001at 6:00. Please rise for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. I don't think we had anybody register. We don't have any guests this morning. >> Is there a motion to approve the consent agenda? >> I'll make a motion to approve the consent agenda. >> Second. >> Questions or discussion? >> All in favor say I. >> I. >> Motion carried. Um, and that includes the resignation of Terren Murphy as assistant golf coach. We'll move to administrator reports then and begin with Steaper tonight. >> Oh, thank you. I'm not sure why we're so far away from you, but uh hope you can hear us. I just wanted to really highlight
002uh both our middle school and high school staff. But uh first of all with uh high school finals we had those were scheduled for Thursday Friday. We had the the cold day and with that comes a lot of scheduling changes. uh a lot of our staff covering classes, helping to make sure that it happens and just put a wrinkle in things. And I'm really proud of our high school staff and and how they they handled the the change and and grateful for many of our staff that uh you know supported each other when we had to cover classes cuz when you have shared staff those scared shared schedules and we're doing the blocks kind of a big a big process. So a huge thank you to all of them. And another one I I really
003wanted to highlight is our um intervention meetings that we have both at the middle school and high school uh along with our speced staff um in support where we before the start of the second semester where we review you know where our students are at their academic needs where we can um I mean there's a strong collective investment from everybody to make sure that we're not missing any students and obviously in our strong push for growth uh everybody doing their part sharing their experiences with students and looking at data, talking about them. And many times we set the meeting to be a hard 40 minutes and they went a lot lot longer than that. And it just speaks to the investment of both our middle school and high school teachers, our ELA and math teachers
004that um really are working hard to ensure that our students are learning and growing every day. >> Thank you. Um Mr. Schaefer, >> I went if it wasn't good enough, I can do it again. >> Oh. That's cuz I'm typing Mr. Schaefer from your comments. Sorry, >> Mr. Hills. >> Thank you. Um, just a couple of quick highlights. Uh, the first one is the spelling bee. Um, it's in the report, but uh, since then, I just wanted to let you know that Evelyn Alexander, who's in third grade, finished second and Grace Hardle from fourth grade finished first and she will represent our school next month at the regional B. The other thing to highlight also something that uh was in the report but uh took place since then is um our presentation at the schoolboard
005uh conference convention um last Thursday. It was uh interesting. I don't know if I would say enjoyable uh for someone who doesn't like public speaking, but it was it was a really neat experience to be able to share all the great things that are happening here. Um, a highlight of that was that there was a reporter from the uh Wisconsin Public Radio who was there and uh she interviewed us afterwards and wrote up an article. Um, and I printed out a copy so everybody's got that at their at their place. Um, so so it was neat. It was uh really good. We had decent turnout. Um, I'm a bad guesstimate at numbers in a room, but I'd say somewhere between 50 75. Uh Erin, you had over 200 people in that. >> Really? Wow. Okay.
006See if I had known that, I'd probably be more nervous. Same thing, right? So, no, it was it was good and a lot of good questions. Um since the article came out, we did uh get contacted by at least one school asking about the poverty simulation and how that ran um to get more information so they can do something like that at their school. Um and I'd anticipate a couple more people reaching out over time. >> Thank Thank you for doing that. Absolutely. >> I heard it was excellent and I I know a school board member from in the middle of the state at school and she called to say how great it was. >> Oh, good. >> So, thank you. >> If I could just add to that that uh I had several people
007stop me after the presentation to uh say how much they enjoyed it and how helpful it was. And we did have one man come up to us after the presentation who said this was the best one that he had attended. at uh the convention. >> Awesome. >> Congratulations. >> Thank you too to the other people at Sue and uh Randy and Katie Gruters uh was also there and having that teacher perspective was really important uh was something that she could add a couple of things that I think really added some additional validity to what we were talking about. So >> was that the article? Was that the article? Okay. Because she's quote they quoted her in that article. >> Yes, they did. >> Good. Um, we all had the athletic director and talented report. So,
008if you had questions, you could direct those. Um, superintendence report. >> I did have the opportunity to attend the WASBWD um, annual conference in Milwaukee and the theme was really connected to the work that this school district has been doing for the for the last five to seven years and focusing on relationships, focusing on culture. um several of the keynote speakers really addressed that individual connection to students and how important that was and that's the work that's really gotten us to be able to showcase the work that we did in in that presentation. The other theme that I think is really important for us and and aligns directly to our strategic plan is the work that we're starting to do around artificial intelligence. And artificial intelligence is like the calculator. It's not going to go
009away and we need to make sure that we put the parameters and the boundaries around it as a district to be able to leverage it to use it in a positive way, but also to make sure that our students understand the negative pieces and they know how to navigate that so that we don't use it inappropriately or unintentionally. So that'll be some of the work as we continue to move forward really talking about that framework of implementation. And so it was a great couple of days, great opportunity to network with um other districts and just learn from each other. But I do it was probably the most packed session um our team had and it was actually about 280 chairs in there, Erin. Um so it was phenomenal and there was standing in the back.
010So a lot of people listening to our story of defying the odds and closing that gap of our poverty students. So nice jobs. Thank you. >> Uh if I could add to your comments uh Randy about AI, I attended a session put on by the Kawaki school district and they went into a lot of detail of how they are using AI for curriculum development and for staff evaluation. And uh we do have some very good materials which I will get copies of because one of your board members uh serves on the WSB board and I will be seeing you next month and get more of that information bring it back to you. >> Thank you. Um Daniel, >> yes. Do you have anything you want to report to us or >> Well, I did say
011last time that I've been working with the student council and although I don't have any items now, um which in a way is kind of good because I don't think any of the items have had to snow so well uh to the point where they get too complicated, but that's one of our goals for second semester. We do want to target a little more um more complicated things. So, that's something I want to look out for as well. I'll just piggy back and say that the water fountain is now removed from the hallway at the ninth grade hallway. That water fountain has been a target by student population for the last two years, if not three. And um we successfully got that water fountain removed. So students are able to pass in the hallway a
012little quickly. So thank you to the work that Daniel did to be able to make that happen. I I don't have anything to report. Um athletic committee >> we met well I mean we met as a group uh last week and we have a couple items coming up on the field and athletic code. Those are the two discussion items. Is it pretty much stuff's coming up on the agenda? >> Yeah. >> U building and grounds. >> Uh we met um a couple weeks ago or a week ago. Um we decided to delay the purchase or replacement of a van that was uh demolished or in an accident. Um we seem to have sufficient vehicles for staff to use and we also have you know the two transit vans that um we use for student uh
013transport. So um we elected not to replace that van. Um we did also talked about the um locker room survey and that's on the agenda tonight. Um Jeff was going to help us with some spatial analysis of the locker rooms and and start looking at getting some estimates on some of these suggestions that uh will show up uh at tonight's meeting uh on the survey and um I guess the memorandum of understanding that's on the agenda tonight too between the town of Sevastapool and um our athletic department. So, um we touched on that a little bit, but we'll be discussing that tonight. >> Um policy committee. We've got policies. >> We got policies as you can see from the agenda. And we have another meeting coming up on the 9th visit. >> Yes. Yep. Do
014you have anything timely that we need to know about legislatively, Sue? >> Well, I will have a detailed report on uh the uh policy and resolutions uh committee uh delegate assembly. But uh just a couple of things that I did want to mention is that the decoupling proposal did get voted down. Uh which in my mind was a good thing because uh all it did in my mind again was to further hide the amount of money that the vouchers are getting. And uh then there was an emergency uh resolution which called upon and and you're seeing some of this because Randy sent out some material uh called upon all districts to uh let our legislators know that what we need for special ed funding is some sufficient, not some certain. And uh right now we
015were told that we might be getting 45% reimbursement but it's looking more like it's going to be 38%. Which uh has really been difficult uh for many school districts. So, uh, those two areas were, uh, important to us and I think that, uh, we're going to see a real push from school districts throughout the state, uh, with the legislators to, uh, let them know, uh, we need that money. And when they say they're going to give us 45%, that's what they need to give us, not something less. >> Okay. Yep. We saw that or I hope everybody saw that. Thank you. Um we'll move on to old business then and we have a a calendar revision request. >> Yes, thank you. So um after really digging into the calendar staff noticed that the um professional
016development day in January fell the Friday before the end of the semester. And that January day is really an opportunity for them to pull together grades for the end of the semester. So they requested that we move that professional development day um from the 18th to the 25th. So that's the only change so that it comes in after the semester. Did I miss anything, Mr. Schaeer? So I apologize for that and appreciate your consideration. Is there a motion on that? >> Make a motion to approve the amended calendar. >> Second. >> Questions or discussion? All in favor say I. >> Opposed? Motion carried. Um then we have the Sebastapool town memo of understanding on the Sebastapool wall fields. Anybody want? >> Sure. So, we've been working with the town of Sebastaple to um really help
017outline the work that needs to happen on the baseball field so that we're able to use them um in the spring when we run into some of the issues with drainage and things like that. So, we created anou that clearly is beginning to articulate. I don't want to say clearly articulate because it's still a work in progress and we'd still like to see a bit more clarity in theou as we move forward into the next couple of years. Um but right now it's we believe it's a really good step to help define roles and responsibilities and who is accountable and it also helps us understand where the dollars that we um give for theou which is $10,000 a year to the town of Sebastaple to help maintain those ballpark fields. So administration is seeking approval
018on theou for the 2627 school year. I'll make a motion to approve the MLOU for the basketball fields for the 26 27 school year. >> Second. >> A motion and a second. Are there further questions or discussion? >> I just have a sarcastic question. >> Sure. >> Who uh helps subsidize the town for the racket balls? Of course. >> Racket ball. You mean the ball? >> Pickle ball. No, we >> we don't. >> No way. >> We don't know. >> That's all I got to say. >> We just pay. >> I'm just saying because most towns they would be happy to pay the their local school district expenses for the town. >> It isn't like, you know, >> it it's all tax dollars. >> Huh. >> It's all tax dollars. >> I know. is in
019other communities too. I understand from here on >> it's a good point. It's been a difficult working relationship, but it's it's moving forward >> better now than we were a couple two three years ago. >> Brook's done a lot of work in that >> point. Well taken. Um, we'll move to the new business and then we have a resolution for approval of a resolution authorizing entry into an intergovernmental cooperation agreement. >> We have to approve this. >> Did you approve? >> No, >> we didn't vote on it. >> We didn't vote. >> You didn't vote. I'm sorry. >> Second. >> That was in discuss. >> There's a motion in a second. All in favor say I. >> I. Opposed. Motion carried. Thank you, Mr. War. You threw me off. >> Lot of people. So then
020we have this approval appro this resolution to approve the intermental. >> So semester has been a part of the whisk membership before what it allows us to do is to invest dollars in a cooperative um generally getting a better rate than if we're just investing dollars individually. And so for us just to stay in compliance we needed to bring the resolution forward. So it's not new. just we're updating the resolution or creating a resolution. >> Do we have a specific resolution that we need to read or is it just >> It is in your packet on page 22. Um I don't know that you need to read the entire thing. >> Okay, that's my question. Do we need to read the entire thing or just >> I think if you can just read the motion
021with the title, you should be good. >> Okay. >> I make a motion to approve resolution 2526-4 approval authorizing entry into to a governmental cooperation agreement. >> Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed. Motion carry. >> Thank you. Glad you didn't have to read that. >> Um then we have the nursing contract. So, um, DCMC approached me mid January to inform us that they are no longer going to be providing the school nursing portion of our contract with them. They provide us with our um, athletic trainer. Um, we do PT contracting with them, but they will be no longer providing the nurse portion. So, the school district uses um, a 0.5 from DCMC. So, I am seeking board approval to post for a 0.5 internal position and I'll
022bring the job description and the um cost to you in February for approval before we would post. >> So, this is an internal search. >> This would be a Sebasta pool employee. Yeah. >> Are there any other like providers that could provide the service without like the district taking on another >> FTE? You know, I mean, we ran into this a couple of years ago when that we lost the contract for AP services and we had to hire >> our own which comes with, you know, I I know we saw the breakdown of the cost and it was much cheaper uh contracting than it is for the district to take that on. So I I I'm just asking are like for instance Bellan or Aurora do they could they offer nursing services at a similar
023to what Dor County did saving money. I I would just ask for that analysis as well. >> There are companies that provide nursing services to school districts that have reached out um and so we'll absolutely look at that to see if it's makes more financial sense to contract with them. Um Tasha and I have looked at the numbers and we're pretty sure we should be able to post and hire for comparable to what we were paying DCMC. Um DCMC had raised that contract fee last year. Um so I'm pretty confident that we can do it internally matching the benefits that we would match for a certified employee. So our handbook states that um if you're part-time employee those benefits are prrated. And so I we believe that I can offer this salary hourly rate and
024prorate the benefits and still stay costneutral by bringing it inside. There is a little bit of benefit of bringing it inside is because we only run a 4hour day or you know we're 50% time. Majority of the time that we need the nursing services is over the lunch hour for the med component of it. but also then we have some in injuries out on the the playground, right? And so it's nice to have that nurse here. If we have an internal position, then I can set those hours. When it's an external contract, they tell me when they're going to serve the district. So, um, absolutely, we'll bring that cost analysis to you in February, but I think at the end of the day, we might be able to do it cost neutral. Sturgeon Bay last
025year went um internal with theirs. Gibralar is going internal with theirs. Um, and I'm not sure where Southern Door is, but they cut services for all of us. >> All those services were begun several about a decade or so ago. Um, we never were sophisticated have to put those costs in. We were just scared that a competing provider was snooping into the community. We wanted to grab it up before it ever happened. I'm certainly become more sophisticated now and certainly the costs that we're paying reflect all those all those uh indirect costs and they're probably pretty pretty much >> um is there a motion to um approve approve superintendent post postse position? I move that we uh approve the position for returns. >> I'll second that. >> Questions or discussion? All in favor say I.
026>> Opposed? >> Motion carried. >> Um then we have the high school athletic code update. So, in your packet, um the athletic director and high school principal would like to um clarify the language that's currently in the handbook. So, you have the language that's currently there and recommending just more clear, concise language if we have to um when we're in an investigation. Mr. Schaer, anything to add? >> No. Okay. Um, I I had I'm sorry. I have one little distraction, but I I heard the tail end. No, it's make sure that we are consistent in our investigation procedures. >> I understand because I was distracted, too. >> He doesn't think it's funny. Um, okay. So, no questions or discussion on that language clarification hearing. None. Is there a motion to approve? My only question is
027why is the parents the last step? As a parent, I wouldn't want to know this was going on before it's all done and oh, by the way, your kid did something stupid uh and a violation and we investigated it and we're going to do it or we're going to oh, let's let the parents know about it. Would the as a parent, wouldn't you want to know early on in the process? >> Well, part of it is the timeliness of it. uh when when you have information right and it starts with being able to talk because you don't know what information is going to be presented. So going through the you know the investigative procedure you're bringing in students you're talking to them you're hearing especially if there's multiple students that takes time so you got
028to process your information. So >> I'm just saying though as a parent wouldn't you want to know at the very beginning that this is going on instead of at the end? I think he means notifying parents that it's happening, not necessarily bringing them in. >> No. Yeah, he's notifying, right? >> Maybe times a change, I guess. When I was a parent, I would have liked to have known this was happening before getting a letter from the school saying, "By the way, Michael can't do whatever it is because he's done something." Nobody told me about this. Well, I I like I had said before, I think what would be what would be wrong with doing that? This is a >> Did you see your >> note? >> You're saying you want the parent involved from like
029in step two instead of way down. >> Not involved. I just notified >> notify the parent of it. >> Yeah. >> Well, a couple of things because we don't know the direction and what information is going to be presented. So I mean parents are always notified even in the most simplest interactions. So even when you talk with a student about a behavioral issue, parents are notified immediately after that. So >> So you wouldn't mind that if we move that up to step two. If I can, I think um if we put it in step two, then we absolutely have to make that phone call to parents before we can complete the investigation. And in some case, I think speaking for Mr. Schaefer, he really tries to notify parents on the front end of it and
030to get them, but there are times in situations where it's moving so quickly that reach out to the parent in the middle of the investigation gives opportunity for conversation that we can't have happen to be able to get a clear accurate investigation going through the process. So, as much as we look at a student and say, "You can't talk about this, if we're dealing with a situation where we have 10, 12, 15 kids, right? I'll just, for example, let's go to the bonfire that happened a couple of years ago, right? When you're trying to complete an investigation with a large number of students, you may not be able to get that phone call to the parent when you're still trying to get accurate information from the student. So absolutely we of course make that relationship
031with the parent, that connection with the parent when we can, but there may be instances where it doesn't happen until we've completed the initial conversation with the parents and or with the students and then we go back and and um reach out to the parents. Did they capture that correctly, Mr. Schaefer? Then >> make a step three. Did you did you hear? >> Can I make a step? >> He said make it. >> Yeah. Okay. So, can you just repeat the steps then? So right now what you have is notify students of alleged violation, investigate and question involve parties, offer students the opportunity for oral written statement, decide as to whether the student has violated the athletic code, determine consequences and inform student and then step five is notify parent. >> So I guess my
032my question is what what what is the enhancement by making it three instead of five? Well, as a parent, as a parent, do you want to be the last to know? I mean, I as a parent, would you really want to be the last to know that this is going on in school? I don't think as a parent I would. >> I I think too, I mean, so you actually sometimes you assume that the the student is involved in it without having, you know, accurate information. So if you contact a parent on an assumption, you may be maybe inflaming the situation more than it needs to be. >> I guess investigating the question there's at some point you may stop it before you notify the parents. This may stop. >> Yeah, I can I can
033just as the parents uh see it both ways, right? like you have the right to marry and smi silent and you have a right to an attorney and like in this situation the parent kind of acts as the advocate slash attorney like don't write that or like could help you know kind of formulate the child's written response. Um, so I think in a functional family that would work to the benefit of the student. My concern is in less than functional families with maybe different child parent interactions that it's where the administration can actually like help the kid, you know, present whatever the issue was to the parents to kind of mitigate whatever harmful response would come at home. Um, and so it's like I can see it both ways where uh, yeah, it's just complicated
034cuz just my personal parenting style is more handsoff like if you did it like you're it like you fix it, you know, like I'm here if you need some guidance, but like >> you know, kind of yeah, you fix it cuz you did it type of thing. >> You know what I'm saying? As a parent, you'd want to know that was going on. But that's where I feel like the best the best thing that you can do as somebody who's conducted a lot of investigations and has gone through the process. There's so many different things that can happen. There's so many uh viewpoints. There's so many facts that come that weren't presented to you. And having having the opportunity to call the parent at the end allows you to have all the facts, all the
035understanding, everything that's that's what what you're able to do to do your job the most effectively. all the um information that you got through the um interviews with all all the students that are involved. And that way when I call the parent, everything that I can say is factual based off of all the information I got. >> Okay. And what a compromise. Keep it the way it is. And after notify student of alleged violation, put a comma and student is advised to notify his parents, his or her parents. It's up to you as the opportunity. >> I guess it comes down to is it an actual interview or is it an interrogation? >> I mean where you want your child to be not interrogated, you just interviewed. I mean I guess there's a >> Is
036there a difference? I mean, well, >> well, and like for me being notified but yet not being able to like come like that's even worse, you know, like um I don't know. It's I get it. Um cuz I you know, like you're >> I you you're the one you know kind of doing it. So, do parents the majority of the time like complicate matters or like is it more efficient, you know, and like fair to the kids with early parental notification or or is it where like if it's like a big deal, you kind of recommend like, hey, let's get mom and dad in early or >> uh it goes to your point that you had Sorry, but that you had mentioned earlier the someone who works with a lot of different parents, right? It
037it there's so many different factors there. Yes, some parents, but you're going to contact them and step one, you know, they'll be like, "Yep, just let me know. Keep me keep me posted. That's great." And then in other situations, it can actually be more obstructive and >> um where where finding the truth becomes a lot more difficult. But but I guess I guess that's true. But now we're operating on well you know this may not come from a really good family. So we got to do the whole thing skewing it as though it's not a quote normal whatever a normal family is as opposed to I just I guess is what's the right thing to do? And I would think if you ask the majority of parents they would say yeah this happened. I'd like
038to know about it. We do >> but your argument towards the end. >> I would say as a I'm also a parent and but I would say that if if my kid was involved in something and and it would help the investigation and I wasn't notified. I mean, I I would certainly be there for them, but absolutely. I mean, I I would trust that administration would have the the knowledge or the history to know how to handle it, how to go about their their way of if it has to be done timely. I mean, I I don't think they're trying to >> No, I don't I don't understand that, but I'm just thinking as a parent, I'm thinking back in the old days like >> I would say I would I like it. I would
039want to be >> but I think that you know your parents uh you know the circumstance of it and uh I think uh I would have confidence that you would make the right decision. Well, then that that's got to be put in there. Then that that at step two, a determination can be made by administration whether or not to notify the parents at that time. And if not, then you go back, wait till step five, giving them the prerogative to do it. What do you think most of the parents would want if they were sitting here in the room? >> I think it's so situational. I mean, >> I'm ask the question. What do you think most parents would want? me per like me personally I don't want to know till the end because >>
040like I know my kid >> and I know you know like that's just >> my thing >> I think there's a difference and I might suggest or ask to table it um we can come back and have some conversations at the administrative level to try to bring some clarity there's there's a difference between a major and a minor infraction and I think we could probably bring that into the language age for clarity that if it's a major infraction, we're going to notify parents for multiple reasons. One major infraction might be that you're you are going to be seeking a lawyer and that's something that you need to know on the front end. A minor infraction um kids got a hood up or a kid is profanity that can happen at the end is you know
041after conversation you know I want to inform you that here's the action that I'm going to have you know consequence for your child. I think the other piece in here is as I'm looking at it is that before the student is notified of the consequence, parents would be notified of the consequence. So parents know that the student's going to get a detention before you know >> my final observation in the old policy parent came in at step three much earlier on now parent comes in at the end. So I just like basically the question is why have we moved that if it was okay in our old policy to bring the parent in at step three why is it no longer invoked >> because it may have been impeded >> it may have caused issue
042I mean we change policy >> we don't know one's told us of that that reason we're changing that is because it caused issues >> so why okay we look at step four Right. Step four is talking about decide as to whether the student has violated. So >> no number in the old policy number three was >> Yep. >> request a student present his or her side of the story grant student permission upon request to be accompanied by his or her parent. So why do we not want that? Now you you think it could slow the the process. But why did you change it? >> I guess yeah, I guess I'd ask was there a real need to change the policy? >> I mean, what what kind of you know um >> situation came up that
043you felt the need or or Brooke felt the need to change the policy? >> So, when you're going through an investigation, right, there's a lot of different okay >> variables. There's a lot of different factors that happen with with having a >> the question is why you bring why are you bringing a change to the board? >> What was wrong with the old policy that now you want a new policy? >> The reason why the new How did the old policy not work? >> Through our experiences and >> No. What? No. No. Give me some specifics. What went wrong with this old policy? Well, >> I don't think you can give us a >> It's hard for me because now you're asking me to violate. If you're asking me specifically what happened, now I'm violating
044that. I can't do that. >> From a the thousand foot level. >> Okay. >> Not able to. >> Why was this not able Why did this not policy not work? >> For a few reasons. number one to make sure whatever we're communicating to parents that we have all the facts >> because believe it or not when you do interrogate sometimes you don't get all the facts. Sometimes you get false facts you get false information. So in the in the in the in the realm of discovering the truth and finding out what happened and was there a code violation many times you have to talk to a lot of different people. Now, if you have there are some people if a parent comes in and you're in the middle of it. So now time's passed, right?
045You got to wait for somebody to come in. So now that's delaying. Now you're allowing time for conversation to happen outside of your office. Believe that or not, it does happen. People start talking. And then it's the, you know, do you have parent A that is there, you know, objectively listening or are they the one that is going to immediately be on the defensive and then really, you know, tarnish the what is being discovered because that I do experience a lot of times, Jerry, when I when I meet with students like what what when I'm talking with a student and it's I would never call it a an interrogation. And it's more of a you know investigating asking questions trying to understand what sometimes what the students say doesn't it's not the majority it's the
046minority but sometimes what the students say and where they take personal responsibility for what they did and then a parent tries to defend that and say no that they didn't do that. So then you you you haven't come up with really the truth and what the fact is. So um we always try to be incredibly respectful. We always try to notify and a lot of times when it pertains to their ch child, I mean I go through the whole thing like what questions were asked, what were the responses, uh who was in the room with me, those types of things and then what we would do um before uh the punishment is is given or the consequence given for the action. I >> so I feel if the parent is in this step earlier I
047do feel in some cases it would really compromise coming up with the truth at the end allows us where we have felt like we've gotten all the facts. We've done our due diligence. We've talked to everybody and then the information that we present to parents is the most factual and the most precise about what we were able to obtain in sometimes many many hours of this process. So in the old one that actually the parents came in this the old policy twice. Step three and step five. Notify the parent guard before any disciplinary action is taken. This says notify notify the parents before any action is enforced. >> Mhm. >> That's a little different. We've already decided what we're going to do. By the way, we're going to let the parents know about it. It's
048a difference there. Subtle difference, but it's a real difference. But this is just referring to athletic code or athletic handbook. This does not refer to the overall disciplinary procedure. >> Correct. >> Outside of athletics, >> yeah, I understand, but athletics play such a big role in everybody's lives these days. >> Yeah. Is there an opportunity to add like early in the step like patient or patient >> the uh student is offered the opportunity to contact their parents like like kind of leave it up to the kid. >> I would I would say when kids particip and I don't know of all sports but I know when most kids participate in a sport they sign a contract with a coach or whatever and agree to certain standards. Correct me if I'm wrong. So, if you're if
049you're signing something saying you're going to live to those standards and fulfill your contractor side of things, not vape, not drink, whatever, then I think that that that student is taking ownership, right? So, they know the consequence, right? They know the handbook. they can read it and and if it's at five or three or two or whatever the number is, they know what they're signing, right? >> Yeah. >> So, if if they don't, then hey, I'm not playing football because I I my parents aren't going to know when I when Susie told me that I was vaping in the bathroom. I mean, I'm sorry. That's just my two cents of >> Yeah, it's athletic code. >> It's an athletic code. kids. It It's not academically if they're doing something on school grounds or, you know,
050bringing something into the school. Jerry, we're talking about >> No, no, no. You get me all wrong. I'm just really We have a policy in place that was our was approved by this group that >> and now they want to change it and I'm asking why we're changing that part of it. And I haven't heard a good explanation as to why. Sometimes >> I haven't heard that yet. >> My answer was we want to make sure we have all the facts. So everything >> So you weren't getting the facts before under the old policy >> that I wasn't here when that that was in place. >> No, but you're here now when you're making this policy. So you obviously have some experience of why you're making the change, >> right? And that's why I'm saying
051in all of my experiences, it has been much more productive to do it at the end because of I want to make sure what I'm communicating is factual. >> So we when we come up with the point where we're determining the consequences. Okay, so let's say student A was drinking at a party, right? They say, yes, I was drinking at a party. We go through that process. Okay, then we have to inform them, okay, this is what's going to happen. You're going to miss 25% of your season or if we're implying the honesty clause, this is what's happening. If that hasn't been applied, so there's some work that you have to do to make sure and and understand the student's background. So then once we have it, then we can call Mr. Jerry and say,
052"Mr. Jerry, this is what happened with your your child, student A. This is the process that we went through. This is what was said. Um, this is what we have the information from your student. This is the questions asked. This is what the answers were given. And here is the consequence. >> Good explanation. >> I I appreciate love it. >> I think um >> we used to not we didn't when I say we we didn't know how to investigate and based on something that I was involved in a year or two ago, we maybe didn't investigate really well. >> Get the attorneys involved. >> So, I think I think some lessons have been learned regarding investigation of student um infractions, what you want to call them. Um, and that may be the the reason for
053the change. So your last question answer my question. >> So my so I can see it both ways like Mrs. G. I can see it both ways. Our poster says students first. What's best for the student? >> Yeah. And I would hope our administration knows trust them. Since Since there hasn't been any motion to table this, um I would move at this point to accept the >> It's already been moved. >> Oh, it has. >> That's why we're discussing it. Second, we're discussing. >> I don't have a motion. >> We didn't have a motion. >> This has all been discussed. >> So, okay. Thank you, Jerry. I would move to accept the changes in the disciplinary procedure as outlined in the athletic code. >> Second. >> Is there further questions or discussion? All in favor
054say I. >> I. >> Opposed? Motion carries. >> That was good discussion. Um then we have the open enrollment availability for 2026 27th school year that we do approve. Every year annually the board has to set the enrollment caps for the 2627 school year. Administration has historically used the calculation for special education um recommended by department of public instruction. That calculation indicates um that we are more than full in our special education uh services availability. And when we look at our classroom size, last year we adjusted a little bit at the elementary level. Um but we would be full going into second grade and we would be full going into fifth grade. The other grade levels have a um have several open spots for open enrollment. I just have a question about like siblings. Is
055there like so say sibling number one is in second grade but then you have like two others in grades that aren't full like how does that >> So we actually had an incident like that last I think it was last fall. Um Erin, do you want to >> Yeah. Uh historically we did have that uh in place where we would take siblings. What we started running into was and no way to control it. Uh you would end up getting classes that really started to fill uh pretty significantly. So when we changed that I want to say it was about two maybe three years ago where we did not take siblings. Uh I know of one family where uh there was one child there was I think three from the family. Two were able to come
056in. The third one just needed to wait. uh eventually because the numbers keep getting bigger as you go higher in the grade levels. When we got to a grade level where there was space, they were able to come in uh because they could be on the waiting list for that. Um but uh yeah, we just found that it started to become cumbersome by taking siblings for some of the classrooms where there wasn't space. >> Is there a motion? >> I would approve Enrollment availability for 2026 2027 school as presented. >> Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed. Motion carry. Then we have um the course proposal algebra 2 fundamentals. Um Becky, how do you I mean how do you spell your last name? >> How do I spell
057it? Liu. >> Liu. That's what I thought. Thank you. Okay. So, can I talk about it a little bit? So, my time. Okay. Jerry, are you ready? Cuz I'm ready for you. That's why I got Mrs. Leo right here in the full pen. So, she's ready. But so, one of the great things when we are doing our collaboration, when we're talking about students with intervention, and we talk about our goals, right? And and one of our big goals at the high school is we want to make sure that our students are as academically prepared as possible. and we wanted to talk about like the philosophy of our math department. We're very fortunate that both of both Miss Leu, Mr. Kennet uh our NWTC instructor. So the NWTC math and its value and in the uh
058the the complexity of the course or lack thereof depending on you know who you talk to. So the NWTC course what we were having is we had students who were taking um they would do algebra 1 they do geometry and instead of doing uh going into algebra 2 they would do NWT NWTC NWTC is really like a beginning algebra. So mathematically if they're doing that their junior year they're really really not giving them anything that's helping them learn and grow. They're just it's a it's a math that's below two math courses that they already took. So the the progression of that didn't really make a lot of sense. The great thing um with talking with Mrs. Leu is the philosophy that we believe uh and really it was great because I our math team really
059believes that our kids are capable. But creating the the the class algebra fundamentals allows every student to get to algebra 2. But algebra uh the fundamentals, algebra 2 fundamentals is not quite as a deep deep dig dive, but it goes at a slower pace and really make sure that our students have a really good understanding of what they need before they take a high stakes test like the ACT. So they they are still exposed to the math that they're going to they're going to have in that environment, but they're also we're setting a high bar. And once again, we keep talking about pushing the needle, our growing of students. um our achievement continuing to improve and really it's just speaks volumes of our math department at the high school level of wanting to make sure
060that every student has the opportunity to be exposed to a high degree of math. And in fundamentals for that student who might algebra 2 might be going a little bit too quick and might be preparing them for more like pre-calc. Algebra 2 fundamentals really allows that slow process to make sure students are really understanding it but still getting exposed to algebra 2 math. >> She coached me well in a nutshell. >> So this this this >> questions for Mr. Schaefer, Mrs. L. >> We have how many how many credits are required in math right now? >> Three credits. >> Three. So this counts as the >> this would it really is it's really the goal is that it's like set it even playing field as algebra 2 which I mean across the state should be
061the goal that high schoolers get to right like every student should be able to do algebra 2. What happens is some students if they haven't um gotten the like if they haven't just had the full grasp of all the information to get algebra 2. It's a big leap to have them in the same class as students who are on a path to get to calculus. It's not that we can't don't believe they can do it. They can. But this algebra 2 fundamentals is built to be more supportive to help them to to get it to give them the success at algebra 2 that they can have, but they may not have in a algebra 2 class that goes deeper and looks at like just much bigger concepts. Algebra 2 fundamentals is dream to be just
062what it sounds like, the fundamentals of algebra 2, right? What things do they need without necessarily the the depth um but still some rigor? Um what the most disheartening thing that was happening I mean my past few years is a student gets through geometry and they go I'm going to what's the easiest I want to take that class because it's easy. And then you know what they do on their standardized testing? they didn't they didn't grow like because they they're doing it because they can just well I checked that off right like I got that but this is meant to still give them rigor that they can be successful at >> yeah is trigonometry still a big part of algebra 2 >> trigonometry is kind of built into ge at the end of geometry and
063then also in algebra 2 it just they see it then in pre-cal too right so instead of a trig class um in how math is set up now standard-wise is kind of in each of those classes. >> Okay. >> So, it wouldn't go away. They would still see Trey. They can still be successful at Trey, just with a pace that supports them more. >> Is there a motion? >> Can you explain to me what we're doing again? >> Proposing a new course, Algebra 2 fundamentals. >> Now, how is that different than algebra 2 as it is today? because it's built to give them more support for the students who can be successful at algebra 2 but don't need the they're not going on to calculus, right? We don't want them to give up on math.
064We want them to be growing so that on their on the scores that we see across the state. We want to see their growth and they can do it, but they need a class that challenges them and gives them rigor. But the other thing you have to understand in the in the math and the curriculum is we have intervention built into algebra 1 or there's intervention class that goes parallel to it. Geometry has an intervention class that goes parallel. >> What does that mean by intervention class? >> Like there's a supported extra class that we fill in gaps for those students. We help pre-teach or like go reinforce what's learning. I mean those classes are what between 8 and 12 students giving them the support to be successful in those but then after geometry we
065don't have an intervention. So algebra 2 fundamentals is meant to be >> um giving those students still the rigor but building that extra support into it. >> So a combination of the course and intervention built into the class. because they're taking more time and identifying where student needs are or where where there are gaps in their learning and it just allows a a slower process and they still get the credit. They still get full math credit and it's in algebra 2 just not a a deep dive like it is in our algebra 2 that which is a you know pre prelude to pre-calc. So our advanced track students would would go to algebra 2 and then go into precal. The other the the the other great part about it is the student is in algebra
0661 and they grinded and they worked really hard but they're around that C range and then they go into geometry and it was hard but it's you know they're they're getting the the foundation that they need and and all the skills but they're not really like excelling right and we know that the destination is is algebra 2 is probably where their math will stop. The great part about that is we're we're we're meeting our students where they're at. And for those students who need the extra support and need more instruction and need more intervention and and help plugging gaps, they're still getting the the the the content, just not at the level of someone who's going to progress much further in that. >> We're giving kids an option. And just to clarify, because these kids
067to get that third credit were then taking >> a different class at NWTC that was actually kind of below the rigor of the correct class. >> Correct. Yeah. They I mean it was it was otherwise a little bit too easy to say, "Oh, I'm not a math person." >> Which I hate that. Right. Because these students can be successful. They just need a class that is built in a way to support them to be successful in algebra 2. they're not any different than their classmate who's doing algebra 2 and they just need some extra support. So that's how this course is kind of built to be. >> And the other cool >> coming from I used to teach math in high school and I in high school I hated geometry. Love trigonometry hated geometry. In
068hindsight I always used to think they could should have called geometry um logic class. >> Maybe maybe you need a new geometry class. So you come sit in geometry any day you need to. >> Well, I was on the cusp of before they went for >> just saying >> the old math and the new math and all that crap. So anything to do to advanced math I support all >> Is there a motion Heidi? No. >> I make a motion to go. >> Is there a motion? >> I make a motion to approve the math proposal as presented to us. >> Second. >> Further questions or discussion? All in favor say I. >> I. Motion carried. Then we have the annual trees for tomorrow field trip. >> Um not too much additional detail to share
069just that it is the annual request for approval. Uh it's something that has been going on uh even before I got here. Uh so it's been a number of years and as the group has presented to you, it's a great opportunity for students. uh they get to do some learning in an environment that's outside of the school building and uh from all my years being there getting a chance to see kids uh flourish that don't flourish in a textbook setting um and get an opportunity to really show what they know in environmental setting. Um so it's just it's neat to see and um wanted to bring that forward for approval for this fall. >> Is this the second or third year you've done this? >> Uh this is my eighth year doing this and eighth
070year. Um, like I said, it's been going on for a handful of years before I got here. So, this is probably 13 or 14. So, just >> can we just not fit this into your curriculum so you don't have to come to us with hand and >> we can take a look at it. Uh, the only reason I hesitate is if there would be some change or something along those lines. Who knows? You get new staff members. Um, you know, there's some parameter that changes with it. Uh, there's an advantage to bringing it forward. Um but uh it would be nice to just kind of reverse. >> Is there a motion? >> I make a motion to approve the trees for tomorrow field trip. >> Second. >> Questions or discussion? All in favor say I.
071>> Motion carried. Um then we have some policy readings. Um, we all had these in our packet. Are there any questions or discussion? >> I just have one um thing and I've actually been in conversation with Dr. Johnson who's the medical liaison and with Deb Christensen but there is a new intraasal epinephrine auto injector um instead of the IM Epipens and um the school is like there's a program to get the auto injectors the both the junior and the regular size that are paid for I think through whoever makes EpiPen there is a similar program through this intraasal um So for staff members that may it's just another it's a great option. So similar to Narcan it is administered the same way. So Deb and Dr. Johnson and then I actually was talking with Dr.
072Kovven the pediatrician um and everybody thinks it's a nice idea. What's nice about the intraasal is that it's a um there's a 2-year um like lifespan on the the like the little kid dose, the 33 to 66 pound dose and then it's a 2.5 year lifespan for the um uh for the like regular above 66 pound dose. Um and so I think that's I think the regular epipens are just a year. Um, so it allows for longer halflife and just a different route of administration which I think is a bit more maybe accessible to kind of non medical. >> Is is this something you need to take in in a policy? >> Because the policy talks about injectors. It talks about like and it's a registered nurse and auto injectors and so it's it's um
073it's intraasal. There's no injection. So just bring the policy back. Talk to me and so um once we get approval from Dr. Johnson, then we'll circle back and make sure that we get the language correct in the policy and then we'll bring that policy back to the >> overall they're new. So I think kind of everybody's getting experience with it. But um it is again a really nice option um and it's similar to Narcan and um you know administrations in the the bile even looks like Narcan. So, um I just think it's great to have another option and I think there's like a free like the Nephie for schools program like Epipentas. >> I would I would just say from the policy committee standpoint that first grouping is both first and second reads because these
074are just technical corrections that have come to us from NELA. They've all been vetted legally and uh the staff has reviewed them and uh the the changes are very minor sometimes wording changes uh updates of various sort uh from the various laws and then the second group is the first reading. These are more extensive policy revisions and uh we are working with uh the contact with Diola and these have been uh volunteered very carefully by administration as well as the policy committee. So I would now make a motion to approve the first second reading for technical corrections by 35 number one A through S as listed. Is there a second on the first grouping? >> Second. >> Questions or discussion? All in favor say I. I. >> Motion carried. >> Um then we have first
075>> the second group is the first reading. These are more extensive and uh everyone has had a chance to look at that. So I would uh move to approve the first reading of policies A through R as listed. Second. >> Are there questions or discussion on any hearing? None. All in favor say I. I. >> Opposed. >> Motion carried. Um, then we have a new hire, Merinda, a custodian. Um, as I had shared with the board in my notes last week and earlier this fall, with the moving of positions and creating the 0.5 associate position, filling our bus driver position of a 0.5 um we had a full-time custodian position that has been open since early fall. And so this is looking at replacing that position um so that we're fully staffed in the evening
076because we've been down Is there a motion to approve that custodian position? >> I'll make a motion to approve the the new hire for the custodian position. >> Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed? Motion carried. Um, then we have a request to move the February meeting to February 25th at 6 PM. >> So move. >> Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed. Motion carried. Um, the school board will convene in executive session pursuant to Wisconsin statute 19.85 by the brand C to consider the employment, promotion, compensation or performance evaluation data over any public employee over which the governmental body has jurisdiction or exercises responsibility or particularly the district superintendent evaluation. That concludes our regular business. Is there a motion to
077um convene to close sessions? >> So move second. Roll call vote. Keith >> I. >> Motion carried at 7:06 p.m. Um we are back in open session at 8:15 p.m. Um that concludes all of our business for the evening. Um our next school board meeting will be February 25th. That's a change. Um, if the superintendent has a need for any committee meetings in the meantime, she'll be in touch with each of us. Is there a motion to adjurnn? >> Motion to adjurnn. >> Second. >> All in favor say I. >> I. >> Opposed. Motion carried at 8:16