It is 6:30 p.m. and we are going to open the Rocker area schools uh board meeting for January. We'll start with the pledge of >> allegiance to the flag of the United States of America and to the republic for which it
stands. One nation under God, indivisible, with liberty and justice for all. Madame clerk, will you please take roll call? >> Uh Kevin Shadim >> here. >> Beth Brasa >> here. >> Isa Johnson >> here. >> Gordon >> here. Chris Morgan
>> here. >> Jamie Hills here. >> All right. Next item on the agenda. We have approval of the agenda. Uh Dr. Ry Hoover, is there any changes that we need to be made aware of or make to the agenda? The only change would be that the board
of education has made the decision to cancel the work session on February 2nd. All right. >> Okay. >> Eric Gordio first. >> All right. We have a first by Eric Gordy. >> Second. >> Go ahead. >> I'll second.
>> Second by Kevin Shadine. Any other questions or comments? All in favor signify by saying I. >> I. Those opposed passes unanimously. Next uh item public comment. All right. At this time there are no public
comment. We will close that item or agenda item number four consent items. Anything in the consent agenda we need to discuss. All right. At this time I will take a motion to approve. >> I'll make that motion.
>> Motion by Hilstrom >> here. Gordy. Second. >> Second by Gordy. Any other questions or comments? All in favor signify by saying I. I. >> Those opposed. Passes unanimously. All right. Agenda item number five,
superintendence report. >> Thank you, chair. First of all, I want to say thanks everyone for being here. This is this is really exciting and I'm going to try to go fast on this report so we get to the main agenda here, which is the kids out here in the audience. So um with the turn of the calendar we enter the phase where we are continuing
our efforts uh in finishing the 2526 school year strongly. At the same time uh we are proactively planning for the 2627 school year overall and for a variety of reasons. It's an incredibly exciting time in our district and we're proud of the work incurring both from an instructional and operational
perspective. In a few moments principal, Miss Brenda Nayus will be sharing some recent happenings at our elementary school. But before we welcome um Principal Nayas, I want to provide some insight into the work occurring at the middle school and high school and also throughout the district. Starting with the middle school, the middle school is
doing something cool. They've been engaging in a speaker series recently and they welcomed um Lando Lake senior talent acquisition manager, which is a great title, Jessica Lappy, to speak with our students. And then last week they welcomed strategic growth program coordinator Tony Bennett from the Minnesota North College who visited to
share insight into opportunities in the areas of forestry, water conservation, and wildland law enforcement. Uh these visits were then followed up um later this week by Scott Sarinin, senior principal electrical engineer from Medronic, who will talk to our students about something I would have loved to
been able to do, but not smart enough, inventing a septum port locator system and the methodology and development of an implantable therapeutic substance delivery device. >> Um gonna that that's something you don't want to miss. Finally, on on the 28th,
um uh Kylie, a commercial airline pilot, will be sharing what it takes to become a commercial airline pilot. So, lots of really awesome people coming in to speak to our kids about a variety of careers. We also had a guest server in our lunchroom lately. On Tuesday following break, Mr. Warzka got the chance to
serve lunch to students as we were a little short on staff. Uh Principal Reeka found this to be so amazing as he connected with kids. Um and then he heard the the amazing manners from our kids coming through that line uh that he visited then with our our head cook Stacy Peterson and now they have um
looking to have special guest servers on a regular basis. So um our students are loving it and it's 100% optional for any family members or residents or anyone who wants to do it. Um so if anyone's here tonight would like to um or listening from afar, please email Stacy
Peterson at stacy.person883.org. and you can get signed up. Uh the teaching faculty at the middle school also spent time this past Monday during our professional learning day learning what the needs of our multilingual students and reviewing progress related to their building goals data back
student reports student engagement data and lastly they spent time reviewing their curriculum maps and confirming their details for all of their courses. We also recently had four homework help sessions the last two weeks of that quarter uh number two and they were well attended by students uh to get the
additional time and support that they needed. Um the middle school continues to partner with Mobile Hope um to help students who recently missed multiple days of school so they can stay on track with their academic work. Um the middle school also invited all community education and activity athletics over
for uh our winter conference launch your future recruitment night that'll be taking place on February 12th and also the STEM showcase that will be occurring on April 30th. Shifting gears to the high school, the CP diploma students submitted their reflective project
earlier this month. Uh this project as you know involves choosing an ethical dilemma uh in their chosen career field and writing a researchbacked essay proposing solutions. Uh students also completed their third round of office engagement checks. It's a meaningful uh process where the students meet
one-on-one with faculty to unpack why they might be struggling and how they can be uh assisted uh in order to succeed. Registration window recently closed for next school year. Staff are reviewing the numbers. That'll assist us as we progress um the next couple of
weeks with staffing. Students completed final exams last week, some for their first time in their educational journey. And it's great to see students who studied hard, took a breath, and did the best they could to demonstrate their knowledge from the past 18 weeks.
um up to three school systems now outside of our district that have visited or intend to visit um our schools to learn more about how we're perform preparing students via our launch your future program. So, Little Rockford is becoming quite popular. A lot of districts are coming to um ask us how we're doing things and and um what
we're doing to set kids up for success and we're really proud of that. And so, we're we're welcoming to all school districts who want to learn about the fabulous things we're doing at our high school. Our staff and students need to show up for each other. Some families are struggling a little bit right now, but a lot of support witnessed by the
staff and community members is nothing short of inspirational. So, phone calls, food, virtual check-ins, and more and another example of how this community comes together and cares about one another. Moving into district news, operationally, we recently involved in several exciting important initiatives.
First, today uh Krauss Anderson was here to engage uh with our CFO Bridget Peterson, director of community education Melissa Joseph, and our district facilities leads Scott and Dwayne Larson to work on the kickoff of our comprehensive district facility
study. Study is going to examine the physical condition of our buildings and grounds and make recommendations for improvements and annual repairs. This work is going to take several months and once it's complete. Uh we'll be coming here to share with the board uh the outcome of that particular study. We're
also working with our friends from Ellers to create a plan for our financial future by examining trends and projections related to enrollment real estate transactions and the tax impact on our residents. In other news, our safe schools committee uh which is a significant partnership with school
personnel and multiple county service representatives met yesterday to discuss recent trends in school and student safety. And we're committed to this work and appreciative the time by the outside agencies in coming to Rockford. Calendar committee met prior to our meeting uh here tonight to share options for the
2728 calendar. We believe we landed on an option that we'll be bringing back to the board for your potential approval in February. In terms of enrollment, uh, as you know, there's been a drop in statewide birth rates and enrollment declines have been projected for almost all districts in
the state, including ours. We've been engaged to offset that with marketing and public relations efforts, including social media, video series, and shared literature. In addition, the dates for kindergarten roundup are moved up a month this year uh to February 5th. RSVP list is already ahead of what we've
experienced in previous years, and we're continue to watch those numbers closely. From an instructional standpoint, outstanding work continues to occur from our educators. They're continued to be involved in datadriven conversations in both their PLC's and their built meetings. And district staff also
engaged recently in a tremendous day of professional learning this past Monday. Kathy Matson, Jennifer Sprag, and I are currently working on our midyear ADSIs report, which is due to MDE in February, and we're pleased with the progress that's happening in that area for student achievement and interventions.
uh connected to our intervention work. We're also looking to offer afterchool targeted services. Um we have several staff members who are interested. So we're just waiting to see if the student enrollment will follow. Along the instructional continuum, I've also been working on our achievement and integration program approval which is
also due to MDE and that will be due February, I'm sorry, March 15th. We're almost done with that. Um as I often do, I attended reading meetings with our colleagues from staff, MA, AMSD, and MASA. Additionally, I attended the M MSBA annual conference with several
members of this board. Um, and we did have earlier this month our meeting of our annual meeting of our mayors, managers, and legislators at our round table. And then the following day, uh, newly elected Senate District 29, Representative uh, Senator Michael Holmstrom came in to visit to talk about Rockford and he was incredibly
complimentary. Closing out my January report, I want to express my continued thanks and appreciation to our wonderful pair of professionals who by proclamation this week is named paraprofessional recognition week. And that concludes a very long January superintendent report.
>> Thank you very much. Does anybody have any questions for Dr. Ryver? >> All right, that's the case. We will move to our next agenda item, which is the reset spotlight. Principal Nihus
my rockus spotlight um tonight is a very very highly um excellent educator. Alex Cro is our first grade teacher in our building um and she was nominated by our teaching staff and um I would like to
read the nomination that came in for her. Um it's not super long and I'm going to add to that because there are many more things she does in our building. It says, "Alex Probes is an excellent teacher who takes the extra step to foster good reading skills and habits. She works hard to help struggling students get extra time with
her, has created cozy reading notes to encourage independent reading time, and identifies kids who are emerging readers to help give them support. In addition, she is enthusiastic about teaching kids to learn, which gets kids excited to be at school each day. Alex has characters.
She has voices. She has you name it, she she becomes it in her classroom. She is a living uh teacher of the arts when it comes to that. And um I could move into her room and watch her all day long. It's really fun to watch her with kids. And she um is a person who is also
serves on our built team. That's our building instructional leadership team. She is also a person who um by choice chooses to be on our um IT team, our intervention team and loves it and is there because she loves it. Um and just
really really shares her leadership around the building and so um a highly highly respected educator in our building, our first grade teacher, Alex G. get two pictures. >> Don't leave a picture coming. >> Don't leave your pictures out there.
>> Awesome. >> Thank you, Alex, for all you do. >> Thank you. >> All right. Next agenda item is uh the re celebration again. principal night who >> I'm gonna do this really quick and then I'm gonna turn this over to Rachel Yakish who really has founded this this
program and and started this. Um we've shared uh letter leaders and math masters with you before and yet it's so important in our building and these kids do such a great job. They are our future leaders. They are already leading as um young fourth graders and they are
working with our kindergarters and first graders and really helping them with math and reading. And so we're going to give them an opportunity to share with you what they do um to help raise achievement in our our school. And um Rachel, I'm going to let you talk a little bit about how this program
started and how it's progressed um over the years. >> Sure. Sounds good. Thank you. >> Yes. Um welcome. Thank you to all the parents for bringing your leaders and uh with you today. Um I can't take credit for this program because as all educators do, we share share share. Uh,
and I was at my high school reunion a couple summers ago and was talking with a friend who happened to be a teacher in another district and was telling me about this program and I said, "We need to talk some more." And so she laid it out for me and was gracious enough to share lots of resources and how they
structure it and different things like that. And um I thought gosh, we just need something for our fourth graders because they are the oldest kids in our building and they could just have such an opportunity to be a leader and work with other students throughout our
building. And so thus was born math masters and letter leaders. And the students have to apply for this position. We have a fall cycle, a winter cycle, and a spring cycle. And we talk a lot about what it means to uh really want to do something and to have help us
with that. And so they have a few questions that they have to answer. They have to be in good standing with their grades and be in good standing standing with their behavior in their classroom. Those are the number two things. Those are very important. Uh they have to have a recommendation from their teacher and they have to have a signature from their
parent to know that that's what they're doing. So when we go through the application process, we go through it and then I look over the students that they will be working with and then the binders are put together and then we do a little bit of a training together. And we have about 20 students with uh
literacy and about 20 with math skills. And they go out and they work with two students in either kindergarten, first or second grade. And each student has two students. And so they're really reaching a lot of kids, which is amazing. and they will go and they'll
pull one student and work with them for about seven to eight minutes just on very basic skills and then it always ends with a game and then they'll go and get another student and then they work with them on that same skill set and then they get a sticker, they fill the chart, they get a prize and what's the the best thing about this is that they
are just forming relationships with our youngest learners in our building. I think that's fantastic. I'd like to branch out into the high school if our schedules work because we have all those kids there. I think that's amazing to have that resource there as well. So, I want to recognize these students for the
amazing work that they're doing. Um, and I did ask them if they'd like to say something. We're going to leave it up to them if they'd like to or not. But, um, I do want to recognize them because they are doing great work. And we are getting awesome, awesome feedback from the teachers, too. And they're saying they do such a good job. Miss Cro can be a
testament to that as well. Um, they are respectful. They take their job very seriously. Um, and that's so awesome to see. We need more of that with our younger readers today. So, I have certificates and what I'm going to do is I will call your name. Thank you very much. And why don't we kind of line up
over there and then I'll get your certificates and then when we're all finished with that, I'll ask if you want to say a few questions because our schoolboard members might have a question for you or two. If you'd like to speak, you're more than welcome to, but if you don't, that's okay, too. All
right. Haley Schmidt. here. You want to go right over there? All right. Brooklyn, let's see. Henry Thomas, Leila Hero, >> Landry Bole, >> um,
Alexa Morrison, Abby Polly, Addie Cosley, Owen Lang Lang. Is that right? Did I get kind of >> like whatever >> that doesn't follow the rules
>> Gregory >> did. Okay. Just want to make sure. All right. Board members, do you have any questions for our letter leaders or math masters? Should we do Oh, yes. Can we do this first? If you were a letter leader,
raise your hand. So, they worked with first graders and second graders during the fall cycle. If you were a math master, raise your hand. And these students worked with also with first graders or second graders. So, we didn't have any kindergarteners in that first cycle just because kindergarten was
being kindergarten and they were learning that space. Um, do any of you have any questions for them? >> Yes. I would like to know what your favorite part of being a leader is. >> Go ahead. >> Um, it was really fun to watch the kids
grow every time I met with them. A >> seriously, if you guys read some of these applications, you were just >> um, it's fun to see them like every time. Um, each time they get like more excited to see you.
Like if you go They're like super shy and like the last day they're like, "Yay, I want to go here." >> Henry, you want to go? >> It is really fun to see them like the first day they're like,
"Let's get over with this." Like, I want this to be forever. >> That's awesome. >> When I like it when I leave and I see them in like a line, they usually Even though
>> I like watching them on like the first day they're like pretty good at it, but then on the very last day they got a lot better at it because I've been coming there Tuesdays and Thursdays helping them out. >> That's awesome. >> I like making friends.
>> That's so fun. I love it. Go ahead. >> It's so fun like you get to make friends. >> Yeah. And it's okay to be a friend with a first grader or a second grader, too. You don't have any idea how much they look up to you. That's a big deal. >> All right. Thank you for having us
today. I appreciate it. >> That's exactly what I need. It's like building that skill. I know it. >> Yeah. >> And this beard >> and
it's called All right. At this time, we'll move on to our next agenda item, the res principal report. >> I do want to share with you before I start my report, um, those kids do their their letter leaders and math masters during their win time. So, they're not missing any class. Um, it's the time
that the what I need time and so they go right away in the morning, which is when their wind time happens. Um, and that is, you know, a lot of our kids during win time can elect to do an arts activity. They have a theater troop or they have a dance. These kids choose to
do this. So that's easy place. Okay. Just one moment. There we go. >> A little bit better. Yeah, >> there we can hear you. >> Awesome. Um well, I'm going to give you some general updates to start with. Um as we always do, we'll we'll talk about
just kind of three three big things that are happening um as we move forward here. And then um I'll go through all of our SIP goals uh with the kids heart challenge kickoff at the end of January. Um for those of you that are a little bit older like myself, it used to be
known as a jump rope for heart when when we were younger. Um this is the the heart challenge and it's something that is really promoted in our FIAD classes and that's really it. It is not something that is highlighted over our building. This is not something that we push in the building and we are one of
the top fundraisers in the state every year. Um, which is says a lot about Rockford and says a lot about our kids. Um, and they love this. They love this heart challenge. And of course, it usually ends with getting to do something fun with Mrs. Noose, which is has been sliming me or silly straining
me or whatever. This year, I think they're breaking eggs over my head. >> It's all good. >> Um, so that's coming up the end of January. it goes till till um by the second week in February. And so again, we're looking forward to that in our building. Um I love to read month is the month of February, which is always a
really fun time at RES. Um as you know, literacy has been a big push in our building. Um it it's always been a big push, but especially since the science of reading has come down um the pike at us. Uh reading has been such a big big deal in our building. And so, um, all
the little things like the lever leaders and and math masters, um, starting from that and then I love to read month. We highlight so many fun things, uh, in reading during the month. Um, it's really a time that we encourage reading, um, more than we ever have. Um, we
challenge kids to do certain things in reading. We dress up as, you know, our favorite books, story book characters. We do a lot of fun things around reading. So, um, that's coming up in the month of February. Um, and then Jeff had mentioned earlier too that kindergarten roundup is coming up February 5th. That's a month earlier
than we usually do it. Um, and we're excited to do that, try and capture our kids early. Um, it helps us so much with planning our sections. It helps us with staffing. It just helps us a lot. Um, and it settles um, I think families in to know that this is where their kids
are going to go and we're registered and we're ready to go. And um as long as there is interest, we will probably do uh kinder camp again this year in the summer. It was so so highly um praised last year. They were so excited and said, "This just took away all of the
anxieties on my child." And so that'll be something that we'll continue to do. Um I think our kindergarten teachers loved it. They had time to really get to know kids a little bit before we placed them in classes. And so um I think we did a good job placing kids as well. So um kindergarten's a big deal in our
building. and and we're starting soon for next year already. So, we're excited about that. So, those are our general updates. Um and then I'm going to go through the school improvement goals or our SIP goals um and just give you an update on where we're at with those. Um I talked with you about that in the fall and then
I will bring um the current um um data and the current um uh information about where we're at right now. So, our first goal was uh is was all around instructional design and that really has to do with aligning our standards um and making sure that um
we're going through and curriculum mapping and um looking at those kind of things. And so, um our classroom teachers are continuing to create curriculum map with CKLA. That's our new reading curriculum. And that is something that they're working really, really hard at. Um, I've had a lot of
conversations with teachers and they're like, "God, we're so hyperfocused on CKLA right now and they say, "We love it and we're not putting, you know, we're not pushing the other subjects aside, but this is such a a a hard push right now." And I said, "Yep." And then when
math is new in in a couple years, then then you're going to have CKLA just running like a welloiled machine. And so, it's worth what they're doing right now. and they are they are mapping um our interventionists and our special education staff um are evaluating structures for addressing student needs.
So that's what they're working on and doing. And then our specialists are continuing to curriculum map um K through 4 through everything that they are doing. Um that's our our art and music and and um this is all happening during PLC's common planning time and
staff development days. So um I know Mr. Wara had mentioned in his report on Monday that what a lot of his teachers had worked on ours as well. Ours as well and so they're working on these kind of things all the time and keeping them fresh. um our still in goal number one under
the enga we uh we had the engagement continuing um our staff and students are learning and implementing and building wide engagement continuum and that is something that um I'm seeing a lot as I go in and do observations as I'm popping into classrooms um we're talking a lot
about that teachers are talking a lot about that um so if you recall this is our engage to learn um the continuum or what it looks like um in our building. We have obviously added a lot of visuals for our kids to say, "What does that really look like?" Our teachers have
spent time teaching it and talking about it. Um, and they know that the colored portion is where they really want to be in the participating, investing, or exploring part. Um, the gray is not really where they want to be. Um, and teachers are able to call that out. Um,
I had a a little testimony from a teacher who said, um, I was teaching the other day and I had a fourth grade girl turn to me and said, "You know, we're all supposed to be in the green, right? >> Everybody, please get in the green." And so they're already talking about it because that that's obviously the goal.
Um, but it was funny that they were calling each other out about it. Um, and again, then they'll self assess this way. Um and we have we we've talked a lot as a built team and we have teachers that are assessing our students um go in kindergarten, first and second grade to
say okay, how are how engaged are they? Um our third and fourth graders are doing some self assessments online as well. And the elementary school is such an area to to really teach them what does engagement really look like? What does that mean? Because because you can
go pretty deep on that. Um and so um we'll a little bit about what's happening at each of those levels. Um, so all teachers in grades K through four are identifying student engagement levels and they're doing this um by doing a formal and identification.
Students in all classrooms, however, are self-reflecting with various strategies, thumbs up or thumbs down. They're doing a one through six. They're doing a, you know, how engaged were you? And I have teachers that are doing that all the time. Um, I'm watching them do this all the time and they're talking about that.
Um, if we're short staff members and and we to fill within. Uh we all jump in and help and I'm I'm not shy to do that either. And the first thing I say to kids when I walk in um I was teaching in a fourth grade classroom the other day and I was doing part of the CK lesson
and boy was hefty. What they were learning was hefty. And they were doing so well. But I always start my half hour, 45 minutes, whatever I'm in there for with okay you guys were working on the engagement continuum this year, right? We're working on what it means to be engaged and they're like yap yap they know. And I say, "Okay, we're all going
to work really hard and we're going to do our best and we're going to try and you know, we I just start the the half hour with that and we got out halfway through and I said, "What you guys are learning is is heavy. This is hard and you're really doing a good job. So stay engaged." And they're like, "Yeah." And
they know that they want to be in a colored area. And so it's it's constant conversation that we're having in our building, which I really appreciate because they're they're becoming really self-aware of what does that look like? um be locked out. Um students at this level
are also really again learning what it means to be engaged and then grades three and four teachers are also collecting engagement data um from their students electronically and I'm going to share with you a little bit more what that looks like. So um we laid all this out and I I laid it out by color based
on um the engagement continuum. So if you would go back to the engagement continuum, you could see um the areas of support. And just um as we look at um those those green and blue areas, which is where we want them to be, um when the
teacher teachers in third and fourth grade actually took uh engagement um data on their students and said, "How engaged have my students been?" The engagement data is 73.3%. The disengaged was 26.7. and sharing this with kids and having
them look at that too, saying, "Okay, was I where was I?" Um, as we go to the next slide, the students did themselves. Um, they rate themselves a little bit higher, which kids do. Um, you know, kids can have a terrible day at school and and you know, be like in big trouble and go home and parents say, "How was
your day today?" Great. Um, no, not really. I got a call from the principal or it was great. Um so again that's where we're helping them understand what does engagement really look like matters. Um because there is such a teaching point to that. So their engaged
uh piece was 81.1 and their disengagement was 80 18.9. Um so a little bit different but not drastically which is kind of cool to see. Um so we will continue to take data on our kids and we will continue to have our third and fourth graders um take their own
data and um and we're going to take that and we're going to say, "Okay, so if they're not engaged, what can we do more to help them be engaged? Is that more um you know, hands-on lessons, movement, is it what does that look like to help kids become more engaged?" And that'll be discussions that we'll be having along
the way. Um so that's mid year for that piece. Um and then our uh goal number one, the last part of that is a three-part goal is our data backed student support. Um so again, we're strengthening our MTSS process and
student achievement um by maintaining and refining the data review structures. Um and that's all the ways we're looking at at keeping it keeping data on our students. Um helping students facilitate that ownership of their own learning. And I think the biggest thing that I
would like to highlight here is our student achievement action plans. Um those SAP plans and that's something that we're doing K12. um when I shared this with you in the fall and we dug deeper and deeper and deeper and deeper into all those plans and um I believe Mr. Gardy, you were the
one that said that's kind of like what the high school is doing, right? And I said, "Yep, it is." Um we have 70 students right now that are on a SAP plan, a student that is really needing something more. Um what are we doing for them? What are we, you know, how are we looking at them? Um how are we um doing
differentiation for them? How are we um layering things for them to give them more support? And so um those individualized plans and as as we've talked as an administrative team moving into personalized learning, this is where this is starting. And so um you
know obviously the the aim is to ensure that consistent systematic supports for all learners. So we're not just haphazardly trying to figure out what we're doing for a kid that we've got a plan for every one of them. And then if they come to the I team and we say okay we've done all these things and we just don't know what else to do. And the
teacher brings the child to the IT team. They come with that SAP plan. that's part of what they come with and that's consistent and amongst all teachers. So, um it's really it's been really wonderful to have and we will do continue to do more of this and really helps help students. So, that's that
piece. Um moving on to our second goal that's our student connectedness piece. Um we have our um our my savers that has been given in the fall and spring and in the fall um our students at third and fourth grade take that um and then
letters go home to parents and if parents don't want them to take that survey that's totally fine but um most of our kids take that and then our teachers also do the my savers on um all of their students. And so then we really look at that data um and we say okay so
if we have a child that that feels not connected or and the teachers kind of seeing that too. We really talk about what are we going to do next? Parents have been have been notified um of those identified students. They are receiving additional support by meeting with the counselors and then we've also signed
them up with a Rocky Buddy and those Rocky Buddies can be anybody in our building. Um it can be a secretary, it can be a custodian, it can be a teacher. um they meet with kiddos and they they come in and um we spend time with them and and play a game or just do something
fun, make connection. I had a young lady come down today and um I had a secretary who'd been pretty sick and so she missed her Rocky Buddy time with her and she had a game in her hand and she went I said, "Do you want to be a Rocky Buddy with me today?" She goes, "Yes." And uh I had it was pair professional
week and I always do gifts for all my pairs and so I said, "You and I need to go find all the pairs." And so she helped me all the gifts and she was on cloud nine. She was my little check off girl and they just want to spend time with someone and so um that's happening and then in addition our guidance
counselors are are still doing guidance lessons uh weekly and we have our second counselor back from maternity leave um right before Christmas she came back and so that's relieving the pressure on Katie Reynolds a little bit who's been doing all the lessons in the entire building all year and so um they're
doing a great job with kids and feel like we're making connections with all of our kids because we want them to feel feel good about coming to school. And then our third goal is um our student growth based on our fast bridge testing. Um that was the by the end of
the school year 25% of our students who tested in some risk or high risk categories in math and reading are going to demonstrate growth by either moving into the low risk or some risk category um or by meeting or beating their spring predicted score based on their fall
growth report score. Um just to preface this before we look at our data, winter data is the data that tends to to dip a little bit and we did do that. Um so I'm going to share with you the fall data and the spring data. >> Yes. Um, one one thing I I had a great meeting with Beth here about a month ago
and we talked about this particular goal. Yeah. >> And um and we had this conversation as a followup with principles and you'll notice that in this thing here's meeting our beating. And so when we have kids who are towards the top end of the academic spectrum um for them to meet
their anticipated annual year of growth that is solid. That's really good. for our kids who are on the lower end of the academic spectrum to start with. Um we are not looking for them to meet their goal because they have to exceed it annually to move up to that next level.
So I want to make sure that um a point of of emphasis on that because um Beth and I had a great conversation about about a month ago. So >> yeah. >> So you took that out that meet >> for this. >> Well, some kids some kids will meet um but for those kids what this is alluding
to is the kids who are towards the bottom will meet. >> Right. some risk and high risk. >> Right. Right. Because that's a huge jump for them to make. Yeah. >> Yes. So, um just two different pieces I want you I want to share with you. Our
whole building um we have the fall data and then we have the winter data and you can see the difference in the scores there. You know, we're at 70% um up in that top area and now we're at 64% and it was 30 and 36. So, again, we took a little dip there. Um the thing that I do
want to share with you is we're really looking at our ML learners. Those are our our ELEL students. Um that um you know we're we're getting um um flagged for some of their scores in a lot of different areas and I'll talk a little bit more about that, but I want you to
look at what has happened with those kiddos. And people are asking for this data all the time. Even in built as we started pulling out data um some of our built members said can we have the ML data just pulled out separately and so we did that and we said wow look at this look what has happened here so they are
growing which is awesome um that's part of again what we're looking at um and so so we'll talk about a little bit about what we're doing with our ML learners specifically uh in the building and then we'll also talk a little bit about what next what are we going to do next then
with and what's going to occur. Um, and so, um, right now our school is working with Compass, which is a collaborative Minnesota partnership to advocate student success, and that's through resource training and solution. Um, we've been identified in the area of ML
specific to our Hispanic and Latino students. Um, and so we have a team at Rockford working with two consultants to really drill down in data and assistance to raise student achievement in this cell of students. Um I've worked with these folks for uh
probably the last five years and we this is one of the areas that we have been identified in um in in those in those times. We've also been identified in special education which we have have moved out of in that area. Um but this these two consultants that have been
with us this year have been phenomenal. They have brought such a plan for us and we drill down to um so many things every We have we are meeting every month and we meet for two hours every month and our team meets with them. Um Katie
Reynolds who's one of my counselors and who's leading up the MTSS process is one of those people. So she brings that expertise. Poly Trando sits on there for the literacy piece and uh Dango Bredson sits on there for the math portion of it. And so we really drilled down on that and um like I said it's fun to work
with them and then to see some of that work in the scores um and what's happening with our kids. So that's positive, I think, which is is um really exciting to see. And then so you know what next? What do we do next? We've analyzed the data on January 19th at our
staff development day on Monday. We did we we gave um teachers time and we actually met with them really briefly ahead of time and just said rather than send you all up to your classrooms because you all open up your data and say, "Okay, great. Now, what are we supposed to do with this?" Right? We kind of gave them some parameters on
what what does that look like? went in and we took some of those things from our compass meetings and said, you know, here are some of the things that they shared with us. Just look at your data and tell us what you see first. Um, and as we did that in in our data when we were in our compass meeting, we noticed
some things and what do you notice and how does that make you feel? And then let's start drilling down to the data and here are some things you can do and how are you going to do SAP plans for kids and what are we going to do about that. So that's the work that they did um on the 19th. Um, we're going to
continue to to look at those SAT plans for students who are at some and high risk. Um, currently we have 78 plans again. And then we're going to the other thing that we're really looking at is we're reviewing our win time schedule for the 2627 school year to try and
really increase instructional time. How do we give more instructional time and what does that look like in terms of when can we still utilize our our our intervention people, you know, to give those students who are struggling, but can we work as a building, an entire
building to address the needs of the struggling students. And we've got all kinds of ideas that we're we're spitballing out there. And it's pretty exciting actually. We have a lot of people that are really excited about that. And I, you know, we're moving some cheese and we're changing some things,
which is okay, but um I think it's going to show some growth if we can really do this right. But it's we're not throwing the baby in the bath water out, but we're really looking at something different for next year. And so we've got a whole team of people that are working on that. >> Um we're also using EXL to assist
students in their growth. And then um again I have that team of teachers at and myself who are meeting with the continuous improvement team from resource. So a lot of things in place to say okay how do we continue to grow our students? Again that winter data tends to be the dip data usually in in the
year. Um and we'll see what spring brings. And like I said I think we're putting a lot of really good things into place. um right down to our fourth grade kids who are helping our our youngest learners. So um that's my report. >> Any questions?
>> I have a question. The some and high-risk students with the graph for the whole building and ML learners. >> First of all, do you know what percentage of ML learners are population is like is it 30% of the school or 20? >> I think are we Jeff? Do you know is are
we about 20? We're just we're the elementary school is the highest percentage and I believe I'm going off of memory here from the beginning of the year. I think we're just shy of 20%. >> Of which, you know, I'll just share we've had >> that's been our highest absence percentage the last few weeks too, which
>> has been a bit of a challenge as well. >> And prior to that, that was probably one of the things we noticed when they open, you know, they they they sent they put take us through a process at with Compass when we opened up the data and we really looked at and we're like, "Wow, these kids are gone a lot." which we knew and that was prior to all of the
previous, you know, just couple weeks. So, there's that factor and and okay, what can we do then to try and help them be here more and and all those things and obviously that goes back to even the previous goal which is building relationships with kids and you know working with families and all those kind
of things. So, um it is all hand in glove. >> And do those numbers uh include is that uh language arts and math? I mean is it reading and math? It's reading in M. Okay. >> Mr.
>> Mr. Grey has three questions. >> Um, aggregated numbers for those. Are we are So, I'm going to ask two questions about this graph. First one's the easiest one. What do you attribute the dip to? The midyear dip. >> You know, that's a good question. I the
one thing I will tell you is every time you do and granted it's both reading and math that we're looking at but but reading specifically every time you start a new curriculum there's often times a dip um and people that we have talked to who have done CKLA as for a couple years now said oh we saw a big
dip we saw a dip in scores and then they're starting to climb back up and so it could be that um we're working hard you know and I think that's that's a that could be a tricky that could be a tricky question. >> So aggregate totals, right? Is when you
disagregate them a little bit between math and reading, do you find greater success in one or the other or are they pretty consistent? >> They're pretty consistent. Um, and it depends on the kid and it depends on, you know, some kids are really strong in reading and they're not in math or vice versa. So it depends on the kid. I mean,
you can drill that down so many different ways. >> Um, but that it's pretty consistent in both. Actually, I'm gonna have four questions. So, on top of there, do we have I mean, obviously, you you know,
on average, do you see it's one or both disciplines that they're at risk or do you see it's random that some are one, some are both, one or the other? >> It varies for kid. Some kids are are students that just struggle and then it's both. Some kids are really strong
in reading and struggle in math. We have that are on IEPs that, you know, they're on an IEP for reading, but their math scores are fine, you know. Um, it depends on the child. It really does, but there are some kids that are really just a struggling kid and then it's
both. So, so yes, yes to all of those. >> Hardest question now. >> Second year of read, >> how are you doing and how's the staff doing with it? >> You know, I would say they're becoming more comfortable with it. Um, and which
is why part of that has been our common planning time and as much as we're like okay you've got the time we're going to we're going to ask you to meet three times a week which can be you know a little bit of a bearcat because you're thinking okay my prep time I want to do
this and this and this and this and this and they're still getting their prep time but we're asking them to meet also um people have said this has been so good and Kathy Matson and I met with every single team um gosh Gosh, probably
I don't know maybe early November and just sat down with all of them and said, "How's it going? What can we do to help you? What do you need from us?" And they just walked us through every team. This is what we do. This is what we're doing. This is how we're doing it. We're creating the slides. We're doing this.
It's so much work right now, but next year it's going to be so much better. And they're also saying, "Here's what we're getting our heads around. This is this is a heavy lift because the The information is intense and it really is. And like I said, every time I I watch a
teacher teach or I jump in and help even sub, it's like, "Wow, this is a lot, but if we put the bar here, the kids will need it." You know, that's that's that's where it's going. Um I think the other thing, too, is that um they're spending
so much time. You know, I I talked with our first grade team the other day, and there's they're like, "That's all we talk about. That's all we talk about is reading." I walked in to pop in to grab a teacher that they were having lunch the other day um in their little side room and the teacher I was talking to was holding up a book and she was
reading through. Is this what you guys do during lunch? I said you she reads to you. They're like we're talking about this lesson. We're doing we just do it all the time which I I love because they're so invested. Um and I'm watching
kids and I'm watching kids as I'm doing observations whether it's a tenure teacher or your teacher. I don't care if it's heavy or whatever. I'm also watching that engagement piece. And I always tell a teacher, you know, if let's say I'm doing a first grade observation, I will sit back at some
point in that observation and and pretend I'm six. Do I understand this because I'm six or do I understand it's because I'm the principal, you know, and and how are you delivering? And how are you? And they're doing such a good job. And but they're they're all in. They're
all in. And it's fully embraced. Um, and really really proud of them. Really proud of them. >> Thank um, >> one of the things that I think is is was brought up as well, by the way, thank you for your leadership. We have been pushing hard with data and and new
curriculum and we're going to have new math curriculum coming soon, too. Um, but one of the things I think is important and it was alluded to in the slides is instructional time. um when we have our teachers who are working really hard say oh shoot I'm just finishing this lesson but we're out
of time so we're looking at as she mentioned as Brenda mentioned how are we going to create more time and we are we will be doing that as we go through the schedule so that we're not looking at that at the same time instructional time doesn't mean talking at kids
>> so how do we actively engage um and that's coming that that's going to be the personalized learning model we're be talking about um and it works for everybody everybody. Um that's that's going to be one of our huge pieces on our structural work for next year. Um but it's all going to kind of come together in a package and I'm I'm really
proud of the work happening at the school. I'm proud of work Brenda's doing because we're pushing the principles too. And do we love seeing this data? Oh, I wish it looked different, you know, but it's going to. And I'm very confident because we're doing the right things and our teachers are working really really hard. So, um it's coming
and I I'm proud of the group because this is where we're at. Um the key is to never stay there. So that's >> I think the other thing that I that I would love to just share too is yeah we look at the data and say are we loving this? No. But then everybody's kind of
saying okay well then what are we going to do about it and how do we get creative and how do we how do we you know change things up and look at stuff differently to say how do we meet our our learners where they're at? Um and take them to that next level. And with
all the things that come at them from home to school to, you know, everything they bring to us at school or, you know, things that are going going on in our country right now and and things like that and we just we have to meet kids where they're at and say, "Okay, but learning is what what our goal is and
we're going to get creative to see how we're going to how we're going to meet their needs." >> Thanks, Brenda. So, I want to circle back to potentially the new curriculum and that dip. What I my question is going to end up like how can we support
and we can be creative with Jeff to support that lift of teachers and it might be a bit of a paradigm shift because we're really teaching the standards and the curriculum is your tool and if you have a blueprint through fast what are the standards that we really need to hit and what are the
tools in the curriculum but teachers need time so how can we as a board support that shifting a little bit that we're teaching the curriculum you're actually teaching the standard Right. >> And so how can we how can the board support that lift
>> so that the student scores >> are not indicative. Yes. >> This is what makes you guys a great board because I love that question and the way you phrased it. >> You've already done some things. We've added two professional >> I was going to say >> three professional days going on your next calendar because we need time to do
that thing you're talking right there. Um and a lot of birds say oh gez get working harder you know how can we support you? I I'm not getting goosebumps hearing you ask that question and thank you because you are providing that time and um it's our work to make sure that we're utilizing in the right
way to change that paradigm. So, thank you for the way you asked that question and for what you guys have done really since I've started here. It's been how can we support and um it matters >> and that's exactly what I would have said too. You've already done that through giving us a little more professional development time because that's what teachers need. They need the
time. Um and I think you know conversations I've had with teachers, um, tenure teachers, as they've been teaching through, they're like, I'm reading through this story that's long, and I'm thinking, what can I pull out
that is not necessary, the kid that the child doesn't need to hear, but they're still getting this. And this is going through everything the first time. You know, I always tell anybody if they start a new job, it's going to take you a full year to say, "Where are the pinch points and where are the parts where you're just kind of hauling along,
right?" And um that takes an entire year. It takes an entire year to to go through that in the curriculum and probably a couple years before it's pretty comfortable where I just do it right. Um but they're already adjusting things like that saying, "How can I use a little less but still give the kids
the information where I don't have to get this worry or I don't have to do everything that they've shared with us. I haven't done this yet." And so that's part of what they're figuring out as well. And and that's the things that they're sharing with each other. And again, it takes time. And so thank you for the extra staff development because
it is used and it is loved. >> One more question. The student connectedness, do we track from third because if you do both years, you could maybe see if it's if you uh would visit my counselors and
their spreadsheets, you would smile for days. >> Are you collecting? >> You're manually collecting the responses. I I'm not sure if they manual collect all that, but they do keep spreadsheets on kids and all the times that they see them and how many kids they're seeing and how many breaks
they're giving. And I shared that data with you in the fall, too. But that that's part of all of the my sabers. >> My question is the the student engagement aspect that you're manually collecting. >> They're putting they're putting all of that into u it's it's just your your
class of kids if you're a kindergarten or first grade teacher. The uh third and fourth grade teachers, if you remember, they can do all that online. The kids can do that all online. >> Thank you. And Miss Yakish, thank you for sharing your gifts here and with your staff as well. >> Been a strong leader for all of this.
>> Healthy this month. I'm excited to see next year in hopes that being in second year with CPLA to see that we don't have a slump that it it is because I mean you always talk about in the fall that the kids lose a little bit over over the
summer, right? And so it's kind of like you would hope that January you wouldn't see that. So I'm really hoping with the new curriculum and everything that the teachers have been doing that we really see that um tick there for those kids. I do appreciate the ML learner like seeing
that information because that's very important. >> I think also just before you jump in Jeff I think also the other thing that's pretty fun is always >> that was awesome by the way. I think the other thing that's that's you know pretty telling is you know Kathy N and I
were talking about all of this the other day and she said you have to remember Brenda too this is year two that we've really dug into the data this way >> you know and then we start looking at okay we're having conversations with our intervention teachers who are having conversations with our classroom
teachers who are you know and and it's it's kind of been a really new way of looking at it so we're only going to get better >> you know Having data is much better than not, right? Gives you an idea. They were digging into it and everybody
pretty cool. So, >> the only other thing I was going to add is that in both my experience with NWA and also with with FAST, they have suggested that it's actually best for statistical significance to only give the test once or I'm sorry, twice a year
versus three times. So, we're not sure if we'll continue winter over the long haul. Um, but I we're doing it for now. Um, so we're anticipating um some big strides come spring and we'll see what happen. >> Sometimes if they meet >> if they meet proficiency in the fall,
then you would go to spring, but the students that don't meet proficiency, >> correct? Would you have that conversation, too? >> Correct me if I'm wrong, but with fast, you could also still do some of the tracking stuff. It wouldn't have to be the full classroom test, but you would still do those obviously throughout to
keep that going. >> Yeah, that makes sense. >> That continuous benchmarking. >> All right. Any other questions? >> All right. Well, thank you very much. >> Thank you very much and thank you for your support. I just we really appreciate you and everything that
you're doing for all of us, too. And uh stay warm. >> Yeah, stay warm. >> Definitely might not be anyway because of the weather. All right, we will move on. Uh, next item, healthy and supportive environments. We have nothing under that. We will move ahead to stewardship
of resources resolution for reduction in programs and positions. >> Yep. This is the annual resolution where the board authorizes myself and my team to potentially reduce programs and positions. I'm really happy to say that
this won't be occurring because of money this year. Um the only way we've reduced any programs and or positions is if um there's a performance issue andor an enrollment issue that causes us to reduce staffing to rightsize the system. But um it's an annual resolution for you to consider.
>> Can I ask a question? Earlier you mentioned access about do you have any any inside knowledge about that going away? Great question >> because that would definitely impact. >> It's currently on the chopping block with the blue ribbon, whatever they call
it, panel at the state, which I I don't really love that name, but um I've talked to the two superintendents that are leading that panel. And neither one of those districts really utilize ADS. Um and as you know, ASIS um while it's not special ed per se, the goal of ASIS
is to keep kids out of special ed. Um what's happening in our system and ADIs has grown statewide significantly. Um from what I heard the other day, it's about 110 million annually to run ANIs in the state. Um by statute, they have to cut 250 million out of special ed
planning. So they're thinking it's lowhanging fruit. I've talked to a few legislators. Um I've talked to some other districts who are really not happy about what they're hearing through the grapevine. So, um, I'm not going down without a fight on this, but I will say
that that money is already earmarked for the bienium. So, this year and next year, ADS is is here. Um, they will be making a decision this session which starts February 17th if ADS is part of it. Um my hope is that they're not going
to that they will resend that um statute that passed last year about cutting the 250 million period on a special because that wipes out the entire crop subsidy from 2023. >> So we'll see where it lands. Um but yes, you're correct in that um that is
currently the biggest topic of conversation and how to address a good chunk of the special ed funding. >> Okay. >> But we're okay for this year and next unless something really weird happens. Well, thank you for sharing that because I wasn't sure when that would go into effect. Thank you.
Good question. All right. Any other questions regarding this resolution? All right. At this time, I'll take I'll accept a motion to approve the resolution as stated. >> I'll make that motion. >> Motion by Hilstrom. >> I'll second.
>> Second by Prasa. Any other questions or comments as this is a resolution? Madame clerk, please take a roll call. >> Jamie Hilstrom, I. >> Beth Prasa, >> I. >> Kevin Shadine, >> I. >> Jessica Johnson,
>> I. >> Eric Gordy. >> Hi. >> Chris Morgan. >> Hi. >> This passes unanimously. All right. Next item. Culture, collective purpose, midyear. Um, >> district operation
>> district operation plan. >> Yeah. >> All right. So, I'll just kind of tee this up. I'll go through it briefly. You have all the links should be live for you as board members. >> Um, they're actually live to anybody in Rockberry Schools for that matter. Um, because we're super transparent on what
we're doing. Um, I'll walk through a little bit about the, as you know, this is aligned to our um strategic directions and many of the goals have been completed or are close to completion and whereas the other ones are well on their way. Um there is a
couple that um have been pulled out um simply because they're not attainable. Um one example of that would be um the goal on on collecting uh a grant from Northwest Suburban through the federal government because as you know um grants
at the federal level are pretty much done for the time being. So we're not looking to do that anymore. Um hopefully in the next few years we'll be able to go back at that. But um I'll just kind of walk through this and Courtney can scroll through. So obviously strategic direction student achievement and growth um been doing lots of work with the CKLA
curriculum of which you've heard um and then um going down go a little slower there through our through our road map and so forth uh the work we've done on uh via PD and again you'll have links on all of your on your copy online to see these things but um the school
improvement plans uh the work and the significant work we've been doing via MTSS right now um really proud of that the intervention world for us. Um and then the uh the magnet programming has continued to be a huge success for us,
you know, in that in that area. Um the work on the the um ECF and uh in the outdoor learning space, there has been something added to that since this was was shared with you via PDF. So hopefully you have the link there. And
that project, according to Melissa, is going to take a little while, but it's it's on its way as well. um into the healthy and supportive environment. Again, you're going to see a lot of instructional things there as is our theme. And so, um the portrait of a graduate, that work is currently ongoing, and I'm meeting with Kathy to
talk through that some more tomorrow. Uh let's see, the professional learning plan, professional development, implementation of vocabulary around that is is well on its way as well. Um, you can tell already from the presentations how much we're utilizing data to drive
our instructional techniques. I think in the past we've had all this data and no one's done anything with it or known how to do anything with it. That's changed. Um, and our our teachers are really using it to drill down to specific strands for our kids. Um, student engagement, you've been hearing all
about that. Um, magnet after uh school programs, we're working hard with that with our CIC's. and then the standards work of the E12 comprehensive review cycle. Um, looking down through some of our PR work
in school, community and family partnership, um, you'll see the the work we're doing with our Rockford in 8 88.3 seconds. I'm very proud of that work. Really showcasing, it's good for us to showcase our kids and not only is that good for our kids in our system, but we
want to be highlighting Rockford. You know, it's exciting that we've had three school districts come to our high school recently to say, "What are you doing?" Because they're hearing about it. Um not just from me, but from other places. And um when I met with the uh the gentleman, the newly elected senator um in Senate
District 29, he he was right out telling me, and I think I told the story to some of you already, he said, "You know, I got to let you know I was the chair of the right country Republican Party. I'm really far to the right." And I said, "Oh, great. Welcome." And uh he said, "I need to tell you when I go through and
was um knocking on doors um and I'd see a Trump sign and almost always right next to it was a vote yes for Rockford Area Schools." And he said, "I asked him, "How do you how's that happening? How are you so supportive?" Because usually that's kind of a >> you know hand in hand. >> And he said um the the school district
is he said almost everyone in the school district's doing things that are right and um transparent and working hard. And so that message has been getting out and I'm very proud of that. Along those same lines, Early Childhood has put together the new brochure. Um we are currently working with Eye Contact Media of which
the um Rocket the Vote worked with and we're doing some work with them. And there's a video coming that you'll see next um next month, but they're also doing some some work with us on kind of geo fencing some um strategic folks um getting them into our schools and in our
schools doing some work on our logos and different events we're having in our school system. um work at Galaxy. I'm really proud of the work happening there. Um then the IV work um in fact Jill was um emailing um uh Walter Hudson
today to see if he'll help carry some legislation on us with IB credits. I don't know if he will or not, but it's worth a try. Um >> because we're seeing um less and less folks want to take the IB credits even though they're incredibly rigorous. Um,
it's more out of the financial stakes at the postsecary than anything else, but we're going to see if we can put some teeth in legislation. Doesn't cost any money to do that. So, maybe they'll be willing to do that during a session that's going to pretty much be a nothing session coming up. So, we're going to give it a shot. >> And and Jeeoff, I I think it's putting
teeth behind it to force the universities because I think it's a recommendation. >> That's exactly what it's written in, but it's just a recommendation to provide credit, not you will. >> Yep. >> So, >> that's correct. That's correct. And there there are already Jill's found a
lot of examples from other states that have that teeth already in their legislation. So we're going to try to replicate that. >> One is to the right to the east of us. >> Yep. So I've heard. >> So I've heard um the launcher future as you know is is coming out strong and
that is part of that video that's coming next month on that and then the um you know K12 magnet presentation of launch future. Um, we have already done some significant work on translation for our families. Our language access plan of
which I helped put that together here a couple months back. It's on our website. Ready to scroll down a culture of collective purpose, please. Um, work with our built um the workflow for all of the stuff that we've been doing. Um, our work with our instructional cabinet, which is kind of
our superb built group getting together to work on some things there. You have the agendas. um the work again by Built and Bolt um the safety committee um we're now getting to a place where um there's a lot of work in progress um that Jeff Keenan has been leading up uh
you'll see much more of those things in um documentation come the end of year dot presentation working on you see a book there called clear leadership by Jervis Bush I think I've shared that with you a few of you talks about getting rid of the interpersonal
mush and uh not being afraid to to to speak up and know that you're not going to hurt people's feelings because you can still be friends, but you still need to have conversations that are productive. So, not assuming someone's thinking something when they're not. Um, and stewardship of resources as we go down there.
Super proud about the uh um the first few there. Number one, um we are still working through a comprehensive review of activity fees, but I want to put the note on the side there. um passing that levy, we're likely to keep our fees the same. Our families stepped up. We told them that they'd be going up
significantly if it didn't pass. They came out and passed it overwhelmingly. Um I don't anticipate us changing things unless we see we're way out of whack with our partner schools, which I don't think we are. Um uh negotiating fair and fiscally sound employee contracts. Um I
I'm beyond the static about what we've done with the EMR and that agreement that we had. um they ratified it at a very high rate. It was very fair and I think we set a new standard for how we're going to do negotiations with with our teaching group and I'm hoping the other groups will follow
>> because it really is a nice way to go. And when when I say that we essentially, you know, we don't like to play tennis and we we basically said back and forth um the board's given us this number and this is our our top number. um there has to be a lot of trust
>> that we're not lying to them or anything like that. And um they said, "Well, what's the number?" And then we were done. So um >> and we were >> it was pretty pretty good there. So we were proud of that. Um we opened up contract negotiations with the 284 group and the principles here in April
somewhere in that area. You notice the very last one there when this was written, uh we hadn't yet had a board approval for the potential levy. Yay to us. Um, I still think about that night and Eric running over and knowing the answers before the rest of us did, but
that was pretty exciting. That was a very fun night. >> Um, and then, uh, uh, finalizing the expenditures of the bond funds. Really, really happy with how all of those projects turned out. You know, we got the parking lot done. We had some tweaks to that that were done. We had a
couple issues that we saw there, but turned out nice. Uh the carpeting came in well both at the middle at the elementary and here at the district office and we've spent on those funds as required by the law. Um working on the technology piece. Again, this is a lot of work that is in progress still that
Jeff Kenz is finalizing and will be ready for the end of year. I think that brings us to the end of the um the the current status of the district operational plan. again in May. Um I'll be coming to you with this document almost the same but with many more things checked off as being accomplished
and that's our current status of our district operation. >> Wonderful. Anybody have any questions for Dr. Ry? >> No, I'd just like to say thank you. There's there's just there's so many the performance indicators especially are
just great looking at this is what we said we were going to do and here's how we >> prove that we did it. So >> I think that's important um just for me to come in here and say hey we rocked it that that's not quite what we're looking for.
>> Well explain to us how you did that and what you did and and who was involved. I think that's that that matters a lot. So thank you for mentioning that. Well, on the MTSS initiative, that's been tried to take off for eight ever, like 10 years, even maybe longer. So, thank you
for honing in and pushing that forward. And I really want to thank Kathy and um the group that she's working with is they're working with um a statewide group on some pretty significant um professional learning around that to wrap all of our things together. So, um while I pushed it, they're doing the
work and I'm really proud of them. >> Yeah, pretty awesome. I love having this nice midyear review. So, thank you for putting that together. Appreciate that a lot. Anybody else? All right. Uh at this time, we'll move to 9B policy
review final reading. We have policies. Uh 301 302 303 701.1 701.2R 2 R 701.3R 722
731 801 uh and then 801's form 805 and 807. Any questions or information regarding any of those we need to discuss? Anybody have any nothing? All right. Well, we
have had this is our second reading of it. So at this time I will entertain a motion to approve all policies listed. >> So moved. >> Motion by Gordy. >> Second >> second by Shadine. Any other questions
or comments? >> Seeing that there is none. All in favor signify by saying I. >> I. Those opposed passes unanimously. All right. Community School and Family Partnership Resolution of acknowledgement of
contributions and donations. Dr. Ry Oliver, would you like to point anything out? >> Thank you, Chair Johnson. On behalf of the school board and um the staff here in Rockford Schools, I would like to uh thank the uh donors for their contributions and gifts to our school
system and would ask the board to accept these on behalf of the district. >> Great. >> I'll make a motion to accept. All right. Motion by uh director. I will second that.
Second by Johnson. Uh this is a resolution. So madame clerk >> Kevinine >> I. >> Jessica Johnson >> I. >> Eric Gordy. >> Hi. >> Chris Morgan. >> Hi. >> Jamie Hilstrom. I >> Ben >> I. >> That passes unanimously.
All right. Our next item. uh board of education work session for Monday, February 2nd, as we stated uh has been cancelled. Uh there is a finance committee meeting Friday, February 13th at 8 a.m.
virtually um uh Google meet and then a regular meeting of the board of education Wednesday, February 18th at 5:30 here in the district office boardroom. Yes, >> sorry, J. I mentioned I meant to mention this at the work session, but I sent out
some dates for a half-day board retreat. >> Oh, that's right. >> And I know Jessica got back to me that one of the dates was problematic. Um February was hope. Yeah, I'm hoping that March 3rd, 4th, or 11th would work for the entire board. One of those dates. So
March 3rd was 9 to noon. March 4th was 9 to noon. And then March 11th was 9 to 11. March March 3rd. >> I will tell you right now I will not be in town on March 11th.
>> So third or fourth? >> Third or fourth folks. What do we got? >> Hopefully that's >> I would pre March 3rd is Tuesday. >> Yes, it's a Tuesday. >> Looks like there's yoga at 80 room 805
806. >> No, I'm good. Both days. Both days work. >> So March 3rd or 4th. Is there a preference? >> I would say Wednesday. >> Wednesday is better for me. I have less meetings. >> March 4th it is then. >> But is that okay with you and everybody else?
>> I have my leadership meeting that day, but it's it's fine. >> What time are we saying? >> 9 to noon. >> March 4th. >> Sounds good. >> Yeah. I'll have to be in and out a little bit. >> Okay.
>> Is the third better for you? >> Yeah, the third's better. >> No, not any better. >> Okay. >> Um, >> that's fine. >> I have a question about the finance. I'm on that. Correct. >> Look at Yes. Last >> if you were, I would have sent something
to you. So, I >> I think wasn't it >> Chris and I? I'm not sure. I'm looking at the >> or did I switch? What am I on? Negotiation. I'm not finance. I'm on >> I think I'm on I think I'm on
>> board committees. >> Thank you. >> Finance committee >> in the Google. >> Finance committee. Morgan Gordy Shadine. >> Oh, wait. Sorry. 26. >> Morgan Hilstrom. Shadine
>> is finance. >> Finance committee. >> Okay. Which >> and that's the three I invited. Morgan Hills shooting. Yeah. >> Okay. Good. All right. Just want to make sure. >> So, we're gonna have a fight. We also have a policy meeting that's not scheduled for a while, but that's going to be prior to the March meeting of
which Eric is super thrilled to be on that now. First person back to accept the invitation. The other thing I wanted to share is we will after the finance committee come back and have a conversation with the operations team of which I know you're a part of that. >> That's that's the one I'm on. I was like
I know I had to switch. So, we'll be having some conversations about some of those odds and ends we've been talking about eastward. >> Oh, yes. Okay, sounds good. All right. Next item is our close session for our midyear superintendent review.
All right, hold on. I have to read something before we do anything. >> All right. >> Uh, we will be closing the meeting to discuss employee evaluations uh according to Minnesota statute 13D.05. Subdivision 3A for the evaluation
discussion of Superintendent Ry Hoover who is subject to the authority of the board. This closed meeting will be electronically recorded at the expense of the school district and the recording must be preserved for at least 3 years after the date of the meeting. The recording is not available to the public.
So at this time I will entertain a motion to go into closed session. >> Gordy makes a motion. >> All right. First by Eric Gordy. >> Second. Second by Chris Morgan. Any other comments, questions? All right. At
this time, um, take a vote. All in favor signify by saying I. >> Those opposed, passes unanimously. We will enter 7:47 p.m. All right, it is 8:00 p.m. and we have entered back into
open session of the board to on January 21st. Um to finish up our board meeting, we have uh one or two more items on the agenda. One is board committee updates. Anybody who'd like to start?
>> I can start. I have nothing. >> Beth has nothing. >> I can follow that up, but I have nothing. >> All right. Um I have I did one coffee and conversation um after our legislative chat. Um I did talk to them about the revoke and replace
>> and they were somewhat interested. the revoke and replace language um on the ballot if we were interested if our legislators mentioned they'd be willing to bring that. >> I did get that language by the way. >> Okay. You did? Okay. So um I just talked to MSBA about that if they had any
thoughts on it or anything. So I was going to get back with them and then I went to the MSBA conference. Um I do actually have a decent amount of stuff to share but I did I'm going to put it in the file and I haven't done it yet. So um there was a really I I found
really helpful AI um session with actual like practical tips not just kind of ethics and stuff like that but like this is how you can help it have AI help you to review like financials and there was obviously discussion on >> as long as it's public information the
financials that are shared publicly on the agenda and stuff like that but just >> just ways to use it like that so and I found it actually quite helpful so awesome wonderful Uh, Mr. Morgan, >> I too was at the MSBA conference for the
first time ever. It was good. It was a good event. >> Good keynote. I had no idea there were so many field turf uh >> options, >> the vendors were field turf. So, that must be a high
margin business. >> No, it was good. And it was good to see good to see a lot of the board there. I also ran into a classmate and a former teacher that are from other districts. So that was kind of fun. >> That's really cool.
>> Yeah. >> All right. >> Yes. Thank you. So um the uh annual convention was able to make it on the first day for opening. um appreciated the the opening comments and
the opportunities to connect uh with the other board members. There was a uh board chair chat as well um through um what is that thing called whatever we are um there you MSBA um I believe there
was an AMD meeting as well that virtually I think I was as typical texting Dr. Idle Hoover during the sessions um and board prep. Uh also have been working on midyear evaluation for
the executive director for Northwest Suburban. um had a prep session with Northwest Suburban for our upcoming um meeting as well as the newly established work sessions that are going to happen
and more committee meetings established with uh a third party to help understand and establish working agreements and roles and responsibilities for the board, the
director and the associates these superintendent. >> Very good. >> Uhhuh. So, >> all right. Anything else? >> That was enough. >> All right. Sounds good. All right. So, I've had Masico meeting Maso. We also
had negotiations for the supervisors. Really happy to share that it took us two meetings to settle their contract. Um, and I will uh give credit where credit's due and it's uh Dr. Dr. Ry Hoover has really helped me through negotiations and how to um create that
trust um with your staff and um we have worked really hard over at Masiko and through that we were able to negotiate pretty easy by just saying what would you like? do you want us to go back and forth playing tennis or do you want just a percent and they said give us a
percent and so we did that but we had already divided it out and given the percent and they loved what we countered back to them they were so happy with it they're like yeah let's let's agree to this and let's go forward and uh got a message on Friday night that they voted
and it's all set to go and we'll be approving that at our next meeting which is next week so really happy um to be a part of that and to see that happen in another area beyond Ratford. So happy for that. Um I did attend the district
holiday gathering at Clays. It was fun to see all the teachers there and uh the wellness group works really hard at making sure that they have uh prizes for the staff and so that's pretty fun to see all the staff there and having such a great time. I attended the AMSD
meeting um the MSBA conference. I went to the board chair um question and answer one. I also attended a couple different ones on first amendment with your staff, your students um and district as well like what district can
do um regarding that as well. So um those were really good. Um the keynotes and all that uh had a had a great time at the conference. uh calendar committee meeting was prior to our uh work session today and that went
really well and had a board prep call. So I believe that is everything for me in the past month. Anybody have anything else? All right. At this time I enter it's time for to adjurnn. So I will entertain a motion to adjurnn. >> Motion to adjourn.
>> All right. Motion by Hilstrom. >> Eric Gordy. Second. >> Second by Eric Gordy. Any questions or comments? All in favor signify by saying I. >> I. >> Those opposed passes unanimously. We are
uh adjourned at 8:07