2nd 2025. We'll call the regular boarding to order. All board members are present this afternoon. Uh 3.0 is the public comments. We did not receive any for this meeting.
Uh so we'll move on to the approval of the agenda. Is there anything to add? Correct. Take >> all right. Motion by Danny. >> Second. Second by Scott. Any discussion on the agenda?
Okay. None. All those in favor? Opposed? Motion carries. 5.0 is the approval of the minutes from the previous meeting. Are there any changes to those minutes? >> I'll make a motion. >> Motion by Ken. >> I'll second. >> Second by Matt. Any further discussion
on the uh minutes? Hear none. All those in favor 6.0 a school board member recognition month. So yes. So um we have a really nice certificate for you that is in my office
right now. So I will you mind grabbing that for me? They're sitting behind my desk. But uh we just want to say thank you to our school board for you know you guys do a lot of these meetings that that uh also doesn't account for the the other conversations we have over the phone quite often and things like that.
So just thank you very much for everything you do and we just have kind of a a certificate commemorating today and saying thank you. So uh moving on to 7.0 the honors and recognitions for this month. And we were just going to recognize our
our newly elected school board members. Um, and when I last talked with Lisa, didn't think that they were going to be able to be present today. So, I don't think we have >> student council. Sorry. >> Yep.
>> Yeah. So, um, we'll pull that forward to the next meeting. >> All right, moving on to 9.0, the business manager shared agreement. Scott, go ahead. >> Yeah. So, um, as the board discussed at
the last meeting, Brenda Brenda has, uh, accepted a position with the state and and moved on and and we wish her well and and again, I'm thankful to her for everything that she um has brought to our district over a
long career. Um and uh but I'm I am delighted to be able to share that um moving forward our district has been able to enter into a shared agreement with Minowaska area schools to share the services of Drew Osenowski who is has been their business manager for the last
four years. Um this is year five, right? >> This is year four. >> And so uh I have Drew here today. Just wanted to introduce him to you all and um and then just make a public statement about the fact that we're entering into that agreement. So Drew will conduct all of our business manager duties here for
our district now as well. We're thankful to have that opportunity. >> Yes. >> Welcome to Drew. >> Thanks. >> I do have a question. So I read the email traffic in regards to that. >> So will we sharing him? He'll be here
sometimes in Alawaska part of the week and so forth or whatever you two superintendents come up with. >> Yep. So, it'll be a combination of being here and working remotely, but um but the way we've designed it, um Drew will have the flexibility to be able to
address needs in both districts. A lot of the work he does is done through online systems, which you can access from either building. Um um he will certainly be in our district each week um as well. But, uh but if we have a problem or we need information, we can
call him and um at the other building and vice versa. So, he's always the the manager of both. >> Welcome Drew. Thank you taking us on. >> Anything you like to share? >> Excited.
>> Good. >> Thanks for being here. >> All right. I skipped over present uh the consent agenda. So move back to eight. So you'll see those uh resignations uh employment and I got one leave this
month. >> Yes, >> that was the original. >> Yes. So on um in the substitute pay rates for the sub nurse uh that should be 22 and not 20.
>> I have a question. >> Y >> So are substitute teachers covered by any type of benefits? >> No. >> Are they eligible if they want to? >> No. just
>> and that's a good point. If you're or if they become a long-term sub, so if they work over, I believe it's 20 days consecutively and become a long-term sub, then they move to contract and pay and then they are qualifying for benefits at that point. But that's only if they're long-term capacity.
>> So this sub nurse, you know where I'm going with this? I mean, I did a little bit of work. I mean, just a little bit at Google. I'm just I mean, I want to make it fair across the board. But so looking at it, it was $24 for the Minneapolis area for the same qualifications as our suburbs
here. I get it. This isn't Minneapolis, right? But then I look at benefits, which she doesn't get any, and she works here more than 20 days. So that would be a longterm like a sub. >> She's not consecutive. Not consecutive.
>> Oh, you have to be consecutive to be consist. And she's only covering when our regular nurse is in Madison. >> And so she's coming here. >> That's something you say January.
Yeah, >> that's typical when we said everything else had moved in I believe it was five years, four or five years that it hasn't had an increase. We just felt like um you know having having somebody who could be trusted to cover their students
when Heather's gone is is uh important, you know, to us. bring that before the board earlier than January that a little bit more comp. >> Yeah, I think we need to be visible to
substitute teachers in January. Another thing to point out is the um we've got an old timing system for the pool looking to liquidate that. >> Well, I was swimming laps and it like
wasn't keeping up with me. So, I'm like, we need to get you a Bluetooth watch that's connected. >> Marine thinks she's faster than >> nothing digital. Nothing digital. >> So, what are we doing with it? We're not getting a new one. We don't
have competitive swimming pool now. >> It's been it's obsolete and it's been sitting there unused for many years. So, we're we're looking actually if there's another school that can use this, we would sell it or discard >> it for your pool. >> Yeah, this one we got from the
University of Minnesota don't have electricity. So with that change to the pay, I'll take a motion to approve. >> So moved. >> Motion by Scott. >> Second by Matt. Any further discussion? >> Hearing none. All those in favor?
>> I post. Motion carries. Uh with the addition of Drew, we need to um delegate him to use machine sign checks. This would previously have been with So
we move over to at this point. >> Motion by Kim. >> Second. >> Second by Shannon. >> Any further discussion? >> Hear none. All those in favor? >> Opposed? Motion carries. 11.0 is the
gifts, donations, and grants for the month. We thank those uh those donors. Pretty generous donations there. People can donate by the churches.
We thank those those individuals and businesses for their support. Take a motion to approve. >> Motion by Scott. Second by K. Any further discussion on the gifts and grants? Hearing none. All those in favor?
>> Opposed? Motion carries. 12.0 is the monthly financial reports. So, Drew, if you can give us a big old uh rundown on everything, be great. You'll see those on exhibit six and exhibit seven.
And I can add that for this first month because Drew's just been getting underway with us, we we didn't ask him to come in and give a detailed financial report. He'll um provide a a financial report more typical to what Brent has given us in the past at our next
meeting. So, but we do have the board bills in there and the pupil unit serve. One thing I would point out with that is just that we have seen a decline in enrollment. Um we interestingly kindergarten numbers are up um pretty significantly from where we thought we
anticipated they would be but in in the number of our other grades moving down the line were um well we we've had students that either haven't shown up or or didn't uh or have gone elsewhere. And so that being the
case we are um I think right now it's 26 below what uh about at last year which would make 15. >> So I'm just making the board aware of that. And now we we are a district that experiences a lot of fluctuation. If you
remember we lost like 30 right off the bat last year and then we had that tick back up over time and so we're going to continue to watch that close. I don't share it to cause undue alarm. However, that's a significant number of kids. And so if we don't see those numbers bounce back, that'll be something I'll be
having an eye on all year and and talking to the board because if um you know if we get to the end of the year and those numbers look the same, then we might have to have some conversations about how we address things moving forward. >> These do we understand
was it online school or move out of the district or >> Great question. So um the I right now I have the secretaries of each building to start on the ones we don't know reaching out and make a phone call and and find
out because I want to start collecting that data. The ones we do know for a number of them um and the ones I looked at today um they were you know they they moved to a different town. I mean like significantly far like um like they moved to Candy or they moved out of
state. Um there uh there were two that I I noticed so far that did move to online school. Um, but I will get that information for you and share it with you when I have it all compiled. But we're looking into it because I Yeah, >> I thought you
still got credit. >> We have to be a part of it. Star Academy or something. >> Any questions on finance? All right, I'm moving ahead. We'll go to uh 13 bills and claims for the month. So,
I'll make a motion for the September 25 board bills uh for $324,23528, the August 25 annual checks of 48,798.70 and September's construction bills of million520 529,54861 for a grand total of 1,92,58259.
I'll second. >> Motion by Cory, second by Shannon. Any discussion on the claims or bills? Hearing none. All those in favor? >> I opposed. Motion carries. 14.0. Um
is to call for snow bids and snow removal for both the MN and the Apple Elementary School. >> Motion by Danny. Second >> second by Matt. Any further discussion?
Hearing none. All those in favor? >> I opposed. She cares. All right. 15.0 is the Lar Q count goals for 2526. And if I can jump in quick. Um, I was
thinking Marina, it might be maybe if we could flip these two and have um Marine go first because of the because we have the the test data in there too and I just thought that might give context to what these guys are about to say as well. >> Okay, sure.
>> You want me to go number 16? >> I guess so. I am actually I was ready to piggy back off the great work Pete was doing because the readad goal is the coupon goal but I will lay the groundwork for
>> well and I don't want to mess you guys up. The main thing is I just I just thought it might give some context because I I do have some data here too that I was shar. >> So in your packet you should have um the cycle goals that we developed here a week or so ago. Um, I do think I
included the report card data in there as well. If I did, I'll I'll I'll visit about that. But, um, the prop these are obviously goals that we're proposing to the district. Um, both, uh, Rob and Tony and I sat down and and we visited with
admin as well and and we decided that we would write, um, reading goals for our two elementary buildings. um because of the ongoing focus on letters, also incorporating our aligned teaching uh and data aligned teaching and assessment
strategies for our English language learners and then our continued work with FastBridge using that as an assessment tool. At the middle school and high school, we went with math goals um just because we're not liking the downward slide that we still have and
and we think there is more work that we can do. Um the middle school also uses FastBridge as an assessment to help us with coming up with interventions for um our students that are struggling. So all four sites um we set a 4% increase. Um
we feel it is um rigorous. We do think that it's also realistic um based on the data that we received from our 2025 uh MCA assessments. Um, and I'm going to share that a little bit with you too to so you can see where we where we're
doing well. It's always the doom and gloom that we always hear about. And we're not at state average, but we never get to talk about the good things that are happening. So, in the Appleton building, um, they increased in in both math and reading last year. So, there was a little over 4% increase in their
math scores and and a little over 5% in their reading scores. So, um, we've been setting this 2 to 4% goal to try to stop the downward slide or reverse that and it and it did it is working in Apple and it's proof of that. So, it's it's good
to see that. Um, if we go all the way back to um 2022 is kind of where the downward slide started and now we we're going the other direction. Um, in the Madison Marietta NASA building, they had a 10 and a half increase in in math
scores last year. Um, so that's awesome. um reading dipped a little bit, but it it wasn't um out of control. Um at the middle school, um again, like I said, our math scores went down, our reading scores stayed even. So, I'm hoping that
we've done the right things here with our letters now and everything where we're starting to level off. But what you don't see in the math, and I and I'm and I'm doing this because I have the data, and I look at the data for sixth grade, and the sixth graders last year worked their tails off, and we actually
had a 10 10% increase in sixth grade from fifth grade, which is is pretty remarkable. Um, 26% of those kids last year in sixth grade improved their achievement level and 35 of the 54
improve their raw scores from the year before. So, yeah, it doesn't show on the percentage the proficiency, but they're making gains and and making pretty significant gains um at the high school. Um, and I'm going to pick eighth grade
just because Mr. KDson also takes his data and breaks it down the same way that that I do. And his eighth graders last year and increased slightly in their proficiency. Uh but 42 or 40 of the 52 kids that he had last year increased their raw score over their
seventh grade scores and 15 of their of those kids went up in achievement level. So maybe went from a did not to a partial or a partial to a meet or a meet to exceed. So there is a lot of growth happening there. But if you have one grade level that slips off, then that
whole percentage comes down. So um Robin and I had talked about this today too. And I mean, we're not making excuses for the percentages. I mean, go ahead. I mean, >> no, we just we just have to we're not making excuses. We're we're working at
it and staff are aware of it. I feel that you guys have given us a great opportunity with um time to unpack our standards with now having those late starts, early outs. I know we have teachers that spent a lot of time on that first Friday doing a lot of that stuff, relating it to Q comp. Um, I
think our MTSS, I know in our Appleton building, we're really uh kind of uh groundbreaking. We're trying some new things this year. So, we're hoping those things are going to keep that 4%, you know, working up as our goal. So, I'm really uh appreciative of the time that you're giving us and uh and
administration allowing us to try those new things over there. And we had the math department had a gentleman come out from the southwest west central cooperative and he he gave us a lot of good tips for us and and we found out he asked us well what's your vision and we sat down as a group and we're like we
don't really have a vision. So for math the whole 512 department and we're going to include the elementary in it too and and we need to get on the right track but we'll start uh um unpacking our standards too and figuring out where the gaps are. I know the the women that I
work with at the middle school um they started on their reading standards and I also talked with uh Mr. Benson the high school social studies and they found three or four different gaps in their curriculum that they weren't hitting and now by the work that we're doing with
the the MTSS we're going to hopefully eliminate those gaps and make sure that everything is being covered the way it should. So 4% increase we think it's realistic. We think it's rigorous based on our percentages. I hope you can see that there are good things happening. I
know that there's a lot of things I see on social media about certain schools are this much above state average and everything, but I think you really need to look at are you comparing apples to apples with them? Do they have the same socioeconomic backgrounds that we have? Do they have the the multilingual
population that we have? And and I don't I don't think they do. So, I think with the work we're doing and the MTSS, the tier one and stuff we're working on, I think we're starting to move in the right direction here. And I know Danny, you asked questions last spring and I
tried to explain stuff to you. Now, we actually have the data from those tests to see that some gains were made. >> And I do appreciate that. I really do. But I guess addressing the elephant in the room, I look at the percentages, right?
And we've decreased. I mean just the eye chart now listening to your explanation 100% I get it when I look at the overall metric chart I'm just like wow we're going down and I understand the multilingual and I understand the demographics and that
type of stuff to a certain degree my question is because I'm a huge thing when it comes to metrics right and we've talked about that you and I in a side note we use the MCAs for high school you guys use the fast bridge correct
>> we MCAS too. Third and fourth grade. >> What is the way that you track? You were telling me there was a different way we track the metrics. Is that FastBridge? >> I'm just We use FastBridge just as an assessment tool to help with interventions um for our kids
>> a few times a year. >> We catch that one that's falling. >> We do that three times a year. We do it in the fall, which we've already taken, and we do it in the winter. We do it again in the spring. >> That's K7. >> And we were talking about we were going to add a grade, wasn't it? We add in eighth grade, >> seventh grade. >> Seventh grade.
>> Seventh grade this year. >> Okay. >> Because I mean I I want to be able to >> Okay. So ultimately what I told Mr. Lumpka is >> we spent $4ome million dollars. We gave state-of-the-art to our facilities so to speak. Now it's time to shift our gears
to academics, right? So however it takes us to meet the requirements for academics, but we got to get our percentages up. Well, and you know, these early outs and late starts are, you know, you two addressed it beautifully. You know, the things that we're doing. Uh Pete talked about this
Matt, Justin McGinness, he's from the SWWC service co-op. He's going to be here for every math meeting throughout the year working with the math team because of what you see. You know, what can we
do? What are some systems we can put into place? Like Pete said, he asked the team, "What's your vision?" Not totally clear. So, he's going to hopefully bring some clarity to the math department team, especially with the new standards coming out in 2728. So, we
have a better understanding of those standards, the implications for classroom instruction, and what we can do differently for our students. >> So, basically, it's a work in progress, right? >> Absolutely, it is. And this is professional development that people pay a lot of money to send teams to and
we're getting it for free embedded into our academic calendar >> and new test too. Like last year the science test was new so we don't have data on that quite yet. Next year it'll be language arts correct. >> So it'll be a new test and next year it'll be new math standards. It'll be a new test for them too. So we'll go a
year without having real great data. But >> so that's my question. Do we adjust or is the curriculum that's pushed to us meet the MCA testing requirements? >> That's why we're unpacking our standards going through looking at those things right now. Classroom teachers are doing
it. So what we're doing is we're going down looking what am I teaching? What's the state wanting to teach? And then eventually we're going to look, hey, what's our five in? What's our five out? What do we want kids coming to us? What do we want them leaving? So we go. So that's what those times that you guys granted us, that's what we're working on
right now. So, we went through and in and our K4 building, I'll speak a lot because I know that that's what they did on that Friday, just looking at the reading standards. What's in there? Now, we're going to start to look, okay, what's in our curriculum? Where do we miss them? Where's our gaps? How do we fill it in to make sure that we're
teaching and giving them what they need? >> And we are using >> explain. That's what I needed to go ahead. Sorry. And we are using like just so you know readat has some specific curriculum that the MD has gone through and approved and we're using you fly in
our K2 classrooms and functional phonics and morphology in our 36 and they're both highly aligned what MDE is recommending per the read stipulation. So we're it is a work in progress like you said we're
getting there. We understand the percentages. We're addressing them, but it unfortunately it's not an overnight fix, but we're making gains. Like the Appleton building alone, you know, you see that combined three four percentage quick growth.
>> Can you do fast through for high school too or is it just usually focused on elementary? >> We we can >> you can >> it is possible. And so we added seventh grade this year. The goal would be then to add eighth grade next year. >> And I know that He has reached out um
because last year he's reached out to the elementary >> to see where everybody's at for specifically for math >> and where if we're teaching certain things because he noticed in his classroom like something kids weren't >> they're kind of falling behind.
>> So this should all help this unpacking of the standard should help any of those gaps that we have and making sure they're they're getting it at the lower elementary all the way through. kind of pass bridges four times a year, >> three times. >> Three times. >> That's what you allow us like at the K4
buildings that very first day of school when we have our uh you know meet the teacher while we have our students come in. They're coming in and then they also do they get a ch time to meet with their teacher and they do this fast bridge assessment. So we're up and rolling that we already have the data by that right after right after right after right
after right after right after right after right after right after right after right after we're into our groups our small group we're looking at our tier ones or tier twos and our tier threes. Where do kids need to be? So, I' I'd love for anybody to stop in the elementary and just take a walk around in the especially in the morning time over there to see what we have going on.
I'm like I said, I keep speaking for us because I know what the building looks like, the different things that we're doing for our kids. And I I really do feel that we are making some great strides. >> And FastBridge can also be used to progress monitor. So, it's not just the three times a year. You can assess the
students. Okay, we've been doing these specific interventions for two weeks. are they doing anything for this student? You know, so you're prog the teachers are progress monitoring as we go through >> and it and the program gives you interventions that you can that you can use. We took ours during class and you
have the data in 30 minutes after you're done you've got it you can look at it so you can the next day you can roll with any interventions that you need. Something that I would add too is is if you remember back to when we added the strategic plan here um over the course
of last year doing all that research and then here in the fall adding the strategic plan that that strategic plan a big piece of that focuses on that multi-ter system of supports which is what Pete and Robin were just and and Marine were just talking about and um
and it it outlines what we're doing in our those uh late starts and early release times that we have each month. Um that but to be fair to the teachers, they they've had one of those so far. So, um that it's going to take some time, but that's that's what that's for
is so that they have time to comb through all those standards and figure out because no curriculum, no matter how good you choose, have does a a great job on all standards. you always have some that are weaker, some that there just isn't enough uh repetition or whatever.
And that's that's the process they've just started. And so I would say too that that is built into our strategic plan um as as the work we will be doing throughout this year and the years ahead and we're communicating across. So like our building on that Friday early out
our first grade team that means MN Appleton, they're on Google meets, they're working together, they're going through discussing it. So it's not just, hey, they're doing their own thing over here. They're doing something different. So everybody K through four, they had time set up in there. So they're working across the district to talk about what
are we doing. And uh I think it was really valuable. I know what the teacher said for that afternoon. They were fried by 3:00. They were the brains were done. It was just a lot. Just briefly again, I think maybe you said this at one of our previous meetings, but I know your your staff has been working hard on on kind
of your flood the classroom model and >> yeah, I I do have some of that for when I come through with my goals, but we're doing the flood the classroom model and what we're trying to do is meet all of our students at the at the tier that they are. So, they have a half hour time every day built into their schedule that
we're working with. Heidi might have a group of tier one students. We have some tier 2 going here. So those are kids that are just kind of they need a little boost in a certain area and then we have our level three or tier three kids that they need a lot more intervention so they're getting all that time and it is going really well. I know it was a
struggle right away in the beginning just trying to figure out it's a different way of teaching reading and Heidi would attest to it. It was um it was it was difficult to understand it at first but we were pretty adamant or I was pretty adamant that said we're going to teach reading a little different this year not in chunks but the whole part of
it and that's what you know research shows us. So, this flooded classroom we're doing. Like I said, if you guys are ever around and you want to stop in, come and visit with me and we'll walk around and take a look at the rooms. I think you'd really you'd be impressed at what you'd see. I know our teachers are working really hard. >> So, how how does this data compare to
the grades that the kids received? So, I'll pick on seventh grade, right? 19% were proficient in math. So, did 81% of those kids get a C or less for a grade? that I don't I don't know. I don't teach.
>> You mean like at Lacopar say I get C's or >> Yeah. Only 19% of them are proficient though. I understand there's difference between MC and what we do. >> But then is that 81% let's say that it's apples to apples. Is that 81% getting a
C or less or having to take it over? >> I wouldn't know what that correlation is. I >> I would like to see that. Figure that out. >> And I can talk to Mr. Sawski. We would probably have a little more data on that. >> You might I would say for I mean I can speak for mine uh 30ome% were
proficient. I would say that you probably have 40 to 45% of the kids probably did earn a seen last year in in in math for me. I mean though I I I know that um but I I can't say for the other >> and you would do you have any hard data
that would >> No, I mean other than pulling their grades from last and I I mean I think it correlates I think it correlates pretty well and I think it depends to what your expectations are and I think sometimes I have higher expectations for the kids
and they maybe don't achieve this AB all the time but they're working their butts off and they're and they're and they're meeting my expectations. And just so you all know too, so it's one thing you unpack the standards, you really look at the standards, what are you teaching in the classroom, the
second step is ensuring your assessments match what you're teaching. So that's that next piece. So once teachers finish unpacking the reading, the writing, the language pieces, standards, then they'll start looking at their assessments.
Are they common? Are they saying what we say students are learning? So that is that next step. >> So a lot of this has been centered around the actual curriculum. But have we looked at other outside
factors over this trend? What could play into that? You know, things such as the demographics changing within the classrooms. Um
>> attendance the attendance, the the classroom control at the different grade levels, >> um those type of things. Have we been able to I mean I I understand it's much more wishy-washy but there is data there
that >> it understood like we do look at our demographics we look at attendance we look at our free reduced population we look at our EL population but they're very difficult to quantify student performance in the classroom
>> I take my attendance and I have it broken down and so the partially and did not meets attendance is a fac is a factor in that. And then um I think the my multilingual kids last year I think I had 16 and I didn't have one that was in
exceeds. I didn't have any that were even a meets but I had some partials. Um and then I had some of those partially partial meets were did not meets the year before and six or seven of those multilingual kids made a jump to the next achievement level. Um so yeah I
mean there is I do have that data that I keep track of attendance attendance is >> that's a huge factor >> has been a big factor um especially if you're doing pri right prior to the test if a kid's gone for seven days say just
they're they're out they're out of the district they're they're missing any any kind of review that happens or just missing classroom instruction in general. Yeah, because we just went through it like today just pulling up, you know, we've had 18 days of school, the elementary, 19 here, and we've had
kids five to seven days already, you know? I mean, that's a lot of at a young age, that's a lot of stuff to be missing, >> right? And then >> then when they come back in the classroom, how does the teacher continue to push the other kids and bring them up with that? And I guess where I'm going
with this a little bit, and correct me if I'm wrong, it's a little older school thinking of we should be teaching to the top oneird of the class at that pace >> and support the other kids to get there. And it feels like we've kind of transitioned to trying to teach to this
whole spectrum and we're seeing the results of that. I don't think we're setting that expectation high enough in the general sense. You know, there might be some teachers that are setting it high, but there's other teachers that are trying
to bring the whole group and not necessarily that upper third, right? >> Well, that's the tough conversation I think to have with a teacher is who do you leave behind? You know, if we talk to the, >> you know, what our teachers have teacher
at the elementary, guess what their mindset is? We got to help them all, >> right? >> You know what I'm saying? It's hard to say, "Oh, we're moving on now." You know, because we we don't always teach to that top third. We want everybody because that's our our goal. That's why a lot of them got into it. They want to be able to help all the kids. I think
with the flood the classroom that we're doing, we're giving some of these kids that opportunity, especially with language arts, with the reading part is they're kind of in their area where they need to be. So, they're getting the information they want. And some of our kids that are maybe on their top third, they're getting to push on. So we are
trying some of that right now this year. >> And then the other question I had was relative to the the number of paras in a classroom and the potential distractions that that could pose for
kids, right? Because if there's granted if there's more pairs in a classroom, there's probably more chances for disruption, things like that. You know, looking with this data, does that be interested to see if that plays into some of that because you are potentially
distracting more of the class at any given time. >> No, I don't think that's something we really looked at the number of pairs and how that would impact. >> I think the only other thing for um last
year and in what I can attest for is we did almost full inclusion last year of our ML kids in sixth grade too that none of them were pulled out for math. They all came in to the classroom and and they did make good gains by being in there the whole time. Um this year we're
doing full inclusion with um our special ed kids too. Um all but two of them stay in the classroom for math for the entire time and they're doing well right now. Um and it's just one additional um our our special ed teacher actually comes in
the room. Um, and then once the lesson's done, then she has accommodations for any of those kids as far as fewer problems that they're going to do or if she feels that they need to be retaught, she immediately takes them and retaches it to them. So, I do think that should
help a little bit here, but again, this is our first year with that, too. So, >> yeah. And I guess my I appreciate that, but my concern is the the remainder of the class. Is that impacting them and potentially? I don't I don't think it does because the reteing that she does,
she takes them out of out of my room into her classroom. So, it's more of a small group thing. So, then it's just then I'm in there with the rest of the kids. >> So, what and what Robin was talking about is it's kind of along those lines too. When you talk about flood the
classroom, what they're doing is they're they're having an intervention block scheduled for every one of their grade levels and then during that time they flood. That's why it's called flood the classroom, but they're sending their intervention staff in with their
teachers to to basically reduce the the group sizes so that they can differentiate within their groups. And so part of the strength of that is that that also allows you to take your kids who are on track and have a teacher with that group of kids do something that's
at their level while the other kids who need support are getting support, but it's not everybody at the same time moving at that same pace. You're allowed to kind of let people move at paces that they're capable of. But all kids are hearing the same core instruction. every
kid from like pizza >> tier one >> to tier one to a special ed student to a multilingual student to a high five they're all hearing that same message from the teacher and then when it's time to do some of the other things that's when we move off into our flooded classroom model they're getting that
extra dose of what everybody needs >> everybody's getting the same curriculum it's just they get a little bit more help in >> differentiate what they need they hear the they hear the concept from the regular classroom but then they're And kind of like what Pete said, in the past maybe special kids or multilingual kids
were going someplace else to hear the lesson. Now everybody's hearing that core. >> A lot. >> A lot. >> It's a lot, but it sounds like he has got your handle on it. We'll see metrics look like this time and next year.
>> We're working. I know. I know that. I know we're working. >> Thanks. Okay, we got a motion by Danny for the roles for 2526 >> by Shannon. Any further discussion on hearing? None. All those in favor? And I
motion carries. >> So if you recall from last year, the world's best work force is now comprehensive achievement and civic readiness, which really talks even more about preparing students for the work world, not just academics, but being
civically minded. And then this report, our annual report that we have to do also, we tie in our achievement integration plan. So we'll be talking a little bit about that tonight. Um as you recall the CACR means we are striving to have all students ready for
kindergarten. The read goal was rem or goal number two was removed and it's now the read goal which Peton Robin addressed. The second goal is ensuring all racial and economic achievement gaps are closed. Third goal have all students attain career and
college readiness preparedness before graduating from high school. Number four, have all students graduate from high school and then prepare students to be lifelong learners. That was added last year. So that was the goal that was added last year. Um
this plan means that we are creating a broader goal for ensuring all students reach high academic standards while also developing that civic responsibility. This was made in legislation in 2023
when they made the sweeping changes and then they added all of the react mandates part of that session as well. So our progress from last year and these are on it's difficult to see I understand that that's in pages 39
through 41 of your board packet if you want to follow along. So that first goal is ensuring all kindergarten students are ready for kindergarten or all students are ready for kindergarten. Our goal was that we were going to work on creating a
more comprehensive ECF plan um more attendance at ECF classes and we did not meet that goal. That is an area we're really still working on. And I don't know, Mr. Lumpa, do you want to talk any about the meetings that we've been having?
>> Sure. to maybe address some of those concerns. >> Yeah. One of the the things that we questioned is um that there are times where we we don't find out until the first weeks of school that there's a
student who maybe has not been to preschool even. And now we're finding these kids and they're starting kindergarten. And then when that happens, a lot of times they're starting with deficits because they um they haven't had those preschool experiences and things like that. And so we've been
having conversations. Uh Missy Oxidorf has been a big part of that conversation. Um we're we're looking at resources. One of the things we've been exploring is is there a way to through grant funding or something have um
a little bit of a I don't I'm not exactly sure what we'd want to call it, but uh kind of almost like a community resource um within the community where um we could maybe have even even some health
needs met in the community. But also um one of the things we struggled with is getting participation in ECF, which is those those classes and things that help parents with parenting and with helping your child to develop and and and those
pieces. And so one of the things we've been looking at is could we offer that in Milin because some of our families may not have transportation to come out for different things like that if we could have some of that offered in my um and also focus on some of those u
medical needs as well. But identify those kids earlier and and get some of those those kids ready to learn so when they show up in kindergarten it's not kind of a shock. And so those are and and nothing nothing is completed in that, but those are conversations that
we've been having on top of the rest of this conversation. >> Thank you. Yep. So that is a goal we'll continue to work on for the next school year. Robin and Pete addressed that red goal. Um the second goal, ensuring
economic gaps are closed and we are um sorry not economic. Yes, racial and economic. We are focusing on closing that gap between our e identified students and our non-ELL identified students and taking the same cohort of
students. We are closing that gap. The third graders, stay with me, they're fourth graders. The fifth graders now, when they were third graders, their reading MCA gap was 26.8% between our EL and non-ELL. Last year
and fourth grade, now it's a 21% gap. So, we're closing that gap. So, we're making progress there. Uh, goal number three, this is a high school goal. We want 100% of our students to complete at least one job shadow experience. If they're
enrolled by October 1st, that goal was met. Um, goal number four is have all students graduate from high school. Last year, 96% of students graduated. Three students did not. two of the three finished course works. So, they did get
their diploma in the summer and one has not completed coursework. And then prepare students to be lifelong learners. Our goal since we have such a large CTE push. We want students to be enrolled in CTE courses and the goal
last year was 70% of Lacaro graduating seniors will um take part in at least one CTE course and that was true. So we're making gains in preparing our students for the real world.
Moving forward our goals will be pretty consistent. We're going to continue to work on that ECF plan preparing those students for kindergarten. We have amazing kindergarten and first grade teachers, but if you have students entering your
classroom with zero school experience, it's hard to get them reading right by the time they finish kindergarten. So, we'll continue to work on that. the read goal which Pete and Robin talked about
um that 4% gain and we'll continue to work on closing that achievement gap. When I talked to Paul and Scott, they felt keeping those final goals three, four, and five the same would be
definitely something that we would plan to do. >> I have one question on goal number >> two. >> Yes. that gap. >> Yeah. >> Are we making sure that >> the top like the
kids that are proficient in English >> are not dropping down? I mean, do we do we monitor that? Make sure that we do that that gap isn't isn't going because we're coming down. >> No. Yes. Correct. Yeah. Just >> and I think that so next month I believe hope is will present her LEAP plan, her
updated LEAP plan and she'll talk more about that and she'll talk about the access scores. Okay. that all of our emails do >> because that's a great point. >> Yeah, one of those ones where Yeah, winning. Making sure we're actually winning. >> Definitely understandable.
>> That'd be a good question to bring back up when hope is here. >> Excuse me. Next month, too. >> Yep. >> And so then moving into our ANI, our achievement integration plan. If you recall, this plan is a three-year plan.
Our plan was approved in 2023. We just finished our second year of the ANI plan. There are three goal types. There's an achievement goal, an integration goal, and a teacher equity goal. And you have to have one goal in each category.
Um so reporting on year two again there is a nice little chart that you can follow along and I highlighted the 2425 progress. Again that first goal is working on closing that achievement gap. We are making progress in that
area. Last year we did not make so much progress but this year we are making that gain based on 2425. Um integration goal is ensuring that we have activities and athletics and
availability of programming for all of our students and we continue to make progress in this area. Our fifth and sixth grade band and choir enrollment increased by 6%. Our community ed maintained its men's
volleyball and in this school year I believe it's going to be a Minnesota State High School League sport >> sanction. So we're hoping so that will again be progress. And then our teacher equity goal, we increased our diverse
staff. We are up to 18% and actually that number will be higher because I know we hired a custodian um who is of Micronian descent. So our percentages keep going up. And the goal there is so that students can see like
people in areas of professions in our schools. Our CNA enrollment went up by one. Our goal is to have at least two. So we'll continue to work on that for next year.
Any questions for the diverse staff? Is that just a I hope that's not a hiring type of criteria or anything. It's just a key. >> No, it's just it's something that MBE is
encouraging districts to have staff who students can relate to and look up to and see, oh, if this person is able to be a teacher, I can be a teacher as well. So there's that connection
>> if that makes sense. >> No, we haven't trashed any like hiring expectations or anything. I mean, we've been I think very transparent about the fact that we would love it if you know we someday would like to have >> um you know a teacher of of Micronian
descent if possible just because it would be I think good for our students to to see people in those roles. Um but no, we don't have anything tied to that as far as retire >> and we have a couple of graduating um or
students who graduated last year are at SMSU >> one going to be a teacher. >> Yes. >> Yep. Is going for elementary education. So it'd be great just to have them come back and quite frankly bring that dual language
with them. That would only help our students. Yes. questions. So, we don't need formal board approval of our plan per se, but we do need approval in order to report to the state
all of this information. >> Any other questions for Marina on whatever we call it now? >> C R A C to take a motion to approve. So, we got a motion by Scott.
>> Second by Matt. Any further discussion? Hearing none. All those in favor. Motion carries. Thank you, Marine. Thank you, guys. Uh 17
is the levy for 25 payable in 26. This would be as we've always done. This would be a levy to the max the max amount that that's what we've been looking for. This can go down
in November they can't go up. So we always the max and if we need to reduce that then we reduce it at that at that time. So this is just to levy at uh at the max
for at least this point in time. >> So what drives it is give us the possibility of going down better snapshot of what it's going to cost us throughout the year if we suppose we had a huge spike in
enrollment of 20 30 kids maybe down. I've honestly never heard of a district that chooses to do that just because typically, especially in the climate we're in now, our district relies pretty
heavily on that levy. So, um, but I might I second Cory said, my recommendation would be to approve for the maximum. So, one year we did do less than the max
and it cost us. From that point on, we've always questioned >> second by Shannon. Any further discussion on the levy? >> Hear none. All those in favor? I post
motion carries. All right. 18 is for the student activity fundraising and booster clubs um for school sponsored events. It's usually a pretty long list here in 12.
So see all of those fundraising events and when they uh propose to put those fundraising events on. So I got a question. >> How are we proceeding with FFA without >> we have
not so much instructor advisor advisor >> Mr. Mr. And this can still change, right? It's just this is what they're proposing at this point. >> Motion by Scott
by Matt. Any further discussion? Hearing none. All those in favor? >> I post carries. All right. On to the monthly reports. Robin, since we got anything to highlight, >> huh?
>> I just thought there was something. >> No, I just, you know, we're, like I said, we're clipping along through whatever day 18 today. I think our mentioned before, our flooded classroom. I'm really pleased with um I know Melissa's getting the Mars reporting. I know this is a big time of the year to make sure our Mars reporting is done
accurately and up to date um on those types of things because that's a big part of our funding. So, um yeah, I think everything ready for homecoming and moving along. You know, midterm is on Wednesday already if uh if you're ready if you're thinking that way. So,
midterm for first quarter is uh on Wednesday. So, no, very very things are moving along well. >> I can I just add something though? So, we're a title school, as you know, schoolwide. And some requirements are to
have events where families come in and both Tony and Robin had grandparents grandparents day or special friend grandparents. >> Grandparents, special friend day. We had ours last week, Thursday, we had 175. >> So, so it was uh I heard nothing but
positives. Denise and Tyrone did a great job. They had cookies this year, lemonade. It was just uh it was busy. classroom teachers. I know it's always a challenge giving up that time. It's chaotic, but they always seem to once it once it's going on. It's fine. It's always that expectation holding up. I do a good job of holding grandpas and
grandmas and special friends out of the building till 5 minutes before when they start showing up at uh starts at 2:00. I had some there at 1:10. If we could just get their kids to come to school, that'd be great. But when they show up, they're excited. And and I had so many of them comment. We never
got to do this. It's so nice that you open your doors. we still can have these things. So, I I like doing those things. So, thanks Marine for bringing that up. >> Right. And I just I think it's a great way to show pride in our schools and give community members the opportunity to see the great things that we are
doing. So, I just wanted to make sure we highlight >> Tony is today. I know >> Mm. >> Yeah. And it was pretty busy. >> Yeah. >> Sorry. >> Marine, anything? Um just you know just
to highlight that the science MCA results still are not out. Uh on 9:17 I received an email that within the next 10 days we're supposed to have the results. So hopeful that we'll have those results. But just so you do know in spring of 26 there'll be the new
reading MCA to align with the new standards. So we'll be in the same situation next fall. So, we won't have our reading results until October potentially next year. So, that would be my only thing to add
>> and thank you for all you do. Happy what do the National School Board appreciate appreciation month? Your guiding lights for success. >> I think we should get a bonus. >> There you go. There you go. >> Bring that up in January. Make a note of that >> at the organizational meeting.
>> We have teacher appreciation week coming up too, Daniel. Duly noted. Duly noted. >> Way to go. >> I think I should be able to negotiate these new side.
>> Drew, do you want to give him a lesson in finance? >> All right, Scott. >> Um, the only thing I was going to add, I shared a lot in my updates last week, but just was going to resurface this one. Um, in Madison, we had a conversation with uh Father Shawn and
with St. Michael's Church. We've benefited from the use of their parking lot there that's right across the street from the school. If you ever drive by there on a typical day, you'll see there's typically a good 30 plus cars um in that lot. And so they had reached out
because uh there isn't any shared uh agreement or conversation in place. And so I had a great meeting with him and what we explored was looking at um the possibility of having when our snow removal does their removal, having them remove the snow from that lot as well
and sharing the cost of that lot though for snow removal with the church. So we'd split it half and half. And so I'm I'm soon as we um you know go up for bids and and I can find out what that cost would be to have that lot um and
would we would look at that. Do we have that in Lisa? >> They won't. >> Yeah, but you don't have it. >> So, Eminem and church. >> What would be alternative? Park them on the street.
>> Yeah. >> Huh. >> Yeah, we don't we don't really It would be park on the streets and then our streets around that street would just be a lot of cars. It's already it's already pulling over one car.
So I' come on through. So yeah lot to >> and when we do have events I mean then then we need the lot because there's you know you start having grandparents and stuff show up to things. We just don't
have any place to park. So we're thankful that they're they're continuing to be a good neighbor. they just want a little help. One of the things they mentioned too is in years past I went back and looked uh let's see Lisa was able to find for me um there was record of I believe it was oh it was probably
over 10 years ago but there was uh we helped with paper resurfacing back then and and that was one of the things we talked about if it needs to be resurfaced or restriped and we would be willing to have conversation with them about sharing that cost since we use it
five days a week and they use it one. That's kind of everything I had. >> Uh, anything else for tonight? None. I'll take a motion to adjourn. So move. Motion >> by Danny. Second. >> Seconded by Kent. All those in favor?
>> I post. Motion carries. We are journed. Thank you everyone.