001Evening everybody. Um, we are going to call our meeting to order at 5:32. You just will take a roll call when you're ready. >> Yes. Here. Humpy absent. >> Naveler. >> Yes. >> Engle. Jingle absent. Thompson here. >> Kolinski >> here. for the pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Notice of meeting for Wisconsin state statute 19.84 to declare a legal meeting. Notice was given, Ryan. >> Yes, it was. All right, then we'll take a motion. >> By Mike, >> second by Jess and all those in favor closed. >> Okay. Make a motion to approve the agenda. Any changes to the agenda as it's posted, Ryan? >> No, there are not.
002Okay. >> Robin and a second by Randall. >> All those in favor signify by saying I. I. Opposed. All right, then we are going to move right into information and study. The first item on that list is the employee benefits package. Heather, are you able to view this now online? They're stating online they're not able to hear us. Heather, the woman who's here. >> She's muted. But we're not muted, right? >> Is Heather the woman who was here a month ago? >> She wasn't. Heather works for the Chronicle. >> Oh, Heather. >> All good now. So, thank you, Heather. >> All right. So, benefits package. One of the things that we need to make some decisions on is what we're doing with hourly wages, um, salaried wages, um, health insurance, dental insurance, and vision. Some
003of those are locked in already, but others are not. Um, I put up here just different things because we did state that if we didn't pass a referendum that we didn't feel our budget could take any sort of increase. But we need to make sure that we have action on that. Um, so the referendum did not pass. Um, so I put in here that there would be no increase. So is there any kind of discussion that you guys went to have? I know this is not something any of us wanted to be in a position to be in. Uh, it's not what we informed the community on. We are very concerned about the risks that happen when we don't do this. I don't know budgetarily wise what different option I can prepare for us to
004do something different. So I'll put it back out here to the board. Is there a different direction you want to see us go? So we can start with just the hourly wage salary wage. >> I mean if we increase any wave we have to cut from somewhere else that we have anywhere to cut from. I think we tried to make that pretty clear. I wonder though if we when we pass a red coming up um if we can somehow if we pass one in August or November whenever we decide to go next if it's within the next school year can we work that into not that we can pass it and know what it is but say we'll revisit it at that time if there can be any midyear increases to hourly or salary staff
005if our past referendum allows I would love to see that BR recommendation moving forward that um if we can pass a referendum in August or November that is still part of the same budget year um and that we would do a retroactive from the beginning of the year or from the beginning of the contract year. We've done that honestly Dodgeville's done that many times where we didn't have things settled right away. it got settled later and we've done the retro pay and adjusted moving forward. So yeah, I would I would fully support that and could build a budget that way. I have to build we have to build two budgets at this point. >> We would need to know what we would want that increase to look like. So you would work on what that
006could look like if we were to decide to go down that path. >> Right. Right. That isn't a now discussion, right? That would be, you know, later as we're looking at a referendum. How much dollar amount are we looking aside for that? Are we looking at just CPI? Um what is it that we want to do? And that that can be decided later and that can be decided as the um upcoming referendum dollar amount is decided. At this point, it's we don't have it in the budget. we to be fiscally responsive, we should be cutting something in order to do this. >> Well, I think in good faith that that would be a wise thing for us to we choose to do that to do because we do want to give our staff increases. It's
007not that we want them to frozen. We just don't have the funding to do it unless we pass a refer. So, when it comes to an action item, do we need to have that language in there, that no increase unless stipulated, unless we pass a referendum and we can do retropay or something like that? The stipulation would be no increases at this time. So, that would be all we need at this point. Um, the raises become part of our later discussions and then we would go we would come back into a board action really. It would be once we approve a referendum essentially is this doesn't this won't change until a referendum is approved and then come whenever we decide whenever a referendum is passed we can then immediately go into this is what we
008want the raise to be. >> But when we go into what our question is going to be um we will kind of outline where we want the funding to go as we did last time. >> Yeah. So we can have more discussion about it at that time. >> Yeah. >> Any further discussions that you guys want to do on hourly or salary? >> What is the starting hourly wage again? >> Custodian or it's >> right around it's 16 >> 16 I think is the base. Yeah. Starting teaching salary is 45. >> Yeah. I just I guess I just want to say to anybody who's listening or will be listening that I'm really sorry we're in this position and it was not what we're hoping for and everybody deserves a minimum CPI increase and I think
009our district was trying to do more than that to be competitive with the surrounding districts and that goal doesn't change tonight. It's just that we are limited with our funds and so we're in an unfortunate um position to be making this unfortunate decision, but I think we have to be responsible to our budget. >> Thank you. Um then looking at the health insurance, we have a couple options. um you have the renewal option, renewal option A, and we could then also say no, we want to try something else and that would just delay us if we want to try something else. I feel in the budget where we were at, we could increase the HSA dollars so that there is minimal impact on what this portion of the bill is for our staff so that
010they don't only see a premium increase, they would also, if we go with the first option, they would also see an HSA deductible change as well. we can add more into the deductible, the HSA component. So, that offsets it and it still puts us in a fairly healthy spot where we were budgeting more. This at least allows us to still stay, you know, in a in a good spot with our staff. So, I would recommend we looked at renewal option A um as that one includes more HSA dollars. That is the first page in your packet. Um, I don't think we go to courts. I think we stick with where we're at. We're fairly healthy. Um, so renewal option A would be my my recommendation for the board to consider. I don't think we need
011to keep going back um to try to find something else. Um, I did want to add to this though and we had talked about the retiree component where we have members who were a part of the retiree and that had was part of what we were saying was is if we approved a referendum. Um, Dean, we we got Dean to extend that last time at no additional cost to us. They cut it by a half a percent. They are telling us they absolutely will not give us another extension and to expect if you want to keep them on another at minimum half percent increase to this plan. I don't >> is it just those two people >> would be those few people. So what my my discussion for you guys is is well I don't
012have a formal plan. They need to they would have to go back in and review this. Um, >> so a half percent increase just for those two individuals. >> Just for those individuals. Yes. >> Is that something that can be discussed with those two individuals and have that plan presented to them? Does it require board action? >> Well, it's all part of our plan. >> So, it's got to be there. They're still willing to help this group. Um, and I and I think this would be the piece that we can put the pressure on M3. M3 as they says it should not be this major loss for that group. It's going to be different but this should not be a major loss for them. And I know it's you know as you start going independent
013that it's scary. It's different and I I've know that different people have said it's cost them significantly more. um this team is willing to work with them, meet with them, and try to help them um find the best possible options. >> How close to 65 are either one of them? >> I don't have that off the top of my head. Um so, I know it was something that was originally in their plan that we would do. Um but I I know too we've had to change plans to meet the needs in our budget. this doing it is going to cost us in our budget. >> Well, anybody who's out in the marketplace, which is what they would have to be doing, >> unfortunately, everybody's getting sucked. That's just we can't control that piece of the
014federal budget. So they they've had seems a good year maybe even more to look at alternatives when we first heard about this. It seemed like it was been about a year about a year ago. >> We originally was going to be in the summer of last year. They've got an entire additional year. Um they were aware that if the referendum didn't pass, this was the direction we would be looking to go. Um, we tried to get it to be a part of the package. So, that was a conversation I was having yet today. Will Dean give us any wiggle room yet, even for six more months? Um, it was an absolute hard no. Um, we will at least increase it by half a percent. We will need to review it. So, you'll have to give
015us a week. We we're not going to be have this reviewed in time. So, that was mine. Like, okay, dollars a half a percent. So, a half of $2 million. um to me is a significant amount. >> Well, so it's a half a percent to our entire plan, not just to those two. >> I thought it was just for the two >> half a percent of an entire plan. >> Yeah, it's pretty significant. >> There's a level of risk that you continue and that's where there's like you guys are in a very healthy spot. >> That's a significant amount of risk. So, if that's what you want to do, we'll do it. um there are better options for them and cheaper options for you. So I I'll let you guys make that decision. I think
016you can tell where my recommendation lies. >> I mean change is always hard and transitions are I think difficult um when it comes to something like this. So I understand the hesitation of those people to do something different when something that's known that's continued. I also know there are a lot of different options out there and I've given them myself and for our employees when you look there are actually I've always found better options than what we've offered. Um, and I don't, you know, I don't know personally about these individuals, but if M3s and business feels that they can find a better option for them. I do trust that judgment. Um, so I guess I at this point um I don't know that our budget can handle it given that that was our message, right,
017>> to those people over a year ago or about a year ago. So I guess I would support that from recommendation. >> So from now they would have until the end of June, right? >> And this current plan. So if you guys accept this, that's accepting also that they're not a part of it anymore. >> With all due respect to the years they gave the district, our hands are planted by the voters of this school district. >> Yeah. had the referendum passed, I think we >> we we could have thought about an alternative. Sure. But excuse there's just so much that we are being victimized by because they referendum. >> No. No. Others have a petition to become part of the plan of of other retirees who are not 65. No. Okay. Right. And I
018want to say even we took that we elim we eliminated that option. Okay. So that's that's not even an option. >> Okay. Right. >> Um dental insurance they did come back uh with a different rate option for us. It's currently we could go with a 2% this year and an unknown next year. Um current trends are at 5 and a half% or we could lock in for two years at 5%. I will give you my thoughts if you want those. >> Yeah, >> we take the 2%. We see what next year is >> and we we're kind of rolling the dice, but we need the cost savings right now. We're going to take the 2% and guys stay healthy and we'll try to renegotiate next year. >> Brush your teeth. >> No more sugary drinks,
019please. in front of everybody. >> Now, I'll end this with the other good news is just so you guys are aware, we locked in with our vision last year. So, that is that rate is still good for us until um the 2028. So, there's no changes to that one. >> I would like to just make a comment on our health insurance rates because it's a very volatile market right now and I think it's a huge blessing that our increase came back at only 6.9%. that still feels high and it but compared to what other businesses and districts are facing and individuals are facing that is incredibly >> yeah especially lost in for year two. >> So that's pretty remarkable given our recent history not been that great >> considering a couple years ago we were
020at almost 17 and then we were at >> um was it 15 >> 15 last year? >> Lucky to get that >> and now we're sitting here. So, >> so yeah, we're one glimmer of goodness. >> Yeah, we'll take it. >> So, in the action items, this would be the the information that you guys would need to put in there is where you're putting these the no increases, um, renewal option A and the 2%. So, >> have you been in in any recent contact with these two retirees? uh today and we're going to meet. Um so I want they're really are hoping that we could come up with a better decision for them. >> Yeah. >> I it's disappointing. I think you guys have said that it's disappointing that we're in this position budgetarywise. We
021can't go back and do what was said at that time. It's guys, this this board, this community has had to make some changes and this is an area that we made some changes and we've been making a lot of sacrifices. So, it's not just these two. There's plenty of other sacrifices. All of our staff are taking a pay freeze as it's currently presented. Um, that doesn't sit well with our staff. >> Yeah. >> But I will be meeting with them and I the M3 team will also work with them. Um, so I'll do that tomorrow. Set up the meeting. >> Be interesting to know how close to 65 they are because then things become more predictable. >> Anything else on the benefits package? All right, let's move on to the policy regarding electronic devices and
022school. Anything changed about this since we last reviewed it? >> Absolutely. No changes were made since the last board meeting opinion. >> I just had one comment, but I read through it a couple more times. And in the number two on this policy, it talks about instructional time. It gives A through G on what that means. Um, I could see somebody reading all of these and saying, "Well, it doesn't talk about it only talks about instructional time in the classroom, structured or unstructured learning. It doesn't talk about hallways or lunchtime or, you know, the cellto bell type of deal. While we could put that in the handbook, um, and maybe that's what we're intending to do, it does in this give an example of a student being called to an office outside of an instructional
023setting to use their phone to have the appropriate communication that way. So, I could just see the combination of those having someone say, "Well, um, the hallway tapping period is not instructional time, therefore I should be able to." So I just don't I just want to make sure somewhere that's really clarified if that's our intention of how we're going to enforce this. >> That would I thought we had left it that the the handbook which would be wording that was you know conceived and approved of uh by the leadership team and the administration would determine if passing time lunchtime is part of instructional time. I think letter G kind of states that because it says refer to student handbooks and resource guides for greater clarity when instructional time is defined in each building. >> Just
024think the handbook to say instructional time is below whether instructional day might be better than instructional time. >> But I think that that can be determined by the group who's going to choose the battles they're going to to fight with this. I mean, I I I think our hope my hope is that there will be no phones from the beginning of the school day until they're dismissed at the end. That lunch and passing time is is a nonphone time. >> Yeah. Mhm. >> Um and I guess if the faculty and the administration decide no, we're going to allow the the lunch and the passing time, then that would be a discussion we would have with them down the, you know, in a few months or whenever that's going to come before us. >> I will
025just give you a sneak peek. We've surveyed out to the schools in CISA 3 to find out what are they doing and there's a lot of broad um definitions right now. how I know the leadership team at the high school is leaning towards lunch would be the only time all their times no cell phone devices none of these electronic devices um so that is where they're currently sitting at so that would be just to kind of plant that seed in your mind >> when they're coming back to you with their handbooks that's where they're looking at is to give the lunch but no no passing time and it really being that commons area as being a place that these devices would be acceptable times otherwise no passing time no classroom no so that's where they're
026currently leading well spoken to some people in other districts where they say no to phones during lunchtime >> um my feeling uh just to plant the seed with the leadership team is that I think lunchtime ought to be film free >> so that it's not going to be they're going to hear a debate from us. >> Yes. And I think that'll be a it will be a healthy fun debate for us to have. >> I'd be eager to hear their rationale. Yeah, >> I'll certainly deliver my rationale as well. And I realize the headaches and the hard, you know, the difficulty of monitoring, >> right? >> But I think once you get by the initial stages, then kids just start talking to each other at lunch instead of So anyway, other questions with the policy.
027>> Okay, >> then we will move on to the solar energy project bid. >> So, I have two sealed bids right here. I've got one from Ethos Green Power Cooperative and I have one from Eagle Point Solar. I'll start with talking about what Eagle Point is. >> Are you expecting more than those two? >> No. So, Eagle Points, um, and just looking at these, they have quite a bit of information about their company, project design, Just doing a quick project summary. They've got a description here of a $21,000 7 $21,700 project. Um, we have 75 days from now to approve this using 29 of the 30 donated P panels. One is shattered. Um, they've got a recommendation that it would be put on the maintenance shed if we went on any building due to location
028and running it. put them on the roof of the main chip. >> Yes. Part of it is the meters. The meters where our meters are at. Um if we go out here, we have to tunnel. We have to bore under the ground and you're going to start eating up all your dollars or you got to figure out how you're getting all the way over to the other meters on the other side of the district. Um, so that was this it doesn't make sense. You're going to eat up all your money in trying to get there where here they feel they could give us the best um rates where we would um be reducing the electrical bills. So there's a lot of information in that one. Um >> so Ryan, did they include anything else other
029than the the panels? Was there any additional panels that are there or is it like 21,700 is just to move that existing array and install? >> Um, looks like they got an online monitoring system. I'm not seeing as I'm quickly just scanning this. I don't see anything about additional panels. It looks like it's just to utilize the panels that are there. But I would have to I mean in essence of time how we've done this in the past, it could be beneficial for me to dig down deeper into these and get you an analysis of the two bids with the information that's there. I can also make copies of these so you guys can see them as well. Ethos here. They have a $20,000 package. Um, they did not get to coming down to actually
030seeing the panels, but they went off of the descriptions we gave them. And it looks like they do have all of the panels out here. So, I would need I would want to talk to them about, hey, what does that look like? Um because I am hearing conflicting ideas about how we use those um >> like on the ground in the grass >> in the gr in the grass. Yeah. >> Which goes back to the tunneling, >> right? The connection >> you have to tunnel >> because we don't have we don't have a meter out here. The closest >> the closest meter to this is the maintenance shed. We'd have to go under the road to get there or we'd have to go through the building to get to the meters, which are there's three
031meters down by the scoreboard, that area. >> We do have the option out at the sign, but if you look at our bill, we're spending like 12 bucks a month on that. So, you're not We could put one out there. We could put an array out there, but you're not gaining a whole lot off that sign, nor are we off the football shed. >> And there's a meter on the football shed. >> No, there's not. >> We do need to run an analysis to figure out, okay, what meter is running that? Um, that's the best one that would give us some energy savings if we use the maintenance area >> That's used every day. on the roof of the shed or >> could be on the roof or they it could be on the ground
032as well, but they would recommend get over on that side as soon as you start boring under the road using you don't have the money unless you want to invest more money into this. But I told them this is a hard no. There's no money additional being invested, >> right? >> Is the meter at the maintenance shed just for maintenance shed use or does it go to the middle school? >> Maintenance shed only. >> Doesn't cover the lights. There's no there's no lights because we have a scoreboard over there, right? Was controlled. >> So, but the baseball field in the main shed, >> right? >> Yeah. >> Currently now >> probably not, but if we ever were in a position to put lights there, it could be a nice contribution to to what that those
033costs are >> could be. Thoughts or >> No, I was just going to say I think um if unless you get the battery storage, it only produces when the sun is shining. So, so if they're running the lights, >> it's not going to be. >> So, we wouldn't have the battery storage. >> No battery storage is very expensive. >> Batteries run these days. >> They're Yeah, they got a ways to come or I think they're better. They're always getting better, but they're expensive. >> Don't last. Got it. >> So, my I I would like to make the recommendation that I can sit down and analyze these by next week. we have the um student group coming in and presenting next week that we could make this uh an analysis that we put on for next
034week's board agenda which it's already currently there as a special board meeting. >> Does the second one also have a 75day >> Yeah. Yeah. So >> in your quick glance, Ryan, did they get an itemized on that part or is this the full amount that we had to work with is just to move that one system? >> What do you want itemized at once? >> Well, I guess uh how much would it you know like the replacement parts for they talked about the >> they talk about the inverter in here. They don't give a price for those pieces. >> They just gave it as here's the budget. We would we would fit that dollar amount. >> That was on Eagle Point. >> That was Eagle Point. >> Ethos didn't even come to look at >>
035Ethos came here, but that was before >> the donation. before all the donations stop. >> They don't have >> to reof just to take the >> to transport it. It just seems a little high. I guess >> ethos does break it down to inverter is right around $3,500 electrical 1,100 racking 3,300 the labor is 88 8,200 some adders 2,000 electrical components 3,300 mechanical components 4,200 so they haven't broken down that way what does that all mean I have >> I don't loans. So, they do have on here a payback period of 10 years. Energy utility savings $62,000. folks will need to know what a similar size um would cost to just bypass all maybe it would be more but like what what size could you get for $21,700 in a new array? >> Yeah. you
036know, is it 20 and panels have said 29 or 10 or seven or 25? I'm just curious how it compares like where is our savings because we're also going then going to be using a used system with less life in it and so it's a good amount, right? >> So, I'm not too concerned about that. But, you know, if you can get a new array for with 25 panels versus 29. >> Mhm. >> I can tell you, I know when I talked to them, they thought they were going to be able to do to do more. Um, but in my quick scan, I'm not seeing additional panels >> anywhere in this quick scan. And you are you able to call clarify things >> after the fact here? Yeah. Yeah. I just need to be consistent
037with what I do for one I need to make sure I'm doing with the other. >> Yeah. Go ahead and evaluate them and if you need more than a week, which is very possible >> with these two. I think I think I'll be able to if I can't, we'll table it at that point. But I think at this point I can stay to that timeline. And I know that student group is planning on coming in that week. So it'd be nice to keep all of this bundle together so that they can be a part of that. Okay. Anything else on that topic? Okay. Then we'll move on to the 2627 step. Um, so there's a list of all the staff. We're ready to get contracts sent out to all employees. Um, as soon as we
038get this approved, we will send these out tomorrow. >> No layoffs. Correct. Compared to that article that was in the paper, >> there are no layoffs. I know there was an article not locally. I think it was a north northern area article where it stated 13 employees were being laid off. That is not accurate as at all. Um I think they're a year behind is where that information came from. Um but yeah, no no layoffs um due right now. We've we cut as much as we possibly could cut in previous years or reduced positions in previous years. We're at this point of you know we need to keep educating and moving forward. So, um, no, no staff change staffing changes at this point. I will tell you, we will have conversations as people resign or
039retire or move on. There might be positions we say, "No, we're not filling that position." Um, and that's part of the right sizing model. It's part of trying to balance a budget, which you guys all are very much aware. We've been doing that for years. We're just going to make sure we're publicly telling people as well. This is part of balancing a budget. So that that is a thing that we will be doing. >> We have nothing else on that topic. We will move on to action items. First item 3.1 is consideration of approvals of resignations, retirements, and hiring of district personnel. Looks like we have some hiring. >> Um, let's do the resignation first because just one of the positions we're filling is due to a resignation. So, we'll order wise. >> Let's go
040the resignation of Abigail Richardson. She was a teacher is a teacher currently in the middle school. Um, and so she's resigning at the conclusion of this year. >> What is she doing? She would be mathematics. >> Right. I'll need a motion and a second to approve the resignation of Abigail Richardson as a DMS math teacher. >> I'll make a motion. >> Motion by Mike. >> Second by Mike. And a roll call, please. >> Trader. >> Yes. Was yes. Humpy G. Canadler. >> Yes. >> Angel. >> Yes. >> Thompson. >> Yes. >> Okay. 3.2. 3.1 still. >> Yeah. So, we have some hirings. >> Got it. >> We have Kayn D'vorak. She is an elementary school teacher. She is going to take on a role as a JV1 girls volleyball coach. And then Danielle Koulson will
041be teaching at the middle school. Um, and Luke Olsen will be also teaching at the middle school. So, Danielle Coulson is a graduate of Dodger. Both of them come with years of experience. Um Luke has a secondary math license, so he also will have the options down the road that can do some additional things in the district. Um Danielle carries an elementary middle license and so she can teach multiple areas. She has um ELA is also she's licensed ELA at the secondary level um but um has some math knowledge as well. And so they probably both will be doing math at the middle school next year. >> Okay. >> So one would in a sense replace the retiree. >> One would replace a retiree and the other one is replacing uh the CTE position that
042we said we needed. >> We've repurposed that and saying we need more core instruction. Instead, >> we're going to have some CTE movements that'll cover that the CTE need. Thank you for asking that because I think it is important that the community understands some where some of these moves are happening. >> Well, we'll take a I'll take a motion in a second to approve the hiring of Danielle Coulson as DMS math teacher and Luke Olsen as a DMSS math teacher and Kayn D'vorak as the JB1 girls volleyball coach. >> Is that the only thing we're hiring the other one for? It's just the volleyball. >> Just for volleyball. I think for clarity it wouldn't be Danielle may not necessarily be math but >> so it's just DMS >> DMS is all we need to say
043DMS teacher >> really for both of them we can say teachers >> okay >> motion by Randall >> second by Michael and a roll call >> yes >> Thompson >> yes >> Naylor >> yes Shrader Yes. >> Welcome. >> 3.2 Consideration of approval of employee benefits package. >> I'll make the motion. >> So, do you want to specify Mike the motion? Which package >> would be the items that were listed there? It would be um the option A with the U with the health. Okay. and then 2% I can't read all the items up there. So, so motion by Mike to approve the employee benefits package option A and the 2% increase on the dental. >> All right. And no wage and no wage. >> Vision insurance locked until 91 of 28. >> Got all
044that? I do. Okay. Yeah, I'll make a vote. Okay. Uh, well, Mike made a motion. Mike made a second. Roll call, please. >> Okay. Kolinski, >> yes. >> Thompson, >> yes. >> Angel, >> yes. >> Canadler, >> yes. >> Pumpkin, >> yes. >> Wasoric, yes. Sher, >> yes. >> All right. 3.3 Consideration of approval of electronic devices and school policy. We need a motion. There's a second to approve. >> Motion by Robin. I'll second it. >> Second by Jessica. Yes. >> Yes. Humpy. >> Yes. >> Mler. >> Yes. >> Mingle. >> Yes. >> Thompson. >> Yes. >> Kosinski. Yes. >> Are you thinking Brian? U June or July will be when we see the language in the handbook for that. In terms of the high school, >> I would love it to be July. I
045know traditionally it's been August over the past few years of when we actually finally get those done. Also, traditionally in July, we do not have committee meetings. >> Correct. >> Part of the reason why trying to to get all of that in. >> Yeah. >> We had talked about the earlier we can give the specifics to the parents and the kids, the better off will be so they can >> take care of their wrath over the summer. We have started the communication to be specific enough to have a level of still some flexibility >> okay >> on here's what the policy is so students get prepared for this >> in policy format um they're >> they're going to lead with that I think the video is ready to go for tomorrow okay based on if
046the policy went through >> okay >> and that there are still some details that are coming out but students parents be prepared prepared. This is the policy. Um, more to come in the handbook as that gets developed. >> It might be one of the few things that anybody will pay attention to at our meetings. >> So, is it possible though, I know you said the handbook for July, but is it possible just to have the cell phone policy mapped out and clear for June meetings? Because as Carrie said, we have the community meetings in June >> and uh >> we just approved >> the policy but for the handbook is >> crown hearing is you guys would like to have a thorough more thorough discussion on the cell phone language in the >> probably will
047only be about a couple of items >> um like the cafeteria thing at lunch but >> and looking what I hear so far is we're on the same page. age everywhere else. >> It is really we want to have a greater discussion about the lunchroom. >> My assumption is we're going to have to have a greater discussion about the high school handbook. >> Yeah. >> Because I don't think we're going to have an issue at the elementary school level. I highly doubt we're going to have an issue at the middle school level. I think it's really going to be about the flexibility in that high school language that we're probably going to have the most interest. Right. Or perhaps would it be more efficient if the what are we the personnel committee met with the
048leadership team when they're developing that the listen in on their discussions and rationale? >> I don't know that there's a meeting scheduled for that to happen. I think we would be better off at this point to leave it in our committees and and let me go back to the high school and say, "Hey, here's what we heard tonight from members of the board and that the at least the language that's going to be in the handbook around the cell phone piece. We want to have a greater discussion on that." >> So, if the leadership team isn't meeting anymore, the cell phone portion for the handbook must be done then. >> It's not I would say it's not done. They've they've had they've had their meetings. I don't know that to bring in the person the
049>> leadership team that's from the high school >> the leadership team from the high school the I don't have know that I going to I can't speak for Joey and that team on their agendas to say no we're going to add more time to their meetings on what topics >> so question come to the committee meeting >> I guess that's where I'm at right now is let's bring it to the committee meeting and have the discussion >> yes as early as they can I would say is the June would be the ideal time because that's going to be the last committee. >> And make sure when we put out announcements that once again this is a state mandate. This isn't us just throwing down the law >> and that is in there. This is a
050state mandate. They'll expect these changes. >> Reference to statute >> this and maybe this is not a good time to bring it up. But the board participation with the leadership team was kind of when thing when items come up that it feels like we should be there that that could be arranged, but it sounds like that can't be. >> It can be arranged and be a matter of getting those set. Like I don't have the I don't have more time set right now. So, I would have to be calling a special meeting and May is not a good month to be starting more special meetings, right? >> So, it's like, okay, June. Well, then at that we might as well just do it as part of the June committee meeting where we're already meeting. >>
051We're going to be meeting on the last PD day in June. >> Um, I don't know what I don't know what that agenda looks like right now. We'll say that specific leadership time designated. There's a little flexibility. um within I think June 1st that buildings can decide they have about a 30 to 45 minutes. So I think if that team needed to utilize that time that might be an option. Well, yeah, perhaps you can just let them know should they want to have a discussion just at the leadership team level with people from the the personnel committee uh or whatever we I forget the actual name of the staff relations >> um that we'd be have we we'd be willing to do that but if they want to wait until the committee meeting in June
052that's fine too but I think perhaps I mean I might be the only one who is opposed to the >> I think there's multiple and and that's too where I think there's multiple the the board as a whole should have this discussion with them and so I want them to be prepared with all right here's here's the what research you've had >> here's the why we want to do this >> and the dialogue going back and forth >> and I was going to say I might be the only one who doesn't like the idea of phones being available at lunchtime on the board but I don't want to speak for the board. I was just kind of uttering my own. >> I can be with you there too, Mike. >> I can be with there
053you there also in that group. >> All right. >> So, I think it's if we can stick to the June. >> Yeah, >> let's stick to that. Um, we'll make that a part of the curricular committee meeting. Um, the only other piece I could see them deciding too after hearing this, you know what, maybe we're just going to go this direction. And at that point, this is a mute point for us to have further discussion. >> They might just go bell to bell. >> They might just decide, you know what, if the if there's on the board here, we're just going to adjust to go. >> They're in the trenches, so their passion is probably greater than mine. But >> I would say is right now the the biggest thing that I've seen is what
054the districts around us are doing. >> It's it looks differently than what we're choosing to do. And so then there there is just that component. And not to say, well, we're influenced by the other districts. That is the data that they have gathered. And so it's like, well, the our neighboring schools, here's what they're doing. >> So So you're suggesting the neighboring schools are going to be permissive during lunchtime? Yes. And even hallways and some are >> some I'll leave it at that. >> Okay. >> Talking at all the schools just >> we're talking on the phones the whole time. So what I want to be I just want to I why I'm I want to emphasize this >> with all of the we have meetings next week and then we have senior night, senior
055awards, we have scholarship night, we have graduation like these people are stretched. >> Yeah. Sure. >> We don't want to put another meeting on their plate in May. >> So, >> we have committee meeting. They can come to that in June and we'll be fine. >> So, that is all I have. >> We have to do approval of the staff. >> We haven't gotten that far because we're stuck on the electronic. >> Okay. Sorry. >> So, we we voted on that and then talked about it for so >> let's move on to 3.4. 4 which is consideration of approval of the 2627 staff contracts. I will take a motion. >> Motion by Mike also >> second by Robin and a roll call. >> Yes. >> Canler. >> Yes. >> Was yes. Sh. >> Yes. >>
056All right. Any reminders or announcements? Ryan? >> Um no there are not. But there is another special board meeting in a week. same time, same place. >> Okay. Well, we'll take a motion to adjurnn this one. >> Motion by Mike, second by Mike. >> Oh, I think I heard them both. >> All right. >> Which one went first? >> Um, let's Mr. Canadler. >> 623. >> Didn't you make a motion to adjourn? >> I'm glad I heard you. >> Okay. I'm sure I did. I'm sure I did. Either tonight or a different night. Okay. But we might have somebody out here. Are we going to do curriculum first? That's beautiful. >> Yeah. Might be somebody out here who wants >> Yeah, there's a bunch of people out here invite them in, right? All right. So,
057we we just adjourned the the regular the special board meeting. We're going to move into the curriculum meeting. >> Good. Thank you for coming. >> Okay. Uh so, I'll call the curriculara meeting order. Um and everybody's here. >> Meeting's been noticed properly. Yes, it has. >> Okay. And um already done the pledge, so we don't need to do that again. Any changes with the agenda, >> I would throw out a recommendation knowing our times are we're already past the time and we do have guests that are here. >> Yeah, >> I'm going to guess our guests are interested in the technology AI topic. >> Oh, yes. >> And admin is staying for both anyways. >> All right. Then if you guys didn't want to stick around for the admin reports, you didn't have to, but
058we could reorder these and do 2.2 first and then >> Can I have a motion then with >> We have a motion with the changes in the agenda. >> Very good. >> I'll second that. >> Okay. >> All right. So with that we will move into the topic of district technology and AI use which will be quite wide ranging and I'm not sure how you're going to begin the presentation Ryan. >> Well I think this is I wanted to start this conversation because we've had some community input and knowing we haven't surveyed our staff yet. We've created the survey. It's in its final stages and before we sent it out we wanted to make sure okay do we have the right questions in there? so we can analyze the data. Um, Heather, I know you
059and Ben worked and off of memory, I I don't know if you guys want to speak about what's in the survey first. I mean ultimately the survey currently is asking for staff to identify grade level and content that they teach and then um identify a range of time that they spend per a class um on average daily utilizing technology. So it looks different the survey for elementary versus middle school and high school because at the elementary level the majority of the staff's schedules look similar in that they have a core ELA time, a core math time, a win time for ELA and math and then our encore classes. Um, so every person is looking through those lenses of time to document daily approximately how much time our students on the Chromebook. Um, the other piece
060of this just >> I apologize. I put you on the spot so that would buy me time. >> You're okay. As I was saying that out loud, there is a section I believe this was 24 hours before I looked at so >> free choice. Yep. Um, how much time are students on for just like free choice time? What I was wondering, Ben, was about the um connected to a a resource or not. >> We haven't connected to a resource. No, >> I think that'll be a critical piece acknowledging that I Ready does have a recommended amount of time that students are on my path, which is the individualized portion of that resource um for students. So I think that will be important to tease that information out. Um also our CKLA amplify at CKLA which
061would be our uh 4K through fifth grade students. There is a component called boost which is an online portion that our students do utilize. That's typically during our win time. Um and there's also recommended amounts of time for the use of that resource. And then the shifting into uh amplify at the middle school level. So that's sixth through 8th grade and that's our ELA resource. That is currently an online resource. So to be um mindful of that that that resource is primarily driven through a platform online. So again I think it's just important to keep those things in mind and we'll be have to adjust. >> We'll get that added. >> Thank you. Yep. >> Um and then at the middle school and high school, it's very similar and that they're identifying um what they're
062teaching specifically and this range of time for the different blocks of time. >> So pieces that we'd add to this is that we're trying to really see yes, we have some resources that do have an online requirement that want to follow the platform to the fidelity to the so that you' be getting the gains. we're using those for that designated amount of time. Then there also is this we try to get students off these devices. It's not a just because we're onetoone doesn't mean that we're saying be on it all the time. The challenge that I can also say is some will choose that even during free time they want to be on their Chromebooks. And so those are pieces like we want to analyze staff, how often are you allowing students to a it's
063doing required work and how much is it during the free time that they're on this device and really being just kind of mindful about okay what are the pros and the cons and what are some of the resources that we have and then we will also have to analyze if we go away from this. Um we are currently one more year into using a resource that is driven by online Um if we change from that we will then we will need to invest in um paper pencil platform different types of resources. Um either way though there could be a level of a resource that we're investing in. So those are the pieces like we're really trying to analyze and provide the board with the data that you guys need so that you guys can make
064a good decision. Now is would there be any questions about expectations of using uh the online platforms when they go home? Is that part of the questioning at all? >> Um at the elementary school, no that the Chromebooks don't go home. So that's a no. middle school. I mean, students do currently take Chromebooks home and I know that there are the I Ready math lessons and that my path um oftentimes those are assigned to students to complete some of those at home. >> Um high school I cannot see too. >> And and that's either at home or during their win time. Yeah, >> it doesn't have to be that they're taking it home that there there is time during the day as well. >> But would that be part of the survey to ask them
065about could add that. Is there a way um in the system to um determine like we call like bedtime, you know, timing where it's like after school before certain hours and whatever use or like I mean obviously like at home my kids are like hey let's listen to a book or whatever online but is it something that you could say they're on the correct websites like I don't know if the IT team can break out that data like after school hours like are they actually doing I ready or are they just youtubing it? You know, whatever they do. >> Yeah, when you asked that, I wondered because like I Ready the My Path. I mean, we can see how many minutes students are on it. Um, but my wonder when you say that was I
066don't know that it breaks it down like at what time was the student on it versus just in a day, in a week, the student is on my path this amount of time. If if it's like 4:00 until whatever. >> Yeah. like are they on it for an hour, six hours and and that is a home thing that you know but maybe if they're on it for six hours but they're not actually on I already is it worth sending it home >> right at what point do you decide maybe these grade levels also shouldn't be able to >> Yeah. Heather and Ben, could you guys note the Mike's topic of how much is assigned or required home activity on a Chromebook because I think that is something we could put in the survey and I
067think that would be valuable for us to know >> and I could see that specifically at the high school >> um as well just because I think the high school it's so teacher specific there is a diverse diverse need for the Chromebook. It's some are none. You're not, you know, you shouldn't have it out at all and others >> research essay. >> There's more research. There's more papers being written. Even on that though too, I still I still know like there's things being written at home, but I also know in the classroom there's still plenty of time that they're not being used. So, it'll be good to see like where are the minutes really falling and really how much of it is curriculum driven and how much is the student is on their device and
068it just happens to be the the thing that fills their time. One of the issues for me and I I suspect for others either here or in the community is if we're going to put restrictions on cell phone use in the classrooms, are they just going to flip over to the Chromebooks to have their engagement that they would have done on the phone partially on the phone? And so um you know the the state through its law is asking us to limit the engagement with the the devices. But if we're just offering them another alternative, they can't have this the phone, but they can have the Chromebook to be searching for whatever. And so that would be another aspect of I think of us doing this dig is uh are is it an appropriate use
069in the classroom as opposed to okay now it's downtime you can you know do whatever you want to do sort of the thing I think one thing though is with the Chromebooks we can restrict better what they can do with it than on their cell phones like we can't restrict they can just go off the Wi-Fi and they can do whatever they on on the Chromebooks. I mean, at the elementary school, we've taken away YouTube already this year because it just was a distraction, you know, like so we can block things, we can take things away, we can see what they're doing with it in that way. So, there is a little more control we can have. >> I would say is we we have a lot more control than the cell phone because we
070can literally we can freeze their computer >> with a hapara. There's things that we can say, "No, you can only go on this website for this period of time >> where a cell phone is is tricky. It's not our device. We can we can look up everything they're looking at on our Chromebooks. So, we can't just search somebody's cell phone." So I think it would be a good thing for us to see in the community um when when we're assessing how much use there is what are the restrictions on the that we are putting on the Chromebooks so that it'll give some satisfaction you know to to parents and the community. Okay, they can't do this at school. They're not going to have their phones, you know, unless there's some devious thing going on with
071high school kids. and the and we're limiting what can happen with the Chromebooks. I think that would be useful as part of the survey. >> There's also then I think for us to be what's developmentally appropriate and I think that's where the re there's more research coming out is what's developmentally appropriate and what is the philosophy of the district and where where resources are happening and what gains are we having. Um because I'm going to guess it's not all or nothing. there's there's got to be some piece in between at some level. Um, so I think that would be the next piece is okay, what other what other thoughts, what other ideas. >> I um I spoke with Jeff right at sock prairie to see what they've done and about four or five years ago
072they went one to one during co and then about four to five years ago they pulled back significantly and so their current model is that um 9 through 12 is one one they can take them home. Grades six through eight, they have enough to be one to one, but they are checkout only. So the teacher says, "I want you to go check out your Chromebook." It's not a default use. It's like very deliberate. Um, and in grades 4K through five, it's they do not have enough for one to one. They're on rolling cards and the teacher requests them. It's not specific to a child. they just log in and it's very deliberate and very very very limited to the point where they don't use it very much at all in health grades. They have amplify
073CCLA and I ready and they have the online versions of all of those but they do mostly paper and pencil for all their lessons. So he was going to kind of speak to the principles and teachers on how they actually make that work. Um so they're not buying textbooks of those things. are still using the online version, but somehow they're not having the kids be on the devices to utilize like recommended time. They're getting the same content, but not doing it on the computer. >> Where's where's this again? >> In South Prairie. >> Okay. >> And um when they made that switch, I asked if there was any push back from the teachers or parents or kids. And he said the teachers were actually advocating for that. And I'm super happy with the change. the
074kids are less distracted. They're interacting more. They have set up PlayStations with board games and like, you know, here's a bunch of cardboard, make things with cardboard during the like the free time. You just are you can't choose a Chromebook option. You can't choose a technology option at all. Um, so they have they he said, you know, we don't have as many broken devices. They're always charged when we need them to be charged. The kids are not taking them home until they're in ninth grade. um in the ninth grade it's kind of like a for lack of a better word free-for-all like you know you just need to use it how you need to use it for the classes you have and by that point you're developed a lot more um socially and academically that
075you're more responsible with those devices. Um he said it used to be talked about as like an equity issue. Um but at this point that's you know every any kid who needs it can check it out. Like if you're going to be sick for three days you can check a Chromebook out and take it home for three days if you need to. So, the access is there. Um, but he said they've just seen actually a lot more growth in their students moving away from as much technology, especially at the younger grade level. So, I thought it was just interesting to like see how it all laid out across the district. Um, >> Jess, who was that who you spoke to? >> Jeff, uh, Jeff Freddy, he's the superintendent there. >> I'd be really curious about
076a couple pieces you said. I the um like the my path I'm curious how they would do that paper pencil. Yeah. Um because I really think what we'll find especially at the elementary is the core time there's very limited technology use it is teachers interacting with students up at the main board having small groupoup conversations. Um I think the highest use we'll find is during wind time um when students are kind of on those individual paths. So, I'd be really curious for him to talk more about that. And the other piece I'm wondering just about is assessments. Um, all of our assessments are primarily at this point done through technology. So, what does that look like? >> I did ask Yeah, but I did ask about that. Um, and he said, "Well, at the youngest
077grade levels, they're often doing it with a teacher side by side and the teacher is reading something to them. So they're not like doing it on the screen even though the data might be entered on the screen but he could he said he would dig into that or do >> if you're interested >> is Jeff would be a great resource so we could go visit with them and see and we can also pull out their public data to see all right how are they doing >> and do some comparison analysis between their school district and ours specifically if they're using the same resources. So that's powerful for us >> is the high school students that went off of um fit thumb books in middle school because they're now all in high school because that happened
078about four to five years ago when they went one away from one to one are just uh and this is anecdotal but like just um more adjusted to not being like on this all the time. It's not this isn't like the default setting where you come in and the kid middle takes it out of the backpack and right away sets it up. like there's just a lot more um interaction between the kids so they more adjusted. So you would be a great resource and I'm sure they would welcome a visit to see how their paper stuff is done with our resources. This might be a good moment to just ask our guests what what your concerns are about this issue and your thoughts that bring you to this >> introduction. Is that John? >> John.
079>> Yes. Yeah. My name is John Webbking. Um my wife Hi and I live just outside of Ridgeway. I wrote a very way too long and detailed email to the whole board but with some uh articles and things like that around around these issues. So I won't belabor all of that but um yeah I I've never been to a meeting like this before. Usually pretty head down on the farm. So um I'm here more just to listen and see the process and see where we can have input. in general echoing a lot of the sentiments that are shared here especially around um yeah just that that idea of the technology as sort of like the default or a foundational piece of like the architecture of learning and whether or not that's actually true. I had
080very quickly I went to a liberal arts college in Iowa and I graduated there 20 years ago and I just got invited back to speak and I sat in on a seminar and this is like an elite you know liberal arts literature seminar with 12 kids and 10 of them had laptops open and were using chat GPT to take notes and very clearly we're using the digital text to index certain keywords to like jump to points in the text to be able to it's just that and that really was like disheartening to me and I think that um was like so this is obviously everything that I wrote and shared like is it's relevant in Dodgeville but I'm I want to make clear this this these are like larger structural cultural things that we're dealing
081with as well um and they're really difficult to wrangle with but I think in all local communities we have like an obligation to try to figure out how we can be more intentional and strategic about what's actually building great, you know, citizens um at the end of the day. So, >> that's you have a couple of kids in the system. >> Three. Yeah. Our oldest is in fifth grade and and then second grade and he'll be >> okay. You want to say anything? >> Yes, I wouldn't mind. Um, thank you for listening to me. Um, I know I've also sent emails about this to all of you. So, um, I just wanted to talk a little bit about, first of all, I appreciate Mr. Canadler's um suggestion to look at what's being used at home
082because I think that's a really key piece of this is and my kids went to Ridgeway so there was one one-on-one the with the devices the ratio was one to one at a earlier age in Ridgeway and as a result like when the pandemic hit we already had Chromebooks but one thing that happened what when we got those um earlier is that the kids got acclimated to being on a screen constantly earlier. So, they were using it in school, I think, starting in kindergarten to do stuff like math assignments, which I would argue if you spent that time doing pen and paper, they're just going to be learning more effectively. Um, but also like when James, who's my older one who's graduating this year, um, brought his Chromebook home for the first time, I mean,
083it was like, and I'm, and I'm not not saying this with exaggeration, it was like hellish because he was on it late into the night. He'd secretly be on YouTube, you know, it was terrible. So, I actually asked for the school to block YouTube at that time. So for a few years his YouTube was blocked until we were forced to unblock it when he did um I think it was when he tried doing virtual school in seventh during the pandemic um and they said they just couldn't block it because they'd use it too much for the classes but then he went to homeschooling anyway. So, um, but I mean that kind of thing still is going on with now Isaac's homeschooling right now, but you know, we have this Chromebook and it's that same it's
084like as a parent, it's challenging enough during this time, but this home use of the Chromebooks is insanely disruptive to our life at home. And he was required to bring it home and charge it every night. Like that was a requirement. So we had to have this device in our home, you know, and so I would spend my entire life patrolling this device. So yeah, he could do assignments at home if he wanted, but a lot of the time he had he'll and this is how the kids do it. he was according to him, you know, have it open and like they have these games where they can accumulate points and then they're just like hitting the space bar over and over again like space, you know, and they'll do that for hours just to
085accumulate these points on this this game, you know what I mean? So, I think that's a key. I really appreciate that you brought that up because it's like changing daily life for us to have these Chromebooks be in the space and some kids are more vulnerable than others. So, I think we have to keep that in mind. So you can't just use, you know, my statements as a blanket statement for everyone. But there's enough evidence out there that screens are like a drug in kids' brains. And I see it when I have them detox. Right now Isaac is on a detox and he went through withdrawal and now he's back to doing stuff that's not screens, you know. So I think that's just super key. I also wanted to um just I think that's great
086Ryan that you brought up the um the fact that we might want to look at alternatives to like I Ready. I'm not convinced I ready does anything for us because if they spent that required amount of time doing something working through like a workbook that's also sequential also teaching the same thing but it's with pen and paper which is proven to be better for learning right then that time would be just more efficiently and effectively spent right um the other thing is that one thing I've noticed is that and I had this conversation we were on a walk and He's pretty adamant that there's that he has to have a Chromebook to like track his assignments. And my argument is that we could even look at in the school day. What are those little tasks?
087So, not just the learning platforms, but those daily tasks that we would otherwise, you know, pre- pandemic, pre-chromebook, have kids do that improves their executive functioning functioning throughout the day. that has to do with, you know, switching back to a paper and pencil. So, one of these are the two things that I've thought of this assignment notebook thing because honestly like what does it teach the brain if to check to see what he's got left to do? He just constantly goes into the Chromebook and then it's another distraction once he's in there, right? We all know what it's like to pick up your phone and do something, forget what you were doing, you know, and then go back on Facebook, you know what I mean? Um, but it also improves that that executive function that
088has to be improved in order to h, you know, make life happen for yourself later where you take in each class. What do I have to do? You have to think out how do I spread that out? You have to kind of keep track of what you've completed. And that with an assignment notebook is far different than when Isaac's logging in to look at that online. Um then the other part is so with the homeschooling this has really become obvious to me. AI I find it irritating for myself but oh my gosh do I find it irritating when I ask Isaac to research a topic and then I catch him. He's he's on my laptop and he's typing it into the search bar and then he just reads this AI summary. Is there some way
089to switch people back to researching at a library and and and somehow cutting out this AI summary because I don't know how the Chromebooks work, but that's on, you know, Google, they do these AI summaries, but just to move away from that being the knee-jerk way to look something up, you know, maybe have the kids just a little more emphasized, not just searching for the in a search bar, you know what I So, those are just two tests that I thought of. Um, let me see if I had anything else. So, yeah. And I and I also really appreciate that Jessica did this research with Jeff Wright. That sounds super cool. Like that is exactly what I think is the direction to go. The younger kids do not need to have this time. Just in
090my experience with with my kids being at Ridgeway where it was extra extra screen more than Dodgeville, I just feel like it's it's not done them any good to have this, you know, just they're so so attached to the screens in that way. >> Well, I finished. I didn't mean to catch up. >> Yeah. Yeah. Go ahead. >> Yeah. I think we need to see this investigation that we're talking about here as part and parcel with the new policy about cell phone usage. they are it's like two prongs of of emphasis to you know in some ways redirect some of the learning to to be in a I don't want to say a more traditional way but that'll be um less predicated on and and on on the technology and I know that many teachers
091most teachers are doing a lot of face tof face stuff and that the technology is built into the the platforms that we are using and that's part of the deal at this point in time. Um but um I think as we go through the battle with particularly the high school kids not being able to use cell phones and I I'm I'm not underestimating at all that that it will be a battle. Um we can we also uh need to um look at the uh the level of Chromebook use within that. You know what how much the classroom direction will change um with with some diminishing emphasis on those devices. And I think that will be right now the critical component because there is more research that's out there now that we can assess okay technology
092in Chromebook usage served its purpose to get us through the co um now there are platforms but as we've made observations it's really gathering the how often do we need to use this platform and are there are there other ways that we could be doing it which there might be or let's be public with the or transparent with the community go public with this is here's how much they're using this technology in the school setting the other times is going to be playbased hands-on projects group think you know there's plenty other strategies um and I would say is you know like anything when you start hearing about something and then you start making better observations I was pleased when I started looking around the high school about the amount of time that is spent educationally
093related. So when I say that is yes, Chromebooks are being used, but I don't know that it's always needed that yes, we can restrict some of these things so that the Chromebook isn't always the go-to and we can come up with other ways, but to not to make to not make an uninformed decision. Let's make an informed decision. Don't knee-jerk reaction on this. Let's really look at like how much is it educational based and how much is free time playbased and with um our tracking devices HPARA tools that we can use to block websites we looking at YouTube restrictions that we can put in place might this be the better option and so really analyzing this and making a sound decision knowing yeah time time keeps passing on us but we we know we want
094to be aggressive with this and figure out what is going to be the next steps. >> I mean, I think with facing a renewal of the two platforms we're using, it's a great time to consider how we're using the technology within those platforms. And if we renew um maybe there is a slightly different renewal version of that um that lets us want to do what we want to do because I think in the end of the day what I don't want to do is be driven to a resource only well we can we want our students to get better and succeed but also there's the cost component and I just don't want us to make a financial decision because this version is cheaper but we're sacrificing that you know they're on technology more in order
095to have cheaper for renewals over time. For example, and I'm not saying we will do that or we've ever done that, but you know, I think that plays into it when you talk about textbooks or, you know, paper and pen. You have an online curriculum, but yet you're still printing things to do by paper and pencil when you could just do them on the computer. I think we just need to think philosophically of how we want our students to be interacting with that. And even if it costs a little more to print a few extra pages out, even though they could do that same thing on the Chromebook, you know, we have to weigh those things and decide at what grade levels and how often that makes sense. >> And I just I feel I
096need to because I'm hearing things that I want to like clarify a few pieces with our current resources. Um, let's start with math. I Ready, which we use in kindergarten through 8th grade. There is an online component of it. it. The majority of the instruction, the core instruction is done through a workbook. So, I just want to be really clear with that. That isn't an all online resource. Switching to ELA. In 4K through fifth grade, it's called CKLA. It is workbooks and books. There is an online portion that is used for a very minimal amount of time. Is there an online portion that teachers can access and present to kids? Yes. But the kids are interacting with it primarily in workbooks and books. It is the sixth through 8th grade amplify that is the online
097where their text is online. So I just I'm hearing things like it'd be great to do it in a workbook or we are that is what we're doing. So I just want to be really clear with that piece that I think maybe to have just a clear understanding of what these resources are and the amounts of time that kids are interacting with them because when I talk about using the online portion that is that's primarily used during a win time which is 20 to 30 minutes a day. So, I mean, just keeping some of those pieces in mind, too. And the data will help show us that the amount of time, but there were just pieces I was hearing that I was like, let me make sure we're clear on this piece of it and
098what our resources actually look like. >> I think that's really helpful for you to clarify that. Um, I it does beg the question to me, if we're using it that little, do we really need one for every kid? So, maybe we can reduce the amount that we actually have to own because we're not using it a significant amount of the class time. But I appreciate that clarification. >> I think the data is is we we have to have the data. I think we're talking rain. That's one of the things Joan mentioned that we're already looking at is AI and how we're going to use that and that's going to play in this as well. I don't know that we're ever going to go back to kids going to a library to research their references because
099it, you know, that I just don't see that happening. But I think there's ways again use the technology directive about how we're going to allow the technology to be used and and use it the appropriate amount in appropriate ways. that differs for grade school to high school as to what's going, you know, when you get into high school. If you're going to be going to, you know, if you're going to college, you're going to be using the computer a lot a lot more in college. It it's something that I think, you know, we went one direction because of co and we just kind of stayed there. it. Um, one of the other things I wanted to mention is part of the data that we need from this is the impact of what the curriculums that
100we are using have had on student scores and we've seen some improvements in that. So it it may not be the curriculum needs to change or the or it may just be how we use it may but it sounds like we're not on computers all the time and that goes back to what do we need one in grade school. this data could lead us to a lot of things and you know it's one of those things where it's it's it we're we're in a financial position that we have to look at a lot of things and that's going to drive some really good things probably for our students by digging into these things and finding out what we're doing. >> Heather, just to go back to did you say that at the middle school sixth
101through 8th grade they are not using books? There are some books that go with some of the units that we have >> because I've seen the workbooks for those grades. Y >> but are they no longer being used? >> So one of the challenges with and that's um amplify specifically is that we have the workbooks it doesn't match the online component. And so that's a challenge for instructors that when your workbook isn't fully matching it online, it's hard to go back and forth. And so my understanding is at this point they primarily have utilized the online portion of it. Um however like I said there's units that have like chapter books that go with them that they do read and then they that do go along with those units as well. So, I'm I'm just
102recalling I think I looked maybe at a sixth and an eighth grade amplify workbook >> and are you saying that if a teacher was using those these would be some years old like few years old when we started that that no longer matches is that because >> and I don't know it's even no longer I think from the beginning it there was not great there was like misprints and things that weren't totally aligned and So if they were using the online platform and then were like students turn to page 18 there was it wasn't like synced well and so there was great frustration rightfully so over that that's my understanding. So anything the kids can access, it's like a workbook online essentially that they're responding to things. They're writing, you know, there's a question here's
103write a paragraph about this and that's happening now online versus in a notebook. >> And so but is that something Amplify is aware of? >> Yeah, I think that they're aware. We also don't have the newest version of Amplify. So I think the newer version is aligned and >> Okay. But you'd think that part of a contract would they if they are reinventing the that they they would just say, "Okay, get the new version now because you you're already under a five-year contract. You should have this latest version." That's not how they're functioning. >> It's not how they have function. I already did function that way. >> Some of the latest versions. >> Yep. So there are pieces that we are digging deeper into as we've started additional resources being allocated to the middle school
104to support on this and finding some of these pieces that okay we need to we need to get everybody on the same page with where we're going and that's a a change and that's part that is a a big decision too why we see Heather transitioning in her role as well. Would would that have explained then why amplify has not been used as thoroughly at the middle school because they were frustrated with the synchronization? >> It's I think it's a piece of the story. >> There's lots of data that we're collecting and analyzing. >> Yeah. The other piece and those of you who have taught um one of the strengths that we know with my path is differentiating to every student in your classroom is a challenge and trying to meet them where they're at
105so that they can continue to build their skills. And so that is the one component of why my path is highly regarded is because it does allow us to meet every student where they're at and work on the skills that they need specifically to mathematics. Not to say like oh it's the greatest way. It is just becomes one of those that's highly regarded as proven to increase students scores if they are working at their grade level. And when you have 20 to 30 kids in a room trying to meet everybody at their grade level does become significantly challenging and veteran teachers might be better at it than others but newer teachers it you you're still figuring out basic classroom management now to get multiple groups going and so and it gives them the feedback. So
106like all of this it's it's good data to collect and then for us to really sit down like okay where is our priorities? What is our philosophy? Who do we want to be moving forward? what are the costs and then we move forward after we make that decision. what would be a reasonable um time when the survey would be kind of completed given how busy teachers are and I don't know how complicated it is for them to fill out this survey that takes an hour two hours I don't know >> five minutes >> it'll take five minutes >> okay so within an hour every teacher would should be able to >> yes we will I I can make the changes that we've that we've talked about get it to the team to to approve it.
107I can have it sent out by next week if we can get it approved by then. And then we like to give them a good deal of time, not a good, we like to give them a week or so to fill it out because, you know, we're very busy, you know, with everything that's going on right now. So, we want to give them some time and then we have to take some time to evaluate the data. >> So, the survey is about to go out is what you're saying >> as we we have some adjustments that we have to make based on things that people want to see in it. So, I got to have some time to get that in. Okay. and then got to get approved. I don't just send it out before
108without Ryan and Heather looking at it. Um, and then >> so the admin team will review this and then I would I would guess sometime next week we could get this sent out. >> Okay, good. >> But it shouldn't take more than five minutes. Yeah, I mean I it's obviously it'd be more complicated collecting the data for middle school and high school because you don't have these grade teams who are in sync um at the as you do in the elementary. But would you guessing because you know the elementary school so well that say you take the group of uh say fourth grade teachers will their assessment of how they use AI be pretty similar because they're on the same page with how they're proceeding through the material. I would anticipate it's be very similar,
109but there could be some variations. And I think specifically around um even in their core instruction, they might utilize it a little more than others kind of depending on their preferred teaching >> output. Um and I think the other one would be win. Uh just in that some of our teachers depending on the needs and of our students we often times switch them and so they might be seeing more they might be doing more small group um work versus other teachers who might be with students who are utilizing the Chromebooks more for their own differentiated needs. So there might be some variation but I'll be shocked if it's all over the board. >> Okay. All right. Good. All right. So, um, >> I think Joan, you you had went to talk a couple times and
110I don't know if you still had a thought. >> I just I did forget to say one thing and it kind of is with this discussion is that and now I know I'm just one person. I'm dealing with one kid, but one thing I've been trying to do is have Isaac do as much off the screen as possible. Just like some Yeah. So for math, just for instance, because we've been talking about I'm writing in the past, I've used for my kids when we homeschooled the Axl workbook and I believe it has like an online component, but we have 100% never used this online component. And I just wanted to interject that there could be some creative way that, you know, we wouldn't have to have the my path or whatever because on paper or
111something, you know, you could move ahead or whatever. you know, I just want to interject that that it might be possible to consider that that's not necessary and just, you know, go back to an oldfashioned math textbook so you can read it and ask questions of the instructor or whatever. I don't miss Missy has more thoughts on that, but um so along those lines, I'm wondering if your survey has a question for teachers that maybe taught in the before times and after times. and just have like a box for them to say, you know, what are their thoughts on what are the things they missed? What are the things they thought were were great in the before times? You know, what are some things that would be impossible to give up on the, you know,
112just like an open-ended question, >> biggest? >> Yeah. because, you know, if it were me, I would want that box so I could say, "Hey, we actually did math with with no no screen component whatsoever and it was fine, you know." >> Yeah. Yeah. >> Appreciate that added piece. Other thoughts that as you're thinking about this survey that maybe we want to consider? >> I would say I like what Randall had to say about like I'm not a screen person. you know, like I don't like how much I have to spend on my screen. So, don't think that I'm saying we need to do more screens, but um I think a big part like our world is more and more screen related. And so, I don't want to just stop using screens. I want to
113teach kids how to use them appropriately. So, it's more about the digital citizenship and teaching kids the appropriate usage of the screens and how to how to be how to use them the right way is really what I think we need to look at. Um, and there are things out there that we can get deeper into with our um with our with our with our teaching kids with that in in those areas. So, uh, I I think it's really about teaching them how to use it the right way because it's not going away. >> Yeah. It can be a very valuable tool to just use in the right way. Yes. Has to be some sort of >> DSDY like here's how to use it, this is appropriate, this is not. Like if you're looking up
114researching here's a website you know that is doing papers like you go to an educational like university this is a correct website whereas like the AI slop it's not going to be that but you know this is how you'd research online you know teachers can use AI too and there's going to be certain ways that that's beneficial to them where so it's just teaching the kids how to correctly use it. I was going to say um I mean as as the son of the librarian bristled a little bit at the like we aren't going to go to the library and do research anymore because I do think that actually you know in the last 25 years the internet hasn't exactly gotten more reliable as being a source of truth. Um and I think as it's
115become more ubiquitous, it is like you said more and more important for students to learn how to tell um the truth and like in basic like information science, information literacy, they still teach, you know, master's degrees in library science and those people that have those degrees that are in the district are really critical and bring those skills like you um and I think that the best way to learn that is a combination of screen and analog because print media, you know, newspapers, fact checkers, copy editors, like that whole infrastructure around um creating truth in print, whether it's digital or on a page like is really central and like interpreting that I think takes place in the library in physical media and on screens together. >> Very true. Yeah, I mean we're we're obviously faced particularly
116as kids get into high school with this dilemma that we're preparing kids for what's going to happen after high school. And if they whether they go to college or technical four-year college or technical college or into the world of work, they're going to be facing headon the expectation that they can use this technology in their workplace or in their in their classrooms. And so we want to prepare them in ways as Johnny you were suggesting or we were talking about earlier and at the same time I mean we're not going to throw a shroud over this whole thing and and close it down. Um because it's because it's real and we want to prepare them in a smart way for what's coming after. >> Be able to discern reality versus what's been invented online. >>
117I'm sure your son when he goes off to college will be shocked to some extent as you were to some extent when you did your little presentation at how he has just not only so adept but also just their reliance on on all these factors. um as I am whenever I see you know some I walk on campus in Madison I see these kids are just hunkered over computers all the time and u and you know I spend a lot of screen time during my day I'm just as addicted as anybody else in in my way however I'm not being prepared for the next world I'm my next world's a little Thank you. >> We owe it to the kids to read. I yeah I think I think this I feel like we're all in
118a similar on the same page in terms of like just being really deliberate with the reasons we're choosing to use the technology that we do choose to use and being aware of developmental appropriateness at the different keep that in mind >> right as we look forward to you know um getting the results of the survey I think it'll be very helpful to us and >> um I don't know it's going to be worthy of an item to talk about in say June if it'll be that soon. >> I would like to, you know, hopefully have the survey results back in June so we can keep having this conversation and prioritize like, okay, what's our summer tasks look like? Um >> so >> it's not obviously it's not just get ready for this coming September. It's
119ongoing. Yes. Yes. >> So, it's a coherent issue. >> All right. Anybody else? Anybody else have anything to say about this subject? >> A lot of kids do it. So, it's a problem. >> I personally don't. >> We We already got a glimpse into that battle going on trans. So anyway, okay. So we'll we'll come back to the issue and you know throughout months to come. All right. Any other thoughts before we move into the reports from the administrative team? Okay. Uh wants to go first. >> Go ahead. >> Sorry. >> Is it better for you? You have to leave for something. >> No, I'm good now. Okay. >> Go ahead. >> Okay. >> All right. Um so, first I'll start with summer learning um update. We have at this point over 300 students signed
120up across ELP through high school. >> Um I what was the number that we was 500 some last year that we got from TM? I think. >> Yes. >> Yeah. 500 last year. >> 500 last year. And it had gone up. She she had three years and it was like gone up every year for the last three years. So, I got to try to beat um is what I'm going for here. Um, so that little competitive streak is flowing in me right now. So, um, registration closes Friday, May 8th, which is this Friday, but that's closes. Um, at at at 4 p.m. currently, um, our our class numbers are really starting to fill up really nice. Um, we had our third grade students who are currently on a reading plan um, through act 20. we
121need to offer them summer interventions and we have reached out to all of those families and Heather's doing some secondary reaching out for some of the students um with the promotion meetings that she's doing right now. Many of them are signed up for some summer intervention time um with that and we've also invited the second grade students who are on reading plans as well um just because we have someone to do reading interventions for us for the summer and we have some availability. So we also have been offering it to our um second grade students who are on reading plans. We have several math and when I say several like two or three uh math and reading based classes for both sessions as well that those students will be in that then they can do
122their interventions through. Um we working with Janet through Warco. We currently have bus three bus routes ready to go. Um those are getting filled up as well. Um and then finally with summer learning we have um that first day is going to be a little nuts. So board anybody who wants to come and help out 7:30 to 8:45 that morning. The admin teams is all hands on deck that morning. So >> I'll put a notice out for a quorum since we will have so many. So >> what day is that? >> Uh June 8th. It'll be Monday. Um but yeah, we it'll really be like we just need a lot. We're going to have a lot of kids coming in. We got to they're not going to know where the classrooms are. So, we got
123to get them their class their schedules. We've had we have some ideas floating around on how the kids will know their schedules, how we'll know their schedules. We're talking about maybe lanyards with like their schedule on it and like their bus too or their their their after plan, things like that. Be able to get them that and make it easy for us just to grab your lanyard and say, "All right, you're supposed to be here." And some things like that. But we will need bodies to help get those kids the lanyards or whatever it is because then the teachers I would like them to be sitting in their classrooms waiting for the kids to trickle down. So >> a funner way to start your summer better way. >> Um so that's it for my summer
124learning updates. Does anybody have any more questions about summer learning right now? >> While we're talking about it, Brian, want to throw in what's the signups for um Dodger Care? Dad care I believe last check was about 112 or 114 somewhere in that okay that range. Um and some of those are getting more specific of only a couple days couple days a week alternating um some just till noon some just afternoon but that's about where we're where we're sitting at. >> Okay. and is still a policy. If you are participating in Dodger Care, you are participating in so >> and Kelly has been share Kelly shared the list with me. We've gone through it. We're down to a handful of kids that even probably less at this point that haven't actually >> requested some classes
125like you know because if you don't request classes then I just get to decide what class you're in. Um and that may not be fun for them. So, um, the we've been really Kelly's been communicating with those families either at pickup or through email. Um, just, hey, go on, sign up for some classes and then, you know, that gives me an idea of what classes they might be >> Okay. >> best suited for. So, good. >> Okay. You have more, Ben? >> Uh, yes. So, I have one other um just we're getting to the end of the school year, obviously, as you all know. Um and at dees we've been focusing on um teaching our students more focus um focus strategies. One of our goals for this year was by June of 2026 all Dodgers
126will develop self-awareness skills around focus by identifying at least two focus strategies they could in implement to improve their focus. Um the action steps for that were to teach Dodger focus skills on a monthly basis schoolwide and develop self- assessment tools for students to complete at the end of each year. So Nancy Brewer, our counselor, and I um work together to provide and teach our staff these focus skill lessons each month at our staff meetings um or on our PD days. And then the teachers would then teach those lessons and utilize those throughout the um that month and then move on to the next lesson um at that point. Right now, we're at the point we're going to be sharing out the self- assessment tools for the for the students to use to see how
127um how they're feeling they're using it. The older grade levels will do a self assessment. The younger grade levels will do a um a teacher assessment kind of like we do with um some other assessment assessments that we use. Um what we've taught so far this year, we've taught self-t talk for learning, attent to focus, stop, think and act, listening rules for focus, chunking, echoing directions, checking in and refocusing, focus factory, and focus stamina are some different lessons that we've taught on that throughout the school year. We try to we Nancy and I do it together and we usually um don't use the exact same lesson for like K through four, ELP through 4. you break it up where some lessons are more specific for ELP through one or two depending on the lesson and
128then 3 4 or 2 3 4. So >> um so would those lessons be taught by the the great grade great teachers or by specials >> classroom teachers? Yep. But everybody is at the meeting and gets it. And that was one of the things we got feedback from in we the first lessons we taught were in October. Um we sent a survey out to the staff. Um they replied that they loved that everybody was in the room learning what every single group of kids is learning. Um because that's one of the downfalls of when we teach certain things just in the classroom. The the encore teachers might not see it, the recess teachers might not see it. So in the way that we've done it this year that it takes us about five minutes each
129lesson to teach and everyone has a good idea of the language that we'll be using. So >> that includes our special ed >> special ed staff as well. Yes, everybody it's the whole staff is there and they can you know like access that material as well. They they also have access to it because I share it out with the whole staff as well. >> Okay. Heather want to add some more things. >> I'd love to. We I feel like we have been in testing season and every time I talk with you guys I talk about more testing but we are finally on the down slope. We're doing our math um benchmark testing this week and into next week. Guessing Brian might talk a little bit about the middle school testing, so I will not touch
130that one. Um as we get that data in, we will be meeting with the teams to review the math data. Our teams are also starting to wrap up their smart goals. So all of our grade level teams create a smart goal around ELA content and math content. And as this data continues to roll in um they are doing their last check on did they meet this goal or did they not um and then that information is compiled so that we can celebrate that at the end of the year of what the goals were that the team set and how we did u meeting those goals. Ben mentioned briefly that um I've been busy with promotion meetings. So, I mentioned this a while back that per Act 20, uh, we do need to meet with every
131family of third grade students who have been on a reading plan this year. I think we're about halfway through with those meetings. And so we review the data um for that child and then talk about next steps um retention being one possibility and um also the supports that we will continue to provide for their child as they move into fourth grade. So, um, those have been those have gone really well. Um, and to the point of families appreciating even just another opportunity to sit down, review the data, really have a thorough understanding of where their child is at and what that's going to look like moving forward. So, it's even though it felt like one more heavy task originally, in reflection already, it's like this is a this is a really good thing to reconnect
132with our families um with these students. And in that we do talk about summer school and I'm happy to say the majority of them are taking advantage of it. So it's like a nice additional plug of how beneficial our summer school can be. Um because we often see that dip when they come back. So if we can keep that reading going over the summer, that's what we >> of the communication you've had. I've had we've had one one that is like nope. But it wasn't for a bad reason. It was because the kid goes to grandpa's farm and spends the whole summer on grandpa's farm and that's what they want him to do for the summer. So that's literally and he is doing tutoring with with with a tutor as well. So it's not like
133he's not doing anything. Like mom's like we're got we got the tutor once a week. He's going to do that and he's going to farm the rest of the time. So like it's like yeah that's that's a great plan. They have a plan. Um so there's never been like nope we hate it. This is a horrible idea. So >> it's been it's been a good partnership I feel like coming out of these meetings. It's been really nice. Have the promotion meetings regarding kids who are in 4K. Has that all been taken care of in terms of families who either were concerned about moving into kindergarten? >> Um I have been made aware of one family who potentially would like to consider having their child repeat. That's what you're referring to. Yeah. >> Did the process
134that you talked about months ago that work out well? meeting with these families and just going over their status and the teachers recommendations, etc. >> Yeah, really in the February family conferences is where the teachers took the lead on that piece of it of just making sure if any families had any considerations of that. Um, and that was a great opportunity because they could review the data right there and just talk about this is what we're currently seeing um, in the month of February. I can tell you that as far as my teachers are concerned, I don't think any of them have none of them have come to me and said this child we think should but we know as we've talked about if a family feels strongly about that we will honor that >>
135um decision that's what they would like. >> So so in the one case it's the family's concerns more than the teachers. >> Yep. the teacher feels very confident that the child will be great moving forward. But again, if that's what the family chooses, that's okay, too. >> All right, my last one was just that the Basque best. So, that's our social emotional screener. We just talked about it, but the spring window is open. So, teachers are inputting that, collecting information, and we will review that with our teams as well before the end of the year. So, lots of data for teams to look at. Finally, our PD, it was brought up earlier about the June PD days. Um, final touches are being put on that. I that that team who has worked on that. So,
136there's a a me leadership members from each building have come together to focus on the PD planning. Um, they've done a really great job of going back to their buildings, um, finalizing the plans, putting the details in per building. And like I said, we just met last week. We have a few finishing touches we need to do and then I'll be working with Kira to get that communication out to the staff so they're aware of what those days target for next year or for the the days and at the end of the semester >> June 1st and second. >> Okay. >> So just a shout out to that team because they've done a lot of work in that together and I appreciate it. Any questions about any of those topics? >> Okay, thanks Aaron. want
137to go and share. >> Cool. I get to >> I get to go. >> Um so on April 21st, the district held a multicultural family night. Um I was beside myself. I had so much fun. Um it was a silly amount of fun. It was fantastic. Um and it was an amazing turnout. We had a very large number of families come. Um we held it at the elementary school. Um Natalie Hanky, uh Senora Warpinsky, I can't call her Kathy. She was my Spanish teacher. Um, and it was just like being in high school again. I I again had so much fun. Um, Got Tom or Miss Got Tommy. Um, let's see. World Cultures Club came from the high school to help. Um, Bailey Hansen, who was one of the student teachers, came to serve some
138food. Um, I mean, it we had a cakewalk. We sang songs, made paper flowers. Um, had food representing different cultures. Um, there was a what? Henna. We got um um henna tattooing um yeah meny meni. Yeah. Uh bingo. It was a fantastic time. And truly I think one of the greatest things is to get to see the joy on the kids' face that um you know getting to share their school with their family, getting to um share some of um their culture um with others and um seeing families connect with one another. It was um just it was it was so fun. I think I had tears in my eyes multiple times. It was a little ridiculous. So, we're already planning um their next event for next school year. Um and so again, just really
139excited. Massive shout out to that team. Um and all of the work that they did to um to go into that. So, it was a really exciting thing and a really really fun thing to see. Um as you can tell um maybe by some of the board, AP testing is underway. Um this is kind of our la one of our last big windows. Um, so AP testing's underway. We've had exams Monday, today. Today is Wednesday. Yes, today. Um, and then again on Friday. Um, into next week. >> No, it's all good. Um, >> you want the office? >> Your mom is picking up tomorrow. >> No, it's all good. It's It's all good. Um, so yes, so we have testing to get next week and then if there are any makeups and things like that,
140it's that falling week even after that. So off to a good start. Um, yeah, I I don't know. Nothing nothing too exciting there. We have a good number of tests being taken. Um, a lot of students a lot of students are being troopers. They take multiple tests sometimes. Um, so typically those tests are broken into kind of either AM or PM test. some of them. We I think we have two days this year where it's an AMA and a PM at the same day. Um but um yeah, so uh scores for state tests will start to trickle in over the coming weeks. We started to get access um scores back and that's for our um English language learners. That's that yearly assessment that has come back. Um but uh like forward ACT is starting to
141come back. All of that will really start to trickle back soon. Um, as you guys know, it's embargoed, so we can't really talk about specific scores until November, but um, it's always exciting just to kind of see that come in and then, you know, see, um, pass it off to teams and see how, um, they're going to analyze that data. Um, we're leaning, obviously, everyone's talking end of the year. So, we're leaning hard in special education and and 504 land into transitioning our students, particularly at that fourth and then eighth grade level. So, um, that looks like a lot of extra tours to the different buildings, a lot of extra introductions. We've um started to frontload some of our students that need more visual or picture schedules, getting all of those photos of staff, giving
142visual tours, video tours, making that stuff available to our students. Um, one of the summer school courses will be a jump start to middle school course and so offering that as well. So, just continuing to be really intentional um about how we're supporting students kind of particularly at the next level. So, um we're going to continue to work on that over the next month or so. um practicing, you know, specific skills. Locker combinations are always a big one. So, we'll be working on that. Um yeah, so it's good stuff. Um yeah, someone had I think we looked at a calendar earlier. It's it's going to come fast. I think it's what 15 and a halfish days or something like that left with kids. Um so, it's going to come fast. It's good. It's good work.
143Um it's exciting stuff. >> Erin's teaching that middle school prep class, so don't let her teaching >> just like play off that it's happening. she's >> creating and teaching that class. So >> it's called middle school launchpad. >> Okay. >> So it's fourth grade. >> It's fourth grade students that are um that parent and you have a good number signed up. Um that whose parents like have requested them to take that course. Um it's in the second session in July. So >> Oh, okay. Good. >> Great. Yeah. Are any of the AP testing off campus? Okay. >> Um, yeah. Come in. >> Yes. Yes. I apologize. I don't I couldn't tell you a specific date. I could say like July. >> Yeah. >> July 1. We have >> I've got a kid. >> You might
144want to know. Yeah. >> One day. >> Yeah. Um Yeah. They'll be getting that back. Um, but yeah, I mean things are, knock on wood, we're we're getting there. Um, it's good stuff. >> Thank you for offering that. >> So, what uh AP class has the most number of testers in it? >> Uh, AP US history this year. >> Okay. >> They got the largest thing is what it 21 testers. Um, >> that happened on Monday. >> No, that one test >> this Friday. >> Is it this Friday? >> Yep. >> Okay. I trust you at this point. Yeah. Um most of the classes have uh of testers is is like 12ish um at this point of of people actually taking the test. So >> comfortable. >> Yeah. >> Okay. Thanks Brandon. >> Uh to
145go off what Heather said, forward testing is over. Um Heather Damp took that over and was here organizing and did a fantastic job. Um first day it was really getting thrown into the fire because everything went down. So, it was kind of the best laid plans, you find out how quickly you can adapt and and change. And she did a fantastic job along with the rest of staff of being able to accommodate and help out there. Um the BASBAS screener was done at the middle school today. ELA benchmarking is taking place um this week. Next week is math benchmarking. Uh the seventh grade went to W Platville yesterday for a wellness day. Um there it was kind of working together and going through um like team building, not just competitive games, but working with teamwork,
146being part of a team and how those things work together. Um and then the biggest undertaking I would say that took place lately is the guiding coalition has been take took a look at what we can do with behaviors and what we can do to make a positive change for from now until the end of the school year but then also using that as a stepping stone or a launch pad into next year for behaviors. um surveyed the staff what they saw is where the biggest need was or where they thought the biggest change could be made. That came out to be respect. Um but through dialogue through a little mini professional development done here um with the guiding coalition looking at changing respect to being responsible and what responsible behavior all entails. So to
147take and break it down so it's not something that's rather enormous trying to do from here to the end of the year broke it down into four areas looking at this year the cafeteria the hallways the bathroom and classrooms but then with very specific look fors of what we're looking voice level walking what the expectations are in each of those areas. So, it's very simple to know what is acceptable and what the behavior is that we're looking for. Um, so in those four areas, that's where we're looking at that emphasis for the end of the year. But once again, that looking for where those different areas could be that we would expand those into next year. Um, I would say indoor recess would be one when everyone when you have a whole grade level in
148the gym. Outside on the playground is another one. What does that look like on the playground? And just those other areas that we didn't spec spec specify um this year, but where that would look like again next year. And then also looking at are there other behaviors that we want to add on to besides being responsible. or any others that we would want. But then doing that, keeping that same matrix of looks like, sounds like, feels like, how that's going to be. So that once again, it's consistent. And when we talk about consistency, it's not just consistency for the students, but it's consistency for the staff as well. Kind of making sure that everyone is on the same page. This is what the expectations are. And it doesn't matter what room I'm in or who's
149watching me walk down the hallway or who's the cafeteria monitor. It's all going to be the same. Now, once again, when you're dealing with not only students but adults, making sure that what those what's acceptable not that's also been making sure having those dialogues, having talks of, you know, kind of the back and forth of well this and Well, it can't just be in your room if we're going to do this as this schoolwide. It needs to be schoolwide. So, it's been very interesting listening to those conversations and dialogues, but then coming together on a common ground of this is this is where we stand. Um, were these after school meetings or on PD days? He had the one we had a half a day during the school day where we got subs for those
150teachers on the guiding coalition, okay, to come together. Um, >> Heather, Aaron, and Ryan led that PD of >> taking the framework from the PLC model and putting it into place about what we're going to be how we're going to be implementing it and how that's going to be moving forward. And then we're getting ready for the rest of the 17 days. 15 days. >> I can tell you guys >> wish wish it was wish it was 17. >> Wish wish it was 17. >> Some of us will and we just keep going. >> When is 8th grade graduation? Is that the 22nd as well? No, that is the last day of the 29th. 8th grade promotion will be the 29th and the at starting I believe at 8:30. >> Which >> day did you
151say again? >> May 29th. All right. Thank you. Uh, join your own. >> Jess, I'm sorry. That was me that called you. Just checking to see if you had blown up. >> Um, I was avoiding the heater over here. So, that's why I've been sitting back there, but I'll come up here so you don't have to turn your head. >> I want to say by um tonight was the NHS induction night. So, that's where I just came from. We inducted 21 new inductees um to NHS. It's always a special um night for a lot of our kids and seeing all of them up on the stage for that final great big giant picture is uh is pretty special. Those are um some of our best kids uh that get to go up there 3.75 GPA
152or higher and they're involved. They're crushing it. They're um leaders in our school. They're um president's captain's um service hours. I think it's 15 hours minimum per year. Um just excellent kids. So, we inducted 21 new ones. This past Saturday was prom, so we got that one past us. Um, another magical night for our high school kids. Um, it's a wonderful experience for them. So, that was most recent. Um, currently, right now, we have four students and three adults down in Oklahoma for the FFA U National Soils Judging Contest. So, we're excited to hear. I got a call from Mr. Up today. I thought it was some results. It was not. Um, some stuff I have to do tomorrow. Um but uh we should have some good results hopefully here the next day or two.
153Let's see. Um this past Monday was a very busy day for some of our students. So I was going to capture uh Gabe um taking two AP exams. That's extremely taxing. Um and then Gabe stepped into the concert that we hosted Monday night um and helped in the tech booth with the live stream and all the sound. And um I could tell he was fried. Um so and then I then he went to 8:30. He had to go to a a dance performance, I believe. Studio B, I'm guessing. Um, so he had quite a day, but uh um that was our final concert for our high school kiddos. Uh middle school is next Monday. Um it was absolutely incredible. That one's special. You have all the senior night um speeches and um they talk about
154the adults talk about the kids and then kids give the adults some gifts. It's quite emotional night. Um, a lot of hard work and dedication goes into what they do and we showcased on that final night which is really cool. Yeah. And and it was rocking in there. So, um, loudest concert I've heard since I've been here. Um, so very impressive. So, I want to capture that. Um, a lot of testing. Uh, so Aaron captured AP. We've got uh those kiddos rocking. Um, ACT scores are in. We have those in the mail currently. That took place this week. So, all of those families will receive their scores. We can't uh make those public quite yet as far as where we we stand. Um but they're in um the high school is working hard closing out
155professional growth items and staff are focusing on uh reflection. It's May, so we're we're looking back at the year. What did we do well? What did we not do so well? What should we look forward for next year? So, that's uh really started this this week in May. Um we're excited at the high school for the PD days in June. Um we've uh been talking and guiding coalition and leadership here today uh after school thinking about our intervention processes for students how we can retach and how we can ensure students are learning the things that we're teaching. We're excited our groups uh keep talking about Miss uh Ziz is joining our team up here at the high school and what she can bring to the table to help us with our firsttime instruction as well
156um our tier one so we can make our teachers better um than they already are. So, we're excited to have you up here in the high school. Um, we got a lot of stuff coming still. So, we have a a ride safe event at Harris Park next Tuesday. That's for grades 7 through 12. Um, it's a pretty unique group. I think I talked about it at our last meeting. Um, but I'll give you a brief overview. There's a group from way up north Wisconsin um that's coming down that bring in pontoon boats, wake boats, jet skis, um all kinds of motorcycles, dirt bikes, um all kinds of fun um extreme sports type things. There's a um BMX bike person that's going to speak to everybody about safety, um helmet use. Um, all the kids will
157go around in tours to the different boats and different things that are on display and learn about safety, learn about how to uh um hopefully prevent uh any accidents from taking place. I believe they said last year there was three deaths in the state of Wisconsin for um this kind of thing. So hopefully preventing any more further deaths in Wisconsin. So pretty awesome group and that'll be at Harris Park next Tuesday. Uh let's see here. Uh the trap team will head to the state shoot to practice next week. So that's something a tradition we've been doing for many years. They they'll ride a school bus up for a field trip and they'll practice on that state site so they can be ready for it when we go in June. Um so that's coming up. Senior
158awards night is on the 17th at 7 o'clock. Scholarship night's on the 20th at 7 o'clock and graduation is only two and a half weeks away. So I believe the video announcements this morning said students have 12 more days of school. um for seniors. Uh let's see here. 8th grade will come up here and do a high school visit on the 26th. So they take the entire afternoon. They get to tour our buildings, go and sit in some classrooms. Um figure out what all we offer. They do a club fair in the upper gym. We talk about expectations. Um as you heard, we'll set the foundation. We'll review what we do here, preview and review um on that day as well. So, our staff has been celebrating years of service. So, that's part of uh
159it's in there somewhere. Um should be the only one in May so far, I think. So, probably the end. Something we we've been doing the last three staff meetings. We're bringing staff up. Um I talk about each one of them. Uh their years of service here at the high school, um districtwide, um things they've been involved in, clubs, organizations, you name it. Anything special that they're doing that I know about. um we talk about it. So, it's been really cool to reflect with some of these people. Um thank them for their service, thank them for everything they do. Um been kind of fun. We got some fun plaques that were hanging in the hallway by the B-wing. So, if you can go by there and check those out, they're pretty pretty pretty neat. Um so,
160yeah, it's been nice to get everybody together. It doesn't take long to say thank you. Doesn't take long to recognize them. Um this is one um small way we've been able to do that here at the high school here recently. Um, shifting gears to some sports here. Baseball is 11-1 overall, 5- one in the conference. They're ranked seventh in the state of Wisconsin in division three right now. So, baseball is rocking and rolling. So, if you get a chance to go see them, they would appreciate it. Um, softball's four-all, three and three in the conference. Had a um huge win last night against Platville at home um 5 to four. So, track and fields getting into the thick of their season. They now have the bigger invites. Um, yeah, and conference is coming up on
161uh the 19th. Boys golf is completing competing extremely well on both varsity and JV. We're bringing home lots of hardware. Um, I don't believe we had a first place team finish for varsity, but uh most recently two second place finishes. One was at Portage on a big invite um and we finished second there. So, um golf is performing really well. Girls soccer's three and four and one. Um they're finally getting into the groove of game play. We've had a lot of reschedules especially for girls soccer um because of the fields being too wet um and the storm. So now they're getting into a rhythm um and taking off. So a lot of games coming up for them in a short amount of time. Middle school track is wrapping things up. We host a meet here
162tomorrow night. They travel to Lancaster, Platville, and Richmond Center all in a short amount of time. Then they'll wrap it up. That's it. Any questions? Thanks, John. >> All right. Any other additions to the >> I can give an update on the charter school. >> Oh, yeah. Please. >> So, um they had they're meeting Monday night. They are currently getting quotes on furniture. Um so, right now, I know they're working with two different vendors on getting furniture for the spaces that they have. Um, one of the concerns that came in with that was this the amount of money that's being spent on this furniture and can't we um find cheaper or can we just make do? The the reason why we're using this is we do have the funds for this in the grant. So,
163when we look at all the resources that are available, some of our classrooms that are specifically for the Singer Charter School are going to have brand new furniture part of those. So making sure people understand and we still have money that we are trying to allocate how we're going to use. So that's why it's we're using this on the furniture because as you're a new student starting in a new school or in a different school, you want it to be a place that you're excited to go and be a part of and that's that pride building that part of the grant wants you to have. So it is encouraged to do that. Um so we they they are working on that. Um there's 68 students currently in it. Um they did just recently have one
164say no, I don't want to do the charter school. I want to do the traditional school. So the Dodgeville school district maintained that student. Um but they transitioned one out. Um we do have eight students open enrolling into the district at this point. So that's, you know, right around $80,000 of revenue that the district could be generating. I say could be because we have to we have to retain them through the third Friday count in September. So, that's kind of the key date. Um, we still could get more. Um, and I do know there's a couple of things that are out in the works right now that we're talking with some families on. >> Yeah, I did get asked because they someone said, "Well, the enrollment is closed." And I said, "Our enrollment's not closed,
165right?" Well, the the open enrollment that period is there'll be another window of time and there is there's there is opportunities. So that window from the state level is closed. Um but if there are people that want to get involved, please tell them to reach out to Jason Canol um so that he can help work with them about what the process looks like. What is our capacity so that we can with the teachers or staff that we have educate them to the level that want >> we are um I know Jason we are working through that right now to say okay how many the student toteer ratio we're trying to find out how many students the trying being Jason's working through a survey right now with the families and the students who wants fully virtual
166who wants hybrid who wants fully in person once we start to see that in-person number, then we can better assess, all right, what level of staffing do we have? Um, I am I'll be fully transparent with you. We're pinching them as tight as we possibly can because we don't have additional revenue that we could put into that program. Um, but I will say that $80,000 that we look at open enrollment, we have to be honest about, okay, are they able to service the needs of the kids? And so that might need to be or part of that needs to be reinvested right back into the charter school to make sure that we are producing a program that the kids are you know thriving through. So that's a conversation that Carrie I and um Jason and
167then um an Phil Watt need to sit down and start talking about and I say that because it's the it's the presidents or the leads of the school that's part of our bylaws that we agreed would happen. Ryan, of the eight open enrollies, how many would be in district but were homeschooled? >> I I don't know that number accurately. >> Are some of them >> would be open enroll because they're in district? >> Well, >> um actually I take that back. So, of the eight, and so for clarity, the eight that are here, when I speak of those, those were current students who are either homeschooled or um open enrolling in. So, those eight, the clarity there is we don't we're not currently getting any revenue from those eight. >> You said we're open enrollies.
168>> Yes. >> Okay. >> So, it still is the the $80,000 is still coming. It's money that we're not generating currently. Um they are doing a three credit career readiness graduation requirement. So that is something they added. They recently added their behavior response system. Um they are going to four days of core instruction and Fridays are flexible learning days. So on Fridays that we're looking to build we they are looking to build that to be their professional development day and then they'll be teaching full loads on those four days. So this is a it's a different instructional model than what the district is using. Um they have the autonomy to do that. So if you're hearing about this yeah they have the autonomy to change your schedule. So they're doing a 4 day a week
169core instruction. >> What do the kids do on the fifth day? >> They will be at home at home. you know, at home learning. If there's some project that they need assistance on, there'll be some levels of support available, but it's going to be their their day to complete the projects that they've been um tasked with. >> Do the students or the families of the students who are enrolled understand the 4 day a week? >> Yes. So, that is that was board approved on Monday night. And so, the all this communication is now going back out to the families about how that's going to work. Um there will be a component that they can come and work here if need be, but it really is trying to be no this is the day that teaching
170them that autonomy component. >> But if we have a student that's enrolled in the high school side in a class, >> they would have to come in for that class. They don't have that exception. So if you're a hybrid, there is that. Yes. If you're taking a science class, AP science course, yeah, on Fridays you do have school. So, you'll have to come in for that. Um, board members wise, they also approved the the board members of Crystal Lockard, Audrey Qualie, Christa Dolan, and to serve on the board. So, those will be all board members on that charter school board. >> There's six total now. >> Yes. Kyle, Dan, and Crystal, Audrey, and >> Christa. >> Did you say five? >> Six. >> Or six. >> Six. >> Kyle Eel, Dan Perhaska, and Philback Watt.
171And then the other three I just mentioned. >> Questions that you have. Um the grant that we got can you remind any of whether it can be used for staff salaries or not? >> The first year can be after the first year it can't be. >> And Jason can he'll be 100% in the charter school >> 100% administrator of the charter school next year. >> Does that that cost continue for the years of the grant or just the next year? So like you his his role will continue the entire time. So he'll be an administrator in that school. >> But the cost of the admin administrative role is covered in the grant for the five years >> for the first year only part of our district budget. >> Okay. >> So where we'll start to
172see offsetting costs Chromebooks. We as a district will have 68 fewer Chromebooks that we're buying that the charter school will buy through the grant. The district will purchase them. We'll transfer funds that way. So, we get reimbursed. We're now saving overhead. There is some incidental staffing that'll be in place like Aeron's Erin's position um Liz's position, Jenny, Michelle, those they're having some level of role in that charter school that will be able to get reimbursed as well. >> Is it clear yet how much of Jason's time would be instruction versus administration? Unfortunately, in the first year, it's going to be a lot of instruction to try to he is the strongest leader, strongest teacher we have in this projectbased. So, until we build up Michelle and Deanna and they can because they're still teaching full-time,
173he's getting more time to get fully trained on this. So, uh in the first year, he's doing more um teaching than where he'd like to be, but it's where we need him right now. and though and Michelle and Diana are totally on board with the whole process. They they they like doing it. >> Y good. >> Yeah. >> Is it clear >> Bill will be as well? >> Bill Wley will also be in this. >> Is it clear that will Deanna andor Michelle be 100% teaching in the charter? >> I would lean with the stat the student um right now. We will need them full-time then. >> Okay. Say the numbers are pretty big. So >> with the six high 60s, we're going to need the three teachers to manage that. >> Plus, Bill is
174really looking at the online side of it supporting those students. >> Oh, okay. >> Exciting. >> It is. Is it and maybe you don't know this but are the students who have signed up um because you know now it's not like I'm interested as it wasn't kind of in February but now it's like a more serious I would assume it's a more serious commitment at this point. >> It is a more serious commitment and I will I'll throw this out here right now. We are looking at do we look at because we've got 25 students who really are leaning towards online. Do we look at an online version If we've successfully written one grant, we can shift this and get a second grant, which would be an online charter school, which then allows us another
175year of staffing and another branch of students. So, you have project-based learning and you have the online charter school version. So, I will tell you Jason and I are in conversation about we we waffled with the grant as we wrote it. it will be really simple for us to write a second grant that's of similar nature and apply this and Jason can be the lead of two. So now we're utilizing that first year again um and trying to provide the programming and seeing what ways can we develop this because we do have two populations of students right now all trying to be served on one. Are we better to make one project based learning alone and the other online? So >> they need separate boards. >> You would need separate boards. So just as I
176said, it is always trying to find ways that we can do investments and we've got a model that works in the grant side of things and we've been doing online for a while. It sets us apart from the districts around us as long as we can get it fully funded through grant work. >> Didn't that grant require like to get the full amount of the grant? You had to have a certain number of students. >> Next year we will. So in the first year we will have that full number. After that um that's when after that we don't have to maintain those numbers. So in the first year we do um either way as as we were looking numbers wise. Um it's in the first year that it changes. So we would just have one
177fewer persons working in it in the first year. Well, if Jason's already managing one and he's managing them both, this might be a good separation of those responsibilities. So just something we're looking at. will keep everybody kind of informed like what does this look like moving forward and where where might we be going and if you look at districts that are doing charter schools this is a model that you will see is they will start in one and then get another version going and keep working and I mean it seemed to me the project based learning and 100% virtual seem like then to this challenge you know, so it does in a lot of ways kind of the kids who might be interested in the online version are not necessarily wanting the project to be
178direct um like and vice versa. So for all the reasons it seems like they're they're two very different things and if we're I understand why we're doing it and offering it within one because that's what we have right now. But >> it makes sense that we would separate them. It's tricky maybe to manage all the little things like another board and that's what you can't figure out. >> You got 25 kids that are interested in it. >> Right. Right. 25 families interested in talking about it. >> Yeah. >> The instruction model for the virtual students, the 100% virtual students significantly different than the instructional model of all the other virtual souls that are out there. Um, it's the what it would be though too is you'd be adding you could come in and get support
179or you could you could be fully you could be fully virtual student but I'm coming like to the library. I'm coming to this space to work on my curriculum. So you're getting you're getting the school assistance through your virtual education. I don't know if at this current moment if we are paying any uh out of district open enrollment to kids who are doing virtual schools, you know, >> um >> in the past we've done that. >> Yes. >> I I don't have that. >> Okay. >> I know with within virtual schools we have done that, but I I couldn't tell you a hard number, right? You know, it's it's sort of it seems just really too bad that we have to go down the charter school grant route to do things that we have done
180and can do with our own within our own district. But because there's money attached to it, I mean, if we just had a stable funding structure, we could be doing virtual learning within our own district in the way we want. But the reason we have to look toward this charter is because we're not being funded appropriately. And so the money is attractive, an attractive way to meet the needs of the kids that should be met anyway. So that just is like really frustrating to think about. Um, so it's like playing a game that we shouldn't have to play a game and >> agreed. Yeah. >> So I just wanted to bend that out, let that out. >> Even similar with the the the project based charter, you can do that within our own district, but
181we wouldn't have to do it via charter, right? >> But the money is there to do it that way. And so, you know, at some level, you have to play that game of >> funding the things you need to do for the kids in your district. So just look forward to when that changes and we just not have to think about it in terms of that >> and I'm still excited about it. I think it's great that we're offering it. It's just things that we have to do it that way. >> Mike, that is all I have. >> That's all I have. I just have one question. Thus far, I guess this is to Joey or to has there been any staff resentment about this shift with such a huge number of students, many of
182whom would have been served in the traditional class structures of the school. >> Yeah, it's a good question. I wouldn't say resentment. Um, but a lot of talk about it. a lot of unknowns and a lot of u uncertainties is what actually going to look like? What the butts and seats will actually take place? Will it be in this room, the Bill's current spot, the old office, um the life skills room? We just don't know some of those details as far as who's going to be a hybrid kiddo, who's going to be all day in person. Um that's an unknown for like the lunch line and that whole process as well. So, there's still some unknowns and I think that's more of the conversation than, "Oh, I'm going to miss this kid in this class."
183Uh, I think staff are more excited that we have another opportunity for students to choose something they want to do and um maybe be more successful than a traditional learning opportunity. >> And just a quick question too, is there any plan too to kind of incorporate the charter school on our district web page? you know, because we have the presents for the elementary, middle, and high school. And I guess, you know, we have the apps for those three scrolling ones. And I was trying to look and see, well, how can I access it? I'm doing the drop down menu, and I I just don't have like the nice picture. I mean, we don't have the photos yet, but just uh presence on there to support it. >> We should and we will take a look
184at that. >> Yeah. just I didn't know if there was a plan to >> There is I know there is a page but it I I'm surprised it's not linked. >> Yeah, I think I dy if you Google it I think you can get to it but there's this that you know fluid it's not all in spot. I mean at least but I I couldn't find it. >> I think hey to another question we didn't advertise this widely this first year. Maybe that's why the website's not linked in there. So, what do we have other plans? >> Okay. So, where was that, Ryan? >> The schools.com. So, it might not be easy to find >> schools there. Okay. Thank you. >> I did not elementary middle high school. I don't think it's there. >> That's
185what I was picturing too. >> I don't think it's there. >> So, we can Yeah. Thanks for the little school icon. Did not know. >> Yeah. Well, as follow with what um was just saying, we in some senses deliberately didn't want to do a big promotion because we wanted to make sure we could get it right the first year before we started more aggressively advertising. And yet, you know, we got eight students who probably wouldn't have come here if they followed through who are here who are going to be here. >> I can say in so I just putting this plug out there. We made some phone calls to all families did emails first to all families who are either open enrolling in or open and rolling out of the district as of the April
18630th deadline. And yes, the ones coming into the district, the seeing for a charter school is that was a key component as to why they were coming in. Um, and I can't wait to share the data with that as I get through all of it on the number of families who, you know, I I can't remember the the woman, Laura. Laura sent an email and publicly wanting to thank her for that because there was this strategy about, you know what, let's do something differently. and a couple of families have said, you know, thank you. I I'm changing my mind or you know what, we're thinking about reconsidering that or tell me more about Dodger Care. Um so sometimes it is that phone call or that email just to ask why. Um and it has at
187least paid some dividends. It's also shared some things with me about okay, here are some things that we could look at differently. the current ones who have responded. I can say back to us right now with what I've got. It's not that there's something that we could have changed. >> There is going back to this. I work in this district. I work in that district. I everything is that way towards Madison and I won't get my kid until six o'clock. I want to get them at five o'clock. So, it doesn't make sense. I will bring this up our bullying policy. you know, we heard about this bullying issue and concern. Well, yeah, there is one who felt like we didn't respond a certain way. And my response, did you know we have this policy? There
188is a policy that does hold us accountable and was this. So, there's things that we can inform families about ways that we can respond. Um, I'm not going to say we're going to we're going to handle every behavior one. I I know there was one for me being a high school principal. They didn't like the way I responded to something and that was the final piece. I need to leave the district. Um it's we're going to have to explore all those topics and see okay what can we do? Who are we? How do we keep the families that we have in our district? Um and I think that's the other powerful part is because we are doing a lot of special things. Um, so I just want to put that out there is a lot
189of good information coming out of that questions. All right. Any other thoughts about this committee before ended? >> All right. Make a motion to conclude this meeting. >> H10 and Second person it off to policy. >> Thanks for hanging around. >> Yeah. Thank you all for coming. I will call the policy meeting to order at 81 p.m. >> all members of the board currently at this meeting tonight. Um Brian has the meeting. >> Yes, it has. >> Right. Somebody want to make a motion? >> All right. We've got one item and it's to discuss future items. Um, so I have a couple of things unless you'd like to. >> Okay. So, as of September 1st, we um are by state law required to have a policy on our books um that supports Act 89, which
190was passed by the legislature. And it's about training mandates for um behavior between students and teachers and volunteers and the communication that goes along with that. So, I think we have something similar, but it doesn't cover everything that this act is mandating that we cover. So, we'll have to pass something before September. And I don't know if WASKY has a sample out there on that or not. I have not looked >> I haven't forgot to send something to legal to see, hey, what what might we need to add or is there a separate policy they're going to be requesting? So >> yeah. >> Um so we'll be we'll let be I think reviewing that in if we can get some draft or some guidance by June that would be great. Otherwise we're going to have
191to do it all in August because it's needs to be done by September 1st. >> And along with that it requires that all district employees um go through a training to identify, prevent and report grooming and professional boundary violations. the DPI has a training available or you can do a different one if you prefer. So, but it sounds like every school year that's going to need to be incorporated into. So, I'm sure you're aware of that, but um so we'll be discussing that soon. Would that include schoolboard members? Will we have to go through that? >> I don't think so. I think it's district employees. >> District. It says each school board must provide its employees with training in these areas or not. >> Yeah, just find it out from legal. It might include coaches,
192anyone that's paid by the district. >> So I I have not researched it more other than to go on the website to see that DPI has to provide this. So we're waiting to see what does that training look like? And has staff done training like that in the past? >> Not not this way. We've done stuff through um vector solutions. So we have an online training um >> mandatory reporting >> title moms and yeah you can probably get some trips and falls. >> So it will be another training that staff will have to >> I can. >> All right. We can look forward to that future. And then um you know we I guess we could restart reviewing our 100 series policies. We got through a lot of it and we just have like seven
193left. >> So if everybody's on board not none of them are that long. So I think we could all read through those at their next policy meeting. Just >> the 170s or >> 174 through 188. One, two, three, four, five, six. There's seven of them. >> Take that. We can discuss those meeting. Um, that's all I have suggestions unless anyone else has anything else. notes. >> Are you thinking of you suggesting we get that done before can we move into August with the new school year >> for the these 100 series policies? I thought we could discuss them in the June meeting June committee meeting in June. We would have a conversation about handbooks and then the draft or >> that might be >> Yeah. >> Were we going to set a date for a
194school board workshop? Was there going to be a >> I'm going to bring that up as I've got all of your guys's information on the topics that we want to review. um trying to put them in themes knowing also looking at your guys's availabilities. Um it's going to be a challenge to get us all together in May. >> Did I miss the survey? I guess I checked my class well enough. Did you send out something to >> you? You guys had sent me some of you sent like, "Hey, when is your availability?" >> Oh, I forgot to do that part. >> And some of you had um >> I thought you were going to survey us. I thought there was like a survey. I was going to do that. >> Right. I didn't do that.
195Let me I will get that done. >> I think you were going to do that by May 6. I thought our due date was May 1st. >> Yes. I did not get out the survey on that. I saw the dates slipping away and got some feedback about dates that wouldn't work and would and it was like, okay, we're not going to get this in in May. Is >> so busy. >> Yeah, I guess. I'm sorry. I ap I was waiting for Yeah. No, you are right because I did say I was going to do I think the doodle or there was an app and I didn't get that one done. >> I have a question about graduation. Do are we handing diplomas out as a board? Do we decide that? >> I'd love to be
196one of those >> discussion on about attending >> graduation wants to attend. >> Usually have four up there. >> Oh no. Well, we don't we didn't have four last year. We had we had four of them last year. It was me and Jess and Randall and Robin. >> Yeah, >> I was not. >> I wasn't. >> Oh, I thought we only had three. >> So, I was thinking that too, but it was four. >> Yeah, we had four up there. And I think three is probably sufficient up there. >> Got a little crowded. >> I'll vote next year. >> I don't need to go. >> So, Joey, did you write down the names? Who are the three that again? Robin, Robin, and >> Robin. I'm happy to do it. I just It's nice. >> Jessica
197was waiting for next year. >> I can also go in this year if we need another person. But I >> don't know. >> I'll volunteer. I gotta go. >> We are past people's bedtime. That is time. >> Wait till you're 57 and you can't remember your own name. would like to injure this meeting. >> It can't be me. >> So, >> yeah, I'll I'll move to >> Anybody want to second that? You want to second that? >> I'll second whatever we >> journeying policy meeting. >> Put my cage on it. I >> I'm busy. I'm gone. we will um at the May normal school board meeting we need to um take board roles. So that'll be a topic that comes up. >> Okay. >> So just be you know mentally start thinking about that of
198committees we need to take take action on that. So that will be one of the first items that we do >> even though there's been no change. Oh yeah, there's been no change. >> Even though there's no change, it is a responsibility of the board, >> right? To review the committee. >> All right. >> So, next Wednesday 5:30 be followed by the other two committees. Right. >> Be there. I' like it