001All right, we're going to call this meeting to order. This is the committee of the whole. Could I get a roll call, please? >> Here. >> Present. >> Alrighty. So, we're looking for approval of the agenda. The agenda has been prepared and disseminated in accordance with board policy 0166. >> Make a motion we approve the agenda. >> Second. >> All those in favor say I. >> I. >> Thank you, Joe. There will be a little bit of a delay, so it's just part of how this works. But we're glad to have Joe with us. We're going to move on to our agenda here. So, first one is presentations and tonight we're having student staff community recognition and shoutouts. Start out with and I apologize if I get any names messed up here tonight. Uh, first
002one is going to be nominated by Aaron Burch. And so, family math reading day team and that's Dana Lucius, Jessica Mccon, Colin Carlton, Jen Smith, Heather Hubner, Christy Easley. Did I do that right? Hailey, I am sorry. All right. Our our family our family math and reading day was a tremendous success thanks to incredible dedication to our staff. This team invested significant time and energy into building community partnerships, organizing engaging activities, thoughtfully planning every detail to support students and families. The overwhelmingly positive feedback reflects the impact of your hard work. Thank you for strengthening the connection between school and home for your continued commitment to our students and families. Thank you guys. Much appreciated. Next one nominated by Aaron Burch. The school nutrition team. Denise Henkels, Jeannie Greyber, Pam Runog, Emily Hecman. Did I mess
003those up? Okay, but I will read their recognition. Thank you. So, the Spooner Elementary School's nutrition team operates with hard work, professionalism, and has created a wonderful atmosphere for our students each day during breakfast and lunch. Each day they show up, work hard to serve our students well. We are fortunate to have such a strong committed school nutrition team on our Spooner Elementary School and Spooner uh SASD team. Thank you. So, give them a minute. And it's good to recognize them because they do a lot of hard work behind the scenes with very little recognition at times. So, I appreciate that. Next one is nominated by Josh Fasel and that's Sarah Byer. All right. Mrs. Byer teaches fifth grade math and social studies at the Sputter Military Middle. >> I'm fired. That's it. I'm going
004home. Where did that come from? I don't know. All right. Spoon Middle School. I should have just went with the abbreviations. She has done a tremendous job this year as a professional leader. She has delivered high quality instruction, been an active participant in data reviews, implemented new instructional resources, and served as a strong example, helping other teachers in our building. We are proud of Mrs. Byer's effort this year and thankful to have her on the Spooner Middle School team. Thank you so much. All right. Next one is nominated by Melanie Milgard and this is Tiffany Johnson, Chloe Milgard, Beth Ventrice. I will read it anyhow. All right, here we go. The staff here go above and beyond on a daily basis. Decorating the servery, baking special treats for holidays, prepping salads, and frosting donuts, just
005to name a few. This week they made 500 hamburgers by hand for all three schools. This was a team effort and took 125 pounds of raw beef. On top of keeping up with their own work, they often float to cover shifts at the other two schools, leaving our leaving our kitchen short. They show up every day with a smile, never complain. We are so lucky to have such dedicated staff. Next one. Uh, nominated by high school principal Greg Boswitz. And this is Claire. You guys are so awesome. Essenuk. All right. Thank you. I don't like messing up people's names. All right. Claire has advanced to Clare has advanced to the finalist standing in the National Merit Scholarship Program by demonstrating through distinguished performance high high potential of for future academic accomplishment. Good job. Keep up
006the good work. We have some March shoutouts. First one by Mr. Fasel and that's the middle school wrestling team. The middle school wrestling team began their season in late February. Team numbers are up significantly with close to 30 participants. Good luck to all wrestlers and coaches. And I know this is the one you've all been waiting for or most of you. Are you ready? This is by Mr. Fasel. And so Spooner Youth Hockey, the BANOMs team, the Banams hockey team, primarily eighth and ninth graders, won the 3A state championship on February 22nd with a 6 victory over Somerset. Congratulations to all of the players and coaches on this outstanding accomplishment. And if I could, could the players and the coaches stand up if they're here? >> Yes. That's are you guys that trophy? >> We
007like winning. >> There you go, >> guys. Stay standing. The coaches are coming. Yep. Perfect. >> We like pictures around here, guys. Come on now. You made history. You want to scoot back? Watch out for that microphone. It'll get you every time. >> Good job, guys. >> You guys keep up the good work. >> Now, if you guys like to stay for the rest of it, that's okay. But if you want to get out of dodge, I understand. Guys, have a good even Thank you for coming. >> Good job, guys. >> Keep up the good work. That's good stuff. >> Item B, uh, this is the Spooner Elementary School midyear AGR performance report and Aaron Burch. Thank you. much easier crowd. Thank you. All right. So, we sent a an updated um report earlier today
008and that's what's uploaded here. Hopefully, that's the one that you were able to reference if you had any time to look at it before this evening. Um, this is our achievement gap reduction report that we need to give once a year. And this program is a grant program which allows our school um additional funding to try to close the achievement gap between our economically disadvantaged population and the rest of our student body. And in I'm not sure the year that it changed, but it was known as the SAGE program in the past, and we've since adopted based on one of these three um requirements. And we choose the second option of instructional coaching for teachers provided by a licensed teacher. So we are required to identify early literacy and reading goals, K through third grade,
009as well as early math goals. And so in the beginning of um our AGR reporting, our grade level teams identify early math and reading skills, literacy skills that we can track and report on as we move through each year. Tonight I'm going to present this information and data as well as some additional pieces of information that will sort of show a big picture of where we're at with our literacy instruction and goals. So kindergarten through first literacy goals. Our goal is that 70% of students in grades K kindergarten and first grade will meet the end of year benchmark and ear literacy data. In the fall, our kindergarters were at 81%, winter 77%, first grade 83%, winter 75%. And this is targeting a specific literacy skill, not the overarching literacy of our readers. As we break
010down literacy instruction, there are many components and each grade level team chooses one that can first of all be tested at three points throughout the year. And not to add any additional testing to our students, it's what's already in our as web screener or fastbridge data that we use for ACT 20 and meeting the requirements. This slide is newly added this year and it the goal is to sort of sort of show where we're at for our tier one instruction. If you look at the fall data on the left side, um the green triangle is looking at our tier one instruction and where we're reaching students. And then yellow is tier 2 instruction, students that need an extra scoop of instruction to close gaps. And the red is our tier three students that need some
011additional support in addition to that tier one instruction. And as you can see from the fall to the winter, we have improved our tier one instruction and reduced our tier 2 and tier three need for student um groupings. On the right it shows through our as web web data that our it's rate of improvement improvement not return on investment but it will return on its investment as well and then our student growth percentile. Overall our growth is slightly above the national average. First grade here's our data for first grade. Um you see a little bit of a dip from fall to winter. Some students are moving in and out, but overall 89% of our students are meeting benchmarks at the tier one level, which is very good. Our overall growth is again average compared to
012the nation. Any questions so far? Do you want me to wait at the end? >> Okay, >> Erin, I have a question. >> Yes. >> Where does the 70% goal come from? And why not higher than 70%? That's a good question. I have heard that that's sort of been um talked about. It used to be 80% and we've changed it to 70 as a more realistic option for where we're at in benchmark testing. Um our goal is that all students are going to be reaching benchmark. The reality is that we have gaps that are created for a variety of reasons and choosing a 70% goal is something that's attainable and continues to keep staff engaged in reaching that goal. >> Okay, thank you. >> Yep. Um, grades two through three reading, a goal of 70%
013of students in grades second and third will meet the end ofear benchmark in a reading, which focuses on general reading skills and comprehension. So, in our early grades, we're looking at a specific literacy skill. Second grade is the first time that students are assessed on a comprehensive level. And so, our second grade fall data shows that 444% of our students are at benchmark and a reading. and in winter it's increased to 48%. Our typical or aggressive growth is a different measure, but it tells us that 62% of our students are growing at typical or aggressive growth rates. So, it isn't reflected necessarily in that A-reading score. Those are individual students meeting benchmark. Our aggressive growth rate is the average of our students growing at those rates. Third grade fall was 69% winter 68% and our
014typical or aggressive growth rate is 51% of our students are growing at typical or aggressive rates. Overall this measure is for third through or second through fourth grade. And looking at our fastbridge A- reading screener 52% of our students are showing typical or aggressive growth. And our goal in achievement gap reduction is really to close that gap. And so that shows that we are having many of our students growing at typical or aggressive rates, which is a good sign. Showing our early literacy skills. Again, tier one instruction. This is second grade. So, we have seen a lot of growth from tier one instruction and students moving out of tier 2 and tier three and back into tier one. A really good sign that the work that our staff is doing in early literacy and targeting
015skills and gaps that are identified through the testing that we're having to do for good reason through ACT 20 um is really showing up in our data. Here's our third grade. Again, overall growth is slightly below average, but still close. And you see that our tier 2 and tier three is decreasing. Moving into math grades kindergarten and first. This is a measure again of a specific math skill that first is able to be assessed three points during the year and also shows um some of those early math skills that will be needed later on. So kindergarten we had 79% at benchmark in the fall, 88% at benchmark in the winter and overall 63% of our students are growing at typical or aggressive rates. first grade, 79% in the fall, 84% in the winter, and 37%
016of our students are growing at typical or aggressive rates. Again, this shows um 4K through second grade. And this is looking at that early math screener through FastBridge. We have different measures that we utilize so that we're not looking at one point in time for one specific skill. So fastbridge is used in math and 54% of our students are growing at typical or aggress aggressive growth rates. Second and third grade math 61% in the fall were meeting benchmark for their a math which is a measurement that measures broad math abilities. Again we go from specific math skills to a more broad measure of overall skills. In the winter, 66% were at benchmark. And overall, second through fourth grade students are growing. 64% of them are growing at typical or aggressive growth rates. In the fall
017for third grade, 78% were at benchmark, 73 in the winter and maintaining right around that 61% typical or aggressive growth. This is again looking at our screener. 58% of our students are typical or aggressive growth. And this is reflecting that same point that many of our students, most of our students are growing at a fast rate. I went over this building action plan that was in response to our state testing and most of what I talked about at that meeting we're rolling into what we're doing in response for AGR. Um, and as you can see, our commitment to high quality, consistent tier one instruction is paying off in our data with those reducing the need of students having to receive tier 2 and tier three support. Um, our structured math fluency development is continuing to
018expand in each grade level. expanding structured literacy practices that UFly that's working really well in our first kindergarten, first and second grade is being translated into third and fourth grade where needed. And we're working continually on improving our mult multi-tered systems of support, multi-levelled systems of support for interventions and our integrated systems throughout our building. We continue to work on targeting skill groups within the classroom and adjusting our instruction based on data. And then plans for professional development include universal de design for instruction differentiation and trauma-informed academic support. Attendance is a huge piece of what we do every day. If students aren't in our building, it's very hard for them to receive instruction in a consistent way that will make moves in their academic learning. And so we're working to strengthen our family partnerships and
019continuing to emphasize attendance. And our foundation is collaboration throughout our building and grade level teams with PLC and time to look into data and respond with instructional changes. Lastly, we just want to thank our families for their support and um continued partnership in providing a happy, safe learning environment for all of our students. >> Any questions? I I have one just if I'm reading this correctly. 58% of the um elementary as far as math have showed aggressive growth or typical growth. The first grade showed 37%. Is there um concern there or is there an explanation possibly for that? they came in really really high and so that growth is the the lower growth score shows that they're achieving at a high level and their math skills are starting out at a higher level. So often
020when we see a reduced growth rate, it's because they're already at a high level of achievement. >> Okay, >> any other questions? >> All right, thank you, Miss Burch. >> Thank you. So, we're going to receive and uh receive that information and place it on file. Next, we have we're going to let me get this right. Discuss the ECCP start college now fall 2026. And is Mrs. Myers? >> Okay. So, why don't we, if it's okay with the board, we'll just swap to item D and come back to whenever she comes in here. Is that okay with you guys? >> Yes. >> All right. All kinds of All right. Uh, we'll go to item D. And item D is discuss the Neola policy updates volume 35, number one, group one. And so I if you've
021had an opportunity to see those and if there's any discussion on any of those, any questions on any of those? Um I have a couple questions I guess. Um first one would be PO 5136. >> Yeah. Yeah. Just talking about personal communication devices. Um, and according to this, we'd be making the rule that students may use their devices before and after school, which makes sense, during their lunch break, in between classes as long as they not create a distraction or disruption. Um, I'm just wondering, I guess, to ask this administration to have the flexibility. I mean, we we keep hearing data and things about some of the harm from kids being constantly on their phones and and having that um use and just possible bullying throughout the day. They just don't get arrests from social
022media and that as a board to make it just here it seems like a parent could come in and say, "Well, my child has a right to be on their phone during lunch break. That my child has right during the middle, you know, after class to be on it." I feel like we should give administration the flexibility maybe to write it to say they can be used for and after school and then under discretion of the administration to be used during lunch or in between classes because I'm a principal. I'd like to the opportunity to limit that if if need be. So I guess to get back from >> ministeritz can maybe address the what our handbook says about um device use because it is a little more restrictive than the policy. >> Yeah, if
023you don't mind just so you can just talk about when we have discretion to further limit. >> Yes. >> Um I honestly couldn't tell you our exact policy what the policy reads off the top of my head, but I know in practice what we're doing is pretty much just what that policy says. we allow students to use them between classes at lunch and before and after school. Um that's what we're currently doing. Um having that flexibility going forward to say that we don't have to allow that. I would be perfectly fine with what that policy reads is kind of what we have in practice right now. >> But we do restrict student phone use if they're misusing their phone. So I think that's maybe the policy doesn't go so far as to say when we
024withhold phones, take their phones. >> In the handbook it does state that, right? >> We do. And in the handbook it there is phone jail. Yeah, we do do that. Um if a student's found using their phone at inappropriate times, it gets confiscated. Um several different steps to that process the first time they get it right back at the end of the day and after that parents need to come in and pick up their phones and then additional consequences can go with it. >> Yeah, I I'm still just saying as a board member, I would be for wording it in a way that gives the administration the ability to limit that. There's some schools that they just bring their phone, they put in a a case right away. They don't have it at all during
025the day. I'm not saying we have to go that far, but I just I mean the more stuff that keeps coming out on these studies for students and education, >> I just think to give you the flexibility so it's not in in our board. >> I definitely would appreciate the flexibility. I know one of our other conference schools is going to that lock up system. They're spending like about $14,000 to do that. advocating for that. No, that's one of the other schools. >> I've heard of that too, Andrew. And uh I'd be interested in learning more about that. >> Mr. Fasel wants to share a little >> Mr. Fasel. >> Um at the middle school, ours is off and away from 8:05 to 3:20. So they're not to be on their person. They're not to
026be used in passing time, lunchtime. That's been what we've had in our handbook for a significant amount of years. Works well in our building. So, I guess from my standpoint as a building principal, I just I would want to continue with the policy that we have within our student handbook. >> Um, without seeing what that says, I just know that's what we have. Um, staff have been happy with that and and we have limited disruptions due to cell phones. >> Mr. Fasel, have you So, did you make that those changes? I being principal, do you know or did was that always the case in the middle school? >> I think it's evolved. I think if I remember right, four years ago, um it might have been put in and then my first year may have
027been the first year in practice with it. Um but I I guess I can't. >> No, I just you it's just been you found that it's been helpful for your staff and for the kids for for learning. Certainly for us, you know, it's probably not apples to apples with a high school kid and middle school kid. Um, for us, it's been effective with students ages 10 to 14 that um it's not to be on them, it's not to be used. And then we've got progressive discipline for when that standard in our handbook is not met. >> Thank you. Any other questions for Mr. Fasel? >> No, just knowing that I mean I I don't have a board policy that goes against what something we're using the handbook. So that's what I'm just saying. I think
028if we word it in a way that says students may use these before and after school and then administration has the ability, however we word it, to allow it during lunch break and in between, but it's under administration. >> I'd like to see that wording put in that way. >> Well, I'll make a recommendation that we take this board policy and put it on hold unless there's more discussion so that we >> This is our first reading. And so we certainly could bring it back. >> So, okay. So, we can bring it back with some additional verbiage that gives the administration and building principles. What's that? >> Not in the school. >> Okay. Thank you. And this appeared in the Neola update based on the state legislators updating the pol the the rule in the
029state this last year. So we were already more um I guess less permissive than what the state legislature is even saying but this just had to be in alignment with what that legislative rule is now. So that's where why it came into Neiola right now. But it's been in practice for multiple years here already. But I'm hearing you say that you'd like to see kind of the language fine-tuned to give discretion to the building leadership about how they're used. >> Yeah, I mean because they can always tighten up. They can always it's always easy to loosen things. But >> any other questions on policy number 5136? >> All right. And then >> Margie, you're going to add >> We'll have some new notes for next. >> All right. Thank you. And then the the other
030one is policy uh 4140. >> 4140. >> Which one is that? >> And that one just says uh termination deployment of support staff po may be terminated by the district administrator. >> Um I guess just talking out loud just it used to be a vote by the board. Um, not saying I don't trust this administration, but I just I don't know if that's in all cases would be wise. So, >> I give an example of how this has played out for me in my other settings. Um, somebody's been on a progressive discipline plan um because they've been vaping on school property and violating the tobacco use law. and for the third time they violated and on that day I was able to say to that individual you're no longer employed here but without having to
031call a special board meeting to make a determination about that. So because those people are those employee groups are in different um contracts or not they're at will. That's how this practice has come into play but certainly >> and and I can see that. So I just I always just like to look at both sides of history. So, I've personally been part of history where there was some that were at will employees that got let go for >> reasons that shouldn't have been and and then the board had no would have no say in it. So, I mean, I want to be able to give you guys as much room to be able to do that, but unfortunately live in a world sometimes that's not always the I I guess for me I I would
032keep it as it is. Employment of support staff plays may be terminated by a majority vote of the board, but I'm just one on the board. >> So then we'd have to call special. >> Yeah. >> Well, or I mean it depends on >> the situation. >> So in in this case, it was the end of the year and they just didn't rehire the person back and I think it was very personal. It was there was no good reason for it. So they would have just came up in the normal hiring and stuff. So >> I think that even with past history, I think we have gotten to a point where we've put an administration in place that we should trust that and go forward and not have to microman it is mine. So when
033it comes to support, >> I agree. If we live in a world like that, that'd be awesome. But I'm just saying five years down the road, six years down the road, it might not happen. >> We can always change the polic we that's going to be an issue down the road. >> Can we write it though based on the fact that if it's a policy issue like she the example she showed was a policy issue and there's no you can't dispute that it's a policy issue. He can let her he can make that determin determination. But if it's a other than a policy issue and it's a performance issue that comes to the board >> to me it's one extra step you could I mean as a ministry you say hey you're going to be
034fired but that you've had enough warnings I just need a board approval and I'm sure that's going to happen in next week. I mean it's just an extra step to me that again just is protected. I think it actually protects administrator in the long run because most hirings and hirings are approved by the board. So you just keep it that way. It protects administrator which which is true. I mean we that's how it's officially done for all staff other than potentially this situation. And they are rare to have a special meeting. And we've I think everybody on this board I just about we've had those special emergency meetings and I think it would be good to um leave it as it was personally. Not that it's against this administration, but whenever we do policies, we're
035looking out for the next whenever you look at policies, in my opinion, you should be always looking out for not just the next year, but the next 10 years as best case scenario. And um it's not for usually we don't have to worry about when you have good leadership, good things going on. It's when things kind of go sideways. So that's my opinion. um we can get to the we can pass this on to the regular meeting and you know we can have that discussion there and then we can have the vote there. Um any other comments on that particular policy or discussion, excuse me. >> I would just chime in that because we have meetings twice a month there's way more practicality and the board being in a decision- making seat on hiring and
036and dismissing of people. I think it's more challenging in districts where there's just a one time a month board meeting. So I don't have any opposition to it um having the board's you know sort of prerogative to dismiss all in practicality it gets a little bit more challenging but I haven't encountered that here yet. So I don't have any lived experience to say this is going to be a thing anyway but >> and that's why like as far as the resignation part I'm I'm fine with that being written where they can accept that. I mean that's the person resigning. I have no problem with the district administrator there acting upon accepting the resignation. >> Yeah. And that's a like a rescending thing like there's just been cases in other places where somebody takes back their
037resignation and it creates no takebacks and it creates a little chaos especially if you're like hiring others. I've that has been a thing and it's sometimes hard for people to retire and so forth. So that's maybe that's the green part there is may not be rescended as the change there >> um from the old policy but the I think the majority of the board vote is the the change that >> so I mean I don't know if I make a motion now or we just we move it forward and you make a motion at the board meeting is that proper step or I can make a motion now >> well you can make a recommend I think we can make a recommendation and then you would vote we wouldn't do any uh voting on that
038particular policy until the next at the board meeting. So if you want to re make a recommendation for that, I think >> I recommend >> what's that? >> I recommend that we leave it as it was >> the top portion of 4140. All right. Any other discussion before we move on? Or do we have I'm going to make a consent. This is a great place just for everybody to kind of weigh in on their opinion when it's just a committee meeting because then it could just die as a be bringing it forward next to the next meeting at all and it could just be you know as a committee that's we just want to leave it and that's okay. >> So that's also a possibility if anybody else wants chime in their thought. >> Is
039that good with you guys? >> Yeah. Is >> that good with everybody? >> Because I think we have done that in the past actually. Go ahead, Joe. >> No, that's fine with me. I do uh I do like the fact that the board should have some say in that since we do ultimately do the hiring and firing, the approval of it anyway. So, I think uh you want to discuss it further, I'm all in favor of keeping the top line the way it was. >> Okay. And I think uh just on a practicality even if we move all these that will be voted on we can vote on that change uh at the uh the 16th at the the board meeting >> 23rd >> the regular board meeting excuse me 23rd >> I'm not the
04016th >> it is the 16th >> the 16th I don't want to have letters to the editor any other uh questions on the policies. Seeing that there's no more questions, do we have a consensus to move this to the regular board meeting? >> Yes. >> All right. We will move that to the regular board meeting. All right. Now, backing up one step, we will go to item C. Mrs. Myers, if you want to discuss the ECCP, which I don't know what that stands for, uh, start college now. Fall >> 26. >> Yes. The ECCP is the early college credit program. It is where our juniors and seniors can take college courses >> while in high school for both high school and college credit. Um this particular one is always extra tricky because of course the
041state law is we have to have the applications in by March 1st. We don't have our schedule done. Colleges don't have their schedule done. So we are guessing at what schools offered last fall. So these students, these 42 students or whatever are preparing to take college courses during the fall semester of next year. So they are asking for your approval for that. Um the law is we pay up to 18 credits. So we keep track of that and as they go on. >> Any questions for Mrs. Meyer? >> All right. >> I have one just one question. I just are all the courses that are being offered uh by these other institutions courses that we do not offer at our high school. Is that true? >> Yes, that is true. >> Okay. >> Yeah. I
042generally try to meet with them and go through and show them kind of how these courses will fill a general education requirement wherever they go because again some of these juniors especially don't know where they're going to apply or even what they're going to go into. So we try to keep it pretty general. Um, some of the more specific ones are students who absolutely know they want to Oh, like this year we have a girl getting a certificate, an extra certificate in accounting and so she's going to graduate with a certification in tax preparation in accounting that and which is great for us that um helps us in our CTE grant and other things that we get to report. So, it's exciting. Excellent. >> Thank you, Mrs. Myers. Have a great evening. Thank you for
043sharing. >> Do we have a consensus to move this to the regular board meeting? >> Yes. All right. I believe tonight that item E is going to be tabled till later. >> That's correct. >> Thank you. Moving to item F. Discuss Neola policy update policy 8510 wellness. Leah is here to kind of walk us through recommendations um based on uh the work that she was um leading with the wellness committee and the administrative team reviewing this policy to bring it to you guys. >> Hi everyone. Let me just pull it on up here so we can walk through. I think I get I think I win for the most times I've pulled this policy up to review it with all of you. I feel like it's we do it a lot. Um, so I had
044our trienal assessment in December that we kind of um did to help with a audit in the nutrition department. And in that assessment, I looked through some of the weak spots in our policy wording and then um changed accordingly. A lot of the practice was happening, but our policy didn't meet all the standards. So, um, this is some of those issues that I I'll kind of let you know we popped in here. Um, as far as the links go, I just fixed the links or I changed it so that we didn't have a link. I know it's suggested to have links, but they always change, especially right now. So, um, we go by the USDA's nutrition standards and smart snacks calculator. So, I just put that in there as a generic statement instead of a
045link to the Smart Snacks calculator. School meal program participation. Once again, this is stuff that um Jesse Robot does already. We put applications for free and reduced price meals. Um they're available on the website and then we are they're mailed out at the beginning of each school year. So we are just putting this in as a practice that we do right here. Um we also are referencing putting in references to other policies which really covers a lot of verbiage so that we don't have to add it to this. Um privacy kept um just some standard things we're already doing but um we added that reference so that we're meeting some policy standards. Um, once again, we just changed a little wording to to add United States Department of Agriculture website. Um, let's see. Under nutrition
046promotion, this is one thing we added. We added students shall be afforded a minimum seat time of 10 minutes to eat when possible. Something that DPI suggests is that students get 10 minutes during breakfast to sit and eat and then lunch is 15 to 20 minutes. Right now, we really can't guarantee 15 to 20 minutes of seat time for some of our students. And so because I think it's important for teachers, staff, and all of us to make sure that we're sitting and eating and having time to sit and eat and not scarf down our food to get to recess or the next thing that we're doing. I think it's important that we address it in the policy. Um, in order to make sure that we can meet at least some standard and pay attention
047to it, I suggest that we put 10 minutes to eat when possible. Um, that's not always ideal, but that's where that comes from. Do we have questions with that one? Okay. Um physical activity um daily recess will be afforded to all grades in elementary school and up to sixth grade. Um physical activity will be used to reward students positive behavior and withholding physical activity will be the last resource to use as a consequence for students who are not meeting behavior standards. So I think this is really important. We we need to make sure and state that we're paying attention to not removing recess and physical activity for punishment to students. Um I think that it is something that we have to do and it's unfortunate that we have to do it, but that's really one
048of the only angles we have to make sure kids know we're serious when they they have expectations. So, are there questions on that one? Yeah. What age groups are is it the elementary school that's that's the time crunch for eating or >> I think that Erin I think we probably get 10 good minutes of sit time at the elementary school. Do you agree with that? >> Maybe a little bit too much time to sit. Um >> my four-year-old cannot eat in 10 minutes. My 18-year-old can eat in two minutes. Yeah. Yeah, >> cool. That was >> Yeah, >> that was my question. >> Yep. Elementary does a pretty good job right now. I think when we discussed this in all of our meetings and you know, some of these things are just nuances like free
049water is supposed to be accessible to all kids at lunchtime. Well, it is really. We're not restricting them water, but how accessible is the water fountain to the elementary school students when they're supposed to be sitting and eating? Well, they have to bring a water bottle or, you know, they're not just all going to get up and go in this 25 minutes to get water at the water fountain. So, um, as long as we know we're not restricting things, um, I think that's kind of where we're going with this policy and we want to we want to attend to the things that are important and make sure we can follow through with those. So, um, physical activity is a tricky one and I think there's some legislation coming that might affect us, but um, as
050far as requirements, but you've got to think about and this is what all of these lovely people help me think about. Yeah, 60 minutes of physical activity a day is lovely if we could offer that, but how do we do that alongside of every other requirement that's required in a school day? And that's kind of a magical process that I'm thankfully don't have to do. Um, let's see. Physical education, we just added, we are teaching physical education with certified teachers, licensed teachers, and that is a practice we do. We're just adding it. Staff wellness. Um the board and administration will encourage staff to participate in professional development opportunities to enhance wellness throughout our school and community. And then making sure we're encouraging staff to model healthy behaviors is really important to us. Um, this last
051piece I took out, if you will remember a couple years ago, I talked about how we encourage all foods offered, including those that are brought in at celebrations, to be smart snacks appropriate, but we cannot always regulate the cupcakes that come in for celebrations. So, this was kind of a statement that seemed contrary to that. So, I addressed that up top and I just figured we'd take that out in the um yes in and encouraging foods to to be as healthy as possible. So, otherwise I think that was those were the big ones. Any questions? >> Any questions? >> Thanks for your leadership, Leah. >> Thank you, Leah. >> Yeah. Thanks, Leah. >> All right. Do we have a consensus to move that item to the regular board meeting? >> Yes. >> Excellent. Moving to
052item G, discuss CISA 10 shared services contract. >> I would just chime in that this is the annual contract um approved at this time frame every year. Um there are no changes to this contract. We are engaging in the same services that historically we have. purchasing um support services are the typical things that we use for them. Um for example, we just worked on a facility audit with them. Um so those would be typical. >> Any questions? Do we have a consensus to move that to the regular board meeting? >> Yes. Yes. >> All right. Thank you. Item H, discuss CIS 11 shared services contract. Dr. banker. >> So, CISA 11 um quite the same except for we have beefed up and added some special education consulting services um and then we have dropped some
053services for school psychologist. So, those are some shifts in that particular contract. >> Any questions? Seeing none, do we have a consensus to move this to the regular board meeting? >> Yes. Moving to item I, review district phone system replacement replacement proposal. Stephen, hello school board. I apologize. I'm a little bit under the weather currently, so I'll do my best here. So, um, just kind of what we have for our purpose here is to seek the board's consent to purchase a new phone system solution. Um to get kind of a background for that, we're looking to purchase a new phone system due to increased prices in hardware and software licensing. So it just happens to line up with our phone system is going to end here in June for our licensing contract. Um, and with
054the way that things are going, we are predicted, actually we got lucky this year, um, that some of our licensing for other equipment, um, here I have it listed in the background as well, uh, that runs that phone server, um, could see some major price increases. Um, so just trying to get ahead of the the curve here before things get too crazy. Um and again just going back to that you know the system that houses our phone system moving the solution greater flexibility and position us for smoother transition in case that does happen. Um so we went for an RFP and these services received I received one response from our current vendor H Heartland. Um you could see that quote was in there. It does look a little odd just because in there it shows
055a five-year license for it. Um but what we're looking for is just that first initial year um which comes with that uh portion for just getting it installed and getting it moved over to the cloud service um WebEx. Um it does fall within our current tech budget. Uh we plan to have this completed within the current fiscal year. Uh recommendation is just to move it forward to the regular board meeting for approval. >> Any questions? And um No. >> Thank you. Perfect. >> Thank you. >> Do we have a consensus to move this to regular board meeting? >> Yes. >> Excellent. Item J, we have um review. Let me get this right. All right. Item J, review proposed 66.03 agreements for the 2627 school year. Dr. Banker. So we have um these partnership agreements with
056surrounding districts to share services. So these are called shared services. The shared services agreements that um are continuing our shared services with Northwood school district for um financial manager and for school nutrition um and also with Northwood School District and an increase for the school library media specialist support um in the coming year. So, those are the contracts approve review this evening. Um, the Northwood School District already approved those um prior to >> Thank you. Any questions or more questions? I think just a comment would be this is part of our district plan and we're working hard to do this and so this is great. Do we have a consensus to move this to the regular school board or the regular meeting board meeting? >> Yes. >> I got two. >> Yes. >> All right.
057The rest were sleeping. All right. Yes. >> All right. Item K, uh, 30 60 90day planning. Everybody's had an opportunity to look at that. >> Yes. >> Is there any questions? >> No. >> We will receive that information and place it on file. Item L, financial updates. Dr. Banker. So, as part of our monthly committee of the whole, you are going to see from the 25 26 or 24 20 25 and 26 comparison, we have $6,450,429.36 in our cash balance um increase over last year's cash balance, which was part of the strategy um to address what we anticipate as a shortfall in the coming year. But we get um a good amount of um itemized claims um from the food services that come in this month. Um and that's pretty much the income you see
058here. >> Thank you. Any questions? All right, we will receive that information and place it on file. Item M, approval of the vouchers. Has everybody had an opportunity to look at those? >> Yes. >> Do we have a Do we have a consensus to move that to the regular board meeting? >> Yes. >> All right. And moving to the last item of the evening. Do we have a motion to adjourn the committee of the whole meeting? >> So move. >> Second. >> And all those in favor say I. >> I. >> All right. Motion passes. Thank you everybody for coming. >> Meeting adjourned.