Thanks everybody.