Board of Education Meeting 11/24/2025

001All right, I will call this meeting to order. The PWA School District Board of Education meeting for Monday, November 24th. I'll start with roll call. Mary >> here. >> Travis >> here. Matt >> here. >> Ashley >> here. >> Larry >> here. >> Thank you. Tammy, was the meeting properly noticed? >> Yes, the meeting. >> Thank you. Can I get a motion to adopt the agenda as presented? >> Move to adopt the agenda as presented. >> Second. All in favor? >> I. >> Any opposed? >> Oppose. >> We'll stand and do the pledge of allegiance. I pledge algiance 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. >> All right, I'm excited. Tonight's spotlight of learning

002is Piwaki Lake Elementary. Um Brian, we'll let you get it started. >> All right. Good evening everyone. Um I'm going to be very brief. I'll turn it over to the experts for this. So um 4K team came to me beginning of the school year. They said we'd love to do an event with grandparents. We'd like to call it grandpar's day. So this is our very first grand pals day and I'll turn it over to members of our 4K team that are here and talk about the event uh kind of the inspiration behind it and the wonderful feedback that we got from families afterwards. So joined here um by Stephel Blanc, Cheryl Panka, and Karen Burski. >> Good evening. My name is Cheryl Panka and I am a 4K teacher at PLE. Um I'm a mom

003of four grown kids and I'm a Gigi, one of my favorite things in the world. And if you look at your your slide there, that's me and my grandson Montgomery. Uh two years ago, I visited his school to see what he was doing in the classroom to see how he was, um relating to his peers, um just to see his learning. And so, um I spent an afternoon with him. I got to eat in the lunchroom and enjoyed my time with him. It was amazing. Then last year he asked if I could come to his school again. It meant a lot to him and it meant a lot to me. So of course I went back and I visited Monty in his school. We had a great time. So this past summer I was thinking

004you know that created a memory for him. It created a memory for me and we talked a lot about it and I thought we need to do that in our school. We need to bring our grand our grandparents in and show them all the wonderful things we're doing in our 4K program. Our program is amazing and our grandparents need to see it and they need to see what kind of learning we're doing because it's so different from how they learned so long ago. And so, um, I I thought about this grandpail's day and the plan was I was just going to do it in my classroom and see how it went. Um, and then let my team decide if they wanted to do it next year. But I brought the idea to them and they

005were so excited that we our whole team had to um have the program come to our school. So um we [clears throat] were excited. The real purpose was to create this environment of joy for our grandparents and our grandchildren, the grandchildren. So um we're going to talk a little bit about it and the feelings that it brought for us. So, we put together um lots of activities for our grandps when they came in. So, we met in our classrooms. The looks on the kids' faces as their grandpals came in was precious. Um we did a song for them and then we went and did some activities. So, we had um a photo booth where they could take a picture with their grandpa. We made bookmarks with them. We played a roll a grandpal game which

006they thought was amazing. Um but then our whole day really centered around bringing grandpals into our classrooms. Um and letting them play and to see grandp. So um just lots of activities for them. They got to see a little bit of the school. The kids loved taking their grandps through the activities and be the teacher for them. So, um, we have some pictures. Um, pictures say a thousand words. Just looking at the faces of these grandpals and their kids. Um, you can see the dig pit. Um, we asked for feedback. So, um, there's little quotes on the bottom. Um, I found myself I'm not a grandma. Um, I don't know, maybe down the road, I don't know, but um, I found myself getting kind of choked up just in talking to them. Um, I think

007it brought back memories of how important my grandmother was to me. Um, she taught me empathy. She gave me love of animals. She taught me kindness and patience. And um just watching these little ones interact with them um was something we said we have to do this now every year. Um grandparents were impressed with how the kids took them through their activities and we were impressed too um as they shared their learning. Um I've been in this district for 34 years. This is my 34th year in the district and I think that this was one of my favorite events that we did by far. Um, watching the parents the grandparents face light up when they saw their grandchild, the grandchild's face light up when they saw their grandma or grandpa was priceless. And um, watching

008them play. As you can see in some of the pictures here, we were in the ocean room that day. Um, we have grandma's fishing in the fishing pool for letters. We have our friends um playing with the clown fish. Um it was just amazing. Um I had a hard time holding back my tears. It was just that that good. So I'm not a grandparent either, but I do have three boys who go to school here. And as I was watching this happen and watching the kids leap into their grandparents' arms um when they saw them and so excited to kind of be the teacher and say, "Grandma, grandpa, come on here." And they would like show them and they were using the vocabulary words we've already taught them in just these first I I mean,

009we were only in there for four weeks. Um it was amazing. And so my boys I know we live in Pewwaukee. My parents come to as many things as they're invited to. field trips. Um, I kind of wrote things down. Sorry. Uh, choir concerts. These are memories they talk about still with my kids today. And so I know they would have loved this as well. And for our children who didn't have a grandpa, we reached out to admin. So like Dr. Katie, he um was one that came into my classroom and I would love to have him share, but I know even my um students who had the administrators were also just as excited to have someone there that was a supporter of them. So, I don't know if Dr. Katie can come in. I

010was thrilled and [clears throat] honored to get to sub in for uh a couple of our students who just didn't have a grandparent that was able to be there with them that day and uh engage in those activities and just get to see what a great um what a great event it was and so you guys just absolutely hit it out of the park. But it was uh so thank you for giving me that opportunity. I I loved it. >> Well, we thank you and the and [clears throat] all the administrators that were able to step in. So, um, the next one is from Mrs. Cranex's room. More quotes, more happy grandparents and children. And then this was closing. >> So, when when we asked for feedback, um, there was a quote that I got

011and the grandparent was like, I know, sorry you said something short, but you know, I kind of went on and on, but I really thought for you to listen to it. said, "Grandparents and grandpa's day incredibly important are grandparents and grandpas play incredibly important roles in a child's life. They are often a source of wisdom, stability, and unconditional love. Events like Grandpa's Day honor that role and recognize the unique bond between generations. By inviting them into the school, you send a powerful message that their presence matters and that they are valued partners in our child's growth and education." One of the most wonderful aspects of the day was that grandparents were able to see the environment their grandchildren are in each day. They got to experience the classrooms, meet teachers, see the learning materials, and

012get a glimpse of the routines and activities that shape their grandchild's day. This helps grandparents better understand what school looks like today, how much care and intention goes into the 4K program, and how their grandchildren are learning and thriving in your care. Calvin's grandma So when we think about Pewwaukee as a community, it's so important that um our day-to-day things that happen here extend out into the community. And I couldn't think of a better way to extend that into the community um for these grand pals and other generations to see what learning looks like today. >> Thank you. Any questions? I would like to say as my peeps know me as either or nana um I have been to grandparents day at their schools. This is such a precious activity. You know grandparents play such

013a different role in kiddos lives these day than they used to. I mean we're often really part of child rearing. We're just parents are working and we're there involved with these kids and to be able to come to the school and see what these kids are learning and the pride when they get to teach their grandps. So I just want to volunteer that if you're in need of an or nana next year, sign me up. >> I will be here in a heartbeat. >> I'm here. >> Is that noted in the board notes? We can refer back to that. >> Yes. [laughter] >> Sign up for volunteers. I just wanted great great great idea in terms of doing it and obviously including grandparents and grandpars in that part of it, but just part of me

014wants to know did you keep track of like how many actual grandpals or grandparents came in and and how many substitutes you had to have for kids or not? >> We had uh I think right around 90 uh RSP to attend. >> 90. Okay. >> 90. Yeah. >> And how many kids in the classes 4K classes? administrators in the morning in the afternoon. >> So great great great participation then as well which is again good for the community and and sometimes I think you'd maybe be surprised too like either if there were grandparents or grandpar that came from out of town. >> I mean they can come from a long ways because this is a big event for them as well. So it on a Friday so they can make it like a weekend. >>

015Yes. Perfect. Perfect. >> It's right up there with the Veterans Day celebration. I tell you [laughter] >> maybe just one other comments. So, I have a granddaughter who's at Divide Savior Holy Angels and they did a grandparents day there, too. And and again, people drove in from all over the state for that one, too. So, Thank you everyone. >> Thanks Brian. >> Okay, next. Uh Tammy, do we have any citizen comments? >> Next, salutes and recognitions. Boy, I couldn't wait. So, um, last week I got to go on a learning walk and that's when Mike informed me that our middle school, ASA Clark, right here for math, they were named number five in the state. Is that correct, Mike? >> I think it's actually I went back looked. I think it is sixth. So, >>

016well, their math scores. >> Okay, sixth. But I just want to salute the the principles, the teachers, all the staff. I mean, the the teachers that I rub shoulders with that day. I gave them hugs and I said, "Thank you for all the hard work that you do and the difference that you make in our kiddos lives. It just it makes me feel so proud. I just want to cry." So, I just wanted to salute you guys at ASA for all you do um to bring that source of pride to the district. Thank you. >> Any other board member? >> I'm going to maybe put Mara on the spot for this one, but I did give her a little heads up before uh the meeting started. Mara, can you tell us a little bit about

017what you did at the Schulties Greenhouse and what what kids from the school were involved in working and putting together the gnomes that are out there that will be in the village? So yeah, so the serving others class every year they go down to Schulty's greenhouse. I don't know if it's every year, but this year we partnered with my aunt Jill. We partnered with her 18 to 21 program and Miss Fandrea's life skills program. That day was only Grant because most of her class was sick, but Grant partnered up with my group. He did lovely passing us branches. So this year, I know we ran the gnome situation a little bit differently. our class is asking more for like donations from businesses rather than just saying if you want a gnome we can give you

018a gnome because it cost a lot from Schulties just to make a gnome. So we've already had a few companies donate and it was just really fun. So we had a lady from the Wua Freeman come and they interviewed us. We got a few quotes in there. Um the newspaper today we were on the front. I got a copy of it from Miss Simino. So that was pretty fun. So, shout out to her, but also to the Chelties Greenhouse and the class of students that were down there. So, you don't have to do thank you notes for our recognitions to all of them, but it was just a great connection between the community and high school students. So, >> I wanted to give a uh salute to the cheer team. So, our seventh and eighth

019grade girls had their very first cheer competition this last weekend and they took first place in their division. And then I know the high school team was there as well and they took second in cheer dance. So, I wanted to shout out to the coaches um Sarah Loots, um Emily Ax, um Adrien Moran, and Jen Hindi or Hind I think is >> awesome. Anyone else from the board? Mike, anything for you? >> Um, I'm just going to salute Tammy and Melanie for uh getting me ready to go here for this meeting on short notice when I had my flight canceled today. So, thank you to Tammy and Melanie for fixing my problems. >> Awesome. All right. Consent agenda. Um, it contains uh the minutes from previous meetings. um correspondence which was included in your packet.

020And there was a wonderful donation from the GenerRack Foundation. They donated $1,500 to our high school robotics team. Thank you. Thank you, Generrack, for your generous gift. We so much appreciate that. Um can I get a motion to accept the consent agenda as presented? >> Move to uh move to Actually, I think it should be approved, right? Move to approve the consent agenda as presented. >> Second. >> All in favor? >> I. >> Any opposed? >> Abstain. >> Moving along. Old business. Um, we need to consider um and possible approval of the new CTE course revisions for the next school year 2627. Um, you've had those in front of you for a few weeks. I don't know if anyone has any remaining questions. Mike, anything you want to add? >> Uh, just I had checked

021with Anthony ahead of time and he has not received any questions uh since these were presented. >> Then with that, I'll look for a motion. >> Move to approve the new course proposal revisions for the CTE courses for the 2026 2027 school year as presented. >> Second. All in favor? >> I. Any opposed? >> Opposed. >> Moving on to new business. Um, next we want to hear our summer school report. Beth, Paul, Lisa, and Sarah. Hello. Um, so we're just here presenting about summer school 2025 and all the things that went on. um our staff this summer, we were able to maintain most of our staff and returning in regards to our administrative staff. And so our addition to this, other than the people you see here with me tonight, is Nicole Hos, who is

022our uh summer school secretary, and then Tyler Reid, who took on a um teacher length contract, but an administrative role uh to support just behavior and parent communication throughout summer school. Um so some highlights for this school year um for our summer school year is we added in the boater and ATV safety uh courses that were uh run legitimately with the DNR. We had two staff members uh go through coursework to uh gain their certifications. We also added a variety of new art classes um leaning on the expertise of Jane Castello who was working at PLE in the art department and she brought some really phenomenal art classes to our older students. So that was one of our areas we want to improve is the offerings for our sixth sixth through 8th grade students. Um

023we had a summer school food drive again. Our school resource officers were both on campus and supporting throughout summer school for a variety of reasons both um in all capacities traffic and just educationally. Um, we had a summer band program this summer which helped kind of get the kickoff for kids uh as they entered into sixth grade band. Um, we moved our uh 4K program. It had shifted into a shorter program with only two days a week and we switched it back to five days which was wellreceived. And then we created a new registration process this year which went a lot uh more smoothly than it has in the past. And then we made some shifts to credit recovery where it was in a hybrid format um giving both in-person and online options uh for

024students. So Lisa was a huge portion of our voter and ATV safety. So I'll let her talk about this. She's just saying that because I had to be one of the staff to [laughter] get certified and it was so hard. I was at home taking these tests and if you didn't pass, you had to redo. I was a mess. [laughter] Anyways, um I'm certified in voter safety and I have also don't need it because I'm old enough that I didn't have to. I missed the deadline, but um the other staff member was uh Mr. Docedder and he is an out of district team member and he said that he would do this again next year. So, we're happy to have him on board. It was a lot of extra work. Um it wasn't just coming

025in and teaching summer school. So we had he had to do a lot of training um as well as myself. He also I just talked to him and he said he uh is now training adults. So he trained the Piwaki Police Department in boater safety and ATV snowmobile safety. So we ended up with 52 licensed boers and 31 licensed ATV and snowmobile drivers. So um it was it's really a neat course. The kids uh put on drunk goggles to see what it was like if they were drinking too much. Um they shot uh what was it? A flare, fake ones, but a flares. They um learned how to put on safety vests and and um devices that they needed for safety. They had a whole slew of things that the DNR had brought in. They

026also worked with um the Wauaaw uh sheriff's department and they brought their boat onto campus. You can see that and learned from them and they had another police officer come in and talk about different safety aspects. So I was glad to hear and see how many kids they had to stay all 10 days in order to get their um license and uh it worked out really well. So, we hope to do it again this summer. >> Awesome. >> Quick question. The licensed voters, is there a certain age that they have to be? And >> there they're you're [clears throat] gonna quote me and see if I passed that test or not. [laughter] Um, yes, they have to like some of the kids, I think they have to be 12 for Boers. For ATVs, they have

027to be 14 and then 16 for UTVs. So, um, they can get their license ahead of time and then hang on to it until they are able to do it on their own. At Boers, they can't do it. They could do it at 12, but they have to have an adult with them. So, thank you. >> Yeah. So for those courses, we started out by offering it to our students entering seventh and eighth grade because it was closer within the age range, but then um just to increase enrollment and make sure we had enough kids once we had communicated that you had to be in attendance for all 10 days. There's some families summers, activities, tournaments, teams um that had to back out. So we opened it up to sixth grade as well, which is

028something um like Lisa said, they can hang on to that certification or they just need an adult present with them. So, we'll continue next year and open up to our sixth graders, entering sixth graders as well. Uh, we also added a new class which is our transitions class. This was uh support our students with special needs and our uh special ed coordinator for summer school, Sarah Kennedy, will talk a little more about that. >> Um, hi, nice to meet all of you. We had a a new um course offering this past summer um that we titled transitions and this was geared towards our students that are primarily on alternate curriculum that need assistance with um life skills, essential skills and transitioning from their old team of teachers to their new team and also a new

029building which can be quite challenging for a lot of students. So this ran the entire um time both sessions A and B um of summer school and it was a huge success. The parents um were very happy with um the activities that we provided. We did um cooking and different communication skills and practice setting the table and being able to eat with utensils and then practice where our new uh classroom was going to be for the next school year which has proved to be successful at the beginning in the fall. So, um, we're hoping to have it back. Um, probably some of the same kids and hopefully some new kids, too. Thank you. >> Uh, we also partnered up quite a bit with the community and we typically do for summer school, but uh, this

030year we added a few additional um, people that were willing to support summer school and the work that we're doing. Uh, Beachside Boat and Bait, they are [clears throat] our lifeline for everything. Uh, fishing class. Uh, they do a wonderful job. They're very open to allowing us to just kind of come in, get what we need, and then worry about it on the back end. Super supportive. Um, our t-shirts, as you can see, uh, we were provided with shirts this year for all staff members. One of the things we wanted to do was increase visibility of who are those safe adults on campus during summer school. We do have non-resident students who aren't familiar with all of us. So, all staff members were outfitted with a t-shirt um, thanks to Milwaukee Coffee Company and City

031Screen Print. Um, Milwaukee Coffee Company is a district uh familyowned uh organization and then City Screen Print works closely with them. So, they were both willing to put in for the cost of the shirts. Uh, Piaki Food Pantry, we partner with them to run a food drive every year and of course they appreciate all the support. Uh, Hayawa Hobbies uh is a big piece of our rocketry and some of our classes we run. And then, uh, we partnered up obviously with the DNR and then, uh, Piwaukee Park and rack. These are just some of pictures, action shots from the summer. Uh, current planning. So, of course, as you can imagine, as soon as summer school closes, we start thinking about the next summer. Um, we are making another adjustment to our jump start to 4K

032program. In the past year, we've offered it in twoe portions. Uh, this year, we saw a little bit of a dip in enrollment, coming back from offering only the two days, then moving to the five days. Um and we do believe that if we can offer it for longer than just two weeks, child care is really difficult in the summer when you're trying to make um plans. And so by we want to look to extend it, whereas families have an option. You can choose to do just the two weeks or you can choose to do all four. We're hoping just to give our youngest learners u more time on campus and just to get to know some of our school um at PLE. Those classes are ran at PL specifically for that. not in the

0334K rooms, those are off limits during summer school, but just being in the building. They did a really phenomenal job in Jumpstart of getting the kids understanding about their spaces and like where the um bathrooms are, where do you walk in in the morning, um just teaching them some of those those routines of, you know, to create some independence. We saw uh kids coming into PL this summer in this school year and already knowing right where to go. And I think that is kudos to our staff members who are PL staff who ran our 4K program. Um we're also reviewing our intervention programming just to make sure that what we're doing is what meets the needs of most kids. Um updating some speed and strength and youth conditioning programming. Uh continuing to talk about high

034school credit recovery classes and Paul will talk about that in a little bit. And then we're revisiting the summer band program to see if we can expand it further into the summer school dates versus outside of it in August. uh summer school enrollment increased again this year uh by 73 kids, but we also saw um an increase in residential students and out of district. Um our non-resident students who participate do pay a fee to attend school um because of that and that increase from going with just 18 days of attendance to 20. That's a big portion of why our total resident minutes increased um as well as our FTE. The revenue generated from course fees, we don't charge for summer school. It is free. But those co those costs that are associated with that are

035some of the consumable costs as well as the DNR courses and feebased courses where that money doesn't stay within the district. It goes right back out. Um and then you can see that we were able to increase our revenue limit um from summer school. Our expenses increased uh by a bit, but we also added two additional days. Um and then we added some credit recovery programming uh training for staff members to do specialty courses. Um and then we also increased our on our in staff in district um teachers um for running summer school classes versus paying less money for out of district. Uh so like I said the staffing updates I think Larry you were the one that asked last year that said to me how can we get more PWA teachers teaching our PWA

036kids and we're able to um accomplish that this year. uh we kind of flipped it and we had 49 in district employees um as teachers educating our kids in the summer with only 30 needing 37 to fill in the other the other spaces. Uh our pair of professionals, we were kind of a [snorts] split mix of eight and eight. Um and then our high school helpers, again, we had 33. We did not need as many high school helpers this year. Um and then we maintained our two college students who are pursuing education and were a incredible resource for us this summer. So, I'll let Paul talk about credit recovery. >> Good good evening everybody. Paul Bersai, associate principal at the middle school. You'll notice that these slides a little look a little different. They're not

037as uh pictureheavy. They're a little more text forward. Um uh but that doesn't paint the picture of credit recovery. Um so, credit recovery is a little different. This past summer, we're excited to offer it in a hybrid format where um students weren't there um in the seats all five days. They had one day a week minimum where they came in and received in-person instruction and other than that they were at home working through a an online course framework called Egeneuity. And so Egeneuity offered them the opportunity to work from home. There was a check-in dayto-day with the teacher. It was either uh most of it was via Google Meet or something like that. Um and so it did offer a little more flexibility for students and teachers. So we were able to I think that

038was a big selling point [clears throat] for to make sure we had staffing within our district uh which proved to be really important uh as far as student success. So um the other piece here that we've we've evolved our approach to where students are just making up credits um by showing proficiency in the reportable standards that they've not yet shown proficiency in. So, for example, if in math one there are four reportable standards and they've already shown proficiency in two of those standards through summer school, they have to show proficiency in the other two standards that they've not yet shown. So, they don't have to go back through all of the course. They have to go back and and make up what they've not yet shown proficiency, which aligns to standards based grading philosophy as

039well. So, on the bottom it lists our staff. Um, so you'll see three PSD employees. We're excited. Steve Steve Get a math teacher here for four years or so. Amanda Wacker works in the PHS English department and we're excited that Garrett Miles has joined us at Asa Clark Middle School as a paraprofessional this year. He's doing a phenomenal job there. So, we're excited to have that group of staff sticking around through the summer. And again, I I'm quite confident, especially in math, that they made a major difference in the recover in the credits that were recovered. So, I want to focus this slide. Oh, there's a picture. That's a little Barts, too. That's exciting. um on the far right column um 2025. So the number of students you'll notice that we more than doubled our

040number of students enrolled from 24 to 25. Um it got back up to the the high a few years ago and that really has to do with math. So the last couple of years we were only able to offer math three for credit recovery through the combination of having Egeneuity as well as having Mr. Get there. We were able to do math one, two, one, two, and three are offered those three courses. So they made a huge difference. Um and then if you look on the bottom 87% of students who began completed their credits and 13 the 13% who didn't really were it was it was an attendance thing and they weren't there. Um there is an attendance um standard that they just didn't meet unfortunately. And so with that you'll see that 22 semester

041credits in math. That's a huge deal when we think about graduation rate and students who are um not keeping up with their cohort. That's a big big deal. So I I want to personally give Steve G a ton of credit um for his unsteinuity and and really put a ton of time and effort into phenomenal communication with families and students and um pushed a lot of kids through um earning those math credits. So that's a huge highlight for this past summer's credit recovery. So, looking ahead, just a couple things that we have mentioned. Uh, we're going to be doing two uh 10day sessions again in four consecutive weeks. We won't have the week off during uh Fourth of July. A big part of that is the building project at Horizon, making sure we're out of

042the space um for Horizon to continue with their upgrades. And then we'll be reviewing our intervention courses uh for [clears throat] that are offered to students entering first through 8th grade. And then today, a family message went out through Skyward Messenger to all the to the district just letting families know that these are our dates for the upcoming uh summer school session. Speed and Strength is going to align with these pretty closely, but we're meeting um in December to finalize those dates. Um so, they will likely land in the same piece. If anything, it'll be maybe we add an additional week for those athletes. So, yeah. Any questions? Actually, a couple questions for you. Um, the 133 non-resident students, but also then the teachers out of district, what draws them in? I mean, what is

043the attraction that pulls in students, but also staff? >> Uh, some of our out of out of district resident um or out of out of district students who enrolled were children of out of district employees who joined us this summer. Uh, so that is some of the increase. Um, I think the piece within the hiring, um, for staff, it was just a lot of it I honestly think was timing of when we put out the application. Uh, we used to put the application out in December and now we wait a little bit and I think staff feel a little bit um, less of the winter holiday grind. The last thing they want to think about is summer school employment. Um, so waiting a little bit did seem to increase it. Uh we've also just given

044a lot of autonomy to teachers being able to create what they want to do, creating teach classes that are interested in not having to stick into their own camp. Um out of district students, we get a lot of people who are just pleased with the programming and the things that are offered. Um the variety of things and our DNR courses were a bit of an attraction this summer. >> The other question, can you talk just a little bit about the high school helpers? What role do they play and how do what are they getting out of it? I guess >> do one of you guys want to or >> we've had high school helpers for many many years and we just increased the amount over the years of the kids coming in because more of

045them have applied for the position. So they'll they'll be offered a position for for summer school. Um and they do a variety of things. We look at classes that have a lot of enment, high enrollment, and we'll put high school helpers in to help the teachers with that. Some of them will help they'll pair with a pair professional and help with um students that have special needs. And a lot of those kids that help with summer school are going into >> Yes. Okay. That's right. >> Hopefully more of them are going into it. Yeah. Yeah. Good. >> I can add to that, too. I I do um a process of hiring high school helpers and we have I think over [clears throat] high school students apply to help and so to cut it down to

046what 32 is tough and I love that they want to be involved. Um and then there's students that specifically from the special ed perspective want to work in special ed which is wonderful. So we pair them with um our students that are attending that have a disability and so it's it's a really great beginning step for them to see what what the experience is. >> Of course. Thank you for the credit recovery ones, too, Paul. That's essential. So, thanks. That's all. >> I want to say kudos on the new courses that you offered this summer. I think they're all fantastic. That new transitions course. Was that for a specific grade age group? >> It was specific to Horizon's. It was since we were trying it out for the first year and I work at Horizon.

047We were trying it um with that third, fourth, fifth population. also having the fifth graders that are going to be transitioning to ASA in the fall. So, we we felt we talked as a team and we felt that at the PLE level um they're working on transitions in their general ed classrooms already. So, in third, fourth, and fifth, it seems to be kind of the um where they're at that age, they are kind of offshooting into sports and different crafts and and not getting that transition help that they they don't desperately need. So um it was a specific horizon specific age group and students that are um have an intellectual disability where they are on essential elements um and need assistance with transitioning and life skills primarily. So I think we had six students um

048that we kind of spoke to I spoke to the parents ahead of time to make sure that that's something that they were interested in and we had um an overwhelmingly positive response. >> Great. I can't imagine the comfort level of those students coming in the first day already having comfort knowing where to go, which school, what classroom. That's great. Yeah, we had a student that was trans, you know, came to ASA and we spent, I would say, a half hour every day for four weeks coming to ASA and taking pictures and then made a social story and just having that um parents and eed I think the transition for that student as a sixth grader. >> You know, as a board we've often talked about, you know, that difficulty of transition from school to school.

049It would be neat if you also did this um for like the eighth grade um who are going to be transitioning to the high school. I think there's a lot of angst there. So, it might be really beneficial there as well. >> Doing it and it was um something I'm hoping that we can expand for sure to all buildings. >> It's great. >> Couple questions on if you're are you all set, Bren? >> Thank you. On the credit recovery, how long have we been doing that? recovery. >> Correct. >> Um, as long as I can remember being in the district, I've been overseeing it for four years. >> And that is across all academics. >> It's core subjects except for science. Um, science there's a lab nature of it that doesn't isn't we can't really

050replicate that in the summer. So, it's social studies, ELA, and math. >> Can a student take the entire course in the summer? >> Do we offer that? credit from the first semester and se second semester in the summer. >> So that would be a no >> the whole course. So there's if math once a semester is a two semester course. So they can yes they can make up the first semester and the second semester. So yes, they can make up the >> uh No, you're putting in the word makeup. I'm not looking at makeup. If you're in algebra 1 and you're you're flying through it and you want to do algebra 2 in the summer, can you do that here? >> My apologies. So that's called credit attainment. Um and that so that that's a

051separate bucket from credit recovery. So they cannot go through the egeneuity program in that way. >> Yeah. Our credit attainment classes um are offered in person. And so this past school year we offered um personal finance, personal fitness, and health for credit attainment. >> Can they take algebra 2 in the summer at PWA? >> No. >> Okay. Thank you. All right. Thank you so much. Thank you. >> Keep up the good work out there. [snorts] Okay. Now we get to the meaty stuff, [laughter] the continuous improvement reports. And we're going to start with Brian Seagull. Mike, did you want to kick off CIF? >> Yes. So, um, thanks to all of you for being here tonight. And I I can't see you on my video, but I think Emily, maybe you're subbing in for Brian

052Sniff tonight with his, um, unfortunate injury that he has. Um so uh the continuous improvement reports are an annual piece uh that the board gets a report of again just to kind of remember to frame it. This you're going to get results from last year. So how did they do on their goals last year um and some other highlights and then a a look into what are their priorities and their areas of focus this year. It's just an an important element of our continuous improvement practices um and data reporting to the board. So, principles are here to to share that information and to answer questions that you have. And with that, I'll turn it over to Brian to get us started. >> All right. Um, last year our goal was focused on literacy. Again, with

053um everything happening through act 20, we wanted to make sure uh that we are putting our efforts into that and also analyzing data because last year we were also piloting two different literacy programs. So to summarize that lengthy goal, we're looking at the past which is uh phonological awareness screening tests in 4K and then we are looking at STAR and running records uh for other students. We did not use Ames web plus um because we didn't start that until winter when it was required. So we didn't have three data points to show uh them being on track by the end of the year just in case you're wondering. Well, we will we will be using Ames Web this year though. Um so as you can see in 4K they knocked out of the park with

054the pass and the two different measures that we had. Um rhyme recognition is a skill that is supposed to be secure in 5K. So you can see that we are happy to see uh a number of our kids secure in that nearly 91% um in 5K. And then what you'll see in the other grade levels uh they met their goals for FMP but not for STAR. Uh big reason for this is that when they took STAR at the end of the year, they had already taken FMP testing. They were taking Ames Web and by the time we got to STAR, especially with our youngest kids, there was a bit of fatigue there. Um so they were on track in winter but didn't quite hit their marks that we expected them to in spring. And that's

055consistent as you can see across the grade levels of reading levels increase hit their marks uh but just with um some test fatigue didn't quite get there in STAR. We also look specifically at our students in special education um those that are doing alternate programming um those students who are doing Sunday which is a very fun phological based um program uh six out of those seven students hit the mark. uh for those doing Edmark, which is really vocabulary based and that is much more for our younger students, only three kids were on that. Uh all three kids made a huge amount of progress um but they just didn't quite hit their mark. So the 0% doesn't accurately represent the growth that they made throughout the year. Some things that we learned um in both literacy

056and numeracy um is that even though they hit FMP targets and not quite star overall when you look at individual kids um is that kids are making a huge amount of growth um as you can see there across the board um 60% of kids hit their star growth even though they're all staking as web um and past and then above 90% for kids 5K through 2 grade meeting at least one um of their literacy goals and then numeracy um you can see the number of kids meeting in CGA the uh comprehensive growth assessment for math uh that's through the bridges program uh to be proficient they have to be proficient across all the strands so in a group like 5K they have to be proficient across seven different strands to be considered proficient so we're

057really happy with that 84% uh number there. Um growth, we're always looking to improve. Um we know that as a part of act 20 and the literacy plans that we have for those students who are below the 25th percentile, we need to increase our ability to um give tier one strategies to our classroom teachers so they can run those reading plans um and give more personalized instruction to those students so they can make a growth. Even though we didn't measure Ames web, that's something as part of act 20 that really came uh to the forefront of what new tools can we give, what new strategies can we give to teachers um to help improve reading strategies. Um also use of formative tools to drive data and instructional planning. Uh that really drives into our PLC

058work this year, which I'll touch on in just a second. And then also looking at learner variability. If we're measuring growth in not just those students who are accessing the typical uh curriculum but those kids who are on alternate curriculum, how do we make sure that that uh everything is accessible to all learners. Um getting into grad profile here um you can see that participation in contribute and create um was very very high. Overall, 89% of our kids hit their compete goals and breaking it down as a school, 94% hit their literacy goal. 83% hit their numeracy goal. Care, uh, 100% of our kids participate in these surveys. 4K looked at cooperative play, uh, versus parallel play. Parallel play means two kids playing right next to each other. Cooperative play means they're actually playing together.

059Um, in 5K, we measured how they're feeling each day. And nearly 75% of kids on average came in feeling very happy. Um, and then in first and second grade, uh, we measured how they felt, but then also if they weren't feeling great, did they need support from a trusted adult? And you can see the results there. Um, just want to see how many kids actually needed that connection with a trusted adult around the school. And then connect, uh, about friendships and adult connections. You can see there 99% of our kids participated in that and then commit. If you remember last year was the first year that we measured this. It's using uh aspects of our report card. Uh positive, persistent, prepared and productive. Uh kids who are proficient across the board on both of those

060and as a school we are there at 77%. Um and you can see the breakdown by grade level. Um, other highlights from last year, we had uh mini golf family night u in October that was a huge success. We had a steam night with Horizon. Uh we brought back our veterans day assembly last year. Uh we had PL prom uh that raised money for our be here be you belong scholarship. Um and then we had our book parade again. We had project imagination which was our um kind of another another steam night in the winter field day and spring sing. And this year we're looking forward to implementing our new writing units. Uh everybody doing the same literacy program as each other with the with the new units in UFly. um continuing to learn about

061universal design of uh learning UDL so that we can access all learners and give them all opportunities to strive and hit their goals. Um other schools will probably hit on the fact that PLC's are universal across our district and moving forward to having collaborative teams and teams of teachers working together to meet the needs of all kids. Um, we'll be digging deeper into the grad profile instead of having everyone do everything of really focusing on one or two by grade level and having them do more interactions with those competencies instead of just participation. Um, and this year our theme is together we are. Um, we've done together we are kind uh together we are pirates and that will kind of build each month or every two months we'll have a different theme uh that will

062bring us together as a community. Awesome. >> Anybody have any questions? >> If I could if I could follow up on the testing fatigue. >> Yeah. >> You put that as a you posited as a possibility. Do you have the ability to nail that? So, what if it's not testing fatigue? Um, that's a good question and I don't know uh if you can nail it down as that. I just know that we were testing with kids it was we have to do another one after they did a series of tests at Ames web uh a lot of kids were very tired. Um and instead of saying we get to do this activity or we can do STAR it was do we have to do this right now? So the mentality was a little bit different.

063The demeanor was a little bit different than uh previous years when we did star. >> What is the spacing between the prior and the the prior test that the child is taking and the one that they are saying do we have to do this again time? >> So the window that we had was April and May for all three for running records for Ames web um and star. And for some students who scored uh below the 25th percentile, they also did do diagnostic testing for Ames Web, some kids did uh anywhere up to eight tests um within a one-month period. Whereas previously when we just had running records and STAR, we could space those out between March and then April and May. So they had a number of weeks between those two. >> Okay. So

064if you couldn't if you could nail it down that it is test fatigue then you don't have to obviously correct for that but um correct the the learning part but then my question would be do you have the ability to stop doing that why do you have the ability to stop fatiguing them in a way that is giving you things you can't use >> yeah and that's a that's a change that we made this year so the as web window is set for us by the state so um we tried to space out our running records as much as possible. But we also want the most accurate uh scores, the accurate reading levels for them at the end of the year, which is why we did uh April and May for that. Uh Ames Webb,

065that's a window that was told to us of here's when it has to be by. Um and then for STAR, we tried to push that back as much as possible so it wasn't overlapping the AS web window. Um, and this year we have gotten rid of Star, so we are just relying on Running Records and Ames Webb, and we'll be able to space those out from each other. And hopefully by the time that we get to Ames Web, um, it'll be enough time from the formal running records that they did, uh, that they will be re-energized to tackle those. >> Okay. Let me just repeat what you said to me. You've cut it back by a third. >> Yeah. >> The amount of testing. We we're no longer using STAR as a measurement tool. >>

066Okay. Okay. Thank you. >> Thank you very much, Brian. >> Thank you. >> Hi, Christie. >> Hi, everyone. Um, so I'm going to talk about Horizon. Our school goal that we had set last year was that 75% of our students would meet math and literacy expectations in two out of four identified measures. And so we were really looking in literacy at our reading course proficiency. So having a three or higher on their report card or their math course proficiency. Um our reading star test. So the ta same test that Brian was mentioning the FNP which is that running record reading level in reading and then the CGA um Brian also mentioned that so looking at the different strands of math um that we're looking at for students to be proficient in by the end of

067the year. And then in literacy we're we were looking at oral reading rate and in math looking at the math fluency interview. So, we set the goal that um the percentage of students would um meeting would be at 75%. And then also when we're taking a look at our students with IEPs, we were hoping to have our students grow um 10% of our students grow and meet three out of four measures. When we look at our baseline data, um it's difficult to compare to the data from the prior year because the prior year's goal wasn't set up the same way. Um we had a different administration at that time who had set the goal based only on one measure. So our attempt last year was to include multiple testing measures to allow us to look

068at students through um triangulation which is just a practice of looking at multiple sources of data. And our results showed that um last year 74% of students met those expectations. So our goal was 75% so very close to that. and 15% of our students with IEPs met those expectations in three out of four measures. Um so we're pleased with our results. A couple of highlights. Um when we're looking separately at math and reading, we had 76% of our students that met those two out of four measures in math versus 73% of students that met in reading. Um a huge celebration from our Wisconsin forward score. our third grade reading scores and that's an index score. So it's not the percentage of students proficient but Forward sets it up as an index score where it takes

069like the number of students who are getting proficient, the number of students who are getting advanced and put together a score. Um in 2023 24 that was an 80.4. Last year that score was an 87.9. So that was a significant increase and we had spent a lot of time with third grade reading due to act 20's requirements. So we're really pleased to see the results of that. Um our ELA proficiency overall as a school was at 72% and math proficiency at 72.5 and we had a slight attendance um rate increase of.3% from the prior year as well. So overall pretty consistent with good attendance results. some opportunities for improvement. A focus of on growth really for all students is something that we're taking a look at. Um, one of the opportunities that our school report

070card showed us is that we have an opportunity to help all of our students grow, especially in the area of math and our students who are really high achieving. So, that's something we're working on. um special education and supporting our students growth um for our students who have IEPs, helping our students or teachers to really be data literate, really understanding their students data that we're receiving from a lot of these standardized tests that we're administering and helping them to understand what that means and how we can use that in the classroom. And that continued implementation of um act 20. So, we learned a lot of really great things from third grade and what worked really well and we're starting to implement all of those things now this year with fourth and fifth grade with a

071new f phonics program that we're utilizing and with some of the same practices and that we're using in our tier 1.5 and our win time um as a school. When we're taking a look at our graduate profile, we had some really great results with contribute and create. Those were really focused around our hammock garden. We had over 99% of students participate in activities related to that hammock garden. Um again, our compete goal data there looking at connect. So, those were a lot of mixed uh grade level opportunities and over 99% of students participated in three or more of those opportunities. When we're looking at that report card, those prompt, prepared, positive, persistent, future ready skills, um we were at 74.19% of students that met those. So that data has been relatively stable over the last

072um couple of years but continues to be something that is an opportunity for us to work on. And then care, we had 79% of our students that completed that care survey three or more times. Um we discovered at the end of the year that we didn't have a great system for having students who were absent from our care survey making that up. So that's something that we put into place for this year. So, if a student misses the care survey when they're absent, we now have a mechanism in place to make sure that they're making it up um in the following couple of times that they're in their guidance class. Some other highlights, the hammock garden being a huge highlight and a big celebration. All the work that Mrs. Jazzinowski put into that and something

073our students are certainly enjoying. Um Veterans Day assembly, which is um always a wonderful event, our shared steam night with PLLE. the Thanksgiving placemats that we develop and deliver to area nursing homes. That's something that we'll be delivering tomorrow actually. Um our care night where we had some speakers in to talk to us about how we can be good friends to students with disabilities. Our family board game night, March Madness and Tournament of Books. Of course, fifth grade going to Camp Wickcom and their talent show and a wonderful field day to celebrate the end of the year. And as we look ahead, um, our academics this year, we're really focused on that PLC implementation along with student centered MTSS practices. So that's really how we're looking at how our learners are variable. Some of our

074learners um need extra support, some need enrichment. So how are we making sure that everyone is getting that one year's growth, which really helps address that um opportunity that we had identified. and then supporting our teachers with instructional resources that will help meet the needs of all those var varied students. Um we have a school theme this year where we're focusing on rowing together. So when we talk about this, we talk about how rowers um you really have to be in sync and all working at the same time just like we want to be all working and really collaborating heavily together as a school. We've done some work with clarifying and um emphasizing our behavioral expectations and really helping students to work on being kind friends. Uh we have some care team focus on monthly

075challenges where our students are earning tickets and working to earn enough tickets to earn a monthly challenge. So, for example, in the month of October, we had um one of the Watt boys come on in and talk to our students about what it meant to be a good sport at a great assembly that we had. And then um we're also doing some connections right now with PLE to focus already on helping those second graders transition to third grade. So, Mrs. Horvad and I had the opportunity to meet with them all already and talk a little bit about why they should be excited about coming to Horizon next year. Awesome. Any questions? >> Uh, one question for you. >> The scores you gave for the forward exam, those are post uh the revision of the um

076definitions of those scores by DPI. >> So, those are the scores that we received. Yes. This fall. >> So, they're post the lowering of the standards. So my question to you would be do you folks internally have your own way of determining whether or not you are actually making any progress versus the scores are better looking from the state because the state lowered its standards but you could do that in a different way. Do you have such a mechanism? >> Yeah. So that's where we're really utilizing um those other measures that we have. So Ames web being one of them. We're administering that three times a year which allows us to look throughout the course of the school year. Um we're utilizing that running record where we're looking at kids reading level and seeing how

077that's growing. Um one of the things that we're talking a lot about is that CGA in math and how our students are showing that growth towards endofear proficiency on their standards in math. Um, so in both reading and math, we have measures that we're administering several times throughout the course of the year that allow us to track those things. >> Do we Sorry, I think we get that data. We get everything. Uh, so we the web the web as a as web. >> Yes. >> So we'd see that for five years running if you if you you'd have that. >> So we just started administering Ames web last year as part of act 20. >> Okay. What do you have that's five years running? Um, >> star we well we had Star, but Star we're

078not using any longer this year. >> Uh, summarizing what you're just telling me, you have nothing internally that's five years running. >> We would have our um running record data that would be five years running. So I think in reading that would be the main piece. Um, and I'm not certain on the CGA exactly how many years that's been utilized. I'm not familiar with the running record as a data point. >> So the running record is um looking at the fontis and panel reading level for our students. So it would be the percentage of students that are demonstrating proficiency towards their um reading level that we utilize as part of our curriculum. >> How much how well does that track with all the other testing >> that you do? >> How well does the >>

079running record track with all the testing you do? Um, I think we would have to do an analysis to check that. I think that we could look a little bit further into that though. Certainly. >> Where do you get the best sense of how the children can read? Um, right now I I think the AS web is giving us the best sense of how our children can read because it's allowing us to take a look at um fluency, comprehension, their accuracy, which is going to be their decoding levels, their vocabulary. So, we're looking at those different strands and right now we're using that data to help us identify kids who need additional support in the area of reading. >> But that's the program. You told me you don't have five data five years of data

080worth. We do not have five years. But >> you've got five years of data worth for the running record. Re record running record. >> Right. >> But you don't use that. >> We do use that. Yes. As well. But I I would say right now in helping us identify our kids who are struggling the most um we're finding as web the new assessment is giving helping us be successful. >> Then why do the running record except for the fact that it's five years running which we we would definitely want to have that because we don't have that. That's making everything else useless. But why do all of them if you're not getting something that is rock solid? >> So I think there's two reasons we do all of them. Um one is for triangulation purposes.

081So to have multiple data points to allow us to look at a child from different lenses. Um the other reason is that the running record data is aligned heavily with our curriculum. So within our curriculum students students are spending a lot of their time reading independent texts. Um, and that test allows us to identify what level students should be reading at. >> Okay. If I recap what you told me though, you told me that you do not in fact triangulate the running record with the other tests. >> We I we haven't done that across a wide scale, but for individual students, we certainly look at all their multiple data points when we're looking at whether they need additional support and what that support might look like. >> Thank you. I just want to say kudos

082Christie. Um this is your second year at Horizon. Obviously um you are well appreciated in this district for what you're accomplishing in Horizon. I just want to second that. I just think it's great and I really can't wait till next year to sit in this seat and hear more data on how Horizon is doing within the next year within this school year. So, thank you. >> Thank you very much. >> I I agree with that. Just having a student in that in in horizon um and being able to meet with the teachers and seeing the stuff that they're doing that you're implementing is fantastic. >> Thank you. >> So, thank you. Thank you. >> Thank you. >> All right. Good evening. All right. Here to review ASA Clark's priority goals. Um, at this point, I

083think Brian Smith usually says, "Oh, it sounds like repetition here." So, you know, we work hard to make sure that we're aligned. So, at ASA, we too had two priority goals, one in math and one in reading. Uh the goal was for 76% of students to meet expectations in two out of fi four identified measures. So you'll see those measures below um some of which are mirrored from what Christy had shared from horizon. Difference would be um when it comes to Wisconsin forward our eighth grade students take the preac. So we use that as their indicator as far as meeting that measure for both reading and for math. Um and then we also have growth scores um that are calculated for forward two um trying to balance the achievement and proficiency based goals as well

084as the growth um goals that kids have. For our sub goal, we had a goal of students with IEPs meeting math and literacy expectations in two out of four measures increased by 10%. This was new to us to setting a goal related to students with IEPs. Um, so it was a good first shot to kind of learn from and we have some celebrations to share there. So focusing first on math, our goal was 76% of kids meeting two out of four expectations and we're happy to report that 79% of kids met two out of four expectations. Additionally, we exceeded our sub goal where the goal was for students with IEPs to increase two out of four measures by 10% and an increase by 20%. In the fall, 18% of our kids with IEPs were meeting

085the expectations and in the spring it was 38%. So that was successful. Um we were able to celebrate a gap closure. What we mean by that is we have overall um student outcomes and then students in special education their outcomes and the goal is to close that gap. So that way students all students are improving and achieving. So students in special education their growth goal um 63% of students met their growth goal and forward and 55% of students in special education met their growth goal. So we saw that gap get closer. [snorts] Um as we shared at the beginning the ACMS state report card for math was at 98.5% placing us sixth in the state among all sixth through 8th grade middle schools. So that's definitely something that um we are proud of and reflecting

086on why that might be um and looking to continue some great practices that we have in place. Opportunities for improvement. We started implementing the um comprehensive growth assessment as well at the middle school last year. Um and we um really focused on what those end of grade level um proficiencies were throughout the course of the year. We think that that attributed to some of our success last year. However, we noticed that a lot of the kids grew in that assessment, but they not might not have reached demonstrated proficiency at the end. So, we're going to add that as a fifth measure for this year and really celebrate kids making growth specifically in special education where we're there. They need to make more than one year's growth in one year's time in order to to close

087that gap. Um, being able to capture the hard work that our teachers and students are doing for growth for the CGA. We also need to continue to problem solve around how to accelerate learning for large gaps in foundational math knowledge. So, this is where as we enter middle school, we know that some kids still um have some fact fluency gaps or they have some fractions or decimals gaps and we continue on with the content, but we we can't lower the bar, right? So, we're doing a lot of learning about how to accelerate learning for kids in both literacy and math. But that piece there is just about some of the math pieces that we're seeing and learning about this school year and trying some new strategies. When it comes to literacy, again, 76% was our

088goal. Um, and we're happy to report that 83% of students met reading expectations in two out of four identified measures. Additionally, for our sub goal, students with IEPs um at the beginning of the year, 35% of students increased to 53% of students meeting two out of four measures. So, saw some good um results there. I see a typo. That should be literacy in the bullet point there, not math. My apologies. Um additionally, we had a gap closure for growth in Forward as well. 53% of our student body met their growth score for Wisconsin Forward and 43% in special education met their growth score. Opportunities for improvement. Um we really need to continue focusing on disciplinary literacy. So what does that look like? Reading across content areas. It builds that confidence and that independence for our

089readers when there's that multiple exposure, especially entering the secondary world, knowing what it's like to read like a scientist, read like a historian, read like a chef. Um, so we're continuing to work on that. We also are exploring the bridge between ACT 20 and the elementary schools and the science of reading and what that means for middle school, right? We know that the work that the elementaryaries are doing um will come to the middle school, but we're not going to wait for that to happen. we need to make sure that we are bridging some of the gaps that we're seeing in reading specifically. So that's work that we're doing this year as well. We're doing a lot of learning at the middle school to analyze kind of what we're seeing and what we need to

090learn about and try to implement. So overall to summarize those opportunities for improvement, focusing on that growth for all. Um while it's a celebration that our gap has closed for growth, um we want more than 53% of our kids meeting their growth goals, right? And that's just the cold hard truth. So we need to really think about how we differentiate learning to ensure that all kids are growing um including those who are already meeting grade level standards. We're continuing to build a community of practice, right? Which means that all teachers are all in on our goals. That happens through PLC implementation and also our learning walks. This year, all staff members at ASA will be and across the district are participating in learning walks where they go and observe other classroom practices. That's a great

091way to kind of knock down the silos that can build up in schools and learn from one another. Finally, we're really thinking about our data literacy and what role does a preassessment play so that way I know where my learners are at before the unit begins and kids aren't sitting through content that they might already know or they can't access because they don't have the prerequisite skills. So, we're really broadening our lens of what it means to utilize data at the middle school and then how we can use that to plan for instruction. Thinking about our other graduate profile competencies, we have a shared goal for contribute, create, and connect, which is focused on service learning. Our goal is 100% of students at the middle school participate in a service learning project. Last year, 99.5%

092of students completed this um and that's due to absences. It's a gradual release model, and so each grade level kind of had a different focus for their service learning. Our commit goal is focused on future ready skills. So our goal was that 70 se 70% of kids would earn met or above in 12 out of 14 of those skill sets. 83% of kids got met or above in 85. So we exceeded that goal as well. Our last one is our care goal which we continue to wrestle with at the middle school. Um finding the right measure and metric and way to gather that data for our adolescence is you know something that we're working on. This last year we focused on what's called the student behavior index which is a number that's contrived from the

093student engagement survey. The goal there is to see a score decrease and we saw a score increase. So it went the opposite direction despite our efforts. So we were kind of trying to problem solve on why that might be. A lot of it um you know is taking the time to read the questions and kind of setting up the stage for that um enga that self-reported survey. Um, so that was some reflection there with our student services team. Other highlights from last year, we continued our extended learning days focused on connection across our building. We had an increased focus last year at the middle school and achievement and growth for students in special education. And that really felt empowering to have all staff talking about all learners. Last year, we continued with our compass crew,

094which is a student-led group focusing on fostering kindness and inclusion across the building. Last year was year one of our wellness center. We had a student council speaker come um for both the high school and the middle school. We had winter assemblies and pirate games in the spring and field day. So, we try to sprinkle in the fun when we can. Um I included some quarter one wellness center data for you all to review because we've had some really good u metrics come in that tell us the impact of our wellness center. Um, as you know, the PTO granted us a large sum of money to continue to furnish the space because as a pilot that was just curated from, thank you, Brian Seagull, some different buildings as far as things that we could piece

095together. Um, and so we're seeing some really good use. Um, and so we're continuing to think about how to um promote well-being for our middle schoolers this upcoming year. focused on growth for all, continued emphasis on disciplinary literacy, monitoring the impact of the wellness center. Um, and then to the care closet. So, ASA houses the care closet here, and we're continuing to see just new and different needs. So, shout out to Adriana Plaque who has also partnered with another uh partner called the care portal where we can get needs like glasses or you know transportation needs, things like that because we're getting requests here in our community that exceed what our closet can hold. Um so really just trying to foster that community aspect um through ASA. >> Kudos on the um the gap reduction.

096>> Yeah. for special ed kids. I I that's amazing. I remember last year when we went through strategic planning, ASA um really um reflected on those goals, the importance of the special ed um gap reduction and there was I think there was, you know, a a real push for these inclusion classrooms. Do you think that those inclusion classrooms were part of what helped that gap to reduce? Was it the the methods that te teachers used? What do you kind of attribute some of that too? >> Yeah, I think it's I think it's multiaceted. I think that the first is that all teachers had their personal goal focused on students with IEPs, which I think sometimes when you hear a student has a plan, that ownership can vary because like who's doing what work to support

097that student. So, it really placed the emphasis on collaboration, right? When you measure something, you pay attention to it. And so, I think just continuing to make sure that we were looking at how students were progressing um was an important piece. I also think with that then co comes co-planning, right? So that's a special education teacher and the general education teacher and really defining those roles. So as a content area expert, I know the curriculum, I know the standards. As a special education teacher, I'm all about access. How can I get kids to access that content in a number of different ways? So those powerhouses coming together were really able to bust through some barriers that held kids back from even trying to engage, especially in middle school. Kids want to save face as much

098as they can. So I would rather do this or do this than look like I don't know what's going on. But by getting ahead of the planning and the content when we can expose kids to vocabulary, show them the questions that be, you know, just small strategies that empower them to engage. You know, they want to achieve, they want to do well. It's how do we get them out of that social context to, you know, engage in their learning. Um, so you know, kudos goes to our staff to really collaborating and working together to benefit all learners. >> And it truly is the balancing act because on the opposite end of that spectrum are our bell curve kids or the advanced learners. How do you feel it's going for those groups of kids? Are they

099staying challenged enough? >> Yeah, that's that's um our um goal for this year. So our goal for this year is really thinking about how to establish rules, procedures, expectations so that way learning occurs without the teacher. So what structures do I need to put in place to make sure that all learners are continuing to push themselves that frees up the teacher to be able to meet with small groups of learners for acceleration or for extension. And that way I've got, you know, systems in place so that way kids are progressing on with activities that are at their pace and level. Um, so that's that's the goal for this year is really focusing on that growth and thinking about how my teacher time can be divided to support the growth of all because that's often what

100we see when we see those low growth scores. It's not always the kids who are striving for proficiency. It's the kids that are meeting proficiency or above that still have goals, right? And so our emphasis needs to be on them as well because we know that, you know, if I'm not engaged or um if I'm being compliant in my learning, that's not fostering that agency that kids need in high school and beyond. >> Thank you. >> Yeah. So I'm glad to hear that the ACT 20 stuff is continuing into the middle school. Do you know did you guys start that last year with or you started it this year? >> Yeah. Yep. And that's still, you know, I will say Ames web having that data has been really vital and to us just even un

101better understanding where kids are at with their reading. Um, so we are kneede in that right now. We had our first probe in the fall and our second one will be in February. So in between here, we're really looking at the different diagnostic testing that's within that program. Um, and I think I mentioned this before, you know, there's some skill gaps that our middle school, secondary trained language arts teachers might need to fill when it comes to specific reading strategies. So, it's first understanding the need, seeing where there might be some gaps in PD. I will say um that all secondary language arts teachers are part of a cohort during professional development days. So, there's the the power in having that shared learning and be able to deliver just in time strategies to support that.

102So the structures are there. This is really just like a big learning year for us to see, you know, where we're at, what those gaps are, and then next year it'll be like, okay, here are the specific either programs or, you know, high leverage strategies that we've learned of that we're going to deploy to help with that. >> Thank you for doing that. >> Yeah, absolutely. >> I have a quick question. Um, do you have anything in terms of um, I guess either explanations or things that might have contributed to the mathematics being the six in this state at 98.5 if you will? >> And then um, Mike and or group any kind of like little celebrations for your staff in terms of achieving that? >> Yeah, absolutely. Um M uh Melissa Schultz, our instructional

103coach who um focuses on math, has done a phenomenal job of um utilizing the building thinking classrooms framework with our secondary staff. There's a number of different strategies within that. One of which are called vertical spaces and it's all based upon the brain science that when I'm standing up, right, doing things, I'm a little more animated and I'm into what I'm doing. that moves from surface level learning where the teacher is the guide to that deeper comprehension. So through certain roles um kids, you know, are kind of forced to participate. Um it takes down the veil of looking over and cheating because everything is up. So it's okay to be able to look and see what everyone is doing and to kind of try that strategy. It also allows the teacher to have a little

104bit quicker just in time feedback because if I'm seeing misconceptions around the room, I'll call a timeout. We huddle at one board. I'm going to model again. Now you go and try it. Um there's a ton of different strategies there that really hit that deep learning which is all about conversation and kids taking risks, speaking through strategies and wrestling with something together as opposed to either surface level instruction or I'm doing it on my own. So, I would say that that would be um that would be one piece. Um Jess Weiss has also partnered with Smart School, which is like leveraging AI as a tutor for when I'm not at school and we're in some math concepts that my parents don't really know much about and I'm utilizing YouTube or, you know, frantically calling someone

105who used to be a math teacher. So, her pilot with that was great. And actually this year the whole seventh grade math department is utilizing that to see what the impact is. So again like we support innovation. We support risktakers and it's all about how did this work? What was the impact on learning? How do you know that it was successful? How do you know it accelerated learning? So it's all about the metric. But if people have something that they want to try um you know we say go for it and let's talk about how that went. >> But and I I call it kind of like an instructional technique if you will in terms of doing it. But it's also a learning technique at the same time. So, I mean, this is one of

106the advantages and if you've not participated in these walkthroughs in the classrooms, uh, really go out there and do it because I remember last year we were doing it and we were in the classrooms and you could see the kids stand up and the teachers are working with them and they're all working simultaneously on solving sort of the same problem and you can kind of obviously see how they're going through that process and it's really great because they are forced to participate and forced to be kind of like part of that learning but I mean the teachers is doing it, but also the kids I think have a different learning mindset when they're standing at the boards kind of doing that stuff. So, >> the last one is I would, you know, have you write

107nine thank you cards to our entire math department. But last August, I convened them at inservice and said, you guys, we need to change our focus on um remedial skills with what was called the foundational skills assessment and focus on grade level standards. So, that's that CGA. So I sprung that on them during inservice which is not a kind ask but I do think that focusing three times per year on what we want them to achieve at the end continue to think about okay what do we need to spiral in for warm-ups what do we need to emphasize more through our units it kind of lend itself to thinking about those end of grade level standards throughout the course of the year so that to ensure that nothing was missed >> well and it's clearly

108one of those things and obviously when I was back in school I mean it was a very very different learning or a teaching environment enironment, but I think this is a perfect example of recognizing that there's research out there that, you know, kids standing up and working at a board and also then the teachers being able to do it in a different way. It's new for for me. Obviously, it's a new way to learn. But, you know, it's just one of those things where it's like to see the things that are working and really working to be able to achieve a ranking of being sixth in the state of Wisconsin in terms of the use of the math kind of stuff out there. So I mean I think again I would encourage you to do

109that walkthroughs if you can. It's it's the changes that have occurred. It's the innovations that have occurred in education out there and I'm saying that to my peers and colleagues here because it was a big revelation for me to see that in uh in action in your uh classroom. And and Larry, I would add to that last week I was at ASA for learning walk and along with that vertical learning which I saw last year as well too. Um I was introduced to Smart School that this neat AI tool where they can take these practice tests to see how well am I learning the material. And when you initially use it, you can um have like a tutor within this AI system that helps you learn. But then um the day that we were there,

110it was the day before the test. So no more tutor. You just went in and took this practice test to see what are the areas I still need to work on before tomorrow's test. So it's just really some of these neat tools that um I I just think are you know why we're seeing the growth in our students. >> Could I move you back? >> Yes. >> Could you read out for the two areas where you actually did the two out of four. Could you read the four in both cases? >> Yes. Thank you. >> The different measures. >> Correct. One is for ELA and I think the other one is for math. >> So for math, our measures are proficient or above in all course proficiency scores for semester 1 and semester 2. That's

111because they're unit specific and we wanted to make sure that they reach those proficiency scores across the ma the grade level math curriculum. Proficient in all strands of the comprehensive growth assessment that's at homegrown end of school end of year proficiency on those priority standards. Proficient or above on the Wisconsin forward math for grades six and seven and the preac for grade eight um and their met their individual growth expectations as measured by forward. For literacy, it's proficient or above on the identified literacy standard for each grade level. Proficient or above in either social studies or science disciplinary literacy proficiency score, proficient or above in reading for sixth and seventh on forward, preacing for eighth, and then again that growth expectation is measured by forward. >> Okay. So, I don't have any real data here.

112I mean, I don't have any real um but that's okay. if you >> I I what I thought you were going to tell me is that they could read XYZ at a given level that math they could do their fractions, but that's not what this is. So that's okay. Um thank you for that. Uh I would I would suggest to my colleagues so we don't look as stupid as we sometimes do. This is not new. If it's new, it's new to you. It is not new to the teaching profession. Hands-on education is not new to the teaching profession. [sighs] What is the other one? Um, Bonx, Bonics was for a long time part of the the education everywhere. It was pulled out. Now it's back in as if it's new. Teaching at the board is

113not new. Everything described here tonight is expected. It's been known for years, decades, and decades. So, it's not new. So, I didn't want to have our >> audience left with the impression. What are you referencing at the instructor or the teacher being in the front of the classroom and working on the board? That was my model when I was in school that with a teacher in front of the classroom where in this case it's the students have boards that they're like there's seven or eight or nine of them in every room. >> I've done that myself. It's not new. It's a teacher. It's it's what you bring to the classroom. It's what you know. It's your tools to your tool. It's been in the toolkit the teacher's toolkit for decades. the fact that you didn't

114have an exposure to that particular thing does not mean that it was not everywhere else in some way present and and could be accessed. But >> that's a really great thing. Thank you for sharing that, Mary. And maybe sometime you could give us an example or go to a classroom and show how it's how it was done in your day when you were had students at the board. So >> do it all the time. Drop of a hat. All the time. That's why I'm saying it's not new. And >> well, when was the last time you did it though, Mary? It >> doesn't matter the last time. It is universal. Going to the board is useful 10 years ago, 5 years ago, yesterday, 50 years ago. So whether I did it 50 years ago, >>

115right? But it >> or yesterday, it's the same concept that is still very valuable. But I just wanted to point that out that it's not new. So that people who are in the teaching profession outside of this room who look at this and think, what is he saying? This is not new. We all know this. This has been done for years and years and years and years. I didn't want people to think that we didn't >> I don't think you're comparing apples to apples here, Mary. You have a different perception of what the board at the board means versus how it's being practiced today. So, >> thank you so much, Katie. Really appreciate that. >> Hello, Emily. >> Thank you for stepping in. >> Hi, guys. Yes, of course. I'm very excited and happy to

116be here and that Brian and Jane trust me to do this. So, here we go. Um, no, you're good. Just going to click on through all the great stuff about ASA and talk about the high school for a couple moments. So, we are going to talk about our two compete goals. So, our first compete goal is that the gap in reading growth results on the ACT between regular education students and special education students will be reduced by 10%. So again, we're going to be talking about closing the gap between um and amongst all of our students. And goal number two really focused on um the gap in composite growth results on the ACT between again regular education students and special education students again will be reduced by 10%. So we focused on reading and then

117we focused on the overall score. So with our first goal um the gap in the percentage of students meeting their growth goals was reduced from 22% to 11%. So, if you look at 2024, our regular education students scored um at a 57% while students with disabilities were at a 35%. When you go to 2025, which is what our results are from last year, regular education was at 58% and students with disabilities hit 47%. So, that is a uh representing a 50% reduction. Um while both to target groups of students increase their percentage of students meeting growth. So again, this is focusing on growth. And then goal two is for the gap in students meeting their composite growth goals. It was actually reversed um to students with disabilities meeting their growth targets at a higher rate

118than regular education students. So once again, this was while both target groups increased, but actually our students with disabilities scored higher than um our regular education students for meeting their growth goals. So, a couple of things that we just want to mention for why this was so successful this past year is that um districtwide we implemented the new verification process for staff review um of all 504's IEPs with 100% fidelity. Um we were able to make sure that all stu all teachers knew exactly what their students needed in order to be successful. Um and I can say this year we met that 100% very quickly. I know we're talking about last year, but it was just exciting to see how quickly our staff were able to see and know exactly what everybody needed. Um, our

119learning sprints focus um on consistency and followth through, and our learning sprints have to do with the ACT and what students need in that area in order to again increase their goals and increase their growth. We also made sure and this is this was just astounding how quickly all of our staff was able to get our classroom based data um in order for us to an analyze it more efficiently. So, thank you to Candace for making sure that we had all of our data very quickly and we were able to do some of that item analysis. And then all throughout last year, we had the focus on UDL, universal design for learning. um as well as we married it with that building thinking classroom that Katie um spoke about as well for opportunities for improvement.

120Um the biggest thing is that we are continuing to try to determine how can we balance the focus on our small targeted populations versus the more broad benchmark data. So again, like we are focusing on how can we close the gap, how can we move all students forward, but while focusing also on um our special education students, but we just want to make sure we're not losing the sight of all students. And I will get to how we're helping our advanced learners excel as well. We are going to we are continuing the focus on UDL and building thinking classroom strategies where all of our math teachers are uh participating in building thinking classroom as well as um about half of our science teachers whether it was from last year or this year they are participating

121in that. And so you can see that in their classrooms if you um ever stop by and see that and when we walk through at any time it's really cool to see those practices. And then we have enhanced the collaborative structures to deepen the professional learning and collective collective e efficacy of staff. So how that may look is last year um once a month on Fridays um we made sure that staff were able to collaborate special education teacher with a reg teacher um departments were able to get together and think about that vertical learning. This year we are implementing PLC's while we're also still having that time for special education staff to get with regular education staff in order to understand what and how we can help all students grow. Looking at the graduate profile,

122um this these were all of our goals from last year. The one I'm going to just focus on is our commit goal. This was a different measure than we have used previously. So, I'm sure the three high school students that are here right now can say, "Oh, Miss Hansen showed up and all of a sudden we start talking about future ready skills a little bit more." Um, and that's true. That that is how we went ahead and we looked at our commit score. And we had 76% of our students um earning a 3.0, which would mean they were all meeting expectations or exceeding expectations um in all courses for all of their future ready skills. And that's from there we implemented the deans list um and just made sure that we were celebrating the students

123who were showing how to be just great humans and showing that they're ready for the future. So advanced learners, yes, we talked about closing the gap with um our students with disabilities, our special education students. This is our AP data for the last five years. And what you're going to see here is that 2025 we had the most students in AP courses. We took the most amount of exams in the last 5 years. We had the most students with scores of three or higher, which means colleges were more likely to accept that credit from the AP course. And then the percentage of total AP students. So of that um 301, 83% of our students who took an AP test scored a three or higher. So that again we focused a lot for our goals on

124students with um disabilities, closing the gaps between all students. But again, we wanted to keep pushing and excelling our AP students. So, this just shows how hard our AP teachers worked in making sure that whatever they were doing was applicable and exciting for their students. Couple other highlights. Um, there's a picture up here of uh Caleb Katy and uh when he went ahead and was the state champion at 157 pounds. So, we got to make sure Caleb knows that he got a shout out. Uh Amy Tyrion uh was Miss Basketball for Wisconsin. Owen Doberstein was our D2 baseball was the D2 baseball player of the year. Girls soccer was um made it all the way to the state game WIA state runnerup first time in school history. Boys track 4x800 team placed fifth at state.

125They went ahead and they took advantage of running at nationals as well um and took a trip out to Oregon. Our boys volleyball team won conference for the first time in school history. Um and this is all because of how great you know Mr. Barren is and he was recognized um as the WADA state athletic director of the year. Um yes, I just talked a lot about sports, but thinking about activities, Anu, who is um in the class of 2026, was selected and is currently serving as the region 7 vice president for FBLA. Um I've already talked about the highest AP exam participation and results in recent years. Um, a couple things that really stand out to me is that when we looked at the state report card, our chronic absenteeism rate actually decreased by

1263.1%. Which means more kids were getting in the door and getting what they needed. And then um, with our future ready skills, we deployed silent mentoring um, and helped those students who really needed just a little bit more in order to work on some of those possibly just executive functioning skills. um those students wouldn't know who they are because again silent they our teachers maybe were just checking in with them pulling them in for resource doing what they could do to have that touch point. Looking ahead this is our compete goal for the upcoming year. Our um goal is 65% of students in grades 9 through 11 will meet their grade level benchmark in reading as measured by the ACT. As well as 65% of students in grades 9 and 10 with IEPs will meet

127their growth reading expectation as measured by the ACT. The last one with the ACT would be 80% of students in grades 9 through 11 will meet their English grade level benchmark. And then finally, 60% of nth grade students in math 1 will meet their math growth expectations as measured by the ACT. But really just focusing on our math one, which is our ninth grade students for the most part. And that's all I have for you guys. Emily, I want to thank you personally because I know that you uh did a lot of work along the lines of truency and that chronic absenteeism and kudos. um that you were able to decrease that absenteeism by 3.1%. That's significant. You know, when you think about it, if they're not here, they can't learn. We can't educate them.

128>> And I will say, it wasn't just me. Like, I I can't like shout out our student services team enough. Having Jane Matter at my side as well. So, then there were two APs who were tackling this just really made a world of difference. >> Yeah. >> Just wanted you to know I really appreciate it. >> Could I just ask one question? >> Sure. Mary. um prior you're you're uh before you was 75%. And if I'm following along what you folks have been saying this evening, we started out in PLE where we were all talking 90s and 80s and as we keep moving up the grade level that keeps dropping so that the numbers you're giving me now at the end of the uh at at 9 through 12, your targets are 60s. Why is

129that? So, there's a couple different reasons for that. Um, reason number one is we look at the state data. Um, 65% is actually above average um than what the state is scoring at and that's where we want to be of course is above average and excellent. Um, I don't have the exact number off the top of my head as to where students are scoring, but I know it is not at 65% if we look across the state. And the other reason would be that it our goal from last year focused more on their growth goals. So that's what each student needed versus this year we are looking at overall benchmark. >> You have data I mean you have you're targeting in the uh was it ASA is right below you you're targeting 75%. This is

130totally internal has nothing to do with the state as you presented it. you're targeting for 75%. I'm I'm still not clear as to why you target 15% give or take lower because they've gone 9 through 12. >> So I think I just want to make sure I'm understanding your question. Um you want to know why our goal of 60 is 65% versus why it would be 90% or 95% for from PL or Horizon. >> Right. Right. So it changes through the school. It's not it's not that the school has a as a goal we want 95% literacy or whatever it is you it's 90 90 you start out 90 at pe >> it drops as you go through the through the district and I'm wondering what the thought process is behind that >> you know

131I think that's a really good team question that we as administrators can sit down and talk about more but I the biggest thing that I can say from looking at the ACT is that the benchmark um again is the the benchmark's for for the ACT. Um, and we want all students to be above that and our goal obviously is that all students are above that and that's why our goals recently have always been about growth because we want all students to hit their growth goals. Um, but sometimes growth goals and benchmark goals don't always align and we've made them more rigorous this year by looking at the benchmark versus just growth goals. I could I could [clears throat] interject a little bit on this. >> I can interject question a little bit as well. I

132mean the the where the state scores are relevant is just the context in terms of if you look at the elementary scores across the state and those they're going to be higher than they are at the upper grades. So it's the context of what generalized performance in those assessments and the ACT is an entirely different assessment than the Wisconsin forward. So performance uh is different on those and we use a um approach of of smart goals specific measurable attainable resultsoriented and time bound. So what they do uh to answer your question is they look at past performance. They look at comparables and they set a target that produce that pushes for improvement but is something that's reasonable to attain based on existing performance. So that's kind of the process just trying to provide a little

133extra little more answer to your question Mary. >> Thank you Mike for that. But I'm still back to the internals of the school. So ASA turns over to you a body of students who are at 75%. >> You don't put out a body of students that are at 75%. You are and I I can just leave it with you this. I do not understand why you target 10 to 15% below re uh what you took in and ditto for what comes out of Horizon. You were given something at a higher level. if if all your scores and data collection is correct and you target uh at the next level something lower than that. So you plan into your goals a decrease in the number of students who are going to achieve uh at the levels

134that you want them that they achieve achieve prior. So I'm I'm it's it jumps out to me uh I'll just leave it with you folks to do what you had said as a admin discussion but thank you very much. I just have one thing. Could you go back a couple slides? That one. So if I do the math on this, so you've got the number of students 301, but there were 537 exams taken >> and 250 passed. But that implies, I mean, kids are taking multiple AP courses and relatively successful on taking or passing those exams. So, and if I did my math correctly, it's like not quite two, but 1.78 and 1.78 for the last couple years, which looks like it's higher than it was in 21, 22, and 23. So, which is good,

135right? >> And I also want to say we have, this is something that I actually looked at last year um with a couple of the counselors of how many students we have enrolled and how many were thinking about taking the test. It's really exciting to see that more students are feeling confident in taking the test versus just going ahead and putting themselves through an AP course and then possibly not taking the test at the end. Um, this just shows that more are feeling that confidence that they can do this and that they can do well on it. I I mean, there's some students who take five or six AP tests or and then there's also f kids who take five or six AP classes, but then they don't want to take all the tests at

136the end. So, it's exciting to see that confidence. >> I know Bren complimented you on your work with the absenteeism rate, but I also know that you're continuing to work very very hard on that and hopefully that will continue to see improvement in that with your other activities that you've got going on with absenteeism and tardies and all that kind of fun stuff. So, >> thank you >> and thank you for filling in for Brian by the way. But no problem. >> Good job. It's probably the first excuse that we've had that somebody had to miss a meeting, but you know, mountain biking accident really [laughter] was. >> Yeah, usually it's that he's in, you know, out of state. That's why Jane was here last year and this year it's because of an accident. So,

137he was planning on really being here, I promise. So, >> thank you guys. >> Thank you. Thank you. >> Thank you to all of you. >> Appreciate it. >> All right. Well, John, that leaves you. [laughter] Um, next we're going to look at the crisis response plan. John will review it with us. So, you can step up. >> All right. Um, so again, this is just more the formality of it with uh with the state statute. So, it needs to our crisis plan needs to be board approved every three years. um we update annually and as as needed basis. Uh we made a couple of changes this year. And then the the other the other aspect of this is with the crisis plan, you know, there's a lot of those items that we don't communicate

138to the public and you know, like if there was fine details or like details regarding the reunification plan or something like that. um you know there's another statute that um would ask us to go into a close sess close session for that. So um so if you have any questions I I can try and answer them but otherwise um most of the fine details uh shouldn't be disclosed in a public uh setting. I have a question. Hopefully, it's okay to ask this. Um >> I I did review the whole plan and um in the area of like um drugs. >> Yep. I I may have missed it, but I didn't see where it talked about um Nlloxxone or Narcan and um administering it to a student that was in an overdose crisis and who was

139authorized or trained to do that. Is that part of the plan? Is that >> It is in there. Um and I know for a fact it's in there because I put it in there. >> Okay. Um there yeah there is uh two mentions of uh Narcan that are are provided in there. Um we do have uh a a number of our medical alert teams in each building trained with that. Uh I'm trained. We also have a variety of other second shift staff that are trained on on being able to administer Narcan. Um also our SRO's are trained on that and um and we have a variety of nurses that are trained on administering it as well. Okay. >> But yeah, great question because but it is in there. Yes, I I do remember seeing >>

140it was a lot of reading. So I >> No, it's it is a it is a lengthy document. Um and again, there's a couple aspects like say the evac plans when we have the whole new area at the high school. Those will be updated and you know added to the plan. So it's just a matter of there's a couple of those aspects of you know with construction. They'll be updated when we have the new building online. In my quick search of the file, there's 25 references in terms of the word narc. >> Okay. >> Sorry. >> Yeah, no worries. >> It was a lot of reading. >> There is a lot of there is a lot of great information in there [laughter] >> to search out. >> Any other questions? And then I'll be back

141in December with um the other requirements that we'll have to that we'll need to report to office school safety at the end of the calendar year um that we annually do. So >> I mean specifically in the one that you referenced like the drug use drug overdose. I mean it's in there specifically in that one too. So >> this is the crisis management presentation >> well this is the yeah crisis the approval of the crisis response plan. We gave you 30 minutes for this, did we not? >> Yeah. >> Well, let's go. [laughter] >> Totally kidding. >> Um, >> it was a great plan. I >> How did you How did you put down 30 minutes for this if it can't be Did you think it should be discussed in close session >> for the

14230 minutes? >> You know, I don't know why it got 30 minutes. I would say for me the 30 minutes plus I spent at home literally reading through the plan because I just I felt responsible to um read through it. I I don't feel like I have to sit here and discuss it for 30 minutes because I I read through it and it's very thorough. It's very comprehensive and >> I like the diagrams. Yes, it was very very >> and that and again that goes back to the memo where there's a lot of history and uh utilizing the whole safety committee and local partners um that we you know contract with work with our local municipality fire and police um they're all part integral parts of you know the ones that created the plan continue

143to update the plan and again to practice that plan. >> Yeah. So, the board, you don't think the board should have a discussion on this in close session later on? >> No, I Mike, I don't know if you want to weigh in, but I don't think that we need to have a closed session. >> It'd be the board's decision. Mike is very familiar with the uh plan. I'm I'm quite confident but the board is not able to discuss this in the 30 minutes in the in the manner that someone thought it should be discussed. So I just wanted to verify that the board does not want to do that. >> Not obviously not tonight but um just making sure that the board does not want to discuss it because this would go in without discussion.

144Brian, are you still looking for comment from me? >> Um, yeah. I mean, if you have anything to add to that, otherwise I always make sure that if if people have questions. >> Yeah. >> You know, >> Yeah. No, it's there's a lot of the plan that could be discussed and open. There's things that are in the response plan that, as John indicated. um we don't want to create any new vulnerabilities unintentionally by talking about things that are in our plans that someone might be able to take advantage of of. So that's why some of that might need to be discussed in a closed. Um so the this plan is updated annually. Um you know if you've you know and you've all been on the board for a little while you would have seen it

145each year. Um but it continues to get improved. You know like the reunification plan is something we've been working heavily on this year. that would be something we'd want to probably talk about. Um if you wanted uh again details are provided to you and your executive content. Uh if you want to have discussion on that then per Mary's question that would be the that would be a close session on on some of those details. But um it just we're we're here to make sure that you know that we have extensively and continue to extensively plan and prepare for crisis uh if a crisis were to happen uh on our campus. Um and so that's uh why this is an important process every year to make sure that we're accountable to you to know that we

146are continuing to plan and prepare. >> That's something that's not shown on the public's access website or anything. >> Are there parts of it or Um it well and if it was requested it would be heavily redacted. >> No no no I'm sorry right I'm um John uh are there >> does one go to the website and find a category for this where parents see whatever it is you decide can be put out or is it not anywhere to be found? >> It's not it's not to be found for public >> totally correct. >> Okay. Yeah. >> Thank you. >> Yeah. um you know and if anyone um has additional questions please do bring them out. If it is something that John you feel like it couldn't be discussed, you could say, "I'm sorry, but

147we we can't discuss it at this time." But if anyone has any questions, please do go ahead and >> Well, I mean, one, you work closely with the village police department. It also follows the National Incident Command process in terms of what's there. I mean it's pretty well vetted in terms of the approach and obviously the things that we have on our campus makes it unique to this campus and there's certain things you don't want to have necessarily outside people know what some of the plans are in terms of the details of it. So >> correct. Yep. Yep. It's all the NIMS and National Incident Command that we we have embedded within the document. So, >> I'm just going to say again, it took me significant time to read through this whole document and I

148just feel very confident that our kids are safe. They're well cared for and if any crisis should come up, this district and administration have done an excellent job of thinking of every possible thing that is needed to keep our kids safe. So I feel very confident in this plan. >> Looking for a motion. >> Move to approve the crisis response plan as presented. >> Second. >> All in favor? >> I. >> Any opposed? >> Abstain. >> Moving along. Personnel issues. There's no resignations. Um but we do have an employment. Looks like a special ed teacher. Yeah. So, let me This one's kind of unique. This is actually a special ed intern. So, um Colin's done a really good job. Uh um you have to go through a process with the state to get a through

149DPI to be approved to have internships for which would normally be student teaching positions. Um if a person is approved if for an internship as in essence a student teacher um they are able to take on unsupervised responsibility there is uh I can't remember I think it's about $4,000 of a salary that is paid. So it's uh very inexpensive on our end. Uh but we get um and that's always going to be a very strong uh practicum teacher coming from um a university that's going to go into one of these programs. that gives us in essence some additional um really some additional staffing that we can lean into. And we really use this to in areas of hard to hire positions as we try to attract really strong practicum teachers that kind of uh build

150that bullpen so to speak so that we uh can use it as part of our recruitment process. So, um, so just wanted to comment on that because since it is that intern position, uh, to help augment, uh, our our special ed staffing and so I would seek your approval of Alisa in that position and I'd be happy to take any questions that you have. >> If there are no questions, I'll take a motion. >> I move to approve the hire of Alisa Felzer as a special education teacher intern. Second. All in favor? >> I. >> Any opposed? >> Abstain. >> Next, review of upcoming activities. So, our next board meeting and only board meeting for December will be Monday, December 15th. That will be preceded by a business affairs uh committee meeting at 6 PM

151followed by the regular board meeting. Um, Monday, January 12th, um, is our only board meeting for January. Um, there again, there's business affairs at 6 followed by the regular board meeting. Um, in February on the 9th, we have um, business affairs and the board meeting. And on the 23rd, we have a policy committee meeting followed by the regular board meeting on the 23rd. Um, also I just want to point out um that we do have um, you know, an elections deadline schedule. Um, we have two individuals on the board this year um, that are up for reelection. Um, December 26th is the deadline for incumbents to file notice if they're not going to run. That's by 5:00 pm on the 26th. And then between December 1st and January 6th, um, candidates would file a campaign

152registration statement, declaration of candidacy, and nomination papers. Um, so I just wanted to remind individuals um that are up for running for uh the next um term that those are the deadlines out there. Um, all right. Next is um legislative advocacy. Mike, do you have anything? >> Um I can just share that. Uh on December 15th, we do have a meeting scheduled just to do a sit down with Representative Nan as a check-in. Bren's planning on joining us for that. So I'd be um John and Anthony and myself and Bren with uh Adam Nen. So we look forward to that. he's always been real accessible to us and um so look forward to that conversation to kind of talk about priorities and to you know pick his brain a little bit as to where he

153might see some things going uh in the year a year ahead [clears throat] continue to work with SWSA um again I I mentioned this in the policy committee if you were around at that part but um uh right now there's there's activity there's there was kind of a flurry of bills that were put out there which is more about positioning for the spring. Um, uh, you know, a really hot probably the mo the hottest topic right now that I keep hearing about is efforts towards consolidation. I don't think that's something that would be, um, uh, focus on a district like ours. It's there's a lot of small rurals and and feeder districts and those things that I think is is really the the emphasis of some of the proposed legislation on things like consolidation. So,

154those are some of the pieces that are going on out there. I don't know, Larry, I know you've been a part of those uh meetings with the exec committee for SWSA if you have anything to add. >> Yeah, actually I did circulate a couple things, but there are some bills out there, I think, that are moving to the governor's desk. Uh there's like access to public schools for military recruiters, allowing representatives of federally chartered youth groups, uh changes to the amount of and criteria for designating recipients of the academic excellence teacher prepar preparatory programs. Uh parental notification of alleged sexual misconduct by a school staff member. And then another one, academic and career planning services provided to pupils. Those are things that they kind of have passed. Now they're more just policy related things that

155are not funding funding or financials related to that. I did circulate a copy of this is the approved WASB legislative agenda items that are out there. And again, this kind of flows off of combinations of what happens at what's called the policy and resolutions committee that takes things forward to the delegate assembly which is held on that January 21st and I will be glad to be the delegate for that which you guys have already appointed me to do that. Uh so that'll be part of the discussion if there's any changes or modifications. But this is kind of like everything that's referenced in the little uh parenthesis after it refers to things that are already in the um positions that are out there, the resolutions that already exist. And so this is kind of their framework

156for it. So they don't I mean I guess they follow pretty closely. There's 421 school districts across the state. And so they really kind of have to have guiding directions in terms of what they need to do to do and follow from a legislative standpoint. And that's what this is intended to do. Just basically building off of things that are already in uh the resolutions handbooks that are out there. So that's >> all right. Thank you. um PWA scholarship fund participation. You have voluntary pledge forms um at your desk. Um for over 15 years um the board has given funds um to provide scholarships for young people here. Um it really is an honor to go to this honors program in May and um this this last this May I gave out three and these

157students are incredible because it's really not just based on their grades. It's also about who they are as humans, things that they've done to volunteer in the community um and really live the graduate profile. So, um, you have the form if you're not prepared to hand it in to Tammy tonight. Um, they do have until Wednesday, right? Um, that you can still hand this in. So, I hope that you'll really, um, consider giving to that good cause because it really benefits some amazing young people. Um, lastly, the Wisconsin Association School Board's annual board development survey. Um, that's the survey all of us have taken before. Um, it is due by December 9th. I personally took it right away just to get it out of the way um and get it done. I hope that everyone

158will go ahead and take it. Um, your input is valuable just to help us know as a board what you think about how we're doing, how we're performing as a board. So, please do try to get that done by December 9th. Um, Larry, I don't know if you have anything else you want to say. Well, I think it's a tool that we've used out there for a long time and it is supported by the WASB built off of a schoolboard something or other group that's out there. But Brian, you and I probably need to have a little chat because I know the last couple times when uh Candace does her summary of it, it's a lot of number crunching and a lot of data that's in there. And I think I have some ideas. And

159again, we've talked about her presentations being a little bit more like tell us what we could do off of it. So give us kind of like the action items maybe coming off of that. >> Instead of maybe going through every single question, maybe just target the areas where we think we're doing great. >> Might be thinking >> this is where we need to do some work. >> I think that would be really helpful. >> All right, with that, Tammy, any citizen comments? >> Thank you. So with that, I will take a motion to adjurnn. >> So moved. >> Second. All in favor? >> I. Any opposed? >> Thank you. >> Good night, Mike. It was nice having you.