001All right. I'm going to call to order this meeting of the Sten Area School District Board of Education. Miss Daramo, will you call the role? >> Mr. Tambbo, >> here. >> Miss Mia Cryle, >> here. >> Mr. Jim Moser >> here. >> Miss Don Garcia. I see a D. Um, Mr. Zach Masa Myers is excused. Miss Lisa Pew >> here. >> Miss Allison Sorc >> here. >> Dr. Sharon Milin Bartlett >> here. >> Student rep. Michaela Becker >> here. and President Patterson >> here. All right. First item on the agenda then is public comment. Uh there were no public comments submitted prior to the board meeting and Dan has confirmed that no members of the public are in the boardroom this evening. So that means we move on to the legislative update. Few items to
002update on tonight. The governor signed two bills into law relating to protections for children. Uh what is now act 88 closes a loophole in Wisconsin law by creating a specific a specific crime for grooming a child. Uh it was passed in accordance with act 89 which more specifically applies to schools. Uh that law then requires um all governing bodies of all types of schools, public, private, and charter to adopt policies on appropriate communication between pupils and school staff volunteers. The schoolboard association um was supportive of the intent of the bill. They were the ones that uh sought to have it apply to all school types and that change was made. uh they were were concerned and continue to be concerned about the rigorous training requirements in this bill and they were not able to have
003that changed. The bill or the the law requires that school boards provide annual training or or um ensure that there is annual training to employees that uh training provided or developed by the department of public instruction. And then starting in uh 202627 school year, there is a new cell phone ban bill that is uh being proposed in the legislature and it's moving. You might remember that they passed a form of a cell phone ban in 2025. That's act 42. This one would actually prohibit students from using wireless communications during the school day, including during instructional time, recess, and between classes and lunch periods. Um, this if it passed, this would supersede that 2025 law that was passed. Uh, the schoolboards association opposes this legislation on the point of local control. They say it's premature given
004that that the previous law is only a year old and also that many schools had um have already chosen a different path and that there are safety concerns related to students having access to their cell phones. That bill is now advancing through the Senate and um likely it's being supported in the Senate Education Committee, so it may make its way to the governor's desk. Uh good news at the state level. State graduation and attendance rates are continuing to improve. There's new data published by the Department of Public Instruction. You can find it on the state's uh Wise Dash public portal. Uh high school graduation rates increased again last year. Um building on the prior year's historic high, student attend attendance rates are also improving. Uh over the weekend um uh let's see over the weekend
005there was a new bill proposed by Democrats because there's some concern. We've talked a lot in here about the use of the state surplus being put toward uh special education reimbursement and there had been negotiations between the governor and uh Republican leadership in the legislature. It's unclear the status of that. So, Democrats introduced a bill that would solidify kind of public education advocates um position on this. Um the bill would would take about $1.6 billion of the state surplus. It would guarantee uh special education reimbursement at 60% which is what was promised in the state budget and it would make that funding some sufficient like we've been talking about. It would also increase state aid through the equalization formula by about a half million dollars um in the 2627 school year and it incorporates property
006tax relief. So it's kind of all the things that um public education advocates have been supporting and wanting to have happen. So, uh, again asking the Wisconsin Public Education Network is asking public education advocates to contact their legislators, asking them to support, uh, the LRB6488. This is the draft bill before it gets a formal number, LRB6488, and to continue to move the conversation about property tax relief paired with um, special education reimbursement funding. The last item is something that I'm I guess looking for some feedback on. Um I had received a message from Senator Tammy Baldwin. Maybe some of you have as well. She is a ranking member in the Senate Appropriations Subcommittee that covers education. And she was asking um community organizations to provide feedback to her on what were priorities for um federal
007appropriations in this next round of federal budgeting. and I asked the schoolboards association if it would be appropriate for a school board to request um federal special education funding through this process. So Chris Kulo, who's the policy director, said that he did think it was appropriate for a district to make a case for increased federal special education funding. Um just like the state has kind of fallen down on the job of um uh funding special education appropriately. The federal government originally had promised to fund 40% of average per per pupil cost for special education, but currently the federal government um provides less than 12 to 15% of special education reimbursement. Um so, uh Chris gave me some guidance if we're interested in submitting this request to Senator Baldwin as an appropriation that she would then
008try to advocate for. Um she uh Chris said that there is a coalition of education groups that is forming that are asking for a 40% special education reimbursement by the year 2040 uh in federal funding. He said that that's not necessarily public yet, but it's an ask that a lot of people have been talking about. And he also gave me language that we could use to submit in this it's like in a form electronic form to the senator. Um, and the WASB's formal position says, "Amend ID IDEIDA to ensure parents and school districts can fully collaborate and provide an education that meets the needs of individual students and allocate more funding for students with disabilities that is at least equal to the national average per pupil expenditure for students served under the IDA or the
009Individuals with Disabilities Education Act. So, I guess my um ask to all of you if this can be done this way would be if we think it's appropriate to make that sort of request to Senator Baldwin for increased federal special education funding. >> Lisa, what was the percentage that you had mentioned in the in your update? So when when the federal government originally passed IDA back in 1975, they promised to fund 40% of the average per pupil cost for special education. And when I asked Chris Kulo from the Wisconsin Association of School Boards, he said, quote, there is a coalition forming around a message of 40% by 2040. >> Allison Yeah. Um Lisa, are you asking um if we could do that as like a board resolution as a group or are you I I'm
010just I want a clarification I guess on what you were wondering. I went into the form and it um is really asking for organizational requests versus individual requests. So I would given permission and again I don't know if this is appropriate uh would be applying or putting in this request on behalf of the Stoen Area School District as an organization or Stoton Area School District Board of Education. >> Um I think it's a great idea. It's sounding like maybe it I don't know. Would this need to be noticed though? I think um I'm going to ask Sharon to give her input and then I'll say what I want to say. >> Okay. >> I was just curious, Lisa, if you know like why 2040? I mean that's a really long time from now. Any sense
011of why that projection? Yeah, he didn't provide. I mean, getting the federal government from an a national funding level of currently 12% to 40% is a lot of money. So, I'm assuming it has to do with incrementally increasing federal funding, but uh Chris did not provide that context. >> Any other input, Dan? >> Um, yeah. I just wanted Lisa, you had I appreciate the context from the federal level. Uh um did you say in the state update this uh percentage reimbursement of 60% I thought was 42% that they were looking at um for the bill the state bill >> uh I think 42% was where the state budget had promised and I want to say that new bill being circulated by the Democrats might be more generous at 60%. Does that make sense? Yeah, I
012hadn't seen I had seen that seen that one. So, >> yeah, >> it's brand new over the weekend. Yes. >> Okay, >> Mia, >> I think there's probably nothing very magical about 2040. It's just get to 40 by 40 is a campaign, you know, a slogan for their movement that they can, you know, utilize to stick the numbers, you know. to make the numbers stick in people's heads. >> Yeah. >> But >> Don, um, so if they could have if they since the 1970s they obviously incrementally lowered it, then by 2040 they can incrementally raise it up again, right? would make sense. I mean, I think a good thing to remember here is the politics, right? Because Senator Baldwin is ranking member and I mean, there's not a lot of power there right now. But
013I think what she's looking for in this form that she sent to a lot of organizations and I'm aware of some other state groups and nonprofits that have um provided feedback to her through this. It gives her a sense of what's important in Wisconsin so she can advocate whether or not this actually happens. I think it's just making making a point that this is something that's important. >> Uh yeah, go ahead. I guess that's the the one thing I'm wondering about is if there is another organization that we could collaborate with so that it's more than just one little rinky dink school district. You know, I was thinking like CISA if we could, you know, get our CISA region to submit some something or I don't know. It sounds like WASBY had no intention of
014maybe they weren't invited. Um I don't know. I guess I'm just or like the Wisconsin Public Education Network. They've been strong advocates for funding. You know, I just I just wonder how how much of a voice one individual school board ha school district or school board has versus some of these other entities that we are a part of. I think it's hard to know who received that message from the senator and who maybe already responded to it. I have no way of knowing. And I didn't get a sense from and then I didn't see that after I messaged Wasby about it that they shared it in any way. So I don't know if there are other education advocates that are talking about this. >> Oh, it's hard to see other hands. I'm seeing no other
015hand. >> Jim's got his hand up. >> Oh, sorry. Go ahead, Jim. >> No problem. uh discussion is good. I think I think I'm always I'm inclined to go forward with something. If other groups are working it, great. But the the more she can have sort of on hand, the better. Uh um and I assume there's probably reaching out to some other districts and other groups as well, but I don't think it hurts to have us in on record in that way. All right. I see no other hands. Um my inclination would be to um move this to government governance committee to draft a letter um in support of this funding proposal and submit it on behalf of the district and this board. Um everyone seems generally in agreement on that. So we could draft
016the letter and bring it back to the next meeting for board approval. Um, I want to say that the senator's deadline on this is shorter than that. Unfortunately, I had brought I had brought it in an email to our group and I didn't get any responses. Um, um, I can I can look for it. I'm sorry I don't have it up right now. It I think it's this week that she had asked for feedback. Does anyone have any concern about drafting a letter on behalf of our board advocating for this funding? >> March 22nd is the deadline. >> If you have concern, could you raise your hand so I can see them? >> Jim, I'm always I guess I'm concerned because it wasn't something that was necessarily on the agenda for action one way or
017another. Um I think your proposal makes sense given the deadline. That's a problem. But um I mean I don't have any problem with essentially Lisa conveying that it was discussed and or whatever. But to draft something on behalf of the board without it being noticed and voted I think would be incorrect. Just my opinion. I'm not sure where we go from here. Uh Joe, as board president, you are the one designignate who can speak on behalf of the board. So if you want to d if you feel comfortable drafting something, you can you can you are the one designated spokesperson for the board >> which I guess is why I was kind of asking if anybody had any issue with me drafting that on behalf of the board because I would like to know that
018now before I do that and >> that just makes that makes sense. >> Okay. All right. Very good. Then that's how we will proceed. House. >> I only had my hand up because I I kind of sitting where Jim is. I am all for doing this. Um it is unfortunately the timeline puts us in a bad spot. And I just I agree should possibly be noticed if we can do this because you're speaking on behalf of the board. Joe, um I I would support you in that effort. >> Okay. Well, I mean, for the record, I would only be comfortable speaking on behalf of the board if I knew that the majority of the board supported that speech. So, it seems like they do, and then I think we should move forward with that. >>
019I think it's in line certainly with other um positions we've taken in terms of like the WASBY resolutions in advocating for increased special education funding overall. um whether it's coming from the federal government or the state government, I think is really what we're talking about here. We know our reimbursement is low. It affects our district. We've communicated that um many times. >> Um Mia, go ahead. >> I just I I am very comfortable with you doing this. I don't know that this is really something that the full board would need to vote on anyway. Like this feels more like committee work to me. Um, so I I think in that regard I'm much more comfortable with, you know, whether it's the legislative committee or the governance committee taking a look at whatever you draft and
020just just so it's not just, you know, one person drafting it and sending it. But um, and that can probably even just be done via email. And once that has happened, I'm very comfortable with you sending it on behalf of the board. And like I said, I just I don't think this is the type of thing we would typically need a vote on anyway. So, um I would be inclined to agree with that, but Sharon has her hand up. Sorry. Um I was just going to say that you know in the interest of trying to be transparent with the community like maybe our notes we don't typically go into this level of detail but maybe on this topic. We say something to the effect of what we've just shared. You know that we have a
021deadline. you know, we're proceeding with the following rationale and um that way we're communicating within a tool that we have currently available to us. If we felt like dotting the eyes, crossing the tees as best as we can, it's an option. >> Any other thoughts on this? Okay, I would like to ask Lisa to draft the language for this and then circulate it to the governance committee for review and approval by the 19th so that we could send it by the 20th so that it meets the senator's deadline. >> I could do that. >> Excellent. I'm going to make a note. >> Thank you, Lisa. >> You're welcome. >> All right. Nothing else on that. Then we will move to workg groupoup reports. Employee relations workg group met prior to this meeting. Much of that
022content of that meeting was conducted in closed session and Zach I believe is the chair of that workg group. So, in his absence, uh, would Don or Allison be willing to give an update or summary of what was discussed in the broad sense of what can be talked about outside of close session? >> I c I can, unless you really want to, Don. Um, so close session um obviously that will be um coming to um the board later. And then we reviewed four policies that change because of act 57 um which surrounds reporting um for um inappropriate uh relations between um uh staff and students. Um basically updating language to meet that new law um that was signed um last year. Last year, right? >> Yeah, >> this year. Yeah. >> And um so we
023reviewed that and that will be coming to us um as of um we will not tonight. It's going to be April 2nd, right? >> April 6th. Oh, I was moving things up on us there. April 6th. Um that will come for uh before the board. >> Any questions for the employee relations workg group? All right, seeing none, I think that concludes workg groupouper reports. So we can move on to my favorite part of the meeting, which is the student representative report. Okay, so I have a little bit less to talk about than at the last meeting, but still quite a bit. Um, so last week was pretty busy with activities. It was um we had dress up days at all of the schools. All of the schools shared the same dress up days leading up
024to spread goodness day. And then in addition um each day of the week, one of the schools was featured on the district's social media. Um and then on um March 10th, Spirit of Excellence writers attended a Bucks game to celebrate winning the award for district five. Um and we have that has been happening the last three years where they have won for the district. And then on um March 13th, Interact Club went to all of the elementary schools to read to classes. And so that's what the top picture is of there. Um, okay. I think that's and then I just wanted to share some other pictures from SW goodness week. So I have a different picture from each of the schools and um in the top left one of the pictures I wanted to highlight
025by the lockers. So throughout so interact club they put um kind messages on every student's locker at the high school handwritten notes and then student council had each um advisory class fill out different hearts that you can kind of see hanging above the lockers there with kind messages. So our hallways are very decorated right now with kind words. And then you can see some of the different dress up days including the t-shirts that were designed that were student designed in the bottom there. And then for athletics, all spring sports have started. Some of the first kind of competitions and games are going to be over spring break. Uh track has their first um indoor meet and softball will have some of their first games. Um, boys basketball ended their season in a regional semi-final game
026against Monroe on March 6th and the final score was 81-70. And then for arts, tomorrow, the high school orchestra will hold its annual conerto concert starting at 700 p.m. And then over spring break, concert choir will be traveling to New York City to perform at Carnegie Hall. Um we've been working on music for the last few months and then we'll have the opportunity to perform um under the direction of a director out there who also wrote some of the music. And then this year's spring play is also coming up. Um A Midsummer's Night Dream is the show this year and performance dates will be um April 9th through the 11th at the high school. And that is all I have. Does anyone have any questions? Any questions or comments for Michaela? All right, seeing none.
027Thank you, Michaela. Excited for your trip to New York. All right, we're moving on then to uh the district administrator report. Dan, you're muted. >> First time on Zoom. Um, not taking away from Michaela's spread goodness of photos. Um, so I'm going to move right along to our upcoming dates. Uh, just for the board to be aware of. um we complete our community conversations. So we are looking forward um to Lynn joining the board on Monday, May 4th to do a debrief and prior to that once he has the uh report finalized I'll forward that on for the full board to be able to read through. Um we have honors awards night coming in May as well as um athletic awards night. So May 6th u for honors night and then May 20th for um
028athletic awards questions. Seeing no hands for questions. Thank you Dan. Um we can move on to the consent agenda. move approval of the consent agenda as presented. >> seconded by Bubon. Is there any discussion? >> Mia, >> I just want to point out um how um generous and impactful our parent groups are. if you you know in the donations just this time um the working for kids group for Fox Prairie um had over $12,000 worth of donations. Um, and I mean that's a big lift for giving our kids some experiences going to the Overure Center that they might not otherwise have and um getting bench uh picnic tables, you know, so improving our facilities and I think that's consistent across all of the elementary schools that they just really support our schools well. So, just
029a big thank you to those groups. >> I would agree, Mia. Thank you for pointing that out. Um, those groups and the parents who support the contributions that accumulate to those do dollars that they are able to give. Um, Lisa, go ahead. Um, do we know if that's true across all the elementary schools in terms of like trips to the overture center are the working for kids groups or are there funds that all of the elementary school students get to have that experience? >> I want to say I know um both Fox and Kagansa have been to the overture. I want to say uh Sand Hill as well, but I will double check on that. >> Other questions or comments, discussion? Mia, >> I just wanted to give my perspective from when I was active
030in the working for kids group at the elementary level and this was a while ago, but um you know the school really kind of determined each individual school determined what they felt like would most benefit their students. So for quite a while, the Fox Prairie Working for Kids group was very focused on fundraising for the new playground. Once they got the new playground is when we started funding. Um it's I think it's been an annual trip to Overture for the students. Um but that was based on you know what the leadership of the school told us was their highest priority. So, um it may not be exactly the same, but that's sort of like a little bit of micro local control um of the schools. So, but yeah, >> any further questions or discussion around
031the consent agenda? All right, I'm seeing none. I hope that's right. Um, the consent agenda has been moved and seconded. So, I'll call the question. All in favor? >> I. >> Any opposed? Any abstensions? The consent agenda is approved. And then we are moving on to discussion section of the meeting and a discussion around staffing for special education. >> All right. So I will share my screen here. Um as we had shared with um the board last time and um with our staff last week. Um we um are making a recommendation in um special education of a 2.0 reduction. We believe we can um achieve this without um without impacting any um employees that are on a regular contract. We have um a we are recommending a reduction of a 1.0 learning strategist enrollment driven
032at River Bluff and a shared um reduction at two of our elementary schools Fox um and Kagansza. I apologize where it says elementary. It should um say Kagansza there. Um the reason for our enrollment is when we take a look at our numbers of students with disabilities over the course of the years. We've been at a point over the last several years where we've been fairly stagnant going up or down just a little bit. But we are seeing a um uh increased reduction um projected for next year. And we've been using our weighted case load targets of 14 to1. And with that we you can see that the average based on that 2.0 reduction keeps our target at 14. So with that wanted to open it up for questions. This is discussion. So the goal
033would be to um answer questions and um questions we are unable to answer we'd be able to provide responses over the next couple of weeks before the next board meeting where this will come back for discussion action. >> Okay, >> I'm gonna I'm gonna stop sharing my screen just so I can we can see everyone. >> So I'm gonna call on Sharon and then Mia. I was just curious, the way that I read the halftime reduction at Fox and half at Kaganza, would that mean that there would be a person who would spend part of their time each week at Fox and part of their time at Kagansza? So, they would be moving between the two schools. Do we do we know that yet or is that to be determined? >> No, that would be
034that would be our recommendation. And we are currently sharing um between um uh two of our elementary schools and I'm blanking on that right off the top of my head. Jessa, >> do you want me to help? I can help with that. >> Oh, Kelly, thank you. >> I'm here. Um we are currently sharing between Sand Hill and Kagansza. >> Thank you. >> Um and elementary. So the the focus would then be Fox Prairie and Sand Hill this year. >> So we would be shifting that that person >> share. >> Can you share any general info about like how that person like divides their time like what's their method for determining where they are on a given day? Broadstrokes. >> At this point we would look at probably a 50/50 share. So depending on how
035we would split that case load, that's usually left up to the building on how to best do that 50. So to try to split it up so you get that weighted case load average across the buildings >> I'm just curious about the decrease in numbers. Do are they concentrated in one? I mean, we don't have 25 students graduating, right? 25 students with disabilities graduating and not being replaced. Is uh I mean, so what does that look like spread across the grades? And then my other the other part of that question is is that proportional to what we're seeing in the decrease in enrollment overall? I would I would say in the broad brushstrokes uh Mia it is kind of uh an incoming and outgoing. So you're right, we're not graduating necessarily the all all students
036with um that reduction, but it is a mix of um students who um with identifications early on graduation. And when we take a look at that proportionality in relation to our decrease in overall enrollment, we're still at the state and national average of about 14%. So um when we take a look at that total number across our our total population, we still are at at that um state national average. And I see Kelly kind of nodding her head and um confirming that. Anything else you want to add, Kelly? No, I mean you'd expect if the population is going down overall, your your special ed population is also you don't want to overidentify students in special ed. You don't want that percentage to be above and beyond what the national or the state average is. So,
037and we're hitting about that percentage. >> Okay, great. That was that was sort of my question my the meaning behind the question is are we over or under identifying? And it seems like it's just the change is consistent with our change in overall enrollment is what you're telling me. >> Thank you. >> Any additional questions or discussions on this topic because it will come back for a recommendation at the next meeting. So, if folks have questions um not tonight, if you can't come up with your questions tonight, please reach out to Dan before the next meeting. But Mia, go ahead. >> I'm sorry. I do have another question. So, um I think one of the things that I had heard is that we're seeing a slight trend of less people in our 4Ks and then
038more kids just showing up for kindergarten who hadn't been in 4Ks. So I'm curious about, you know, if we anticipate that maybe there will be in that kindergarten year some identif some identification and maybe more than we would have seen in years where there were lots and lots of kids, everybody was going to 4K because we have that chance in 4K to identify them and then plan accordingly. Um, but maybe maybe I'm misremembering, but I thought I had heard that that was a little bit of a trend we were seeing was kids new to us just showing up for kindergarten. And so I'm I'm curious, does this staffing plan give us enough wiggle that if kids show up with unknown and unanticipated needs, we have the staff capacity to respond to that? or would that
039look like adding someone partway through the year? that >> my my and my my initial reaction to that is we've Kelly has shared with us um kind of some historical trends and and our EC4K tends to start off a little bit lower and which affords us the opportunity to flex um the for the our two learning strats at 4K to help support our elementarymentaries and about the midway point of the year is through child find and some of those others their case loads uh tend to increase. So um we feel that this while this um aligns with our 14 to1 there is a little bit of of flex in there to anticipate for um families who may move in that we aren't aware of. Um but it also is reflective of some of our families
040who will move out um over the summer. So that ends up being a little bit of a wash in our in our five um schools where we have some families move in but we also have roughly the same number of families who are going to be moving out when we talk about our students with disabilities. >> And the other thing is whether they go to our 4K or not, we're still responsible for child sign um starting at age three. So whether they go to our 4K, a lot of times we will get those referrals in preschool and then other preschool environments. >> Lisa, >> um I had sent some uh questions beforehand. Thank you for answering those for me. Um I know the numbers you're sharing about weight uh case loads and weighted CA weighted
041case loads are averages. I'm wondering what's the actual range of um numbers on people's case loads? Like how how big is like someone's the largest case load? How many students might someone have >> Kelly? Yeah, I'd probably have to get some if you want it by building or if you want it by I mean it will range anywhere from and I'm guessing unless we just want to if I can get you that information at another time so you can get more specific otherwise I know there's like three to 10 right >> is there a number we try to stay under in terms of the number of kids someone might be responsible for >> I the average, you know, the a I I guess I just always look at average, right? So, when you're looking at
042that weighted case load of 14 and you know, like we're kind of looking at actual students at around 10 is what we look at. Does every learning strat have the same basic type of case load or does it depend on the person's position and other responsibilities? >> I think it's both and but a lot of times there is a mix of students with more complex disabilities as well as more um mild moderate disabilities. But there are case managers out there who have taken on more um students with complex disabilities. So it really depends on the strengths of the learning strats and what their targeted um interest and and what their strengths are, if that makes sense. So, a lot of times it is a mix of students, but there are some case managers across the
043district who um really want to take on groups of kids with more complex needs and they're really focused on that. Otherwise, there's a mix. >> And one last question if I could. Um how how have the building leaders responded to this? Is this all is this uh something that's being received? Well, >> when we were putting together this recommendation, we um met with Kelly and Jessa shared the plan and share with um the building leaders and got feedback on that. um in part they've been informing um both Kelly and Jessa on our recommendation and also when we shared this out with to our staff um we wanted to make sure that the staff had one um foreshadowing of what the discussion was here tonight but it also gives an opportunity for staff to weigh and
044and the building administrators um have helped problem solve as well, you know, on where where the the staff would go. Jessa, any additional feedback or >> the only other thing I would add is um the who and where things people might move obviously is not finalized at this point, but that is something that has been and will continue to be done in conjunction with our building administration team um as a as a group. Are there any additional questions or wonderings, discussion before this comes up again for a vote for the next meeting? I'm not seeing any hands, but I think that it is, at least for my tenure on the board, a positive indicator that we are not receiving um I I haven't received any um correspondences from staff that would be um concerned about
045this. So I think it's in alignment with our policies around enrollment and staffing rights size to our current enrollment and needs and you know unfortunately we have limited financial resources and so we need to staff to enrollment and that's that's the reality we're facing. So um I don't want to cut off questions. Go ahead Lisa. >> I don't have a question. I just um just wanted to uh thank Dan for um offering that in on at a future board meeting, we would maybe have a larger discussion about how we're serving students with disabilities and some of the ways things are changing in in that service provision and um how that subgroup in particular like we're working to support that subgroup of students so that they can continue to make progress. So, I'm looking forward to
046that. I think that it'll be good to understand um how things are being implemented regardless of this staffing change. >> No problem. I I definitely uh know that this has been a topic that has come up a couple of times and it's been uh over a year since we've had this conversation. And so, um, definitely look forward to having a broader conversation around special education and our service delivery model and meeting the needs of our students with disabilities at a future convers at a future board meeting. >> Okay, I'm seeing no other hands. So I am going to move us along to our discussion action segment of the meeting and that requires a motion. >> Uh uh I don't have mine in front of me. I move approval of the staffing plan as presented. Is
047that right? >> I think that's that's good. Is there a second? >> A second. >> Seconded by Pew. Is there any further discussion on this? I am seeing no hands and I'm scanning the list of faces and cubes. >> I do not see any hands up. >> All right. So, there's no further discussion. I'll call the question. All in favor of the motion as presented? >> I I >> Any opposed? >> Any abstensions? All right, the staffing recommendations are approved. That takes us to our meeting closing section. Keeping in mind for board members that we do have a contemplated close session. But um for recap of action items, I have board members are encouraged to contact their legislators regarding LRB 6488 draft bill. And Lisa is going to draft a letter um for Senator Baldwin
048regarding special education funding that we will circulate to the governance committee for uh review and approval and hopefully get out before the end of the week. Any other action items that I'm forgetting? Seeing no hands raised. Checking all my squares. Okay. So, um we have then future meetings. We have a regular board meeting on April 6th at 6:30. Our governance committee is meeting on April 8th at 5:00 p.m. I believe that's virtual meeting. And then another regular board meeting at on April 20th at 6:30. And then um after our upcoming elections, we have a board reorganization meeting on April 27th that will happen at 6:30 as well. And then I will um take a motion for our contemplated close session to further discuss discuss what was happening in the employee relations work group committee. I
049move to convene to an executive session pursuant to WISAT 1 19.82 sub1 1 9.85 sub 1 sub C sub F subG and 118.125 to discuss staff compensation performance and contract. Is there a second? >> Second. Oh, >> seconded by Sorg. >> And I believe this is a roll call vote. >> Dan, do you want me to call the names or are you going to call the names? >> I'm here. >> Okay, good. >> I'm here, guys. Sorry about that. Just took me a minute to unmute. Uh, Mr. Buban. >> Uh, yes. >> Miss Sorg, >> yes. >> Miss Croyle, >> yes. Mr. Moser, >> yes. >> Dr. Milm Bartlett, >> yes. >> Miss Garcia, >> yes. >> Miss Pew, >> yes. >> President Patterson, >> yes. And for the folks at home, we'll come back
050into open session just to close the meeting. So, appreciate you all watching the work of the board this evening. We'll see you at the next meeting. >> All right. So Paul, you can close the >> Yep, it's ended. >> Perfect. All right. Um,