 event we were going to do a lock-in but because of health regulations we decided it was safer to do a smaller event before the holidays while people are traveling and seeing their families so a lock-in would usually be like 7 a.m. 7 p.m. to 7 a.m. but instead we're doing a winter formal dance which is like two hours and I believe we're planning that koanas but I'm not 100% sure about yeah but it's on December 17th it's gonna be fun and then there was also a financial aid meeting a couple weeks back that was helping the seniors plan for their future we had a speaker who walked through the fast-form which if you've if you've seen it it's definitely a little bit confusing so it was really nice to have her walk us through it while we were doing it basically just helping us get set up financially along with college to there's a freshman at our school who are visiting MIAD in December in Milwaukee to explore college options which is basically going to be allowing them to look into what they might be doing in the future yeah okay then in school we recently this year introduced interdisciplinary classes so we have US history and folk music which is social studies and music and then a small place which is English and dance and then cells which is science and drama and macro plastics which is science and engineering these classes definitely encourage more complex projects and offer more collaboration with a very diverse set of peers there's I know in some of my classes there's freshman mixed with juniors and sophomores and seniors it's really nice to connect with all those ages but for example in US history and folk music which is the class I'm in we're learning about the music behind the colonial times while also learning about the history of Native sorry Native Americans so it's really cool to have that art and academic kind of tied in together and then other than that clubs we have a lot of student led clubs we have plea club GSA chess FTC which is the robotics club again they're mostly student led students will take their passions and share them with the peers in like a form of club so I know my friend Dakota she is always singing in the hallway and so being able to see her kind of take her big passion I'm singing it turn into a glee club was really nice to see and then spirit days we have spirit days at 8 to I make them they're bi-weekly on Thursdays and it's really fun to dress up in weird wacky outfits and definitely expresses fun creative ideas through those outfits we do have pictures of some of those beer case on the 8 to think tank Instagram account which I also do so definitely go check that out and we have some other things on that account it's really fun but overall our school it's very nice and welcoming and everyone so nice and great yep thank you thank you for your presentation so my ad is the walkie is too far from the designs correct so how many people are looking to go to that college I'm not a hundred percent sure on that I'm sorry so what are your passions what are you looking for oh no I'm in high school uh after high school I definitely I want to go to college and study English and education try to be a English teacher yeah I really like writing so yeah the personality personality in the thank you so my name is autumn Sears and I'm a junior at Central High School this is my first year in Sheboygan I previously went to Sussex Hamilton High School in Waukesha County so this was a super big change for me and my school is a lot smaller than the one that I was previously going to which was like I think upwards of 2,000 kids and I've downsized to 200 yeah which was a super big change but I was already planning on going into an alternative school which would have been smaller because my learning style fits a lot better with that than the strict style of Hamilton and at this school I have been able to build a lot more friendships and new relationships and bonds with teachers than I thought I was going to be able to because I loved most of my previous teachers and I've been in that district for 15 years as well as my siblings so I already knew the teachers before I got to the high school but at Central High I've been allotted a lot of new opportunities that I wasn't open to or have been had even seen before for example YTY which is youth tutor in youth and that program allows students to get real classroom time and experience from the viewpoint of the teacher I would love to go into education it's something I've been planning to do for the past two years now I had an experience in a special education classroom in which I was the TA and I'd never been happier in my entire life so I decided that that was going to be my career path and so far my classroom has definitely helped further that dream and I am very excited for the future and as well and in addition to that I am going to be going to LTC for an early childhood development I'm taking a guiding children's behaviors class because I'm already in a classroom with young children I would like to have more of a background in what exactly to do or how to handle a situation the best and as far as Central goes I am being given a wide variety of electives such as a yoga course something that is also a passion of mine that I got to experience at the beginning of this year and I found that that class helped me to further a habit of mine and starting my day was something that I find relaxing and it also got me into a more mindful mindset for the rest of this year and that's Central High School our counselor Andrea Berlin is one of the greatest resources that us as students that we have available she is a fantastic listener and she will do anything in her power to get you somewhere that will be best for your learning to help you succeed in school and life Andrea also gives students the opportunity to be in classes that are beneficial specifically to them and their academic plan I think that overall Central High School staff are very open and they move to make students succeed in school and to make school relevant in their life and I am looking forward to any new programs and opportunities that I continue to discover at Central and as I watch my new class of 2023 grow into themselves and see what they end up doing. So why Central? The school district has other schools that are smaller in class sizes. Why did you choose Central? Central was the first school I heard about but they were very responsive with my previous counselor like asking them about the school and after meeting with Andrea and Miss Finney I I already liked it so far and then meeting the rest of the staff it really drew me in and that they were very open and what they can do to help you succeed and still push you to continue learning. So once I got there you know my first day I was like yeah you know this is it and I'm happy that I made that choice. Well thank you. Thank you all very much. Appreciate all the insight. I'm excited to have you as the recurring representative. You're welcome to stick around or find something else to do with reading, I, R, S, A, except blocking, but remove on to item number seven which is community input. Is everyone here who's here to address the board? So, welcome to this meeting of the Chabuginary School District Board of Education. It's okay that you're interested in educational issues. If you're interested in comments you can turn about the school district. In order for the meeting to close smoothly you would appreciate the following guidelines you would follow by anyone wishing to address the board and see me. Please limit comments or suggestions for three minutes or less because we do have a full agenda to follow. Comments and suggestions on the school district to welcome, personal criticism, and or the Roger Fairmont district to record a member of the Board of Education or an employee of the school district or out of order. If you wish to provide input and would like to be recognized, please raise your hand. If that could be recognized, please stand before your state to call your name and address for the record. Also, for the record, please sign your name and address on the clipboard after you've spoken. The board normally receives citizen input and does not respond. If there's a need for an answer or a response to a concern or issue, the superintendent or one of the administrative staff members will get back to you in the next week. Come on up. Okay, hi guys. I'm Tracy Alley of 4627 Western Anakin Drive in Shiboyan 53083. I just have a concern that I want. I wasn't sure if any of you saw the email that I put out last week. Actually I put it out to our principal at Horseman and queued you guys in on some survey that the DPI puts out. Apparently it's every two years. I'm new to this so I'm just finding this stuff out and I was not happy that I didn't get the opt out option because our principal forgot to send it out. He apologized. We smoothed it over. It is what it is now. He did send me a link to a copy of the survey that these kids are taking. Before he sent that to me, my son took me to his Chromebook and pulled it up for me. We went through a whole thing. There are some disturbing questions that these 11 year olds are being asked, such as regarding their asking these kids, what is your sex? Leave blank if neither. Then when you leave it blank, it goes to how would you describe your sex? Or asking them if they have sexual intercourse? An 11 year old? Are you kidding me? This is like my blood boiled. I'm not happy. And I want to know this from my research on the DPI website. It says high schools are supposed to get these. I want to know when middle school got brought into it. I want to know if there's funding involved, do we have to have our district do these? Is it like a mandatory thing? Who's in charge of that? Because I don't want to see this given to these kids, especially 11 year olds. Like my son, they talked about it amongst themselves, asked if they were done. Nobody even knew what half of this stuff was. So I want to know what the purpose is. What is the purpose of this survey? All the other hundreds of surveys. I think we can find better use of time, digging more into reading, writing, and math. I want to know how much time is spent on all these surveys from all these places that these kids have to do. It's just filling their head full of nonsense, garbage, that shouldn't be filtered into their minds. They're innocent children. Why are they being asked at 11 years old if they're having sexual intercourse? Those kids don't even know what those words mean. So that's what they would like to know. Who's in charge of setting these tests up? Who signs up the district for it? Do we have to do it? I know the parents are supposed to get an opt-out option, but what if you missed that? Like I did. And now here my 11-year-old took this stupid survey, tainting his mind with all this garbage. So that's how we do it. Thank you. Good evening again everyone. Thanks for being here. First of all, just to share some things going around our district. First of all, I want to give a congratulations shout out to David on his award, the Athena Leadership Award. It's a very important award to recognize as individuals that exemplify strong leadership qualities and forge paths for women within our community. So congratulations, David on that. On November 11th for Veterans Day, we were able to host our annual Veterans Day celebration at North High this year. Had a great turnout of community members, veterans. It's always a great event between the speakers and the band orchestra and choir. The kids did an amazing job. So many of the veterans were just in awe of the response from students. Both during the ceremony and after about thanking our vets for their service and true to their understanding. So again, it took place on November 11th on Veterans Day, so that was a great event. Lieutenant Governor Mandela Barnes visited at South High School on November 9th. Met with representatives from both North and South, representatives from the We Rise at South and the North Start groups. Really looking at students and opportunities to engage with him and be able to address questions around a variety of topics both locally and at the statewide level. So again, it's always great when we can have the Governor or Lieutenant Governor be within our school system and interacting with students. December 9th, the upcoming event will be the Hour of Code. It's a wonderful opportunity. It's open to all students, parents and the community members ages four to 104 and everything in between. It's really a global movement to reach millions of students across the world to participate in a variety of hands-on tech based activities to really talk about getting passionate for computer based coding. Acuity has been a wonderful sponsor for many years and they actually will be sponsoring morale surprises for those in attendance. So looking forward to that event on December 9th. In terms of just keeping you up to date on terms of effective communication, you should have seen the e-mail that I sent out and really want to thank Mark for his work on getting the request for proposal for the purchase and or development of the district home property on Taylor Drive. That was posted last week on both our website and also in the Sheboyka Press. Proposals will be received through January 14th at 3 p.m. And then we'll be bringing back those proposals and talking about next steps with the Board. So that information is out there and then Mark spent time working with Chad at the city as well. Since many of the zoning and needs of the community go through the city planning. So that information is on our website. And then finally, I know we gave a shout out to Mark last time, but again, I appreciate all of the support of the Sheboyka Public Education Foundation and their all in part education. And Mark again was our winner of that event this year. So congratulations Mark for your work on winning Texas Holdup. And I haven't seen the results yet. Unfortunately I had to cancel their November meeting. So I've heard their final results of what their fundraising amount was this year. But they filled every seat at every table this year. So it was a great turnout with a lot of good competition. So that concludes my report. Yeah, thank you Kyle. Seth, we've been, at least I've noticed on various Facebook feeds from the school saying that the Sheboyka shoreline bus, the contract is being changed to where the students will no longer be able to use their ID to travel the bus whenever, wherever now. It appears to be only during school hours. Just wondering a couple of questions like what drove that decision also to without having impact on the budget. Because if I remember right now, I could be wrong with this. We had also subsidized some of those bus passes. Will that have a positive impact on our budget because we're not paying for the hours that the kids are not in school? Yeah, so good question Ryan. So first of all, we do pay for the service to have our kids ride the bus. One of the challenges the bus shoreline metro and we were facing was because it was left open, meaning the not just the roads before school and after school but it was left open for all nights and weekends. They were having some concerns with shoreline metro with kids just riding the bus around the city and then causing some issues. So we met representatives from the school system and the mayor's office and the shoreline metro and the city administrator met to try to problem solve how can we address that. We had some non-negotiables and I walked in to that meeting and with Mark and our principals on non-negotiables which is we don't want to limit those students who need transportation to and from work, school events, the library, purposeful needs after hours but the after hours piece was the concern. So we were able to come up with a voucher system that if a student has a need, a job, but they're on a sports team, they're in a co-curricular activity where they need to take a bus later than 445 to get home that they are able to get a voucher from the school. So if I'm basketball now, I can go from the school if I need the bus transportation and the school will complete that voucher and then they are allowed to ride free of charge for those events. So really was able to look at a potential solution, we're going to try this out to see how it works but that was really to eliminate kids that were just unfortunately causing some issues while riding the city bus just to ride the bus and ride the bus and ride the bus. Did anything have to do with what happened at the transfer point with the murder of that student? Was that part of this or is that just kind of a global, there are multiple incidents and we need to address it? That was unrelated to that and actually we were working through this process well before that unfortunately occurred. Again, if you have a need, if students have a need to get to, it's really, it's just the night time so if they have a need on the night time to get past 445, they are able to get that voucher. It's an easy process so that they can continue to drive the bus and then they're there for a reason. Thank you. Any other questions for yourself? Item number nine this late is eight. Charter school gratification. We'll have Jake, Eric, and Jason. We'll be putting up on the screen behind you while if you want to focus there or on your computers. Should be ready. Alright, thanks for having us tonight. So we are seeking approval for reauthorization for the 22-23 school year similar to past charter contracts. We tried to do that in advance so both our schools and our families can plan accordingly. So we're looking for Warner High School tonight. We've enjoyed an almost two decade partnership here with Warner Schools. Last year was Warner Middle School so I think that transition to Warner High School is a big part of that continuation of services. I think from a district level I feel like we've had a very good working relationship. We continue to have a good working relationship with both Jason and their board. I think Jason's transition into the role has really brought an increased focus on the college of career readiness piece that he's got a strong background in and has provided a nice, I would say boost for Warner Schools. I think I had some things that I was going through my head of things to highlight and I think when I listened to Jason talk at the beginning of our meeting tonight he summarized things much better than I ever could in terms of the importance of having options within our district and in a school where kids feel at home and I think in the last year and a half the importance of having an option like Warner has become even more important for our district and the students that choose that option. Lastly Jason highlighted a couple of things. I think we're in a very good spot financially with Warner and they're excited to move into the place we're sitting right now next year and then lastly but maybe the most important they continue to do well academically and Jason will share how some of their goals for the past five years where they're at and where we're headed going forward. Thanks Jake, thanks Eric. Go ahead and get started here with the slideshow that was prepared and sent to you prior to this meeting. So we'll just kind of open up with some of the trademarks of Warner High School over the years. These were listed in the contract five years ago and still hold true to this day. Number one, project-based learning. So how we incorporate project-based learning in our high school would be seen in our Tuesday, Thursday schedule. So many of our students on Tuesdays and Thursdays take advantage of the very popular option of having experiential immersive learning at Maywood Environmental Park. I think when I'm talking to people about our school, it's certainly one of the first things that I think stands out about our school, what makes us different and also what is really enjoyed by our teachers and our students that are in that program. And then those students that are not in the Maywood program, they stay back at our riverfront site and part of their Tuesday, Thursday schedule is project-based learning coursework where they get to drive that project through their own interests and skills and get to exhibit their learning. It's a more traditional relative to the experiential learning at Maywood. Technology-infused courses. So that's taken on, you know, I think a different meaning over the years, but I think where you would see technology-infused courses at Warner High School today is through our math curriculum where other schools use Alex math as an intervention. It has become the backbone of our math curriculum and the things that we enjoy about it are that it is personalized, which is true to our core, and that students, they can accelerate or they can pull back as needed on their pacing throughout their math curriculum. And every other course in our catalog, essentially, is housed on a web-based platform that allows students, whether they're in person or learning online, to have easy access to their coursework from any location. Number three up there is the personalized learning plans. So the way that we carry that out at Warner High School is through our bi-weekly or every other week one-on-one advisory meetings. So all of our teachers are also advisors and they meet with their students one-on-one. And during that time they go through the student's academic and career plan. They update that. Usually the more consistent updates are with their academic progress and their courses. And then there's other times when they're updating things that the students have experienced through Zelo or other aspects of their academic and career planning process. Number four is the flexible scheduling. And really, I think this is one of the most important aspects of Warner High School that appeals to the modern educational consumer. That students and families have the choice to attend in person five days a week. They could choose online five days a week. Or they could build a schedule that is a mix of those two things. Three-day or two-day in-person or online schedules. We have some students that are on our campus just one day a week and four days a week there on a college campus taking college courses. So it really allows for that customization that we can tailor courses to each student's needs. If we go to the next slide then is the overview of the charter goals that were laid out some five years ago. These are as they were written in the previous charter contract. So number one, 80% of Warner High School seniors will be on track with ACP, which equals employability skills, college acceptance, or military. Now I wrote this as it was in the charter contract. However, since that time the district, of course, we've adopted the college and crew readiness report card that we use. And so we've been able to really, I think, better define what is college and crew readiness since five years ago. So I encourage you to pay less attention to if it says go partially met or met. I'll go through that very shortly. Number two, community connections. 80% of Warner High School seniors will connect with the community through college and crew readiness and or project-based learning. Number three, ACT Aspire. Warner High School students will meet or exceed the SAT average on the ACT Aspire, which is the state test that we administer to ninth and tenth grade students. And then the ACT, the big cona. That's the one for our juniors. So our goal is to meet or exceed the SAT average for our juniors on that test. So now take a little deeper look at each one of those goals over the last five years. So I've broken down on these next two slides that you have really both go with goal number one, separated out the career readiness from the college readiness. So you can see there that over the last five years we have met or exceeded the 80% benchmark for career readiness. Now note, 2018, there isn't district data. That was the year prior to the building of the district college and crew readiness report card. So we didn't have that district data. However, we were able to go through student by student. And we only had about 30 students in that class as we were going to do. And we were able to find that data. And then the next slide, I also jump in there. I just want to also point out the fact that 2022 is our current year and that's obviously a work in progress. It's not necessarily a decline. We've got kids still finishing up community service hours, credits and dual credit courses, et cetera. Yeah. Thanks, Eric, for stopping me on that. That's a really good point. I would say that 2022, both on this year and you'll see in the next year, I project that we will hit that 80% benchmark. But like Eric said, when this was prepared, we only had a quarter of this year under our belt. And a lot of that stuff happens over the totality of the full year or four year experience. The next one is the college readiness data. And again, 2018 didn't have the district data, but we did for the following years. And you can see there, although we did not hit the 80% benchmark, it's important to note that trend from 2019 and going forward. And what I see is a very realistic scenario that in 2022, this current senior class, that we will hit that 80% benchmark for our college bound seniors. So trending in the right direction. And out of the last, this year, and then the previous two years, exceeding the district numbers on college readiness. So we can go to the next one. So then this one aligns with goal two for the community connections. Now what we had to do on this one really was to look at the college or excuse me, the career readiness data in our college of career readiness report card. So we defined that based on work-based learning, 25 hours of community service, or a college credit course. So each of those years, and then again, like Derek noted earlier, 2022, I fully anticipate that we'll reach that 80% mark for community connections as it is defined there. The next slide is the ACT Aspire numbers. So you can see on that chart, ACT Aspire tests students in areas of English, English language arts, math, reading, science, and writing. However, there were no writing tests included in those tests during the years that we're looking at. So we exceeded the district average in 14 out of 14 opportunities there in all of those curricular areas for ninth grade. If we go to tenth grade, we hit that 12 out of 14 times, 86% of the time, we exceeded the district average for our tenth grade state assessment. The only two occasions where we did not was in 2018 on the English test and in 2021 with the reading test. So that's the tenth graders. If we go to the eleventh grade, this we noted as partially met, and I think the reason why we said partially met is because even though we hit it 21 out of 24 times, 88% of the time, we thought seeing a cluster of not exceeding the district average in math thought that was worth noting and also a point where, to your question, mark an area that we're trying to improve is in the area of math. So that's where I think you can see that. Also of note is after the 2019 class is when we started using Alex math as our primary piece of curriculum. So we'll go on to the next one. So now that leads us to going forward. So our five-year goals starting next year and then the next four after that. I took from our previous goals 80% of our seniors will be college and career ready as measured by the SASD college and career readiness indicators. So I just kind of updated the language from five years ago, made sure that it aligns with our district language and then I kind of coupled that with the community connections goal which really is just, it's really another career readiness indicator. And then the second and third goal is the ACT Aspire and then of note, it's my understanding that it's possible that the state could be moving away from that. So in these next five years if it's not called the ACT Aspire we would take that to mean the state standardized test for 9th and 10th grade students. And then the third is the ACT benchmark that we'll meet or exceed the SASD average. Finally, question? I know that this reflects the previous contract but the 80% mark is a little bit concerning. Maybe Jake can speak to that to the district but we're kind of saying it's okay that 20% of our seniors are graduating and they're not ready to go on to college or to go into the career path and that's kind of concerning. That's a lot of kids, 20 out of 100 kids that aren't ready and that's what our whole purpose is here is to have them reach that as a senior. Point well taken. Yeah, why 80%, why not 100% right? I know it might not be able to achieve 100% but it's kind of like we're expecting to get a low B here to begin with. Right. I guess one aspect of it these seem like pretty clear cut numbers with the mark. One thing that does complicate it is that it is driven by student choice. If I as a student go through high school and I say I intend to go to college well then that's going to factor into that college readiness mark even though that student's day to day actions probably may not speak to that college path. So they take the survey one time a year and that becomes like what bucket they go into. Right. So I mean all of our students are in the school readiness bucket but only those that say I intend to go to college. So marks yes in that moment now they're factoring into that number. So it can slip on you a little bit if you're not careful because you go through each student you say well every day they said I plan to go on a different path. But in that survey they said we're trying to achieve 80% the dual goal of college and career readiness or the combined goal. I haven't had it separated in there I have it as 80% but I would fully expect that career readiness to well exceed 80% as we have over the last five years. So this is the dual achievement of career and college. Right. So if a student marks a survey of their college and then they decide they want to enter the military instead. Are they mark as unsuccessful on the college or does the military take its place? It's when they take the survey. So they take the survey and their senior year they mark what their intentions are and then after that we don't go back and change it based upon what they do because we don't know what they do. So what they say is what they do. We don't know if they go to the military. Are they prepared for God? Right. Are we talking different things here? I'm just confused. Jake just want to restate that again. So what's happening is our senior year our kids are taking a survey they're saying whether they're going into a career whether they're going to college two year or four year whether they're going into the military. That information we then upload to the skyward and that's how we can desegregate this data based upon what their choice is. So if a senior and their senior year tells us they're going to college we're going to run this data and we're going to expect them to hit the college benchmarks. If they don't it gets marked as a kid that we didn't we didn't get where we wanted to get them in order to be ready for college. If they decide I'm not going to college I'm going to go into the military. We don't know that they do that so they just stay in that college cohort and that's how we look at that data. Can you give me an example of under that academic and career planning I understand what you're college acceptance that's very clear entered military very clear. What specific kind of employability skills are you looking at and how you measure that? So what we've done is we've looked at the district career readiness benchmarks so 90% attendance 90% attendance a work based learning experience it's actually two of these so there's two different benchmarks they have to hit out of the list of four or five That's 90% attendance 24 hours 25 hours of community service learning experience industry credential, dual credit career pathway course or two or more organized co-curriculation if they hit two of those the research firm redefining ready says that they're career ready. How did those expectations get conveyed to the kids and how often are they reminded of that or encouraged in areas that they may not be there right now that they need to up their game and that's one of the great benefits of having this we can clearly articulate that so when students are meeting with their advisors which we're doing every other week we're able to see where are they on track to meet those college or career readiness indicators and how does that align to their intentions after high school it's front and center as far as our communication goes Are we doing that after high school too? Yes Don't meet with an advisor every other week No They can look at it in the homeroom it's on their sky where there's a student report that the counselors run and discuss with them probably not as frequently as what Jason is doing at Warner That's one really good positive about your school that you're of a size that you can manage then you have a place to frequent me check in with what they're doing with those individuals that are not college ready are they being followed up with by counselors to figure out what their path might be to hopefully help assist navigate them through vocational school or some other type of training because someone might stick in a family business there's a lot of other things happening are we following up with them to ensure that they're not as he said being lost in the data I mean the bulk of that work is being done intensively with those students in those bi-weekly meetings and then as they become seniors at our school all of our seniors take a course of college career readiness and that is taught by our school counselor so they have that a couple of times a week so I mean they're going through that in depth and getting that personal advising through our school counselor but the bulk of that work happens up until graduation and then you know we even and this is not just a Warner program it's a district program but we have a summer texting program that we implemented over the last two years where we provide supports for students making that transition from high school to college to kind of alleviate that summer melt and then we've taken a step further for students that are pursuing careers or military whatever their post-secondary path is they're getting targeted text messages to support them in that path so that they can get to that next step because what the research shows is that you know you lose a lot of kids whether it be college or maybe they tend to go on to the military but something happens and they don't reach that destination so I think that's that little added step that we as a district have implemented for our graduating seniors last page and then we'll come back to questions yeah yeah so then the last page and I apologize it's really condensed the numbers there but if I could just draw your attention I think the most kind of interesting row would be the carry over row toward the bottom of the page and you can see that dark bolded vertical line that's like present or I guess that would be at the conclusion of our current contract and then going forward from right to left which I realize now is backwards to how we read everything in life so I apologize so but the carry over row is toward the bottom and if you look where we are right now our carry over stands at $566,271 combined between our middle school and our high school and I understand that we're just looking at the high school today but the high school itself stands at $354,313 per carry over so our school leadership even well predating me has been very fiscally responsible with our dollars almost to a fault but with the intention of trying to save that money with the intention of being able to maybe purchase a building which will now be able to use those funds on renovation not in this room this room is great but with other rooms on the second and third floor which are really excited about starting in the next couple of months so with that I'll stop and open it up for questions let's just take down to that carry over money I know you have a line in here with rent and I'm assuming when you're in this building you'll be paying rent correct so that will just fall to that carry over or like you said use the other thing was the number of pupils or students that you were going to have I really didn't see an increase but now I have to go back and look at it and see if I was reading it backwards because I'm used to going from left to right and so you're looking at 131.25 so there isn't, never mind I was reading it the opposite way I was going from left to right which is logical so I was just wondering why it was decreasing but I would say just incremental increases I think we've highlighted tonight you saw earlier with our student representative one of the great strengths of our school is its size that we're not trying to be bigger than who we are and so we don't want to grow just to grow so we need to make sure that that is sustainable with our staffing model that we currently have in place thank you second any further discussion thank you this lady is the state of the war cards so as we got them out it's always a kind of a shot in the dark when DPI is going to reduce fees they give us a date and that changes and we're never quite sure they did release them and Kelly got the exact summary out to you she'll talk through and her analysis as she speaks with people from DPI people from CISA etc she's going to steal her thunder she's going to caution you on these because test participation that's the thing that we hear about 10 times a day from anyone that we talk with but there are some things that we can take from these scores in middle school at the high school level we're typically much more focused on college and career readiness we'll talk through that a little bit and answer any questions you may have good evening everybody we are going to start off just talking about what's new with this year's report card last time we were issued a report card it was back in 2018-2019 so there are some new features to our report card we'll take a look at our district report card for our individual school report cards just looking at where they fall in the categories then we're going to talk a little bit about new to our report card the course and program data and that ties really nicely dovetails into our college and career readiness report card that our district has been using for some time and I would dare say was ahead of the game looking at the benchmarks that would meet criteria for college and career readiness to start with what's new first of all as Jake said right there in the first bullet talks a little bit about the caution we should use recall that the disciplinary school district just on average for all of our testable grade levels was at about 20% of our students not testing likely for a variety of reasons many of them COVID related as far as choosing not to come in for assessments so just caution when looking at that that we had about 80% of our students participate unlike usual years where we're at 95 to 98% of our students participating can you just set the stage for us now this is COVID related our students are learning from home a hybrid yeah so I mean last year you might remember we did hybrid at our secondary levels and at the elementary level we were in person 5 days a week just an hour short each day and so we had quite a bit we had a third of our elementary population opt to do 100% virtual last school year so that that also is playing into who our students are that took this assessment now we did offer for all of our virtual students to come in and take these assessments but again it was a parent choice if they chose to participate in that way so you said 25% did not? so we had about 20% between grades 3 through 12 that did not participate did not thank you quick question so for those about 80% so about a 15% drop do we have a feeling that these are going to be higher level group or is the low level that can weight the data correct correct we haven't had really a good opportunity to look at who opted in who opted out to see if that would influence our results but I have had an opportunity to just look at ourselves real quickly I mean last Tuesday is when this data was released to the public so it's the first opportunity I've had to look at other districts as well and what we do see in general is the smaller that population sizes of participating the more there was an impact in outcome that was not similar to what had happened in previous years that's not across the board that's not every district but what we are seeing is we were at 80% participation if you look at districts that fall below that we saw how it all comes to 2018-2019 when we last received your board cards you'll see a couple of things here and I think you'll start maybe to see it in the media too as they try to weigh the effects of COVID on education one you're going to see and we've spot checked it's not a anything you can do perfect in-house because kids came and went from virtual learning so frequently virtually did not do as well as our students who were in hybrid or face-to-face so that's going to be one that's going to be a third of our students and it's not every single student I hesitate when I say that because faces come to mind like the girl that would present from north last year and talk about how good it was for her nothing against her she probably did really well but as a group that group struggled we've had a little time now to look at other districts is it hasn't mattered if the district was open or closed per se face-to-face according to report card scholars it has correlated directly with the number of students in poverty so the higher the level of poverty in the district the bigger the hit on the report card so you can take a look at schools that districts that were closed considerably more than us their score might have gone up and you can look at schools with high levels of poverty that were open, hybrid, whatever and they got hammered so it's really been interesting to look at it through that lens really it's a poverty that has kind of been a denominator here just one second so a couple other features that when we look at this you're going to see specific representation in less tables less text hoping that the interpretation of the scores is more clear to the user also there's a new feature it's called closing gaps previously, sorry the closing gaps was removed now it's called target group outcomes in there again if you look it's really looking to identify first based on performance on these assessments the bottom report tile of students and then it takes other factors into consideration achievement, growth absenteeism attendance or graduation rates so those are new to us and we'll kind of talk about that just a little bit next one so with the target group outcomes being a new feature what they did get rid of was a deduction system from the dropout or absenteeism so there's no longer a point deduction if you didn't need a certain percentage of students attending because it's incorporated into that target group outcomes and finally new to us based on a state statute we are required to report out on our post-secondary preparation and arts course participation at the high school level so we will touch base on how that went this year sorry I don't need to laugh you'll get the joke in a minute so again as a district we were identified as meeting expectations there are four areas that go into this overall score the first being achievement followed by growth then those target group outcomes and finally that on track to graduation piece the nice thing about that new target group feature is it is very specific of who those students are it's like I said first identifies them based on their assessment scores for the current assessment year and then it works backwards three years and then looks at their growth from that three year period to help us in schools target who those students are specifically so that we can work to close those gaps what I do notice is our growth scores in particular have a significant weight I haven't figured out all the math on how that final score is calculated and if you figure that out let me know but it is very meticulous calculations but the growth score for our district and the other district seems to have a significant weight so regardless of how our students come to us our students do grow their learning is that target group is that individualized for district or is it kind of every student that fits within certain criteria no matter if it's Sheboygan, Sheboygan Falls Milwaukee or Addisburg do they all have the same criteria? Good question yes so the criteria is the same what that means is our district has a subgroup in that category similarly schools would have an identified group so long as they meet a certain number of test takers so every school potentially could have actionable subgroup now this last year created some unique situations there for our schools in fact I'm trying to think where I have it here this year based on how the amount of test taking and what not played out we had 15 schools identified with target groups no rhyme or reason so don't go to think that it's the big schools versus the little schools again has to do with some of the calculations of achievement compared to growth compared to absenteeism so 15 schools that currently have target groups to focus on and nine that don't have that data available this time around but very likely will next time is there a way that we can get those criteria oh no like I think we're I don't know I feel bad I'm just gonna say it straight this is this report card is a mess right so we come here and we try to make sense of it to you the target groups we don't know what they are we don't know who's in them it changes it used to be very like straightforward as far as you had ethnic target groups you had special ed you had EL right now it looks like they're putting them together if you don't have enough so you'd have to have like 20 in a grade level right so now it looks like they're gonna combine special ed with EL but when they say it in their literature they're really careful about how they phrase that so we're not you know Kelly emails and tries to get answers from DPI but it's not perfectly clear the growth stuff we've been working on set wonderfully here from value added that was probably 2011 2012 then years ago that we went and listened to our talk and that's the group that does it out of Madison and value added is great but they can't explain the formula to you so it's like art you know yeah but what's really scary about that is you start having conversations with them about okay you can't explain your formula to us but tell us what it means and how we get growth and you can't get a good answer and I think you see a school like North High this year drop and they drop because of growth and I look at John and I don't we don't know what to tell them I don't know what to tell them to improve on I don't know what to tell them to work on and they can't figure it out either and the other thing that they just flat out admitted to us when we started questioning them is like so there's a difference right and the expected growth of the school or teacher if they have one class versus if they have 25 or if they have 85% free-reduce versus 2% free-reduce our formula can't take that into account so it really it's a difficult situation I think so you've got Kelly and Jake and team trying to digest this as Jake said and try to put this to you we laughed earlier when you asked can you calculate and calculate all this the thank goodness we've got strong strong people but you cannot follow their formulas to be able to get to the raw numbers to be able to say let's go ahead and calculate that the math and the formulas are at such a high level and they don't make sense so it's difficult to reverse engineer you cannot go back and say okay here's the kids we had before us let's hand calculate to see if are there errors in here are there not what happens if we had this group of kids perform better or what would happen if you can't do that hand work so you really and you'll see it at the end you know you really worry about their data upload just like okay your formula is fine we'll trust that that's good but do you at least have the right data for the right kids and the right codes and you know so there's just a lot of guesswork here can we just get the raw data and I mean I know Jake and Kelly these are really great analytical people can make some conclusions based on yeah we I think we do that with the college and career readiness report card yeah there you go we're already doing that again as a board that's what really led you as a group as a whole some of you I know weren't on the board at that time I really said we have the state measure but what really do we value here and how do we track that data internally to create a SASD career college or an industry report card that we know what the data is going in we know who those kids are we know how it is calculated we can look and develop appropriate goals off of that in a much different area now with that said obviously there's this level of accountability that we've got to be able to respond to you need as a board to understand the best of your ability through us of what this what this means but it really is that focus on what our SASD career college readiness is and how do we ensure that we are making progress and setting goals to get to where we've talked already tonight how do we have 100% of our kids reaching those goals how do you push back to DPI I mean this is I'm sure you do I'm sure you all do but I mean is there something we can do to help push that or get other school boards because this is ridiculous the amount of time you are spending trying to analyze where we could show them our career career college career readiness and it's crystal clear and it's easy for the lay person to understand what goes into those numbers I mean this is stuff that just irritates me how do we change the work you know and that's a discussion we have at state superintendents we have discussions with our lawmakers some of this is coming from federal law in terms of you need to have a defined system of state-wide report card and then like many things it's how do you take something that is across all the United States and try to say what makes sense for Wisconsin and then in that case how do you take the 422 school districts and try to make heads or tails out of that information into a report card and that is just really that caution that comes in in terms of how do we interpret it and what can we really draw from the data and again in killing on the exterior thunder again but you're going to end up the bulk of this yes that's this graduation rate and yes there are some of those career college rate indicators but the bulk of the scores you're seeing are really based on the state test and that formula around that weight of how much is on achievement and how much is on growth really can change so some of our county school districts have had high achievement but their growth scores have been non-existent and they can get a score or somebody else can get a high score and have tremendous growth and very limited overall achievement because it's a variable weighted system and then you try to play that out across our district but then each of our schools because we have a different level of poverty across our buildings in terms of those students that qualify for free or just launch the number of EL number of special ed all of those factors play into that as well and so then I think you got to take some generalities around that notion of how are we doing in comparison with some of those sub-populations compared to other school districts when you look at both of your thunders there I taught English for a reason you know this whole thing just really fries my brain but if I'm looking at this correctly where it says economically disadvantaged with the circle in 63.2 percent is that the percentage of our kids who are considered economically disadvantaged in the whole district or the kids that took the test in the whole district can you estimate a little bit what that percentage is of the kids who actually took the test the poverty is the biggest driver I would think it's relatively comparable the other thing to remember there is if they didn't take the test it counts against you so they're all in that number they're just not counting they're just not counting far so like I said one of those 20 percent if one of those kids passes the test it helps our score and obviously more than one would so we've I've waited that a little bit and looked at well we had 60 percent advance and proficient if all kids would have tested and we would have carried that same weight forward we would have been at 75 I'm just guessing at that because there's just no way to know how those kids would have scored so is this kind of funding at all so that's not our issue so I'm relatively new to this is this how do we we know it's flawed that's becoming very obvious to me that it's flawed and we know that we're dealing with a really unusual year for the test what do you think is the benefit for our kids in this district to us spending time on this knowing that it's flawed and knowing that we had an anomaly for the year what can we gain from this that's useful and how much of this should we say okay we did what you asked us to do and we ended up with a fuzzy result and we're not going to invest a lot of energy because we have our own indicator locally that's a better measure of what we're achieving I think we look at it at the elementary and middle school a little bit and it's somewhat doubtful but again that growth becomes really hard to understand high school we don't use it at all and elementary and middle school we have that report card coming it's going to have three years worth of data so we'll see trends on there we disagree to get that data we have better tools this really isn't meant for schools it's meant for the public it was meant however you want to take it politically from a school choice perspective being able to rate schools is a hard thing for me personally I have a lot of pride in this district because we have a 63.5 that doesn't sound so great there isn't another school that has a poverty level within about 10 points of us that's scored that high right so you start working your way down on comparables and you're going to get all the way down to Madison before you find a school that has a better score so West Dallas has got where are they we're at 63.2 our demographics are almost exactly the same special ed we're at 17.5 they're at 15.6 we're at 18.5 they're only at 4.1 they score a 55.9 they score a 63.5 that's our best comparable in-house the other one that's really good always is Janesville at about 9500 kids and they're at 54.7 so there are 9 points less than us free and reduced they score a 56.8 so to our comparables we do really well we're essentially the fourth poorest district and we do really well there but there's no way I don't know how you say that I don't know how I call the press and say we did really well compared to the high poverty we have a strong economy in Sheboygan County but when you look at the families that we serve of the top 21 largest school districts Sheboygan has the fourth highest poverty rate of any of those it's Milwaukee, Racine Green Bay, Sheboygan in the state of Wisconsin for the ninth largest school district in the state of Wisconsin but we do have the fourth highest and you factor in the other things that Jake mentioned of special ed it helps to look at those comparables and when so Jake was earlier talking about poverty I just want to make sure that I highlighted that once for you just to catch where we fall within our large district comparables on that because that does for key drivers Jake's already mentioned and I think what's a little scary in this is when I talk with other districts our size they're like how'd you get the score you got I don't know if there's a heck of a lot of room for growth here but I think we're doing pretty good but it doesn't look good right like that's where I really become frustrated in this and that's where it gets hard where you improve because the state says well yeah and if our parable keeps going up is realistically is there anything we can do and at some point I understand coming in here and saying no excuses all that good stuff but I have to also look at our teachers and say get those results and if it's not if no one else is getting those results it's really hard to look at our teachers and say you know what do something that no other district in the state is doing that's my expectation of you that gets really hard so I I think we do really really well we just can't sell it is that that's the frustrating piece only other piece I would add to you know that district level when we're talking about that target group outcome maybe a source of comfort is that when I look through the list of those students you know me coming from Pigeon River able to look through that and know those students by name and by face we recognize those students we've already identified those students years before they're telling us who those students are that are struggling who those students are that we should be intentional with interventions and we are working with those students and actually several more students than those that have been identified so while that tool has never meant to be a let's pin point individual students per se we have other tools in house to do that we are seeing comparable information and we're actually I would say doing a better job of finding those students and helping them close those gaps I think it would be curious to see sorry maybe curious to see with our comparables are they providing the same broad range of services that we do this is a conversation David and I have had it quite a few times there's always this push and pull to educate kids but at the same time we're providing three meals a day and many of our buildings we're providing aftercare for school care transportation services we've become as much of an education entity as a social services firm and with good reason we understand what that means for especially those families that are economically challenged and we know that disproportionately those are having kids in our county or those that are struggling most of the wages but I'd be curious if the Jamesville or West Alice thank you are providing that same level of social important services to their families to help publish kids I think that that might be exactly where we're seeing the differential and achievement in that we're providing additional structures and supports and services you know kids are hungry if you're doing a trauma at home or if you're like that there's only so much you can tell staff to do they've already identified it but you can't fix the the anxiety the kids have when they're doing this dysfunctional okay I I'm actually I know it may not mark it well but I'm actually pretty pleased with this I mean I've raised four kids through high school two of them graduated from a very affluent small community near here that you know has almost no one in poverty and I consciously made a decision when we adopted a child of color to move to this community and I'm glad I did because it gave her a much better experience than she would have had as one of the handful of children of color out of the district it's not the same I mean the point behind that I mean people will argue what the intention was when they put these report cards out there but I don't I don't believe that it was intended for us to use for our schools I think it was meant for public shaming and people fighting against each other and justifying school vouchers and privatization of public education and so as I said here on a public school board I personally don't want to buy into it because I don't think its intention is pure so I appreciate you giving us the information and I'm sorry it's such a hot mess but I am not going to get worked up about it and I am going to look at the comparable just like I would if I was buying a house and I'm going to say considering everything I'm pretty sure that even if it doesn't market well well the bottom line is this is the state standard that's been established and I would really like to understand what these numbers are because the public is going to be asking us why are these numbers why they are so regardless if we're going to use it for students I need to use it because it's been publicized for whatever the purpose is but I would encourage you to talk about the comparable thing that was just brought up because I think if people ask you a question and you would mention the comparables we look better I thought I had the floor but that is part of the presentation you can call us the comparables I will be able to speak to that if we can continue to hear what it is that the state has given us trying to regurgitate these numbers and I find it a little ironic that the governor of this state came from being the state superintendent and has not overseen this as being a problematic and it's created a bigger mess than a headache that's a little bit disappointing that way I will offer that we're still motivated by this by no means are we just like we're very motivated to take a look at this our school principals are looking at this information for what are those next steps and again what we end up falling upon is what are the tools do we have in our buildings that we're using presently so that we can get after it so we feel good about that because we know what those tools are and we know the instructional practices that we have available to us and we will work to understand this better like Jake had said I'm a member of our CESA 7 meetings for the district assessment coordinators we're getting information from there and there is no clear cut explanation but as we get it we will certainly bring that back to you looking at then individual school based report cards you will see that we have two of our schools that have moved up into significantly exceeds expectations four other schools moved up in category as well and we had five of our schools moved down in category so six up the remainder staying right where they are I should note though that central was formerly scored as an alternative accountability school so they are new to our report card rating system and we know that our central high school is an alternative program for our students and so certainly while nobody likes to see that score there we're going to look a little bit at career and college readiness pieces or what Lisa and her team is focused on doing with the students that attend at central so again just saying we have two schools that have moved into that significantly exceeds with 20 others at meet expectations or better so the reason for the tuckle earlier in our oh sorry K go ahead I don't have the previous report card at hand where were the two big high schools on the last report card so I am just looking at so south stayed the same north high school moved down one category so the reason for the chuckle earlier so recall that I said elementary school district was ahead of the game identifying what we perceived to be career and college readiness standards and we had our own internal report card you've seen this report before and in fact it's attached in here two more times but when they went to pull our data last December all of our data pulled as zero as if we had had no students participate in any career in college readiness so we are working very hard to make sure that's corrected it was a skyward issue and that compatibility of pulling it out of skyward into the state state system so what I did do here in this slide is include what this data should have looked more like so in green on there you'll see that the advanced courses we have 61.3% of our students participating in those advanced courses 30.8 in dual enrollment course work sorry 5.2 in industry recognized credential coursework and then work based learning 24.9 so if you look at that in comparison to the state though that would also tell us the state data is also not correct because there are other school districts like our own that the data didn't pull and they had data to share so just wanting to bring your attention to the fact that we have this information we were able to quickly pull it from our own internal report card and we are working there's they pull it in December each year I have our tech team working with the DPI to make sure that we don't run into that again go ahead Mark were those numbers part of the final score for the report card? Good question so this area isn't part of a score it's part of just a reported category so we just report out on this but it does not become a part of our report card score I have a curiosity do you know if this was an issue with the board improperly providing the data for the DPI or the DPI changing their respects in that community so I'm not certain what happened here and what we have essentially done is gone back and made sure that all of our coding in Skyward is correct so that it gets pulled specifically for the coursework pieces what I can tell you for the fine arts piece which is also an area that we report out again not an area for scoring there to report out on what we found is there was a switch from fine arts and visual arts to trying to think what it was it was another category of arts and we had had them slotted under one area we read that we needed to move it so we moved it but this data is from 2018-2019 or sorry yep 2018-2019 so we moved it too soon and so that was our issue with that data so again it was accessible to us you can click on the next slide this again just telling you guys this is where our career in college readiness data came from go back to the other slide so is this taken from December 2019 so this data correct just simply for these two pieces that we're reporting out so when they're pulling our information sometimes it's two years ago and sometimes it's a year ago depending on the measures so when they're putting this report card together from last year they're pulling data from the year before sometimes it's from the year before sometimes it's two years before and they don't tell you this that part we knew we just had been overzealous and moved to a different category because we knew that the DPI was asking us to do that but we had done it too soon so when they pulled it they didn't have access to the data that we but somehow they pulled it from 19 correct and you said wait a minute you can pull it from 2020 correct and that's what they're going to pull for this year that's what they'll pull from this year yes so we're playing that game but we do have that in there again not a perfect thing if you want to click one more time again forward yep so if you take a look here this is the fine arts data that we were talking about so again this is not exact but we were able to pull together the data what would better reflect how many students are participating in our district in arts and design courses so 449 students at the high school level are participating in arts and design courses 22 in dance 19 from the data correct because the data that they wanted was from 1920 that's a real disconnect one is COVID and one isn't correct 22 in dance 441 in music and 37 in theater so we do obviously have students participating in fine arts we just need to make sure they're coded correctly in there so that it pulls this December so that the next report card next school year you will be able to see that going on then to career and college readiness report cards again looking at those outcomes for individual student post graduation self-selection so this is looking at now last year's graduating class when we look at this data I broke it down into these objectives as far as what career readiness looks like and how our district is doing compared to how our schools are doing so again if you look our district would say 78.5% of our students are career ready just because there's a better visual representation here then as we look at our different schools we have central at 65.3 we have etude at 52.2 north at 83.1 south at 75.2 and Werner at 89.3 again what we're talking about is having a 90% attendance rate having 25 hours of community service workplace learning experiences industrial credentials dual credit career pathway courses and two or more organized co-curricular activities as far as participation so that's broken down a couple different ways. Keep in mind that COVID very likely impacted our community participation on this report card so we would hope to grow that in this more normal school year. This is the stuff that we always talk about and Mark said earlier like if we're shooting for 80% what does that say and I would probably argue that 80% is pretty good but also there are districts that look into should this be a requirement for graduation or some of these things be a requirement for graduation and I always think that's on the table for discussion as well if community service is really important to us in this district maybe that's something we say we want all kids to do etc so just something to think about for future discussions Last slide then is looking at our students that we are moving off to college 59.1% of our students as a district are prepared to move off to college if we look again at them by school you can see that central having 25% of students etude having 25 north having 64.5 south having 55.6 and Werner having 62.5% of their students prepared to be successful in college on our benchmarks of having a GPA of 2.8 or better taking some advanced coursework and receiving an A, B or C in that advanced coursework those classes like our CAP classes our AP classes dual credit college coursework advanced algebra to having an A, B or C or better and then finally the ACT scores as they relate to the four year ACT exam of an 18 or better in English 22 or better in reading 23 or better in science 22 or better in math and similarly for a two year performance of English of 18 reading at 18 science at 18 and math What percentage of our kids are enrolled in a two or four year college past? It's about 60% It isn't it isn't, right? So this is of the kids who said they wanted to go to college. And that's why this doesn't this is 59.1 but 47.8% of all our kids hit that, right? So this G1 report where we have 47.8 313 kids out of 655 that's all kids that graduated here Kelly pulled just the kids that said they wanted to go to two or four year again that number is pretty decent but it jives with it almost adds credibility to the redefining writing data because we know about 50% of high school kids go on to college and flunk out, right? That's the national average so when we see those numbers somewhere in the 50s that's probably pretty accurate and that's why we just keep hammering on this stuff with our high schools and north and south they're going to come in front of you they're going to give detailed explanation of their report card and what they're working on this is what we have to set their goals on every single year and all that good stuff colleges keep coming back Marquette got rid of ACT a number of schools have they keep coming back and they say it's GPA and it's the most advanced course that you pass those are the two best indicators it's so hard for that dual credit college and for the GPA so I think you'll hear that continue to be our focus for college kids what's really nice about this data I think is you can get away from the free interviews lunch, get away from everything else and look at families and say if your kids want to go to college look at all the opportunities in our district and look at how well kids do and utilize you know I think that's probably the strength definitely the strength I want to thank Kelly and Jake for the work on this and the rest of the S-19 as they will be working with our principals coming forward for additional discussion around our current colleges and indicators and you know how do we best support our students to continue their growth whether they are not yet at standard or whether they are already exceeding it so that we can continue to have all of our students experience high quality growth I personally would just like to thank the whole EMT I mean data these days is often a four letter word both literally and figuratively but it's incredibly valuable and the thing that I appreciate the most is just kind of the candor of the conversation of EMT's that come to this particular meeting of the year anxious and perhaps trying to polish something unsavory and go around it just my perspective of the board over I appreciate the candor of the understanding the expressing the challenges of sorting through the data but you find meaningful and how we're committing that I think it's the only way that we grow with an organization so thank you the next item is a first reading and we have two second readings so we'll take the second readings together the first Miss Lanny C. Introduction to First Reading and we're by the Court of Education Policy in 80 religious and patriotic ceremonies and services I just wanted to clarify this is the policy that we discussed last month and they asked to come back around the verbiage in the first paragraph which is stricken out the word church and we have place of worship if any because it doesn't have to be a formal place for worship so we did go ahead and make that word change and that you were requesting some different language there so that I appreciate you giving us the ability to come back everything else in the policy stayed as is because that was the only concern that you had at that point in time any other questions for I moved first reading moved is there a second I was trying to recall what Kay's concern was with that verb in regards to making a place of going from church to place of worship did you want me to answer that my concern of that is that not everyone attends a church my tool is children to the synagogue we have people in our district who attend a mosque we have people who don't attend any house of worship but consider themselves religious people when they stand on the shore like machinery so I was just trying to expand it to something that would not leave out any of our family I guess I've got two concerns in regards to this number one we pay in Eola to come up with these and it's reviewed by their attorneys and they have specific verbiage especially as it relates to the first and the 14th amendment in regards to this paragraph that's what I was referring to the first amendment is referencing freedom of religion now I would have to agree with you I don't know that the original verbiage of saying church but the church was referencing religious belief system not a physical building so I think when a change let verbiage to a place of worship I think we're losing what the original intent was here of what this recommendation was I mean because church is both a physical building or a church of a belief system and I think that changing it number one is contrary to you know I think whatever we're starting to tweak any of these Eola things I think that we're opening ourselves up for problems potentially do I see this as ever being a problem and I don't want to spend too much time on this but I think changing it to a place of worship loses what the original meaning and intent was on what the policy was yeah I did inquire about that because you know obviously they reference in here the first and 14th amendment and so I did consult with Bob Bob is actually does consult with me a lot as one of the Wisconsin based attorneys Bob actually said hey that was a good catch that we will be working with his team at Naola to say this hasn't other districts that Bob represents haven't either brought this policy change for yet because this is one of the new changes and he said actually that's going to be most likely Naola's next revision where we are one step ahead so he actually said it doesn't change at all the context and he said actually you're better off to do that that was mentioned it's really referencing that freedom of religion as an aspect even though the church is used in this case by not saying church he said we're better off as a district by doing that and protecting all of our students so actually his recommendation was yeah it was his verbiage including the word if any to come for those people who do not use a physical location to worship if you will so that was his so you would see this coming forward in the future as I know all of change anyway is where Bob left it with me that change is talking about a specific location if any but it's referencing a religious belief system not a physical location and Bob when he talked through that really said that the intent here was to with this notion of the word of the church of his or her choice most people again read this for what most people would interpret it and they're going to interpret it I go to that place it's not how I interpret it I guess it's not most people I understand that there's going to be different interpretations I guess the question becomes as a board and you're looking at a policy as a board how do you interpret that and make sure that we are representative of our school children and our community you're going to talk about the physical location of Saint Dominic versus Saint Clements but we're talking about protecting the rights of an individual that has a Catholic religious belief system not necessarily which church they go to so it just seems like fixing something that doesn't need to be fixed now do I agree that it should be church not necessarily I think a religious belief system is what we're trying to achieve here but with any I don't want to get too deep into the word Smith another but you've got the word and after the word individual there so what you're talking about is the belief system wouldn't be to stop with the word individual we have the AND I think the AND is what takes you to the next situation which is why I think you need something more inclusive now the AND if you were expanding beyond the word individual you would just stop there unfortunately my computer died and I can't pull it up right now the reason that's in that case because the first amendment is referencing the freedom of religion the 14th amendment is specific to individual rights so that's why it's the AND that incorporates the first amendment against state government I mean I don't want to get too far to the word Smith in here but church is often used in theological doctrine so the church is a whole in an eclectic sense but the bottom line here is all we're saying is we're going to protect your right if you go to a specific church not the fact that you're a Catholic or a Lutheran or a Protestant and I think that's what we're trying to achieve here am I not correct I agree I think that in case I don't want to workshop on the floor but I agree it would be more of a well it should just be religion I mean like this with the first amendment actually uses are you referring to the purpose? yeah okay I call for the vote can you move to the second second any further discussion we'll take D and E together seeking a motion to approve miscellaneous items D and E second all in favor aye item number 10 which is report committees first is curriculum instruction which is me there is a item number 1 is the introduction of a new course which is pretty exciting specifically around the development looking at new ways of getting students engaged in coding engaging in that kind of for development schools skills that was really curriculum designed which is pretty exciting as the chair I'm not able to make motions but I'm seeking a motion to approve item 1 okay any further discussion okay motion carries 2 and 3 are information only item B I'll move approval for item number 1 appointments and item number 3 retirements that were listed in the minutes of the HR committee second any further discussion none all in favor aye motion carries can you approve C facilities are correct Brian as president I move approval of item number 1 and 2 of both the Sholing theater company financial reports and the community recreation departments financial reports second any further discussion none all in favor aye motion carries and the facility permit report is for your reading pleasure thank you finance and budget thank you I'm going to break some a little bit I'm going to take I'd like to make motion for items number 1, 2, and 3 for our fund 41 capital projects statement of cash flow revenues and expenditures reports as listed in our minutes second any discussion alright so we have these again excellent all all in favor say aye motion carries I would like to move for a motion and a second and I have a little discussion on all of the fund balance I have motion is there a second second partial thank you I just wanted to talk about our fund balance a second I think Mark and the EMT team did a great job and I know the board has seen this before but this is the final vote tonight for our fund balance our fund balance is about $55.5 million our general fund balance that is and according to our board policy we require that we leave an unassigned balance between 15 to 20 percent after if we approve this today our unassigned balance will be about $25.7 million which equals 18.5 percent of the general budget which falls within our parameters all of you have reviewed the list of items are there any questions that Mark or I can answer for the discussion are you all in favor say aye okay and then I did forget to go over item number four that was budget revisions and transfers for appropriations which was information only and then the final item item number six is gifts which we have one minute to approve the Heisen Family Foundation donated $3,500 to Etude for expanding for their expanding horizons program second any further discussion okay yeah probably the most controversial thing that was brought up during the latest latest breakfast was Mark announcing to everyone in the room that he's no good with numbers but other than that no it was pretty quiet meeting it was Mark's dry sense of humor it was a fairly quiet meeting there's not a whole lot going on with the senate the assembly they're doing committee work we did have some discussion about a proposal that has been made to require school districts to have education based on the history of Asian Americans in Wisconsin which would be very similar to the mandate that we have for Native Americans and I just thought I'd mention that it was somebody that was looking at it's bring up to their assembly in January I asked what their thought was and got little to no feedback as per usual but yeah that was pretty much the main thing that I had I don't know if you wanted to add anything or not no we were actually usually meet about an hour or so and we were done in about 20 minutes at that there just wasn't a lot to talk about this time we're on there somewhere they're at not being on the floor you know anywhere soon so that's what's the meeting any questions for Ryan or something Mark can you keep reporting that we had a really good meeting on the 15th so that committee is now starting to get kind of into the meat of their process they're looking at each of the objectives now and looking at how each option meets that objective and we got through quite a few objectives and we are not meeting in December we'll meet again after Monday in January and continue rating the different options so we'll go on Ryan anything to add? yeah I was able to I think I was impressed by the staff that were there as part of the committee they've given some serious thought to this it will be interesting you know to see once all the rating is done and then we start talking about dollars and cents you know how that would affect their recommendations but I don't think the committee has been making a recommendation as far as building a new or a modeling or something for information so we typically do it for December we'll be proposing and unless there's an injection we'll roll the regular board meeting until the 14th we would just meet on the one date unless the board feels strongly about meeting on December 28 we would just have the one meeting on the 14th we would do committees we would not do anything at all, we would just have the regular board meeting can you share your significance that would qualify to have the second meeting date? there's nothing that we need to have done by the end of the month that would cause us to have pause for that spoken with David we can do the business we need to do it between the committees and the full board meeting and the plan is we'd still need here for that one meeting that's correct our tables are number number land right now okay so we will just have the one meeting on December on the 14th the regular committee is still a community input is there still a community input is there still a community input okay just checking sorry yep second second okay