--------- Thank you so much for having us tonight and I want to say thank you so much for the academy day today. We're really diving into HRS level two. So I had the staff, the community, and the students retake the HRS level two survey so we could get more recent results. So today we're really able to go in and dive into
the data and really look at it and find our leading indicators and our legging indicators and they're all finding fun ways to present the video to showcase our work at Halverson. So I appreciate today to have that happen. All right. All right. So let's look at Halverson. So looking at Halverson
looking at reading you can see our MCA results. Um looking at historically we went from benchmark for using our curriculum. We did CKLA story works and now we're starting our second year of Witten Wisdom. So this is first year of implementing a new curriculum. So we're
beating the odds that way as far as what research says when we first start a new curriculum. Looking at math. Math we've really been looking at with our um some people have been calling it the instructional leader team. We call it the school leadership team and diving
in because we use SVAS for a curriculum but there's definitely some standards that are not met in there. So what are they? how can we implement them? How can we spread it around the school? So, even like in art, for example, we're implementing the word perimeter, adding more vocabulary to different areas to try to beef up our math scores as well
for our students. Um, as Tanya and others have mentioned with science being different, so you can see our science scores. So, we went from a science MCAs from a two-day um multiple choice assessment to all of a sudden having this new assessment. We planned for two days, it took four. um there was a lot
of they had to type like paragraphs um to explain their answers that was quite different for our students to experience. So we came in at 26%. Um the state was at 25% and our district was at 18%. So that of course is
unacceptable. So our SLT has definitely been diving in. We took the performance level descriptors that were um shared with us through MDE and we're looking at those and which grade level are each of the different standards taught at what's being done. What can we do? We have some that have only been taught in first.
It's not fair for those fifth graders to remember it if it's only in first grade. What can we do to spiral that information in? So, we've been spending our Tuesday mornings at our SLT really diving in to see what we can do to make a change there. um looking at
our e-reading for our K1 and our 25. And like Tyler had mentioned, when you look across, you can't go, "Oh, they went from like 26 to 30." It's different the way we look. So, we just want to keep increasing um as we go. If not, then we definitely evaluate and look at our data
to see math is there as well. All right. our previous action step last year, I said we wanted to go from 36 to 40% on our A- rating and we made our goal. So, we were very excited about that. Um, and we really were focusing on
that tier one instruction. This year, we're really focusing on that tier 2 instruction. However, in reflection last year of all the different walkthroughs, there's certain students that you can catch in classrooms that can figure out how to sit there real quietly and getting out of that learning. Well, that's not okay that they're missing out
on their education. So, what can we do? So we've really been looking at context particularly 20 element 23 and 24 increasing response rates. So with our new witten wisdom curriculum it talks about equity sticks. So pulling a stick name so nobody knows who's going to be called on. It's not just the person that
raises their hand. So holding everybody accountable. Um really going from no hand raising if at all possible or having somebody share something and adding calling on somebody else now add on to that. What could you add on? What more information could you share? So that way every brain has got to be engaged in the lesson and nobody gets
out of their learning for that day. Um next step here's our goals in reading to increase in math and our SEAL. What are we doing to get there? Well, we're really prioritizing our strong tier one instruction for all students. We want that um high quality teaching
practice. We're working on schoolwide for HRS level certification. Really empowering our PLC's. That's prime time when our teachers can really um share, collaborate and we have all vested parties at the table where they can um chat with others and collaborate as
well. And then thanks to um our compass training for the four hours the last couple of weeks um really looking at face um so exploring new approaches to partner with families. So it's been great. Our success coaches have been calling families and saying what can we do? How are your needs being met? What
can we do differently? What can we share? So really partnering with our families to um increase their children's educational journey. All right. What questions do you have for me? >> Kim, can you go back to the pretty pink and purple slide? >> Yes.
>> Yeah. >> Do you want for math reading? >> Um yes, this one. >> Yep. >> So if I'm reading this right? >> Yep. >> Um for K1. >> Yep. Is is there any and I have wasn't paying attention to other schools but
that advanced piece just isn't a factor because of the grade level or is it that we're not nobody's meeting at the advanced or we don't have any students at the advanced. There's no way. >> Oh, there is no advanced on there. There's an oops. >> No, it's not an oops. There weren't any
students that fell in the advanced category in EMATH for K1 at Herson. >> Okay. because we're looking at >> the low >> from the fall scores and the middle one's the winter and then the spring is on the right. Good good observation.
>> But I think what's awesome is the you know if you have kids at 49% profici proficiency in the fall you have 53% leaving in the spring. So that growth is great. >> Yeah. Yes.
>> There's an advancement. Yeah. Anything else for Kim? >> Thank you, Kim. >> Thank you, >> board. Dr. Hy, thanks for having me. Um, I am going for that candy bar, Dave. Um,
okay. So, we'll jump right in. So looking at data first with reading, very similar to what Kim said, um with that slight drop this year in 2025 with the adoption of a new reading resource last
year, um so that you can see articulated out for reading. Um with math, we've kind of been and I always like to go back to even looking at 2021 to go and see kind of where we've been and where where our scores are going. And I found one of the first notes I wrote even for
myself is just one of the things we've been working with with staff this year is really putting the data in front of them and encouraging that curiosity of what are you noticing? What are you wondering? Um who are the kids represented in um the numbers that are shown up here. So I think that's a piece
both looking at this data at looking at our fast data but then even going down into our classroom level data when we talk about professional learning communities too. So, um, with math, you can see the scores there. And then science, uh, working with our instructional coach
at Lake View already got some good resources out, but that'll be a focus, too, with the new science standards. How are we in making sure that science across the board from kindergarten all the way to fifth grade is um, taught knowing it's just tested at that fifth grade level.
And you can see our e- reading and A- reading. Um, so yes, that growth is tremendous, but then with A-Ring, how do we continue to get that to grow um consistently across the board there? Um, and then with our math, same piece. Um,
continuing that growth trajectory as we move forward in those two spots. So with that, um, you know, looking back at last year, and I threw a quote in, Neil, this is for
you. I know you like quotes. Um, but John Maxwell talks about reflection turns experience into insights. And I think as I looked back, just reflecting, I know I spent a lot of time this summer and moving into this year. Um, what can we do as we move
forward both academically and social emotionally looking at our steps? We are continuing with the work with our HRS level one work and finishing out our certification work for HRS level two. But that's really caused us to get into that reflective mindset and look at our current practices we have in place and
where we just took our level one survey today. So that data isn't in yet. But hopefully we can just pinpoint those areas to have that small fine-tuning. Um and then with our HRS level two really reflecting on what practices we have in place. So that work has continued
across. Um but I think as we move into this year just some really cool things have happened. So in August, well I'll share our goal for the year first and I'll jump into the cool things happening. So the percentage of all students in grades two thrive two through five at Lake View who are at low
risk and above average categories in the fast A-reading will increase from 46 to 49%. So going into this year, um, one of the cool pieces that, uh, happened was we kind of did a responsive classroom reboot, really focusing on our classroom
management, social emotional learning. Um, but it was really amazing to see, um, the watching our teachers and the empowerment there um, and watching just the work that happened. So we have where we had can do kids was kind of what was
listed on our walls. Um and and this summer we were able to kind of rebrand it into Lake View Care. So aligning with cooperation, assertiveness, uh responsibility, empathy, and self-control. So really building those out as a collective team of what that looks like in our hallways, in our
lunchroom, across the board. So that was really amazing work. Today we dug in again to just responsive classroom as we're eight weeks into the year. We have kids coming back from a five-day break. What are our steps that we need to take to ensure that we're ready for them when they're returning? So those are just some really neat pieces that have come
into play for us around that responsive classroom reboot. Another step that we're taking is just fine-tuning our MTSS process. So that multi-tered systems of support. So that tier one is really important and that goes into our literacy work I'll talk about below. Um but then what happens if students need
that additional scoop? What is our plan? What is our system? And how do we fine-tune both the data collection but also our problem solving steps to make sure we're supporting students needs. Um and this year grounding our work PLC's have a substantial impact on our student learning especially at that tier one
level. So right now our teachers know that they are focused on the four critical questions every time they sit down at the table um and ensuring they can answer what data do they have to support where what do they need students to learn where are they at how are they responding. So that has been a really
rich discussion during our professional learning communities on Wednesday mornings. Um and then our roar time, one of the changes we made this year was using our interventionist a little bit differently. So our interventionist will actually help support differentiation
during our whole group time. So she's working with a subset of students during that time. So really differentiating the groups of kids and then also providing that intervention work as well during the other block that she has with our K2
students. And then at 345 we've started to work with UFly intervention groups. So really those foundational skills and also extending skills for students that are working through that higher level vocabulary as well. And then the last piece is this Thursday we get an
opportunity to do so going in for wit and wisdom uh walkthrough at Sibly. So we're joining with another building this year to do that. But really, that's a great learning opportunity of how do we move that tier one instruction within literacy forward so we can help achieve the goal that I put on the slide before.
Okay, that was a lot. What questions? >> Um, I noticed teach to heal was on one of your slides. Are we still doing that program or has that ended? >> Nope. Question leaving it off, but like I said, the reflection aspect um is really important. So with that um
putting in just the responsive classroom reboot and the work that we've done to really um take the expertise that we've have at Lake View and across our buildings to um support that moving forward and how do we use the responsive classroom practices in all of our
classrooms. So good question. Thank you. >> Yeah. Um last year, I think it was at the end of the year, we had a curriculum committee meeting and there was some rich discussion around literacy and and how the community can support um the
literacy efforts. And so part of your goal is foundational literacy is has there been conversations about volunteers and and bringing folks in to help with those efforts? >> Um >> and I don't mean to displace this on you. I know it's everybody, but um that
I just thought of it when we were when you were talking literacy. So, >> yeah. No, I think that's a really good point for us to continue to look at of how do our um how can we engage our community, we also, as Kim mentioned, engaged in the family and community engagement learning. And really um when
we talk about engagement, it isn't a one-way um piece, but it's supporting not just those coming in, but supporting all of our families to feel equipped to support their learners um academically and social emotionally. So I think that's a key piece that we're really digging into and I think that would help
to kind of encompass what you're talking about, Kim. So yeah, just quick clarification. I might go to Tanya from Zach. I just was curious on that when we do the bar graph at the beginning the uh partially meets compared to doesn't meet what does that
mean does not meet any is it 10% is it a normal bell-shaped graft how does that work out you know and that's not a fair question I got it but >> no it is so um on the so like let's say
we're talking about a third grader um you sit at 350 50 is your middle. So meets is 50 to 59. Exceeds is above that and then below there's a 40. 40 to 49 and then below 40 is does not meet.
>> Okay? >> And it's split that way. So it starts with a three for third grade, four for fourth grade, five for fifth grade and split that directly. Good. Thanks. Any other questions for me? All right.
And this is our MCA reading. Um, as you can see, we have some things lacking as of this last year. Um, and I truly think it's again, you've heard it before. It's it's part of our new curriculum and it's part of our growth with our new curriculum. I expect to see something
different this year. Um, and with our math, um, again, we have some room for improvement and there's some things that we have discussed as a as all all four of our elementary buildings on how we are doing math. I mean, down to even the order of the topics. So, we're trying
some new things this year just to see how that helps. and a science. I'll be interested to see how our new scores come out with our new science um standards and our K1 reading and 25 reading. Um and we saw a lot of really good things
with our K1 this last year. Um lots of growth there and um some things that we need to work on for our two through five. And for math, again, we need to do we have some work to do with our math and I and I think we've recognized that and we're going back to some of our basics
with our math. So, this is our goal for this year. Our um students in grades two through five at Sibi who are at low risk or above average um will go from will increase from 41% to 44 in the spring. And some of the things that we're doing is that we're focusing on that tier one reading
instruction and we're we're we're focused on that growth for all of our readers. Um some of the things that we're working on for K2. Um and it comes along with our um science of reading is the daily explicit phmic awareness, phonics, fluency, vocabulary,
comprehension. And for fifth grade or third through fifth grade, um you can see that we're working on some of that complex text. That's one of the things that I think Wit and Wisdom has brought to us and I think it's it's something that I believe is going to be really good for our kids. It's going to take a
couple of years. Um at Sibly, we're still focused on accelerated learning. Um making sure that everybody gets that same core and then we have our small groups where they're getting what they need. One of the things that we're doing in that um wind time what I need is the geodess.
um books that help bridge that gap between the word recognition, language comprehension, and it all flows into that scar bro's reading rope. One thing that I still focus on at Sibi is our um SEAL and addressing all of
behaviors as part of our MTSS framework. Um, all of the teachers know how to um integrate some evidence-based practices in their in their classrooms and they all have um strategies that they can use to prevent some of the um crisises that
might happen or deescalate. Um I pulled some data quick before I came here just October of last year just comparing the two. Um we're down on our um crisis calls by 22% at Sibi. So things that we're doing, the consistency
that we have is working and we just need to stick with it. Any questions? >> Perfect. >> Tyler, >> sorry Tyler. While we're transitioning, do other have
other schools seen any kind of any elementarymentaries on the crisis calls like Christie reported on or am I not being fair? >> I don't know if everybody's compared like that. Like I said, I pulled it right up right before I came here. Okay. >> Um just because I have noticed it just
and I'm sure they all have because we are all still doing the same things. Okay. >> Um and working with our teachers and what they need to do. Um we have this new And I had a high school visit us one. This is not really here. But um really like this
revitalization of responsive classroom and making sure our teachers are equipped with those skills to manage the students that are already in their spaces with the skills and tools that they already possess because a lot of our staff have had formal responsive classroom training has really helped and
given that renewed sense of empowerment in their own spaces to manage what's going on which also might lead to a reduction in the calls that we're receiving. So, >> welcome back, Maria. >> What was that? >> Welcome back.
>> Hey, thanks. I have two sick babies at home. I'm sorry, folks. Um, so I don't know about this candy bar challenge. What? I just got to keep it short and sweet. Okay. >> All right. Next. >> Oh, I have the clicker.
>> Okay. Um, I love this quote. It's kind of funny. I mean, the first statement is kind of funny, but I do believe it's very true. So, go ahead and take a second to read it to yourself, please. I think too often we collect data and then we really have no like cognizant plan of what we're going to do with it
and then it does just feel like garbage. So, if we are going to collect data, we better have a good plan of what we're going to do with that data before we collect it. So, given that, um, here is our reading. We have some pretty flat growth in both reading and in math
proficiency levels does not meet partially meets. I was just telling um I leaned back to Tyler and I said and it's really frustrating when you have like five kids who got that 449. So they're one point away from meeting or whatever it might be. But that's that's the narrative, right? This is that one day,
one test, one time. So same thing in math. We're seeing pretty flat growth over, you know, this fiveyear span here in all of our categories and they're about the the same. So, we just say some stagnant growth.
And then in science, some pretty similar results to my fellow colleagues in other elementary schools. And then these ones have a little bit more weight. And I like because we take these benchmark assessments. We take them and we call them screeners, right? They give us these flags that are going
to lead us to change and adjust our sales both fall, winter, and spring. So you can see our data here and this has been our narrative. If you were to look at historical data for Hawthorne in our e-reading K1, this has been the trend that our kids are coming in at this
proficiency level. So 38% proficiency and then leaving at a lesser proficiency level. And no, that does not mean that our teachers are not teaching anything. it just does not mean that they are keeping up with the aggressive growth that our kids need to make over a year's time. So we actually at our level two three team put this data in front of our
teachers and we did kind of a blind you saw the slides we did kind of a blind like teacher A B C and we broke it out even into historical three-year data but then each also each classroom teacher because I think that there's also a level of transparency that's been missing in our building about um putting
this data in front of our teachers and owning it and talking about that collective efficacy piece that we are all a part of this data and we all share responsibility in making sure that the data um moves. So that is something that our team is working on heavily and I'll talk about that here in a second. So you
see the same thing same trend in math and then in our a math maintain but drop by 1%. Okay. So looking back um at our goals our goal was to move from 33.2 to 36.2
on that A reading. So that's our second through fifth grade population. And I just have a little target right here. We missed the target. I think the action steps we identified are great action steps. Every one of them has their time and their place. However, I think that is far too much. Um kind of stripping it
back and going to the less is more and what's going to be the most bang for our buck here um is where we're going to go to reach this goal. So our goal is very similar in nature. We're we're trying to increase the scores of our um A reading
from 33.5 to 36.5. So that's again our second through fifth graders captured in this population um by spring 2026. So the things that we're committing to at Hawthorne to do this to move the needle for kids are building collective efficacy. So I just talked about that
and if you look at John Hadtie's work, we know that collective efficacy has the highest effect size on student learning. And it's that power that we all as a collective whole believe that we can make a difference for kids. So building that and building it on purpose. Um we
commit to using data to drive every instructional decision especially in literacy. So we really want to make literacy the one focal point. Again we are not going to forget about our science or our math or anything like
that. But I think if we can do one thing and do it really well, I think then that leads to success in other areas. And literacy is where we want to focus that effort. And then we really want to bring families in as true partners. I think we always say we're all about family and community engagement. But if we truly
strip it back and look at the opportunities that we're providing for families to engage with our space and really be partners in their child's education, I would say we're missing the mark a little bit there, too. So we have some plans to do that. Um, so how will we know? So what's this going to look like? What's it going to sound like?
What's it going to feel like? Our teachers have been creating these charts with our kids with that responsive classroom as their priority, right? But what does that look like, sound like, feel like? As far as evidence is concerned for these things. So our collective efficacy is going to be monitored by our HRS level one team. And some things that they're going to do is
we're really going to be monitoring our use of we language, right? Are we talking about successes and challenges with a solution focus at the table? Um and then our our celebrations grounded in data and growth, right?
Student growth and we're talking about what we collectively have done to lead or not lead to that growth. So that's just some of the things we'll do for that. Um again monitored by our HRS level one team. to that safe, supportive, collaborative culture. And then our evidence of datadriven
instruction, especially again in literacy, is going to be monitored and reviewed by our HRS levels two and three team. So that's really about all that effective teaching in every classroom. So making sure that our instructional groups or instructional decisions like whole group, small group, intervention,
any instructional decision can be tied to data. So if you were to ask a teacher, what is my data telling me? what am I going to do about it and is it working? Our teachers should be able to answer that question. That's actually our opening question of this level two three meeting. And when you ask every
teacher around the table to go around and say that like, okay, let's talk about your PLC's. You just had them yesterday, what was your data telling you? What are you going to do about it? Um the first time we asked it, I think they were a little bit shocked, but it's just that accountability piece because you can't be at every table all the time
to monitor every conversation. Um, but that's one way that we're again making sure our data driven instruction is our priority because our teachers know what cycle work is. They know what effective PLC's look like. And now are they always doing that? That's something that we are working on is to make sure that there's
accountability to that. And ultimately, we're going to see those gaps shrinking in those benchmarks, in our progress monitors, in the summitive and formative data that we collect in our classrooms. And then in this strong school and family partnerships pieces, this will also be monitored by our HRS level one team. Um we also all have these face
teams. So face is standing for that family and community engagement. We are going through we just actually had our second session on Wednesday before we left. Right. Wednesday before we left. Um but they are tasked with like interviewing different demographics and
um families from different demographics coming back with that data and we're doing some assessments of our sites currently. Like there's all these different indicators, right? But are you an open door school? are you like a only if you call school. So, we're really taking a close look at um being purposeful in that family and community
engagement, but we really want to articulate to families how they can support their child in their learning. And I think that's just a little bit of educating. We need to educate. I think if families had um the means and the education to support their child in a way that was going to be beneficial and
productive for their success academically, they would. I think sometimes they just don't know where to start. So being really purposeful about that. And that's it. I don't think I beat someone else. What's your timer? Any questions?
>> Questions? >> Mine is for all of elementary, just not you, Marie. The cohort data, have you looked at that? >> Um, so first grader moving to second to third to fourth. I mean, that's a data I think that's more impactful, just not a
one-year snapshot of a grade level >> tomorrow. >> Yeah. >> Oh, yeah. We're not seeing it tomorrow. You are. Okay. Got it. >> I would be interested in seeing the cohort data >> talking about these data. We're talking about these data protocols and that was actually something that our level two three team unpacked because then our
then our fifth grade teachers were like, well, I want to know where my kids were at last year. And so they were able like even in this little you know and we had one grade level rep from each each of our grades at our level two three team and then they were going through our slides which we hadn't organized them that way but you could see they're all
frantically clicking and we were trying to figure it out but it was following the cohort data to see where their kids the fourth grader fourth grade teachers wanted to know where the fifth graders came in in the fall like did they retain over the summer. So, um, definitely some data analysis protocols that we're going
to be engaging with. >> Okay, >> you Marie, >> thank you. >> Okay, so big picture next steps. But before I go on to that, I do want to um clarify a few of the questions that came
up during the principal's presentations. Um while principles were presenting I double checked on the E reading and math. Um K1 does not have an advanced pathway only the low-risk pathway. So I
did clarify that. Um great question. Uh family and community engagement. Marie spoke quite in depth around community and family engagement and I believe Kim asked a question about um literacy efforts and having um people in the
community engaged. One of the things that we are going to be doing is uh putting in in the winter community education catalog. Um, we're going to do literacy nights at each of our elementary sites and here at Brookside
because that early literacy is really important as well. So Jamie, our district literacy lead, will be leading sessions on literacy. Um, and then as part of our November MTSS team, will be looking at our districtwide action plan
for family and community engagement and there will be a specific literacy section as well. So that's a clarifying question um, one there. Bilingual SEALs was a question somebody had.
Um, in 2023 we had 11 students earn certification, three certificates, four gold and four platinum. In 2024, 14 students, seven certificates and seven gold, no platinum. and in this
past year 2025 16 one certificate nine gold and five platinum. So our skills um our students are definitely increasing in their bilingual skills. So kudos to the team
there. And then Gary asked a question about online enrollment. So we uh this year have 20 students in that 11th grade cohort that are in online academy. Our
ALHS number right now is 224. So that's 20 out of 244 which is 8% of our 11th grade population. Those were a couple of the clarifying ones that came up. Um and then Mary Joe
to your question about cohort data tomorrow. So here's big picture next steps. So tomorrow is our principal leadership data retreat. Um we will be looking through our comprehensive needs assessment. That cohort data is included
on that comprehensive needs assessment. I'll make sure that I include that uh data document in the next board update so that you can see that cohort data as well. Um, we'll also be looking at comprehensive achievement and civic
readiness tomorrow, identifying implementation strategies for each of the five goals in Kaker. And then principles will have time to look at their school continuous improvement plans and their action plans. A lot of what they presented tonight will be
built into those action plans. Um, and as you recall, I worked with Dr. actually even before July 1 on what we wanted those action plan documents to look like so that they're living breathing documents. Anytime we want or
need to report out, uh we'll have that information to report out to you based on their goals. Uh tomorrow night is the district curriculum advisory committee with a uh main focus being Kaker and we also have the American Indian report. So
you'll see uh some of the um achievement data specific to that as well as the um graduation seal data. And then we have two additional principal leadership data retreats scheduled out for this year uh February 10th and then summer of 2026
will be in um June. You heard principles speak to those ongoing pieces, their school level leadership teams, instructional leadership teams. Each building has a a little bit different way to define that in their building, but it's really about
who their school level leaders are and doing those data reviews. Classroom walkthroughs, those include our HRS elements, but also include the areas of academics. We've also been talking a lot about implementation
integrity checks. Um, sometimes we get data and we say it's not working, but we also need to know why it's not working. And so that's part of the work that we need to do. It might be easy to say, well, our our um K1 data
is lower than it's been, so this particular curriculum maybe isn't working anymore. Is it that the curriculum isn't working or are we not delivering the curriculum with fidelity? Um, so those are some ongoing work that we need to do today or do this year. Um,
and Dr. Hil and I have talked about uh what that looks with wit and wisdom as well. And then you heard the principles talk about those weekly PLC meetings. Uh, in terms of curriculum reviews, uh, you heard the principles talk about some
math. Um, math in the curriculum cycle currently in uh, in a program review. Um, principal Larson mentioned that uh we're missing some math standards in our current curriculum. So really uh looking at an in-depth curriculum review there.
Uh Dr. Hy and I will be scheduling department meetings with our secondary teams uh to look at what is our current reality before we move into adoption of the new math standards. Um so that will be coming up in the near future.
And then Kaker, I don't have it on here, but Kaker will be at a November board meeting for the comprehensive achievement and civic readiness. That is it for state of the schools. Any questions from
>> Quick one, you didn't you get a chance to look at Gary's question. I also had asked about how many juniors or sophomores last year online. Just curious. >> I did write that down. Thank you for reminding me, Dave. Um, last year we had, this is our May count. We had 11
juniors and seven seniors on our May 19th count. >> You didn't have sophomores, did you? >> Sophomores, I have 15. >> Yep. Yep. Sorry, I wrote it down. I forgot to report it up. Any other
questions for me? Could we also get with that online information um how many kids open enroll out of Albertly schools to another online program >> out of Albertly to another online? Yep. >> Any other questions?
All right. Thank you for your time this evening. I know that state of the schools is a long presentation but we appreciate your time. Thank you. >> Thank you. >> All right. Moving on to uh 10 effective
and efficient operations uh superintendent performance expectations and I will go through those fairly briefly. If you remember from our um our last um board meeting, we uh had MSBA
down and we went through a survey and basically took the survey before we knew exactly what we were voting on. And then uh we relooked at everything and now uh it's been calculated um uh three different goal areas for Dr. Hy and I'll
say a number of elements, but I know he's up to it. He's always says he's up to it. So, I'll just kind of catch those. You'll see them up here. Uh, goal area one, we're talking communication and community relations and the standards in there. Uh, without going
through the elements, uh, we're just working through the governance team and the, uh, communication, community relations. Again, I guess basically roles, responsibilities, engagement, visibility, approachability. You can kind of see those on there. So we got the first and the third standard
in that um goal area that was the most commonly chosen for our second goal area was finance and uh there we talked about school district finances and school district operations and breaking them down into asset protection facilities
school safety and security. And the third uh goal area we added uh from two to three to teaching and learning and uh there we had the school district operations and ethical and inclusive leadership for our standards
number four and eight and breaking those down again into elements. We uh had personnel curriculum instruction ethics and professional behavior interactions with staff, students and community. And for everyone as we go through these, we
will evaluate these um as we go with Dr. Isle throughout the year. And I'm guessing maybe January or February, we always have a final one in July. I think we're going to try to set especially in the first couple years. We'd like to do potentially two different evaluations
and also two different style evaluations. And we've been talking about that over the last year just to give us a more well-rounded approach, kind of a little le living and breathing document that we can refer back to and probably use it as some study session
material. So I will look for an approval of those expectations and then we'll see if we got any comments or questions. >> So move. >> Is there a second? >> Second. >> And a second. Um, are there any, um,
questions or comments on the survey numbers? Go ahead, Gary. >> Um, I think the end result reflects a lot of the dialogue we had to kind of look at those individually and and appears that we've shifted based on that
initial walkthrough, which I think is good. Just question processwise, Director Claude, is are we anticipating that we'll have a mid-year assessment or mid-year evaluation and then end of the year evaluation or we have we not firm that up yet?
>> Typically, yes, midyear, end year and and and end of year it' be um uh fiscal year. So that'd be probably in our May, April. So, April, May, somewhere in there. And this one probably the midyear would have been November type of thing.
So kind of setting this standard maybe for the one when we get into uh and again we'll talk about it in April, May somewhere in there and then look at it again for a second style maybe a 360 or something going forward after that uh
next year. >> So will we be um in the evaluation assessing on each one of these elements that are listed here? >> Yes. Yes. >> Okay. Yeah. And again, I believe there were questions in the manual that we could use toward each one of those uh
elements and uh standards. >> And these do cover the areas of concern that I had and my goals. Are these too many elements for you or is this is this >> kind of in my day-to-day? It'll just be a lot of data for me to track and and
keep up with, but in my daytoday I'm in all of those. So, it's just a matter of providing all the evidence for you to show what's been done and where I'm going.
Any other questions? All right, seeing none, we have a motion on the floor to accept these is our performance review and a second. All those in favor signify by saying I. >> I oppose. Same sign.
All right. Accepted. 6. Okay. 10.2. Mr. Langude. Presentation on your activities handbook. Candy bars on the line too. Dave. >> Yeah. What's the time for? >> I don't know. I'm kind of a giver. I
think everybody's qualifying. So, >> well, good evening board. Chair clot. Dr. Hy. Thank you so much for allowing me to to talk today. Um we're going to go over the um activities department update for the uh handbook.
Didn't change from last year, but there were just a couple of things that I wanted to go over through it. Before we do that, I just wanted to quickly my agenda is really just upcoming section events. Can you kind of feel the excitement that's going on in Albert Lee with all the activities? Isn't this fun?
you know, especially the last few football games, we had over 4,000 people at each game. It was incredible. It was amazing to see the the kids having a great time. And I wanted to say, you know, what you guys did for homecoming. Uh you guys did an amazing job. That's
student run and they did an incredible job. Um we're going to talk a little bit about credit recovery and that's part of this activities handbook change that I wanted to when I first got here, we were doing something in activities. I I believe that activities is a privilege and we're an educationbased system. You
know, activities are education and a big part of education. But the way we were looking at it is that we were being kind of reactive to the kids that were getting bad grades or behavior or any of those types of things. We were reacting to it and then we were waiting for it to happen again instead of trying to
correct it up front. And so we went to a credit recovery in a partnership that I did with our our credit recovery team, our principles, and with our counselors. Um, I also wanted to update you a little bit on our fall participation numbers because part of that is a is a shout out
to you as a board for allowing us to do middle school programming again. And I'll show you why why I mean that. So, if you look at this, our upcoming events that are coming up just this week, um, Tuesday, we have a section football game tomorrow and that's going to be against
Warthingington, but we also at the same time at 7:30 we have our state participation for our girls soccer, which is kind of upsetting to me with the Minnesota High School League. I wish they would have put it on a different day knowing that football is on Tuesday and Saturday. They could have put it they could have changed that around, but
uh, it is what it is. But Tuesday we have a state tournament in Farmington. Uh Wednesday volleyball. Well, the other thing is is Kim. Uh shout out to Kim. She has to come to every uh soccer game because every time she's come they've won. So she has to come to all of them now. Not that I'm I'm superstitious at
all, but but that's what happened. Um Wednesday we have our volleyball sections in Northfield. Thursday we have a huge cross country. We have 12 teams coming. This will be um so our coaches last they're retiring after this year. So coach Haney and Wayne are going to be
retiring. So this is their big uh harra and and they're going to hopefully get some kids to state. So that'll be great. Uh Friday is our big nine swim and dive championships and then we have sections after that for our swimming team. Saturday another I'm expecting to win against Warthingington and so we were
going to be advancing to a two o'clock game. uh that's being dictated by the officials getting officials from the section and then uh October 31st we'd be uh in the finals uh possibly against a rematch with Wasika in New uh so if the
girls win on uh tomorrow they'll keep going they're playing the number one seed so that's going to be a tough tough thing but it's going to be it's going to be fun to watch. Um, now getting to the update of the the handbook. Um, we really started a
partnership and collaboration with our activities department and our our counselors and and recovery team and we really wanted to make sure that all of our kids and our parents started talking about am I eligible to be in activities? And the first thing I want them to know
is that they have to be on progress to uh graduate. And so that was the first question in that culture change and and how we were going to have students, teachers, and coaches all on that same page. And one of the great things that's happened is our coaches have just jumped on board too. Monday and Tuesday we have
our credit recovery and some Saturdays. And on Mondays or Tuesdays, the coaches are allowing those kids that are are uh credit deficient to go into after school to get some of their homework done before they go into practice. So, we're trying to we're trying to build that so
they can actually get help to get their credits up because we want them all to graduate. With our seventh and eighth graders, it's a little bit different because they're not getting the credits toward graduation. But we're running and along with Principal Johnson and AD Kates, they have done an amazing job
making sure that the kids are running grades uh every we're running grades for them every three weeks and then we're making sure that they're accountable. if they have more than two Fs or two Fs or more, we're actually holding them out and making sure that they are getting those grades up. So, we kind of getting
them in the the process of knowing that when they get to nth grade, these credits in these these grades really matter. So, that's been an amazing thing to do. Um, one of the things that I wanted to do just to I I really love positive things. I love to make sure that we're all uh recognizing people
that are doing these those things. I wanted to bring up Jen Henchel and Jen is one of my partners. So, if Jen will come up, I just wanted her to share a little bit about what credit recovery was and what it is now. >> Thank you.
>> Hello. Uh, credit recovery is actually one of my favorite times of the day. Uh, we meet Mondays and Tuesdays after school for 3 to 4:30. And when we started talking about athletes and students and activities needing to be on
track for graduation in order to participate, we decided we needed more time to make sure that they had the opportunity to do that. And so, uh, I talked to Dave and then Dave and I talked to Johanna about a Saturday
school. So, one Saturday a month from 8 to noon, we let kids come in and they have that four-hour block to work on credit recovery. Uh, we typically have 25 to 35 students who come in on a Saturday on their time
off and it's been absolutely wonderful. I think the change to focusing on academics has really improved the culture of the school and kids know that academics come first.
Uh our last our first Saturday school of the year was on October 11th and we had six credits earned in that 4-hour block and that is phenomenal. And one of the things that we do now um since last year is that we're celebrating every single credit that's
earned. Um we have a bell on my desk and when kids earn the credit they come and they ring the bell, everyone celebrates. And one of the best celebrations we had happened last week. We had one of our athletes get on track and they are going to be able to participate now um at the
end of the season, but we did an all call and the coach came down and the entire team came down and celebrated. It was it was absolutely beautiful. So, it's it's been a lot of fun to see the culture change around credit recovery
and have the celebrations and for staff, students, and coaches and parents to know that academics come first. And a lot of that is credit to Dave with this this change in what he's doing. >> So, I just wanted you to see the the fun
things that are going on with that. And and Jen and her team are the they're the heroes. They're the ones putting all the time in. Um we're just expecting and giving high expectations to our kids that if they want to be in activities, they have to have the grades. these are core classes and we want them to graduate and we want them to have the
best experiences. Um, but that's what one of the things that we're doing. Um, quickly fall participation. I again I want to thank the board for this because our programming for middle school and our youth are what's driving this. Um, you can see that football had a little
bit of a dip this year with the number of students that we had go out for football, but everything else you can see uh has gone up tremendously. You know, girls soccer from 43 to 55, boys soccer from 51 to 78,
123 uh kids out for volleyball. And so it's getting better and we're growing that culture and and we're getting competitive and that's fun, but we're also just we're having more kids that are involved in something outside of just school. And like my my goal has
always been to have our our kids in at least one activity. Um the handbook, there's really nothing that's changed other than we've gone from trimester to semesters and we've done that credit recovery. Um other than that is exactly the same as it was last year. uh that you voted on.
Um that didn't come out very nice, but basically I wanted to thank you guys, thank our coaches, and and thank all of our our um district staff and principles for all the great job that they do and the support that they give me. Um the
other thing is I loved seeing that what you're going to be voting on or doing evaluations and Dr. Hy. Um, one of the things that I hope that you do is ask us um for some input on that. Um, my background is that when I was at um, St.
Cloud, I was there for 10 years and I had six principles. I had two superintendants and I had 29 assistant principles in my 10 years at uh, Albert Lee. I've had two principles. I've had three superintendent and I've had five
assistant principles. And you guys picked a good one here. He's been at every actually he's been at more events in the last two months than I've ever had any superintendent be at. I've had more conversations. Um I've been sick with uh I had some cancer and
he's been tremendously supportive and and helping me through some of those things as I go through chemo and stuff like that. So it has been amazing to have somebody there that's a partner and actually there for us. So, thank you for that and hopefully you'll you'll be able to see more and more of that. I know
that he's a better uh networker than John Double even right now because he seems to know everybody so already and that if you know John, you know that John knows everybody. >> So, but any questions for me? >> Part of the secret is teaming up with John a little bit.
>> Yeah. >> Yeah. I I introduced I I took out Dr. H and and the mayor for lunch. I said, "You got to you guys got to meet you got to know these people. you got to you got to connect and stuff like this has never happened in the past. And so they went out and then a month later uh we're
going around uh for the the parade. And he's sitting there, John, Jim, you know, he knows everybody. I'm like, what in the world? He already knows everybody. So, this is great. So, thank you for that. It's been it's been wonderful. That's all. >> Well, thank you for all your work
because I know behind the scenes there's lots and lots of hours that go into this and you've been persistent and the culture's changed and I think you'll probably have a lot of work ahead as we even see transition between the old
guard coaching and the new guard coming in and that's going to be great for the kids too as things um modernize for them. >> So, thank you. Right. And and the key though is like uh you know Neil and and
you you guys we need the mentoring for those new coaches. So we need you around to help mentor those people. So we we'll do it together. >> Couple of quick questions. Dave, to what extent do you suppose the increase in participation is a result of the in in
actual waving the participation fee which we did about I don't know five six years ago. >> Yeah. you know, at some point I'd like to come back and talk to you guys a little bit about those kind of things and also with um the online schooling
and kids moving and staying in the district but going to different online schools and we can talk about that at a different time. But I would say that the introduction earlier to these kids to the activities has been a big part of it. having coaches and stuff down at the junior high level. Uh absolutely. You
know, uh taking any any of those roadblocks away moneywise or um but we're we're trying to do things with transportation. How do we get more transportation for our kids that so after school they get get to be get to go home um without the parents having to come pick them up? Can we have some transportation that way? But I think
that that has been a big big part of it is taking those obstacles away from the money but also introducing much earlier that they're participating. >> Yeah. And some of those things that you mentioned like transportation uh falls on the responsibility of the
coach I know is a coach good nature was great at uh arranging for kids who needed just about anything. >> Right. Um uh one other question. Uh as I recall long ago, uh we had a a grade
book pro uh program called Gradequick, I think. And as a as a teacher and a coach, I could dial in on any any student athlete I had, I could find out what they were doing or how well they
were doing immediately. I mean at at this moment, you know, uh and I could monitor that and then that something changed and that went away. Do do coaches have that capability? Can is can I as a coach uh dial up what uh what a
student that's, you know, perhaps not doing real well and is classing, keeping up on things. Um, I know that changed and and it was uh it was it was so convenient for me to be able to monitor immediately
how well that student was doing, >> right? And so we do have that capability now. We have uh on we have phone apps and things with Arbiter that our coaches have that they can you know they can get contact information, they get medical information. Um, but we also have the
attendance information that comes out as well as discipline and grades that we pull for all of our coaches whenever they'd like, but we do it every two weeks and we'll send those. Um, but they actually get that on their phone for attendance and they'll be able to look that up and then they actually take attendance there to make sure the So if
a if a student has missed part of the day and they can't practice, they'll know that and they'll be able to take that attendance and make sure that um they're participating or not participating based on that. But grades is a is a big one. And that's why I've changed to the credit recovery and and
on um pace to graduate is because we want our coaches to see that. And they can actually go further than that. I mean, if if they're um on pace to graduate, but there's getting two or three Fs in in a semester, the coaches still have the ability to pull them out and say, "Hey, no, we're we need you to
be getting to class before you can start to participate in an event again." uh we want them to be at practice, but yes, we do have the now the technology to be able to give all their coaches online. They can take a look and see exactly what's going on, especially that emergency information. So, um if they
need that, they can they can look it right up. Yep. >> Uh thank you for all the information and thank you, Jen. She is the face of credit recovery forever in >> get you get a queen. You get a crown for that. Um and the Saturday school.
Awesome. >> Yeah. >> So, my questions with that is we don't provide transportation. >> No. >> No. Okay. And then um do the credit recovery teachers rotate? Who how are the teachers working through the Saturdays?
>> Yeah, that would be a better >> I know Jen's there all the time. >> So, there is transportation to some places on Monday and Tuesday after school. There is no transportation for Saturday school. Um, and then Jackie
Richter and myself, we are the two credit recovery teachers at this time and we're both there. We just figure one teacher shouldn't be alone on Saturday. So, we're both there each day. Mhm. >> for the transportation on Saturday.
Is um is that a barrier for students to not be able to >> So what what can we brainstorm ideas on how to get that? >> Absolutely. >> Through the community. Yep. >> So in in St. Cloud, we did the same thing. We we had uh it cost about $9,000
a um semester to get transportation to take to certain parts of town. So we we would drop off in three different sections in St. Cloud, but uh we could figure out exactly what that cost would be um and what areas of town that we would want to drop off or if we were going to take somebody directly to
places like that, you know. Um but there there is a cost, but it it's beneficial, too. >> I think if we can as a community raise $45,000 for an entrepreneur program, I think we can figure out a way to do this. Also, kudos to both of you on the
initiative and the the um innovation on how to make this happen. Schools all over the state struggle with this piece and are scrutinized about it. And I think we should be very proud and I love that we're celebrating, but this is huge
because it's also setting a culture of of that academics is is first and thank you for that. I appreciate it. >> I know we do. >> Yeah. And I think setting that standard with our academics helps in their activities. I think that they understand they're talking about it before they even start getting signed up. They go,
"We got to get our grades going." Um the the last thing I just wanted up to you was on the um adapted uh I didn't get a chance to update you on that. We've been having several surveys that we sent out. Um uh Sheila Reebia and I have been working together. She's gotten all the
the stuff out for um surveys to find out who is interested in that. We last Wednesday we had a meeting with families and asked them to come into the school. We had seven families that showed up. Um very interested. Uh it's still moving forward. We just want to make sure that we get all the data before we present it
to you for any funding types of options. But it's it's going forward. We're going to talk to other districts to see if they want to be part of this as well. Um still very excited about giving an opportunity for our um special needs kids that they can have activities in their educational experience too.
I will uh you got one more comment. Go ahead. >> I'm in a motion to approve the activity sandbook. >> Yeah, we need to get a motion to accept the presentation of the Albertly activity sandbook have presented. >> Second. >> Any discussion? Any any more discussion?
Seeing none, all those in favor signify by saying I. >> I and oppose the same sign. pass the 60 and uh you took care of 10.3 too, Dave. Thank you >> with candy bark and good.
>> I know I'm working on it. Might be alone here tomorrow, but that's okay. Okay, Mr. Double. Uh 104 presentation of 25 26 early learning guide. >> Good evening. I know it's been a long
night already. We'll make it quick. Um school board chair clott Dr. Hy. Um, just some updates on the early learning guide from last year. Uh, this is modeled after the excellent work that our elementary principles had done. Uh, previously it looked like this last year they had tried to u sleeve it so they
looked seamless or had a lot of the same parts so they were easily to find. Um, get the whole slide deck here. There's number two. Uh the only places that really we did some changes on these started a different welcome uh at the start as we had a new early learning
team to bring together. There were some reorganization pieces uh so that it better aligned with what we were seeing in the elementary handbook as well. Uh the previous handbook had all of our staff contacts in it and we reduced that down to just the ones that they would need to know in the office since our
offices or our families also deal with paying tuition. Making sure they know how to directly get their tuition questions answered. uh as well instead of where they're calling for their attendance. Uh made sense to have that in the book. Uh the other minor changes that was we went through were just
updating information to make it current, rewarding a couple of things for just a better flow of the language uh and just making sure that those contacts were are direct uh with links. It is up on the website as well. Any qu Whoops, I think I broke it. There
we go. Any questions? If there aren't any, John, that's the quickest I've ever been around you for anything. So, thank you. >> Chairman Chairman Claude, I do have just one >> go ahead, Gary. >> One thing to say. I I have a grandkid
in the four preschool and John is very engaged uh with his staff and those kids. It's really impressive. I think my grandson calls him Uncle John because he's had to intervene a couple times to uh help him with his emotional
development. But your engagement in this is impressive because I know you have a full plate and I for one am very impressed with the work you do here. >> Thank you. >> You make a motion. >> Oh yeah. So move.
>> Is there a second? Gary second. Any other discussion? All right. Seeing none, all those in favor of uh the early learning guide as read signify by saying I. I >> I oppose the same sign. >> Thank you, sir.
>> Thank you. >> Okay. Uh Sheila. >> Oh, now we're going to talk policies. >> Okay. Um, first up, policy 707, transportation of a public school student. Um, child with a disability was
defined in statute. And so this policy is aligning that language to statute. The revisions come under the special education students, students with a disability, and students with temporary disability section. Those revisions are included the um child with a disability,
children with disabilities, and that again aligns with statute. They did take out under section B resident students with disabilities whose disabling condition. They got rid of the language to just state students with
disabilities. >> Any questions? >> Okay. Thank you. >> And I will entertain a motion to accept policy 707 as shown in red. Second,
>> you get the motion. >> You're doing good. >> You'll third it and second. That sounds good to me. Any discussion on 707? Seeing none, all those in favor signify by saying I. >> I oppose the same sign.
Motion carries. Ashley. >> Good evening, Chair Clott. Schoolboard members, Dr. Hiles. So, um, policy committee met on September 10th. We did have 10 uh policies, policy 707 being one of them. Um so a couple of revisions
to um three additional policies. Um and then others were just reviewed and then we'll have a first reading for policy 712. So thank you um executive director Ree for going over policy 707 and for that approval tonight. Um again, reviewed
policies. Um these were ones that were brought forward to the administrators um this summer as well. They have no recommendations for changes um and no changes um legislative uh changes uh currently to these policies either. So
that is for review only. Then uh policy 414, 515 and 526 um do have number of revisions. So looking at uh the first policy really looking um to make the changes that were reflective in chapter 260E.03
um and really what that is is uh regarding that threatening injury. So now when you look at the policy it lists out specific subdivisions um when looking at that threatened injury definition. Then under policy 515, uh we did see a
legislative change um recently when it enacted that parents personal contact information is also treated as private data. Um so that is reflecting um that change in policy 515. And then policy 526 um is one that was
up for our review cycle. Um had not been reviewed u previously for quite some time. Um, and then when looking at that MSBA policy, there were a number of changes. Um, it's really very similar to the same definitions, reporting procedures that we see in the bullying
policy. Um, but again, bringing this policy up to date so that it does match the MSBA model policy. So, those are for your um approval tonight. We do ask for your approval um on those revisions and the reviewed
policies. Okay. Kim Kim makes a motion to accept as read the policies. Is there a second? >> Second. >> And is there any discussion? Just just real quick so everybody understands policy 515. Uh the revisions
to the parent contact information, middle school, high school, make sure that we don't give the because the yearbooks always ask for the information to start emailing the parents and we can't give that out anymore. The other issue that's going to be at the high school level is when the legislators
asked for parent information to to um send congratulations at the end of the year can no longer give that out to them. So um last year I had a legislator kind of get mad at me and said you did it to yourself. So um but um
it's kind of some of the results what they're doing. So we'll have to be careful and Sean and I have already talked about that. Um, but we kind of have to watch some of that stuff because we don't realize sometimes every time that that parent information goes out. So, if you do get a comment from a
parent, uh, please let me know so that we can make sure that we're in line with that policy. Thank you. >> Okay, seeing no other comments, we have a motion on the table. All those in favor signify by saying I. I oppose the
same sign. Motion carries for those three policies. Uh, one quick comment before you get into your surveillance. I will just say that from my seat as a district 1 MSBA director, I work with 71 schools.
There's a high high percentage of schools that do not go through their policies. And I warned them different times in a nice way of saying, "Did you realize," and I guess I'm a liability guy, what kind of liability you're running in that district? We do an
excellent job here. Many times, I mean, we got a great committee and Ashley's doing, but so many times it's like, "Yeah, we need to go through these. There's some of these revisions that take place that if we don't adopt them technically, we could be in big
trouble." So, thank you for always reviewing these. We're trying to get that message out. So again, like I said, it's just a thank you that we've got persistence and that's been probably for the last 8 10 years I've been around. So thank you. Okay, Ashley, go ahead.
Sorry. >> Yes. Thank you to the policy committee um for their work on these policies as well. Um so that leads us into policy 712, video surveillance other than other than on buses. Um so tonight this is a first reading that we are bringing
forward. Um again the policy committee did review this um in September. This is a MSBA model policy as well and really the purpose of this uh policy um is just to state that video electronic surveillance and monitoring activity on
school property um protecting the health, welfare and safety of students, staff, visitors, school district and school district property. Um again just listing that there may be uh video surveillance on school district buildings um and grounds. So tonight is
a first reading. >> I think it's just important to and you put an emphasis on it but this is May. It gives us gives us the option to do it. It's not something that's going to immediately going to occur across all of
our buildings. Any other comments? First reading, so we don't need a motion, but thank you. Okay, that brings us to uh 10.8, which is our close session. So, persuant
Minnesota statute section 13D.03, labor negotiations. I need a uh motion to go into close session. Is there a second? >> Second. >> Is there any discussion? >> Seeing none, all those in favor signify
by saying I. >> I oppose the same sign. >> Motion carries. Thank you everyone for coming. Pass it. Part: 2
Thank you everyone for uh coming to our uh potentially lengthy board meeting tonight. Um any of the speakers that are very brief, I might have a candy bar next time for you. I forgot them this time. My bad. So keep it in mind and
remind me. So, uh, and and Dave, I see you in here twice. I'm worried right now. So, just kidding. Okay. So, we've got no one for the open forum, so I will, uh, look for an approval of tonight's agenda. >> So, moved. >> Hey, is there a second?
>> Second. >> Second by Mary Joe. Any discussion? Seeing none, all those in favor signify by saying I. >> I oppose the same sign. Agenda approved and uh first thing is a
request for approval for donations. Dr. Hy get going here. Um well, thank you for the opportunity to talk about the donations tonight. Uh we had $2,000 from the education foundation for the rendevous, $28 from uh black bulb giving
fund for the BK learning uh for sped, $5,000 from the education fund for fifth grade kindness route, $774 from Freeborn County for the mental health fund, $300 from Daybreakers
Kowanas for the ALHS robotics, two $250 uh donations from the Daybreakers Kowanas for tiger funds. $50 from Ascension Lutheran Church for donation to purchase books. $500 from Faster
Chapter Grant National FFA for the FFA chapter. $4,000 from Union Center for fall sports. $1,000 from a Centra Credit Union for middle school robotics. Uh $1,500 from Union Center for the Clay
Target Trap Team. and $100 from Cargill for the football team. >> Thank you. Uh is there approval of these donations? >> Is there second? Any discussion? Seeing none, all those in favor of
approving signify by saying I. >> I oppose the same sign. All right. Donations accepted. Thank you. Uh consent items. I would look for approval of those. So move. >> Is there a second?
>> I'll second >> and second by Kim. Any discussion on the consent items? Seeing none, all those in favor of accepting those signify by saying I. >> I oppose the same
consent approved. All right. 7.1 reports. Dr. Hy. >> Well, again, thank you for the opportunity to speak tonight. um following up from the last few weeks um
uh with the the threat and um some of the safety issues we've had that affected the district. Um we uh I spoke with um different people in the district to find out like what what what their comfort level is with
our response and our protocols. Um, and what I was able to determine pretty quick, um, because I noticed some of our response at the schools, some schools are stronger, some schools are weaker, some parts of the district knew what to do, other parts of the district kind of had some questions. And what I was able
to determine was for about the past three years, we really haven't reviewed the safety protocols with staff. Um, so I made the commitment um, couple weeks ago, I said today's a training day. So, um, we scheduled 45 minutes to an hour
at each site and I went and gave the training because I wanted to make sure they heard it directly from me. Um, the unfortunate thing is I've been through threats like this. This has been my fifth one. Um, so I kind of just go into the mode of I know what I need to do and
I need to get communication out there. But I wanted to make sure our staff was up to date on the protocols, up to date on communication, and I also wanted to acknowledge some of our as we went through the last couple of them, some of the areas that we needed to
strengthen um with our internal communications and and our process on how we do things. So, literally all day today, starting at 7:30 and ending a little after 3:00, I was at each school, talked with the staff, went over the um
the I love you guys safety protocol that we use. Um what everything meant and then how that works and answered any questions. Um so, no surprise got the most questions at Sibly in the high school. Those were the two most affected buildings. Um but
I think more importantly um we were able to talk about building leaders at all levels and that during that emergency training my voice is already going and that during emergency training um
that we're really talking about leadership training and that in an emergency yes there's protocols that we follow and there's things that need to be done but those protocols also gets specific to the school and the situation and that gets specific to the classroom.
And so we talked about how even if they're young kids, kindergarten, first, second grade, they still need to hear some of the words, some of the words of hold, secure mode, um lockdown, evacuation, um shelter in place, things
like that. But um but we also need to talk about it so they don't get scared about it and so that they know to follow the instruction of the teacher, follow the instruction of the leaders and how we get through an emergency. So So of all the things I've been doing, I've been kind of working and planning
through that and very successful day I thought. Um heard from a fair number of staff that said thank you. Thank you for coming and talking about it. Thank you for talking about the fact that you know we have leadership. we're going to have to make decisions um that you know in
some of those negative situations sometimes it's the decision of the teacher that helps the class get out of the situation. Um we talked about some of um um and I use the example I said when I was in the right county the Wright County sheriff would tell if you
if you evacuate so you run away from the school because that's the best thing you could do with your class. You're in a neighborhood and you find an open garage door and you get all your class in there and you shut the door and you're hiding. You can call the you can call 911, tell them where you're at. You call the
school and tell them where they're at. The bottom line is you and your kids are safe and that's what needs to happen. Um, as a superintendent, I'll deal with a mad homeowner, right? I'm sure our police chief and our sheriff would be right with me if something like that
negative ever happened. But that's the kind of line of thinking that we have to work with our staff about making sure that all of our staff and all of our students are always safe at all times and no matter what the emergency is that they have the ability to make the
decisions and have the reactions to again keep everybody safe at all times. So, so spent a whole day talking about that. My voice is a little shot, so I'm going to kind of keep it um to a minimum here, but um good to connect with the
staff on what could be a negative um set of training, but I think it was positive and we were able to answer a lot of questions. So, it was good. Thank you. >> Thank you. All right, school board reports. Let's
start Gary's side today. Okay. Thank you. All right, Gary reminded me that I also attended some football games, which has been a lot of fun. Um, I don't have a lot to report. I went to a facilities committee meeting uh with Mary Joe and Davey, and uh we just went over kind of
the general plans and years ahead. Paul Durban normally handles the facilities committee meeting and he's going to hand the reigns over to Kevin Peak. So, we talked about that a little bit. Um, and I sat in on a negotiations session with the custodial unit. Uh, Dave dropped in
also. That was interesting. And we'll talk more about that in close session. >> I did a sibly walkthrough with uh, Principal Kenneth and Dr. Ohio and fun to see all the students engaged in the great leadership and um just great to see sibly. It was a great day. Uh also
attended the Freeborn County Family Service Collaborative. Um of note there that pertains to the school district is, you know, the backpack program we've done uh for many years now, but it will be coming to the preschool level. And so the collaborative
uh voted to pay for half of it. It's cost about 14,000 a year for the preschoolers to receive the weekend backpacks. So, uh, the family service collaborative, uh, we voted to approve $7,500. So, the preschoolers will now be getting
the backpacks to take home, the food backpacks, and then the facilities meeting, which Angie reported on, and that's all. >> All right. As Gary pointed out, I'm the ex checker of the education foundation.
I am the secretary treasurer. So, we have had some pretty significant events uh just recently. I can relax now for about six months because the Hall of Fame reception is done. The Pathways to
Success uh event is done. Hall of Fame was on the uh 4th of this month and Pathways was on the 9th. Uh both well attended and um they're they're fun events. It's it's kind of hair raising
getting ready for them and worrying about it, but it's over now and and everything went very well. Um the uh Pathways program involves an appearance on the following day uh which would be
Friday and uh October 10th when uh distinguished alumni meet in the auditorium at the high school with uh sometimes junior and senior class. both. This year it was the senior class and u
uh they did a Phil uh Swanson and Bev uh Jackson Carter did a very good job of relating to the uh students in the auditorium. some of those uh some of those qualities
that has that have contributed to their success and indicated uh how they should pursue their various pathways and the students uh was impressed. I always am. They're a good audience. They're well-mannered, interested, ask a lot of
questions. So, um that event went very well. um been at a a a couple of negotiation sessions. We've got one coming up on the 23rd of this month uh shortly. Um district curriculum
committee meeting is coming up on the 21st uh of this month. And I would like to congratulate all of the people involved, both students, coaches, parents, for the fall act fall
activities. They really went well. At least it would seem that they went well. Thank you. >> Thank you. Um I just have a few things to report out on. I attended some football games as well with other folks. Actually, Gary's sending me messages in
the stand. I see you. Um, soccer game. I was able to go to the soccer game. Um, I am uh I am a um retired mother of a soccer player and of soccer players and it was fun to see um
that section final game in Austin. just super proud of our students and our fans, the coaching staff, well represented at that game and uh and we're going to state so that's even better. Um I was uh just going to give a
plug for the career fair that's happening on Friday um at the high school. I'm planning on attending um and I believe any board members that can hop in. It's always fun to see that. It's a great way for students to get connected to industry partners and possible
careers. So, and then um I just wanted to comment briefly on um I know this is a different I'll put my Riverland hat on for a minute because I think it's worth noting,7 I think students from the high school evacuated. They practiced their
evacuation drill to Riverland and uh not a trace left behind. Very impressive and well supervised. the students, we we were they were playful but serious about what what they were doing there, but also lighthearted and, you know, great
job students. Really, that's not an easy task. And and I know you didn't get to have your phones for a while and um but I think uh everybody did great and I was really happy to be part of that and really proud of our district that day. So, thank you.
>> Uh nothing uh we I did some different events. um did have a chance to slide into a negotiations. I'm planning on doing a few more of those and uh not that I need the candy bar, but I'm working for it. So, I'm done. So, we'll have our teacher just introduce yourself
from people that don't know you and what your duties are. Thanks. >> Um hi, thank you so much for leaving time in the agenda for the teacher representatives. I'm Star Clauskin. I'm sixth grade Minnesota history teacher at Southwest.
um some several celebrations all over the district in different schools, different um Hawthorne, Lake View, they all had very successful walk-athons that wrapped up this month. Southwest. We finished our fun fund raise.
Thank you. Well, now we've come to our students and we've got one new one and we've got Carly, you're a senior already. So, why don't you gals just introduce yourself and give us some of the activities you're in and then report on what you're going to report on. Go
ahead, Carly. >> All right. Hello. I'm Carly Ladley. Um, I am the editor of our school newspaper, The Alahas. I'm quite um um involved in our publications program.
Um I played varsity this year on our school's girls tennis team. That's very exciting. Go tennis. Um, you know, um, yeah. Um, so as you have heard, there have
been some great things and some not so great things at the high school. Um, I'm here to tell you all the great things that have been happening, you know. Um, so our school's football team is second in our section. They're the second seed,
which is pretty great. Um, our school's girls soccer team are is going to state. That's very exciting. Um, also our publications program got the opportunity to go to the U of M for um
the state convention this year and we I don't want, you know, we we won a bunch of awards. That's pretty great. It's always it's always great to um see your hard work paid off, you know, and yeah, that's that's all I have.
>> Okay, Alandro. >> Okay, first time using this, so Okay, I'm Alandre Drosa Lazaro. I'm a junior this year. I am the swim captain. I'm also in mock trial and I manage baseball. I'm also the vice president of
student council and I'm a HOA staff writer. Um things going on in the high school right now. The swim season's turning to like its end point. We're going to big nine and then sections. Um in student council, I think we're doing pretty well. I think homecoming
had a great turnout for students. We had so many students um come and like play powderpuff. I don't know if I'm talking to this too loud. um we had so many just students participation especially after the incident that happened the week before homecoming. I think it was just
like for what happened and then after that what happened we had so many students wanting to come and just celebrate our school together. Um the music department which I'm in orchestra and band has been doing really well. Jazz band has started and we had two concerts well all three concerts for
choir orchestra and band and they were all really successful. Great outcomes. Good amount of people showed up. And I think that's it. My part. >> Thank you. Alandre was our wonderful manager for baseball last year. She
makes great cookies. Thank you. Nice to have you both back. Good luck enjoying your senior year. >> Okay, we'll move on to uh number nine, which is our uh curriculum and instruction. 91 is the state of the
school years and we have Tanya Franks and the principles. >> All right. Good evening school board chair clot superintendent hyle. Um we're here tonight to present the state of the schools for fall of 2025. This will be
looking at a data review, academic data review for school year 20 2425. Okay, there we go. All right. So, in thinking about our strategic directions tonight, um definitely focusing on that
student learning component, you're going to hear from your the principles tonight regarding classroom and career as they're looking at identifying next steps for the school year 2526. Uh those are definitely pieces you'll hear highlighted tonight in our learning
environments. Um, another key component that you'll hear this evening as part of our Minnesota MTSS work is in building purposeful partnerships with families to support student engagement and learning. Um, we have five of our sites that are
participating in family and community engagement training sessions. Uh, so they are identifying some of those purposeful partnership pieces. Um, and then you'll also hear uh part of our focus being around HRS. Uh, so all of
those tying directly into our strategic directions. You hear me talk data a lot. Tonight is going to be that site level focus. Um but as we think back to the presentation in September with the Northstar
indicators tonight will be focused on academic achievement and then the high school and the ALC will also reiterate those graduation rates even though we reviewed them at the September 2nd meeting. So those two indicators tonight that they'll focus on
is academic achievement and graduation rates. As you know, with the state of the schools report, you're going to see a lot of data. You're going to see a lot of graphs. Um, so what does that what do those color variations mean? You're
going to see stacked reports tonight both for the Minnesota Comprehensive Assessment, which is the state report, and then we're sharing data tonight on the formative assessment system for teachers. You often hear that acronym FAST.
um those stacked reports I put the color variations there at the bottom. So your meets and exceeds on the MCAs are going to be the green and the dark blue, the top chunk of the chart. And when looking at the fast assessments, again, there's
that bold line in the center. Um students um in the purple variation are those that are in the low-risk or advanced categories. And each of the principles will share
their individual site level data. Darcy, can you refresh? There's one more slide in there, please. Hm. One thing that I want to point out when each of the principles gets to the
science slide this evening, science had new standards that were assessed this past school year. So, you will notice this chart look a little bit different. I put a bold line in between 24 and 25.
though the results from 21 through 24 are not necessarily comparative to the results in 2025 because they are based on new standards. So when you do see the science slides tonight from the
principles just know that 21 through 24 were the same assessment 25 is the new assessment. So that's why those are separated like that. That is just bizarre. Um why they didn't
update at bottom right corner at the end of each of the slides I put a question mark opportunities for questions for each principal. So after each principal is done, you'll see that icon at the bottom of their slides and then that'll be an
opportunity for you to connect with each of the individual principles tonight rather than waiting until the end. And now I'll go back to the beginning. All right, I'll invite principal guest up. Good evening everyone.
We'll get started right away. So looking at graduation rate um you know much of our data you're going to see pretty much has stayed near our historical um trend line if you will. I know that throughout the throughout the education world
there's been that concern postco where we've been but um we've mostly like I said stayed right where we are in that upper 80s um percent range. One of the areas I know that we are pretty excited about that's that's growing is the
proficiency and the graduation progress of our English language learners. That's been an area that we've seen a lot of growth in. uh attribute a lot of that to our EL department. The work they're doing along with our counseling department has done taken a big step
forward in understanding what transcripts look around the world. That's what they're really learning. Um as many of our students come from uh various places with lots of different options there. Um our next one was going to be we're
going to talk some MCA data. Um, one of the areas that we saw some growth in on MCAs was in our reading. We had a increase the number of students who met or exceeded the U standards for that
different level. One of the things that we also really want to champion out of our MCA progress is we saw an uptick in the number of kids taking it, which was a huge part of our of our outreach last year. uh the last two years truthfully in that one of the things that's been
very very concerning to us is we have a very significant cohort of students who do not take MCAs. Uh and specifically those cohort tends to overlap with our students who also take the ACT. Uh so going back roughly three years ago we
found an overlap of about twothirds of our kids taking the ACT never took an MCA in high school. So, you're talking about significantly impacting our data, but also significantly impacting those students and the fact that the longest test they've ever taken before they walk into a 4-hour ACT is whatever fits in a
42-minute period. So, we've been trying to get that information out to families that while there might not be anyone who jumps for joy to take a standardized test, you should probably um it's being worth the time to invest to get your student that MCA opportunity just to
prepare for the next round. So, um, math-wise, we did not see the same, uh, growth that we saw in reading. In fact, we had a little bit of a down tick. Um, and the number of students who met or exceeded um,
and then as already mentioned by Tanya, science um, our numbers look fantastic and I'd love to take those credit, but also the standards dramatically changed and as did the test. So, as much as I would love to tell you our science group just dominated, um, we'll have to see
this year when we make our changes. So, um, we can go ahead and go to our next steps. Last year, some of the next steps that Chris, um, Dibble had put up there. Oh, I'll go to ACT first. Uh, one of the areas you see
up there is at the high school, we've sort of shifted away from that main composite score that you see on the left, more towards the college readiness. Basically, the ACT describes a minimum score that each student needs to get in math, science, STEM, English, and reading to be ready for college.
That's been our benchmark going on now four or five years. Um, last year was a disappointment. We had been steadily climbing for the last couple years. Um and we were hoping to move from that just under 35% to the 40% of our students were meeting that college
readiness benchmark. We had a dramatic drop. Um only 20.8% of our students were there. Um so for example our goal this year sounds like it's a huge goal to staff to jump up 14 points but in reality we're just trying to remove the
regression that we had last year. previous steps. A lot of the focus has been on whether we can improve our tier one base instruction. Uh we also last year invested and started up a very substantial intervention program. The
focus was on eighth grade. The results were very good. Um our eighth graders who participated in the intervention classes saw a eightoint climb or six point climb, excuse me, in their reading versus the peers who were not in the intervention process. So a very great
first step there. Um the now the name of the game is how do you expand that out across the whole building because there was a substantial amount of resources directed just towards eighth graders. Um but how do we expand it is going to be the real challenge. The other thing that you already saw we were hoping to get to
40%. We didn't make it. So if you really wanted to boil down our next steps at our level it really came down to to borrow a a coaching phrase. we went back to basics and so we broke it down into three main goals. Our first one and Carly already brought this up in
her presentation is starting last spring we tried to address our level one areas of HRS that safe and collaborative by really trying to boost positive feedback. So one of the things we noticed in our walkthroughs as administrators and this is probably true of all humans we are very good at
acknowledging when a student has not met our expectations. We are not the strongest at acknowledging when they adhere or meet them. And so the research shows that just as if we were coaching a skill, a sport, an art, humans respond better to positive feedback. And so
we've been really working hard to build that up in our classrooms. Um, basically what we do is we go in, we do a quick 8 to 10 minute walkthrough and we just count positive comments. Um, those comments have to be specific, they have to be timely, they have to be real, they can't just be the good job. They need to
be right. Exactly. This is why I'm I'm acknowledging what you did. Um so we have been able to basically operate through 88 walkthroughs already this year. Um as a result 72% have hit our goals in terms of uh you know meeting
those positive feedback areas. This was an important and you'll see it on our next slide too. We felt like this was also an area where we had been not meeting the requirements or our expectations as an administrative team and that we weren't getting into classrooms enough. And this was one of our goals when we when our team met in
the summer was we wanted to get one walkthrough per staff per month. We haven't quite got there but um we're getting pretty close to that. I do know last year we had roughly between 45 and 55 total walkthroughs for the year and as I said we're already at 88. So we're
making progress there. Our second level is working on that tier one instruction. We're working really hard to again very basic foundational teaching skills. Are we clear with our lesson target to our students? And then somewhere along the way, are we getting meaningful checks
for understanding? So our whole focus here again is we know the best time to intervene is right after you taught something initially. The quicker you can get in there and correct any misunderstandings, the better off we are. So, we're really working with our teachers, especially our younger new teachers, of when you teach a lesson,
take some time in that lesson to stop and see if the students are getting it. It's easier then than it is two weeks later when you take the test and you find out they didn't. So, we're working really hard on that side. And again, that's part of our walkthrough process. Level three is something that is truly
going to go back about six to eight years of work. Uh we're working really hard to get our proficiency scales built out. Um, right now I would say about half of our staff, half of our courses have accurate and aligned proficiency scales of our standards. Um, staff uh
agreed to take on a December 1st deadline. We're going to have them done by December 1st because one of the big feedback from staff was we've spent all this time, you know, six to eight years of professional development building scales. What do we do with them? They're just pieces of paper if we don't know how to use them. And so December 1st on
our academy day, we're going to get the Marzano people in to give us some training on how to actually put them to use. The other area that's going to be uh of interest to us is over the summer we started a process and today staff actually took the first major step in
that in that um staff basically did an audit of their courses today and the simple questions were how often do you read a book and by we I mean students actually reading not listening to an audio book not listening to a teacher read but opening that book and reading
on their own. How many articles do you read in a course? how many chapters of a textbook um right on to how many multi paragraph papers how many multi-page papers uh doesn't matter what skill you find on earth if you want to get better at you have to do it and so that's been
one of our things that we've just started discussing at the ILT level and with our teachers are our students deserve to read and write better than their current level many of them are good at it we want to be even better we're not happy with just some we want everyone to and the only way to do that
is to read and write more and I'm sure Carly and Alandre both appreciate that. Love the idea of more papers, right? But we also have pubs people so they know the power of writing and sending those messages. So we want to make sure every student is ready and able to meet the challenges of their career
which is our last main focus. Um you know academics has been a major major part of of what we do. It's obviously the core mission, but the feedback that we have routinely got from community members, parents, and most importantly students is give us something we could
use in real life. And when they mean that, they always come back to help me with what I want to do when I leave here. Um, and a lot of the feedback was, I don't I don't necessarily know what I want to do, or if I do know what I want to do, I don't know how to get there.
And so we've been really investing a lot of resources and energy into creating some career readiness programs. We're super excited about CEO program. Uh Gary already brought it up. So this has been a four-year process for us. We've been trying to get this started. Uh Mau
County successfully been running one for just a little over a decade. The CEO program is a partnership with the business community of Albert Lee and Freeborn County. It is a class that doesn't take place in the school. It is not taught by a teacher. It is taught by our business community and the people
who have lived the real challenges of running a business. They've lived the real trials of managing others and our students get the opportunity to go there. They learn from those business leaders what it's like. Um it's a whole year course. The first half is all about
creating a class business. From there, they end up rolling into creating their own business, whether it's a service industry or they actually produce a product with the sort of final tying it all together as a trade show at the end of the year. We are super excited, like
I said, that we met our financial goals to actually move forward with this project. Um, the CEO board, which is built made up of uh business leaders in the community, a representative from Glennvilles, who's going to be partnering with us as well, and then Dr. Hy and myself. um are moving that
process along of getting the final fundraising so that we can make sure it launches in fall of 2026 is our is when it uh hopefully will appear in our catalog ready to go. The other thing that that ties to is our academyy's program. Um, many of you got to hear
about that a little bit last spring, but one of our hopes was to go ahead and start providing pathways to our students who are interested in in a career path and what courses in our building would help prepare them for that. And with themy's program, we did that. We
currently have threemies operating. They are business and communication. They are, and this one's got the funny acronym, engineering, manufacturing, technology, and natural resources. And then we have a last one that's human and health services or as our counselors like to see it, it's the people world.
Um, so we put those together. 10th graders are currently enrolled. We have between 60 and 70% of our 10th graders picked an academy last year. So we're really excited about how quickly that got off the ground. It's right now tied very heavily in our elective community. So our elective teachers are the
backbone of that. The real question that our building has, and it was sparked by Dr. Hiles conversation with us just two weeks ago is how does this reshape our academic programming is sort of the next step for us for we know that many of the our students have some great ideas about
what they want to do. The beauty of themy's program is we can give you those skills but on a flip side too we might be able to give you that exposure that shows that thing I've wanted to do my whole life that might not be what I want to do but I found this and that is what I want to do. So that's our hope with
themy's program is to really solidify those partnerships with the business community so our kids are ready for what's comes beyond our building questions. >> Um how uh just a couple the CEO program how are students vetted for that or how
do they uh qualify? So, I think that's probably one of my favorite things about it is no prerequisites. >> You don't have to be in a business class. You don't have to have taken a certain math. You put in it's a blind
application process. The CEO board looks at them. There's a generally an essay involved in it a little bit to describe why they want to be involved in an entrepreneurship program. And then those community business members pick our cohort. And there's is there a capped
number? >> Uh generally the first year they look around a dozen to 15. I think Mau County has gotten up to 20 and that's about the max that they're willing to do just because it's an intensive program and so they want to make sure that it's the right 20 and that we can give them everything they need.
>> Sure. Just one more question. You talked about the EL department and their work at the high school. Do they still do students still get um a badge if they tell tell us about that? the bilingual seals. >> Yeah. >> Yes. And we've had tremendous success
with that. The students in our EL department have done an amazing job. Um >> the bandwidth it takes to be learning like a traditional academic student while also picking up a second language is just amazing. And they do it many of
them, you know, it's it's just I don't want to say with ease because I know how hard they're working, but it it does it comes across so quickly that they're able to do that. Um and again part of that is also through the work of our our two EL teachers and our success coaches. Uh those students have really stepped up
and been able to take advantage of opportunities. Uh you know on a side note there we're super proud. We have the largest number that that I can find on record of EL students taking our CIS courses this year. They're moving into that realm. And so that's another really
huge step for our students who have had the academic background and academic ability to now feel comfortable enough in our school with the language supports to take that challenge on. >> Sean the you mentioned increased participation in MCAs. How did how did
you achieve that increase uh with the student body? So, one of the things that we started with was trying to focus on why they're important. Um, you know, we understand that, like I said, not not everyone enjoys them. We understand that there's
obviously some debate inside the educational community about the validity of the data and all that, but at the same time, we know that's a story about our building. And so, we really tried hard with teachers of when when students ask, this is a thing about showing our building off to the world. and you're
you're a bigger part of something than just yourself. And so that score that you put up there, that's what someone who wants to move to our community looks at. That's a a marker for us. And so we've been trying really hard to sort of flip the narrative from just it's a snapshot to yes, it is a snapshot, but
it's a powerful one in our narrative. >> I'm just curious, and maybe Tanya can help with this, too. Multiple measures are a far better indication of student performance. I'm glad we're looking at ACT scores, but is there any kind of
effort being made not by the school district because we need to have multip multiple schools participate, but any effort at the state level in the assessment of student learning to consider multiple measures. >> You want to I'll answer that. >> I I'll tell you from the state level
from our MSBA board, that's been one of our focuses. Everyone there across the state understands the lack of participation and the lack of participation is growing and the lack of participation from probably the the the
group of students that that would do better on the test. And uh we that's again we we part of our conference a couple weeks ago we spent a whole afternoon talking about how can we change this either make it
mandatory again for graduation which means everyone's going to take it that might go over like a lead balloon but what we're seeing right now is like probably a bigger lead balloon where kids just don't take it so we are working at it it's a long process >> and it's got to be
>> and I would even throw in classroom performance I That's that's valid, isn't it? I mean, I get frustrated with this business of MCAs because I mean, it's maybe not been said here at the table, but the word invalid based on high school student
participation comes up. It's been coming up until now this year if the numbers are better. But I don't want to monkey around with invalid data. I want to see our measure our our student performance based on again multiple measures to give
us a true sense of where they're going you know and what their readiness is for work and post postsecary education >> correct and and wholeheartedly agree that it's a definitely a flawed method um but
I know just just recently in IoT the discussion about the MCAs and ACT s and all the different assessment data we have and the very frustration you express of it's it's one day it's four hours or it's one hour a student may elect to use that hour to click through and see how fast they can answer 63
questions which is four minutes or or less is one of our records so I mean it's it's obviously not for everyone but at the same time I know the message we're trying to deliver as an administrative team is whether we like it or not it's what gets projected out
to our community about our performance and we know our kids are doing way better than what our test scores throw. And so it's a frustration point to us of saying that's the story the state wants to tell about our building. >> And you're exactly right. It's a it's a state issue. And I think when they the
MCAs were taken away as a requirement for graduation in 2013, we saw the downfall of that. And was it perfect? No. Because you you did have some students who were taking the MCA. I worked with one student for reading for,
you know, took the test 12 times. That's ridiculous. So, there were issues with it, but we shouldn't have just abandoned it because now we're the flip side. It It's not an accountability measurement. >> I want just one more. Do we do our juniors take the PAT test?
>> So, we had two take the PAT this year. Um, last year though we did start offering the preACT and part of that was again we know that not the full reason why our ACT scores are where they are but we also know that there is a skill
to taking large tests and that if we don't have a segment taking the MCA, which is definitely not the best way to prepare for an ACT, it still is a skill set that while we have courses that offer those up, they're not taken by every student. Not every student can fit
it in. And so, especially when you look at our our top students who are trying to fit in five CIS courses, two musics, um, whatever you want to say, there's not enough hours in the day to get them those skills. And so, that was actually one of our discussions today during our
staff development time was what can we do to get those skills out to every student? Because it doesn't matter. It's not just ACT prep. Yes, that's a good number for us. But you name the licensing test they're going to take in the future and it's the same type of test, multiplechoice, long multiple
hours, time management. They need those skills to be successful. >> Thank you, Sean. Tanya, who is next? Yeah. Okay. Um again, here's the same slide you saw
at um Sean's presentation, and that's our graduation rates. um those are four-year graduation rates. And if you look at the middle um
um bars, you'll see the area learning center. So you can see that the four-year graduation rate is 27% and the seven-year is 63%. So, that is one of those indicators that
is um pretty common around area learning centers is that seven-year graduation rate is um more significant and more meaningful as a lot of students are very credit deficit when they come to us and
it takes some students longer. So, continue to work on um four-year rates and all of that, but a lot of times you'll see those numbers go up in the five and sixyear rate, too. This is our um schoolwide goal. Um we
utilize um the ACUPPLACER for ours. um we don't have enough students that grade levels that that take the MCA to we don't get um data on that. Our cell size is too small to report. And a lot of our students are invested in taking the
ACUPPLACER and seeing how that applies to some post-secary um programs for them. And it's it's really fun to see a student get a solid score on the ACUPPLACER and then see what programs that would qualify them
for at Riverland. So that's our focus area for accountability for um different things. And then also um to assist with that, we know that um increasing our uh reading
language arts um skills with students again reading and writing is um a lot of our students are credit deficit in English courses. And so, um, writing a goal that, um, 80% of our students will
have, uh, two language arts credits during the school year. So, we'll be measuring that. Any questions about the ALC? I'll go on to the online academy. Okay. So, um with the online academy,
this is the second year of implementation with the online academy in our district where it is over it is uh implemented with our district staff and our curriculum. Prior to that, we were partnering with uh other districts
um for students that were enrolled in our with us with an online academy. So currently uh we have 42 students. Um you can see the breakdown of the grade levels. Three eighth graders,
five 9th graders. Our biggest group is 11th grade. We've got 20 11th graders enrolled in the online academy and four 12th graders. Uh last year uh eight out of the 10 students graduated.
and some of the things that need um some work for the online academy to continue to be successful and um improve um being so young and and new with just two years just going into our second year um is
dedicating some PLC time uh to focus on online instructional practices with our staff. It is a different way of teaching it. It utilizes our online curriculum of egeneuity. However, it's not um it's different than the ALC because it is a
traditional uh semester and things like that. Um that's different than ALC. So, instruction is different. And so, our ALC teachers are also our online academy teachers and working through some of those instructional practices
and strengthening that. Um, also continuing to review, um, because we have several students that have been with us with the online academy and are graduating and receiving their entire high school um, course offerings with
the online academy, excuse me. um continuing to look at the the program and the electives that we offer and how can we um ensure that we've got a comprehensive program for students that want to utilize the online academy for
their high school. >> Any questions? >> So the juniors for example >> um they're considered part of the junior class. >> Yes. Okay. So, is it fair to say that 10% of our juniors are in the online
academy or is that overstating? >> Um, there's 20 of them. >> Okay. >> And there's what's our 11th grade? >> Yeah. >> Wow. >> That's pretty significant. >> And um last year there were
well there were 10 12th graders last year. This year only four. So um you know I'm I'm not sure Why those numbers change like that? >> Do you know what they were the sophomores were then? Last year was
around >> I don't remember. I wasn't I wasn't part of the online academy last year. I I that's a good question. I I don't know what the 10th grade number was last year. I can find that out for you. I think it increased a little bit. It wasn't wasn't 20. So more 11th graders
chose to >> Do you have many of the online academy students come in during the day then? I mean that's their opportunity then at ALC to set with teachers then. Is that >> they do not they they'll um do a Google meet or they'll communicate by email for
that instructional time when they need assistance. >> Okay. I think I earned a candy bar. >> Sorry. >> Got a little timer going. >> Water bottle just instead. >> Thank you. >> Yes. Uh good evening. Thank you for having me. Uh just gonna have Tyler
Johnson, principal at Southwest Middle School, uh go over some data here as well. uh go over our building goals for the year and then um address any questions that you guys might have then as well. Um so first thing looking at our MCA reading scores uh over the last five years
and then our MCA math scores from the last five years as well. uh and our fast data from last year. Uh so the left one on both sides is our fall, the middle winter, right side is spring. And so I know Tanya talked to you guys a little bit about this as
well. Um but really if your if your school stays at the same percentage, so like reading, we tested at 49% we're at that low risk or advanced in the fall. So theoretically, if we were to have 49% in the spring, fast is an adaptive test, meaning that it anticipates growth. Uh and so to stay at 49% doesn't mean that
there was no learning. It means that you kept up with what Fast said as well. So, um, to go up 2% is pretty awesome for our building. On the flip side there, you can see math. We actually went down 3% from the fall screener to the spring screener as well. All right. So, uh, last year, uh, we
talked about the percentage of all students in grades six through seven, um, at Southwest in the lowrisk to advanced, um, it used to be called college pathway would go from 42% measured from the spring before to 50%. And so, that previous uh, slide showed
that we were at 51%. So, we didn't meet that goal last spring. Uh, the next one was Southwest has scheduled different 8week reading interventions called Reading Academy. So, we still do that. Um unfortunately we um don't do it during that same time with our schedule changed this year. Uh and then our
classes stayed the same. So at about 52 minutes on average and then our team taught classes for special education and EL as well. This year uh we have five building goals um that are listed right here. So uh our belonging goal uh so our belonging and
then that social emotional or seal piece are from student surveys that we gave in the springtime. Um, so for the belonging one, for example, last spring, we said that or our goal this year is that Southwest students will go from 83% who said they had a positive relationship with at least one teacher or staff
member as measured in last year's spring survey to 90% this spring. Um, and in that same survey for the SEAL piece, um, again, our goal, we want, um, students go from I feel Southwest supported my emotional well-being from 59.6% last
spring to 65% this spring. Uh and then our attendance piece there as well. So again, just trying to um we want students in school. So again, reducing that number of chronic absenteeism. Um we had a huge reduction last year. Um and that's large in part to our attendance team that meets weekly as
well. Uh and then uh we do also have literacy and numeracy goals based off of the fast screeners as well. So that's all I have for you. What questions do you have for me? >> Quick question. one you mentioned on there that your instructional time has
increased this year. >> That was the last year. >> That was how how did that all equate out? Did you >> have any kind of statistics on that or just a general feeling >> as far as like the increase in minutes? >> So what?
>> Yeah. Yeah. So uh the reason for that was just the reduction as well. So we went from um an eight period day down to a seven period day. Uh and so unfortunately with that, you know, students do lo lose an elective hour, but then at the same time they do get extra minutes in those core classes as well. Um and so I think that went over
well, especially um around that lunch time too because due to um contracts and things like that, that lunch period is a 53 minute long chunk of time. So when teachers have 43 minute class periods and then if they have that lunch period class is an extra 10 minutes which again
isn't a bad thing but it does kind of throw off um the other class as well. So now they all are very similar. So anywhere between 50 and 53 minutes is kind of where they're at right now. I got the record.