001I aliance to the flag of the United States of America to the republic for it stands one nation under God indivisible with liberty and justice for all. Um the school board will convene to close session tonight to consider um to consider financial medical or personal history of specific persons which have substantial effect on reputation of any person referred to histories or data. specifically to discuss a student matter and then to discuss the to the employment promotion compensation on performance evaluation data awarding a public employee to government body jurisdiction or exercising responsibility to students 19.85 A5 grandy in particular the student superintendent midyear goals a high school math teacher and a middle school coaching position. Um do we have any guests here? We don't have any guests here. I saw one signing in but that was
002for another Oh okay. Are there any items anyone wishes to remove from the consent agenda? If not, is there a motion to approve the consent agenda? >> I move to approve the consent agenda as presented. >> Second. >> I know there are a number of policies there and just for anybody wondering the school board didn't get those, was able to review them and those are for game changes only. And we also are accepting resignations of Kimberly Wner as the high school band teacher and Julie says Mary Salbury and Mary Jackson as a all in favor say I. >> I motion carry. We'll move to administrator reports. Miss Barbara >> okay. Okay. Um we all have the the report. So if you had questions, you could direct those to the superintendent um superintendent's report. I don't
003um I the only thing I have to report is I saw that and and this is not political in any way. This is Sebastical. Secretary of Education is make making a tour of all 50 states, meeting with the governors, um, congressmen, senators, some I don't know how many school districts she's visiting in each state, but school districts and they're looking for um, best practices, you know, student achievement and things. And I think Sebast is an excellent example um as a model. You know, we have no idea where take down the Department of Education is going, but if she's coming to Wisconsin and wants to see this, this is Sebast. So, um I wrote I made a contact in Tony White's office. Tony White is the congressman the eth district to see if he has any
004sway or can has a path around and I think this the superintendent's working on a letter asking it's a great opportunity for us to showcase as Mary just talked about our excellent instructional practices and our academic achievement as I shared with you um earlier this week we are noted as one of the top high schools in the nation um and that's due to our staffing ratios, our academic performance, our rigor um that's inside of the the high school. So, it's a great opportunity for us to just give a shout out to our staff and to our community for the support that we have. >> It's not political in any way. I see you laughing, Mr. White. >> Well, I'm wondering how long the Department of Education will be around. It's due to be uh put
005out. >> That's you know what that is all like so many other things we hear legislators that is all speculation right now. There's you know some say this some say that some say this some say that. We don't know until we know. So in the meantime, we try to do what's best for we try to do what's best for Sebast. >> Great. Good. Um policy committee reports. We have a ton of them tonight. So I don't know if you have anything else to talk about in that regard. Um athletic committee some of the agenda. Jeff, did you want to comment further on anything? >> Uh no, just well um just discuss a little bit of the memorandum of agreement that we have with them regarding the use of ball fields. some items that uh that
006a lot of director is going to communicate with the parks department and then go on to the town board after that. discussing some of those things. Then other than that, it's something >> I did I did walk in the high school gym shouting as long as I couldn't >> There's a difference. >> Yeah. I mean, just walking in there. >> It's flat. Did they tell Mary and Roxan that they can't get any high balls or volleyball for the next one? [laughter] >> Tell the kids [clears throat] lack of sound. >> Anything on facilities? >> Just a quick summary. All of our summer projects are completed. As you heard and I mentioned, the roof is done, the parking lot receal is done, the gym acoustics is done, and the HVAC prep for the installation of the
007two systems is done and the building, all of the classrooms are done. So, we are ready for staff to come back in on Monday. So, excited for that. >> Two systems solve that problem. >> Well, they still don't. Our two systems are ted together, but we have two um systems getting replaced. One for the 90s section and one for the high school section. And we'll set the one during a break when kids aren't here because we don't want to disrupt the instruction. And then the other one we'll set because it's all ready to go. Um hopefully as soon as we get it, it should be early fall. And the good news about both of those systems is they set both sides of the building up for air conditioning and will actually deliver air conditioning to
008the elementary gym. So for graduation, our concerts um we will have air conditioning on that side of the building. >> Y we'll move on to the new business then and we have um the reasons of the general obligation bond. >> So I will start by introducing that. Um so we discussed our options for defense for this fall and we asked Bear to run a couple of options for us. Um in scenario one and I will introduce Mike Clark as well from Bear. He is joining us at meetings today. >> Good evening. >> Hello. >> Hey Mike. Mike, I'm gonna I'm gonna bring up my um or do you want to bring up on your screen so you have some control over it? The um >> No, you you you can. >> Okay. So, I would
009bring up the preliminary submarine. We had two options run under scenario one. In either option, we're looking at about $2.4 million for new visas. We would reduce the outstanding principle of our debt. Um, in the first scenario, we would put that on bonds maturing between 2030 and 2035. So, the purpose is to reduce the overall debt payments in the next years of the referendum so that the district can shift that tax burden from debt service to operating means and not onto the taxpayer, not increase our tax levy. The district saves about $600,000 under that scenario in interest savings. under scenario two that was a higher interest savings um that would place the pay off the longestterm debt that's outstanding we would save approximately $148,000. So, there's a difference of about $250,000, but as we discussed
010um the options and talked about where we're at as a district and the certainties or uncertainties with um with funding and levies and education, we really felt that scenario one gives the district the most flexibility with $600,000 in savings, which is really still pretty good. So I will let Mike discuss a little bit more about um this option. So I'm going to go back to the first option and what should be kind of place that um debt payment across multiple years. >> Okay. So yeah, this is um this is the option just given where the district's at in its growing reliance on operating referendum. Um I I think the um this option definitely puts you in a little bit better position to absorb the potential higher operating question in the future. Not saying you will
011but it does give you that that additional flexibility as was mentioned that kind of is a levy offset. So if you you have a drop in one area where you might have a potential increase in another area, you know, it does reduce the overall savings. But I I did want to remind the board that the two previous defeasences that we've done, the district has saved just under 200, excuse me, $2.7 million of interest. So you already, you know, generated significant uh savings for the taxpayer. you're shortening the debt term. Uh and you know this option um doesn't necessarily shorten the term. It's more structure orientated to accommodate u [cough and clears throat] potential referendums in the future which given everything we've seen is just going to be a fact of life for the district for
012the coming years. So, [clears throat] um, we wanted to generate a couple options, but also wanted to show what the maximum savings is. And and two, I don't want to minimize $250,000, but the the fact that the district is still generating almost 600,000 of savings on top of the almost $2.7 million of savings you've already generated through prior defeas. This is, you know, I think I think it's a fair tradeoff. So, and again, just to remind everyone about the fees, these dollars would go into an escrow account. Um, they would earn interest in there. You're limited to government securities. Uh, you're earning a decent a good decent return. um in that escrow and that interest we fac fact estimated interest earnings at this point because we can't lock uh uh the escrow until um you
013know closer to board action which will take place uh next month. Um and then the um at the time the payments are due, the on maturities or principal payments and associated interest um to those maturities would be paid by the escrow account when those payments were due. You see on the fourth column from the right you see hypothetical reduction in fund 39 debt service. You'll see an estimated amount on option one um 89,750. That's a reduced interest payment because the escro was making those interest payments. So we come off your levy. Uh this is also as I've mentioned before this is also a positive for your credit rating. Um which again is a secondary concern but it is it is a positive. Um and um again the the costs associated with it are down in
014the lower left hand corner similar to what they've been in the past. So, um it's a uh same process just the different consideration this time around given the the increase you've had in the operating question this time and the potential increase um that may or may not occur in the future. We're just trying to accommodate that. When the district was holding its operating question flat, we were going for max savings. So, we weren't worried about necessarily an increase there. um given the state budget which wasn't as um you know wasn't quite what a lot of people were hoping for in terms of spendable dollars. Uh this special ed dollars were nice for some districts but that'll vary. You do get to 325 but that is you know when you do the math it's it's a
015relatively small percentage on a per pupil basis. So, um, we just don't we just think that the need to put yourself in a position to maintain your operating question is is really important. So, with that, I'll turn it back to Tasha or take any questions. So, I guess what we're looking for from the board tonight is to weigh these two options and give us [clears throat] what uh which scenario you would like us to move forward with so that we can present in September the documents for approval. >> Are you are you just kind of looking for stroll forward? Do you need a an action just to stroll with all to get a feel for where the board is directing? Is the board really want to go scenario one, which sets us up for the
016um potential to have to go out for a non-reoccurring operating referendum in 2028 a little bit better because it reduces our payments or do we capitalize on the greatest reduction of interest and that would be putting it on the end. Um, as Mike said and Tasha said, um, with the state of educational funding in the state of Wisconsin, I think it's in our best interest to position ourselves to have the least impact on our taxpayers if we have to go back out in 2028. >> So, you're thinking >> option Anybody else? Yeah, it seems like seems like that's what our financial advisor is recommending. >> Okay. Mate, Mike, I would like to thank you and um we will be moving forward with option one at some point. >> That that that sounds great. We'll we'll
017plan out we'll coordinate with Corals and Brady on their end. And just as a reminder, these were preliminary numbers. We won't have the actual investment portfolio. So, your savings may vary a bit depending on actual interest rates we lock in when we get closer to the meeting in September. >> Thanks, Mike. >> Thank you. >> All right. Have a great night. on that legislative. >> Yes. Um Randy alluded to this. There is a presentation on February 16 as a Crest Pavilion 6:30 to 8:00 PM entitled Funding Our Future: How Your Tax Dollar Fund Your County Public Schools and three presenters Brett Stin, Superintendent, Danel Bay, and M. Chapman from Wville, the Wisconsin Association of Business Officials. She is fantastic. Nobody explains school funding better than Anne Chapman. I've heard her several times and I work
018with her and she really has her act together. So, if you're interested, September 16 is a Monday night, 6:30 to 8 at the press. In that regard, could you see if they could um have that recorded? >> I can check where they have >> recorded so that um you know, letting you can put it out on the semester channel. We can maybe put the recording on the school websites. >> I will check. My understanding is that >> um secondly, the fall legislative session before period will begin on September 2nd and it's scheduled from the 2nd to the 11th and the WB legislative people are feeling there will be considerable attention to educational issues including staffing shortages, rehiring annuitance, referenda restrictions, private and charter school funding like the decoupling effort that's out there right now, as
019well as policy and curricular mandates. So, welcome on that. And then I did see something uh yesterday or today that says Wisconsin school report cards are getting an update, Jerry. I thought that would be of interest to you, but major changes will require new state law. Wisconsin educators are working to update the state school report card system for the first time since it was released in 2012. But parents and caregivers shouldn't expect drastic changes. They're working on the couch scores. Most I can find right now. That is it. Um, so then you wanted to present on a leadership symposium that you attended on strategic planning with the Wisconsin Association of School Boards and we had some information in our packet that >> that was an excellent session and one that I particularly wanted to highlight
020in addition to some references and I made a report my report is the strategic planning session and it was done by Patty Bman. whom we all know and Cheryl Stinsky whom we all know and the superintendent from Manow School District and they talked about honoring the past, celebrating the present and embracing the future which I thought summarizes very nicely. Um they talked about the process needing to reflect the community. What does the community want? I am thinking that we may want to when we get to the point of bringing in an outside consultant, we may want to look at getting a proposal from WASD, which is who Patty and Cheryl were working with. Glam Caesar and Drew Power is a facilitator, a private company that we've worked with at WSB. Did a great job. Um,
021they feel now that a plan should only be for three years because changing so rapidly. No more fiveyear plans, no more 10 year plans. Um, and they talked about survey the community and the staff for the five greatest challenges we face, the five most important skills and abilities for our students, the five financial priorities, and five ways to evaluate our success. Um, and then they talked about the goals, how the district goals go down to the department goals, down to the school goals, down to the classroom goals. And we talked about board members serving as a role model for monitoring that progress. So, it doesn't just sit on the shelf using the YRBS as some of the data. And uh I sent out a uh copy of the different kinds of data that uh are
022recommended data that can be measured and I know Randy working on that getting all of this data put together. I know the staff is working with that and then developing a calendar to monitor all of the data and WB has a meeting tool evaluation tool that can be used for that purpose and it also talked about the superintendent evaluation being based on the data and evidence not by board member feelings or opinions. So really a lot of emphasis on data and there were other good sessions too that I referenced in my report but the strategic planning I thought was particular of interest because that's what we're working on now. So lots of good stuff and then our lots of information. So lots of resources there. >> I think the one thing came away top stresses
023that students >> Oh yes. >> Yeah. >> That was a very good >> session. Did you have a comment? No. >> Pardon? >> I was just trying to comment. >> Oh, I just said, you know, they top stresses that students are subject to the number one was was academic pressure. You know, I thought >> when is the last time we did the Y this last year since the past school year? >> Spring or fall? Spring. >> Spring. So, we should be getting those results. >> Yeah, that would be great. >> And this is the first time that we've done it in years. >> I know. So, we did get those results. Absolutely. And I'm looking forward to having our student on our board because uh then we can get some feedback from the kids and
024there was an excellent article in the school news on students at the center and student engagement. So Lucy you had long enough to know this but and people can like where this comes from or not but there's kind of action around the country now where there are some school that are just banning who's out of school or out of out of school, they at all gone. And there's a um a statistic that in about 2011 12 when the students got started to get more homeless that's when the student mental health problems started to escalate because they're not talking to each other. They're on their they're on their screens. They're on the phone. They're talking Snapchat or whatever they're using now. I absolutely agree with that. >> But I think this conversation segment >> so I
025appreciate the comments and I think that's why I was leaning in because I wanted to catch what you were saying too presentation. Yes. >> All that 31 states have laws now >> 31 states >> and and really fired. And what his comment was is that taking cell phones out of the schools, teachers are now finding the kids are not taking notes. >> I I heard that too. >> They're taking notes. They're paying attention. Um and a whole bunch of other stuff. Well, not something for us to tackle this year, but maybe in the future. >> We actually don't allow cell phones high school, middle school, high school, we don't all stand. We're the only held to that. >> That's the hardest policy. >> Yeah. Well, um, thank you for your attention tonight. This ties in
026nicely with the conversation that just had that I heard about some strategic planning, some of the stress that uh students are dealing with um today. So I'm here to present I have some notes and I have a time limit on myself um uh to to present Sebast's equitable multi-level system of supports. Okay, that ties into social and emotional learning which is some of the topics that you just brought up right now. How are kids dealing with academic pressures? How are they dealing with social pressures? And how is that inter how is it affecting their mental health? And how is that affecting their their ability to learn and be present and be engaged um every day? So, Sebastian um has developed this past year. We really organized our systems and levels of support. So, we wanted
027to or I wanted to share the the the team's work um that we did uh this year. But a bit of history about the social and emotional you know group here at Sebast we've been um doing some of this work probably for you know definitely um when we came back from co really came back talk you know thinking about the kids thinking about what the kids needed and also thinking about the staff and what are the staff going to to need to come back into the building. So from that time on, a core group here at SBA has led the passion to continue to make sure that social and emotional development um is continuing to happen uh for for the the students and the staff here at staff. So tonight I want to share a
028brief history of that. I want to share the progress that we made this last school year and then present where we're going in the future. Okay. uh social emotional learning like I just said is deeply connected into EMLSS. We use acronyms all the time in in education. It's easier for me to use that. So EMLSS is the new acronym that is aligned to social emotional learning in the continuum and the skills that kids should be developing and become becoming comfortable and honing themselves. um fortunate to have that a team of counselors, related service personnel, dedicated teachers who have continued to pioneer some of this work. Uh I definitely want to thank uh Melissa Melor, Holly Redclaw, Holly Borum Rank and Steve and Steve Warner for all of their work that they did this year. So
029I really do need to acknowledge them. together. This group organized we strengthened our tier one, tier two and tier three levels of support for students. Um, and we've organized them. So, tonight's presentation is a direct reflection of our work together this year. Uh, staff, this work has paved the way towards greater transparency, professional development for staff, and staff empowerment to better meet the needs of our students. So I have a couple slides to share with you right now, but before I do that, also grateful for CES7 support. Marcy uh Waldron um has supported us this past year through project aware. She's been instrumental in this work and is helping to guide that work. So just want to thank her for um for all the work that she has helped this team with. So you're going
030to see here that I mentioned that there were three tiers. We have a universal um level of support. Um that universal support what that is that means every student gets this every day. Okay? It's it's part of the instruction. It's part of the curriculum. Level two is more targeted interventions for students who show the need that they need some more support in some areas. And then tier three is um is our intensive support. So there are the three levels that we do. And I'm about to show you what we do in those levels. Right? So level one and also I'd like to add this is broken down into elementary and then secondary. Okay? So I'm not going to repeat for um secondary because a lot of it is similar but I just want you to
031see it. And this is a very a bridged version of this. So our tier one level of supports we have school counselors that go into classes. Uh that's weekly that's led by our counselors. We have schoolwide expectations. Um and that's respectful, responsible, ready, safe to create, you know, to have a you know a safe learning environment. We do PBIS, positive based intervention um systems in the elementary school and then in uh secondary school, we've got pride, you know, so our pride motto that we use. So we have schoolwide expectations. Universal in the elementary school is zones of regulation. Okay, so that's a system where teachers are talking to kids about what zone are you in? Are you ready to learn? And if you're not in the ready to learn zone, what are going to be
032some of the strategies that you need that are taught to those students so they can get in the green zone. That's a good zone, right? That means they're ready to learn. Um, we have the character strong program which we've talked a lot about for over the past year, but that's implemented in both the elementary school, the middle, and the um the high school. We are going on year three of character strong implementation this school year. And then all of our co-curricular activities that we um have here at Sebastical. We offer so many co-curricular activities here. We get kids every chance to get involved in something other than coming and just going to math class, right? We want them to feel like Sebastical is their school. It's a sense of community. So we're always trying to
033increase the level of curricular activities that we have our kids so our kids can be involved in in more. So that's our tier one supports. That's going to be very similar in the middle and the high school as well. Tier 2 supports, some of these are going to be new and we're really really excited about them. Okay, I'll start over here. We do small groups. We do small groups with the counselors. So Melissa Malpour and Holly Rcluff have small groups that they pull in. They use tier two for character strong for some of those um for some of those groups and that's a lot of variety of topics right we talk about the academic pressures that some of our students feel we have a group together you know we talk about that um you know
034in small groups it's more intimate it's more targeted and the kids have shown that they're the ones um through behavioral intervent I mean behavioral data that we see they're the ones that really really would benefit from that and then teachers are also very vocal about maybe the student could benefit from a tier two. So, we have those that are available. We have students support teams too that are used pretty regularly. If there's a concern about a student, this is tier two. The adults get together, we talk about what's going on, and we come up with some solutions and we come up with timelines because if the solution that we come up with and it's something that we want to try, if it's effective, that's wonderful. But if it's not effective, that group has to come
035back together and try and find something that's going to work for the student. So, that would be considered a tier two. Okay. two up here, the uh 2 by10 and the check and connect. They are new this year that we're so excited to implement. They are researchbased interventions for teachers and students to form better connections so students feel that sense of belonging. Um checking connect too, I mean they're both very very similar. One is um the check and connect is one where it's one mentor to one student and it's over a long period of time. This 2 by10 here is meant to be a quick intervention where it's targeted for that student and any and the adult that the student has recommended the adult wants to um to make that connection. So there are two
036minute individual con connections for 10 consecutive weeks. The other daily check-ins with the mentoring system. So staff is going to be trained on that this year. So that's one piece that we're going to roll out. But we're really excited and this group that I mentioned before really went through. What are some interventions that we don't see in our our tiers already that we can increase staff's capacity to make greater connections? >> You you see a lot of students putting up walls. >> Yes. >> Against >> Well, I mean what you're talking about is student put up a wall. >> I think it has to do everything to do with the relationship that is established, right? The trust that's established, right? So, yeah, there are some students that don't want, you know, that that are not
037ready for that yet. We find other ways to navigate that. So, if they're going to put we can't make them, you're exactly right. We can't make them, but we're at least identifying at that it's that student, maybe it's me, right? So maybe if it's another person, maybe it's Mr. Corbett that needs to try to connect with that student, too. So just the walls are up, we accept personally if that wall is up, but that doesn't mean we can stop, right? We find somebody else, we find another way in, but that's part of how you make that connection. That's part of why these things are so important. And if it was a student that was putting up the walls and wasn't responding to this, maybe it's not strong enough. We have to tier of support that
038they might need to where it's more comfortable for them. So, and we have our last tier, which is um these four here, right? So, if a student has been out for a suspension, a mental health challenge, we always have a re-entry care plan for them. So, we're discussing it. Students involved, the guardians are involved. uh a trusted person for that for that student teacher is also involved. Um, we have behavior plans, right? We don't always use behavior plans in the general education. That usually just lives in, you know, the special education silo. But when you have behavioral plans for all students, you know, and implementing that a little, you know, more then more people are aware of the challenges of what the student has. And how are the best ways to not have that student
039put the walls up if you're trying to interact with them to get them into doing so that they're ready to learn. So, and that happy to be in school, maybe not happy all of the time, willing to be here, willing to do the work, willing to push themselves. Individual counseling um and that happens definitely with our um with our school counselors as well and sometimes with a lot of our not counseling, but that trusted conversation and safe place with some of our teachers. And then the last one, and this is our highest level. We've talked about the Strive program many, many times here. I think we're going into our ninth year of the Strive program. And just as a reminder, that's when a counselor from Bellon comes in. She comes in, Amy Piglin comes in
040Tuesdays and Fridays, and she meets with our students one on one. They have the highest. So that's our that are here. So, I'll quickly I'll pause here for a question if there is some questions. If there are you have more to show. Well, I'm going to just show a couple of things here, but it's very similar. I just wanted you to show and I won't talk like I did before. I feel like I've explained them. Um, but you see here that the secondary tier one supports are are very they're very good. They're almost the same. We've added in here quarterly incentives, right? middle or high school for a tier one and also some of the health classes, right? Because we're talking about some of those topics in the health class. We're talking about mental health.
041We're talking about how you deal with anxiety. We're talking about how you deal with stress, right? So, a lot of those conversations are happening in the curriculum as well and not just through character strong for you know communication and conversations with the adults in the building. Um but the co-curriculars are there like I said before the schoolwide norms that's pride the character strong is weekly in the middle and the high school that elementary that's a weekly targeted lesson in social emotional development that all of our kids get. And then you'll see here that our secondary supports are exactly the same. And you'll see here that Uh there's a few things that are a little bit different on the secondary level. Secondary level, we do restorative conferencing a lot, right? So instead of a consequence, let's
042talk about what happened, right? You know, as collaborative, it's aimed at resolving the conflict and promoting positive student behavior, right? So students don't feel like they bring trouble, right? They feel like they've talked through the problem and now people understand a little bit more and it's more empowering. measure um individual behavior plans. We talked about that counseling again to check and connect re-entry supports and then also here tier three too. We partner with community um agency partnerships um within the county and often times those supports come into school um to help students. That could be individual counseling, that could be um art therapy, you know, so counselors also basketball opens that up and says absolutely that can come in because a student's you know emotional well-being you know needs to be in a good place
043to maximize their so we're very open to other outside providers coming in and of course we try to minimize you know the impact of their education but you know if they're in a tier three intervention sure come to school make that happen as uh goals for the 20 25 26 school year. You know, I wanted to add in here this system that I have just shown you is all going to be a part of Sebastical schoolwide goals this year. Right? So, I'm bringing this to your attention because I we can't wait in future meetings to tell you, well, here's what our goals are. What are we focusing on? um this is definitely going to be one of them. So, we're going to use this system to focus on a schoolwide goal. That schoolwide goal would
044be not kicking around, but thinking about different ideas. Do we want to improve attendance for instance? Right? Would this system help with student attendance for some of our students who are chronically absent and current? Would this help? Or are we going to look at specific behavioral data and say, "Wow, we're seeing that most kids are getting referrals because of classroom disruption, are we going to set a goal that we're going to reduce classroom, you know, uh, disrupt disruptions? So, using data and numbers and this system here that I've just presented, we can come up with a goal that's actionable, that's backed by data that we can put supports in place to see whether or not it's working or not. We're so excited about this. Um because of the team's dedication and vision and hard work
045this past school year, I'm just really really pleased that we that that our work has taken notice. Right. People are wondering about what we're doing this coming year. superintendent principles are going to be on um our committee as well to really look at quarterly behavioral data um so everybody is understanding where is the climate that's seen okay and where do we need to focus um on as well so during teacher inservice week I'm going to present this to the teachers because I believe in full transparency the staff should know where's the road map where are we going and this is something that we're really excited to do during that meeting as Well, I'm also going to ask for more people who have a passion for this to please come join us because it's been about
046five or six of us and we're a room filled with with uh teachers who have ideas and are energetic about some of the you know the struggles that our kids are going through emotionally or behaviorally and how to help in that. Um and then finally just wanted to add in here um in September for our first professional development day with um for teachers this is going to be the topic we're going to look at the behavior d We're going to show the behavioral data. We're going to get feedback on what our schoolwide goals should be because our teachers need to have input on that. Um so September 1 and service day is going to be really exciting for us to more demonstrate and showcase some of the things that we've done. Also bringing in the
047next path which is that new data warehouse system to be able to showcase how that can all work together. Um this work is essential for student success. really really proud to be a part of it and I'm so excited to see where this go next year beyond. So thank you for your time questions. >> Do you how much do you think is worth suspension policy >> kids should be in school? >> Yeah. Yeah. So through a tiered system if students were identified a little bit earlier right then we don't get to suspensions because We've got other minor behaviors to where you're saying a kid a student should be in school, right? They need to be here and evidence, you know, that the research shows that suspensions, they're not effective in changing behavior. This was excellent.
048This is goals up there, too. I think I think that I think bringing the staff and asking what should our school goals be is and it's empowering to them instead of people up here saying this is what our goal this is what our goal should be you do they and the teams themselves they find the data to help craft your opportunities and once people see that you can't argue with data because a lot of this can be emotionally based. Now our kids are fine. Oh, they don't need this. Let's look at some numbers. Right? So finally here goals for everyone to understand what I just presented to you for teachers to understand the tears to know how kids move in and out of the tears and to get help for kids when they need it.
049Increase our staff's capacity um in that 2x10 strategy and the check and connect. I said they were two new strategies. uh the creation of a behavioral data tracking system that staff can access themselves and then again quarterly meeting to analyze behavioral data to different levels of supports for students. Big task we can do it and I'm thankful for the opportunity look forward to presenting more to you in the future [applause] when the secretary visits. She should hear about this. in the health scheme. Where does health and nutrition? >> Well, they talk about, you know, emotional responses to things and I don't have that health. They don't have that health, you know, curriculum that's, you know, all of your body systems, right? How are you emotionally regulating? How are you physically regulating? How much your lack
050of sleep or your on time exposure to screens or your nutrition, how is that affecting mental health? >> You know, bring it in that way. >> That's not really going the role of nutritional health. It's it's horrible. >> Yeah. >> I mean, but are we doing do we do anything about it? >> I mean, >> no. It helps class. I know health class they focus >> the health class >> focus but what do we do when we see students that are morbidly obese we know what the result is going to be it interferes with their we counsel with the parents we have a kid that comes to school every day eating his Hershey bar and his you know bag of potato chips and all that I mean there's so much that just came out in
051the summer on that whole role And somewhere we have to be active players of that and and does this take a bet a whole world because in a past oh you can't say anything they see some kid morbidly obese we can't say anything about that because we don't want to quote hurt their feelings but by not quote hurting their feelings you are you are assigning them to a horrible possible very difficult life unless you interfere. Someone intervenes with the family and the parents to make them where this is going to end up in catastrophe. So you're going to you just have to walk up Third Avenue or just walk through Walmart. Walmart is a great example to walk through about and this is no one there's not discussion this in in Washington but I know
052some people hear that, but we've got to do something about that. And and I does the schools look upon that they play a role in that or do we say that's a personal issue at home? I mean, I think we're focused on, you know, the wellness of the whole child, you know, and I think I would go back to the best place that I would would answer that is, you know, the the relationships that you have with kids, telling them that you care about them, you know, you I I mean, I know I would feel comfortable saying, hey, you know, how active are you or what's going on here? Not everybody is going to feel that way. >> Why do you eat Cheeto a bag of Cheetos every day? You know, that's going to hurt
053you. Do do we do that or we just say that's that's their decision? >> I don't think the school sebastical has a line on intervening with that. I know we talked to we have parents teacher conferences >> that happen I need a horse to water. They can they can they can they can teach this in the health classes. They talk they talk about nutrition. They talk about mental health. >> But if the students aren't ready to hear it, >> personally, I think sixth grade is too young for the health class that they get. I think I think those conversations about life health would be better served at the junior year. They get in sixth grade and ninth grade. Um, the hidden work of schools. That's the other thing. It's hidden work. >> See, I guess
054I got really shocked now that are changing it. That >> that we couldn't serve whole milk in school. Well, now the science says you should have cold milk. The crap we've been serving kids is the wrong stuff to be serving. You know, are we allowing to substitute chocolate milk? >> Well, then we're just adding to the the problem. part of the problem now. >> That's all I'm >> Well, there's not an answer, but are we aware that we can't think so? Okay, but I'm just saying that are we advocates for their health in what way? I mean, are we just aware of it and then but that's we don't want to hear Jimmy that he's because obviously the physique of the over the last 10 years, 15 years has changed, 20 years has changed dramatically.
055And it seems we could we just sit by and let >> I I I agree with all that, but I think Melissa is right. The school doesn't have a a place in that those familial decisions and choices. We can we can monitor what they're eating in the lunchroom. We can try to teach them in health classes. and staff can model instead of having Twinkies at their break, they can have apples, but if the family isn't reinforcing it, I don't think the school can do anything about it. That was really good. What was that? >> Um, we have the seclusion and restraint report. >> That's me as well. I don't have a copy of it. Um, but it's in your packet. So, um, every August we have to report Sebastian Pool's seclusion and restraint. Um, I'm
056happy to say, uh, there's a March reduction from last year. Okay. So, um, there is one student on there. Um, the student that's listed is a special education student. Um, and I So, do you have it in front of you the the numbers? >> Uh, yes. One for uh, seclusion and four for restraint. >> That's what I thought. I just want to But that did not those and restraints did not happen at Sebastical. They happened at an alternative setting where the where you know so it was alternate educational >> and it was all student aid. >> It was all student a submitted to DPI as well. Um and then I'm finalizing another report to DPI tomorrow. We are in the shape of those. >> Is there a motion to accept? >> I make a motion
057to approve this. >> Question or discussion? All in favor say I. I >> car liability insurance proposal. Um, it's a pleasure to be able to present the proposal this year with only a 3.7% increase. If you remember last year, we were in the double digits pushing 30% increase in our cost. So, that's a great place for us to be. I did want to point out, as I mentioned in my board packet memo to you, um, that that every carrier um, is really adding a 1% deductible on wind and hail. Um, we are broker went out, tried to find another company. As you can see in the board packet, nobody would take us on. And the reason people won't take us on is because we're that class 10 because of fire protection. Um, so we do
058have to have a 1% deductible on wind and hail. That 1% is to a tune of almost $500,000 if something would happen. So therefore, they put in your packet the option for us to buy down that deductible. Um if the option is either you can buy down um the deductible cost is $10,000 and the deductible would be $17,000 from that 500 I think was 489 number and then or the cost is $50,000 um and buy down the deductible to $8,100. Um Tasha and I have talked about this. Um don't really see the need with where we are as a district to have that cost to buy down that deductible. Um if catastrophically we would end up with that type of piece, we do have the ability to cover that deductible. So um our thought was
059not to buy. >> Yes. Think we're going to middle option, but Sorry, >> that's okay. >> I was really surprised somewhere. So, I guess I leave it to the board. I seeking board advice on whether or not you want us to buy buy down that deductible or keep it as it's >> You didn't think it was necessary for >> I guess I changed my opinion. >> Well, when we talked about we were weighing the options, obviously the one in which you're looking at a $10,000 deductible for $17,000, that doesn't seem reasonable at all, right? I mean, you would have to have an event every couple of years, a catastrophic event every couple of years to make that happen. Um, I believe when we talked about the um the $8,100 for $50,000. Um, you're talking about
060one event every 20 years that then it would be worth it. Um, I don't know how often we have a catastrophic winded hill event. And if we have a catastrophic wind event, you know, maybe $500,000 is not going to be it's going to be a drop in the bucket, you know. I mean, if we have to if a tornado takes out the entire school, it's going to cost a lot to replace it. So, >> $8,100 is quite a bit of money. >> So, set by [snorts] we have a catastrophic disaster like that agencies are still qualifying to get the money right away. >> So if we were going to go that route is there option you want referenced in the >> so either to the buy down would be the option of buying down the
0618100 or the option to buy down I'm sorry yeah at the cost of 8100 or the cost of 174% >> or stay with the 1% that's the same with residential almost all >> that's what he said is it's just kind of a national across the Further discussion wants one way or the other%. >> Is there a second on% deductible motion? >> Oh, okay. There's a motion in the second. Further discussion. All in favor say I. >> Opposed. That motion is carried. Um then the 2526 coaches handbook comes forward um from the athletic committee. I guess it's recommendation to approve. >> Yep. And then uh the coach exhibit for the high school assistant golf coach was missing in the 2425 employee handbook and subsequently amended on page 48 of the handbook approved at the July board
062meeting. So it will be added at rate of $1965 per year and the revised handbook published on the school website. Is there a motion on the coach6? >> Questions or discussion? >> All in favor say I. >> Opposed. Motion carried. Um then we have the activity fund procedure manual. Julie comments on that. >> As you saw in your packet, um majority of that was cleaning up format to bring it forward and bring some clarity to the new electronic procedures. >> I like motion. >> Questions or discussion? All in favor say I. >> Opposed? Motion carries. Um so this next session are first and second readings of tactical corrections to policies. I would move to approve the uh technical connection correction, excuse me, of the policy as listed item one A3 Q. >> Second >> questions
063or discussion? All in favor say I. >> I post motion carried. Then we have the first reading of of our policies. >> As you can see, the policy committee has been busy. >> You know, I have a I have a concern with so many first readings policies coming forward in such a large group and the time it takes to read through them. And I don't want to get caught in the public looking at this and saying, "Well, look at your you're you're approving 30 new policies at one time. Are you even taking a look at them?" Because that has happened in the past. not a lot of micro doing a lot of work. We have a committee that needs to kind of do the work. I we all should be reading them some stuff. comment
064for me. >> Yeah. No, I'm just saying I I I get what you're saying because there's a lot of >> So, typically there's two updates a year that come out of from Neiola. The updates are due to statutory changes or legal changes that have happened and they bring it in a batch. we could split the batch out and go through the process over multiple meetings rather than trying to do it all in one. But now once we update these policies, we may have a singleton here or there depending upon the work we're doing within the district, but we really shouldn't have another update until spring that's this lengthy. Last year we had had a couple of pieces because we had some significant changes in policy, but overall um as it was mentioned, most of these
065are minor tweaks based off of legal recommendation um to create some consistency. and when they're more time inensive um significant changes I think that's an opportunity that the policy committee can call out to have the conversation at the board or separate those policies out so my recommendation would be to keep them together understand that it is the volume of policies that you had to look at hopefully with the electronic format that you have that shows the differences in the red and the green it's a much easier read than if it's just a black and white copy for the purpose of anyone viewing. This is a lot of policies, but the school board has the committee looked at these. The school board has had these, had the opportunity to read them and make um comments, which
066um Elizabeth Gina picked up one on the on the nurse. Their policy changed from having an RN to an LPN. um superintendent had that explanation that our contract now with >> the medical center >> allows for an LPN. >> So I would just add that all of these have been legally attorneys from and they are pretty consistent with other school districts in the state of Wisconsin and um serving on the policy committee most of the changes we don't have control of when there is an option uh they discuss it in the policy committee and then bring that option forward and in some cases has gone back to the principles to get their input or in the case of the nurse gone to the nurse that works with our district or the food service people. There's
067a positive there. So, it isn't just that we're moving these forward without really spending a lot of time. >> All in favor say I. >> I opposed. That motion is carried. Who made that motion? >> I didn't catch who made who made the motion to approve that policies. >> We did. >> That was the technical corrections and now this was just for the first read recommending for second read. Yeah, I don't think anybody made a motion. >> I made a motion to approve. >> We did move on by the technical corrections. >> Correct. >> So looking for a motion on the first read of A through I would make a motion to approve second. >> I always thought the first reading was the first time you ever read them discuss and ask the questions here.
068They come back. The second read is when you when you approve them finally. >> So maybe we don't Okay, I'm sorry. We don't need action. All right. My apology concludes our regular business. [clears throat] >> Is there a motion? >> A policy on approving a policy. >> Is there a motion to convene through session? >> So move. >> Second. >> Roll call vote. Mr. I >> M. >> I. >> Motion carried at 709 open session. Um, we'll first look for a motion on the high school math teacher. Ross >> move to approve the hiring of Rosskate as our high school math teacher. >> Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed. Motion carried. Um, and then we will have a motion on the middle school football co. Coach Rob
069motion to approve as school >> questions or discussion. >> All in favor say I. >> Oppos. Motion carried. >> Um our next meeting is September 17th. >> Do we have to approve? We have to do we have to approve a custom plan Melissa Margar presented. Sorry. >> So I make a motion that we approve Melissa Margraph's. >> I think he has >> we have he has specific wording for that that we need to use. So if you want to read it for Jerry. I'll make a motion to approve and modify credit requirements meeting state standards of 15 and a half credits for a potential 2026 graduate to graduate from Spasco High School with anticipated graduation date in spring of 2026. >> Second. >> Questions or discussion? All in favor say I. >> I post. Motion
070carried. Um our next meeting 17th, wear your red or black shirt. We'll send a note. We'll send a reminder out. um communication committee meets 28 if there's anybody would like to participate in that. Um Monday is the first day of teacher in service and that's the lunch date Tuesday the 26th if anybody wants to come between 11:30 and something to help serve. If there's no other business I will make a motion to adjourn. >> I made a motion second. All in favor say I. >> I opposed.