001represented. >> Commercials aren't as fun as they used to be. No, they're so bad. More cool busting through the wall. Well, we'll call the meeting to order at 6 PM. Roll call that Andy >> here, >> Britney >> here, >> John >> here, and >> I am here. And Scott will be coming in here a little bit later. Can I get approval to motion to approve the agenda? >> A motion. Second. >> All in favor? I. Any opposed? Okay, moving up. Nothing on staff 30 609D. So, it's uh looking a little bit bare, but I'm anticipating that the uh the next superintendent will fill you in on future months. So, okay. 4K 12 math essential standards. All right. So, the uh uh the math teachers uh spent this year going through math standards and um
002coming up with our essential standards for the district and the recommendations for board approval. This is very much like the ELA standards that were done last year. So, Any questions on this particular otherwise we'll vote on this next couple weeks. >> Okay. All right. End of year May age plan update. >> Um yes. So we did a update back in January and part of compliance is we have to um do a final report at the end of the school year. And so this is that same information and the goals that we identified at the beginning of the school year and just showing the progress that we have made. um in the grades K through three in reading and math. So um for the most part the majority of the data increase positively. So a lot
003of good >> yeah it was really fun to see and celebrate with the teachers with um the uh the positive outcomes for all their students. So without going into a great detail, what were the things, what were the factors that helped do this? You know, >> um I know a lot of it was just that continuation of utilizing your PLC teams. A lot of our teachers really got a lot of great um instructional strategies and collaboration through that process. And so just really bringing that information together as a team consistently throughout the year has truly allowed them to help build the skills that they need as professionals, but also what they're seeing within their grade levels um and identifying what um what resources and and needs of their students. >> Are we building any kind
004of like best practices from this at all? So I I think as far as best practices that's going to be within your your teams. Okay. I don't know if we would necessarily record that. I mean that is an option but uh I think it's more of sharing of information and and going between staff members on different ways that they can present information because it's always going to be slightly different because your students are slightly different. >> Yep. So I understand that. >> So >> um PLC is that professional leadership >> sorry professional learning communities. >> Okay. >> Yep. My apologies. >> So each team is that made up of like two, three, four staff. How does that work? >> So right now um last year was the first year where we really created a schedule
005that allowed for that collaboration time for our staff. And so more particularly this year being more um strategic in how we place them. And so we did lower elementary as a PLC team and then our upper elementary as a PLC team. And so they met weekly to go over um their student data and identify. >> Right. So for these grades what we have is your uh children's house which is your monastery and then your uh 4K 5K teacher. That's a collaboration team with a few others. And then uh the next one up is is E1 teachers and our first uh second grade teacher. And then trying the the right now the way that structure is with our third our one teacher is three four which splits between the two different groups if that makes sense.
006So >> but um that's where we're taking a look at this a little bit differently next year as well. >> Okay. >> So we can be more effective with our collaboration. So it it was it was great though to have our traditional teachers and our monastery teachers coming together and talking about different strategies that they could utilize back and forth. So >> Sure. >> So it was good. It was good. >> Cool. >> Thank you. >> Is that going to do we have that in the high school at all or anywhere above this grade level? >> Yeah. >> Yep. We have it across the district >> seem to be working pretty good o overall everywhere or >> I would say high school is still >> a little >> there there's >> that's a little bit
007different because >> there's varying levels of proficiency. >> Yeah, >> we'll say that. >> Okay. >> Well, I could see it being more difficult in the high school because you're not all teaching the same thing, >> right? That that's that's that is a challenge. But then I I will say that there are different opportunities for them to really work together because we we talk about um you know reading capacity and and understanding your text and how you get across um you know that that understanding uh when you're talking about a math teacher or you're talking about a social studies teacher, they can still work on something very similar. So >> easier said than done some days. Yeah, understandable. All right. Handbook update, professional and support handbook. >> All right. Um, so taking a look at
008uh the current handbook. I think the sorry the main changes that we have are pertaining to updates in our um our current policies. The main one being the uh it was act 57. We're going to take a look at that policy because then there was an act 88 and 89 that came out updating um even further what that looks like uh when it comes to uh staff interaction with students um and what's appropriate and what's not appropriate. The other thing that's added in here is is very specific uh language regarding professional development days. um and making sure that this is this is a priority day for attendance and and that hasn't necessarily been uh the case. um coming in. It was kind of it was it was a free a little bit freer and there
009weren't very many parameters on professional development and then moving it to the we have stuff to do to be better at our craft and and being intentional on it and part of this it has to it has to go into the attendance. So, so adding that language in there as well. Um, and those are truly the the big updates that we have. So, >> the ones are just being added because they weren't in there. >> That That is correct. >> Okay. So, and it's just adding um there were there were some items uh when we were talking about the sick leave that was discussed earlier this year and there was a decision made on it but uh making sure that that's fully clarified in here again. Um and then uh I think there was just
010a couple small caveats to um some of the other language and verbiage. I think one of them had to deal with um you know sick leave making sure that gets very specific um and has that language that mirrors our policy um >> yeah so really trying to to match up our handbook with with our current policies. All right. Anybody have any questions or any comments on this? Yeah. >> Approval ahead of time, right? So we can certainly have this ready to go for next. Yeah. No. Next item on the list, Eagles Academy contract. >> Okay, this is um I know this was brought in front of the governance board earlier tonight. Uh it's working through the contract is actually due this coming year. Uh but getting ahead of it. So just making sure that the
011regular board has eyes on it. Um, Governor Witzport is has elected to not approve it right now. Uh, but we're they're going to take a look at in July and I would anticipate that it would be ready for approval on both sides in July. >> So, >> is the stuff in red does that changes? >> There's red and green. Uh, a lot of it is um additions that make it um that align it with the DPI standard for uh charter contracts. Um because this has been an evolving process. uh when we start taking a look at our contracts because it was lined up more so with the u um uh CISA 6, they have their governance or their their body that uh assists uh charter schools. It was more aligned with that versus DPI. DPI
012has gotten very a lot more detailed when it comes to contracts and how that should be formulated and put together. because they they are part of that approval process as well. So, any questions on that? >> All right, policy updates. Looks like three of them in this one. Yes. So, as as promised, um we we have seen these three um policies previously this year. As I said, we had Act 57 that was approved um a number of months ago and then the legislature came back with another addition to uh these policies. And um what you have is a couple um options. I put my recommendation in there with the checks and the greens. Um I did take out guardians. That is a good question that I could follow up on, but >> I mean because
013some people have guardians, they don't have parents, right? >> So that to me is >> it's kind of wonky, >> right? >> I think some some of it has to do with just who's listed as parents and whether it's your your guardian fulfills that role as well. >> Yeah. So, but the main thing is the um the check marks. Uh one one thing that uh I want to take a highlight is is uh bullet I. Um all three policies have very much the same language here. What makes this kind of unique is the fact that we live in a very small community and how how do you go about this? So I I I think having the safe the safe spot where administrators shall not engage students in social media but then when we come
014to teachers and whatnot saying that we discourage because we know that family ties it's a lot closer right so um that's where my suggestion was lying is are discouraged from engaging in social uh students in social media simply because it's it's such a blur line as as a board you can decide to do something different on this or add additional language as necessary. So if that makes sense. >> You said I >> that is correct. >> Is that >> it is on I apologize page two. Oh, too far. And that's where it's distinguishing between the three different policies. Um, like I said, we're administrators. I think I think it it's in our best interest to keep some layer of disconnect. um at least with administrators, but I I think when you start getting into teachers,
015it gets more challenging just with the size of our district. So that's why provide that >> a lot of family members in the district at heart like you said. >> Right. Right. Okay. any other things that need to be explained to us before we just read them over? >> I don't think so because it's um like I said you when you take a look at the three they'll look eerily similar. The only thing that was different is that bullet for I otherwise the rest of it marries up. So, >> all right. Volume 35.1, technical corrections. >> Okay. Um, so you've got quite a few on here, but um, when we talk about technical corrections, it is not options. It's more of just language updates to it. So there are a couple of them with very
016little uh updates to them. Um and by going through this stack the um that will be all of the technical corrections that we currently have. So >> did we we are is this a first read on these? >> It is a first technical check. There are a number of them that kind of blend together. So, >> anybody else have any questions on those? >> All right, moving on. Uh, charter school lead teacher >> check. Um, once again, these are um a first read when we're starting to take a look at the lead teacher and and the actual agreement. We we had talked about uh the the role and duty of of these lead teachers, but then actually putting it on paper. What does this look like and and what are we going to do? Um
017the governance board did not take action on this. They want some time to take a look at this and then also get some feedback from teachers on these agreements, but wanted to put that in front of the regular board to see if there were any concerns or information that they want changed. So um so what what I would suggest is that provide some input or feedback on it and that this would not be an action item for this month. >> Okay. >> So the compensation recommended amount that's for the year. >> That's for the year. That is correct. So >> and they they are very much the same as far as the agreements and the expectations. the the amounts right now are the same, but those are the things that I want to start hashing
018through to finalize this. So, any other questions on this particular one? Okay. Daycare staff wages. Um the so I I know that uh for the district we applied a 2.6% uh increase uh based on CPI uh but we did not take any action with our contract for assistant and lead teachers with the daycare and it's just bringing that to the board's attention if we want to move forward with that providing a 2.6% increase. >> How many employees do we have there? I would have to get that to you right hand. >> Probably >> less than 10 more than 10. >> It's it's around there because not I mean there's only a few that are are full-time. It's a lot more of the part-time people filling in. So, >> and this would be for >> starters.
019That's correct. >> Yeah. And that's and we've done the last three years. We've given them the same percentage that the rest of the staff received. >> Why didn't we this year? >> I think we just did not that kind of gets lost in the shuffle when we're doing that. >> Yeah, >> we had kept it separately previously as well. consider now just >> uh it's it's your it's your choice uh simply because we've got our regular meeting coming up in two weeks plenty of >> time I mean >> the dates because then we have to let integrate know >> also >> well will that be enough time >> I think that should be I think they should be fine that >> I mean I have a problem voting on it tonight. 10 bills have a
020problem voting on it tonight. >> Why don't we vote on it and get it out of the way? >> Okay. >> I'll make the motion to accept the proposed raise for daycare worker. >> Second. >> Okay. All those in favor? >> I. Any opposed? Okay. Daycare fee increase. >> You abstain. >> I just want to make sure you abstain from that. No. >> Okay. All right. I I was I was trying to understand what you said. You had a hard problem with this. Anyway, so >> I did. >> Maybe I Okay. Never mind. >> All right. Never mind. >> He's fully on board. >> All right. Perfect. So, are we in this next one, are we looking to match kind of what everybody else is or how much are we looking at going up? I
021don't see. >> Right. So, um with our with our current um >> Oh, it's >> Yeah, it's it's on the second one there. So, we're the uh group daycare in Superior, we are slightly below what they're running at. Uh the daycare in Popppler, which is right next door to the uh school. Um this is the u rates that they were giving. The the one that threw me off or threw us off was the uh six week to twoyear-old. So, it was a bit higher. So, Actually, I put 50, but she she said 50 to 60. I'm like, "Good golly, that's that's a heck of a markup." So, anyway, but previously, we didn't change the rates until the first of the year for people. Originally, I was kind of hoping that we could get this in
022for our fiscal year, but I feel like we're not giving our families time or a headway for it, >> right? >> So maybe we want to look at doing it in January. That kind of >> right >> coincides with raises that most families get >> that uh the last time that we didn't >> is it fair enough. The the last time we did an an increase it was made effective on January 1st. So, and we could do it I mean started any month. There's definitely not an amount that we could charge to make up the difference of what we charge to the taxpayers because then we would basically have to double the cost. >> But, um, a little bit of a increase would be good. And I did not get a chance today as I
023was breaking down the numbers to try and come up with with the raises what a difference that would make in the cost for the year. So even if we were looking at trying to um cover that, >> do we have a ballpark idea of uh what families are getting assistance for daycare versus straight out of pocket? >> Right. that I'll have to get to you because that's I think it's on specific income numbers. But >> yeah, there's not very many of the families that get assistance. >> Now, is the ones that do get do we get the full amount from the state on that or is it >> some of them some of them get appear to get the full amount and then some of them get partial. like pizzas. I think it's it's >>
024but so they they have to make up the difference if they only get partial. Okay. I didn't know sometimes like I don't know if it was like insurance like Medicare or they only pay so much and they can only charge so much. I didn't know if that was the same case in ours >> and only I would say 90% of them are not getting assistance. >> Okay. Right. That that's that goes through the county as far as that determination. It has to be that they're going to school or working and can't be that they're home studying. >> May I ask a question? >> Yes, absolutely. >> So, I was looking at the numbers a little bit earlier and um just I might need explaining to me, you know, kind of stepping back a few steps,
025it says here, I mean, revenues, you can see that at the top of the page at 378. Now, that's not only brought in from what the parents or guardians pay. Do we also get X amount from the state per child that goes? >> We don't. We don't get state funding. I So, I say that correct. We get a little bit of a grant each month, but we that's one of those federal grants that could go away at any time. And part of that is they have to part of that has to go to um additional funds to the workers. >> Yeah. >> And then a small portion of that also goes towards our supplies and things like that, >> right? >> But that's one of those ones that they was going to be gone in
026the spring and they continued it again, right? So, >> okay. So that that grant I kind of understand but so the 378 that is strictly what is being brought in from families >> from families well >> and taxes. So 175,000 um Oh sure >> is it the community service fee is that what brought in by the >> community service fees is yeah is what the parents pay or families pay. The 175,000 is what we added to the this year to help cover the >> cost. >> Okay. So then under expenses there's a 270 257 and it's under personnel services. >> So that's what is that's the staff wages >> because >> I thought wages were listed above where it says salary. >> We have two different ones. So the the one that's listed as a
027salary and benefits wages and benefits that is the director. We pay that person directly. The other staff we hire through Integra. >> Okay. >> Um so there are no benefits associated with that. >> Okay. >> That's what separates. >> So then we pay them for that and they do a so they do a markup on um what we pay as the wages and intake. Right. You said >> yes. Okay. >> Thank you. >> Came in under budget. That's >> Yeah. Well, if the year's not done yet, >> that's true. >> Still have another month. It's It's going to be It's going to be pretty close. As I was looking at it today, >> and I don't have um like May's >> uh income in there yet because I track that whenever payments come in and
028then I >> post payments at the end. >> We're not having issues getting payments, are we? >> They are having They do have some some issues with that. So they've got some >> um that are sitting out there. >> So how are we handling that? Does it be not provide services after a while? >> We have Are we to that point, Miss or not? >> They have definitely cut. >> They have cut. >> We've had We've had some families that have met that. So We can talk about that more in the meeting then. >> All right. Elective credits from college courses. Check. So, this is a question that we don't have listed anywhere in the handbook. Uh, and just want to get uh the board's perspective on it. If students uh elect to take, correction,
029if students take college courses that are not approved by the board, but they're still taking those college courses, can they still be counted as electives in the district? >> Because right now, >> by approved, paid by because we pay for some. >> Yes. and and that it's very clear that if we're paying for it, it's counting for their college credit, but then also our credit, >> right? >> Yeah. >> But there's nothing with electives or classes that we do not approve and do not pay for >> can students bring the bring a transcript in and have it count towards electives. It's it's it's a situation that's come up very recently with the student and that's the language that we do not have and the board has the decision to go one way or the other
030on it but I just want to make sure that we we're handling it the way it should be. >> So do you know you know why would someone take credit without going through the school to approve and pay for? >> Because we only cover maximum of 18 credits. So like >> So it could be they're beyond that. >> Yeah. >> My daughter um was a senior. One of her classmates had maxed out her 18 credits and she had came in and took the history and a couple of qualify things classes that she had to take her senior year, but then she spent the rest of the time at college. >> Right. So, it's it's it's a way for them for students to continue uh pursuing their degree not only here but in in the college
031setting. So, but I just want to make sure we get this language down one way or the other with whatever the board approves. So, >> so administration would look at what the credit is and what the the transcript and make a determination whether it's legit or not. we would have to have transcripts, but it we're we're strictly talking about courses that would fulfill elective credits, which >> can be just about anything. So, that that's truly it. So, >> well, I mean, we just want to make sure it's from an accredited school, >> right? Right. No, no, no. That's that's exactly it. >> You know, Joe's college or something. >> Check. I'm I'm with you there. So, absolutely. So yeah, it would have to be a credit >> school of >> absolutely. So >> do you
032need a mo a vote on that or anything? >> Uh not right this instant I mean but we'll need that soon. So >> all right director of special education job description >> check. Um based on uh some of our uh other job descriptions, this one uh needed some updates. So making sure that we're listing out functions and uh expectations for this role. >> Okay. >> And this one's just strictly for the director. >> Strictly. Yes. >> Yes. If if there is any um positions that we have that have dual roles, I I think it's wise for us to have job descriptions based on the specific role. >> Um because then that allows >> have two actual work. >> It provides that Yeah. that flexibility. Absolutely. >> Okay. >> Coach's handbook. And then the last one
033is the coach's handbook which uh very similar to the staff handbook where most of the addition is based on that personnel and student relations. One tricky thing that we have here when we're talking about coaches and transportation. Um, I know that the the uh policy was pretty clear on on it or it laid it out that uh personnel should not provide rides to students. However, I think this creates a a bit of a bind when we're talking about our coaches and you know, if you get into a situation where kids can't get rides, how do you deal with that? And I and and the way I I proposed putting it in here, and Nathan was on on board with this, is that the coach does not transport that student alone. there needs to be a
034third person in there. Um whether it's another coach or if it's their own kid. I mean something something different has to be done there. So >> can it be another student? >> Yeah, it can be another student. >> And is it something where we if we have a school vehicle, should they be using that versus a personal vehicle? Is that part of that? Okay. >> So that would be the wise decision in here. So, and the rest of it is pretty much straightforward, but it the uh the big change is has to deal with the the relations because that's I guess it's kind of tricky to navigate when we're talking about coaching and whatot. So, does that include like giving rides home? Because I'm thinking about back when my kids were in and Pat was
035assisting coaching, >> we were transporting many students home for practices >> in our vehicle, >> right? >> And that's that's where we're trying to to navigate with the the law and the policy versus let's get real here, you know, how does this work? >> Yeah. So, You can still transport as long as it was an extra person, right? It's not a one-on-one. >> Doesn't have to be a school vehicle. >> The the preference would be that. >> Yeah. >> So, because you people open themselves up to personal liability by doing that. So, >> anyway, any other questions on that? Well, can I get a motion to convene and close session pursuit to Wisconsin statutes 18 or 19.851c to consider employment promotion compensation or performance evaluation data of any public employee over which the governmental body
036has jurisdiction or exercises responsibility? A >> motion second. >> All in favor? I. >> Any oppose? Okay. >> It's at 6:34.