McFarland School Board 4-6-2026

001May session. >> Yes. And then we are we need to go into close session. Um I'm going to read the motion and then I would look for someone to um make that motion. Um the close session is for um district office conference room A, McFarland High School. Motion for close session under Wisconsin statute 19.851G 851G conferring with legal counsel for the governmental body who is rendering or oral or written advice concerning strategy to be adopted by the body with respect to litigation in which it is or is likely to become involved in and um considering financial, medical, social or personal histories or disciplinary data of specific persons. preliminary consideration of specific personnel problems or the investigation of charges against specific persons except where paragraph B applies which if discussed in public would be pardon me

002likely to have a substantial adverse effect upon the reputation of any person referred to in such histories or data or involved in such problems or investigations to discuss a certified staff personnel complaint. So I would look for a motion of that. >> So moved. >> All right. Huy. >> First time I've said that. >> All right. >> Yes. >> Huy first. Second by Howry. >> Um. All right. Let's do roll call. Um, Chapman >> here. >> Huey here. >> All right. The other H. How >> I was just going random. All right. Fisher >> here. >> Fesler. I. All right. All those in favor, please signify by Oh, no. We did that already. >> Um sign signify by saying I to go into close session. I >> We are in um we are in close

003session at 617. Motion passed 5-0. And let's resume this meeting at 7:21. And I would look for um a motion for the consent agenda which contains the minutes from the March 16th board meeting, certified and co-curricular staffing recommendations. >> I move to accept the consent agenda as presented. I said, >> you guys want to rock paper scissors? >> Okay. >> All right. Does anyone want to pull out anything specific from that to discuss? All right. Hearing none. All those in favor, please signify by saying I. >> I. I. >> Any opposed? All right. Motion carries 5. Um, and as usual, there are personnel items that do not require a vote. Um, so next we're up to public comments and I believe we have one registered. Is that true? Yes. >> Yeah. Let me read our

004um as you get settled, you can come up to the table and as you get settled, I'll read our um statement here. In accordance with schoolboard policy 167.3, the McFarland School Board welcomes public comment during regular meetings from individuals who are present at the meeting, participating virtually, or have sent an email to the board president or superintendent. Participants are required to register to speak upon arriving at that meeting, provide their name, address, and any group affiliation before speaking. Address only topics within the legitimate jurisdiction of the board. recognize that the board will not respond to comments during the meeting unless the item is on the published agenda. Limit their comments to under five minutes or 600 written words and maintain decorum. And with that, please begin. >> Michelle Garvey and um I just want to

005start off by saying thank you so much for your time and consideration in the possibility of renaming um the performing arts center to become the Bill Garvey Performing Arts Center. Um, I will be here at the agenda. I know it is on the on on your agenda. I'll be here during that time should any questions come up. Um, and I would be available to answer them. Um, in addition, I wanted to assure the board that if you do go and vote on this and do go to name to change the name, our group will go into fundraising mode. So, it is not a costly venture at all. So, I wanted to reassure you of that. Um, in conclusion, I received a letter from a former student and I just want to read it to you.

006You do have copies of this letter. Um, I just thought it really summarized what we're thinking about as a whole. Dear members of the McFarland School Board, I'm writing to express my strong support for renaming the McFarland Performing Arts Center in honor of Bill Garvey. As a former student of Mr. Garvey, I can say with certainty that his impact extends far beyond the classroom. He helped shape not only musicians but confident, resilient, and community-minded individuals. Mr. Garvey was more than a band teacher. He was a mentor who believed deeply in his students, often long before they believed in themselves. He created an environment where excellence was expected, but just as importantly, where effort, growth, and teamwork were celebrated in his classroom. His classroom was a place where students learned discipline, accountability, and pride in their

007work. lessons that carried into every aspect of our lives. Under his leadership, the McFarland band program reached remarkable heights. He consistently led a record number of students in marching band while also growing and sustaining a wide variety of ensembles, including jazz bands and other performing groups. The dedication, commitment, and pride shown by his students were direct reflection of Mr. Garvey himself. students didn't just participate, they showed up, worked hard, and cared deeply, largely because of the culture he built. What made Mr. Garvey truly exceptional was his ability to connect. He saw each student as an individual and knew how to challenge and support them in a way that brought out their best. Whether it was staying late after school, offering encouragement before a performance, or pushing us to reach a higher standard, his dedication was

008unwavering. He also brought a warmth and energy that was unmistakable. His incredible contagious smile and one-of-a-kind personality made every rehearsal and performance experience memorable. He created a space where students felt seen, valued, and inspired. While his tenure and contributions were recognized during his career, many of us feel that recognition did not fully capture the depth and lasting impact of his influence. Renaming the Performing Arts Center in his honor would be a meaningful and lasting way to ensure that his legacy is celebrated in a way that reflects what he truly meant to this community. The Performing Arts Center represents creativity, expression, and community, values that Mr. Garvey embodied every day. This is more than a name change. It is an opportunity to honor a legacy that continues to live on through the countless students whose lives

009he influenced. I'm one of many who can attest that because of Mr. Garvey, we are better, not just as musicians, but as people. Thank you for your time and consideration in this meaningful recognition. And it's signed by Ally Kaitton, and she was in the class of 2007. Sorry, she was in the class of 2007 and she's also one of the assistant track coaches right now. So, she felt important to write the letter and I wanted to share it publicly with you. Thanks. And I'll be around if you have any questions as we move on. >> Thanks, Michelle. >> Oh, nice work. >> All right. Michelle, >> are there any other public comments that registered? No. >> Okay. All right. Then we are ready to move on to the McFarland High School student report. Good evening

010everyone. >> Hello >> Dean with the good hair. >> Thank you. >> Great hair. >> Okay, I'm just gonna share. Okay. Oh, what are we doing? Okay, there we go. Technical difficulties. >> Okay. So, again, good evening. Um, I'm going to get right into things. So, this is the 12th edition of the McFarland High School student report for the 2025 to 2026 school year on Monday, April 6th. Starting off with our highlights. Before spring break, during the week of March 16th to March 20th, Hope Squad put on their annual Hope Week for 2026. Although the week started with a snow day, officers were able to restructure the week's activities. Monday remained comfy day while everyone was at home. Tuesday was shine bright day focused on accessories and our rock paper scissors tournament which focused on

011bringing students together that normally do not engage with each other to strengthen our community. And the competition was won by Braden Thompson. Wednesday was support your team day with a jersey dress up and we brought back our kindness rock painting activity to provide an opportunity for students to express artistic and creative abilities with each other. Thursday was mental health awareness day to further hope squad's mission of dstigmatizing mental health and preventing suicide. Students were encouraged to wear green and take green mental health awareness ribbons to help with that goal. Friday was true color day with a monochromatic dressup day and our kindness clip activity. And overall, 2026 was another wonderful addition to Hope Squad's Hope Week, and officers have already begun to look ahead to next year for Hope Week 2027. Moving forward to our

012clubs, the student council recently donated a brand new popcorn maker to American Legion Post 534 in McFarland after theirs had sadly broken down. Um Anna and I visited the Legion to drop it off on March 31st after school and our veterans were incredibly grateful and we were more than happy to support them as we hope to continue doing in the future. Um next, the student council has also formed an exploratory scholarship committee with hopes to award one senior and student council with a scholarship each year to recognize their outstanding dedication, leadership, and service. The committee is still drafting the species and requirements and we are working closely with administration to hopefully implement the McFarland student council scholarship beginning in the 2026 to 2027 school year. Um this scholarship would go again to one senior and

013it would be funded um through student council's account with money that they already have. Next, the multicroor club met this past week to make Easter goodie bags for the senior outreach center once again. We delivered with meals to senior citizens in our community. Um, strengthening those ties and connections that we have with the senior outreach center at the municipal center and that's always another great way and we continue to make efforts to do so. Also, the McFarland DECA recently teamed up with Angelos's on Wednesday, April 1st, to help them fund raise for their involvement and participation in the 2026 DECA International Career Development Conference, also known as ICDC. Um, they're building skills now to apply in the future and that's a really big part of DECA. Um, 20% of Angela's carry out order proceeds for

014that night went to McFarland DECA for that fundraising effort. And then finally, on Friday, April 17th, coming up, while students have the day off, Miss Canfield and Hope Squad officers will join more than 50 other schools by attending the Wisconsin Office of Trojans's Mental Health 2026 mental wellness student leadership summit, which is not a short thing to say at all. um to learn more about how Hope Squad can continue to help our school and community through a day of speeches, activities, and teamwork to further their mission. >> You know, you know where that >> What was that? >> Where is that? >> Um I think the Manona Terrace, I believe. I know it's in Manona. Um then moving forward, our spring sports have sports teams have recently begun their seasons. So here are just a

015few quick updates on the teams. Shock and field comp competed in two indoor events on Saturday in Watertown and at W Whitewater and all of their athletes performed extremely well. Baseball started very well with a win over Broadhead on Tuesday. Softball unfortunately came up short against Mount Fora, but they did compete well. Girls soccer went over some Prairie East one to zero. Boys golf started practicing in late March and have their first competitions planned for this week. And that is kind of the same situation for boys tennis and ultimate frisbee. Um they have also started practices and are looking to get started here soon. And then finally with girls lacrosse, they had a strong win over Notre Dame on Tuesday of 10 to 9. Um, as always, we hope to bring you even more updates

016on each sport as their seasons continue, especially those reports directly from coaches that we really appreciate and we will get those in future meetings as the spring progresses. Moving forward to a special update. So obviously, as many of you probably know, in the past few weeks, the McFarland community was devastated by the passing of Derek Schwaring, a loved and cherished alumnest, former athlete, and varsity football coach. His leadership and community impact were of his most admired qualities and contributions, especially when it came to the heart mission. his charitable organization created to give back to McFarland seniors entering the medical field through scholarships and inspired by his own experience with enduring open heart surgery at only 21 after a severe staff infection. To remember and honor Derek, the student council has started a planning committee to

017create a day in the coming weeks that is dedicated to honoring him, his legacy, and the with heart mission to serve as a way to commemorate his character and also what he and his family um were trying to achieve with the with heart mission. And we know that his family um started a GoFundMe and has really been trying to bring attention to the with heart mission. So, we thought we would help out with that. um here at school and trying to get students involved in any way that we can. Moving up to coming up in the next few weeks. Um back in March before spring break, the juniors took the ACT with science and writing back in March. Um as a junior, we just got our results back, so there's a lot of mixed feelings

018there. Um >> how's Dean feeling? you know, they released on a Thursday like right as school was ending. So, Friday it was only the only thing people were talking about. Um, so there was a lot to talk about there. Um, but underassmen are preparing to take the preCT next week on Wednesday, April 15th. And obviously upper classmen have um that as asynchronous learning day to engage with their classes and course work. Um, and then finally, later this month, student council is bringing back cancer awareness week from the week of April 20th to April for 24th, excuse me, 2026. Um, this is a week where we represent and bring awareness to several different cancers through dressup days and activities, including our teacher in paradise activity where students can donate money to have their teacher visit paradise

019for half of their class and kind of get a free block um or free half block. Um, this year all funds raised will be donated to the UW Carbone Cancer Center. um throughout the week will represent childhood childhood cancer excuse me on Monday, breast cancer on Tuesday, melanoma on Wednesday, lung cancer on Thursday, and all cancers on Friday. Um with those dress up days being the corresponding colors to represent those cancers. Um that is all I have for you in regard to the beginning of April. things are kind of just starting to starting to get started um as spring opens and as everyone gets back from spring break. Um it's always great to give this presentation to all of you and to speak with all of you. So, thank you for your time as always.

020Um again, I say this a million times and every time, but our contact information is always there if you need it. Um but if no one has any questions, I will let you guys move on with the agenda. >> Thank you, Dean. >> Thanks, as always. Yep. Appreciate it. >> Have a good night, everyone. >> Bye. >> All right. That's nice that student council is doing that for Derek. >> Um All right. So, next um on the agenda, we have our student life survey results from Mr. Tarneter. >> Excellent. So, you have um at you have seen this already, but you also have at your table a printed copy of the slideshow and we'll go through some of some of these highlights from the survey and share some of the things that we have learned.

021Couple things, reminder, we do partner with a third party organization called school perceptions for these surveys. They collect and analyze the information for us but then they give us the raw data as well so we can look all surveys are done anonymously and uh this year uh they were kind of a January February time frame that's when we always do the student survey and we had a nice participation rate 89% >> what was it last >> what was that >> what was it the last year >> what was the participation rate >> very close to that okay it might have 90. Yeah, it was within that. >> I mean, it's just people are absent and then it's hard to get them to make it up, >> particularly our upper class >> because they're not here,

022you know, >> apprentichips, >> they're out doing all the work. >> Um, so you can see the grade distribution here. Um, it starts at fourth grade and goes to 12th grade. So that's the participation rate. We've done this since 2023 24. That was our first year of doing the student survey. We had done the parent and staff survey before that and added the student survey that year. Uh the big thing to focus on when you look at the data is the percent that agree or disagree or agree or strongly agree. That's a good indicator. There is a comparison number and we will talk about that. We have found, however, that because the the sample size can be relatively small from year to year if they're comparing similar size Wisconsin districts, one percentage point can change

023the comparison pretty significantly. Keep in mind that there is variability across buildings. We'll be sharing district results. Our buildings also analyze their results in detail through building leadership teams as part of their school improvement process. Overall uh the survey results were very positive, very strong, stable results. Our our climate is very positive in terms of belonging, relationships, safety, effort. Um and there's some opportunities to increase student engagement. We'll talk about that. One of the things you'll see came through was talking about some distractions in classes and stress, particularly for our high school students. that they are really feeling. So, I'm going to focus on kind of the overall high uh leverage areas to get us started. Overall strengths, you'll see that most of the areas have 80% plus that agree or strongly disagree or strongly

024agree, excuse me. Um, and you know, they have those two highest scores of of four or five. So, it's a fivepoint scale. and the the indices which we'll be talking about in a minute were above four. So they're very consistent with last year results and comparisons, you know, ranging in the the upper three quarters there, 75th to 77th percentile. Some of the things I I like to group these by categories to give you a sense of some of the the different things we're seeing in terms of strengths. Students feeling like they can be themselves. Um that their identity is reflected. You can see that there an increase of 2.4% in the percent that feel they can be themselves in school and 91% of students agreeing that their culture and identity are valued in school. So

025nice indicator there in terms of their relationships with staff. This was a real strength. You can see those 80 upper 80s and and mid 90s with 95% agreeing strongly agree that their teachers treat them with respect. So a wonderful indication of the hard work of our teachers. They also explain things in a way kids get that their teachers care about them. Very positive results. Um feel that they if they have a big problem there's someone they can go to and that they can share their opinions and ideas and many many do. Um in terms of relationships with students, I thought this was interesting. 97% of students feel they have friends to sit with um at lunch and to hang out with at school. 95% feel they have friends that um who help them when they

026need help. So, not only do you have people to sit with, but they're there for you when you need them. So, a great indication of our climate. Nice increase in those that feel students treat them with respect. and also a nice increase in those that uh like working in groups with their classmates because that's certainly a skill they need to develop for the rest of their life. >> Students report feeling um positive relationships. Uh their parents are helping them with things at school and an increase in uh the percent agreeing that they talk to people outside of school about what they're learning. We'll also be talking about that as an area of growth, but it's an increase of almost 3%. And uh I don't know how many parents out there are feeling it, but um

027it did increase. So if it didn't happen in your household, it was somebody else's. Most kids follow the rules. We did um see that in the 93rd percentile with 73% agreeing, strongly agreeing. So obviously that's an area of of growth as well as a nice indicator when comparing with other districts. And then you hear see 92% uh agreeing strongly agreeing that they feel safe at school with a with a slight increase there. Obviously we want that to be 100%. So I don't want to negate the fact that we still had 8% um of students that did not fully agree with that. getting into the bullying had an increase of almost 2% in those that agree that if they were bullied they would feel comfortable talking with someone here at school in a very high percentile

028there are compared to other districts and I always love this one 96% say they try their best in school >> so um I don't know that their teachers would agree that all 96% do but or their parents for that matter but they feel like they do and we're going to trust that perspective uh and they like helping each other and helping other people when they can. In terms of areas of growth, uh this is our favorite as an administrative team, our biggest area of growth is we had a decrease in almost 5% of people reporting being able to go online or using a device at school when needed as defined by the student. That was largely 11th and 12th graders. an idea, a speculation maybe because of the new cell phone policy here at the

029school with >> um putting their phones in wall pockets as they enter >> which students whisper >> they really like it. That's very helpful. Yeah. >> You know, >> yeah. >> So, we're going to take that hit. >> Yeah. >> Um it is something they're also seeing statewide. I have heard that reported as well >> in this survey. the people that take the survey. Um, an area of growth. I just, it always just makes me sad that on a one a zero to 10 scale, it's a we're in the sixes for most days. I like my school. I mean, really want people to really like going to school. >> But at your at their age, did you >> I loved school, Bruce. I'm sure. I don't remember for sure. >> No. Yeah. What would I

030have said? I wouldn't have given it a 10, but um maybe higher than six. >> I like bunch. >> Yeah. >> Right. Um so you're right. That's fair to say. >> Um and I would say moving forward with some of these too. It's a good point you bring up, Bruce. It's like I do wonder what they would have put down when I was going to school. Some of these things >> Yeah. you know, >> because we had a decrease in people saying that they felt at the high school saying homework was um useful and some feeling it was more busy work feeling that they can talk to people about what they're learning. It's still it's only 66%. But again, did you as a high schooler or a fourth grader or a sixth grader? Maybe not.

031U we really would love it if more kids felt safe answering questions in class when they're not sure the answer. And we have been working on that as a staff this year with some of our response protocols. It's been a real area of of focus for our department of teaching and learning. >> And then of course kids relating to what they can uh what they're learning. So >> 78% we'd love to see that higher. uh students are reporting uh that um some of them don't feel that kids are following the rules most of the time. I'm sure they are all following the rules themselves but other kids um are but that is something we would like to see increase a little bit. Um and then you have um students reporting as I mentioned earlier talking

032about students distracting them or distracting behaviors in class make learning hard. So certainly behaviors have been an area of focus for the district for several years coming out of the pandemic. We we see growth. It is slow steady growth but certainly some growth continue to be needed. And then as I mentioned earlier about uh 50% 57% of our students at the high school are saying too much stress is something that makes learning hard for them and 54% said they're getting nervous before tests. So just a lot of pressure on our kids. >> I wonder how much of that is actually school pressure. >> Sure. >> Academic pressure. >> I mean the Yeah. The 54% listed getting nervous before tests. That's academic pressure. But >> like I wonder how much of it has actually changed in

033the last 10 years that it's actually school stress versus social stress that >> happens. Still makes learning hard. Sure. >> Yeah, that's true. But I just just a curiosity. It's interesting. Either way, they're too stressed. >> They are too stressed. >> The bottom line. >> So the the the indexes what they do is they take multiple questions and they group them into these four categories of connection, learning, environment, and experience. And that's part of our strategic plan really uses these as part of our key performance indicators. So, you can see very very stable um but relatively high results, you know, when you're when you have a a five-point scale and and you're over four on all of them, including that first one, connection being a 4.47. >> It's really strong and stable results. So, that's

034that's something to note. >> Here's that chart of most days I like my school. So you can kind of see how it develops. It's a fairly typical chart from district to district, but we um do like to be better than everybody else. So um you know, five being sort of I can understand that, but that's certainly something we want to increase. And then this is going to be a little bit redundant, but it's just another way for you to look at the data. The five items with the highest score from the highest down to the lowest of the top five. um you know some nice nice things to show a 4.8 is just a really high >> score on a five-point scale. And then in terms of improvement the you talking about school um with

035people outside uh of school is is a nice indicator and you see those increases there. the lowest scores. Um, and then of course this is the 3.52 is the lowest. Um, still some growth there. And then the five items with the least improvement. Also, what I noticed when I look at this besides the going online one is if that's our five items with the least improvement, they hardly moved. So, >> yeah, >> you know, >> there's something to be said that one thing I'm just going to editorialize a little bit and some of you have heard this speech um and you'll get to hear it again. This my teachers make classes fun and interesting. >> I think that our teachers there's a lot of pressure on them to entertain students >> with the attention span

036of the world that we live in. And so that is just something you may actually see that decrease in the future as we kind of get into making our brains sweat a little bit more. >> Um I don't think that boredom is necessarily a a bad word, but it has become that way. >> So that's something you may be hearing more about. Some of us that read The Anxious Generation are kind of buzzed up about that a little bit. >> Yeah, that makes sense. >> So and I know some of you are. I'm not going to go through um all of these sections for you because it is very redundant, but it's another way to look at the data. It breaks it down question by question and it shows the percent that agree, the current

037score, the previous score, the change, and the comparison in these different categories. But it would be very redundant for me to do this for you, but I give it to you. What makes learning hard for students? That's the one we talked about a little bit. This is first of all the four through eight groups. You can see distracting students at is their top with 64% saying that and then getting nervous before test being the next and too much stress compared to our high schoolers where too much stress is up at the top >> then getting nervous before tests and then they're distracting students. So same top three just a different order. Um, but you know, our kids are stressed. >> They don't get enough sleep. >> That's true. >> Percentage was interesting to me. >>

038They What? It seems probably lower than it should be. >> Yeah. Self-reporting. >> Yeah. >> Right. >> Yeah. >> Like kids are saying, "Well, I don't get enough sleep." Well, like if you're in high school, >> stay off your phone. >> Yeah. Right. >> Yeah. For sure. kind like to man to your point about like stay off your phone like it's interesting I'm one of those anxious generation junkies um and like the attention span like fun like if it's fun or not fun and interesting and then when you look at like get nervous before tests and too much stress like when we were talking about the anxious generation like is it that we uh like I remember one of the teachers saying in the professional development was um like try three and then ask me

039um like are >> before me. Yeah. >> Yeah. Like are we >> is it stress? Is it the perception that we're stressed because we're being asked to do things that we're not used to doing, >> but we're not used to doing them because we've >> not been asked because we've been on devices. I don't know. It's I just think it's interesting. So >> yeah, you you'll be hearing a lot more of the the phrase productive struggle, >> I think, moving forward. >> I like that. That's way more concise. Thank you. >> Yep. And and just just thinking about with our students is that well, my teacher's not helping me. >> Well, part of learning requires you to struggle a little bit with it. >> Yeah. So that'll especially with the AI and >> those things.

040>> You got to get comfortable with being uncomfortable. >> Exactly. >> Comfort zone. >> Um and there's the homework one. We talked about that. Nice. See our students reporting they're participating in school sponsored activities. That's it. Any other observations, questions, comments you all had? >> I think the only one I noticed and I didn't bring my highlighted one, so I don't remember what page it was on. Um, but and I think you alluded to it, Erin, the um sharing information about what I learned. Yeah. >> Like it was a growth and an area of opportunity. >> Yeah. >> I just thought that was unique. >> That was all. >> It's getting better, but still not great. >> Yeah. I think that's also a hard one, I would think, for younger kids to identify that they're

041doing because they are probably doing it, >> but they just don't realize it. >> Yeah. Well, and how often as parents have we said, "Hey, what'd you learn in school today?" Nothing. >> You know, >> right. >> True. >> It's true. But we know they're learning. >> Yeah. Exactly. >> Something happened. >> All right. That's good. >> Yeah. >> Thank you for sharing. >> Thank you. you will just to foreshadow. So this is the student report. The next will be the parent guardian report that has been completed um and just we're going to analyze it as an administrative team before bringing it to you. >> And then the last one is the staff >> okay >> reports. You'll get all of those surveys. The staff one goes out on Thursday. >> Did we get the

042same kind of response from the parents and guardians as >> microphone? I wouldn't think. >> Hey Craig, microphone. >> Oh jeez. Sorry about that. >> We didn't really miss those reminders. >> Yes. >> At the end of April, >> did I believe you asked, did we get the same kind of response rate? No. Um the >> which you wouldn't expect, >> right? A students are a captive audience. >> Yeah. >> So, um we rely on parents to to be able to fill it out. One of the things that happens too is that sometimes a household will say, "Oh, you filled it out. Okay." Mhm. >> And you know there's so that hurts our response rate because you'll have a >> you know multiple parent household and then >> they don't >> all fill it out

043because they're like oh you took care of that for us. Okay great. >> You might see things differently. >> It's true. It's true >> that has occurred. >> Yeah. I can confirm. >> True. >> So but thank you. Um so more to come. >> All right. Excellent. >> Thank you. Any other comments about that? >> Okay, then district administrator's report. >> Oh boy. Um, no, >> you're up again. >> Yes. All right. Well, let's look at some pictures. How about it? >> So, we are going to >> share some pictures. So, oh, look at this. Love of reading everywhere, >> including at the top of someone. Um, phonics lesson. I don't I don't fully understand this. Do you understand this, Emily? Heart hearts. Identify heart parts. Are parts of the words they haven't learned phonics

044rules for >> yet? I don't know. >> So, like if there's pieces that follow the phonics rules of English, The word said this is the typical sound you expect from the S. So that part you don't need to memorize. But the F you'd expect an E regular but it's not. >> So the hard part is the AI. >> Oh >> yeah. It's that part that doesn't follow the rule. >> The part that doesn't follow. >> Thank you teacher. >> Thank you. >> That's English. >> See, we're doing learning here today, too. We're going to start uh our math uh theme here with the um math 24 the March regional 24 game tournament. So we had some good results there. Very exciting. Not sure where that's coming in. What is that over there? >> What is

045that over there? That's >> I don't know. It's not Amy. Um but anywh who um so some some positive results there. The kids have to think really fast and they love the pace of it. Thank you. Um and our fourth and fifth grade students look at them. I just look >> look so happy. >> I I know that their parents think they look really old but they look really young to me and I just think oh my gosh they are loving math and feeling pretty cool at Union South. >> That's kind of fun. So, here we are in eighth grade, technology and engineering. They're elective projects, so I get to really get creative and do some problem solving there and see some good smiles. It makes me very nervous that we're at a saw and

046we're looking at the camera. >> I just thought that. >> Look down. >> The same thought. >> Look down. But I love those. Those are fun to see >> because they love to show you when they're doing those elective projects. They want to show you what's going on. Here we have some science students. They were doing the earthquake tower project. Um, which you may have seen in previous times. So, building that tower strong enough >> to withstand an earthquake. >> I like the dog. >> Yeah. >> Oh, the talk at the top. >> Clever. Now, we're back to math a little bit. Here they are. The middle school. You can see some really positive results in the competition there. did really well, but having a lot of fun. I wonder how many of those kids

047did it when they were younger. >> That's good, though. >> Fun game. Um, and then you have the student council. You heard about the challenge. I don't know if you saw the picture. 643 boxes. >> Wow. >> So, thank you to everybody that contributed to that. That'll help families for the next three months. >> Wow. >> Arisa here. Optimus student. Optimus Club senior of the month. Getting that fancy parking spot was great to to brag about her and to share that with her. So, congratulations to her and thanks to the Optimus Club >> for their sponsorship. BSU, the Black Student Union, attended a leadership summit. So, what a great opportunity for them to go to Madison College and collaborate with other >> leaders. Love the smiles. Mhm. >> Good things learned. You can see the

048French students, I know we've talked about this, recreating Van Go inspired master pieces on cookies. >> Now that's awesome. >> You kidding me? >> That's delicious. >> And I'm starving right now. >> In the future, if there are leftovers, >> I don't. Right. >> Yeah. I'm sorry. >> Very creative. >> Um I I think many of you saw this. This was this was this post really was getting a lot of traction. Um, so, uh, Angie Vison takes, uh, her history class here, the history of Holocaust class to the temple here in Madison. And just had a great experience. And it was interesting because on the socials the um, the people that that work there thanked thank the students for coming and everything. So, it's really nice experience and >> they really had a great educational

049fieldwork. experience. So, thanks for providing that. And then the Hope Squad were awarded the grant, a mini grant. So, congratulations to them >> to um allow them to to be able to visit our younger students and promote inclusion and connection and mental health awareness. Such a great group. >> Amazing. Mhm. >> Orchestra students um had the string fling. So, it's nice to see their pictures. I always love how they do the shirts that are designed by students and then they do the colors for the grade levels. >> That's cute. Yeah. >> Let's go fly a kite. Would be a perfect day for today. >> Yeah, it would. >> We had a national pair professional appreciation day that just happened. So, thank you to our amazing educational assistants who do do such a great job. I

050you know it's it's just one of those jobs that I think we just don't take enough time to really honor and appreciate. It's really really hard work and they are so dedicated >> to our kids and families. So >> to the staff as well. I mean they really help teachers tremendously. >> It was also uh librarian appreciation day. So, thank you to our four amazing leaders who are involved in so many great things and support not only our students but our staff as well. >> Great leaders. Speaking of that, it is National Assistant Principles Week. We are so fortunate to have the five amazing assistant principles. They have such a hard job. >> Yeah. been there, done that as hard. And so, please thank them every time you can because they are so driven >>

051and dedicated. And just a reminder, this Thursday is the invitation to wonder. Tickets are selling fast. They're free. Um, but we do ask that you reserve um a spot. And so I'm not sure what the latest total is, but yeah, I think we're we're in the getting to 200. >> Um, so we're hoping to to do that and a great partnership with the the MEF and the Lake Wabisa Conservancy and just a really great film >> and it's a great way for the public to get to see this beautiful PAC for free. >> Great movie. >> Yes. hand. >> Some other things. Um, since we met last, we had res reality zone here at the high school. We had a band concert. We had a choir vocal tour. We had 4K spring craft night the

052end of the third quarter, which is really more relevant to the middle school, but it just reminds us we're threearters of the way through the school year. And um also the eco club competed in the renew our schools competition. They had a new story about that. So I will send that to you separately. >> Was that just last week then? >> Yes. >> Okay. Cool. >> Yeah. I wanted to recognize um we have several Cole award winners >> for principal leadership. We have Jamie Thomas. >> So congratulations to her as the middle school principal. And then uh for our teachers, Christine Punzel, Brenda Rotono, and Jamie Vazina. So um just congratulations to them. It's quite an honor. It's very competitive. I think it's 15 principal leaders and hundred teachers from around the state. So to

053be in that elite crew, >> this district does a >> it's amazing job. >> I mean, every year, and I'm not talking for the last five or 10 years. I mean, >> it's Bill Garvey. You know, that crew back then. >> It's remarkable. >> We We get multiple nominees every year. >> We do. >> Yeah, >> we do. >> It is incredible. >> It's very nice. >> A shout out to Grayson Gowitz. Grayson is the only McFarland baseball player to ever hit the cycle. Huh. >> He hit a single, a double, a triple, and a home run in one game. >> Wow. >> That's a big deal. That's amazing. >> This is like crazy. >> Wow. >> That's awesome. >> We asked our baseball historian, >> John Felner. Um, and he said, "I can't think

054of anybody else." So, we're calling it official. So, congratulations everybody. >> Two years. >> Yeah. So, I think he covers it. And is there is there a um what's the special name for that? There's got to be a special name for it. >> The cycle >> cycle. Yeah. >> Yeah. Annie pitched. >> Whoa. Wow. Wow. >> So, yeah. >> Yeah. And then took a nap. Yeah. And I know that that Dean mentioned too, but I wanted just to mention about Derek Schwarting and the response from the community because I just think it's a it's a moment that >> we should just pause and say >> tragic tragic thing that happened and our community just shows what they're made of time and time again. And our broader community, >> but our school community, too. And you

055know, walking through the halls when we came back from spring break was tough. Our teachers were hurting. Um, and our students were hurting. And being at the the the celebration of life and the visitation on Saturday. There's a sense of community there that is just really special. >> And I just think it's something we shouldn't take for granted. And, you know, in times of success and celebration and in tough times, too. Mhm. >> Um some things coming up. So, um other things coming up, y'all. Um National Autism Acceptance Month. That's this month. >> Um you know what else is it's M Heritage Month and ArabAmerican Heritage Month and National School Library Month and National Bilingual Multilingual Learners Advocacy Month and Occupational Therapy Month. Think we need more months. >> That's a lot of love in

056one month. We get to We get to do a lot of celebrating. Yeah, it's true. As you as you know, it's associate principles week. Um, we also have an election tomorrow, so if you haven't voted already, be sure to do so. >> Uh, the McFarland School's Equity Collective is meeting on Wednesday night, so you're welcome to join us there. We're talking about financial needs of our students and families. The 9th is a prisoner of war remembrance day, and we have the the film also on the 9th. The day of silence is on the 10th where we stand with our LGBTQ plus friends and promote understanding and acceptance. It's American Creed Day on the 13th where we honor honor the political aspiration of the United States government. The idea the ideals, excuse me, of liberty, equality,

057justice, and humanity. Then we get to be together next Monday night for a work session where we reflect on how we're doing. We have the preac coming up, banderama coming up, dialogue dinner with our new hires and their mentors coming up, fifth grade art and music showcase. Um, we've got the staff development coming up on the 17th, Patriots Day on the 19th where we remember the brave people who helped during the American Revolutionary War. And then we're back here on the 20th for a full board meeting. >> Those are my recognitions. What do you all have? I wanted to give a shout out to um Joe Hartson at the last band concert. They did a wonderful piece about um I don't remember the name of it. Um, >> no one asked it, >> but um,

058but it was uh like um maybe it was D-Day, >> but it was basically war related and they made lots of sounds that were, >> you know, reminiscent of war. And he just he did a call out at the beginning of the song to kind of recognize >> anyone who has sensory issues, might have PTSD that gets triggered. Like we want this to be an enjoyable experience for you, giving, you know, giving you an opportunity to walk out if you need to. And like, and I just thought it's just a really, you know, we are trying to encourage inclusion here. And that's just one of the ways that we do it by recognizing that people have different lived experiences and one song that's really beautiful to some people might be really, >> you know, negatively

059impacting them and just giving people an opportunity to be themselves and do what they have to do for themselves. So >> the lonely beach I don't I don't know. >> I don't remember. Did you search it out? >> I'm sorry. I don't remember. >> The lonely peach. And I was like, "Oh, what's wrong with the flute?" >> No, it was And it was a long song. It was I mean, yeah, and it was so well done, >> but just appreciated that. >> Good example. >> Yeah, exactly. So, >> yep. Anyone else? >> I guess I could say just I just visited the uh primary school >> and uh it was just such a wonderful experience. I got to read the day before and to the kids and that was just so much fun and they

060had, you know, so much. It was just exciting with four-year-olds and uh Walter the Wy Walleye was what I I was reading and they having fun and and then I went back the next morning and got to see it and that school just has so much just happening. I was really pretty pleased but it was kind of mixed feelings with Greg >> the principal and so it's kind of a again I have a mixed feeling about the whole thing >> yes >> that school presents itself >> oh it's just beautiful >> really really I mean just spanking new >> every time you go in there >> I'm reading tomorrow I'm super psyched >> that's right you guys are so much fun so much fun >> I I read today and it was just a good

061reminder um they called you out they were like remember she's friends with Mr. Fisher and >> a >> following in your footsteps. So, that was sweet. But it is it's such a good way to like remember what it's like to be around fouryear-olds. My kids are so >> that's way long in the distance. Not so much for you, but you know, and it's it's just cute. Like I read bear snores on and like the kids don't know what snore means. So they're like what what and oh that bear's really sleepy. just keeps snoring and then you know the kids in the front row are playing with my shoes and you just like you just remember like all these like they're just being adorable. >> Am I going to want to hug them all? >> Probably.

062>> Okay, I should probably get there a little early. >> It's really It's really great. >> It's a really It's definitely a bucket filler type thing. >> I got the books in my car right now so I can, you know, prepare. >> Nice. >> Yeah. And it's I I think you had a good setup there, Bruce, just to acknowledge that, you know, as you approve tonight on your consent agenda that Greg Nelson >> is has resigned is is relocating and we are certainly going to miss his leadership. I met with the the primary school building leadership team today to talk about next steps for the process and um you know congratulations to him excited for him and this big change in his life but we are sad to lose him and appreciate him for all

063he's done. >> Yeah. >> And Greg you had incredible words to the community and um the the families. Um we got your words and um your leadership and guidance will be missed but best of luck to you. um in a much warmer climate. >> I think most people find it hard to understand that being a primary school teacher is really different >> than any other kind of school teacher. Mhm. >> If I, you know, noticed one thing over the years that the primary was, you know, kind of a solid block to themselves a lot of times. >> But, uh, it's a it's a great treat to go in there every single time. >> And if you, like you said, if you you want to fill a little bucket someday, go read to a bunch of

064kindergarteners. >> Yep. Exactly. It's true. All right. Anything else? All right. Then we have a um let's see couple one discussion item with possible action. Um do you want to give us a little previously on? >> So just I mean I would hope the board members remember but um for the public that's watching um at our last board meeting um and and Michelle Garvey talked about that in her public comment today. had a presentation uh with a proposal to rename the performing arts center uh after Bill Garvey. Bill Garvey was a teacher here I believe for 31 years. Um and we heard at our last meeting about his impact on our our students, our staff and and more importantly our broader community. And so the proposal was brought forward for your um con consideration. the

065I will point to you that you you do have um at your spot and you've seen this before uh the policy 7250 about commemoration of school facilities that was referenced during the presentation actually at the last meeting but that is your guide and so you are the only people that can name a facility. Um, and so I wanted to make sure you have that in that context. And at this point, it it's meant to be a discussion and then, you know, take it from there. If someone makes a motion, then there may be possible action. So, wanted to have an opportunity for you. You were listeners last time and now we are listening to you. >> Yes. Thanks, Aaron. Um, yeah. So, Erin and I already kind of covered what our options are. We want

066to discuss the proposal. If there's any action that a board member wants to propose, then we make that motion and we can vote on it. Um, but I think the I think the other piece of um history that we need to consider, especially as this board considers this, I kind of want to frame the discussion. Um, you know, it it was the five of us. Um, it wasn't unanimous, but the five of us who chose to rename um Conrad Elvie Primary School to McFarland Primary School. >> It was four. >> Yeah, that's why I said it was not unanimous. >> Well, was Tom was not here. Tom is >> Oh, that's true. >> Good. That's true. I'm sorry, Meredith. It just feels like you've been with us for all time now. >> It was just

067before that. Yeah, good point. Tom and I look a lot alike, so I will say no. But um thank you for thank you for correcting me Bruce. Um yes sorry Mr. Mooney. Um so the majority of us were part of the discussion about that whole process the community engagement committee that we had um asked to do research and then make a recommendation and then the board at the time voted to accept their recommendation to remove Conrad's name. Um, so I think with that and then also, you know, some other very topical things happening right now with Cesar Chavez, um, and all of the things that are coming to light about his allegations. Um, I think what I'd like to do with this discussion is I feel like there's kind of two parts of it that

068we consider as a school district. How and when do we impact truly impactful people in our community? It is clear that Bill was truly impactful in our community. There is nothing I mean he if we're going to rename a facility, he is worthy. Like I I don't think that anyone would disagree with me there. Um but I think the other part of that is that in the how and when is renaming facilities part of that is so I really want to separate the discussion um from bill and first talk about is renaming facilities something that we want to do period after people. Does anyone have thoughts that they want to share first? Yeah, I I will comment. I And it's going to be hard to separate the two as you said, so I'll try my

069best. Um, I was originally not in favor of the I I I guess I've been kind of opposed to having things named for people and I can I I think I have gone through quite a a change. Um, and the more I started thinking about it and and in talking with with various people, the idea if we if we try to put down some rules, guidance, um, >> criteria, >> thank you. Criteria for what it's going to be. I just I think it's important we don't paint ourselves into corners. >> My strength was I was a teacher. My weakness is that I was a teacher. I I think it's very imper as I sit here. Um, one of the things you never want to do as a teacher, you never want to do this as

070a parent either, is put yourself in a situation where you go like, "Oh crap, I've said I wasn't going to allow this or whatever, and all of a sudden you do that." Um, and I don't know how to say it better than if you if you make this thing so tight that you can't name it, um, then I think in the end you run the risk of I don't know. I just think sometimes you need to be flexible. Um the best way I would say this is when the constitution was founded by our our founding fathers, they left room with the necessary and proper clause to give them a chance to adjust. And I kind of think that is what we should also be mindful of that there are going to be times when all

071of a sudden you go like yeah sometimes rules are meant to be broken or to be bent or whatever you're going to say again that idea of being trapped in a corner when all of a sudden you go like a that doesn't make any sense for this and this is where I kind of go into the other say go into that other segment and start talking about Bill is such an exceptional person and the whole Garvey family that I I go like is this where you want to say no we don't do that you'll have forgive me I shared this with my wife and my wife is such an amazing individual and she has such incredible common sense and I tend to be more of an artist or whatever and my brain has gone all

072over the place but Jane said well if something happened why wouldn't you rename it and then I suddenly looked at this thing and I go you know let me put on my glasses naming and renaming school district facilities is the response to the school board. I found like that is our job and as much as it was a difficult decision with the Conor devium and we spent weeks months really going over it in some ways were perhaps still talking about that issue at least that committee I'm on. I'm going like but that's our job and I don't know if that's that's if if that's that's bad to do. You can you can put it down black and white and say no under no circumstance whatever. And I'm going like, but there's times I think you

073need to kind of be able to be flexible. That necessary and proper clause, thank God we had it because this constitution is going on well not quite 250 years, but it's about 240 something years. And it's because we have allowed that flexibility that needs to be there. So that would be my feeling is just that I don't know if you really can make a hard and fast rule that's just going to fit all the the cases. I I know we started with the Angie O'Donnell um aquatic center. Um we've named the Lloyd Schneider Stadium. Um >> Bill, >> well certainly the Bill Bill Rice football field. Um, and I just think in some ways let every school board have to consider that. I mean, it's something it's part of tradition. You're you're going back to

074a time that people really felt very strongly about. So, I'll leave that at there. I would like to talk about Bill again. So, if you don't mind, Mr. >> Yeah, we can bring that in. >> Yeah, Dan. >> So, >> is it okay if I chime in? >> Absolutely. Okay. Yeah, we don't have We can take turns. We can just chime in. So, I will say when the proposal first came to us to rename the PAC, I was kind of like like I feel like I had feelings after the Conrad LVM McFarland Primary School conversation and transition and the Garvey family presentation blew me away. Um, I love a good presentation. Um, and you know, I I know the Garvey family obviously because you know, the kids were my kids teachers and whatnot. Um, and

075just to see the outpouring of support and hearing the stories of Bill, also big Mike Lacron fan, so seeing him here in the flesh, I was like, woo, little fan girl moment. Um, and to that point, I I really like Bruce's notion of, you know, having some flexibility and also if we take action on the potential renaming, it's a renaming based on joy >> and not based on negativity that is spurning the need to rename something. Um, and so that's just kind of something that has like stuck with me is just like the joy and love and pos positivity um that comes with what Bill brought to our community. >> Yeah, that's true. Daniel 70. >> I think I've also wavered kind of back and forth. Um, and I appreciate you as as our president

076leading us down kind of this path of of two separate decisions. Um, it is hard to disentangle them, but I think it's important >> as we are the board. I mean, this is our role. This is our job. this is what we were kind of um not kind of we were elected to do. >> Um so I think twofold I as a governing body if you will um I struggle with saying if someone does or does not have the characteristics that meet the qualities of renaming. Um, clearly as you stated when you first started talking that bill would definitely meet it. Um, but meet what is it? And I think that's where I've struggled with in our role. How do we define it? And maybe it is saying it's up to each board to define

077what that is. I think it yes does not paint us into a corner, but I think it also allows us to focus on something um that may or may not be the most important thing that we need to be focusing on for the students in our district. >> Um, and that's what we're here for. So, I think I'm that's not an answer to your question about what I like a hard line one way or the other. Um, I think it's also as someone who's a McFarland transplant, I learned so much. Um, and so I still have my blue folder. Um, because it it is important to know like these letters that you read like it's the feeling when we moved here is like, >> well, it's just the community we have. Well, that really defines

078that community, right? Like that feeling you get when you read about the people who came before. Um, that's what you get. I just I wonder if there are ways that we can highlight that feeling in a different way versus naming. Um, and the reason I say that is having younger kids. If I say we're going to the performing arts center, there's kind of this understood like that's what it is. And it being the McFarland Performing Arts Center, there's a location attached to that which I think is important. Um, but it's also if I say we're going to the Bill Garvey Center, I think I don't always feel equipped to share everything I know about that particular person to say that's why we're going there like Angie O'Donnell. But if there's information in more than a

079plaque because that's not sufficient. Like I tr passionate that it's not sufficient but a way to highlight Bill in a in a way where people can see all of this >> and and make it tangible in such a way that like you get to learn about someone and engage with that history a little bit differently. Um, maybe that's more meaningful. Um, I don't know. It's This is a hard conversation. >> That's not obvious by my blabbering on. >> No, it is. I mean, it is. It's really It's >> That's why I wanted to separate it >> because it's hard. It is clear that you know the joy and the the you know the everything that Bill brought is really important and our district would not be the same without him having contributed. Um and you

080know let's just talk about the renaming of facilities. Um I the one thing I do is there anything that you want to say Craig for I can I can talk about my things if you still want a few things. >> The only you know the only reason it it gets kind of >> hey >> kind of kind of squishy >> is that there you know it's very and it's very difficult. I've been involved in a couple of other uh initiatives here at the school visav a hall of fame. Mhm. >> You know, a lot of other schools have this and when you finally start to sit down and try to lay out criteria >> in order to become a member of this club um which we don't have >> that makes it you deal with

081it on a more personal level probably um than you might ordinarily want to. Mhm. >> Um but one one thing that uh Bruce and I have always brought to the board is historical perspective. >> Um you know I sat at those basketball games that Bill Garvey would bring our 100piece pep band in and plop them down right next to the opponent's student section. And every time they tried to raise their voice, the band started. Just things like that, you know. >> Um it was an experience to uh participate in some of the same activities that Bill and Michelle and you know, their entire family have >> have done for a long time. So it's it's diff it's I think generally you need to use great caution >> before you you know undertake something along these

082lines. >> Um but I've I've I've lived in the town since the middle 60s. I h I graduated from here in 1971 and I really haven't gone away until now. you know, I just have always kind of been a part of the the school district >> and uh I if if we if we are going to rename facilities or honor in whatever way you know we decide to do uh I don't think there's anything wrong necessarily with a case byase >> evaluation of you know what certain people meant to the school and the dis the school district and the community in general. I think that was that's a lot of what separates Bill from many other people who have done incredible things within the district is he, you know, took it upon himself to go

083out and start a community band. >> So, there was something to do on, I don't know, Thursday nights or Wednesday nights, whenever it was down at the >> at the park downtown. Um and and he was beloved, >> you know, all all you had to do was was be in this building for his visitation. And I mean, it was pretty overwhelming. >> Yeah. >> Truthfully. Mhm. >> Uh, so I guess I I guess what I'm saying is is that I personally do not have any issue with renaming the performing arts center after Bill. >> Okay. Um, thank you all for sharing your perspectives. um some of the thoughts that I had or have about it um is one I want to recognize some of the the feedback that we received from emails to the board.

084Um, you know, there was concern that the performing arts center is not just about band. There's a lot of other things that happen there. So, that's something to consider. Um, there was some concern about also recognizing Gene Olsen in some way, you know, and some of your presentation um addressed that. Um we've received feedback about you know the amount of work even when it's supported even when everybody wants it to happen. There's a significant amount of work that isn't really tangible in terms of a cost like a dollar cost in terms of um when we rename a facility and when we you know rebrand it and things like that. Um, I think, you know, I think what some of my feelings about renaming facilities, um, is that I think there's inherent risk in naming facilities

085after people. Um, I think that, you know, values and criteria, like you were saying, Craig, like criteria changes for how we judge behavior and how we how we judge who gets recognized and and when they get recognized and things like that and >> and that evolves over time. And I think it's um and and I think the other piece of this in terms of you know you said this Meredith time and resources in public education is getting just shorter and shorter and less and less. And there's a part of me that feels like, you know, even if it's not about um the actual funds coming from, you know, the school's pockets, there's still a cost because we're um because we have people working on that. We, you know, it was a lot of effort to

086bring together the Conrad Albium >> um community engagement thing. And I think, you know, and and it's it's one thing to name a facility after someone, but then when you learn new information or someone else proposes to rename them after someone new, I feel like there's, you know, that um that precedent of how much effort we put into making sure that we're getting, you know, feedback from the community and and how much effort and time that takes. Um, and so that makes it makes it it makes it challenging um to decide. I mean I um I don't know. I think it I think not so much the naming but the renaming or the unnaming puts a toll on districts that we don't we don't really have the resources to I don't think it's what we

087should be focusing on necessarily. And this is again this is nothing to do with bill. absolutely nothing to do with Bill. Um, this is really just about for me, you know, how we're using our resources, how we're setting up the district for success in the future. Um, you know, we've we um I don't know. I it's I think it's just we just can't predict how people will feel in the future um and have you know unforeseen consequences um about this kind of stuff. So, which is also not to say I mean then the other piece of this is okay so whether we do or do not rename facilities how are the other ways that we honor people and I think I mean to your point Bruce about painting ourselves into a corner if we're just

088going to honor people by naming facilities after them is it you know that limits us in terms of we only have so many facilities you know and so I just I wonder if that's a concern consideration. Um, so I mean I I I mean I will go on record saying that I personally don't feel like we should name facilities after people anymore. I think it's I think we're learning in our um political environment, in our um in our equity environment that it's it's there's some risk there that I I don't really want to take on for our district. Um, that's not to say that I don't I think there's lots of different options to to honor people. Um, in lots of different ways. Um, and I like I liked your piece of like how even

089in a way like renaming is one thing, but something that's even more commemorative that gives even more information about the legacy, you know, I think that's something to consider. Um I don't know. >> Could I >> Yeah. No, this is a discussion. >> Okay. >> We're so used to just >> And I do want to warn you, we have gone over our 20 minutes. >> That's fine. To me, this is this is important. >> Um in 2008, I believe, I went to to Russia with a group of educators and we visited their schools. And the thing that probably more than any single thing that just blew me away is that every school had its own museum of famous >> alumni, um famous business people, musicians, athletes, um writers, uh politicians. It it was amazing the

090number of things, professors, and they had this little room. I hate to say it, folks. We're in a point where we don't have that money because I think that would be the way to do it, >> but that's really expensive. And Craig, you bring up the other thing. It can get to be very, very political. >> My feeling is I wouldn't change a whole lot. I mean, if you read part B, it kind of answers part of your question that you were asking, Meredith. If a facility is named or renamed for a person, it shall be for an individual who has attained prominence locally, nationally, or in the field of education, science, art, citizenship, political leadership, or military achievement. An early pioneer of McFarland, Dane County, and it goes on, state of Wisconsin, outstanding presidents.

091If it's named for a living person, the board shall obtain written consent from that person. I didn't know that. That's interesting. So, about this invite coming up. Um, the point being that I think it's an I don't want to be crass, but it's it's it's a relatively simple way to call it the Bill Garvey Performing Arts Center, just like the Angie O'Donnell Aquatic Center. Interesting. The person who talked about naming that Angie O'Donnell was none other than Katie Heiser, who is now, I believe, the president of the MEF and who, if you ask me, probably should have her name up there because she's done probably as much for the swimming program as anyone I can think of. I don't know. I mean, Michelle, you said it yourself. I don't think Bill could give a hoot

092one way or the other. I thought about this long and hard, but I mean, in some ways, we're doing it. We're doing it because he taught thousands of students in this district. Many of them still live here. And yes, if you are a transplant, you probably don't necessarily know that. But the truth of the matter is we live in a world where the 70enters and I call them they're the old fogies like myself who don't have kids in the school, but they remember this community and they remember Bill and I think it's important. And in 2016 when we put on that referenda referendum, excuse me, it turns out, I don't know how because I had no interest in getting involved with anything involved with school boards. So, it's kind of ironic here I am. But

093the truth is they said, "Would you be willing to sign this?" I think Andrew Bedell himself asked, "Would I be willing to say that I support the idea of building this new theater?" And I said, "This community has needed a big theater. We need it." But it was about the community and I think Bill in some ways epitomizes it's it's the community that we're we're doing. It's it's that but then also we in education and no offense maybe it's because I was a teacher but I so strongly I hear people talk about oh teachers teachers teachers and we'll buy them donuts and we'll do things like that but I'm going like you know what when I'm grading those papers on a Sunday night and it was up for I don't know how many hours you

094know the donuts didn't do it. I'm sorry. I want to have someone say, "You made a difference." And I'm really proud that we've named this after a teacher. And there's something special about that. And then I I will just go off on the other part, which is this woman taught in this district for probably close to 30 years. She is I understand and I'm going to embarrass you so I won't give a figure but I'm telling you that family has given tens of thousands of dollars to this district. Two of their their children teach here. The spouse of the other one teach here. These are amazing people. And I'm going like I I I'm don't think it's right. But it you have to acknowledge this is an amazing family and it's they've done incredible things

095and I think the public is aware of that. I just think they will. I just I think it is our job. I guess I don't worry about that. Um >> I don't know what else I can say. >> Yeah. No, it's I mean that's true. I think um yeah, I don't I mean I don't disagree. The Garvey family is I mean the legacy almost exists within the fact that all of Bill's immediate family has been a huge part of the district and current employees, former employees. I mean that that says a lot to how he, you know, taught that it was so important to be a part of your community and how important this was. Um, yeah. I think I mean I just I think the I think the other risk of of naming facilities

096after people is that not everybody has the same experience with people. I think the the likelihood of someone having a different experience with Bill Garvey than what we've been told is very low, but it is still, you know, people, you know, if people had seen Conrad Elvium on the on the primary school, some people would have a different reaction to that now. And um I wouldn't I I just I think we have to recognize that there might be other experiences out there and other feelings too even though it is clear that there is overwhelming commun you know we've heard from a lot of people who who support this. Um and again I'm just really feel strongly that I hope people hear me when I say this is not about bill for me. This is about

097renaming facilities. Um so >> Megan, can I just add something to that? >> Please do. Please do. >> Um it naming a facility is a huge undertaking. >> Um I I will go back to your comment about I I truly don't believe we could find somebody that was would be opposed to making the facility. I I don't think there were I mean you have a document in front of you that has a hundred names. >> If I would have probably started sooner it could have been a thousand people writing any comments about Bill and it just goes to attest to what a great guy he was and person and he was Mr. Community and he was very instrumental. He fought long and hard to get the orchestra program going. It was not going when he

098was here. um when he first started >> that was my first vote on the school board. >> He was key in that he was animate that but um so he's not just Mr. Band >> he reflects and the performing arts part of it really does reflect he was good friends with Gene Olsson >> and they went he would have Jean narrate like I remember he had Gene narrate one of his concerts for um this was you could do Christmas stuff the night before Christmas and he had Jean narrating it while the band played along so he was co with that um stepping into I do agree that it's just not you can't just change a name there's got to be some education and that one of my visions for if this would go through would

099be to create a learning part when people walked in who was Bill Garvey blah blah blah and and that kind of And then hopefully to add to that as we progress along to adding a hall of fame or I was even thinking about um just listing all of the having a board similar to some things we do with uh um even like student of the month plaque. It's just a plaque of past band directors and current band directors. Past choir directors current. past orchestra directors, current, past choir directors, current, all the main parts of the performing arts. >> Um, having that has a display somewhere in the I'm and um and I agree, it's not just a simple process. You just can't say, "Okay, we're going to change the name and then go." And it

100does require time and it does require energy. But I do feel that I can get people who are who will donate time and effort to that problem. I'm a retired teacher. I >> time. So, um, and I have people who can help with that. Will it cost the district some? Yes. >> But we're and because staff time and and time and that that is huge. But I can I can 95% guarantee that we can get people that can help >> and and help make it a >> a worthwhile thing. >> So, I just wanted to reassure you that I understand it's not just a >> Yeah. >> And I and I respect your opinion and I get it. Things are scary and they're hard and what if something does come up? Because I can sit

101here and say, "Oh yeah, nobody's gonna know." But there could be, you know, >> so I understand and I appreciate your >> your concern. Thank you. >> And everyone's thoughts on that. >> Thank you for acknowledging that. I appreciate that. >> Yep. And I do I really don't think that anything will come up with bill. That's really I mean I really just I it's Yes, we did. I mean >> we did get one email that was opposed to renaming. It wasn't about Bill though. It was just about opposed to renaming facilities. So that's >> and you're right. We haven't heard anything from anybody that has said don't rename after Bill >> because of Bill. So that's you know it's been for other reasons. >> I understand you're in a position as a board where you're

102looking down for the future of >> you know and and I get it. It's not >> Yeah. Thanks Michelle. >> And I think it um thank you for the additional comments. I think that that's helpful. Um, we did get additional comments of the location specific information. >> Um, for example, when we did the Angodonal Aquatic Center that that no longer says where we are located and where folks are coming to. Um, and so I think that's the location of our performing arts center and the fact that it is a community location. um could be lost when we have a name attached to it of um you may not know where it is and I think um we also have businesses um that use some of the facilities for for their business um and so I

103think it impacts them as well um as an entity that does you know people come to and want >> and rent and it is a business. Um, >> so yeah, and I I I just repeating after you that it's for me this is not a decision about bill. It's a it's a decision about renaming >> and I think the committee with a lot of people went back and forth on CS changing to NPS and I just I don't think we have the luxury to consider renaming in the future um because it does put us at this crossroads of who meets that criteria and I think you know doing a plaque and doing other things >> is something that is more easily attainable and redone, if you will, than a full renaming of a facility. Um,

104>> yeah. Yeah. And I I definitely respect that and I understand where you're coming from. My gut is I mean my my request was based on somebody that we know and that directly affected McFarland and it did make a difference. Yeah. >> And so it's I like I said 95% or 100 I I would say 100% of me would say there would be you wouldn't have to go back and look to change the thing just like you're not going to change Angie O'Donnell's name. And and Angie and Bill were very dear friends. Bill spoke at her funeral >> and so I mean they were dear dear friends and Bill and Bill Rice were dear friends you know who the football field was named after and it just >> to me it's acknowledging a McFarland community

105member who made a difference. >> Yeah and I don't think anyone here ar is is against what he stands for and means to the community. I think when I wear my schoolboard hat, that's just kind of where I land. >> Yep. >> So, okay. Does anyone have any anything else? Um, so I this would be the point where if someone were to make a motion to make a decision about this proposal, that is what would happen. This would be the opportunity You also have the option of, you know, if you if no one chooses to make a motion now, a motion could be made as long as it's on the agenda at a future meeting. >> That's true. >> You don't have to do it at this meeting. You can do it at this meeting

106because it's agendaized. >> If someone would want to do it at a future meeting, you couldn't just pull it out of the blue. It have to be have been on the agenda prior to >> That's true. you taking actions >> and there could be other >> options that we would um consider whether it's >> naming something you know as part of the performing arts center the blackbox theater currently doing a hall of fame that's the Bill Garvey Hall of Fame um you know we're not we we don't have to make a motion that's limited to to the proposal but Um, >> don't we sort of have to >> you would have to make a if you were going to make a motion today, it would have to be >> commemoration of a school facility, right?

107>> Yeah, that's true. Yes, >> that's what's on here. >> School facility. Okay. >> Which doesn't necessarily mean a name. It's just a commemoration as defined in the policy. >> Yep. True. >> I'm just Okay. And Meredith, I also just wanted to say with your respects to the name, it wouldn't say McFarland Performing Arts Center, but in all of my experiences in going to different soccer arenas with my kids and everything like that, a lot of them don't say the name of the location. So, >> and I'm just bringing that up because it was also something that was brought to the board separately. So, I'm just trying to address everyone's >> vantage. >> Well, and and I and and in that case, in the Angie O'Donnell Aquatic Center, the the pool actually has a different

108name than the aquatic center. The pool is McFarland Community Pool and that's what is kind of how do you find it, you know, is >> was purposely branded that way. >> Yes. And then the the whole facility is named as Donald So that's another distinction. So >> well I wonder if folks are going to change their minds between now and whenever next week or the week after or >> so I I I think I will I'll make a motion >> to commemorate by renaming the perform McFarland performing arts center to the Bill Garvey performing arts center or William Garvey or whatever the family would prefer to do. >> Um I think we have to be a little more specific in the motion and it's it's not something that we have a version of anyway. >>

109I know I know we don't have it in here. Nope, I did not write that to consider GPT. >> I'm just kidding. >> Just talk it through. >> Yeah. >> I mean, if it So, >> um, >> you're not going to see >> it's not in there. >> No, I know it's not in there. I was just looking for a better way to word it. Maybe >> the proposal that was brought to you >> was to rename the McFarland Performing Arts Center the Bill Garvey Performing Arts Center. That's my recollection. >> That's that was what was the proposal. >> That isn't what I said. >> Yeah, I think that is what you said. >> Was it? >> I think you said it was up to the family. So, I think it needs to be more

110specific. >> Oh. Oh. Oh, I get you. The name part of it. Okay. >> All right. Bill Garvey Performing Arts Center. >> So, are you making a motion to >> propo to rename the McFarland Performing Arts Center the Bill Garvey Performing Arts Center? >> Yep. >> Okay. >> I will. >> Do I have All right, Fisher. Any further discussion before we vote? No. Okay. Um, all those in favor, please signify by saying I. >> I. >> All those opposed, please say nay. >> Nay. >> All right. Um, so the motion carries um 3 to two. >> All right. >> Okay. Thank you. >> And I want to thank you and Megan and Meredith. I respectfully say I understand and I'm >> it's not a personal decision at all of the board and I totally get

111it and to I appreciate all all five of you for giving me the audience and for giving >> actually McFarland and a lot of his students the audience >> and I will personally guarantee to help with the process and make it a an educational >> kind of situation and I'll work with Aaron and and um the board to help foresee this. So it is a very >> low cost. It will be a cost but it will be >> I'll try to make it as most costefficient as >> possible. >> Thank you. No extra gold or anything >> at least and thank you from the bottom of my heart. So >> it is about education. >> What >> it is about education. >> That's what we're here for. >> Thank you for sharing Bill with us

112or with me. So thank you. >> Thank you. >> It was unique. >> And and he was a teacher, too. And I go back to what Bruce said. It's it's it's very heartwarming to have something named after an educator. >> Absolutely. >> It's important. >> Yeah. >> Like I said, he's >> Thank you. >> He's definitely worthy. Meets all the >> criteria. Yeah. >> So, that's >> All right. Thank you all for that. I know that was a hard >> conversation. >> Um and >> thank you to all of us for being respectful. Like I think that's sometimes >> anyway good board. >> Yes. >> Thanks Michelle. >> Just wait till >> because we like each other. >> Just wait till after. >> No, that is not outgoing board members. So there >> you say

113that into the mic there. Craig. >> Craig. How are you? >> Oh boy. >> Yeah. Thanks Michelle. Have a good night. >> Thank you. >> All right. Um okay. So then we are on to our next action item um and that is the action on approval of the education for employment academic and career planning and PI26 implementation plan. I believe we have >> Miss Emily Kinser. >> Yes, director of teaching and learning Emily Kenser is going to give you a bit of an overview. >> Thank you for staying late. Yep. Thank you for your patience as we talked through that important >> take offense, but I'm going to step out for you. >> Yep. >> This is the best part. >> I'll be back. >> Um, so I just want to give a shout out

114as I was working to prepare this plan, which again is a statutoily required um piece, but for me being newer in this role, it was also an opportunity for me to like called the, you know, Kate Hippenbecker elementary counselor and I was like, what does this look like at K2? like give me some examples and then talking to Fred Bartman at the middle school and um Leslie and Annie at the high school are sort of taking the lead on academic and career planning as well as Penny Thompson. So it was a nice excuse to both get to know some people better um but also to learn more about the programming that we have. So >> you got a tremendous mentor >> program that >> is probably second to none. I mean, I was blown away

115by the number of opportunities that kids have here. And I was like, I don't remember any of this from when I was in high school. Maybe we didn't have it at Madison East, but we do have it here. Um, and so I'm just going to sort of use the slides to talk through some of the highlights about what I what I learned and would like to share with you as part of what our programming is here in McFarland. Um so again this there was a big team of people that helped me both write the report specifically um but also just who are engaged in this work and it looks really different at the different levels but um it's very collaborative and it's student services it's administrators me but then also people from the community business

116people um parents coming in to you know speak about a profession that they're engaged in. So, it's just a lot of different people um pulling together in the same direction to support our kids to be ready for whatever their future careers are going to look like. So, Angie, you can go ahead. Okay. So, first I'm going to tell you just a little bit about what this programming looks like at K5. Um so, this is a lot of focus. It's less uh careery and more like social emotional learning like who am I as a person? what strengths and talents do I have? Um, and then just sort of logistically in the world, like why do people go to work? What types of work do people do? Younger kids often see what their own parents might do

117for jobs, and they might interact with um a police officer, a nurse, a firefighter, right? Some of those more um prominent things, but just expanding that as well. um starting to think about what conditions people work under, levels of training, right? So, um hearing what sort of qualifications might be required and this is touched on in a variety of courses. So, teachers teaching content try to bring in, you know, oh, this sort of thinking about, you know, geometric shapes might be used for people who are planning and building bridges. Look at all the triangles in the bridge here, right? um just really pretty basic things, but also drawing kids attention to where some of these applications may lay. Um and then in our social emotional learning lessons, a lot of that self-awareness and frankly those

118like soft skills that are more essential than ever in any type of profession. Um those things are the foundation for that is created in K5. So, um just an example of what that looks like at the elementary school. This is the community helpers project and this is a panel of folks um answering questions and sharing about their careers. So, that's EMT, firefighter, I think police officer, librarian um just different roles and kids hearing from them about where they went to school and what their job looks like on a day-to-day basis. It's very cute. Okay. And as we move into middle school, it starts to become more explicitly like career exploration and really helping kids know what options are out there. We use a program called Zello, um, which is a platform that just it has

119lessons can be pushed out through that platform, but it also has like self-reflection and survey activities. My own daughter just came home and said that professional athlete was on her Zello career match and she's a sixth grader. She was pumped because that's what she has in her own head. So I'm like yes. >> What sport? >> Soccer. >> Awesome. >> I'm like you go girl. Um yeah. So it's just helping people think about uh what all is out there. Looking at their personal preferences and strengths in relation to career options. And it can also include some career-based learning experiences and research based on those personal preferences and strengths. So an example of that is real world day where a little different from the panel of the community helpers. We've got a more indepth deep dive

120where people have come in and they're sharing how does DNA how is DNA used to solve a crime? And you'll notice he's blending fruit here. I miss the nuances of exactly how that's connected, but I Fred Bartman knows. He he told me I just forgot. Um but just more the hands-on, right? Like a butician or a hair stylist like showing some of her products and what that really looks like. Um this bottom one, I don't know if you can see, is a pilot talking about um what the day-to-day looks like in that career. So again, it's exposure still at middle school, but it's a lot of as kids are going through their own identity journeys and figuring out who they are and who they might want to be and, you know, just helping them consider

121the vast range of possibilities that are out there for them. Um, again, beyond what they might like narrowly see in their day-to-day or what their families >> might do for a living. I mean to to that point when I when you know some of this was shared with us ahead of time and I think what really struck me is that it is so much of what's happening in those early years and how exposure to kids like that's where that representation really matters like seeing women in STEM and seeing people of color as you know doing all the things that people never used to see them doing like represented you know like and I love that that That's that that's what we're doing at those levels like exposing them to all the different >> these careers

122could be for you, right? It's not just limited to a certain subset of people. But >> Exactly. >> Yeah. That's so important >> and and the middle school is so important to start thinking about then. So, what classes should I start kind of gravitating towards and into? >> And I think that's such an important component to the whole thing as well. >> That's a perfect segue. Thank you. >> Because then in high school when students get to select more of their own choices, right? It's less of just the programming or, you know, there's a few things in middle school students can try French and Spanish and decide which one or pick a musical instrument. >> Um, but a lot more individualized instruction in high school. And again, in my process of talking with lots of

123different people, um I think we do an amazing job here in this district of providing lots of resources and lots of opportunities for kids in high school to try things out, to really research something deeply, to know themselves well, to get advice and guidance. Um and then eventually possibly doing things like youth apprenticeship or um we are increasing the number of dual credit courses. So, that's kind of another push. So, we have a new college and career readiness course that'll be offered next year. Um, we have a Spanish five course that's currently dual credit at W Green. So, like it's just really cool the ways that our high school staff are super thoughtfully um making the school experience at 912 as relevant as possible and setting kids up for success the best that we can.

124>> That's awesome. Um, so this is also of course happening in academic classes, right? Like making those more overt connections to the career fields. Um, and just that last one, instruction and experience in developing and refining the skills and behaviors needed by pupils to obtain and obtain employment. So that's helping kids focus on some of those like uh executive functioning skills like time management or um organization of materials, those pieces that in a in a job as well as of course the interpersonal skills and the self- advocacy and just all of those components that are so essential. And so just the day-to-day work of teachers and student services um to provide coaching in those areas I just think is really powerful. That just reminds me of when we talked about like the school survey, the

125student survey is like group projects. They will always be a thing. >> Yeah. Right. Exactly. >> Yep. Even in adulthood. >> Um so just some examples. This is a more robust list at high school because it's like this is the time to really make some pretty important decisions about um is it enrolling in a four-year college? is that what's needed or the credentials you have to have for the career that's that kids are feeling like is right for them. Um with also realizing that it's okay to make changes and it doesn't have to be that one path, right? But setting kids up um to be thoughtful in those choices. So things like advising night where families come in and talk through course selections and that longer range planning of how your choices now affect and

126impact um what opportunities might be available to you later. um work release like I talked about the dual credit youth apprenticeship programs just an incredibly robust um program here. I remember from when we reviewed our actually district report card seeing our numbers of kids involved in this sort of activity compared with other uh districts. We are >> punching way above our weight as a as not that big of a school district but having a a huge range of programming for kids. So that's really special. Um and then just wanting to highlight the ongoing support from student services and that's with course selection, goal setting, um providing access to those real world experiences, helping kids reflect and then make postsecary plans. I think another example that I've appreciated hearing is also the um at graduation like

127last year was the first year I got to attend and and really part participate and listen. Um and it really for me it was asking the question of what are you doing not where are you going. Um, and I just I that that question I think is a part of these opportunities that we give from all young all the way up through high school of >> it's not always what may one would expect >> and it's not like a finite end point of like yep I made it now right but like yeah what's the process and >> yep and being flexible along the way. So, just some awesome photos of youth apprenticeship. Um, we've got people placed in all sorts of different spots and just thriving in those spaces. So, really cool to see some

128visuals of that. And then just to highlight briefly of sort of like what's new. So, that's kind of a capture of our programming from K through 12. Um, some things that are happening recently and will continue to happen. So I worked this year with the middle school and high school to align the scope and sequence of lessons and assignments via that Zello platform. Um there was kids complaining we did that lesson in middle school. So like let's let's work together to make sure that we are hitting all the important components and that we're not being redundant by repeating um things that because there's lots of great content and lots of things to focus on. So that was something we worked on this year that's really powerful. um information technology literacy standards were updated this year.

129So working on a as appropriate scope and sequence of like we don't want to uh embed too much tech so that we aren't forming the foundations and the knowledge and skills and the human interaction that is the building block for every future you know creative endeavor. But eventually um especially as kids move through secondary um if we're introducing digital tools making sure that we are teaching them how to use those tools and being good digital citizens etc. Um, again, support for new dual credit courses. And that's something just continuing to have conversations with high school staff about that. And then working with Leslie and Annie, student services at the high school, um, to make sure that the the lessons that are being asked of kids are meaningful to them. um and not just sort of

130a checkbox, but like how are we really helping kids get to know themselves deeply and know themselves over time and allowing them to adjust their thinking of like, you know what, when I started high school, I really thought I might want to do this path, but now I've taken this course and that's super interesting and so I might actually want to pursue something else. >> Um so just as an example on the right there is like a student profile. Um and then we are returning to that assignment that was a couple other districts do similar things. Um but just having kids revisit that year after year of like how have I changed and grown and developed as a an individual and thinking about what my plans might be for the future. Any questions for me

131about that? >> No. No. I hope so. Great presentation. Yeah. It sounds busy. >> It is busy. >> Sounds busy. >> A lot going on. >> Yeah. >> Important work. >> Yeah. I appreciate the alignment. >> Thank you very much. >> Thank you so much. Well done. >> Thanks, Emily. >> All right. So, um I would look for a motion um that is in our packet to >> I move to approve the education for employment, academic and career planning and PI 26 implementation plan as recommended by administration. >> I'll second. Right. Any further discussion? All right. All those in favor, please signify by saying I. >> I. >> Any opposed? Hearing none. Motion carries. 5-0. All right. And then our next one um is action on the 2627 CISA 2 contract. Aaron, do you want

132to are you able to give us a little background there? >> It's Daniel standard uh annual contract. >> Yep. >> Yeah. >> So, I like you. Yeah. Yeah. Yeah. You're welcome. Um, every year we come to you and we tell you the services that we plan to use from CIS2 and >> for a contract with them. The valuable resource saves the district actually a lot of >> money by using CISA 2. >> Yeah. >> As a consortium model with other area districts. >> Y all right. Great. a good example of being financially responsible. >> Yes, exactly. Sharing resources. Um, okay. I would look for a motion to approve the contract. >> I move to approve the 2026 27 CISA 2 contract as recommended by administration. >> I will second. >> All right. Any further discussion?

133>> All right. All those in favor, please signify by saying I. >> I. >> Any opposed? hearing none. Motion carries. Um okay, now we have our um action on um the first reading of some policies that we have here. Um we can go through like we typically do um and discuss um them one by one. Um and let's see. >> I had a I had a question on that. Is it 1213 I believe? >> Yep, that's the first one we'll start with. Right. Um I I don't know maybe this is it doesn't make sense but I was wondering it's should we talk about in in the actual writing and I don't have it in the reading itself or I guess the the proposal itself um should adding andor staff it talked about um the harm

134um harm or harm to welfare of of students but also and staff. I'm trying to remember how I worded that thing. Sorry. You have to figure it back. You're >> right. Yeah. >> And I just thought does that could it potentially affect staff? >> Um the policy. >> Well, yeah. >> That you're referring to is um yeah 1213 student supervision and welfare. >> Right. And I got to find it. Sorry. >> That's okay. I think when you um Bruce the the first part of it are you talking about like like the first sentence >> where there's a change where it's andor harm to the welfare of the student or students >> that's it. I don't know if it makes any difference but is there a policy for non student supervision and welfare like thinking like

135if this is for student specific is there something similar for staff >> I don't think I don't think there is >> okay would >> I don't know I'm just asking >> it's specific this this policy and the the ones the next ones coming up which are all related to supervision is about student supervision specifically. >> Yeah. My point being that sometimes staff are involved in this supervision and the welfare of kids and then it turns out somehow they're put in a position where all of a sudden they get the blame or they could be impacted. >> Oh, you were so what you were saying is >> Yeah. >> result in a liability to the district. >> That's what it is. >> Personal liability to the administrator. you're saying >> and I said and to the

136staff is what >> to add to the staff after administration >> but I don't know if that makes sense. I I wasn't sure >> I mean staff are told to do things and and they can sometimes get caught in the middle of it and that was the my question that >> do you have do you have a the page number for that? >> It's right at the front the first page right at the top of the paragraph. Administrators are frequently confronted with situations which if handled incorrectly could result in liability to the district and personal liability to the administrator. Oh, I think I know why. >> I know. >> Good. >> So if you they remember how they do the policies. So then if you go to the next one, it's professional staff members are

137frequently confronted. So it's the same the same three separate policies and then the next one will be support staff. >> Okay, that's fine. And I apologize for asking that but I just I just >> I know staff three separate. >> Does that make sense to everybody? >> Yep. Yep. I apologize. >> Yes. So that addresses your concern. >> I'm just glad I figured it out. >> Nice job. >> Terrible notes and I can't figure it out. >> That's right. Um, any other questions about that one? >> The only other question I had with this one, and I think it also has something to do, The only other question I had with this one was the on page three, >> the number 10, giving students rides in the staff members personal vehicle or taking students on

138personal outings without administrative approval. I wrote a note that says, "Does our other I think is it 8660? Do we have another policy about like driving in the car? >> Private transportation or something and you have to be approved and you have to have we have to have your insurance on file and >> Got it. So that both were covered in terms of in policy about having it be a nondist vehicle for district or nondist outings. Did that make sense? >> Yes. Okay. Yeah. Then I'm Yeah, we're good. >> Yep. >> Sorry. Thank you. >> I think it's interesting on page two. It's kind of related is in letter G. An administrator other than the district administrator shall not transport students for school related activities blah blah blah. >> Um I thought it was interesting

139that they call out the district administrator. >> I don't know. >> Yeah, I figured I mean and I think that's also covered in that policy 8660. Um but I just thought that was interesting. I mean, it's >> Neiola, their legal counsel has recommended that, so I'm not saying we should take it out, but >> just something to note. >> Okay. >> One of the things that you'll see in that um on page three, that list there. I'm just kind of looking over it again, and I want to make sure while we're here that we talk about it. It does talk about using email, text messaging or websites to discuss personal topics or interests with students. >> Um, I also wonder if we want if we consider it a boundary invasion to use text messaging at

140all >> with a student from a staff member to a student. I mean, I think there's other approved ways of doing like school where they're not using personal contact information, right? There's other ways that they're supposed that we do like sports is the way to communicate. I'm just >> Yeah. >> proposing that in light of some of the >> recent things that you've seen in the media >> with staff members and students. Well, and this is this is a list that is a list of boundary invasions. So, it is saying that they should not be using these. >> It just says for personal >> I bring it up because it says >> to disc personal. Yeah, I see your >> discuss personal topics or interests with students. Mhm. >> Just an idea is do you

141want to say in terms of text messaging specifically >> like you're saying like pull out text messaging put it on a different line and say that that's like text messaging >> or nondistrict approved apps. >> I would definitely be amendable to that. Mhm. Yeah, I would too. >> Considering recent events in our area, not our district >> to be clear, >> right? Yeah. No, I would support that also. Do you um want to propose language for that and then send us the new draft? >> Okay. >> Yeah, I can totally do that. >> That's great. And then it would have to be that same point for the next >> the next two >> two. >> Yeah. >> Okay. That's great. Okay. >> Yeah. It just kind of occurred to me and I know some people

142use like Google voice. You can text through using a Google voice address and some staff members use that not so much with students but with families. But I think >> you know if we say something like district you know district approved apps >> that that would be an exception. >> Yep. And I think it there is some language already in there about district approved communication like >> apps and things like that but >> where is that? >> I think we are just I don't know exactly where it is. I just I remember reading it. >> Sorry. Um, but I think just in light of all of our technology options and the the line between appropriate and inappropriate relationship and boundaries um gets thinner and thinner with all these different options. So, I think being even

143more clear is there's not anything wrong with that. >> I agree. >> Okay. >> Thank you. >> Yeah. Any other questions on that one? >> Um and then so the next two policies are essentially the same. >> Yeah. >> Um 3213 and 4213. >> So I'm going to assume that there's nothing else to discuss for those two. >> Okay. Um so the next one is 5135 personal uh student identification numbers and cards. anything there? Okay. Um 5136 personal communication devices. Anything there? Okay. Um >> Oh, I had a question on that one. Sorry. The personal communication devices. Um, in the second paragraph, middle line, it says messaging or other data communication between two or more parties. Um, when we go down and look at like gaming devices, some of those do not require another party

144unless you consider the other party to be like the app itself >> or the device itself. >> Do does that I'm not being clear. It seems to me like if we leave the word two in there that it requires that there be communication between two in my mind different people whereas there are some gaming devices where that is not a requirement and an e-reader you're read typically reading by yourself are is there a problem having it just have say two >> or can it be your other data communication? Well, I think that it says >> Am I thinking too much >> it includes um I mean maybe I mean if you tell me it's covered I just get worried if they're not actively using it to communicate. >> I guess >> I don't know >>

145the policy is on communication devices. um >> okay >> to communicate are used by students and parents to communicate with each other. >> So it's not focused on technology >> as much as it is >> the communication >> personal communication. Does that make sense? >> Yes, that makes sense. >> Okay, >> I follow. >> Thank you for talking it out. >> Yep. Any other thoughts on that one? >> Okay. Um next one. 5830. Um, student fundraising. Anything there? Some of these, it's kind of fun this round because some of these are again like technical corrections. Um, and we've reviewed many of these within the last year, but then we're also reviewing ones that were like >> the first ones I was reviewing when I was a baby board member back in 2021. >> So, so

146it's kind of fun. They they've made their rounds. Okay. Um, next one. 6320 purchasing. Okay. Um crowdfunding. >> Okay. >> This go ahead. >> I have one on this one. So on the first page >> of which one? >> Crowdfunding 6605. >> Um oh I think I put my note someplace different. Um all there's about reporting to the principal >> whereas but prior to that point it said district >> is it >> I had a similar note was it about the logo >> maybe now I can't find the word >> well the my note was said that like a the other policy says that the district administrator approves the use of the logo but then the principal is approving the crowdsource appeal >> or like >> and it was it it stuck out in my

147head like it felt inconsistent, but I think it's I think it's really more about the logo versus the actual >> Meredith. Is it the third paragraph that talks about the approval of the principal that was inserted instead of superintendent? >> I thought it was district and now I'm Yeah, I think it's that third. Was it one to the third paragraph? >> Yeah, that's >> the last sentence. >> That's what I was wondering. >> That's it. Yeah, Bruce, you're right. >> Okay. but only with a specific approval of the principal and that principle before then it was talking about the it didn't I felt like it didn't call out the principal >> in the second paragraph it says it was approved by the district. >> Yes, that's what I'm looking at. >> Okay, next. >> Approved

148by the district. Sorry, >> that's okay. Yeah, approved by the district and then the next paragraph it mentions the principal and I think I was like ah >> and again maybe that's just >> but I think it would make sense to have the this the uh the principal involved because that person's just closer to it than superintendent. Well, the so what it's calling out in the second paragraph is that >> the district is approving >> um >> crowdfunding for all. >> No, the um I think it's referring to the organizations or the activities the specific activities or programs that are approved by the district. >> Approved by the district. Yes. And so then the crowdfunding is then approved by the principal. >> Yeah. The specific approval. >> Yes. >> Yeah. >> For the each individual

149ones. >> And keep in mind when it says the district that means that's the broadest term you can use. That means everybody with >> in that and then the principal being specifically acknowledged for a specific classroom or school activity >> because it's specific to the that facility. >> Does that make sense? >> Yep. >> Yeah. >> So districts is broader >> and then when you get to a specific school activity or classroom activity, it is the principal >> which makes sense. >> Thank you for talking that out. We want to talk about governance. It's more about local control, right? All right. Anything else on that policy? >> No. >> Okay. Um the next one is 6610. Um non-district supported student activity accounts. >> Um anything there? >> Okay. Um I did want to note the

150the one the option um for the discontinued student activities that we're changing that after a full year of inactivity the unexpected unexpended funds of a discontinued non-district supported student activity shall be transferred to the student council's account. Um whereas before it was just transferred to the district's general fund. And I appreciate that because >> you know they're raised you know for studentu like by the students and so it's kind of nice that it goes back to a student >> um activity versus just >> is that the funding their money for for their like the u >> scholarship they're thinking of. Yeah. Exactly. That is nice. >> That was a nice that's a nice change. >> Okay. Um 7230 gifts, grants and bequests. >> I just had a question on this one and it was the

151last minute question. Um, probably before, but in I want to be more clear this time in the third paragraph when we say the district administrator or designate shall provide written acknowledgement to the donor of any accepted cash donation over blah blah blah. Um, is that a point in time when the board should also be notified to potentially like avoid surprises? Um, the only reason I say that is I have been caught off guard looking at a social media post that we had a donation and didn't know until I saw the post and was like just happened to be like in the interimm time between like >> meeting with Aaron, having a meeting. It might be nice to know those things >> and not rely on other avenues if it's happening at the same time. Maybe

152add a blind copy. I don't know. Just a thought. Not >> certainly could. I mean those letters get done. Angie does those letters and you know we c and then I always share them out at a during my superintendent report but we could >> send you a copy from the start. How free how how many are there? Typically >> handful a year. >> Ohess. >> Yeah, we wouldn't see that. >> Yeah, that makes sense. process. >> Yeah. But if there is a donation of $250 or more, >> I have to provide it or designate has to provide a written acknowledgement. >> Yeah. Less than 250. Yeah. So, this would just be over the 250. >> Yeah. Just over 250. >> Yep. We could do that. Could blind copy you on that. I mean, is that

153like is that overkill? I mean, is that >> I think if it's not a huge volume, I don't think it's overkill, but if it like like I was going to say maybe we get a report monthly that's >> or quarterly or quarterly, but that doesn't address your timely issue that the concern of timely >> meeting that we have. >> Yeah. >> But we could just >> I think more than just the timing of >> it's no extra copy. >> Okay. >> Yep. a local set of board members. >> Sure. Do we want to put that in the policy? >> No. >> Or is just limit what we Okay. >> Yes. >> All right. Just as our practice or not. >> Okay. >> Thank you. Sorry for the >> tangent. >> No, that's okay. Um Okay.

154Uh 7540 digital content and accessibility. Any questions there? >> Okay. There's I noted that there's so many little details of things to track >> and so I'm very grateful for the people who keep track of all of these >> details. Yeah. >> Of what we're all the reporting requirements. >> Um okay. And then let's see. And then um 7540 artificial the AI artificial intelligence. Um, anything there? Okay. Um, 8462 child abuse. >> I did too. Hold on. >> I'm sorry. Go ahead. >> Which page? Hold on. >> I think I had a question about open. No, I can't find it. Never mind. Bruce, go ahead. Apparently I but I'll be probably in the same boat. Meredith I just like the question I had it just talked about AI should enhance human interaction in instruction uh

155not replace it and all AIdriven discussion uh decisions require human review and I just said who does that who does the human review we >> I think it's up to the person >> really >> the teach like staff teachers >> staff the teachers >> okay it doesn't it's not specific I just wonder >> I The question I had was last sentence, the district administrators responsible for overseeing and ensuring compliance of this policy. And then I wrote a note to myself about could this also be like the director of teaching and learning. >> And then I wrote another comment to myself about like well then that's at the direction of the district administrator. So never mind. >> Don't mind me. I'm just talking out loud. Apparently >> things that's kind of funky is the definition of

156district administrator capital D capital A includes or designate. >> Okay. >> Yeah. >> But ultimately >> oh sorry ultimately I'm responsible for adherence to the policy. >> Okay. And then final question on the AI one is on page three when we talk about AI tool selection. Is this saying that in policy that are we saying teachers and staff cannot use open source like chatbt and co-pilot because those are all open source. Are we saying they are not allowed to use those? >> No, we are not saying that. So when we say the district approves the use of closed AI tools only, I think that's confusing. I wonder if closed is when it's proprietary and we're paying a subscription or it's part of a paid subscription. That's how I interpreted it. um like where it's maybe

157still using some of those models but it's are sub >> like closed in that it's not sharing the district information when they're you know what I mean like if they're uploading anything they're not using I mean it says later that it's not so that that information isn't used in their in the AI learning database That's not an area of expertise for me. >> No, >> maybe we could just maybe we could ask the expert and see what they think. >> Clarify just a little bit. >> Yeah, that's on page three, isn't it? >> Because that's a good point. I mean, it's >> open source >> because I almost like read through it. I'm like, wait, hold on. It's saying closed. Mhm. >> And so in my mind, in my world, that means like we have

158our own models that we're running and we're creating our own stuff. And I don't think that's the case. >> Mhm. >> Anyway, >> yeah, closed and open in tech world can mean very different things. That's >> And they have the definition. >> Yeah, it's on page three. >> Page two. >> Two or >> three? Three. >> Two. >> Oh, it is two. Yeah. Sorry. users restricted service. Oh yeah, for better contractually guaranteed data security. >> I just go on to chat GPT. What is the difference between open and closed AI? >> Yeah. I mean it's about the it's about the architecture of it and what is you know who has access to the code typically >> open. >> Oh yeah. So according to a one closed AI tool chat GPT um open AI source code

159is publicly available anyone can use modify or study the model encourages collaboration innovation and transparency often developed by research community or organizations that prioritize openness metayyama and Mistral are examples. >> Closed is source code and training are not public. It's controlled by a company. >> Users interact with it through apps and APIs but can't see or change how it works like chat, GPT, claude. >> Okay. >> Y >> Gemini. So it's like the open is, you know, like you can see the code and how they do it and >> closed is proprietary. >> Yep. Which makes sense as to why then we would only want to use closed >> closed. >> Okay. >> Versions. >> Closed. And here it says closed source or proprietary AI. So they're using them interchangeably, right? >> So a chat

160GPT would be closed. Does >> that make sense? >> Yes. And that's all we use >> is closed. >> Okay. >> Yep. >> Clarification. Look at that. >> Okay. Thank you. That helped. >> Any other questions on that one? >> Okay. Um 8462 child abuse and neglect. >> I'm against it. >> Thank you. >> I am also against that. I support our policy though. >> I support our policy. >> Um All right. Any questions about that? >> No. >> Okay. And then 9211 is district support organizations. This is rescending and replacing with the >> next one. The 9215. >> Questions? >> Any questions? >> No. >> Okay. Just paging through. I also don't have any. >> Okay. Um, so I would look for a motion. I move to approve the first reading of the following

161policies as recommend recommended by administration. 1213 student supervision and welfare. 3213 student supervision and welfare. 4213 student supervision and welfare. 5135 student identification numbers and cards. 5136 personal communication devices. 5830 student fundraising. 6320 purchasing. 6605 crowdfunding. 6610 with non-district supported student activity accounts. 7320 gifts grants request 7540.02 digital content accessibility 7540.08 artificial intelligence AI 8462 child abuse and neglect 9211 district support organizations 9215 school support organizations. >> I'll second. >> Thank you. >> Yep. I'm starving. >> All right. >> I know. Me too. >> Any other discussion? All right. All those in favor, please signify by saying I. I. >> Any opposed? Hearing none. Motion carries. 50. And then last but not least, action on um recommended WEA DCA Insight School of Wisconsin student transfers to resident districts. I move to approve the WEBA destinations

162career academy in Insight School of Wisconsin recommended student transfers back to the resident districts due to lack of engagement. >> I'll second. >> Okay. All right. Any discussion? We got some kindergarteners, but no first graders. >> The list's getting longer, too. >> Um because we're wrapping up the school year soonish. >> Yep. So, all right. Any um all those in favor, please signify by saying I. I. Any opposed? >> Motion carries. 5-0. >> I move to adjurnn. I second. >> All right. Um sorry, I just have to get the names written before I say it. Um All those in favor, please signify by saying I. >> I. >> Any opposed? Motion carries. We are adjourned at 9:48 p.m.