May 12, 2025 at 5:00 PM - Board of Education Regular Meeting

Dr. Jonas introduced Mr. Mroczek, who presented the activity highlights. He began by recognizing Taylor, who was unable to attend the previous board meeting due to scheduling conflicts in April. Mr. Mroczek shared that Taylor was recently honored at the Academic Awards Night as one of 48 recipients of the prestigious Believers and Achievers Award across the State of Nebraska.

This well-regarded award recognizes students based on four key areas: scholastic achievement, activity participation, school and community involvement, and citizenship. Mr. Mroczek noted that Taylor exemplifies excellence in all of these areas, both within the school and in the broader community.

In addition to being named a Believer and Achiever, Taylor was selected as one of eight students statewide to receive a $500 scholarship at the spring banquet. Mr. Mroczek emphasized the significance of this accomplishment, given the hundreds of applicants statewide, and extended his congratulations on behalf of the school and the board. He invited Taylor to attend the meeting to acknowledge her achievements, noting that her recognition is well deserved.

Mr. Wyatt inquired about Taylor’s future plans. Taylor shared that she will be attending the University of Nebraska-Lincoln (UNL) next year, where she plans to major in nursing. Her academic path includes two years at UNL followed by two years at the University of Nebraska Medical Center (UNMC).

Mr. Fornoff asked Mr. Mroczek if he knew how many Believers and Achievers Award recipients have come from Gothenburg in past years. Mr. Mroczek responded that, during his tenure, there have been only a handful of recipients.

Mr. Ryker added that he appreciated the question, as he had been wondering the same. He noted that the award is highly competitive and, although he did not have an exact number, he estimated that only about half a dozen students have received the honor during his 20 years with the district. The board congratulated Taylor and wished her the best of luck. 

Mr. Mroczek introduced Mr. Schaeffer, inviting him to share insights regarding the district’s weight training program, which has played a significant role in student success. Mr. Mroczek noted that there has been considerable enthusiasm surrounding the new weight room flooring installed last summer, and Mr. Schaeffer would also speak briefly on that topic. He added that Mr. Schaeffer provided handouts to accompany his presentation and encouraged board members to ask questions following the update.

Mr. Schaeffer opened his remarks by referencing the emphasis on data-driven instruction, stating, "PLC keeps pushing data, so here is your stack of data." He explained that he provided hard copies to streamline the presentation, as accessing the digital information would have required navigating multiple windows. The performance program currently in use allows staff to pull and analyze a wide range of metrics.

He shared that in 2021, during his second year overseeing the summer weight program, the district adopted the Rack Performance software. This system has enhanced efficiency and provided measurable outcomes, demonstrating positive trends in student performance. The first two pages of the handout highlight individual participation numbers and recent testing results, comparing fall benchmarks to data gathered in February and March.

Mr. Schaeffer cited guidance from athletic training clinics, explaining that a small decrease (10-20%) in max lifts is expected among high-performing athletes due to in-season demands. Larger decreases warrant further investigation, potentially indicating injury or other programmatic issues. He also reported a decline in major injuries since he joined the district in the 2017-2018 school year, attributing this improvement to intentional program changes made in response to concerning injury trends at that time.

He described attending the Nebraska State Strength and Conditioning Clinic, where national experts emphasized the importance of developing athletes holistically rather than focusing solely on increasing muscle mass. Based on these insights, the district shifted its approach in 2020 to prioritize proper movement mechanics and foundational strength aligned with an athlete's frame and developmental stage. Speed and agility have also become key focus areas.

Since implementing these changes, the program has seen a 30% average increase in max lifts for both male and female athletes from fall to spring, and a 150% average gain in max lifts since 2023 — a strong indicator of improved strength and overall fitness among students.

Mr. Schaeffer emphasized that the program supports multi-sport athletes, with the primary goal of helping them become strong and mobile enough to succeed across all athletic disciplines. To reinforce the program’s values and mindset, three guiding acronyms have been introduced:

• E.A.T. - Effort, Attitude, Toughness: Introduced in 2020 during the COVID-19 pandemic, this mindset helps students understand the importance of controlling what they can each day.

• D.M.G.B. - Doesn’t Matter, Get Better: Encourages a growth mindset, reminding students that regardless of their circumstances, improvement is always possible.

• E.R.M. - Every Rep Matters: Promotes accountability and commitment, distinguishing between simply showing up and being fully engaged.

These principles have become embedded in the student culture, particularly among upperclassmen, who are now modeling and encouraging these values in younger athletes.

Mr. Schaeffer also mentioned the addition of Coach Franklin, who has taken on the role of speed and agility coach. His expertise is expected to further strengthen the program. He concluded by noting that while the district has made substantial progress, there are still areas for improvement. Specifically, they are examining recurring springtime issues related to hamstrings, quads, and hip flexors. Mr. Schaeffer acknowledged that while the three main compound lifts are yielding excellent results, continual refinement is essential. He closed by echoing a key takeaway from recent clinics: "If you’re still doing the same thing you were five years ago, you’re doing it wrong."

Mr. Mroczek presented an overview of the 2024-2025 Swede State Event Appearances, referencing the attached link containing detailed information. He highlighted the significance of these events in showcasing student achievements and fostering community engagement. The provided materials offer insights into the various events and the participation of Gothenburg students, reflecting the district's commitment to excellence and active involvement in state-level activities. Dr. Jonas thanked him for putting this together. 

Dr. Jonas explained that although the timing of the review may seem early, it coincides with the district’s contractual obligations with Lunchtime Solutions. She presented attached comparison charts providing a detailed analysis to support the related action item. Dr. Jonas also noted that there will be some staffing changes with Lunchtime Solutions for the upcoming school year; however, she has maintained ongoing communication with the company to ensure a smooth transition.

Mr. Dalrymple inquired about the current level of student school lunch debt. Dr. Jonas confirmed that while some students do carry balances, the overall situation has significantly improved over the past two years. She attributed this progress to increased involvement from building principals, who have assisted by making phone calls to parents—an effort that has proven effective. Mr. Floyd added that the number of calls required has been minimal.

Dr. Jonas recalled, with agreement from Mr. Wyatt, that prior to the COVID-19 pandemic, it was common for the district to transfer substantial funds—estimated between $25,000 and $40,000—from the general fund to support the school lunch program. Since the pandemic, however, such transfers have not been necessary.

Dr. Jonas introduced the item by reading the rationale and then invited Mrs. Richeson to present the accompanying documents.

Mrs. Richeson explained that, in alignment with state statute and the American Civics requirements, the district administers the U.S. citizenship test as part of its American Government curriculum. The statute is intended to help prepare students for active civic engagement. At Gothenburg, this component has been integrated into Mr. Scott’s American Government course, where the test content is embedded throughout the semester’s instruction.

In order to successfully complete the course, students are required to take the citizenship test and achieve a passing score of at least 60%. Mrs. Richeson reported that for the first semester, all 28 students passed, with 10 achieving a perfect score of 100%. For the second semester, which was just completed the previous week, all students again passed, with 9 earning a perfect score.

She noted from personal experience, having had a student complete the course, that the material is both engaging and academically rigorous. Mrs. Richeson concluded by affirming that the district is in full compliance with the civics requirement, and credited Mr. Scott for his dedication and enthusiasm, as reflected in his students’ strong performance.

Dr. Jonas began by reading the rationale and invited Mrs. Richeson to review the supporting documents. Mrs. Richeson explained that as part of the district’s Professional Learning Community (PLC) process, all teachers, departments, and courses work to align instruction with Nebraska’s state standards, which the district has formally adopted. Each subject area identifies 10 to 12 essential standards that represent the most critical learning outcomes for students.

She noted that the financial literacy essential standards are outlined in the provided materials and reflect a shared commitment among both high school and elementary staff to ensure students achieve mastery as they progress through grade levels.

Dr. Jonas then invited Mrs. Floyd to speak on how this process is implemented at Dudley Elementary. Mrs. Floyd shared that the school partners annually with local banks, alternating which bank works with different grade-level bands. This year, DaySpring Bank worked with students in grades 4-6, presenting financial literacy lessons in the Performing Arts Center. Flatwater Bank delivered presentations to grades 1-3, and author Julia Cook was also invited to share lessons from her book I Am Money.

Mrs. Floyd also highlighted the Flat Swede student-run branch bank, which operates every Wednesday throughout most of the school year. Sixth-grade students play a key leadership role in this initiative, and all students are encouraged to participate by saving money. As of the 2024-2025 school year, student savings total $14,197 — a noteworthy accomplishment.

In addition, the EverFi financial literacy program continues to be utilized by Mr. Meyer with sixth-grade students to further reinforce core financial education principles.

Mr. Ryker directed attention to the proficiency data included in the board packet, which reflects student achievement from the first semester — data that Mr. Koehler identified as the most representative of program impact. Mr. Ryker added that the district has now designated personal finance as a course specifically for juniors and seniors, ensuring it is taught at a time when the material is most relevant as students prepare for college, careers, or independent living. Initially, some freshmen and sophomores were enrolled in the course as scheduling was adjusted. Meanwhile, computer science offerings are now targeted toward students in the freshman and sophomore levels.

Mrs. Richeson addressed the board regarding the district’s approach to meeting Nebraska’s new computer science and technology graduation requirement. She emphasized that the goal of this requirement is to equip students with essential skills for future success in an ever-evolving workforce. Referencing a commonly cited idea—that many future jobs do not yet exist—she stressed the importance of preparing students with adaptable digital skills regardless of their career paths.

To fulfill the state mandate, students must complete at least one semester-long course in computer science or technology. This course must include instruction in computer literacy, educational technology, digital citizenship, information technology, and computer science fundamentals. Instructional content also includes practical applications such as web development and basic coding skills.

Mrs. Richeson shared a recent visit to Mrs. Hamilton’s 8th grade computer class, where students were deeply engaged in advanced coding activities. She remarked on the complexity of the work and how impressed she was with both the instruction and student enthusiasm, noting how much she personally learned during the brief observation.

When the requirement was first introduced, Mr. Koehler led the development and delivery of the course, including decisions on curriculum content and instructional resources. Over time, he developed a strong interest in teaching the subject. With Mr. Koehler’s upcoming retirement, the course will now be taught by Mrs. Hamilton, whose passion for computer science makes her well-suited for the role. Mrs. Richeson expressed enthusiasm about the program's future under her leadership.

Dr. Jonas reviewed the rationale for the FAFSA-related agenda item. Mr. Dalrymple inquired whether the FAFSA is still being funded at the federal level. Dr. Jonas clarified that there is no fee associated with completing the FAFSA; it serves solely as a reporting mechanism for students seeking to apply for federal student aid.

Regarding the current status of federal student aid funding itself, Dr. Jonas noted that she did not have specific information and suggested that it might be best addressed by someone with recent experience navigating the process, such as a parent of a college-bound student.

Dr. Jonas noted that although Mr. Mroczek typically provides this update in May, he was unavailable due to preparations for the upcoming spring sports banquet. She provided an overview of the district’s process for filling extra duty assignments, emphasizing that advertising for these positions begins early each spring—this year, starting in February.

As part of the teacher recruitment process, candidates are asked during interviews about their interest in any extra duty roles. While participation is never a requirement, the conversation is often framed with the question: "Is there anything you wouldn’t be able to sleep at night if you weren’t doing?" This approach is designed to ensure that candidates are first and foremost successful in the classroom, while still giving them the opportunity to express interest in extracurricular involvement.

Once new hires are confirmed, if a teacher has expressed strong interest in a particular role (e.g., coaching a specific sport), Mr. Mroczek follows up to share available opportunities. These candidates are then considered based on their experience, qualifications, and fit with the district's needs. As roles become available throughout the spring, Mr. Mroczek continues to keep interested staff informed and engaged in the process.

Dr. Jonas acknowledged that finding staff willing to take on the time commitment involved in coaching and other extra duty assignments is becoming increasingly challenging. While the district continues to benefit from strong coaching talent, she noted that priorities have shifted in recent years—particularly following the COVID-19 pandemic—as more individuals seek a better balance between professional and personal responsibilities.

She expressed appreciation for the teachers and staff who remain passionate about contributing to student success outside of the classroom. In cases where extra duty roles cannot be filled internally, the district is open to considering qualified community members. However, she noted that for the upcoming school year, there are no new head coaching hires from outside the district.

Mr. Ryker summarized the discussion by observing that significantly fewer teachers today aspire to become varsity head coaches compared to a decade ago—a trend that reflects broader shifts in professional interests and priorities.

Mr. Wyatt then asked Dr. Jonas to confirm whether the list of positions provided represented roles that are already filled. Dr. Jonas confirmed that all positions are currently staffed and that the district has no open extra duty assignments at this time—an encouraging position to be in.

1. Personnel Committee - Mr. Fornoff confirmed they have not met but are getting ready to meet every month for summer. It will be kind of a boot camp series, if you will, that Dr. Jonas is putting together. Be a good refresher for Kelly and I, and a good introduction for Lisa on negotiations. 
2. Transportation and Facilities - Mr. Wyatt confirmed they had not met. 
3. Finance - Mrs. Jobman confirmed things are just truly on track, like the way we projected and we're hoping to have a little more concrete information on the projected budget in June. 
4. Committee on American Civics - Mrs. Terrell confirmed she didn't have anything. 
5. Policy Review - Mrs. Terrell confirmed she didn't have anything new.