001the regular meeting of the school district of River Falls. This meeting has been properly notified and we will begin with 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. We have one community member who would like to address the board this evening. So Cindy Peterson, if you could come forward, please. And if you stand, that microphone will pick you up here. >> Yes. >> I didn't know I was about to >> No pressure. Um, I'd like to introduce myself for those of you that don't know me. My name is Cindy Peterson. Um I'm the mother of two students here in the River Falls School District. Um we are
002kind of here to uh just share a little bit about my family and our experience. Um I kind of consider this my exit interview because my last student is graduating high school in 2026. So we've been part of the school district for 16 years. Um, I have Michaela who is a 23 graduate and the Mason who's graduating this year. Um, I just want to take a second to share with the school district um, just that um, the value that I hold um, for all of you and that you care about these students um, that you show up for our family and the rest of the families here in the River School District. Um my heart's full of gratitude um for the last 16 years. I have been a parent um and a single parent um
003in the school district and have raised my children myself and um it's not a job that I don't take lightly. Um and I have not done it alone. I could share story after story um of the way our family has been touched by people in this school district and how they've held us up and carried us through. Um, but I just I wanted to show up today and say as we are wrapping up our story here in the RV school district, uh, I'm grateful and um, it's been a wonderful journey for us and I'm excited for the next step for my family and please know that you made a difference to us and so many other families and I just want to share my gratitude. So, thank you. >> Thank you. I'll say on behalf
004of the district, you're welcome and thank you for being a good partner with the district because it takes our families and it takes the district. So, and thank you for coming and expressing your gratitude. All right, we are going to move intoformational items. And because our two students have very important AP exams tomorrow and need to get home to study, we are going to move up their reports and then we have awards for them as well. So Jada and Ben, what would you what's your last report to us for this year? >> Um well, uh as we like wind down the school year, I would just say I think people are anxious in a good way to be done. um and exit gracefully hopefully. Um but as like a senior and as trying to be
005the best representative of the class, I've had a lot of time to reflect on how this year has gone and how the school has done great things and how we've learned from our mistakes and how we're trying to figure things out. And I've seen over the past term across the district that there's just been a ton of growth from the beginning of the year when things were fine, but things were unrefined. And now I've had the opportunity of working with uh a elementary school class and a middle school class over the past term. And I've just seen tons of growth that has been really um it's made me really proud to be part of the district. And I think that just kind of like encapsulates what's it what's it what it's like to be part
006of the Riverfall School District. And so I could go on about how the sports teams are doing right now and all that stuff, which by the way, they're doing very good, but uh the I really just wanted to talk a lot about how I noticed a lot of growth throughout the year and all the positives that I've seen and how that's really the update is that as a district and throughout the elementary schools, the middle school, the high school, and all our little branches that we have, we've just grown so much and we have so much like positivity and so much positive energy going into the summer and into the next school year. So, it's been awesome working with you guys this year and I'm really thankful. So, >> thank you. >> Yeah, to go
007off of Ben, I feel like this opportunity to be a part of the school board has been really um eye opening. I there's a lot of things that happen like behind the scenes that a lot of students don't know of and to be able to talk and like be the student's voice is really big and I appreciate the opportunity and yeah >> well it's been an absolute pleasure to have both of you with us on these Monday nights. I hope that you've learned a lot and I hope one of the things that you've learned is that someday you can consider serving your communities on a school board. It's important work. So, we also >> All right. >> Sorry you got to hear from me tonight, but it's the way the life goes. Uh we're going
008to do um we got a bunch of Wildcat Pride Awards. We'll start with our two student representatives on the school board. I'm going to get these out and just kind of read them real quick. Uh we would like to express our gratitude for your participation as student representatives on the school district of River Falls School Board. You have shown excellent student leadership during your tenure. Your hard work and dedication have been greatly appreciated. On behalf of the school board and the Riverfall School District, we congratulate you on your achievement and wish you all the best in future endeavors. So, this is Jada. >> Thank you. >> Yes. Thank you very much for doing what you did. And Benji, >> thank you. >> Thanks, Ben. Appreciate you. and make sure you take your name plate because
009they're fabulous and dorm room. >> Thank you so much. >> Good luck tomorrow. Thank you. Do they get to take the holders? >> Um, just take a good life lesson. We're >> almost on you first. >> Watching. >> All right. And then we want to recognize the Meer Middle School uh musical staff and stage managers. Um recognition for their exceptional efforts behind the scenes for the Meyer Middle School production of the Wizard of Oz. So all of you who are I don't know if you all know who's getting something but if you do know you're getting something love to have you up here. >> The kids can do some certificates even for the adults. So >> kids >> looks like they're kind of all the same. So I'll just read one of them. >> How
010you guys doing? Good. >> Hi. So, the school board would like to recognize the staff and the stage managers of the Meyer Middle School's production of The Wizard of Oz. The success of this production is a testament to the tireless work you put in behind the scenes to bring the show to life. We especially want to acknowledge our three student stage managers for their incredible leadership. Excuse me. From the first rehearsal, you demonstrated proactive problem solving skills and planning calendars and addressing issues before they even reach the adults. Your ability to lead a cohesive cast and crew was essential to the harmonious execution of the production. Together with our dedicated musical directors and staff, you have exemplified what true collaboration looks like. On behalf of the school board and the school district of River Falls,
011we congratulate the entire team on this outstanding achievement. So, I've got one for Ezra. >> Congratulations. And for Maddie Curtis, congratulations. Thank you. Yeah, of course you had to be I heard that. And last but not least, congratulations. Thank you. For the adults that were there, Laura Duchaine, >> thank you very much. I'm I'm seriously I'm not trying to butcher names, but I I may a little bit. So, Matty Gory, >> uh, our customer. I I'll take it. >> Okay. >> Thank you very much. Yes. >> And Kevin Dorne. >> I will see him. >> And Bernie Zuber. >> Uh, Tanner Pets. >> I will take that. MAYA LANS >> and JC Walker. >> THAT'S, >> you know, we know that the musical is one of the things that really sets our district apart and
012the fact that you are able to do this with all of the kids who come to you and find a spot for everybody. and kids, thank you for your leadership. My guess is that you learned a lot about what it means to be a leader and a problem solver. And those things are going to be great. And I'm pretty sure that the people at the high school are going to be really glad when you get there, too. >> Yeah. >> All right. Well, I just have one last one. Uh, this one is we are recognizing Rocky Branch Kids Club League Claire Douch Duch. >> Duke. All right. Hi, Claire. How are you? Good. How are you? Switch lines. I like perfect. All right. The school board would like to express our sincere gratitude for your
013dedication as a lead staff member of Rocky Branch Kids Club. Your professionalism and creativity shown brightly during the recent kids club talent show. By organizing such a thoughtful student-driven event featuring everything from puppet shows to students MC's, you provided you provide a fantastic platform for our students to showcase their talents. Your hard work and commitment to the success of our program are greatly appreciated. On behalf of the school board and the school district of River Falls, we congratulate you on this achievement and thank you for your dedication to your students. >> Thank you. Well, I'm um I'm Claire's supervisor and I just wanted to say um an example of who Claire is. Claire graduated last weekend. She lives over two and a half hours away. She drove back specifically for this because this is the
014kind of commitment she shows. She's been with me since a freshman and um I've been doing this a long time and have had a lot of a lot of staff and every once in a while you get someone that is just I cannot replace her and I could cry right now just and I will after I leave here to say goodbye because I've been waiting until now to say goodbye to her. But um she's absolutely amazing. She's empathetic. She's caring. She she stays at late every single day, every minute before she had to go to class to make sure everything was buttoned up and calling me and texting me and emailing making sure that they're all all the kids are safe. I mean, she's just exemplary and I just wish her well in the future.
015>> I hope I hope that you just graduated with an an education degree. >> All right, keep track of that. Okay, good. We've had um thank you um to everybody for that. The next thing on our agenda is the spotlight and this will be on safety patrol. So, it is not rude to leave. >> All right, Amanda, did you ever fly? >> Oh, yeah. Sorry. I have the clicker. >> Just lost in the moment. It's a lot quicker on TV. >> It's off. Now it's on. There we go. All right. So, I'm Kate Scapler. I'm the principal at Greenwood. This really is a joint for all of us who have elementary schools, but I brought people, so I get to be up here. So, I'm Kate and the principal at Greenwood, and I brought with
016me Barb Ben Morleheim, um, fourth grade teacher, but also patrol supervisor. >> And Lily Ballard. I'm one of the lieutenants at Greenwood. So, um they are going to talk a little bit about what safety patrol is. Let me give you a little bit of a um summary. Um all of our fifth grade students serve as patrols. Um and so we find a job for every single fifth grader based on if they ride the bus, what job is best for them. If they walk home, what's the best job for them? um if they're parent pickup. So if you see like four to five cars waiting in line at the end of my driveway at the end of the day, those are the patrol parents waiting for their kids to get done. >> Move forward. So um
017all of our fifth graders do serve as safety patrol. So I will let Mrs. Van and Lily tell you about what our patrol jobs are. >> All right. Well, we have a variety of patrol jobs. Like um Miss Scapple said, we get something for everybody. So, everybody partakes. Um, and we start with, uh, street patrols are probably the most obvious to the community because they're the ones out on the streets helping kids get across the street safely. Um, bus line patrols, making sure those little ones don't get in front of the buses cuz like I tell them, we don't want to send home squish children. Parents would not like that. So, they help. >> We haven't we have it's all all safe. um building patrols, they different various jobs throughout that. Um classrooms, uh lunchroom
018helpers, different things like that. Um and then yeah, other school duties, door patrols, different um yeah, >> sometimes um even our special ed education students have jobs, you know, and sometimes that's helping with recycling or different things like that. So we find a job for everyone. >> Yeah. At Greenwood, we have for other school duties, we do have some fifth graders that come in during their recess, part of their recess to help the kindergarteners wipe down their tables, put their books away, and get back to their classroom. So, we find something either within the day or beginning or end of day for everybody to do. So, >> and there's different um a few differences between schools based on building layout or different things like that, but overall the the gist is the same. >> Any
019others that I miss, ladies? No. All right, moving on. >> So, street patrols, this is a big one. Um, the students have to be there by 8:20 or on the street by 8:20, 20, 8:25ish, um, to help get those kids coming to school safely. So, they are all trained. Like, I personally train all of my street patrols at Greenwood. I know some parents are a little nervous, like, oh my gosh, I got to put my kid on the street, but they are trained. They are taught how to do it safely. And um I think that gives everybody a a sense of calm. Were you a little nervous the first time you did it as well? >> And Lily Lily stand is one of my lieutenants and she basically she rides the bus a lot. So
020her area is basically kind of the bus area, but she has um also um stepped up and done some of captain duties when I when all three of my captains are busy. Lily, I need somebody to sub for captain. And so she also does the street patrols. So she's done a variety of positions, but yeah, we just those people make sure it's >> and she's parent pickup, so she can stay as late as we want, right? >> And all big thanks to parents, especially if their kids are street patrols because they got to be here early, they stay late, you know, they're not um all of that kind of thing. So >> even when there's a concert, they have >> when concert, which really is hard for some of them because they just want to
021take them and go, but they have to stay. They're responsible. They stay. They do their job and that helps us a great deal. >> Yeah. >> Bus patrols. Do you want to talk about what bus patrols do? >> Sure. >> Okay. >> So, >> that's your area. >> Yeah. Um, they stand in front of the bus, make sure the kids are not messing around, make sure they're safe, like you said, not going in the streets by the buses. >> Um, >> and they pick them up from their classroom, right? >> Yes. Well, >> well, well, there's bus lines and then there's the classroom patrols also that walk them out to the buses. So, and Lily's kind of in charge of kind of that area, making sure the patrols are doing the job, making sure that
022the kids are being safe kind of all around. >> So, yeah, basically help monitor. >> Yeah, >> everything. >> Yeah, I think we got it all there. >> Um, building patrols, we talked um before. We have classroom patrols. So, at Greenwood, we have the buses on one side, we have parent pickup on this side. So, we have two different bells and so the bus patrols go out and the patrols will go to the classrooms and walk the little kids out so that the teachers can bring the kids to the parent pickup side. So, we've got them kind of taking the busers and then the parents can or the teachers can get their other younger kids out front here where they get picked up. So, it's it's a balancing act of making sure everybody's in the
023right place. And so our classroom patrols play a big role there in getting those um kiddos out to the buses. >> And our door patrols um are at the main doors and kids need to come in for breakfast, they let them in, but if any adults try to come in, they're directed into the office. >> So because the kids need to get in for breakfast, but we can't have the doors just sitting unlocked. So our patrols are the ones if they see an adult, they're they wave to them to go in the office so they're not coming into the building. It's a busy chaotic time here. So basically, >> yeah. Yeah. They've been they've been trained that if they don't >> they open the door for me though >> if they they recognize a staff
024member that works in the building, they know they're allowed to let them in, but you know, someone else shows up off the street, maybe this Mater shows up, you know, and they're like >> not going to know who she is. They're not letting her in type of thing. So they're trained with all of that as well. >> Yeah. So, um, other things we said, kind kindergarten lunch helpers, uh, some play playground cleanup crews, milk delivery at some of the schools, um, 4K. We don't have 4K at Greenwood, but Rocky, right? I'm >> assuming they help with that. >> So, like I said, lots of different places for them to work out and the police department is nice, uh, works with us and then they give the kids a couple of rewards during the year to
025go to a movie and then an end of the year picnic, which the kids all really enjoy. Yeah. So, too much. Um, and what's your favorite part of >> Yeah. What's your favorite part as a lieutenant of being a patrol, Lily? >> Um, I like how I guess like how much responsibility is on me and that I am trusted to do my job right. And personally, I think I do. >> But she for sure does 100%. >> Yeah. I think it's a very fun job to do as well. Yeah. >> Yeah. And like I said, she's she's also a parent pickup for so she helps me out even when our captains, you know, because I do have one captain that um rides the bus. >> He's brought in on his patrol week, but then he's
026usually busing. So I'm like sometimes I'm just out of captains and Lily's been able to step up for me and help out there as well and take care of that job. >> How do you select a captain? At at Greenwood, I um kind of pull the fourth grade teachers, the playground profession, pair professionals, Mrs. Scapple, the office people, anybody that basically kind of runs into these kids in their fourth grade year. And then they kind of give me highlighted kids of who they think are those kids that can step up, who can be responsible, who can do their best work. And then next fall, I'll meet with the fifth grade teachers who have these kids and say, "Okay, here are the ones that are recommended. Who are you thinking from what you see so far
027this year?" So, we do it a lot on staff um recommendation at Greenwood. I think some of the other is it all staff recommend or is it some kids vote to >> Can kids self-nominate? Can they say, "Hey, I want to be a captain." >> They they can they can and I take that into account, add them to the list and kind of >> Yeah. kind of watch them and try to play it out. Sometimes it's about how they get to and from school because for me I have my captains are the street patrol captains and then lieutenants are by the buses. So if they're a buser and they're chosen to be one of those heights, they're going to end up being a lieutenant just because of how they get to and from school. Whereas
028somebody who is um more flexible can be um on the streets. >> And at each school that could be very different. Our patrol adviserss are really in charge of that and they do a really nice job of working with the teachers and the students to figure out what keeps our kids in our building safe and under control at those busy. >> Don't take lightly that it's a gigantic jigsaw puzzle that our patrol supervisors are putting together. It's a ton of work and you're training kids every single year. So, >> and I'm sure yours are the same way. Mrs. Van takes it very seriously. >> Very seriously. She gets a list from the fifth grade teachers every or from the fifth grade students every morning of who's not here to backfill those positions at the end
029of the day, things like that. And she's done a fantastic job. And how long have you been the patrol? >> I was thinking about that. I think it's six or seven years since whenever Marcia Ferris, like the year before she retired, she handed the ropes over to me and said, "Here you go. We'll take it." And then so I've had it um since then. Um, and um, yeah, part of the captain lieutenant's job is to get me a note every day about, all right, who's gone in your class, who's leaving early, so then I get those notes so then I can fill the most important, I guess, maybe, so to speak, I got to get those street positions filled, make sure kindergarten has more patrols. Sometimes we have to pull from fourth grade just because
030we have so many kids have, you know, >> and then it rains and then >> and then we have a whole separate plan. >> Yeah. So, I think the main idea here is it's a big job. Um, we have really great, responsible fifth graders who are stepping up to help us with it and um they do a wonderful job keeping our kids safe. >> What percentage of your fifth graders are on the patrol? >> All of them. >> Every fifth grader. >> Not every um fifth grader does street patrol, like I said, because they have to be they have to be here or out on the streets before most of the buses get here. So, we just can't put them on the street because they just aren't here in time. You know, this is this
031is the kind of thing we love to hear about as board members because often our attention is on what's going on during the day >> and it's just so important for us to realize um how they get here and how they how they leave. And it's just it's always struck me as how critical it is. We have well over a thousand elementary kids who've got to get through the streets, around the buses, in the buildings, um all this sort of thing every day. every day and it and and it works and I think it works so well we take it for granted I think and I just I really appreciate I think we all really appreciate what it is you do and the fact that we also engage our students in leadership positions that gives
032them an opportunity to see how important this is to grow and the support that they're getting to do this but also just the fact that um with all these hundreds of cars parents dropping their kids off and these big school buses coming and going and kids being kids and all that. Um, kudos to what you do every day and so glad you get them here safely and get them out of it safely. >> And someday we invite you to run for school board. >> I was going to say hopefully she was watching over here. >> You might see her again. >> But first, Lily, I think you are ready to go to middle school. And I think >> first things first, >> your responsibility and the trustworthiness that the adults in your school are showing
033in you really shows your maturity. >> I think you're going to have fun in middle school. But thank you for your work as a patrol. We really appreciate it. >> Lily also does our morning announcements. >> So she's also she helps prepare the the slides for our morning announcements and then comes in every other week to do announcements. So Lily's a well-known face and leader at Greenwood. That's wonderful. Thank you. >> Thank you guys. Thank you. >> Thank you. Thank you, Mrs. Van, too. >> Thank you. >> All right. Well, the most enjoyable part of our meeting. >> Wait, wait. It's a superintendent report. >> Not yet. Got to hold off. >> Oh, wait. >> So, we have um a wig update elementary. So, >> and I think she has I was going to say
034she even took the clicker with her daughter. >> Hi, everyone. I think Kate is coming back. I think she's just taking a picture with her patrol. >> Yeah. >> You want to say hi? >> Oh, thank you. Introduce for the microphone. >> I I'm Ashley Binghammer, principal at Rocky Branch. >> Rachel Mater, principal at Westside. We are short Kai tonight. She has um a family engagement with her daughter. So, we're going to walk through everything. Is Kate the first slide? >> She is the first slide. >> Okay. >> All right. So, I'm going to dance. >> Well, if you have not heard our wig yet, so I'm sure this is all brand new, riveting information, but I'll remind you of our wig in Louis of Kate right now. Um, our elementary wildly important goal for
035the last two years is that 100% of our students are proficient or exceed their yearly growth goal in foundational reading skills as measured by our Ames web reading assessment by next spring. So today we're going to report. We have our spring benchmarking data and we're excited to show you some of the celebration that we have there. Is this also this is >> there we go. And now she's here and ready to go. My apologies. All right, let's see. Committing to our lead measures. So we have Okay, we have our four kind of strategies that we committed to throughout this school year. One of them was to continue um looking and talking about and the top 10 tools SC uh train science of reading training. So all of our staff members K through three were required
036to take top 10 tools training. Our coaches this year um have been bringing in those trainings into their coaching into a couple of staff meetings where we were able to. Um I know at Greenwood we did it during an inservice. Um I know you did it during some staff meetings, whatnot. Um, and then we also collectively had all of our K5 pair professionals as well as certified staff attend a speaker on the signs and symptoms of dyslexia um from the Minnesota Reading Center. So that was what we had done throughout this year on the continuation of the training. I think we'll continue to kind of plop those strategies throughout our training. One nice part about that is because K through three were required to do it, by bringing it in with our coaches, our fourth
037and fifth grade teachers are seeing it as well. Um, and it especially within their vocabulary and word study instruction are able to kind of link back to what our K3 teachers are doing. Um, then implementation and monitoring of collective commitments. Um, so we had collective commitments that we talked about at the beginning of the year during inservice. Um, we had two meeting dates in I think October and April. >> Yes, February. >> February where our teams all met together virtually. So, all the kindergarten teachers were on a Google Meet, all the first grade teachers, etc. And they were able to check in on those collective commitments. How is small group reading going? How is using your u mastery tests going? And how are kids performing? Do we need to do any more in that area
038or what's good and we can move forward? um and looking at how we can continue that level of collaboration throughout the year next year. Um Ames Webb, we continued our use of as A as added on grades four and five this year. So we were K5 with Ames Webb. um really kind of just dipping our toes into the reporting features and also bringing in next path which is was another um data warehouse system that um our data is now all put into and we're now kind of learning how we can better use that system to provide flags. It made act 20 requirements more seamless than we had in the past with edgy climber. So, I will say as we went into our act 20 dashboard on Next Path, it was easy for a teacher to
039be like, "Oh, I have these two kids who need a reading plan. Let's create that and move forward so that we could spend the bulk of our time talking about now what do we do? This kiddo needs a reading plan. What are we going to do about that?" Um, and then we used um the student growth percentile as our growth measure. I think if you remember we talked about how there were some limitations around how Ames Webb measures growth. So we decided to use our student growth percentile. So where does a student fall within the percentile of growth? So if a student made was in the 55th percentile for growth, they made at least a year's worth of growth, maybe a little bit more. Um so and then intervention support and planning communicating in fourth
040and fifth grade. We have reading plans in K3 which is a requirement of act 20. We're pretty solid there because we did it last year. Grades four and five really working on how we communicate with families what we're doing with their student if they're still not reading at grade level. Um and I think next year we'll have that really solidly in place. This year we tried a couple of different things. Um, and then a data dig process with our teams to talk about the data that we have, come up with plans, work with teachers and paras on what it is that they're doing with students during that time where we all kind of descend upon the students and take them to get what they need. So those are kind of our main strategies that we
041>> I'll just say in addition to this, we showed you in the winter and didn't feel like we needed to be redundant, but our teachers also have lead measures and so we've used our building leadership team meetings to have each of our grade level leads kind of report out through the year how those have gone. So we didn't want to show you the statements you had already seen, but that's been something that's been really helpful for us too is to have that cadence of accountability for teachers just like we have here. >> Yep. And they all fall within those areas as well. So >> Yep. Um, so this is our data that we wanted to put in front of you based solely on this year. The next slide we'll get a little bit into cohort
042data. We felt like we were starting to get to see some trend lines and wanted to share that with you as well. Um, if you remember, part of what's been challenging for us as a team with ACT 20 is it's felt a little bit like a moving target. This year the norms changed in some of our grade levels um, and how the composite score was tabulated. So, we're continuing to adapt and reflect with teams. I think the thing that's been really nice about the consistency of this goal is that we're always pushing for growth and proficiency regardless of what that target number is. So, um, at the end of the year, we had most of our grade levels within 90% of our students either hitting the goal of proficiency or exceeding their growth goal. Second
043grade was our lowest and we had some conversations about as a team just about the wide range of growth that we expect for readers in second grade. So continuing to work with those teams um to keep seeing that move that number move. We were excited to see the celebration in second grade though that nine of the students who weren't proficient exceeded their yearly growth. So for us that feels like just as big of a celebration as proficiency because we're slowly closing that gap. Um with the data we thought it would be helpful. Um it's really easy to say, oh they're only at 87% meeting or you know proficient or exceeding the goal, but we thought it'd be really nice to look at how are those second graders doing in first grade. And this was good
044information for us to kind of peek at. Um so you'll see the color bands kind of travel up for the grade levels, but um if I remember right, in all of our grade levels, we're seeing that percentage continue to grow, which is obviously our goal. We're really aiming for that 100%, not just um in theory, but in practice. And so to see us go from 75% to 92 for our fourth to fifth graders feels like a really big celebration of the system doing what we're hoping it does. So, >> and I like the clarity of the goal, like even though the target has been moving, I think for teachers too, it's just like a really easy conversation point to always circle back to. So, during PLC's, if they don't maybe have a specific assessment they're
045looking at, it's really easy to just tie back to this conversation and do kind of a check-in on their lead measures and where it's moving the data. Um, it's just like provided some, I think, like streamline clarity for where our conversations can go. It's been really nice. Um and then the last part is just kind of responding to our our lag data um and obstacles that we continue to have in the back of our mind especially moving into summer. So one challenge um had been that next path was new after just getting comfortable with edge of climber but we love it and so this summer um we plan we have some meetings scheduled already but just like building our capacity in it and then being able to help teachers in the fall. There's some stuff
046that you can pre-build and then just kind of update throughout the year. So using our time this summer to get some of those systems ready to go. Um take a little bit of the load off teachers but have that data ready for them to look at >> so they can use it on a regular basis not just when we have data digs. >> Yeah. Yeah. Yep. And then the promotion policy and then the fourth and fifth grade reading plans. We've kind of dabbled with the beginning of reading plans for fourth and fifth grade but didn't fully roll them out. So we would like to integrate that kind of prior to that 2027 promotion policy fully going into effect. Especially just because next year's fourth graders in theory we wouldn't have to do anything with, but
047we recognize for the parent perspective there's a student who needs a reading plan in third grade and then our version of that in fifth grade that feels like a really odd gap. So we're just trying to make sure a big >> piece of this has been that communication and collaboration with families and so using really purposeful practices with fourth and fifth grade next year so that we can have some trial before that policy is in play just to make sure we all feel well versed in it. And then that's the next part too is right now second and third grade solely focus on fluency. That's what our reading plans are based off of which is decided by the state which is decided state and right now we continue that for fourth and fifth but it
048sometimes feels like the composite is more a better tool to measure for fourth and fifth grade. So, that's a conversation. And then if we do say that fourth and fifth grade, we're going to base um our reading plans on the composite score, then that is another communication piece for parents that maybe they were on a reading plan for fluency, but don't need one for composite or they've never been on a reading plan, but now they need one in fourth grade because they have a lower composite score. So, it's just another piece that we need to navigate. And then managing the whirlwind. So, we'll have a new math implementation in the fall. Um and we'll just plan around pre-planning staff um staff meetings and our inservice days to give them time to feel like they can
049live in both worlds and >> yeah we have some staff members who are pretty passionate that this wig should just go away. It should be a math wig next year. So trying to bridge that gap to say and not but feels really important. >> Yeah. Do you have any questions for us? >> This is a this is really a big deal. This is really a big deal for us which is part of the reason I mean you've talked to us before about this and what you're doing with this and the goal for this and we've talked about how important it is as you maybe you saw New York Times had a front page article on this where you could drill down to every school districts in the country including us and and begin to compare
050reading proficiency and unfortunately this often gets translated in if they're not proficient they can't read and that's get repeated in the articles and all that aside side perception is the ultimate form of reality, right? And so given the fact that the vast majority of people in almost every community don't have kids in school. Um the most basic thing they want their tax dollars to go to can my kids read and can they do math? Okay. And if we can't do that, then what are we doing with our kids? That's that's the external reality that goes all around your whirlwind and all the kinds of things that are going on here. But it's absolute because it's it's a huge challenge right now nationally and we're doing a lot better than everybody else. But just because we're
051ahead of a whole bunch of other people doesn't necessarily mean where where we're at. That's why I like the 100% goal and I hope you can keep your folks on it because um and you're measuring it. Um but the one thing I'm not hearing yet though is um because you said you're going all the way through fifth grade and you want to see how they're doing in fifth grade. Um, as a board, I think we're really interested in how they doing it now, sixth grade, seventh grade, eighth grade, all the way through high school and that and is there that kind of connection? Can can we find that monitoring? Because one of the things I always worry about is um whether or not there's a difference between subject mastery and subject retention. And there should
052be, and there usually is, but I'm not always sure that there is that students can learn for the moment, but then it has that I call it the Teflon effect and it just skips. So, so anyway, I I want to say that just because from our standpoint, this is really really a big deal and we really appreciate the work that you're doing in it, but it is so important. >> One celebration that we didn't highlight is that at least one team from all of our schools has had at some point 100%. >> Oh, great. >> So, either 100% proficient or 100% when you combine proficiency and growth. These are average scores between our buildings, but that's happened across the board, which was super exciting, too. So that makes it feel attainable when teams see that
053and they're like, "Oh, we it it can happen." So, um, that just helps motivate also, which is great. >> Well, I think to your point too, Ellen, we're finally at a point where while we maybe don't love Ames, I think we would all say we're proficient in understanding the tool. And so part of what's nice in third grade is we look at the overlap between forward and as I think the more that we're comfortable with that tool, the more we can have conversations with the middle school to say, how does this proficiency travel up, right? because we can see it in different ways in our buildings. But I think that kind of cross-hatching and vertical alignment will be really important the more that we gain familiarity with all of this work. >> It's exciting. >>
054Congratulations. >> Thank you both for your work and for the way that you put together the presentation. It was really nice to be able to see that data in a way that >> made sense to us. And it's also exciting to be able to see the progression toward accomplishing your goals. So it means our our kids are really working hard and that translates into teachers and administrators who are working hard to help them do that. So thank you very much and thanks for being here today. >> Thank you. Good work. >> Okay. Superintendent report. >> Yes. >> I actually have a little help for the first part of my report. >> Oh, sorry. >> Can you get your steps in? >> Got a long way to go on. All right. So, um my report uh
055the subject of my report is um how to fill a schoolboard vacancy. Before we get to how to fill a schoolboard vacancy, I think we need to take a moment to recognize uh why we're going to have a vacancy. And uh so I'm going to have a little help from our schoolboard president um in recognizing Alice Allison. So Allison, you need to >> So we're going to go, >> you don't have to do this. >> We felt that it was important. So with that, I'll turn it over to Stacy. >> Feel like I just got here. Well, Allison, tonight it's our pleasure to thank you for your service. You were first elected in 1985 as a very young one to do this, and you served at that point for 17 years, 13 of them as
056the board chair before then resigning and moving on to new adventures. Most recently, you've served for three years, bringing the grand total of your school board service in River Falls to 20 years, earning you this wonderful planning. I will put it Um, your schoolboard service has reflected your own personal core values. Values of assume goodness, choose joy, and proceed with grace. Honorable and very constructive values. You have a considerable reservoir of knowledge and experience that you have shared with the board as we've made decisions, >> even when you didn't want it. Yes. >> And you have contributed to the board's culture of collaboration and trust. So, thank you for that. um one doesn't need to spend very much time with you to know that you deeply deeply care about children and education and service to
057the community. So thank you for ch for sharing your talents and your presence with the board. So, >> mayor's office. >> Yes, that's right. Well, I'll put it. >> Stacey, turn around. Get Let Mark get a picture of both of you with the certification. >> There you go. >> All right. Yep. And I would just like to say I feel I feel a little bit bad leaving the board, but um I also uh know that I can actually my rationalization is that I can actually advocate for public education almost better from the mayor's office. And so even though I won't be sitting here, I will be advocating for public education wherever I'm sitting. So >> you can count on >> Alison, thank you. Uh it's been Yes, >> it's been really awesome uh for me
058moving into this role to have both your perspective and um and your your passion for River Falls and for public education. So, thank you. >> And that perspective in history is something that we'll miss. Um but >> you ever want to know what happened 40 years ago? You just text me. >> That's right. Um and so you are on the board tonight and so you have to sit through the whole meeting. However, uh >> I'm done at midnight. >> That's right. Uh then we roll over and once we have a vacancy, then we have a duty that the remaining board has a duty to fill that vacancy. And we have some pretty well- definfined policy and and fortunately actually this board went through an update of the policies that address this uh in the last
059year. So uh it should be not unfamiliar territory um because we have been chatting about it. So um when a vacancy occurs the remaining members are are responsible to appoint that new member and that uh responsibility is tasked by a majority vote. Um so when we get to the point and I'll go through the whole timeline that that's a piece that has to be there is it's a majority vote of the remaining board members. So, we have to post the vacancy um and uh the submission of the uh an initial candidate questionnaire interviews and selection of a replacement for the vacant uh schoolboard seat will be completed as soon as possible um but no later than 60 days. So, if we get to the point where it's been 60 days, then there's another part of
060the policy that would have to be kicked in. I don't anticipate I think when I lay out the timeline, I don't anticipate that we can't get this done in 60 days. So, and then the the one clarification, I think most of the people here know that, but just so if people are following along, the employo the appointee, whoever fills Allison's space, uh, will fill it until the next schoolboard election, which is in April of 2027. Allison was elected, does a three-year term. Um the appointee only serves until the next schoolboard meeting, excuse me, the next schoolboard election and then um at that point um Allison's seat for the remaining two years of All Allison seat is part of the election um as well. Any questions on that? All right. So, uh we were made aware
061of this. So, we've been working to to create the the posting and that vacancy will be published in the Star Observer and the Pierce Carney Journal for two consecutive weeks. Anybody who's interested in filling the vacancy must submit a letter of interest to the school board president. And in addition to that letter of interest, they are asked to complete a questionnaire. And anybody who wants to um uh have a copy of that questionnaire, all they have to do is contact the office um via email, phone, or come in person and that a copy of that questionnaire can be provided. And so if you're somebody who is interested in filling the vacancy, you submit the letter of interest. you sit uh and you submit the questionnaire and we'll talk about when that deadline that tenative deadline
062will be and so based on policy the questionnaire focuses on background and experiences related to qualifications prior involvement in public service interest in serving on the board and understanding of the riverfalls community and the role of the school board. Um so they the our policy does give us an out if we have one or no applicants received by the deadline. uh the president can direct the superintendent to reuse reissue the solicitation of interest. So that that's an option that we have. Obviously we have zero that's an option that we probably take. If we have one we can choose to but we are not required to extend it. >> So to be clear next year April we the person who gets elected will run for reelection if has a chance to right and and there'll be
063and there'll be four there'll be there'll be four spots available. The bottom the the the the top three vote getters would have a three-year term. Y the fourth person, whoever that is, could be an existing board member, could be correct. >> Whoever would then serve the final two years and then be up for re-election in two years. >> That's correct. Yes. >> Yep. That's that's a good point. >> And then we'll be back on the same rotation, >> right? You'll be back on that cycle. >> Yep. So hon or before the date of the board meeting in which the board considers the potential appointee um the anyone who is applying has to make a declaration that they're eligible which essentially means they meet the age requirements and they meet the >> residency requirements is is
064probably the biggest piece. Uh so at a special board meeting the remaining schoolboard members will interview the candidates and that's an open session meeting and interviews will be based on a prepared set of interview questions that are established by the schoolboard president superintendent each of the remaining schoolboard members if they have some feedback on what given the context of where we are now please contact Stacy or me and we will develop that those interview questions are not provided in advance right so the questionnaire is something that the the person can sit down and go through and and and really consider. Um but then the questions that are a part of that interview process are on on the spot essentially but they are equitable between the candidates and on policy that's position role functions of an
065effective board uh district strengths district challenges. Um so and then the board will select the candidate and this is right from policy at the conclusion of the interviews weighted ballots will be used um in the voting procedure. So the first ballot uh if we if we had four people there would be a ranking order of those four and the second ballot a ranking order of the three and so on and so forth until we have a majority vote. So one scenario is you could have a majority vote on the first one. Everybody picks candidate A as number one and then that ends. If you don't have that then we would move on to uh uh successive votes in rank order until we have a majority vote. Um so that that's that process and then the
066big piece here is this is the what we're calling the tenative timeline and where it's subject to changes if in the number of applicants. So we will have the first notice published um in this week's papers and then the second notice will be in next week paper next week's papers um and then the tenative deadline would be June 11th and then uh we would from there decide if it needs to be extended or not in addition to the publishing requirements we will get it on our school website and we will also have it a social media post about it as well. So, if anybody has questions, all those information, all that information is either in the uh publishing or in those notices on the website or social media. >> David, would it be helpful? Can
067we get this in a PDF? >> Yep. >> So, we could forward it to people. >> You bet. It It would be part of the packet, but I can definitely But I can definitely share that or have Amanda share that. >> The attachment on there is a PDF. You can download it. >> Okay. And then uh so the plan would be June 22nd uh for the special board meeting to interview candidates. Now that was going to be our board retreat and so we know that that we have the majority I think almost all the remaining board members there um except one and and so we think that on that timeline makes the most sense to to have our special meeting there. And then what we would recommend is move the board retreat, which was supposed
068to be on June 22nd, to July 20th. And that would be prior to the schoolboard meeting. If that all comes together exactly how we want, then we then we could potentially have all seven of the school board members present for the board retreat um before the full board meeting. We think the new appointee, it would be nice to have them uh at the retreat. So that's the plan. Um are there questions from the board on that, >> Dave? So that uh we would interview the candidates on the 22nd of June and vote on the 22nd of June. >> That's correct. Vote. >> Yep. >> So the decision would be made on the 22nd of June. >> That's correct. >> And then that person would become an official board member that night. >> That's right. >>
069Well, after signing the conference, >> but every so everything would So from the 22nd on that person would be a board member. >> Yep. That's right. Yeah. So that there would be uh committee meetings prior to July 20th and that person could could participate in those as well >> and anyone who completes a questionnaire and is declared eligible officially will be granted an interview. Correct. There will be no >> well not necessarily >> right >> the policy allows us if it's seven or more or over seven that that Dave and I choose which ones to do >> to narrow it down to seven. >> Okay. Will you remind me of the eligibility requirements other than living in the district? What is what is is there any other eligibility requirement that people need to meet? >>
070You have to be 18. >> Yeah, I have I have in my head 18, but we can double check that. >> Basically, you have to be an adult and you have to live in the district. Okay. We had a high school student once Max New House >> who ran for school board. >> I know Max. I didn't know that. >> Was he over 18? >> Yeah, he was over 18. >> Yeah. Okay. Thank you. >> Yeah, I'll give a call. >> Are there any restrictions on criminal history or those kinds of things? >> Yeah. Okay. >> I mean, Ellie, you're on. >> So, what are the chances? >> I'm asking for somebody else. >> So, what are the chances that we'll find somebody that changed the diapers of two of the board? >> You're going
071to have to not requirement. You change. Good to know. changed more of our board members diapers into the city council board. >> Just one. Two to one. We win. >> That's right. Just one on the city council. >> All right. Moving on. >> Wow. >> Yeah. >> Is this on TV? >> Are there any questions on on that process? Uh and if there are, and again, I recommend if you have uh some ideas for interview questions, now would be the time to >> candidates reach out to them and >> correct. Yep. And it's nice that everyone here has an awareness of the process and can direct those questions. >> Yeah. >> Um to to me or to Amanda uh or now kind of has a working knowledge of the process, too. >> Okay. >> Thank
072you. >> All right. Thank you. So, we're going to move on to the action agenda. Before the board this evening on the consent agenda, we have minutes from the April 20th regular schoolboard meeting. We have minutes from the April 27th reorganizational schoolboard meeting. We also have bills that have been submitted for payment, recommendations regarding employment, and then a series of second readings of NEOA policies as well as a series of first readings of new NEOA policies. Would any board member like to remove anything from the consent agenda? Then is there a motion to present all items one through six as I outlined in the consent agenda? >> So moved. >> Thank you, Lindsay. Is there a second? >> Seconded. >> Thank you, Monica. All those in favor? >> I. >> The motion is carried. 70.
073All right. Um, in front of the board tonight, we have we have a brief update about the policy ad hoc committee. We just approved in the consent agenda the things um the items that we talked about at the May 4th meeting. This is on here to remind us that we intentionally tabled two policies, three policies during that meeting um regarding post insurance tax exempt bond compliance, the procurement of federal uh grants and funds and then accountability and oversight of fundraising um dispersements were all t uh tabled for a later date because we're going to look at them more comprehensively. So that's just an update for us and then we'll move on to finance and facilities. >> All right. Uh for the finance and facility meeting, uh we uh the first thing we talked about was
074the budget. Uh there wasn't a whole lot to go off of. We discussed the at that time what would hope to have been a uh budget uh pass in Madison in which the the school uh the school districts would have received a pretty substantial amount of money to help with the um with their funding. 300 million in special ed funding plus an additional 300 million in state tax uh aid that uh unfortunately was voted down by the Senate and so we will not be getting that. So that was the majority of our discussion. We talked Lynette likes to pull out a few things and and kind of um a few things from each budget and just kind of talk through a few different things that maybe we don't talk about every month. One was this
075one. We talked about the mobile home tax. Uh we have $13,000 budgeted this year for mobile home tax and those are taxes that are paid by folks that live in the trailer uh court in town. So, uh, we also talked a little bit about the bad debt under food service fund 50. Uh, we have about $6,000 in bad debt in which, uh, is transferred from the general fund to to make up for that. And those would be for families, uh, that have entered into bankruptcy or or, uh, they now qualify for free and reduced lunch, those kinds of things. So, everything else is on track uh, with our budget. And so, everything's looking good there. And the other item we talked about, actually we tabled uh was talking about the food service meal prices. We've
076traditionally done that at this time of year and it really there's no reason we need to before we know what we're going to be getting from the federal government as far as subsidies for the for the food program. So we've tabled that until I think July we talked about, right? July or August to set the the the uh prices for next year. >> That's correct. >> Okay. >> Yeah. Neither one of those were uh items that we needed to take a action on and so that was our meeting. >> All right. Thank you. >> Um >> I want to pick up on the comment about the the bill in the legislature that was just defeated. Um this was a major major initiative in the state. Um we we talked about it in the committee meeting
077to make up for funding that the state had promised us this year and they're falling short. And there was a this is very unusual. There was a a strong bipartisan compromise. The Democratic governor, Republican Speaker of the House, Republican Senate majority leader agreed on a deal that would not only address school issues, but tax um rebates and some other things like that out there. Um this would have been very important not only to this school district, but it would have been important to hundreds of other school districts across the state. It really this the state has over a $2 billion surplus. This was a year that we could afford to do it. This was a year that would help K preK through 12 education, public education all across the state. And it was defeated. It
078was a bipartisan compromise that went forward. And it was significant powerful bo forces from both parties that defeated it. And that's the irony in it. And I think that it's important and I want to single it out in a board at a public board meeting and anybody who's watching this to know that this was this is a significant thing. And in my mind, I don't typically talk about this at the means, but in my mind, this is one more example of how local government, especially schools, we often get held hostage by the partisan politics on both parties in Madison. And this is one that's going to set us back for at least a year or more before anything could probably happen. There's nothing doesn't seem anything on the horizon that this might come back again
079over the next few months. There's an election in November, and everybody seems to be focused on that right now. So this was not just disappointing. I think this is going to impact our kids in this district and districts all across the state and communities all across the state. And it's extremely disappointing that this did not pass. >> Alan, what was the rationale? >> What's the rationale? >> The rale for politics. >> Politics. It is politics. Both parties that were opposed to this want to see that surplus next year because they're banking on winning in the fall and they'll have the surplus to deal with. >> They want the surplus next year. >> They want the surplus. I read that was was that the way the money was being given to the districts created a structural
080deficit >> rather than I mean it's good to have the money but that the way the money was being distributed created a structural deficit >> for the state >> no for for schools >> the way you would receive the money no >> I I I think that there was >> maybe for the state but there's no way it would be a structural >> structural deficit for you the way it was coming in in tax rebate versus okay >> not that I'm aware of that that was never >> part of the conversation until it died. I just read it in an article. >> There's I tell you the spin machines have been going like windmills out there all the way around on this. It's just it's it's really kind of dizzy and um there's all kinds
081of reasons to find fault with with this compromise, but it's it's the nature of compromise. When you have divided government, the only way we're going to advance stuff unless and this is unfortunate right now we're in a really winner take all attitude. You know, it's either one party or the other party and you got it all or not all. And so that's why it was such a big deal that we had this this this compromise. The nature of compromise is that nobody gets everything and there's always reasons to pick at it. So I my take on it is that there was politics. That's simply my opinion. >> Um but just but I've been following this fairly closely and watching the the post stuff. This was just disappointing. I think it's it's it's important for people
082to know in our community here that um there was there's going to be some relief. We will do our best to get through this. We're going to balance our budget. We're going to get through this. We got great staff who will get us through. It is just really disappointing that something as fundamentally American as compromised. It's how this country was founded. Um just can't work right now in the system. So we'll see what happens next year, but in the meantime um Lynette and others will make sure that we're balanced for the rest of year. >> I would just say it it addressed the potential bill addressed some realities that we've been talking about for a long time. to address the reality of uh special education reimbursement. Um what was in the initial budget bill versus
083what was being um what we were seeing in actuality. They were infusing money to sort of keep their promise from that budget and actually extend their promise to a higher percentage of reimbursement which I feel was a real positive piece. Um is it going to change the the entire structural form formula? No. But it was it was an ability to address something that was a a reality that we've been talking a lot about. >> And the other reality that we talked a lot about was when um when we set our revenue limit and there was no state aid with it. That was all on the back of our property tax increases. So now they were uh this this compromise was able to address that. Now, the reality is that's not more money for the district
084to spend, but it w it addressed the issue that we had been talking quite a bit about >> real estate tax. >> Yes. anybody that opened their tax bill that had a a sticker shock, they would have they would have seen some relief with that state aid that is >> and again I don't want to get into anything too huge with it, but um now when we look in if if nothing happens when we look at the starting point for our next budget cycle, it's not it's the starting point minus the the the relief property tax relief that we had and minus the special ed reimbursement. So now if they come back and say, "Hey, we upped it." >> Um they they're going to work they're going to work off of last year's numbers, not
085this compromise numbers. So that's the piece of >> That's the structural deficit. That's what they're being talked about. They're not they're not lying about it. And it is it is politics. We need to elect people who who commit to collaboration. >> Right. Right. So, >> well, and passing this bill did not mean that they would not be able to come up with and work at the same time on a authentic sustainable prek12 >> system for Wisconsin. And the the true losers in this are taxpayers and kids >> and children. >> Yep. >> And we might be able to say the democratic process in terms of an unwillingness to compromise. So, all right. Personnel. The personnel committee met on May 11th. It was a rather full meeting. During that time, we um received an update on
086the district's scorecard as it relates to the goals connected to the director of human resources and leadership development. Um so just as a reminder, the scorecard is the tool that we use to keep track of our progress towards goals. We're not talking about the district report card. Uh the good news that we heard is that the performance indicators are demonstrating that we're making good progress um in achieving our goals regarding employee retention and job satisfaction which all will impact the well-being of kids. So that's really important. Um, after discussion, the committee recommends that the the board approve the amendments to the 2026 27 important dates on the school calendar. Um, the board did agree that we would move all of the late start dates at the high school to Mondays on a one-year pilot basis
087and then we would come back and see how it would go for the next year. Um Nate provided us with a certified staffing update. We have a number of positions in the special education department to fill. That will be a challenge for the district. Um I know that Nate is doing everything he can to get the word out and attract really strong candidates to our district. Um the committee recommends that the board approve the 2026 27 support staff schedule as well as the bus driver and teacher collective bargaining agreements. Those agreements that we will approve later on in the agenda were the result of negotiation sessions with both groups on April 23rd and then a second meeting with teachers on May 7th and then in close session the committee discussed the 2026 27 administrator and
088supervisor contracts which will come back to us at a at a later date. Are there any questions about that? Well, then I will move that we approve the amendments to the 202627 important dates calendar and we will include the late starts on every Monday as a one-year pilot. >> Is there a second? Thank you, Allison. Any discussion? >> All those in favor? >> I. The motion is carried. Is there a motion to approve the 2026 27 hourly support staff salary schedule? >> So moved. >> Thank you, Bo. Is there a second? Thank you, Alan. Discussion. >> All those in favor? >> I. >> A motion is carried. >> All right, we are going to move on to E, which is connected with personnel, and this is to approve the bus driver collective bargaining agreement. For
089reference, it's listed here that the uh the per cell increase is 1.87 for cells number 1 through nine. For cell uh number 10, it's a 3.3% increase. The total base wage increase is 3.49 for steps 1 through 10. This agreement also includes a total salary increase of 3.6 for trip drivers, a 3.25 25 increase for the suburban drivers and a 12% total salary increase for um driver trainers which was important because up until now we realized that there was a very little difference between what we were paying the bus drivers and then the people who were teaching them how to drive a bus and it seemed appropriate to make an adjustment there. So is there a motion to approve the 202627 bus driver collective bargaining agreement as presented? Thank you, Ellen. >> Thank you, Lindsay.
090>> Any questions about this? >> All those in favor? >> I I motion is carried. And then we have before us the 2026 27 teacher collective bargaining agreement. Um this includes an average total base wage increase of 2.63 63 for each step on the teacher ladder and a total salary increase of 3.66 which includes an increase of one contracted day as we are moving toward having um more of our having more days for our teachers to be present in the district. Is there a motion to approve the 2026 27 teacher collective bargaining agreement as presented? >> So moved. Thank you, Allison. Thank you, Alan. Anything else on this? I will be abstaining from this vote. Thank you. So, we will have one abstension. It was a good process. It was it was a really good
091process to have the collaborative, respectful conversation with both our bus driver groups and our teacher groups. All right. All those in favor? I. >> So, that passes at a margin of six yeses and one abstension. Okay. Before us tonight is the second reading of the new schoolboard policy 363.51, non-schoolissued personal communication devices, as well as the Niola policy 5136. It's exactly the same policy, but by law, we need to have this in place before we are likely to have Niola in in place. So, we need to get this done now and then we'll turn over to the Neola policy version when we flip that big switch. So, is there a motion to approve the second reading? >> So, moved. >> Thank you, Lindsay. Any a second? >> Seconded. >> Thank you, Monica. Any discussion about
092this? >> All those in favor? I >> motion is carried. >> Ellen, Educational Program Committee update. >> Yes. Um we met on May 4th and had uh two items in front of us. One was the approval of the new math curriculum resource and um it was a really good presentation and very good conversation. Um this was a real team effort. Um, and it was led by Amy and Mary Beth and and uh to get everybody on board with a new math curriculum is a challenge in and of itself. Um, to wade through all the various options of math curricula that are available to us is a challenge and then to get everybody on board and then to figure out how we're going to implement that and get all the rest of the staff on board.
093And we talked through all of that. lots of um cooperation, collaboration involved in this. Um a lot of excitement and um optimism about how this might take place and um thought it was a very very good discussion. Amy, any additional comments or things you want to say? >> I think the most uh powerful part of that discussion was the the what the teachers had to say about um their feelings and their experiences in the pilot. And I think that's the the confidence to move forward with um with this resource. >> One of the nice things about having a group like that in front of us is we really get to see and get to know some of the key players in our teaching staff and these folks are very dedicated professionals and they know how
094to work together for the best interest of kids out there. So um it escapes me but what's the name of our >> Amplified Desmos? It is uh known as ADM, not to be confused with EDM. So, >> we're like, >> we keep telling we we're just call it amplify for a while until we until we're >> So, the first big heavy lift on this is >> adopting it and agreeing on it. Second heavy lift is implementing it. And then the third thing is >> we need to did watch it for >> and there have to be results. So I think just so there's no question on any of us >> the number three thing is very important for us. So we will be watching to see how does this play out. Just like we had
095conversation about reading here a little bit ago. math is that other part that's just so absolutely critical that if our students miss it at any point in their >> and I I think it's important and it's on our teachers minds as Rachel mentioned um teachers even speaking out as math being you know part of that wig so it's sort of that um the unspoken wig >> is going to be a challenge I it's got to be easier with the buyin that we've got at this point so >> anyway so I will move the adoption of that new math curriculum. >> Is there a second? >> I'll second. >> It was also a the presentation and then the the process that led up to tonight to the board approving this was a pretty impressive process and
096it it demonstrates how systematic it the the curriculum review cycle is that that you two have established for the district and how it results then in making decisions about curriculum. So, thank you. we could see it come to fruition. >> We really appreciate your your leadership, the two of you. It was obvious from the conversation here that you two had played a significant role in that. So, appreciate that. >> Anything else? All those in favor? >> I the motion is carried. The second item that we had was an update from um Jennifer Ames and talking about her dual role in the community education program and the fact that she's our uh district's communication officer as well and just what they've been doing in terms of everything from website to um promoting things um that are
097going on on campus or excuse me in our school district and also the community ad offerings and some of the successes we've had. We had an update on uh we don't call it the daddy daddy daddy daughter dance. >> sweetheart sweetheart dance that happened recently how popular that is community. So it was really good and um that operation is really um to be commended. They do a very good job. So that was just an update. We don't need approval on that. >> And we learned that that whoever Kit has lunch with that those make really big posts popular posts. Yeah. >> Lunch. >> All right. Are there any proposed items for future meeting agendas? Then we're going to schedule our upcoming meetings. So the policy ad hoc committee will meet Monday, June 1st at 6:00.
098Educational program committee will meet Monday, June 8th at 6. Finance and facilities will meet Monday, June 8th at 7 or immediately following educational program. It will be a triple header. So personnel will meet on Monday, June 8th at 8:00 or immediately following finance and facilities. The next regular schoolboard meeting will be Monday, June 15th at 6. There will be a special schoolboard meeting on Monday, June 22nd at 6:00. The school board retreat is scheduled for Monday, July 20th at 4:00. All of those meetings will be held here in the district office. And at this point, I would like a motion to move into close session pursuant to Wisconsin statute 19851C for the purpose of considering employment promotion, compensation, or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises
099responsibility. Specifically, we are going to discuss the superintendent's evaluation. Is there a motion? >> So moved. >> Thank you, Monica. a second. Thank you, Lindsay. I will need a roll call. Monica, >> yes. >> Allison, >> yes. >> Lindsay, Mike, >> yes. >> Say yes. Ellen. All right, we're in close session. Thanks everybody for being here with us.