001See, I did her. >> All right, we're streaming and recording and the mics are live. >> I do not know what this is. It's all in my pocket. >> Sure. Get in there. Oh, there it is. Thank you. >> All right, it is 6 o'clock. I'd like to call the Monday, November 24th regular board meeting to order. Roll call, please. >> Nelly Shier >> here. >> Doug Kuchko >> here. >> Lori Zarbach >> here. >> Don Kusky >> here. >> Andrew Coupe >> here. >> Phil Henlle >> here. >> Kevin Jensen >> here. >> Miriam Barbara >> here. >> And Bert Richard >> here. >> And Randy, was a proper notice given for this meeting? >> Yes. Please be advised that public notice of this meeting as required by sections 19.84 and 65.90 of the
002Wisconsin statutes has been properly given. Such notice consisted of a notice and agenda to the official newspaper and the ricelet corner type to to the Oaklair leader and radio stations WJMC and WAQE indicating the date, time and place of the meeting. Such notice was given more than 24 hours prior to the meeting. >> Thank you. It does appear that a proper notice was given for this meeting. We will now stand stand for the pledge. 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, we get to start off with recognizing some of our students, which is always a a good part of our board meetings. And so we will start off
003with the Rice Lake High School. >> Good evening everybody. Mark Bissy, assistant principal at Rice Lake High School. Tonight I have the honor of recognizing Mr. Quinn Edner here today. He is one of our juniors at Rice Lakeake High School and he is the son of Ryan and Christine Edner. Um, tonight I'm going to read some words written by one of our par profofessionals at the high school. Um, Miss Jane Thompson. And what I think is unique about this is Mrs. Thompson is in the classrooms helping other students, but by doing that, she's able to observe and kind of be that fly on the wall and see what our kids are doing kind of like quote unquote when nobody's watching. And she has nominated Quinn today for academic excellence and leadership. And this is what
004she writes. Uh, first of all, he's an outstanding student role model. Quinn is a standout student. He's not only academically a great student, but he is very kind and helpful to all the students in the classroom. He's a great example to other students within the classroom. He's always engaged, never goofing around, and willing to help others, always being on task. He is the perfect example of a student that should be recognized. I would just add obviously in my role I do I deal a lot with discipline sometimes the negativity and Quinn is not in my office. In fact I I have the honor of knowing his father but I don't know Quinn as well. So uh I appreciate that. Um and I don't know if you saw there was a Facebook post on our on
005the Rice Lake School District social media page but back on October 22nd one of Quinn's hobbies. He's an outstanding mountain b um mountain bike racer and he won a state championship this year as well. So uh another just another example of our our students doing great things in the classroom but also outside the classroom and working on that balance. So, congratulations Quinn. >> Thank you. >> All right. >> Picture there. >> We're the parents. >> All right. >> Congratulations. All right. And Rice Lake Middle School. And I did forget to mention on the last one, but if parents want to come up here, videotape or take pictures at toward the podium, you're welcome to be by Mr. Dross and and get some pictures. So, Rice Lake Middle School. All right. The seventh grade teachers at
006Rice Lake Middle School would like to recognize Abby Ellis for her academic excellence, leadership, creativity, and consistent demonstration of the Warrior Way. Aby's math teacher shared that she is a hard-working student who always gives her best effort. She participates actively in class, offering thoughtful ideas and asking questions that deepen understanding for everyone. Abby is dedicated to her own learning and willingly supports her classmates when they need help. She listens carefully, follows directions, and treats teachers and peers with respect. Aby's science teacher added that she is a model student, both socially and academically. She completes her work on time, producing careful and neat assignments. Abby is always willing to help others and has a natural ability to motivate and guide her peers. Her bright, cheerful demeanor makes her a pleasure to have in class. As Aby's
007language arts teacher, I echo all of these positive qualities. I would also like to highlight her exceptional creativity and initiative as a writer. Abby independently began crafting her own original story outside of class. Her work is imaginative, detailed, and thoughtfully developed. What stands out most is how her enthusiasm has inspired others. Several classmates have joined in collaborating with her and contributing to the world she created. Abby welcomes their ideas and encourages their efforts. We are lucky to have Abby as a part of our Rice Lake Middle School community. Smile. Tanker Elementary. >> Hi, I'm Kathleen Gubby and I'm a teacher at Tainter Elementary. I would like to nominate Tucker Patrick um for be his perseverance and resilience. Tucker is a first grader at Tanger Elementary and he's friendly and kind-hearted. He always demonstrates the warrior
008way, especially when it comes to being respectful. He always shows kindness and compassion towards others and he goes out of out of his way to comfort others. He is always willing to land a hand and encourage others. He has a great attitude when working on challenging tasks and due to this hard work he has made some really great gains in his academics. His smile and determination brightens the day of staff and students at Tainter. over there. That's awesome. >> Hogan Elementary. >> Okay. >> And then Hilltop Elementary. Hello. >> Hello. I'm Natalie Springer, principal at Hilltop Elementary, and I am here with Miss Callie Foss, one of our staff members at Hilltop. And we are uh reading the nomination submitted by Gail Gores, our one of our teachers at Hilltop for Annayia Sukiak. She is
009a second grader at Hilltop and she is the daughter of Harvey and Gina Sukiaak. And this is what Mrs. Gors wrote. Annayia shows kindness and respect for her fellow classmates, teachers, and peers. She leads by example by always being a positive role model in and out of the classroom. Annayia has become a brave and eager student, meeting and getting to know new staff and teachers at Hilltop. She is a very brave student who has faced her fears with tremendous growth. Bust the place up. All right. I would like to uh congratulate all of our winners this evening and let you know that your names will be added to a drawing from all the other students that are recognized over the school year. And at the end of the school year, uh, we'll have a few
010lucky winners for a Chromebook. So, good luck on the drawing. With that, we'll take a brief moment and, uh, let everybody leave. If you'd like to leave, if you want to stick around, please, uh, do so, just once, it'd be nice if somebody would take us up on our offer to stick around. >> We're so excited. I don't even think there was a thought. They just jumped up and said, >> "Exactly." >> All right. Now, we will uh also recognize uh food service staff recognition. >> Yes. And and uh I don't know if you saw on social media on our Facebook page, Aaron Johnson had worked to put uh together a video and it was centered around last week's Thanksgiving meal that was served uh in the district with, you know, all the fixings and
011trimmings. And so, uh, they kind of got the video was great. And, uh, just an FYI for for that day, they went through, uh, 242 lbs of pumpkin batter. I like pumpkin bars as much as anyone. That's a lot. Uh, 289 lbs of stuffing and 471 lbs of turkey. It took them a full day just to slice the turkey alone. And so, uh, they served on that day 1,390 meals. uh were served for the Thanksgiving meal. Um last year for the 2425 school year um the entire year there were in the district 73,130 breakfasts served and 190,614 lunches served. So um a lot of work that they do for um the good of all students in the district uh serving wonderful uh meals for everyone and and we wanted to give them a hand. So,
012>> thank you for all that they do to keep our students nourished and in the classroom. >> All right. Next, we have no appearances. So, we will move on to the approval of our regular session meeting minutes from Monday, November 10th. I would entertain a motion to approve. >> So, moved. >> Motion has been made. Is there a second? >> Second. >> Motion has been made and seconded. Any further discussion? Seeing none, all in favor signify by saying I. >> I. >> Opposed. And the minutes have been approved. Next, we have our consent agenda where we have three employment resignations and two employment recommendations. I would entertain a motion to approve the consent agenda. >> Move to approve the consent agenda as presented. >> Second. >> Motion has been made and seconded. Any further discussion?
013I would like to uh just put a shout out to Mrs. P and Mrs. Cole for their long time tenure here for our Rice Lake students. They uh spent a lot of years with a lot of uh different students making a difference in their lives and we appreciate everything that they've done um over those those years. between the two of them. Um, just for our community, there would have 54 years of experience between just the two of them. So, thank you for all that you do or did. All right. Next, we will move on to our report section and we'll start off with DPI uh issued the school and district report cards. So, >> hello. >> I know you look forward to this every year. >> Um, we'll touch on some of the pieces of
014the report card, go a little more in depth, some pieces, and um, you have a copy of the school and district report cards in your packet. So, I'm not going to go through every page. They're 11 pages long. Um, I'll point out some some highlights or areas of interest, but if you have more questions as you review those, feel free to reach out. So, as you know, um, the DPI issued report cards come out annually um to focus on accountability for school districts as well as help districts to focus on areas needing improvement and to publicly report that information. There's also a lot of data in those 11 pages and on the report card that we use as as a district administrative team, our coaches, our teachers dig into some of that data to help
015guide some of the work that we're doing and to help with our school improvement. Um, so student achievement is one piece of that and that's based on the state assessments each year. Um, but there are other pieces as well including attendance, chronic absenteeism, and graduation rates which I know you've heard about throughout the year. um as we report on that. Um there are other noncoring um pieces of the report card that are included just for information um such as course and program data that's not included into the score but just as anformational um piece to to be included. The third grade reading results are also in there this year. Um there's multiple years of data included and averaged out on a weighted basis with more recent years weighted more heavily. Um and those help make
016up our our report card scores. So um as we look at those that accountability some areas of strength overall as a school district have been our student achievement. We continue to score at or above the the state average. um we um have made great gains and are on track to graduation. Um you've heard a lot about our intendance and how attendance has been improving over the last several years. So that's been something that we want to celebrate. Um we also uh want to look at areas of growth for us which would be student growth. We'll look at that in the report card as well as target group outcomes. So all of the report cards for all districts in the state are available online on the website. You can go look up any school or district
017in the state if you wish. Um there are some changes this year. There was a standard setting process this summer over um quite a period of time with uh dozens of people represented there to look at some of the changes over the past few years in the report card and um do some standard setting. So if you want more details on that, that is also on the DPI website unless you have specific questions now that I can try to address. All right, then let's take a look. This is um our district score. We are rated at the same level as we were last year, meeting expectations with an overall score of 64. Um, this is just the front page of the report card. And we'll dig into some of those pieces as we go through.
018These are the new score ranges as a result of that um new standard setting that took place over the summer. So, you can see the changes on the right and the current score range in the middle there. All of our schools within the district remained at the same rating that they were last year. Um just a note that we are all meeting expectations. Hogan is exceeding. Uh the high school is 0.6 points from meeting expectations this year. So progress making progress there. Just an overview of this first page. First of all, for the school district, um there are five components that you can see at the top is the district details. Then the student groups kind of in the middle or closer to the top student groups, the score summary across the middle, and then
019the uh priority areas and the graphs that show that. So, we're going to take a closer look at each of those priority areas. As you know, if you recall from previous years, the percentage of economically disadvantaged students impacts the weight of achievement and growth on the overall score. So, because we have um 42.3% economically disadvantaged students in our district, our achievement priority area is weighted at 20.1% of our overall score and the growth priority area is weighted at 20.9% on the district report card. Um that's a formula that's written into statute um and encourages um just recognizes the difference between districts students that are that are in that district. The heavier weight on growth encourages us to focus on making sure that all students are growing and learning regardless of where they start. The achievement
020is one point in time. The growth is achievement um and growth across time. So looking a little more closely then at this those four priority areas starting with achievement. We'll focus in on achievement first. >> It's based on the results of the state assessments. So forward exam, ACT, preACT, um and the dynamic learning maps, DLMs for the most um significantly uh students with significant disabilities. So um first of all, you can see the achievement score makes up 20.1% of our overall score. Um we are above the state in ELA and math as you can see in the graph in the upper right hand side. and our district is scoring um the same or higher than 52.6% of districts in the state. These graphs show um the district-wide percentage of students at each level. So developing
021is the orange, approaching, meeting, and advanced is the blue in ELA and math. That's what goes into the achievement score. There's a lot more information. As I said, this chart is something that's helpful as we as an administrative team and and staff look at the different student groups and how they score, how those different subgroups within our schools have scored on the um on the assessments in English language arts in this graph and then math on this graph. So, I know you can't see all that, but it's in the report card. And that is the kind of information that we want to take a closer look at to see uh to make sure we're meeting all students needs. The next priority area is growth. And this has been a focus for us. It is uh
022a heavier weight for us in our score. Back that up again. Um our growth score is up 0.9% this year. You can see in the chart on the upper right that we are lagging behind the state in our growth score. So that's something that we want to continue to work on. The little bit here about how the growth score is figured. Um it's a year-to-year progress from one state assessment to the next year. Um it compares students of similar demographics from similar schools, compares their growth to the predicted growth. So we want students to be growing at uh a higher rate. That would be our goal with the work that we're doing. This just helps recognize that difference between the students that they're served and wants um to help us focus on the on how
023students are progressing regardless of where they started. We want all students to be progressing. Any questions about growth. All right. The charts here again show the comparison to the state. Shows our weight 29.9% of our overall scores on weight. Some additional information that's found in the report card. This is on page five in the report card. the chart um that shows um average growth would be three. That's the line down the middle. It's based on a six-point scale. So, we want to be moving students beyond that line in the middle over to uh closer to six. Other questions about growth? >> What are the units again? The the the numbers in the boxes >> that's the growth. um percentile ranking for those student groups that are listed there. >> So that's a change percentile compared
024to the rest of the state. >> Um it's growth is actual studentto student comparison and then lumped into a big um formula to determine the overall growth rate. So with the students in those student groups that are listed on this six-point scale higher growth closer to six. So the small number in there is a number less than six. >> What do you think is a significant change >> in growth? >> Yeah. >> Um well the three is average growth. Three would be what we would be the baseline or the the average. So we would want to be score have each each student each student the growth each student group >> but from higher than three >> from one year to the next how much I mean if it goes from 2.4 4 to 2.5. It's
025possibly not significant. How much does it have to change? >> That would be the growth score. But this growth score is based on the achievement. This the test score. So a student's test score could improve, but if it didn't improve as much as other similar students from similar schools across the state, they >> wouldn't have as high a growth score, if that makes sense. It's a very complicated formula. >> I want to know who dreamt this up, right? So, what can do you have an example of a, you know, another school from up here that we might be familiar with that that might have a better rating than we have just for purposes of comparison? >> Yeah, I've been looking a lot at similar schools um and their their achievement and their growth. And as
026we've always said, we're very we're we're happy that we're above the state in our achievement, but we do want to make sure that all of our students are growing. Um, so >> yeah, I I know that that the scoring has has problems. Um, but I'm it it would just be interesting to see, you know, how what a highly rated school district looks like that the DPI gives them a higher rating because I said this last year. I find it hard to believe that our high school >> is in is rated two though barely. Yeah, you could compare you can look at the the these same aspects of course from any district and and we do that and or I do that at least um and we look at what they're doing and >> well just
027to see some other scores you know the that achievement and growth top part of that graph will be a little bit little bit different for everyone. The part I question is so the the growth is based on achievement scores and we have high achievement scores. So then we have to do higher than our achievement scores to get growth. >> Nope. The value added model compares similar students. So low achieving student to a low achieving student. There's a predicted growth. If those two students from two different districts, if one grows and another grows more, the one that grows faster or >> gets a higher score, >> get a higher growth score. >> Okay. All right. >> Or a very high achieving student who maybe doesn't grow a lot but is still high achieving and there's another
028high achieving student that >> okay >> scores even better. The next year those actual scores are compared. Okay. So that >> every student can grow regardless of where they start with low or higher. >> But didn't we decide last year and even down at WASBY that the scores are designed to kind of average things out a little bit? If you're if you're high achieving a low growth district, they like to weight the achievement a little less and the and the growth a little bit more. Um the waiting is based on the economically disadvantaged percentage. So >> yeah, okay, >> that's how it's determined. Um the waiting, the higher the rate of economically disadvantaged students, the higher the waiting on growth. And last year down at WASBY um in the three-hour workshop on this on Tuesday
029before the main body of the convention, as I recall, those people just kind of threw up their hands and I can't remember what sites they told us to look at, but they clearly didn't have a lot of respect for these ratings. Well, part of it was because of the formula and there's a a factor that gets put in there and that factor has no basis and that's where their issue with the whole report card piece comes from is because that factor that 6 6 number that they had in the whole equation it doesn't there's there's nothing that points to what that really means what that number comes from. It's just a random number that gets applied and >> they're looking at the result they want and >> and so the formula continues to change. >>
030The other problem with this even within our own district, the elementary buildings, we've got three, >> none of them are compared the same. So the scores at each one are looking at different percentages of the of that pie chart based on the student population. Like even just while we were talking, if I may, I went to um I went to the Hudson School District. You know that DPI report card page, you can look any school up quickly. Um and I knew they would have a significantly lower free and reduced lunch percentage than ours. So there's ours was 42 and change about 43% overall. Uh theirs is 13.9. when you look at their pi graph, um they are weighted 39.1% on achievement and only 10.9% on growth. And so that fluctuates quite a bit >> um
031based on free and reduced lunch numbers. So interesting. >> We're we're rated 20%, right? 20% uh 20% on achievement. >> You mentioned 29.9 on growth. >> Yeah. They're rated 39 almost twice as much on achievement and u you know about half as well less than half as much on growth. So what's different? >> What's their district number? >> Uh overall they were at 77 and their ELA was at 76 and their math at 82. But yeah, so >> and we still >> different differences differences between districts and like I said significantly different there based on pre-introduced lunch numbers and what their graph looks like. >> It is hard to to compare the actual rating and numbers across this state, but the data within that does help us to look at areas where we can focus
032and and improve for within our own district. Now, Marca, one one other thing I noted, um, you had commented on our our graduation rates, which seem very good, but on the on track to graduation portion, it says we're better than about 32% of the state, which, you know, again, >> you want to go ahead as long as we're >> on track to graduation. I don't know what page page six, I guess. Well, it's >> it said priority area score 85.4. This school's score was the same or higher than 31.4% of 9 to grades 9 to 12 schools in the state. >> I I don't get that. >> Neither do I. >> As far as the um on track to graduation or >> Yeah. I mean, why would we graduate >> in the 90s? So the
033four pieces, these are the four pieces that make up the on track to graduation score that you see up here. Now chronic absenteeism is a part of that. Graduation rate is a part and while I'm there, our chronic absenteeism score is up 6.4 points this year and we are above the state this year and chronic absenteeism score. That's good. Higher is better for the score. It sounds like bad. >> Yeah. Yes. Higher is better with this score. Yes. Our graduation rate is up point4. And yes, you can see we're above the state >> for our district graduation rate. the other two pieces that are part of the on track to graduation for the district, which this is a little different for the schools, but for the district it includes third grade ELA because students who
034are reading well by third grade tend to have good outcomes and graduate. And eighth grade math, that's another indicator of success in school and graduation. So those are the other two pieces that make up that on track to graduation score. So it's not just graduation but those four components if that >> and the chronic absenteeism is a year behind >> it's lagged. Yes. >> So we should be seeing a jump again this next year. >> Used to be the previous three years and yep >> and 23 24 is the most recent year of data for attendance graduation and chronic absenteeism. So, yep. We'll continue. As you know, you've heard the reports, our chronic absenteeism. >> That makes sense. I didn't realize they factored in that third grade and eighth grade math. So, I was Yeah.
035>> When I was looking at it, it was not making sense >> for the district. >> Yeah. For the district. >> Yeah. And then that's a little different. We'll we can take a quick look at the schools, too. >> Any other questions before we let her move forward, backwards, whichever direction we got to move. Yeah. >> Yeah. >> All right. Just we'll quickly just take a look at each school. So the high school score, as we said, meeting few expectations, but 0.6 points away from meeting expectations. Um almost there. A lot of hard work. Almost there. So these are those the the main points of the front page of the um of the report card for the high school. The waiting. See, it's a little different for the high school because the rate of economically
036disadvantaged students is different at each of our schools. So, 27.9% on achievement and 25.4 on growth for the high school. You can see the achievement um in ELA scoring above the state and math above the state. And um it says the school was the same or higher than 59.0% of high schools in the state. Those are the other priority areas. So, achievement growth, target group outcomes, and on track to graduation. So, you can see for the high school, on track to graduation is just chronic absenteeism and graduation. And our score um the chronic absenteeism score is up seven points and graduation score is up 3.7 points. Doing well there. middle school meeting expectations with a overall score of 64. Those are the um the information for the middle school. You can see they're waiting 19.5%
037on achievement, 30.5% on growth. Achievement also scoring above the state in ELA and math. the school scores the same or higher than 52.5% of the middle 68 middle school. So that's another difference. Um most middle schools are six through eight. Our middle school includes fifth grade. So that impacts the score a little bit too. But um here are the priority areas. Then achievement growth, target group outcomes, and ontrack to graduation. We looked at achievement that were above the state there. Um again, good good improvement on the on in the on track to graduation scores for chronic absenteeism and um the overall on track to graduation score. and then each of the elementary schools. So, Hogan is exceeding expectations with a score of 72.2. Um because of the low enrollment, we can't um get target group
038outcome scores or um on track graduation scores because they don't have sample sizes of 20 um >> growth. At least no growth. No growth. >> Yes. Right. Said that wrong. Sorry. no growth because we don't have Yes. Um, so it's weighted all on achievement and target group outcomes. Sorry. >> Contract >> on track to graduation. I can't see the colors and I should remember that. Yeah. So, it looks a little bit different, but you can we can compare achievement at each of our schools. You can see their achievement scores um for English language arts and math as compared to the state. Um, so we can compare our own schools in that way, just not the overall school if you're just wanting to look at achievement. Hilltop is meeting expectations with an overall score of 70.
039So just one away from exceeding expectations. And you can see they do have all four components included in their report card. You can see the waiting there in that chart. Um, and this shows the comparison to the state for achievement growth, target group outcomes, and on track to graduation. And Tainter scoring 67.3, meeting expectations, very heavily weighted on growth, 39.3, and 10.7% on achievement. So there are the ELA and math achievement scores as compared to the state, the growth target group outcomes and on track to graduation for Tanger. >> All right, I got another dumb question. So how do they wait to get a total score? Is it on a student like how many students are in each building? The weight is based on uh there's the higher the economically disadvantaged percentage, the more weight
040there is on growth. >> I'm just talking about so like we got a total score of whatever 60 >> 67.3 score. >> So Tainer has a high score. >> How that do we just divide by five by all five schools or do we >> Oh, for our total >> for our total >> total. Yeah. No, it takes all the information together not >> and weighted per student then like how many students are at each building or >> total in the district. So the district is district overall but not each school added together it's indeped us at the curriculum meeting but if they saw the the multi-page equation that goes into this I mean it just boggles the mind. one of the links in there that has >> I'm good. I don't think I'll understand it
041anyway. >> You know what? You got me. You got me flumxed. I >> the number but the numbers are showing us what you're saying and I think that's what we have to look at and understand that we you are focusing on these areas. Correct. I mean this is what you're using as a tool. So >> yes. I mean the the pieces we're doing right the pieces you know we've had the focus on attendance the pieces we've been focusing on with especially elementary and middle level um literacy and the letters training and all of those pieces we were frankly a few years ahead of act 20 uh as far as state legislation goes um and the math pieces as well with uh Chris Britain and all the math coaching and curriculum committee been a part of
042some recent adoptions there and um the professional development that they participate in. We're going to continue to focus on those pieces. That's what we're going to do and um and we've seen change there and and um yeah, that's what we're going to continue to do. >> Thank you. I I tried to understand it, but it I haven't had enough education yet. >> There's a lot. >> You let us know it's going south. Okay. Just let us know if it's going south. We >> are on the right track. Good. Good. does give us areas that that we can look at more closely and things to work on. >> So, >> always room for improvement, right? >> Every every once in a while we have we have to answer a question something like how are we using
043the data to improve and Randy just talked about that. So if there's an area that needs improvement and and we focus on it, say it's it's math, you focus on by spending more time in the classroom, changing the techniques, uh utilizing the math coaches. What categories of when you say we focus on an area that's weak, what what are the categories of things? >> I would say utilizing the coaching and professional development. Um definitely and and a part of that is looking at the curriculum. Is the curriculum meeting the needs of our kids? And so um those would be the main pieces looking at, you know, are we hitting and from a curriculum standpoint, you know, you can get into vertical alignment. Okay. And I do feel really good about this in terms of math.
044I'll stick with that of you know what are kiddos learn in kindergarten is and then layering on top first grade and second grade and ensuring that okay um just because you want to teach this in this grade level no it actually belongs in this grade level and I mean all those pieces Chris has done for a long time ensuring that what's supposed to be taught in each grade level is being taught um and we're staying in our lane that way but >> we also look at if there are areas where we need improvement, what changes can we make? So, in our instruction, uh, as we look at our curriculum, making sure it's meeting the needs of our students, we have a multi-level system of supports that you've heard about. So, if a student's not successful,
045what can we do to help that student be successful? How can we change our instruction? Can we try a different um intervention with >> And I'll stick with math. I was right, the interventionist as well. um was talking with Chris Britain I don't know week or two ago in the last couple of weeks and we do those screeners right we do math and literacy screener several times a year um three times a year be more u accurate and so with those you know for and she was looking at elementary schools in particular and and for um one or two of them the screener data lined up very well with the forward data the state testing data that they take um in the spring and for one or two schools that didn't line up. And she
046she was frustrated, but then looking at, okay, what's the testing schedule and what does that look like? And and uh you know, part of that is especially in the springtime, our our kids get tested a lot. And so they look at all of those pieces and and how they factor into a kid's experience with testing. >> That's where we dig more deeply into some of the other pages in the report card to help us make some of those adjustments. so that all of our kids can be successful because that's our goal. >> Marshia, do you know if the equation for achievement changed from last year? um the the um standard setting that >> the yeah the no the equation used to determine what the 64.3 is >> the equation did not >> okay so in
047theory we could go back to achievement last year and compare those directly >> the standard the the rates rankings the did it is hard to compare the achievement actually because >> for the past two years. We can compare. That's why, let's see if I have one of those. We can compare last year and the year before, but the assessment had changed a little bit with new standards for ELA and math. So, you can't compare three years ago was forward data to the last two years forward data. So, that did impact the score a little bit and the scores changed. So, the actual score is hard to compare beyond >> the last couple years. >> Yeah. So this year is kind of a baseline and we'll continue on from >> Yep. And do you know if
048we have the resources or the raw data that you could take the numbers from the prior years put them into the new equation to so we could go beyond that or no? >> Um you could see how it compared to the state >> over percentage the assessments but the assessment changed >> because of the new standards. It is kind of hard to compare. >> Okay. >> They've said you're not supposed to compare this year's report cards to last year's report cards. And >> I feel like there's a mad scientist somewhere. That's >> that's useful. >> And I think one more question more for Phil. Do you know wasn't there a announcement that they were the WASB was going to put that as a high priority to talk about the DPI scores and the grading? Is
049that on their their list? I don't I don't remember that. Okay. >> Yeah, that was one of the things they talked about um at the assembly was the DPI and the and the school board or the school ratings and and things um to try and come up with something that is easier to be defined. >> What that means, I don't know, but >> that would be great. That was the graph I was going to get back to that actually compared two years of assessment data for achievement. >> We're pretty consistent last year and this year with achievement >> if that helps. >> So Marca um just want to go back one question on the high school's report. It was um the postsecary education preparation section industry recognized credentials. It said we were rated at 2.2%
050versus 5.5% versus the state. Now, that that sounds like something that shouldn't be able to be massaged that much. And I'm just curious as to what does that mean? I mean, to me, when I look at that, I'm thinking, well, I think we have a good tech program, >> but is it not quite a bit about industry credentials? There are certain And also, by the way, this that's for information only. It's not part of the score. those pieces, >> okay, >> that you're talking about isn't part of the score, but industry credentials. >> You're talking about >> Mark, can you come up to the podium, please? Thank you. >> I'm trying to find it here. I I should have written down the page >> toward the back of the high school. Yeah, I haven't dug
051deeply in that, but I think what they're looking at is when you say the the credentials are any way that a student can leave the buildings with some sort of certificate um for a certain skill. So, for example, um we offer CAD 1 and CAD 2, so students can take the entrylevel Solid Works uh examination and and get that. Um we have and we've been looking at ways to uh increase this but we've had um students get like their CNA cert certification and things like that. So when I look at that I believe what they're probably looking for are is more opportunity for again the students to gain some sort of a skill that's got some sort of a credential to do that. For example, we another one we have is like the Microsoft essentials
052through Mr. Adams uh and Miss Ore. So I think they're looking at that. So, if we're looking at how do we bump that number up, it would be looking at how we can change I would say some of our curriculum or some of our organization to get students with more credentials. I know we've been um consistently I haven't been totally involved but working with for example some of our local you know adult care providers. How do we get more opportunity for students to get like that CNA because we know there's a definite need for that. Um, so when I look at that's what I believe and again um I think the more we can do that with students. Great. And I think that should be a something we look at as a goal um to
053continue do that. It it it sounds like maybe if if we could integrate with industry, find out what they want, have them help finish our students that are taking a certain area of teched or whatever so that when they go to the business, they're ready that it that sort of thing. >> Yeah. I think the more the more opportunities, so for example, with welding, I don't know what a student certification would look like that would be recognized by the DPI. um you know does that mean that they have to attend a certain amount of hours down at Northwoods Tech and do you know meet certain competencies? Most of the stuff we're talking about as a student has to meet a competency. So when we do the Solid Works exam, there's the competencies that they have
054to pass. So it's probably I'd say the first step is partnering with those I'm just going to use Northwoods Tech again and welding as my example. Do we need to talk to those folks, get in the same room and see what does that look like? Um, now sometimes is is it a possibility to get a certification something like welding or do you just have to go and do the full program which then that takes it out of the the the element of what we can do locally. But we do have students obviously that go to WC and Northwoods to take certain classes. It just depends what the what they're defining as a certification. >> Well, and some of those pieces even just locally wouldn't be a part of that. But you know, all the high
055school teachers recently uh visiting four local businesses with plans to visit more and having conversations with them about the skills students need and you know even just some interesting I heard Mr. Bice I don't know if you can confirm this but I think like CVTC and maybe Northwood Tech here um dropped their machine tool programs. Yeah, I can't confirm that. But, you know, what does that mean for students that that have that interest? And probably means going back to or not going back to changing I think what it used to be more like an apprenticeship program like you know plumbing or something like that. But um so there's some pieces changing there as well. And we had, just to piggy back off that a little bit, we had the students that they did have the
056CNC Academy for a while and that was basically a certification and we get that met all the standards because I know there's like a kickback and some money that we get. I don't believe they ran the ran that this year, but for two years we had students that were at Northwoods for about half a day doing that machine tool program. As I was just sitting up here thinking another area I know we've been looking at certifications in that kind of goes with what we've been having going on the district is that child care certification. I believe that's an avenue that we've been exploring. Um I could talk to Mrs. X time. I know we also looked at like the food service piece like for safe serve and things like that. So there's there's room to
057grow there without question. >> So could we have people from a business come in again looking at rice like weighing it's easy example. So if the welding course or or CNC machine or whatever come in and look at the program see for themselves what the students are learning and say well this isn't exactly what we need when they come out or you know help them to >> we do that as part of our advisory board but I think what we have to look at probably first is what is the DPI defining as a certification and what does that mean? We have to meet those standards first cuz the industry folks that we deal with won't know that answer either. >> They know what they need for their business, but we have to see what the
058DP DPI is saying. This meets the level of a criteria for a certification that is seen on support card. Some of the ones I listed I know do there's DPI and then there's also our local businesses like our welding program. I mean Rice Lake Wayne donated equipment help get that set up. um our instructors train with them so that you know when students graduate um you know go through welding four uh you know they're ready to go on to the next step. Now is that a DPI certification? I I don't know at the time >> to my knowledge again going back to welding I don't know of a certification that a student can get at the high school level unless they're fully down there doing the actual program. So those are the kind of the
059bridges too we want to look into cuz if I I would you know I bet money on it that with our welding program if there was a certification a kid could get whether it's demonstrating the compasses or passing a test we'd have students that could do it tomorrow. I just don't know such a thing exists. There are for other areas like the CAD for example but I don't know like for welding if the reason what they would even call that. I'm not familiar with that. But I think I think it's an opportunity to get the conversation started because we've all said and I know we're all on the same page that the more we can get our kids to walk out of our buildings with with an not just employability skills, we do that already,
060but a piece of paper or whatever says I did this. This is why I'm a good person to think about hiring or investing as an employee. We want to do that. So, >> thank you. >> You bet. >> Any other questions? All right. Thank you. Next, we will move on to the Rice Lake Middle School 2627 course description, first reading guide book. >> Lori Leaf, Rice Lakeake Middle School assistant principal. Um there's not many changes to the um to the handbook this year. Updating the school nurse information, revamping the ACP goal setting section and ACP section, removing that benchmark um testing, and then just some changes. Um staff updated their course description for teched and STEM, fifth grade art. Um the math sections replaced common core language with Wisconsin standards of mathematics. Algebra 1 was
061rewarded and geometry was removed um for this year. Then language arts for fifth grade, seventh, and eighth grade were all updated. Um, fifth grade social studies was updated. And then the um keyboard, business ed, computer classes um were changed to the 21st century literacy. It was replaced um just to kind of open up um when we have to rehire, so we don't have to have someone that's specifically certified. We can um open that up a little bit. Um, and those classes essentially are the same, just kind of figuring that it's going to be a little bit more um, project based with the same curriculum in it. >> Any questions? >> All right. Thank you. This is the first reading. >> Next, we have the first reading for the 2627 course description guide book at the
062high school. >> Yes, Mark B again. I'm kind of standing in for Mr. Pohokei on this one. Uh, and I was able to meet with him a little bit to go over things. First of all, a little bit of a timeline. Um, obviously tonight's the first reading. Uh, our December meeting will be the second reading in the approval. Our scheduling materials. There'll be a packet that goes home to students over the holiday break. And then on the 12th of um of January in our home room, we'll start kind of having our our home room teachers go through and kind of coaching the kids a little bit on how to use all this stuff. They'll have started that a little bit with their parents over break. And then on the 19th of January, we start scheduling
063already. So that's kind of the the timeline here. So uh in talking with Mr. Pokei, most of the um changes and I believe he would have provided in the packet kind of just a list of the changes are are mostly housekeeping type things updating some of our flowcharts, you know, updating like the financial literacy piece that'll be um that the class of 2030 has to do. Um there are different pieces in there. There's just one there's no course changes uh like additions or subtractions. There is one uh course title that's been changed a little bit. Uh and then that's kind of added the YA so kind of goes back to the conversation we just had. Um the YA is another part that will be in the course description book now so students can see that
064in there with their parents. Uh and just different pieces there. So I can try to answer your questions but again there's nothing uh no major changes here this year. and just housekeeping, updating flowcharts, things like that. Uh if you've seen our course description book, I can't I'll take zero credit for it. It's all been student services and Mr. Vulki, but is a super neat interactive document that when I was in my teaching role, we had nothing like that. So, it's an incredible document to help families choose uh pathways with their students. So, >> any questions? All right. Thank you. Next we have the curriculum uh committee update. We met on Tuesday, November 18th at 5:00 and uh all board members were present. We got an update on our world language department and all that they've
065got going on not only at the high school but at the middle school. Um and some things that they're looking at uh trying to expand and and give some opportunities for for uh more student involvement with world language. And uh it was exciting to see the two teacher, well three teachers that presented. One will be retiring after this year, but the other two uh with their energy and excitement and and things that they had, it was just really fun to see the the passion that they have in what they do for our students. So, um it was it was really exciting to to hear some of their thoughts. Um, and they're actually uh um looking I know they con contacted me about doing an internship at Rice Lake Wayne. They were checking on that to
066have students with our international sales team and what that might look like. So, they're already working on some things along that line. Um, so that's that's exciting. That's one of the things. And then also they talked about um getting world language down into the elementary building um and possibly using some of our students to interact with the kids and and do some things along that line. So um more to come there, but it's it's exciting uh to see all >> sounds like they're also going to Costa Rica. >> Yes. >> So I think that's going to be a great opportunity for them to use. But they learned round trip. >> Round trip. All right. And then we had an update from the middle school on our STAR program that's being used up there um as
067far as a intervention for some of our students in the reading area and uh gave us some numbers as far as student involvement and then how some of the um teachers are are moving forward. It's a slow slow process. So, it sounds like they'll only be doing two different uh units up there and that'll take them through the end of the year. And so, that was an update. We will bring them back with staff uh at the end of the school year and and let us know how that this is the first year on that on that intervention. And so, we want to stay on top of that and see how that works for our students. And then we did hear a little bit about the name change that was just mentioned in the course
068description as far as um the uh keyboarding and those those business classes at the middle school and the reason for the name changes was simply because um it gives us more flexibility to hire someone for that position. Um and that was our meeting. We'll be meeting again on January 15th at 5:00. Anybody have any questions or committee want to add anything extra to that? If not, we will move on to policy. Policy met the other night, Thursday, November 20th. All board members were present and uh we went through we could continue to talk about open campus at the high school and what that might look like going forward. Um and then we talked about cell phones mainly at the high school but then also got into artificial intelligence and what that policy is going to
069look like. worked on that. And then, as you can see in the board packet, we went through a number of different um policies, exhibits, and rules, eliminating some of the the exhibits that were not needed going forward. And uh we will be meeting again on that. What was the date, Randy? Do you have that? January January I think that first week we're back >> 8th >> January 8th at 4:30 we'll be meeting and uh that was that anything we want to add to that committee if not um we some of those policies that are on the list here will be coming back coming as a first reading here we're starting to make progress so we'll be seeing those uh coming back to the board full board for approval um here in the next uh few
070weeks. All right. Information section of our agenda, the Warrior Connections Committee meeting minutes. Randy, anything you got to add? >> Yeah, those pieces there. Um Chris Fitzgerald was um invited to the meeting and and with his new role uh at Mosaic. Um he's been working on I can't and Phil and Nelly maybe jump in if feel free to jump in. And I can't remember if he said he's given this presentation or they're just working on presenting it, but u um you know it's something various committees and you as a full board have had some conversation about uh just you know screen time and all those various pieces and and it's so Chris was there. He didn't go through the entire presentation and he's going to work on a few pieces related to that as well.
071Um, and Dale Zuzac was there giving an update from uh the high school and talking about, you know, their screen time challenge was uh taking place at that point. I see I think the results were posted online. Oh, wait. You're talking about him tonight. That's right. I forgot. I knew I saw him somewhere. Um, as well as the, you know, little things, uh, things are they're calling little things big differences. um things like additional assemblies and music in the lunchroom on Fridays and and different games and and pieces to engage students. But um the middle school as well, uh Veterans Day program was a success. Fifth grade leadership has kicked off for the year. Uh student council continues to meet and work on various projects. But uh um yeah, just that that education piece and
072there was a link Adam Beaver had shared the day before or shared previously uh that was shared with committee members too, just getting into some of those deeper topics and that was um you know focused mainly on you know boys and young men and some of the challenges uh they face u these and and how you know some of those things are of an ep epidemic proportion and so uh continuing to talk about those things and and how we can integrate those in but I don't know Phil know if you have anything else to add in. >> It was a really good meeting. Um, we did a lot of brainstorming. I think Chris basically said he can adapt his presentation and uh even talked a little bit about how we could get the pres some
073of the presentation that's that's pertinent out to parents a little bit more. and and uh for instance at the beginning of the school year parents have to sign some forms well maybe ask them to go in and view whatever Chris's presentation is about this too whether it's you know for instance making sure that their kids don't have access to um the internet when they should be sleeping at night or or whatever um ways to get it out to parents and then we talked about how we could get it in front of the consciousness of kids in the schools a little bit using the media we already have the televisions and lobbies and things like that. Yeah. And then uh I think Dale talked more about the little things big differences that Randy mentioned just the
074whole I mean many many I think it came out in email to all of us but just a lot of fun things to engage the kids and get them to interact with each other. So I think it's really encouraging. I I really think our committee has contributed a lot just by elevating the focus of these issues and why they're important to the district and students. >> All right. Anybody have any questions? >> All right. Next on the information section, our January our second board meeting in January is always a retreat night. Um the last couple have been the regular Monday night. this the second Monday meeting of the month which this year would be on January 26th but we have in the past years uh years back have switched it to a different night. So,
075be thinking of that if if the 26th is going to work. Um, let Randy and I know. And then if you have any um topics that you'd like to have discussed, the main one for this retreat in January is for everybody that is down at the convention to bring back that information from the convention of the sessions that you've gone to that are uh things that you'd like to discuss, maybe some things we would want to implement or possibly look at implementing uh into the district and uh utilize some of those good ideas. And so that's that's the main uh part for that that retreat but we also uh could have some possible time for some other discussion as well. So >> can I ask a question as a newbie? Is it an extend it's
076an extended meeting so it's like three hours four hours. What is your time commitment that you're requesting? >> We uh typically about three hours no more than that and that includes supper. We normally move that up uh into the evening earlier >> um somewhere typically we've been starting around 4:30 5:00 and then run a three-hour >> um session. >> Great. That helps. Thank you. >> So that is good information to to let Randy and I know so we can uh make some plans going forward. With that, we will move on to our WSB public policy correspondent update. Phil, >> well, everything is a real grabag now. I'll tell you that. Um, I'm going to sort of select some things that seem a little more pertinent here and leave you go to the links if if
077you would like more detail and look at them yourselves. Um, Act 42, I think I mentioned this already. Uh, the legislation was passed by both the assembly and the Senate and sent to the governor to sign. It's about restricting cell phone use in schools um or restricting wireless communication devices in the classroom in schools. So, basically, we've got this covered already by law. Now that has to take effect by 2026. Policies may be more restrictive and we just have to make sure that we uh have a policy in place which satisfies the requirements of the law uh by uh I I don't know exactly when. I'm sure Randy and Colleen though July one I think. >> Yeah. So, we might just have to review our policy and make sure it complies with the law. Legislative
078update. Uh, no big surprise here. The sped reimbursement, which was supposed to be 42%, we expected it to be 39 or 40% actually prorated by the first payment might be lower than that down around 35%. Have you seen that? Do you know? Yeah. Um, other bills that have been sent to the governor for possible signature include uh more timely notification of parents of alleged sexual misconduct by staff. Uh, this must have been a problem for some legislator in some district. Um, one that's interesting and useful and doesn't put much of an onus on high schools is requiring the higher educational institutions to report data on costs and outcomes that can then be forwarded to high school juniors and seniors versus counselors. So they can talk about how much does a course of study cost and
079what is the usefulness of it when they get out. So that sounds good actually. Um, couple other things I already talked about. I've already I think I've mentioned all of these just again to emphasize there's an uh a Senate bill that would change the way the Department of Workforce Development administers technical grants which would be advantageous. Currently, um, if in order to get a grant, a school district has to come up with 200% of that amount in order to receive the grant. Well, that's been reduced to 100% and what the money can be used for has been expanded. So, that's good. Um there's been proposed legislation out of the assembly to facilitate um the whole process of a dual dual enrollment for students between high schools and institutions of so-called higher learning. um the bill
080uh for math that's analogous to the um I'm blanking the um the reading bill that came out is not going very far very fast because it needs more work. a number of u bills are being considered that would help school district help school districts with funding for consolidating. So I think that's about all I'm going to say on the state uh for the feds. There has been more action in the department of education. Um they have outsourced six programs to other agencies that seem like they could do the job. namely the uh Department of Labor, Interior, HHS, and the State Department. And when you look at the titles, it seems to make sense. Um the the Office of Elementary and Secondary Education and the Office of Postsecary Education and U institutionalbased grants has been given
081to the Department of Labor. Indian education goes to the Department of the Interior. Onampus child support care for parents enrolled in college goes to HHS. Foreign medical accreditation goes to HHS and international education and foreign language studies goes to the state department. And this does not mean that uh the department of education still is supposed to be involved with these programs. uh but the apparently the major portion uh of the administration of them goes to those those other departments. So I'll quit there. Thank you very much. >> Any questions? Thank you. Upcoming meeting schedule, we've got a webinar on December 17th. Of course, the schoolboard convention January 20th through the 23rd down in Milwaukee. And then uh February 19th, there's a WSB school law conference down at Elcart Lake. Registration is required for that. So
082if you can attend that, please let Colleen know as soon as possible so she can get you registered. And that is the upcoming meeting schedule. And with that, we'd be looking at hearing from our students. >> Do we not meeting on the 22nd of December? >> Skipping that one. No, >> we only have one meeting just >> perfect. Thank you. >> Barista. >> Yes. Hello. I'm Mariana. I was here last week, but I'm a junior class rep this year. >> Hello. My name's Hugo. Um, I don't know if any of you remember I came here last year when I first got elected, but I am a sophomore class rep. >> All right. So today we're going to be talking about some of the things going on, giving some insight into the life of high school.
083Right now we have the Thanksgiving food drive that FFA helped put on. We have another update on our screen time activity where you guys have mentioned the small ideas big differences as well as winter and fall sports update. The upcoming coaches versus cancer, as many of you probably know, it's an annual thing as well as the student blood drive coming in December. So, one of our activities that has been going on is the FFA food drive. The past two weeks, um, all four grades have been competing to see who can bring in the most, um, non-perish perishable food items or bring in cash if they don't want to bring in different items. kind of just helping the families in need during this holiday seasons that may not have the necessities for that they need at
084home. Um also mentioned earlier the um the phone screen time activity between home rooms which have been going on these past two weeks. You can see the week one and week two winners. The 11th and 10th grade have the same winners, but kind of just trying to get um screen time down throughout the high school through um all the students through this activity. Kind of just a way to reward them for >> is that that's a daily average 40 minutes. Yes. This is um their weekly average for the past I think this is this week. So that's how much they spend on average per day. >> Per day. >> Yes. >> 11 hours. >> Even mine hunting. >> Keep in mind hunting happens. So >> I will say mine mine personally went up this week
085compared to last week. But I blame the tree suck up there. I might drop it. So, uh, but yeah. >> You mean you're not scanning the woods for the deer? >> Oh, no. I am >> listening. And if you look hard, then your eyes are just starting to blurry. You can see you might fall asleep. >> All right. >> Just just glad you're up in the tree. >> That's awesome. Good. Uh >> um so pretty much what we have learned from this activity is um all the screen time adds up to daily teens lives. Some students have 7 to eight hours as shown as the national teen average and this is a good way to try and bring that down. And after a while that really adds up as shown on the screen under 25
086days out of the whole year uh that a student can just be spending staring at their screen. And all as a reward um each the winning home rooms all get a reward and also the student from each home room gets put into a raffle for a $100 Quick trip gift card. kind of just an incentive to lowering their screen time. >> Is this something that you would repeat again maybe in the spring? >> Um, I think it'd probably be a good idea after a while to bring it back. >> Absolutely. >> I think that's the intention and specifically potentially around um spring break time. You know, that's the time you're not in school, so some people have work, some people just take that whole time to kind of be doing nothing. So, trying to do
087that around that would be a good >> And no deer hunting. Yeah. Yeah. And there's no but yeah. So we plan to do it potentially again second semester. But this one >> so here are just some of the past activities from small idea small things big differences one of the um groups that I and a junior class let rep um lead. So the past few weeks, like this past week, we had our level one resource and also our high five Friday activity. Try to get more students involved. So first of all, our level one resource kind of as an incentive to try to get students to bring their grades up is to get them to level one resource. And one of the things that we thought would be a good idea is bringing a game
088every once in a while to show like, oh, and you're in level one resource. You can come to this game and you get um a reward for just participating. And then our high- five Friday activity. Um this past week we had five different teachers um had um a raffle and a Culbur's coupon and the 10 student to high-five them. They won that gift and it kind of just tried to help get more student involvement throughout the day. Just a small thing as high-fiving a teacher in the hallway when you pass by. And then one of our upcoming activities this week is apple cider during lunch. Just something small. Just kind of small things that little that build up over time. >> Yeah. And that's for this this week. So we're doing that tomorrow during lunch.
089And then we have we're already in the works of planning all the things for the holiday week with Christmas coming up. So I believe the last week we did a dodgeball game on Thursday doing level one resource. So that was that game for the week. I know people had fun with that. >> We we talked who gets to pick the music for music in the lunchroom on Fridays. >> So it's um it's funny we we let people sign up, but I will say that um I know the teachers really love Bejorn House has been doing a lunch and we like the we'll be down there and we play the classics. So the teachers tend to favorite that but the students not so much. They >> crowdleasers. the people that have been doing B lunch and
090C lunch. So like celebr But >> so what would be considered a classic song? >> Take me home country roads my friend >> cash. >> Please say '8s. Please say '8s. >> I mean we we rock the you know >> students kind of they know to avoid a lunch in the head. All right. >> They can always request if they really want it. >> It's the oldies but goodies. Okay. >> The oldies but the goodies. >> I mean I don't know BNC but >> funny. >> Everyone says that they've enjoyed it. So music's been a good a good addition to the lunchroom for us right now. >> Um so moving in to our fall and winter sports recap. There was as many know state swimming which was in Waca I think. Yeah. Yeah. Okay. Um,
091so we had two divers go. We had Miriam Hutzer who's a senior this year. She placed 12th and Omar King, a sophomore who placed 13th representing Rice Lake. Then we had the 20400 yard freestyle relays, both consisting of Ella New House, Elise Johnson, Delena Bone, and Alana Cop. That's in the order in which they swam as well. Placed 13th for both relays. Alana Cop who placed in her individual events of the 50-yard freestyle and the 100 yard seals. she freestyle. She placed 15th and 16th in those and Delena Bowen placing 16th in the 500 freestyle. So again, good to see so many people, you know, at a state event. Like that's exciting stuff. So it was it was a crazy I don't know if you guys were there. I sure you were there, but you
092know, they're swimming against people who are swimming D1 swimming time. So it's pretty crazy. But we had girls basketball this past week on Tuesday. They scrimmage versus Baldwin Woodville on November 18th. They had a big win of 66 to 41. It was also a youth night for them. So they had that being their first their first time. The student theme was purple out in honor of Blair and all the little kids in the picture had something purple on for so something in the community um just for the health stats there. So an important important game, good to win as well always. Um, they had the girls youth carnival November 22nd. So, that was fun. Again, all this youth stuff early on. The boys youth night is further on towards February. Boys basketball has a scrimmage
093against Altuna tonight. That's going on right now, I believe. Um, kickoff of their season. They don't have a real game and girls don't have another game until um, December, so after Thanksgiving break. So, that's nice. Give them some rest of a break. Um, we also have boys swim and dive starting up this winter. Um, they have their first meet in Monamin November 25th, so tomorrow. So, that'll be interesting to see how that goes for them. That'll be the kickoff for their season as well. But we got So, we talked about coaches versus cancer. It's something we do yearly for FBLA. It's December 9th this year with the double header of the girls and boys playing at home. The girls team are playing versus Cameron and the boys team versus New Richmond. Something new we're trying
094to do this year is get the Cameron FBA team involved with the planning process as well since they're so local. Um we came up with the theme of superheroes this year. We try and make it tie in a little bit. So you can see that fighting the fight against cancer. Um we're pretty excited about it. There's lots of things we doing with it. And again for girls, I know we're trying to do the halftime activity with youth doing tugofwar. So we have the Cameron youth versus the Rice Lake youth. So that'll be fun to see if we can get that worked out well. We always have a silent auction with local businesses who are very generous and donate and we form baskets and you can go around as a silent auction as a way to
095raise funds for it as well as the miracle minute which is actually 79 seconds because every 79 seconds someone is diagnosed with cancer. So we always do that. That's big. The boys run for the boys team. Um, we're not entirely sure who's running the stands for the girls team, but it's always it's good to see. And then I said playing for a cause. That's the whole point of the night is just to focus in on cancer. It's not specific to any type. It's for all of them. All of the players give us a list of who it is that they want to represent for that game as well as the coaches. So, that's really cool. When you do the starting lineups, having those just set out, it just means a lot. Adds adds more meaning
096behind the game. So that'll be December 9th. And then the following day we have the Red Cross blood drive, the first one of the 2025 to 2026 school year. Um it's open to students and staff. You need to be 16 to 18 years old to as a student be able to do it. And if you're under 18, we have a a signed parent permission slip. It's in the gym. So we set it up in there. We work it all day. It's 8 to 2. And then that last fifth hour, we have people signed up to help us take it down. Um, we do have a little incentive of a $15 Amazon gift card and a Culver's ice cream coupon. Um, also lots of food. Trades helping to donate food. So, we provide with food. Good
097to replenish also after donating so you don't pass out or anything like that. But that that's taking place soon. So, it'll be an eventful week for us that that week. But that's what we've got for coming up right now. Any questions? Very nice. >> Thank you. >> Good job. Thank you. >> All right. Next, we have our district administrator comments. >> Yeah, just a couple more things to add. Just a reminder for listeners and viewers, there is no school for students this Wednesday through Friday this week for Thanksgiving break. Uh next Tuesday, December 2nd, is the Rice Lakeake High School parent teacher conferences. Uh, and next Thursday, um, there will be some sort of district representation, but good for our community as well. Thursday, December 4th is the Rice Lake holiday parade coming up a
098week from this Thursday. So, uh, please continue to check social media for the number of great things happening in the school district. Can I please add something to Ry's comments that he did not mention for himself, but um Boys and Girls Club has a state alliance and Randy was nominated and off was awarded outstanding board member for 2026 for Boys and Girls Club board. So, all right. I would entertain a motion to convene into close session pursuant to Wisconsin statutes 19.851E. And that's an individual employee contract and 19.851C. And that's the approval of the close session meeting minutes from Monday, November 10th, and a district administrator evaluation. >> I would move to go to close. >> Second. >> Motion has been made and seconded. Roll call, please. >> Doug Kuchko, >> yes. >> Lori Zarbach,
099>> yes. >> Don Kusky, >> yes. >> Andrew Coupe, >> yes. >> Phil Heno, >> here. >> Kevin Jensen, >> yes. >> Marian Barbara, >> yes. >> Bert Richard, >> Nelly Sher, >> yes. Lori, >> if you couldn't. >> Lori, were you in a box?