001Let's go. All right. Good evening everyone and welcome to the District of Brown School Board meeting. Our first one for FY26. So, welcome everyone. All right. Uh verification. I'd like to call this meeting to order at 6:01 p.m. Uh verification of public notice. Meeting has been publicly noticed. Verification of Cororum. We have five of our seven board members in attendance this evening. Approval of the agenda. Would someone like to make a motion to approve the agenda as presented? >> We'll make a motion to approve agenda as presented. >> Thank you very much, Mr. Robinson. Motion made. Do we have a second? >> Second. >> Thank you much, Miss Homer. Motion made second. Any discussion? Any see? None. All in favor? Raise hand and or I. Any opposed? See none. Motion carries nley 520 and the
002reading of our mission and vision statement. Our mission is through the lens of excellence, equity, and engagement. We are dedicated to empowering every student with essential skills to build a foundation for lifelong learning. And our vision is to provide a rigorous education that empowers our students to confidently navigate in our everchanging world. All right, let's go on to our next item of business, the business office report. Mr. Good evening board. >> We are processing data over the next few weeks by January 2nd Friday. As a reminder, students who are not present on the count date, which is January 9th, will be present at least one day before and one day after the count date. The January count is combined with September's numbers to collect the district's equalization for the next school year. Miss Kanye Hoppy
003is leading the charge of that and scrubbing the data over the next week. We plan to have a report to the board at the next meeting. Uh second item I have is district provided lunch update. Uh this November and December the board generously offered free lunch to all students regardless of income level. We estimated the total cost to be $32,550 and it came in slightly higher at roughly $33,57. In total, the district provided 13,43 lunches to students training time. And lastly, we had our administrative review on December 18th. BI has given us some corrective actions to work on. So right now we are working on implementing those. I have >> uh uh qu I have a question in relationship to the some of the regulations or whatever. Was the regulations anything having to do with
004financial controls? >> No. No. It was uh mostly just the implementation of our program. Um, a lot of the letters and things to inform parents we hadn't been sending out. Um, and some of the letters were a little older in our system. So, we're just updating those and, uh, making sure that we identify the people that get the benefits correctly. I think we had like three people that we didn't get verified correctly. Um, other than that, it was it was pretty smooth. They were pretty impressed. >> Okay, cool. Perfect. All right, board members, any other questions for Mr. Paul? I'm just interested in how many >> I want to say 15. >> 15. >> Some of them are as easy as changing the contract online to reflect correct people uh verifying official information. So very
005simple. Some of them are they need to change our unpaid meal policy to have a specific number. >> So right now we have like a week's worth of lunch. gets to have a dollar amount. >> Then we turn off their alle cart purchase and get pretty negative that amount. So nothing just with controls. >> Yep. >> Some of that stuff we had already sent out. We had notified parents that you were doing that like with all cart because we had parents that were calling in and wanting to know why they they were seeing these charges. And so we told them that it was just as simple as letting us know that they wanted their child not to be able to do all the cart items. And so we start some of that stuff along. >>
006Cool. But no, we nothing that we don't that we think that we're going to have an issue trying to correct. >> No. All right. Hold you to it. >> All right. Sounds good. Any other questions for Mr. Paul? >> All right. Let's go on to our next item. Approval of new hires. Is that Miss Jackson? >> Good evening, board. I do not have any to report this. >> All right. Oh, resignations. >> I do have one resignation to report. That that resignation being uh Miss Danielle Men from the elementary school first grade teacher. She submitted her resignation today, her last day of employment will be January 27th of 2026. Um and it's pending receipt of liquidated damages. >> Okay. Are we going to make sure we uh exit the interview? >> That is correct. So
007what happens is I do send out communication of everything that a separating employee needs to do which is complete the survey pay the committed damages return property and reminder of what benefits they have and when the benefits were missing an employee here teaching >> this her second year yeah >> second year >> yeah she okay all All right. All right. Well, with that being said, would someone like to make a motion to approve? >> Yes. >> I would like to make a motion to approve the resignation of Danielle Bowen as a first grade teacher effective January 27th, 2026, pending receipt of liquidated damages. All right. >> Thank you very much, Miss Ashley. Motion has been made. Do we have a second? Thank you, Miss Fton. Motion made and seconded. Any other discussion? Hearing and seeing
008none. All in favor raise hand and or I. >> I. >> Any. Okay. Motion carries nely five to zero. We wish Danielle uh success in her new endeavors. And once a falcon always a falcon. All right. Let's go on to our next item of business. Discussion of the 2627 budget calendar. Mr. Paul. >> Good evening. the rest. >> And if you guys have in front of you, you should have the 26 27 for the planning calendar. I know we just certified our levy about two months ago and we're already starting to pay for next year. Um would you guys like me to read through the entire thing or just give you January? >> You know what? Why don't we do uh let's do January, February, and March so we turn around and do the quarter.
009>> Sure. So in January, we have budget begin budget discussions with our leadership team. Uh, it's reviewing budget timelines, district priorities, and staffing discussions. Uh, present budget timeline at board work session. Review 2627 revenue assumptions at the board. I believe I'll have something next meeting for that. Uh, review 2627 expenditure assumptions at the board. Budget meetings with administrators, directors as necessary. Leadership team continues priority and staffing discussions. Board approves the 2627 open enrollment seats. Teacher retirement notices are due on February. The board approves 2627 new course proposals. Reviews 2627 revenue and expenditure assumptions. Prepare budget guidelines based on revenue and expenditure assumptions. Present budget guidelines including enrollment projections. Current staffing level projected finances available etc. Uh lastly in March we have staffing needs assessment uh staffing needs assessment conducted. Building departmental level budget development continues.
010Distribute equal budget spreadsheets to budget supervisors. Meet with administrators and directors as necessary. begin personnel budgets, department level budgets due to building principles and deadline for the 25 26 purchasing is on March 15. >> Okay. All right. Board members, any any questions in relationship to this uh budget planning calendar? I think this I think it's a nice timeline on the things that need to happen or whatever and the stuff we need to submit it. And I think what it's going to do is it actually kind of works in unison with when we get ready to do our next thing or whatever that we've got to talk about later on. But um I think everybody knows what I'm talking about. So I think it kind of goes hand in hand and it kind of works out
011for us when we start to really start to talk about that stuff for April. Okay. Any other questions or comments for Mr. Paul? Anything else you'd like to add, sir? >> All right. Thank you very much. All right. Let's go on to our uh next item. All right, let's go on to item 3A. Let's turn around. Let's talk about this open enrollment seat. So, I believe that would be Dr. Kai. >> It's Miss Ramos. >> Oh, Miss Ramos. Okay. >> Good evening. Happy New Year. Took a a little spin here. Uh and so I will be overseeing our open enrollment for the 26 27th school year. And per board policy, we will be discussing that here in January to approve seats at the our next board meeting for school year. Uh we are asking the
012board for approval of a total of 151 seats. However, 96 of those seats are already taken because we do not ask students to reapply. So new seats would total 55. The 55 will be coming from the elementary school. What we did this year is we developed a projection based on speaking with the administrator of the elementary school to determine what the comfort comfortability of the class sizes. and we look into enrollment trends, resident enrollment trends and we are still waiting on the final numbers for third Friday well second Friday uh numbers which will adjust these a little bit. However, this year what I used was I used our current enrollment our past projection um there was a already created spreadsheet with the with the formulas that I needed to make the determinations. So at this
013time the 55 new open enrollment seats have a breakdown of kindergarten 15, first grade 15, second grade 20, third grade five. Those take into account in the early grades a 18 to1 ratio and as we get into third grade a 20 to1 ratio. What are we currently >> 100? >> The ratios are 18 to >> I don't think it really changes much. >> No, >> it's like adding another kid into each one of them because how many um um sections of first grade we have? We got five first grade. Same with K5. >> Correct. All sections have five. So it would be um an addition of two or three in each sections where there's 15. our lowest our first grade section has the lowest numbers. So, we would really just be adding to >> Y.
014Okay. And this kind of still continues to go along with our thought process of starting with having our students younger, >> correct? >> And being able to teach them the Brown Dear way as they continue to go through the thing to go through the system >> and having him sing with us longer. This is the exact same thing. If you remember, um Mr. Ruml and I came back to you um last year and they asked for an additional 50 seats at that time and this is that same pattern now we're just adding we will be continuing to add a grade every year until we hit sixth grade then we will stop >> also goes along with our strategic plan relationship to and that was the one thing that we had talked about as a board
015was making sure that we started with younger but our students younger and stuff and being able to uh coach them up our teach them up and being able to do it. The only way to do it is is be a to get them in K5, first grade, second grade, and being able to teach them the brown deer way and being able to do that. And if we need to do some of that tier 2 and some of those other things and stuff, we can take care of that and we can do it while they're younger and being able to, you know, speed up the progression and everything else like that and be able to identify. So, >> and so moving forward, I also did use a case load capacity ratio chart to determine if we
016would have any special education seats. And at this time, um, that would be zero for special ed seats. And I do have an update for the estimated amount of revenue for the new total would be around 600,000. >> That is about 600. Quinn, does that number sound about right to you, sir? >> Have we I'm so sorry. Go ahead. >> It's that 600,000 accounts for the 55 plus, right? At >> 15. >> I think you mentioned the dollar amount per pupil. >> It is. It's correct here. So, it's estimated 11,000 regular ed >> estimated special ed about 15,000 1482. But you don't have any special ed students right now. >> Well, we do. We have we have lingering special ed students. Got it. Got it. Got it. >> That are still part of that. Okay.
017>> 9300, >> right? Yeah. I was going to say that number can't be right because I think we're getting 9,300 >> gave me the burglar, >> huh? >> 9306 regular ad. >> Y >> it is $11,30. That's how much we get when they come from another district or >> regular. Yeah. >> Yeah. >> Okay. >> How much do we get when they are in district? >> Is that the It should be the same dollar amount. >> So, where's this $9,36? >> That is an incorrect number. >> That is an incorrect. >> No. How do we get the same from a different district? >> Because it follows the student. >> Yeah. The money the funds follow the student, >> right? So, this >> the full amount though, right? >> Yeah. the full amount stays the same
018unless they're going to a choice school or something like that then it's different >> but typically I think the full dollar >> follow it follows the student so so the number is 11,000 what >> 11,30 regular >> okay that's red okay >> all right >> that's the so my concern with opening up for another 50 is that we have new development on Brown Deere Road that's happening. So, we don't know what's coming out of that development. >> And then when Target opens those apartments, probably in 2027 was the last estimate I heard. We don't know who's going to be there. So, do we really want to add 55 at this point knowing that those two developments are in the works? So, are you thinking about, you know, increasing? What are you thinking? >> I'm thinking
019our population is going to increase over the next couple years. >> Are you thinking we should be allocating more seats? >> Yeah. >> Or less? >> Less. We were asking um our last business manager about that and he was saying that >> it really didn't >> it didn't really grow because you got to remember these apartments that are going up are one one bedroom and maybe two bedrooms and if you got a two-bedroom you may have one kid that may be in there you usually don't have multiple multiple you know yeah usually again and I think there's only x amount of those that were identical I'm talking with president m I think there was only x amount of those that were identified as being able to meet the criteria for low income for families to
020be able to do that as well too >> from student spots. >> So it it wasn't it wasn't that many and the prices are pretty uh on point with the rest of the suburban. >> I could say the only reason why we going to get more students is because they low income. I I didn't say that. I said there's only there was only a certain amount of those off. So the rest of them are like 90% of them are regular or whatever. But you're still talking about a onebedroom and a twobedroom. And so for all intents and purposes, generally if you got a onebedroom, you don't have again. If you do have a twobedroom, you may have one, maybe two >> max. >> A family of three. Yeah. >> Total top four. >> Yeah. >>
021In a two-bedroom apartment environment, >> maybe five. That's >> push. >> Yeah. >> Now, okay. I guess my question then is to go to M Robinson's point is is this. If Okay. When is when is that devel Does anybody remember when the Lynn? Do you remember when they said that development was going to be completed? >> Which one? Which one? >> Uh the one that where the old US I think the one where the old US bank is. >> I don't even think they broke ground yet there. >> All right. Cuz that one right there. But there was one that be >> talking about the one in Target. The one across where the shopping center is. I'm talking about these places on this side by the old US Bank building. >> They're already up. I
022know. And so they should be filling those and open. >> Yeah, they already up and open. >> And I wonder I don't know that may be something we may talk to ourh registar about and see do you know like how many additional students did we end up getting that are there that also could just we get it off the transportation list as well too and being able to do that. But now remember we're only really talking about the elementary school talking about grades >> for the open enrollment. We only talk about grades K5 through third grade >> at this point. >> Yeah. >> Now you would like we can come back um and provide you numbers for this because this is only a discussion at this point. we can provide you register our numbers because
023if those places are open right now we should be seeing an influx of students right now >> into the district and I know see >> and okay Eric said >> I mean I it's not like they've been open for a year something >> looking at school year planning for school year coming up though if you're a parent >> sorry for cutting you off >> a lot of people when they do move like I think we're going to say the same thing they will leave their child at the school and move them at the beginning of the year. >> Exactly. So, we wouldn't see an influx right now. >> I mean, if we had an additional 50 kids, could we handle the capacity? I mean, that's going way overboard. >> Well, I was told at one
024time BDE held 850 kids. >> Y >> and we are >> that was that was before we did the expansion. That was pre-expansion when we did that. But I think the way that the building is set up and we like I said before we've got five. So let's just say you end up with I don't know we had was it 20 in one grade so you end up with another 20 you got 40 you've got you know five grade levels you've got five sections or whatever have you you're only you're adding eight students you know and then I also think too because we I think we do have the space if we do end up having that great problem we can open up a new classroom because you got to remember now we're taking the
025the the revenue that's coming in in order to be able to do that. And all of us sitting around here have turned around and done budgets before. So, you know, that classroom, you take out the space cost, you take out the cost of the teacher and everything else like that. And once you break that down or whatever, but it should be able to cover the cost of that and do whatever else needs to happen. So, again, a good problem a good problem to have if it if that does happen. And we still wouldn't be talking about overcrowding. we would still be talking about our ratio still being and you think about it 20 to1 >> right >> think about that 20 to one that's excellent >> and the other piece to this too is that
026you just said in terms of of the um the report card right you've got young families who are probably looking for a great district >> and you've got a stellar reputation at the elementary level which means that you probably will have those students who because if anybody if I'm a parent if I live in the district and then move them when they >> right because you save as a family >> yes >> the village should have a sense I like if you want to be preemptive the village has a census on all of those residents >> and then we have the meeting and then we have the uh uh bimonthly meetings with the with uh the village, the district and the village. And so we could go ahead and we could talk to uh uh
027prisoners Montgomery and her team or whatever that to kind of see what the numbers are looking like or whatever. Hence the reason why we even have those meetings so that we can find out what each other is doing or whatever so that it can be a a seamless transition and or collaboration. But excellent uh excellent insight and let's miss Robinson. >> Thank you. Yeah, if as long as we have the space where we could accommodate, then that's fine. But I just wouldn't want us to push >> and small and still being able to keep around in that 20 to1 ratio. >> So because the 20 only hits at third, >> the rest of us 18, >> the rest is small right now. >> I have a question. So with these 55 kids, >> not particularly
028the K5 because that's such a beginning year where they can come in at any point normally and be caught up. But for those first, second, and third graders, what are we have a plan for um getting them to level if they are not if they're coming, you know, >> if they're if they're not if they're coming in behind. Yeah, we would definitely um put something together for them. We probably find it out through some of the assessments that we would end up giving to the students. So, you know, the very first thing that we hit off with is math. That's the first thing. And so, based off of whatever those results showed us, then we could go ahead and triage from there. >> Yep. Figure out if there needs to be some tier 2 intervention.
029And I know Dr. glass and the rainbow actually came up with a great system when we start talking about the tier 2 and kind of what we're doing and trying to be able to bring students uh up to level and everything else like that. Hence the other reason too I like the idea of just doing an elementary school up to third grade because you know if we can go ahead and we like I said before we catch those students when they're younger and if there are some deficiencies or some areas that they haven't been exposed to we can turn around and potentially be able to catch them up because of the smaller groups and everything else like that in the small group implementation and well as the small class small class sizes. All right. So
030now that was a was thatformational only? >> Yes. Discussion. >> Discussion. >> Well, it was a nice discussion. All right. Board members, anybody else have any other questions in relationship to this or whatever? I'm actually pretty comfortable with this with the explanation. Any other questions? Because I know this is going to actually have to come to us for a an approval probably next board meeting. >> Yes. >> Any other questions that you guys can think of? All right. Thank you very much. Thank you. Let's go on to our next item. Uh, spring election update. >> Okay. >> Would that be Miss Ross or would that be Miss Ashley? >> I think I Thank you very much. Um, two seats are on the school district board or re-electure this cycle. Successful candidates will serve a three-year
031term beginning April 27th, 2026. Candidates who have filed are both incumbents. They are Denthia Robinson and Dr. Todd Beetle and no primary will be required. The ballot will say vote 42. >> That's it. >> All right. >> Make my job easy. >> All right. Congratulations, S. All right. >> Okay. All right. Let's go on to our next item, which is our approval of the 2026 WASBY uh state education convention proposed resolutions. All right. So, there were a few that were identified that we thought that we potentially really need to maybe take a deep dive into. Um, board members, which ones are do we want to go go over each one of these like really really quick or there were there a few that you really wanted to have a discussion about because you potentially didn't
032agree with uh what WBY is trying to get us to approve or not to approve. >> I think we should go through each one even if we don't have a discussion around it. If everybody's clear, we could just say, "Okay, approve that." >> Okay. All right. So, resolutions forwarded by the policy and resolution committee. Uh, the first one is opposing the removal of the cap for the Wisconsin parental choice system. All right. Um, the cap is at uh 10% and an income cap of 220% of the federal property level on participating in the Wisconsin choice program. Uh, and they are opposing opposing the removal of it. Yeah. >> Yeah. They want to keep the cap. I know that sound crazy. They want to keep the cap. You can't >> supports maintaining in a room. >>
033Yeah. >> Yes. >> Yeah. >> All right. So, we say yay. >> You good with that? >> Yeah. >> I got mixed feelings, but I I I'll go away. >> Um Well, go ahead, parent and then I'll do my We may be getting ready to say the same thing. So they don't want the cap which puts families in a little box. So if you're really outside that box then you don't get to participate because you don't fall in that range. So I think they should remove a cap. Um yeah and I'm one of all of us but that cap is a disadvantage to some families. Um, I I just, well, for me, it's just kind of like one of those things to where I think the people should be able to have a choice. Period.
034Point blank. If they want to, regardless of what my income is or whatever, if if I want to go to a different school outside of my district and be able to go to a choice school or whatever, I should be able to do that. But yeah, that's just that's just me and um and everything and stuff. And to me, I think part of it what would happen is is it would make public school districts have to step some of their games up in relationship to that. Um because now there is no, you know, now you're you you're growing based on your own merit, not because somebody made too much money and they had no choice but to stay with you. So again, that just me. I think it just creates healthy competition. Um, but I
035also think too it's a budgetary item as well too for um, school districts or whatever and stuff because you would turn around and lose students like for us, you know, right now we lose um, what >> millions of dollars a year. >> Yeah. You know, we we lose that because of open enrollment seats, people being able to go to uh, other districts and, you know, the money kind of follows >> and everything else like that. And we're always still going to be responsible for educating that student regardless. So again, I have mixed feelings and stuff, but I can live with it. >> The the only way I would want that I think I would agree with removing the cap is if number 10 happen. So interesting. Okay. Well, um what are we what are we
036thinking? So, um we've got two people that are kind of on the fence. I could go either way. It doesn't really matter, you know, from that standpoint. But again, Miss Ashley, if you >> um I can go either way, but for my individual was Miss Jeff because yeah, of you still allow, you know, I know it limits you're putting limitations on, you know, the kind of thing. That would be the downside, but at the end of the day, I mean, >> Yeah. It's I mean, it's not that I don't think people should have choices. It's that the way that our funding works in this state just makes it difficult. But you got um well, you know, part of I think everything being so difficult is people really don't understand the funding, right? We just don't
037really understand. I think some districts don't understand, you know, this funding business. And then to think that in this new administration, we don't get a new administration because the governor has decided that he's not gonna run. >> Yeah. >> We don't know what this happens. Like I just >> Yeah, >> we just had the pleasure of Yeah. whatever that is. And right now >> Yeah. >> And everybody got to remember our our current governor was the state superintendent >> are right. >> So all right, Miss Homer thoughts. >> Um I agree with you. resolution, if I may, is not um around removing the choice, but it is around removing the qualifications to apply. And so that means that regardless of what your income is, you're able now to take a seat and receive funding for
038something that you could potentially pay for. um which would that seed every every school system has an enrollment cap. And so what does that mean for the students and the families that choice was actually created for? Um the cap initially was like $60,000. Yeah. >> And over the years it has been increased and increased and increased and um it's defeating the purpose for which it was created. So with that said and you are actually for would you I mean yes >> I said that to say that the cap should remain >> or that's my thought my thought >> but they said then rationale for it is the enrollment and income cap plays a role in preserving both the physical sustainability of public schools schools and the integrity of Wisconsin education system. Removing these caps could
039lead to significant increases in local tax burdens, potential destabilization, destabilizing, I'm sorry, public school funding while retaining enrollment and income caps helps ensure balance and equitable educational opportunities. So, okay, with that being said, I mean, I can I can I can live with it. I could agree with it. Oh, yeah. Everybody, can we go around real quick? We don't need to. Okay. So, we get a recommendation. Okay. >> I guess I'm the only one that wants to take this cap off and I'm okay with that. >> Okay. >> Uh the second one is revisions to the school district and school report card. Um, Bosby calls on the state superintendent of public instruction legislation to collaborate and amend the school district and school report card process and relevant state statutes to reflect the following considerations. Student
040achievement and growth should be valued equally. Eliminate the practice of weighing student perform proficiency based on free and reduced lunch program. Population sizes. take into account schools with high degree of advanced placement u international black ed dual credit career and technical education and extracurricular activities include physical um physical efficiency in report card scoring and any changes to the report card scoring and/or relevant statutes should be considered with input from school leaders from all ceases in the state. This one right here. I actually, you know what? I want say Dr. Cot and Dr. Cot and Dr. Glass and Miss Ramos. What are your thoughts in relationship to this one right here about the school report card? Um because this whole thing in relationship to weighing proficiency based on free and reduced lunch population sizes, right? They
041they I know they changed the criteria this year for what how does you know they were scoring the state report card. you know, the year prior to that, they weren't taking into consideration growth and everything and they brought growth back. Um, and that's kind of part of that was one of the things that actually helped us be a district exceeding expectations because of the growth that we that we uh that we show. So, with that being said, would this be one of those ones that would hurt us or help us? Well, when we look at our population, I would say it would hurt because it doesn't acknowledge the inequities. Like we're talking about the possibility of an influx of students who may come in at or below or significantly below grade level and we will
042be held to the same criteria as a population of students who are at 90% proficiency or higher already. >> So that's really that first piece about the achievement versus growth. We have we are able to show a lot of both right and achievement is just flat out like you you are already proficient and if we're we're continuously growing our children so even that first one it just puts us at a disadvantage and then um we are getting better about our children taking advanced placement we kind of jump down the three we're getting better about that and providing all of these opportunities but there are some places where that's all they are in their name Right. It's the advanced placement. It's the IV. It's all of that. And so that puts us at a disadvantage. So
043this one >> Oh, and and and also the biggest one as well, too. >> Yeah. >> We're 60% above free and reduced lunch. >> Exactly. So >> So now you now now we turn around and we start talking about other some of our fellow school districts or whatever have you that may be 10%. or what there is a there is a giant difference. >> There's going to be a giant. >> So they basically want to say we don't care what your lunch status is. >> You're going to be evaluated the same as my Northshore kids who >> come home to tutors and parents >> because >> Yeah. Because the rationale is they want to be able to because they change it all the time. They say you're never able to compare one year consistently to
044the next year because they've moved where the measuring stick is. So now eliminating all of this makes it all on an even playing field with everybody else. Another brought to ponder is how would that impact funding? Because right now, you know, there are different types of subsidies and fundings that are um granted to school districts, title grants to support these inequities or these lower performances. If we decide to vote for it to be a level playing field, then we inherently say to oursel that's going to come out of our fund or other budget, we're okay with giving us funding. >> That's the reason why they talked about all the deceased regions >> and it's not clear about that. >> We already Yeah, we already >> All right. So, we already I think we are um
045I think we know which one where we're going on this one. Hm. >> Definitely this is an end an eight. Okay, let's go on to our next one is amendment uh to to resolution Wait, I'm so sorry. Uh amend existing 5.22 fund distribution. Um the rationale is the state education agency has expertise, experience and efficient structures to handle the allocation and dispersement of state and federal funds. >> So they just knocked out the supervision piece of it. The supervisor discretion to supervis the distribution of all >> Quinn thoughts. I believe that's kind of how it works now with receive all the funds. >> Um >> I think so. >> Yeah. >> Only taking out of there is the public schools any school system that receives public funds or only thing they doing pulled out the
046public schools and just make it any school um possibly support state education agency supervision distribution of all federal education funds. If federal funds from the US Department of Education is changed to be federal block grants or other funding sent directly to the states from the federal agencies. >> So any school district does that now include your private your choice? >> To me that's what it seems like it would be. >> So it's ending. So it's just not public schools would be only held to this. It would be any >> fact. >> Yeah. >> Thoughts just all over saying everybody. >> Yeah. >> It's all time from the same science. >> Yes. >> Yeah. I would say yes. >> Yeah. >> That's all it is. That's all it is. All right. So we think this is
047a yes. Okay. All right. Let's go on to our next one. Brothers as submitted by Nina Joint amend existing. Is this the same one? >> Is this a different? >> Yeah, this is number four. It's 1.26 and Wby is opposing limits on scheduling referenda. So >> it's a referendum. Yeah, this a referendum one. Any oppose limitation on the duration, scope, frequency, or effect of the school referendum? A >> Yeah. Ready to do this. So, yeah. Yeah. This will be one we Yes. And then the next >> you can't tell us not give us money and then tell us we can't >> like really >> because that's what it is. >> Yeah. The next one is is by New London. Wisby calls on the state superintendent of public instruction to amend the school report card process
048as follows. Student growth and achievement should be valued equally. Stop the practice of weighing student proficiency based on C. But again, this is >> going >> Oh, I am like talking about this. I'm like, wait a minute, J. >> Yeah. >> Okay. >> Uh oh. What y'all trying to tell me? Put it down. >> Hey, no means no. Uh we on four the amendment to >> take off mess with folks. So Madam BP, you go ahead. You read she won't be like that. No. Uh substance abuse disorder and treatment aid resolution as forwarded by the policy and resolutions committee uh is to create uh Wisby supports legislation to establish a new categorical aid to fund and support schoolbased substance abuse substance use disorder prevention and treatment related services. The this aid should be comprehensive in
049order to full fully fund necessary resources and staffing the district may need. Blah blah blah blah rationale. A new categor categorical aid for school-based and substance use disorder prevention and treatment services is essential to addressing the growing mental health and addiction challenges faced by students. Uh without dedicated and targeted funding, schools often lack the resources to provide early intervention, prevention education, and access to treatment. All right. No, Mr. Rainbows. >> Um, I do agree with that, but was recommends the state provide a minimum of $25 per pupil in the first year. I don't that's not even enough. 25 35 per pupil, 50 per pupil. I mean, can we contract with people and companies? Yes. Uh, I would say yes to that. We wish it would a little bit more. But then where's that money coming
050from too, >> right? >> Yeah. >> From now I see that it covers training for this use awareness, but you know like in a district like ours, we don't we have more kids that struggle with just regular mental health. Right. Right. >> Than we do with substance abuse. So where is our treatment? You know, what can we do for the mental health? So we could use it there. Sure. because then it covers all kids. But we we don't have as much of this problem as some of the other schools. >> Oh, Nina. >> Yeah. Being a joint school and they were really really talking they were really talking about this for actually for more smaller school districts. >> Yeah. >> To be able to get the aid this in this 25 or $35 or whatever
051for small school. So my thing would be is what would they consider being the small small schools? >> I think like the mental health first thing that is for the youth that I think that would be beneficial >> but are these services only being provided to those who have been identified to have substance abuse? not mental health per se that that could be for anybody. >> Well, these these funds that are being set aside, are they going to be available at all or you going to have to apply for them? It's it's all those little nuances. You know, you can create this, but how do you get access to it if you find that you have the need for it? >> You guys look at the um the last paragraph on page 10 about how
052the committee had decided to move forward with him. I was looking at the second paragraph >> a different form when it was originally submitted. So they're adopting something that was not even originally submitted >> resolution is approved via referendum >> related to four though >> 10 is the referendum 12. Are you looking at 12? >> Looking at five >> and then it goes from 11 to 12. >> Yeah. Great mind think I don't care what nobody say we here now what >> tell me two plus two don't >> you telling us that's >> hey all depend on what else I had in my plate all right so >> I mean I agree my only concern is usually when when these things are drafted. They're specifically for this because even under the rationale, it says a
053new categorical aid for school-based substance use disorder and prevention and treatment. So, even though it has mental health first aid, I think they're going to tie it to you have to have a substance abuse disorder in order to qualify. You know, like they're very prescriptive about how you use the funds. Yes. >> So, we don't if this is not something that we're saying, I don't >> I agree with you. I don't necessarily think that we should be saying yes if it's not >> and they want to create a whole another categorical body. >> Yeah. And where is it coming from? >> Right. >> Telling you you have to use order and prevent right >> and it's only for small schools. >> Right. >> It's only for small schools. >> Yeah. >> That's what it that's
054what way I read it. It said it was for small schools. >> What's considered small? >> I already said that. didn't say. >> Yeah, that's the question. And I agree with you. The amount is not really reasonable that they're proposing. >> All right. So, we are saying >> no. Nope. >> Okay. Again. All right, let's go to number six. U vocational transition for students with disabilities. Rationality is improving vocational transitional services. transition services, I'm sorry, for students with disabilities is creating is critical to ensuring that they have equitable access to postsecary opportunities, meaningful employment and independent living. The division of vocational rehabilitation, the DVR scooters often operate in silos which leads to fragmentation of services for students with disabilities transitioning to employment of postsecary life. Increasing collabor collaboration between school district and the DVR is
055essential in addressing these changes. Um, WASBY supports the use of federal, state, and local resources and collaboration, the collaborative banner with the Department of Vocational Rehabilitation to support transitional transition programs for students with disabilities to achieve better employment. I'm with that. >> Yes. >> Yeah. Why are we why is there a new >> I don't know. Yeah. Yeah. That's kind of weird. >> It looks like there's not clear policies. I mean, just from understanding there's a lot of silos. So while DDR exists, there's not a lot of partnership and direction related to collaborating or specific like it's it's hard. They need to create systems and policies to actually open up doors of communication sometimes. >> All right, let's go on to number. So we got a >> that was a yes >> for number six.
056So number seven, universal state covered meals. Uh resolution is create WBY supports state legislation to establish and fund a universal school meal program to cover the cost of all student meals not covered by federal programs. Um rationale research blah blah blah uh the state covering all the cost of all school meals for every student regardless of income not only help alleviate uh student hunger but reduce the stigma some students may face by not being able to cover the full cost. I would say on this one right here, if this is coming through, then if this is coming from the federal money all the way to the state and everybody doing it, I say yes. >> It's not coming through the federal money. >> Support state legislation. >> They're proposing that it comes out of the
057surplus that the state has. >> Well, wait a minute. Just making sure. >> So, just to have that. >> Oh, yeah. If it's it's to cover the cost of all students not covered by >> by federal >> that which is right means that the state would be responsible for it. >> Yeah. >> And so again, where is that money coming from? >> Where's the money? >> Okay. See, but again, we've got the surplus, but what happens when you run out of surplus? >> Exactly. >> But that's what the proposal is. >> That's I guess that's a different >> Yeah. conversation for a different day, >> right? Because you can approve it. It doesn't mean it's going to get approved to the legislators, >> right? Because we got the surplus or whatever have that doesn't necessarily
058mean that they're going to take the money from there to be able to do it because actually quite sure we already got advocates that are already in the midst of all of that anyway. >> Pretty sure you going to have some folks oppose on that. >> So, what are we saying? >> Approve. Okay. Yes. All right. Number seven. All right. Number eight. Uh public education endowment fund. Uh Wild wants to support legislation that creates a public education endowment fund to be invested on behalf of Wisconsin to fully to fully and equitably uh fund public education across the state. Um, in 2023, 121 of Wisconsin's 421 school districts held referenda to raise funds and 145 did so in two in 2024. Uh, more than one half of all districts in in each year, indicate a growing
059trend of systematic underfunding. Given this and our state currently holds a budget surplus of roughly four billion at estimate, uh we have a historic opportunity to take proactive steps to ensure public education is adequately funded for the future. Creating such a fund would allow us to meet to meet Wisconsin constitution requirement to provide equitable education funding across all districts. >> Okay. See, that's the >> Would it be pizza? didn't say it would probably have to be Department of Public Instruction would have to hold it. DPI would probably have to hold it. And if it's doing this and would they turn around and try to use like the um the the Wisconsin was that the the what do you was that WRS or whatever and use the same people to be able to do it because
060you'd be trying to invest it as well too. Again, a question that would be question I would have >> and how much >> and again they talking about this surplus. They're not going to use the whole surplus on education for sure. >> But I guess I think that probably the rationale is is ask for as much as you possibly can and hope that you get some of it. >> Yeah. I mean, if that was the case, they would do it without us >> needing an endowment. But yeah, >> is this the opposite of the referendum? >> Well, I think it's two total different things like the endow one. I always think about endowment. I always think about that's for future use. So, if if things get tight, you can go to the endowment fund and
061be able to get and be able to get dollars. That's the reason why I was wondering like who would hold the money. Yeah, >> they will stop you from going out. >> That's why I said, are they are they counteracting? Are they working kind of in tandem together? If you approve this, then more local districts won't have to go out a referendum because you could >> apply for this >> and some endowment dollars. >> Doesn't mean you'll get it. It's like the same as a referendum, right? Where's it coming from? Who's managing it? What are the criteria to receive it? Too many questions on this one. >> And they don't give you enough to make a intelligent approach either. >> Coming out of a flare, creating such a fund would allow us to meet Wisconsin
062constitutional requirement to provide equitable education funding across all districts. But I don't know uh that could be the >> exact and that's also we would be borderline impossible. >> Right. >> And for the fact that the committee approved it with no notes, no edits, no. It's like well approved it thinking it's not going to get passed in the legislature ask >> but then they said >> I'm looking right here. I would probably I'll probably say no because I don't know what I don't know what is it going to come at the cost of us potentially losing other dollars to do special education or this that the other. The money's got to come from someplace. >> So in my mind I would say no right now because I don't have enough information to even make a
063real informed decision. You can't even use the old when in doubt look about. So nay nay. >> Yeah. >> All right. Let's go on to our next one is number nine. Um amendment to resolution 3 early childhood education funding and private public private partnerships. Uh the rationale is the the recently created get kids ready initiative administered through the department of children and family uh children uh children and families created two funding mechanism for 4K education. This new funding mechanism threatens the variety of existing 4K educational partnerships established between public schools and privately run childcare centers. In addition, the get kids ready program lowers the requirements for 4K teachers and childcare centers. 4K students deserve fully DPI certified teachers to meet their educational needs. Um, this came out of lacrosse and all publicly funded 3K and
0644K schools, including schools receiving voucher funding or funding through public agencies other than DPI, must have the exact same accountability, reporting, and transparency standards and requirements. The WSBY supports a single funding mechanism for 4K education, creating two publicly supported educational systems that threatens the sustainability of public schools. >> Essentially, would this wipe out child care centers um across the state? >> It it would affect childcare centers or whatever because they wouldn't be able to pay for a licensed certified uh K4 teacher. And I think that for our Milwaukee County and for groundier for example, we have a half day K4. So if we were to support something like this, in effect, that would mean that that parent could send their child to school half day, but if they're working full-time, they would have to come
065out of their pocket to find some other type of coverage for their child. And then if we're thinking about private and child care pairs, I think that's exempting religious faith, but just like these independent centers that we see throughout the city. Am I understanding this correctly? >> Well, no, because it says that they support state funded public school 3K and full day 4K for all children >> for public schools, but not for the independent like >> So, yeah. So basically what they're trying to do is hold everybody at the same standard, right? So K4, you got to have a licensed K4 teacher. You just can't have a person that see now what that does is that hurt that would do like choice schools and stuff like that where you don't have to have a teacher
066license in order to be a teacher. You just got to have a college degree. >> All right. >> Mandatory what? School age is six. >> No, mandatory is K5. You got to K5 is mandatory. >> K5 is mandatory, but they don't have to report until they're six. So they can Am I >> You still got to do kindergarten in order. >> You got to do K5. >> Yep. You got to do K5. That's the That's K4 is the one that's not recognized. See the state Wisconsin state statutes K4 isn't a recognized grade level. All right. K5 is recognized. So when you're four years old, you don't have to go to school. >> Yeah. >> But when you're five, you got to go. You got to go for K5. >> I think it's I think the
067age is six. I think I know that they have to go through K5 because we looked at that earlier. So even if they're six, they have to go through the K5 program. But I guess I mentioned that um because if they're talking like if the argument or if the narrative is that K4 teachers have to be licensed and certified, but yet I can keep my K at home until they're five or six. sort of >> right. Well, I think you know ultimately when I look at this is is here it is >> as a public school district our K4 teachers all of our teachers have to be licensed. Choice schools mom bomb and pop operations that run K4 don't have to have licensed teachers. The statute is different. All right. So now what they're trying
068to say is is they should hold everybody at the same standard because what that'll do is that should stop some of that those four year olds being behind on the curve or whatever because they're not getting that same type of an education because they're not having a licensed teacher and a program that's got to follow the state state standards or whatever have you. I think this is kind of what this is looking at and trying to say. So now what this would do is this would really hurt choice schools because like like I said before they don't have to have licensed teachers they just have to have a bachelor's degree >> in several um businesses in our county it will hurt them as well like the child development centers and yeah >> and all like
069that will totally wipe them out in a place and time where we're already short of teachers >> right so again uh you know you got to look at this on both sides can you can you close the achievement gap a lot quicker quicker if you do have licensed teachers >> and being able to do that. Now, again, I'm a proponent of this. Some of the best teachers I ever met weren't licensed teachers. >> Yeah. Now, think about all these child care centers, too. I believe they're three year olds. >> Yes, that too. And if they're part of if they're part of the Head Start program, if these kids are in Head Start and everything else like that, you've got Head Start guidelines as well, too. >> Right. >> And they don't have licensed teachers at
070their Head Start program. Majority of them don't. >> Yeah. No, I don't I don't think this is good for uh the students that and families we serve. >> Yeah. I This one right here is like one of those ones I think it hurts. I think this one right here would hurt uh especially when you start talking about urban areas. >> Yeah. Source. >> We were to do our early childhood. Would our teachers be licensed or will >> because we're a public school district. So we So we have to we have no choice. It says here 4K gets that bottom line. 4K students deserve fully DPI fully DPI certified teachers to meet their >> and they'd have to follow try to proud of following males Wisconsin model education standards for that and everything else like that.
071So again, I can see it on one side being like, "Hey, this is what I'd want." But the realization and to be real about it or whatever that it would make it we wouldn't be closing that you would be closing down some places >> and then you would have people who were not able to create these. >> Yep. >> So we saying uh uh no. >> Okay. >> Then for the K program, you have to have a disability. >> Okay. So we got a no for number nine. Number 10, if you want. All right. Number 10, supporting uh decoupling of public and private school funding. >> Rationale. >> I really This has been this got pushed last year and it took up a whole lot of time, Laura, and it's going to happen. Yeah, that's
072going to be a big risk. >> Here's this rationale provided by Kettle Marine. They're saying under the current Wisconsin law, when a student leaves a public school district to enroll in a private voucher, special needs scholarship, or independent charter school, the state reduces the district's equalization aid by the amount of the voucher. As a result, here we go. As a result, taxpayers must offset the loss through increased property taxes even though their locally elected school board has no oversight over these schools. Uh reassigning the responsibility for funding private choice programs to state level government. States state's general purpose uh revenue would aid focus on public schools students and local classrooms. Mitigate state equalization aid cuts in rural Wisconsin districts who are experiencing declining enrollment. prevent hidden local property tax increases resulting from state policy decisions
073and provide school boards with a stable predictable revenue limits. Support responsible property tax levy planning increasing increase transparency by placing the full cost of the choice programs within the state budget where it can be properly debated. This change would preserve the integrity of Wisconsin schools finances finance systems taxpayers and ensure that public funds remain accountable to the public. So basically they're saying all this to say you know what it should be separate money period. You got if you want to have choice school choice school should have their own bucket of money thing where that comes from and public schools should have their own bucket of money for where it comes from. And we like like say for us for Brown Deer, if we had a student that would leave Russ and wanted to go to
074a choice school, right, if I'm looking at this correctly, and they went to um a school, it wouldn't make a difference to us, right? Because >> we keep the money. >> Money doesn't follow us, too, >> Right. that voucher money that eventually comes they take it >> cuz like right now we we only pay the voucher system like say we get the 12 11,30 per pupil right >> now if they go to choice school choice school only they only get like 9,000 >> I know increased >> 3,700 no it increased y >> it's 9 it's 9,000 now >> it's closer to 11,000 >> or twice up it >> I think they just upped it in this last >> Oh >> it is up They just upped it. >> It's Is it 11,30? >> In line
075with >> It's 11,30. It's almost in line with >> So, is this the same as public? >> It's about It's very >> about about $1,000 difference. >> It's a very very very close. >> I think the decoupling is trying to get the private schools away from laundering their money through us because, for example, 10 years ago, our vouchers were probably $200,000. Now, it's >> 1.2 million. >> That the Taxpayers don't see that. They just see that our levy keeps growing. >> It's growing because they're laundering their money through our levy. >> Yeah. >> So this way you're telling the taxpayer like, "No, no, you're paying the private school that's teaching whatever because they don't have the same standards and they're not taking all the kids. They get to choose the students they get." >> Yeah.
076>> Whereas we don't. >> We have to and we got to be held to the standards and everything else. >> Pride and service. >> Yep. Because regardless, and that's kind of what I had said before, regardless of whatever happens, if a kid goes another thing, we're still responsible for educating that student. All right. So, this one right here, number 10, you agree or disagree? >> I mean, essentially would not impact our budget, correct? It would just separate them. Is that what I'm understanding? >> Well, here's the thing. I mean, if we voted yes to this, how long could you separate those up, right? Like, it literally I'm not understand. That's the part that I >> that's going to be the problem because now you're going to have to have two total different state budgets when
077it comes to education, >> right? >> And and how does that end up being like, well, we start talking about equitable and everything else like that if public school district are held to this standard. But I think that that's probably going to change that as well. If the funding if the way they receive funding changes, then they should be held to a different stand. >> See, but who but where are they getting the money from? See, right now all of the money comes through from the taxpayers, right? So now where where does this money come from? If you come where is this money coming from for these kids that are might be going to these private schools? Where is this money coming from? Because as taxpayers, we're paying right now. We're on the hook for
078any student that's in ours. And so we're on the hook to be able to educate them. Even though they go to a choice school, we send the choice school whatever their dollar amount is and we keep what's left right now. Correct. Now, if they turn around and do this, then we have nothing to do with it. If they want to go to choice school, it's on I don't know. But where is the money going to come from? It can't come from the taxpayers anymore. So, is there now are they talking about DPI is going to have to have a whole different pot of money that they're going to have to come up with in order to be able to maintain choice schools? >> That's what it's that's what I'm assuming, >> right? Because you can't
079you can't if you're going to do that, you can't use my tax dollars to be able to pay for somebody else's stuff that I don't have any accountability for. But at the rate that the um the choice schools are growing, they might create a whole another department of ed if you will to get at some of the issues we're talking about, right? Like because there's an increase in schools. I mean these schools from its reflection till today nobody would have ever thought that we will be blue. >> And now those dollars don't get in. >> Yeah. >> So my my biggest thing with this one would be is is where they gonna get this money from where's this money coming from? because it can't come from the tax. Like it couldn't be like it couldn't
080come from Brown Deer, the village of Brown Deer and our taxes or whatever. It'd have to come from someplace else. >> Well, on page 20 it says reassigning responsibility to funding private choice programs to state level government states general purpose revenue. >> So that's the state, >> right? But the states still get their money from us. >> Right. So where they going to come? Where they going to get the money? Now we keep talking about this. Now we're talking about this $4 billion surplus. Well, >> think about how many choice schools are running around in the city of Milwaukee or in Milwaukee County, >> right? >> Yeah. This can't work. >> So, we don't know where the money's been. >> Yeah. All right. So, are we on a no on this one or yes? Yeah.
081You're saying the decent is supporting the decing 11, >> right? >> Don't say the same thing. That's crazy part. That's why it's so confusing. One came from Nina and one one came from Kettle Marine supporting it and then Nenah and Watsa what Vtosa says is saying they're >> they're opposing it >> right and so it says in the the notes on page 20 um the committee also sought to have the language of this resolution mirror as closely as possible the language of the next resolution in this packet with one using the word supports and the other opposes. The goal was to make it clear to delegates that these resolutions take contrasting positions on the same policy topic. So we would say no, we're not supporting, but yes, we're opposing. So we would say no to
08210 if we're not supporting it, but yes to 11 because we're opposing it. >> Y >> because it's the same issue. >> It's the same. One saying yay and one saying, saying no. So which one >> where they're getting me at though is so for 10 it says supports legislation separating funding for choice and charter schools from public school equalization aid and instead supports that the state taking full responsibility to fund payments. >> Right. But then on 11, it says they oppose legislation to separate funding and instead supports that all publicly funded schools being funded by a combination of state and local tax dollars, >> which is what we currently do. >> It's two separate. They're not saying the same thing. >> So I don't one and oppose the other, but they're not saying the
083same. Their ration are different. So >> yeah. So 10 is pro public school stability and local taxpayer. 11 claims decoupling could reduce uniformity. We can transparency create and >> yeah and it does because I don't know how you separate it out. >> Right. So no to 10. Yes. >> 11. No to him. >> Yeah. >> Yay to. Okay. >> That is in favor of decoupling. >> You keep your your equalization, right? So when kids leave, it doesn't affect the >> We don't know where the money come from. >> It doesn't matter. >> It does >> because it won't affect us though. So it's gonna affect you because the money's got to come from somewhere. Money got to come from somewhere. It ain't going to come out the blue. All right. Any more discussion on this
084one? Miss Far, >> you got another question in relationship to this or whatever? I mean, you sure? >> I think I I just the way it's if you just read it, I'm not to it. I I mean, obviously, personally, it doesn't matter. But for a school district, if 12 of our kids went off to choice right now, we we we keep those kids. We pay for those kids. We're responsible, right? So if you decouple the kids, like you say, "Oh, you're leaving. Okay, see you later. Good luck out there." So wherever >> it still affects us either way. How? >> Because we wouldn't get the money. >> That dollar goes from where he goes. >> It doesn't come to us. >> Now we get it and pass it through. >> We pass it through. And
085so whatever's left it at all. >> So it's still going to affect us. >> So if we are keeping the money and keeping the kid, do we get any money keep by keeping the kid? >> We get the regular educator. >> Yep. So if a kid elects to come to Brown Deer High School in the very beginning of the school year, that money comes to Browner High School. >> If that same child decides in January that he's going to go to said choice school, Brown Deer still keeps that money. >> Yeah. >> Because man, at the end of the day, you got to remember we're still responsible for educating that kid regardless of whatever happened. They can go turn around and go to a choice school >> and the choice school get the money after
086third count Friday because and then right after third count Friday >> choice school can let them go and send them back to us and now we got to pay now we got to educate this kid and we don't even have the money. >> We don't even have the money would have been at the >> school he or she elected. >> Okay, good conversation. Good conversation. And I think that's the reason why this right here was like that last year. This is going to be like, >> right, that's going to be a high bid question or whatever. >> I think a few of these are going to be high bid. I might want to go sit in just to hear something. You just want to see somebody. >> We'll be there all night like we were
087before. >> I know. I'm like, >> yeah. All right. Number 12. Encouraging schools to participate in WIA policy making. Um, rationale. WY has had the practice of avoiding adopting resolutions that attempt to dictate WIA policy decisions. Member districts of WIA have have representation on WIA policy processes. Wisby also has representation on the WIA board of control. Wise should respect the independent and the independence and process of WIA. Just that we expect the same from WIAA. Currently 3.96 goes against Wisley practice of not having resolutions that dictate policy positions to the WIA. >> I agree. That was that was that to me that was an easy one. >> Yeah. >> Stay out other business. That ain't your thing >> basically. >> All right. Oh, wait. I'm so sorry. I just put Yeah. Uh members, I'm sorry.
088I dumped the gun. What do you guys think? >> Mr. McGregor on here. >> Encourages school services. >> Yeah. >> He just >> Yes, I'm here. >> Okay. Did you hear this one, Mr. McGregor? >> A little bit of it. uh encourages schools to uh participate in the WIA policym. They wanted to say the rationale is uh Wby has had a practice of avoiding adopting resolutions that attempt to dictate WIA policy decisions. Member districts of WIA have representation on WIA policy process. Wisby also has representation on the WIA board of control. WSby should respect the independence and process of WIA WIA just as we expect to say from the WIAA. Currently 3.96 goes against Wisby practice of not having resolutions that dictate policy positions to the WIAA. >> I'm in agreeance with you. They need
089to stay out of their business and let them do it. >> Okay. All right. Thank Thank you. Thank you from our athletic director. All right. Cuz he's the one that have to be in the middle of that. Thank you very much, sir. We appreciate you being online. >> Oh, you're welcome. >> All right. you haven't already adopted that policy. >> Now, these right here, these next ones, >> these are resolutions by the policy. >> So, the next ones are the resolutions that got turned down by the policy and recommendations. >> Oh, so we ain't got to talk about it, right? >> If somebody's in the room who put it forward, >> they could turn around, ask for a motion, be able to get >> and say, I would ask the body to >> Right. But
090then it would have to turn around and come back the following year. It wouldn't get be on there for 99. So, okay. So, now I just want to clarify. See, cuz my my thing my pack came it was coming out backwards. So, I'm going end up talking about it backwards. 12 is a yes. All right. 11 is a yes. 10 is a no. Correct. Right. Uh, nine is a no. Eight is a no. I got Where's my >> Seven is a yes. Yeah. Oh yes. Se universal state coming. Seven is a yes. Eight is a no. Go back. Six is a yes. Five is a no. >> Five is a no. >> Four. >> Yes. Three. Yes. Two is a no. And one is a yes. All right. We good? So, what I will do
091is um forward this to Miss Welch. If you can I don't know if you can type up or whatever. And then we and we forward it to Miss Welch to let them know that this is what the board say yay in May to >> do. >> All right. So, now let's go on to this thing 3C uh to motion to approve the WY state education convention proposed resolutions. So, like I make a motion. >> Yes. I would like to get a motion and approve the 2026 Wasp State Education Convention prop books resolutions as presented. >> Thank you very much, Miss Hallmark. Motion has been made. Do we have a second? >> I think Miss Farington motion made second. Any discussion? >> Okay, so question here. Should that say we're approving the >> the proposed resolution
092as presented from what we talked about? Yes, that's what we we're approving what we just talked about. >> Yeah. Even though the wording is >> presented as discussed >> as discussed, the wording is a little off, but it's it's what we put in as >> Okay. All right. So, Miss Fington seconded. Any other discussion? consent. All in favor raise hand and or I any opposed. Motion carries nly 520. All right. Turn all my stuff. All right. Let's go. All right. Let's go on to our next item is the uh discussion of Nola policy. It's our first reading. Uh would someone like to make a motion? Uh I will make to approve the policy review as presented. >> Thank you very much Mr. Ferington. The motion has been made. Do we have a second? >> Okay.
093Okay. Motion made a second. Any discussion? >> So just for clarity it was just the name changes in all of these compliance officers over from Kevin to now Quinn. >> Y >> do we have to be specific? Can we just say the role versus a specific name >> in those policies? They they require a name. >> It's a name. >> Okay. >> Got to be able to know exactly. >> So like on some of those policies, Erica's name is mentioned. Some of them Trina's name is mentioned. >> Yeah. >> All right. All right. So any other further discussion? You're seeing none. All in favor raise hand and or I any opposed? And see none. Motion carries unanimously 520. All right. So now our next item is a motion to go into uh close session. Um
094with this um individuals that are in our in our chat or video our video conferencing and everything right now we're getting ready to go into a motion to go into close session. So that would basically uh end our meeting right now. But we will be coming now. We are coming we do need to come back into open session. >> we may need to. So, we may need to come back into open session. Uh, if you do want to, if you're in the chat, if you do want to stay, you you can, but we are getting ready to go into close session. >> All right. So, would someone like to make a motion? >> I will make a motion and roll call vote to enter into close session to Wisconsin state statute 19.85, parent one, parent
095C. The board of education may approve may move into close session for the purposes of consider preliminary notices of non-renewal. B discussion of 26 through 28 administrator contracts and C motion to roll call votes to return session to announce or take action if any is appropriate. >> All right. Thank you very much. A motion has been made. Do we have a second? All right. All right. All right. With that being said, uh, Miss Ashley >> Hi, >> Daniels. Ashley, I >> think I motion carries. at 5 to zero. We go into close session at uh 7:24 p.m. All right. Those that are with us right now, thank you very much. If if you can't stay, uh if not, uh we you will be able to stay. Miss >> um my question is is are you
096going to come back into the Zoom in open session or are you just going to be in open session and have it accounted for in the minutes? You've done both. >> You know what? It's probably almost better for us to just go ahead and just be able to put it in the notes >> rather than do this because we don't know how long we're going to do. >> I understand. So that's okay. So but that's that's fine. It's the same. It's presumed that's what you would do. So yeah. >> Okay. So yeah. So, for all intents and purposes, for those that are online or whatever, um our meeting is potentially over with uh relationship to that, but you would be able to get the minutes from this if you do want to uh if you
097do want to know. All right. >> If we go back >> if we go in the back section. All right. All right. Well, thank you very much everyone. Have a good one remainder of your evening. Then we go into close session. Thank you. >> Yes.