001Welcome back. To have you close. Yes. It's like getting concert tickets. Like it's at 8:00 and I'm like refresh refresh refresh refresh. Because a lot of those side streets now used to be back in the day, but now they're all locked off Saturday. >> It wasn't I can't just I know. I know. >> Yeah. I feel bad because I should probably I thought I represented today. Yeah, we went shopping yesterday for dorm stuff and my mom stop the aisle and check. Happy birthday to Carly Fisher. >> She's celebrating the third anniversary of her 18th birthday. That's right. Well, there's some cake here. You got to make sure you get some here for the big day. Are you going to do anything special other than H or whatever they're doing down there at Epic? >> Uh,
002yeah. You know what? This this week, I don't know why they moved a little earlier because we could the users group meetings. So, there's like >> there's like 10,000 customers on campus in addition to 14,000 employees. So, and you're not allowed to take vacations. So like I literally have to spend my birthday and then for 4 hours >> you get to >> Yes. >> I took Friday off. >> Customers are gone >> Thursday. So come out of there. >> Just enjoy yourself. >> We'll come in for your own cake. No. Okay. It's not official. or something. Yes. All Right. >> Call this meeting to order. One more area school district board of education 635. Dr. Schway has this meeting been properly noticed. >> Yes. >> Excellent. Do a roll call. Um Joel Craraven, not known
003as Jack Schultz, please. Here we go. >> I wonder if you still >> here, >> Jessica. >> Sarah >> here, >> Carly >> here, >> Tom here, and myself all accounted for. Please stand to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Someone would like to read our mission statement over the meeting. The Morb Area School District in partnership with the community is dedicated to nurturing, educating, and challenging all students, preparing, empowering them to be productive, responsible, and self-fulfilled members of society. >> Excellent. Thanks, Jess. Uh item two is our agenda and minutes approval. Um is there a motion to approve uh the agenda as stated or would we like to pull anything out of um
004consent for discussion? >> Motion to approve. Second. >> Just discussion on that. Tom, did you know? >> It is. We we would need to pull that into a discussion item if you didn't want to. I see touch on that. >> Yeah, I um I would like to bring the financial reports into discussion. >> Since there was one on the table, do we need to abandon that one? You need to amend the motion. Amend the motion. >> Um move to um bring the financial awards from the discussion items. >> I'll second it. >> I second to the first one. >> Yeah, you have to agree to second. >> I agree to revise my second. We have an amended motion from Carly. Uh second second from Jessica. All in favor of pulling the financial reports out into
005a discussion item say I. I. >> I. Any opposed? All right. We'll tap that in. Does that go Dr. Son to just first item under six? >> I suggest with your permission, Mr. President, we do that after uh Mr. Sans is out. >> Yes. So, we could make that the new letter C. >> Got it. Let's lock that in. Thank you so much. >> Yeah, absolutely. >> Excellent. Uh and then the uh our regular board minutes from August 4th. Do we have a motion to approve or alter in any fashion? >> Motion to approve board minutes from August 4th. >> Second. All right. Got a motion by Tom, second by Carly. All in favor? I. >> Any opposed? Motion passes. Dr. Seno, any citizen comments tonight? I didn't see any. All right, we can move
006right on to school news. Would you like to give kick us off? I'm excited. The kids are starting to come back. Families will be back. In fact, tomorrow or yeah, tomorrow night, uh, Agopy is going to hold their, uh, 4K uh, drop in night and many of our other 4K partners will be doing likewise here over the course of the next couple of weeks. Wednesday night, I believe, is freshman family night at the high school. I think that gets underway at 6:30. A great opportunity to welcome and induct our new uh high school Vikings. And also on Wednesday, we have 12 new staff members uh joining us along with our mentors and uh mentees. Uh we'll be having lunch with the Rotary uh as well as a great opportunity just to get to know a
007little bit more about the Mount Orberry School District. that will be followed by all staff uh that come to us a week from today, August the 25th. And then I also wanted to recognize the wrestling club. Uh we have a parent booster organization that has been raising money so that we could get new mats in our in our wrestling room and I'm pleased to tell you that that those are on their way. Uh last but not least, a note of congratulations to a couple of board members around the table. This morning in the mail, I received a letter from the WB indicating that our very own Jessica and Adam have achieved level up status from the Wisconsin Association of School Boards. They have a recognition program based upon the number of program offerings that they
008have. And uh Jessica has received a level three and congratulations to Adam for having received a level one. Uh how do you receive these awards? Uh you attend WSB events. Um, many of you attend the state convention. Uh, you may have read in your weekly update uh that the WSB is hosting a regional that's happening on September 30th. It's a Tuesday night up in um Sun Prairie by the Costco there. There's a a hotel. I think it's Johnny's Italian steakhouse or something like that. Is that what Yeah, steak on there. So, I hope that you might consider joining. happens to be Jessica and uh Adam as well who so far have let us know uh they're always pretty good meetings but again we recognize how busy you are those listening in uh I hope that
009you will understand and appreciate the amount of hours that we ask our board members to participate it's not just at these meetings it's at committee meetings it's coming to school events it's taking phone calls uh from constituents it's quite an investment of their time and we thank them and we thank their families for for uh giving of your time and talent. So, thank you. Thanks, Dr. So. Any school news from anyone else? >> There is. The high school musical auditions are tomorrow and this year they are doing Mary Poppins. >> Oh, wow. That's pretty good. Excellent. >> You know, any school dinners? >> I had a couple to add. I uh was able to make it over to the uh bus garage cookout last week that had our transportation custodial staff and our summer crew.
010It's really cool to see everyone getting together and uh having some good conversation. Um did you did you follow through? Were you the grill master? Were you one of the grill masters? >> I'm pleased to say no one got sick. >> It was uh it was great. Nice. You did Impossible Burgers. So Impossible. >> Had an Impossible Burger. did the drag. Uh that was great. Um I also I stopped by the ribbon cutting for Little Woodlands, which is that new uh monastery based daycare education center that just opened up in the old vacant preschool building behind Culver's that uh the executive director and the owner. Um they've got a couple other centers in Lake Mills and Belleville and I know they've been well received by the other 4Ks in terms of bringing a really professional
011approach. So, they were already talking about uh I talked up our 4K community partnerships. They're already very interested in that. So, I expect to reach out to um the district about that soon. Um and I saw on the heels of your wrestling club announcement, I saw that the Monro Basketball Club got together um current and past members to celebrate 18 years for that organization. Yeah, they they uh um have raised at least $150,000 in that time that they've given to school projects. And I know we have the the backboard project that's in motion now and the wraps on the door, things that really improve the look of the school. And it was brought up to me too that these are most of the time these are projects that the school needs to do anyway. So
012they're giving half the cost on a lot and letting us use money for for other academic and extracurricular endeavors. So makes a huge difference. Thanks for the community support. And two two quick sports notes for me. I know we had the the football opener at Grafton on Friday. Um and all this fall sports starting up and a big bratz in the lot for our girls swim program on Saturday at Millers from 10 to 2. Great. Um, personal transactions. Dr. Sino, anything that you'd like to pull out? >> Board members. Uh, there is an addendum to tonight's board transactions. And you'll note a request that we have annually at this time of year and ask for your thoughtful consideration of permitting the superintendent to uh complete hiring packets so that we can be fully staffed come
013September 2nd. Thank you. Motion to trans motion by Jessica and a second by Sarah. Dr. Slim, do you need action on that request to hire or is that just a notification? Thank you for asking. Um, so with your approval, if it's forthcoming, I would be suffic. Okay, great. We have a motion on the table. All in favor, please say I. I. >> Any opposed? Motion passes. Thank you all for that. On our uh consent agenda, uh we just have then the approval of our existing minutes from August 4th. I'm sorry, that was the education committee that separated from the board of education report. Do we have a motion to approve? Motion to approve education committee as coming forth. Second motion by Tom and second by Joel. All in favor? >> I Any opposed. >> All
014right. Motion passes. Uh discussion items. All of our committee and village liaison member reports. Carly, do you want to start us with the community and legislative engagement? >> Uh yeah, we haven't had a meeting since the last update, so there isn't a lot to report from from a committee perspective. We don't have anything on the books currently. I will, as you noticed, the one thing that might be worth mentioning is was Dr. SL put in the weekly update is that the state legislature did introduce a bill to repeal the $325 per year revenue limit increase. Um, I've heard no other information or anything about where that's going, but um just a heads up that that's out there and we'll keep an eye on whether or not that moves forward. All right. Thanks, Carly. Jessica, education
015committee. >> Sure. I would um not actually at this meeting, but I will based on the notes share some updates. Uh education committee met on August 4th. Uh the committee reviewed and discussed again the committee topics calendar for this coming school year. And I believe that was it's all set, ready to go. Um they discussed policy 342.51 title one parent family engagement which is on our agenda for later. Uh Sarah gave us curriculum updates particularly around professional development which we're going to also talk about uh in a little while and then grading and assessment updates and belonging work updates. Um the belonging work updates I think we've talked about in other meetings as well that the cease folks now become two separate LLC's but that we have a contract to continue some work with them.
016Um and then in terms of the grading and assessment updates, Sarah shared that we're now um in year three of teachers identifying their essential learning outcomes um and finalizing the related proficiency scales and rubrics which I know is a ton of work for them. So many of these things we'll be talking about pretty soon. >> Great. Thanks for the preview. Um was there anything any movement on community coalition? We did meet um we the group only meets quarterly so they met in July. Um Craig Smith from the school district was also there. Um the community coalition has four goals in case you all don't remember. One is child care, housing, business recruitment, and workforce development. Workforce development is obviously the one that the school is most closely involved with. Um they shared that in terms
017of child care, it's really no longer an issue with the opening of the new center. So we don't really have a shortage that we used to. So now they're just supporting marketing, advertising, making sure people are aware of what their options are. Housing, we talked about the variety of different housing um developments that are happening. Multifamily, Lucken Farm. There's even talk about a new town home development that's going to possibly have between 100 and 300 town homes. Um in terms of business recruitment, it was shared that there is more interest than we have space in terms of downtown. Uh and then for workforce development, Craig talked about um that he is working on creating a system similar to Handshake. I don't know if any of you know about Handshake. It's like a way that students
018can interact with employers. A lot of colleges have it. Um so making sort of a local version of that that students can work on and can use it. I believe it's stat. Is that what is that the right? Yeah. Um so that sounded great. And um we will meet again until October. >> Good. Thanks. Thanks for the report. >> And I I don't have any um significant updates from the bond leazison village bon liaison. One thing I'd touch on is just kind of continued focus on affordable housing and recognition of um need that supply of housing stock if we're going to keep our enrollment up as a district and that is very much on the minds of uh the village board. So glad that we have that ongoing communication with them. Thanks for being there
019through that um three-legged stool with the business community too. Really important these relationships. Excellent. Uh Dr. Serno, do we have Ryan Sans on the line? Yes, he's just coming in now. Fantastic. We can do our long range facility planning with our friends at Bray. Good evening, Brian. How are you today? Let me just turn up my volume here. And if it's okay with you, I'd like to record this. Would that be all right with you? Sure. >> Okay. Terrific. >> Good evening board members. Uh here is a very good friend to the Mount Horberry School District. This is Mr. Ryan Sans. Ryan is the vice president and chief architect of our program uh of our new addition. So Ryan, as you do each month, uh tell us what what have you been up to. >>
020Thanks Steve and thanks for having me. Uh good evening everyone. Uh we'll start as we typically do with a quick uh look at the schedule. Uh we are on schedule. We've shifted into construction documents in the primary center uh addition and are starting to work uh further on the overall districtwide improvements. Coming up uh in a little over a month, we'll work through the general contractor pre-qualification uh process in preparation for fitting the projects uh at the start of 2026. As a reminder, these are our three phases of the design schedule. Um we're just uh a little ways into construction documents now. uh but getting into more detail, I'm excited to share uh some of the process around uh finalizing our uh material pallets with you a little later this evening. Um and then we're
021uh really heavy into um coordination with engineers and uh some of the more granular granular detail within the project. Uh we're also working through local approvals. Uh so we met with the village of Mount Bor um historic preservation commission and plan commission on July 23rd just a couple days after our update last month. Um both of those meetings uh went really well. Uh I think generally we received positive feedback from both groups on the exterior design and the overall direction uh within the site plan. uh you know a couple comments and questions um to work through uh which is expected at this preliminary phase but uh I think good signs uh across the board with both groups as far as u moving forward and preparing for a more formal submission uh later this year. We've
022also continued our staff engagement uh and we're excited as uh as teachers come back uh from summer break to to re-engage with a couple of groups um including the primary center subcommittee um that we have a meeting scheduled with uh coming up uh and we'll have a couple of additional user group uh engagements as well from a design update this evening. uh no major changes to the site plan or floor plans, but we have them uh in the presentation for reference in case uh they're beneficial uh with any questions. And as far as the uh planning commission and historic preservation commission feedback, um based on both of those discussions going well, we're furthering our work towards finalizing the exterior material pallet uh as well as uh our work on the site plan with our civil
023engineer. I would say some of the areas that remain to be uh finalized, there's some um work related to the grade change along the west side of the existing building, the addition. So, we're looking at some different options for how to do the grade change there um with the likely need for some ramping in certain areas. Uh and then finalizing um some options to discuss with the core planning team around uh responding to our broader district goal of implementing some safety measures uh at the entries in the form of um potentially ballers or uh planters or those types of things to create some additional uh barriers. I'm going to jump through the floor plans uh and we can go back to those if there are any questions later. The main thing we wanted to provide
024an update on this evening is the interior design concept and our progress uh around selecting interior finishes and further developing the interior architecture for um both the addition and the renovations. And as our team was um digesting the feedback that we received during our preliminary interior design finish presentation, some of our takeaways were a desire for a pallet that was rooted in more natural or neutral colors and tones. Uh and the desire for a a zen feel within the building. Um trying to create a sense of calm and belonging. And so we looked at um how to we looked at options and developed a motif and a pallet that responded to that feedback uh while still finding ways to root it uh within the Mount community. So as we did that uh we looked at
025a couple of elements that led us to some um natural uh elements, colors, tones, materials. um looking at the Norwegian heritage within the area and how that correlates from uh of a geographic and uh a natural element um perspective to some of the features that you have in the Mount Porup area and the surrounding communities. Um so in the case of uh this example looking at the Sugar River Valley. So then as we get into the building, and please keep in mind that none of these are intended to be literal, but more so um trying to build a story or motif behind some of the architectural and interior design decisions um to connect the project to the community. Uh provide a story that uh hopefully resonates with students, teachers, and uh community members. Uh and
026so as we looked at uh the different elements uh within nature and uh the Norwegian heritage, um one of the first ones was thinking about uh the river and uh the role that it plays from a natural standpoint as far as circulation both as a a means and also a lot of circulation paths often follow rivers. Um so looking at that as uh both a form um an opportunity from a a material color and application standpoint and then how we can apply that to our circulation within the buildings looking at hallways and other forms of circulation and center centering around kind of blues and blue gray um neutral colors. Another element that we explored was the cave. Um, so this is prevalent in Norwegian heritage and geography. And you have the cave of the mountains
027locally. Uh, and caves often are formed by and are um often off of rivers. So for the caves, again looking at pulling some neutral tones and then thinking about um the cave uh as a representation for different gathering spaces within the building. So some of our small group uh gathering spaces, um our classrooms, collaboration spaces, the library. So what are our you know academic um gathering spaces and how can we uh use this to imbue some of those colors, tones and treatments into some of those spaces. And then the idea of from a a macro level within the building, those gathering spaces along a path or along our river element. Then we when we look at uh the idea of a field, thinking about uh what happens in or what can happen in those areas.
028Um you're growing food, having festivals, feasts. Uh so looking at that as some inspiration for our cafeteria space. Um looking at vertical elements, the ceiling plane uh as well as the flooring. And then finally thinking about kind of the grove uh as a a democratic gathering space, a civic space where uh meetings and other uh public activities might take place. And so thinking about that is our gymnasium. So looking at um some of the colors and tones uh some of the treatment that we're planning with the rock climbing wall and other um activities and elements in there. Um thinking about bringing in daylight and then again uh some of those natural tones now looking at the the greens and grays um as well as opportunities to infuse our our Mount Hor red uh in this
029space. So, this is how some of that inspiration translates to our finish palette or our digital interior finish board, if you will. Um, so looking at some of our caseworks and countertops with using the warmth of uh a light wood tone. Similarly in some of our uh ceiling planes using again the the neutral grays and some wood uh bringing in that warmth. a flooring palette in our in a carpet that is largely rooted in a few tones of grays with uh color colored accents. Um in strategic areas both from a um overall accent material perspective tie in with some of the tones with those different uh natural elements uh as well as uh for use in waveinding between the first and second floor. some darker neutrals uh in some of our hightra areas. So, walk-off
030carpet for our vestibules and kinetics flooring um in uh in like our cubby area. And then a range of colors again largely using the neutrals in the middle with some pops of color uh in our homogeneous vinyl tile or HBT uh flooring. And then uh paint colors again tying with some of those natural elements in that motif uh and strategically infusing some outer red. So here you can see how some of those natural elements uh relate to the material selections. So the blues and cool grays relating to the the river. Some again neutral tones for our corridor flooring. um bringing in some of the the warmth uh with the woods and some of our darker um colors when we look at the caves and then infusing some of our greens and uh blues when we
031look at the the grove and the the field. So uh the exciting next steps will be um developing these further in three dimensions. Uh so we have some preliminary views uh ready for a meeting with the primary center subcommittee coming up uh on the 28th. Uh so we're excited to review this interior finish information and some of the 3D views uh with that group to garner feedback uh from staff uh further develop those uh views and uh bring those back for the board uh next month. Uh I mentioned before that construction documents are uh are underway. Um and in addition to the interior design, we'll be continuing to refine and define the exterior design of the building. Um including uh detailing. Uh we're continuing to ga engage with engineers and consultants. Uh, and as I
032mentioned before, uh, we'll be submitting to the village of Mont Poro formally, um, likely this fall. Um, as you may or may not be aware, the village is going through a change to the zoning ordinance. Um, and so we are hoping that we can hold off on submitting it until they adopt that and then our so it'll it'll coincide with the uh the new zoning ordinance. Um in addition uh we have a meeting scheduled uh in uh I think the second yeah the second week of September September 10th with all the building principles and members of the admin team to go through some of those security measures we talked about uh potentially ballards or other uh elements all of the buildings in the district. Um, as far as some of the individual spaces within the
033primary center edition renovation, uh, we're really honing in on the kitchen design and the servery. Uh, and so that's, uh, getting really close. Um, we've got a couple details to work out. Um, and we're are planning to follow up on that uh, during our core planning team meeting this week. um mainly around the the flow and the point of sale for uh the students as they flow from the corridor through the servery into the cafeteria. Uh we've also had a lot of conversations around um floor striping and uh accommodations within the gym. Uh so furthering the detail related to documenting those and make sure making sure we have everything uh to accommodate the PE classes for our K2 students as well as um broader district and community use. Uh, and then, uh, I think Steve,
034you wanted to maybe hit on some of the information related to the school name and some of the, um, the work that you guys are doing at the district level um, to support the product development. >> Yeah, thank you for that, Ryan. Um, Principal Johnson has done a really super job of garnering feedback from our faculty and staff um, in the ELC and PLC. And so what we'd like to do is we'd like to now open the door to our community. Uh, and so we'll be sending out a survey that will accompany uh, the board recap uh, tomorrow encouraging people to respond by September 12th. I welcome uh submissions from our young people as well as from our our parents and adults and uh we'll come to some consensus I'm sure at some point soon.
035And Ryan, I want to extend a note of gratitude to you and your team for unveiling yourselves on a number of occasions. For example, uh we've got some last minute discussion pieces around, as you mentioned, uh the cafeteria and you're making time for that to happen on Thursday at noon. Uh Ryan and his team are also going to be uh visiting virtually with the local building design team, our faculty and staff um to take these color schemes and then apply it then to the actual models of the schools. And that's where it starts to come to life. And we can't wait to show that to you and get their feedback. That's happening uh as Ryan mentioned on the 28th at 12:30 in the afternoon. It's a virtual meeting and if you'd like to be a
036part of that, by all means, you're welcome. Uh, let me know and I'd be happy to to um uh put out a meeting notice so that we're operating in the sunshine when it comes to um co board requirements. Uh and then uh I think our next meeting, Ryan, full meeting is that next Thursday. >> We have one uh we have one this Thursday and the next Thursday in two weeks. >> Time flies when we're having fun. Okay. Yeah. Uh this Thursday and that one will be virtually as well. So again, we got board members and by the way, anyone who's listening in in the community, uh those are open to the public and um happy to observe. Super job, Ryan. Thank you so very much for all you're doing. >> Any question? >> Thanks, Steve.
037I'm happy to take any questions if there are any. >> I have a question. So you mentioned zoning. Are we in compliance with the current zoning if they don't change the zoning rule? The zoning stuff is very contentious right now. And so just wondering where on the scale are we going to fall? Are we complying if it doesn't change? >> I've been visiting with Nick on this quite a bit and we're going to be just fine. >> Okay. >> Yeah. Either way, we either way we would be able to um I think successfully implement the plan that you see and that we've been working towards. It's just a matter of the steps we need to take to be compliant with our submission. Currently, all your schools um are zoned residential because there isn't currently an
038institutional zoning within the zoning ordinance. Um so that requires um you know specific submittal uh typically referred to as a conditional use permit um because of your you know using it for something other than residential or in a residential um zoning. That's not uncommon for schools. Uh and so and it's something we worked through in uh previous projects with the middle school and high school. So, uh, we've been in conversations with, uh, the village and their staff, uh, around what we would need to do, uh, if they don't adopt a new zoning ordinance before we need to submit or what we would do if they do. So, I think either way, um, we're in good shape to get the project, uh, approved. >> Awesome. >> Question. >> Anyone else have any thoughts for Ryan? It's
039going to be a beautiful residence. >> That is too much. >> Great. >> Right. Thanks uh and and Dr. Seleno too and the whole admin team for for pri prioritizing input from faculty and staff on this one too and really letting them drive along that process. It seems like you're doing the right balance between giving clear options but not making it feel like it's been too baked so that their opinion doesn't doesn't factor in. So, thanks for that. >> Yeah, you're welcome. We're excited excited to hear their feedback. So, >> well Ryan, you've got some young kids. You go home and have a great night. We look forward to seeing you in a couple of days. >> Thank you. Everyone else, have a great night there, too. Thanks. Bye. >> Thanks. Right. All right. Uh,
040let's hit 6P or I'm sorry, 6C. We need Is this where we slotted in our financial report? I have Mr. Snook offer his thoughts. >> Yeah. Um, so we get this uh financial report uh every for every board meeting and um usually we just kind of pass them through and I just wanted to pull out um just a few things that I saw this month and kind of say thank you to the public and then also thank you to um all the staff that work so hard and have the forethought to have um things budgeted and in place um things that need to be done um on a yearly basis or uh by yearly, I guess. Um for instance, um in this uh this week's uh financial report, there was some sidewalk repair that needed
041to be done. Um a new lawn mower, if anybody has a lawn right now, they know how often they have to mow before green. So, it's it's just things that have to be um purchased and fixed. Um, and one other thing is the the gym floors at some of the schools, the IC and high school were refinished this year. And it's just um kind of continual costs that the district has to take care of and um just a thank you out to the, you know, to the public and then all the staff that take care of all the stuff. So that's really all I wanted out for. So it's a great call out. >> Yeah. Thanks. May I >> just for anyone who is listening, we do prove these obviously whenever they come up, but
042whoever is the treasurer, just so people know, goes line by line with Scott to make sure everything is accurate. So, it is getting very close attention. >> This the highlight of our of my bi-weekly meeting. It's great. >> That's a lot of time on Joel's part. We're grateful for that. Yeah, Joel, I know that you've been doing some homework on the lawn mower in particular, whereas it was 15 years old and >> Yeah, they uh they got a bunch of bids and they found a heck of a deal on it. Dave did. So, he he uh did a lot of homework on it and apparently buying this new lawn mower guarantees a uh winning season. >> So, that's that's what I heard. That's what Dave told me. So, Dave is the voice on Friday night.
043>> I know. >> I mean, he could call it however he wants. >> He's got a microphone. >> No, apparently the Yeah, the machine was 15 years old and finding parts for it and things was really really challenging. So, we had uh and uh I know Dave, he mentioned a few different lawnmowers they looked at, a few different places they looked and uh this was one that was does all the same things but for a really good price. So, >> it's great. Thanks for calling these items out for discussion and backstory and how we monitor all the purchases behind the scenes. Important to know because I know that we do go through business pretty quickly at this level at the board level. All right. on this succeed information and advocacy report individual academic social and
044emotional sports from Brian Johnson. >> Quick point of order. >> Yes. >> Because we pulled it out of consent agenda, but now we only put in discussion. We can't >> don't we we're going to have to approve it when >> how do we approve it now? Cuz normally we approve it as part of >> It should have been an action. That's my mistake and I apologize. Um, I wonder if it might be helpful for us to either a bring it back or c if there's a motion to uh consider reapproval of the agenda such that we make it an action item. >> A motion to move the financial report to an action item so we can approve it. Please. Thank you. >> Second. >> All right. Motion by Tom, second by Carly. All in favor?
045>> I. Any opposed? >> Right. that to action for that mistake. Thank you. >> Good call. >> So, she's like, "Don't prove it." >> That was Sorry, Tom and Carly. Thank you. >> All right, Brian. Yeah. So, this is this is a always a fun uh report because it really gets to kind of focus on the whole child. Um, and I it's it's a moment and opportunity to really kind of brag on the whole student services teams. Um, we hear from each of them kind of individually, but when you put the collective together, right, our social workers, our school counselors, and our school psychologist, all of the work that's really being done to really focus on the whole child. So, we do focus a little bit on some of the the numbers of students with
046disabilities. Um, you can see that those where those are at and then really kind of focus on the three different areas. The pictures are really throughout the whole document tell its own story. Um, and those are um purposeful. Um and so this first one is really um probably the most important um initiative that we've done in a really long time and that is um incorporating sources of strength into our middle and high school. Um, we've talked a little bit about it, but um, it's really we we've been trying to find for a long time a peer mentorship program that doesn't have peers give therapy or advice to students, but have peers give permission to seek help, right? and peers to be able to promote um a positive mental health culture and peers being able to
047do initiatives around the school that promote um physical health and mental health and supports and all of those pieces and um our student services staff. I' I've done a lot of my observations of them during these meetings because they're so fun. Um because they get to just facilitate the work that the kids are doing. Um and the kids are coming together and forming committees and advocacy and this initiative and how to do the you know all of the different components and it's really it's really fun to watch. um this was kind of brought to us and and kind of goes into us after May 1st, right? How do we continue to build belonging? How do we continue to build community um and how do we kind of create a culture that's acceptance of of seeking
048mental health supports when we need it? And this has done a really positive job of that. So So that kind of that's that's picture number one, right? Um and then it really and and if you go outside, right? right out of our building. If you walk out that door, you can see the welcoming. And that's what it's it's about. How do we build our culture and how do we build belonging? And it's not an initiative or a setup. It's just in every building. And this is a prime example, this picture of it. Um this whole section kind of goes into um what are some of our numbers? Um where are we at? And our numbers, as typical, right, our whole district is dropping in overall numbers. Um, and we did see a little drop in
049our students with disabilities um, from this past year. Um, but what's always kind of interesting to me is looking at again are who are our kids with a primary disability. So these just because on the next slide it says there's only 69 students with speech and language um in our district. That's just their primary disability. It doesn't mean it's their secondary disability and it doesn't mean it's their related service. So it means that there's three levels of kids who might be receiving speech and language services that this is their primary disability. Um and we can see um the different components. Our highest three categories and really four categories are autism, um individual health impairment, learning disability, and speech and language. Um and then we kind of spatter some of our stuff, right? Um and that
050kind of goes through it um in terms of of hearing and vision um and and some other components. And that's why you kind of see it even today, right? There was uh we're going through sees for some of our services when we don't need a full-time person within our staff, but we need a little bit of it. So, um that's where we go from there. Um the other piece that's really the biggest jump in numbers. Um, so I don't know if we if we've gone through it or if you you know kind of this piece, but um for a student to qualify for an IEP, they have to answer two questions. One, do they have a disability? And two, do they need specially designed instruction to be able to help um be able to facilitate
051for the disability, right? If you have a 504 plan, it means I have a diagnosed disability, but I need accommodations within the classroom to support it. I don't need the specially designed instruction. And what we're really seeing is that those numbers are really increasing um quite a bit. And so I think I wrote it above in the wordage, but this year we were at 96 students with 504 plans and well last year we were at 83. So that's an area we're seeing a pretty significant increase on. And so when you combine those two areas though, even though our students with disabilities and the IP have have decreased a little bit, it's increased, which means that we still have disability the same amount of kids about in our classroom with disabilities, but maybe need different different
052things to be successful within our classroom. >> Brian, are there ever kids that have an IEP that would then switch to a 504, vice versa? >> Yeah, quite a bit. >> Quite a bit. So, and then um we kind of go down and then this kind of gets into all of the stuff that we're doing, right? There's there's the tier one, tier two, and tier three, the multi-level systems of support. Um where we do a lot of initiatives that are for every kid. It's just the good practices that we're doing on a daily basis. And then there's another group, a smaller group of kids that need more targeted intervention. And then there's and that's tier two. And then there's tier three, which is even less kids, but they need really specific targeted intervention even even
053more intensely. Um, and so, right, the the service dogs are now become a tier one intervention. They're in our buildings. They're supporting all kids whenever they need it. However, some kids might have it scheduled in their day and in their week that it's more of a targeted intervention as well. So, they can be used in multiple different steps. So, it just kind of talks about a lot of the stuff that we've done this year um throughout supporting students. And if we go to the the picture again, right, it it feels always so um it's hard to believe like we did so much, right? But like Katie Berg did a whole presentation this January. Um Aaron Eslinger is doing a lot of the adult um interactions with with mental health and wellness activities. Um working with
054the PBIS system as a whole. Um DPI just hired a functional behavioral assessment coach. Um and so we'll be we're already talking with her about coming and doing staff training um coming up in the future. And then the picture below um which is our four um tiered system like some of the the stuff the poetry keep everyone everyone's welcome and belonging right the really belonging initiative is our district we started the year with training for our staff and training for families um on enhancing resilience with the US department of education um Dr. Solar right or led a great community discussion around the anxious generation um kind of on the community standard for technology and and how we support kids in the district. Um and then you have two a social worker and a teacher and
055in the IC um collecting they collect so much stuff. I'm not quite sure what's in the picture, but they've done shoes, they've done clothing, they've done um Christmas gifts. like it's just constantly supporting families that need additional support. Um and then um every year at this time like the uh student services staff members look at all of the work that they've done and add and subtract to this document. Um and does it fall in the academic area, the social area or emotional area? Um and kind of the good initiatives and work that's done in each building. Um, as you can you see, there's a lot of us. >> It's a lot less. It's It's exciting. >> It gets at that belonging, doesn't it? >> It's really trying. Yeah, that's what I've got. Any questions or
056discussion? Right. >> Just that it's um incredibly impressive and can you tell your team that we're grateful for them? >> Yeah, that's eight pages of activities. >> Oh, I had to write eight pages in high school. I just gave up. I just particularly mean I echo all of that and I just love the approach of like you said weaving it into everything the culture whether you know it's the teachers doing the work the your team doing the work how many dogs do we have now >> three I was just going to say uh I don't believe that they've all been here for show and cuz our we've got the the dude the trouble of course um and then our speech and language pathologist um at our kindergarten level brings her dog to school um Ruby
057and then um uh the IC comes once or twice per can't get around to all the buildings Yeah, >> it's kind of great to have. >> And I do have to say I've heard great community feedback on that stuff. Awesome. >> Parents whose kids have benefited from hanging out with somebody that's a little happier than the humans are some. It's a nice welcome in school, especially a lot of days when you're in February, right? You come in and there's a happy dog, right? It raises your spirit right off the bat. We'll have to bring them all. I know. >> Brian, um, sources of strength. >> Yeah. >> How many how many kids are involved in that right now? And, and how did you find like recruiting that that next batch of kids on the second
058cycle? Go. >> Yeah. So, they haven't started the second cycle recruiting yet. Um, but they really So, how you kind of started out is you hand select. So they've hand selected the first group from a student services team and seeking feedback from teachers. Um and then they'll start spreading the word. Um now that you got then they build your base and then you then you start inviting other students to be involved and that will start this upcoming year. >> Got it. >> So yeah. So there'll be announcements and advertisements going on. So Good. Any other question discussion? All right. Thanks for move on to our next topic. Another information and advocacy report 203 professional development of staff. Sarah Straa. >> Oh, you get two of them in around here. >> Yeah. and I have three
059tonight. So, mine are shorter. So, this is this will be a good balance. Um, so looking at the professional development overview, so you all can see where we're moving for the 2526 school year, we have a combination of I don't want to say old, but current and then new. I'm just going to point out uh some of the newer pieces uh that we have. So for the education committee, we talked often about some changes and looking at curriculum resources at the middle school. So the second and third lines there are are those pieces for ELA and for math. So we do have um pilot training for 6 through 8 teachers. They will be implementing amplified ELA grades 6 through eight the first quarter for sure. And then also in grades six through eight we have
060Eureka Eureka mask squared implementation. So teachers have been um receiving their training and training throughout the school year as well. Those are two good examples of some newer pieces where we're moving forward whether in pilot or full implementation and teachers did have just had their trainings I know you read in the board recap as well um the past couple weeks. So that's been great. We also have some more individualized targeted um training for staff. So the fourth line item is a good example of that. So Julie Jones is our K2 math interventionist and she's been talking with Brian and myself about how do we bring more math expertise particularly intervention expertise to our special education staff. So she's going to be working with five elementary teachers in the 25 26 school year and then the
061other five special ed teachers in the 26 27 school year um to really dig deep into math recovery training very very intense math um instruction for students who just aren't moving the needle and really need to go to get a grade level. So that's a combination of early release days and some other pieces that Julie will be working with our staff and she's also going through trainer training herself. So she has to implement the training she's receiving during during these next two years which is a huge cost savings for us to have that expert in in house. Um otherwise we do have um some similar pieces. So for example in the middle we have instructional coaching support um for instructional coaches or we have co-eing support as well coing coe down um a larger piece
062for our school district is somewhat in the middle it's called the school admin school administrators institute for transformational leadership or sale is an acronym and the board has heard about sale a little bit and you'll hear more actually at our workshop in September, but that's um a larger group of staff members participating in that. All of our level teams and our district level team as well. So, there are just some highlights. I was trying to be line by line. Those are just some highlights for you all as to some of the bigger rocks or bigger events that we have going on throughout the district. >> Not to mention Viking Voyage Week this week. >> Yeah, this week. Um yeah, so we had some trainings like non crisis intervention trainings. Uh we have our CKA trainer.
063Um she is stuck in DC right now, but she is coming uh tomorrow hopefully uh tomorrow and Wednesday and Thursday to work with grade level teams on implementation of that resource. Um we have our staff welcome. We have AI training today. We had standards based grading training today. So we have a lot of things um targeted to specific staff members to meet their needs. Um, yeah. So, that's our shorter information accum. >> Yeah, let's go on to it. >> Okay, great. Uh so another shorter report looking at um some of the is it the innovative innovative or research based work that we're doing in the school district. Last year we had a very similar advocacy report and this report is as I said an extension of this where we're going where we're taking the work
064that for example the intermediate center did even though all of our buildings did this work I want to highlight one building um on teacher clarity and really working through how we are making sure students understand what their learning intention is for the day or the lesson and then how they're going to be successful. The way we measured that um was through walkthroughs and asking students all three questions. What are you learning today? Why are you learning it? And how do you know when you learned it or how you will be assessed? And we've collected that data. So the example we have here I said is from the intermediate center and I think over the year they they've done about 11 walkthroughs. Is that the number on the first? Yep. 111 walkthroughs. um they did over
065the over the course of the whole year. So, three or four data collection periods um trying to understand our kids really understanding what we're giving them is really sticking, but what we're throwing at them and overall we want to make sure kids have a full understanding and communicate what they're doing. So, figure one is a good example of that. When we say what they're doing, it's not necessarily like, oh, we're doing a worksheet or oh, we're doing this activity. It's going to the core of like what is the skill or content that they're supposed to know and if they answer that correctly, that's full understanding for us. So, that that's a good sign that sticking at least for that lesson, right? Um the figure 2, three and four then look at those questions um over
066the lifetime. So past two years of our work. So figure two looks at that what question again. Um over time you can see we've we've had a growth. It's gone up and down depending on the year or the year and the time of year. Um figure three looks at that why question why we're learning which is a little tougher I think for many of us. We don't know why we do things sometimes, right? But we want kids to understand the why behind the what. And then the third, sorry, the fourth figure then is the how they're showing their learning. Um so how do they know um how how like how they're going to be assessed or what are they going to show when they're done? Um that's also tough for kids, but overall throughout the
067windows it's gotten better and at least half the students when asked can respond to that. Um, so we see these as successful pieces. Um, walkthrough is having new for our staff. You know, having having a colleague come into your space and and observe you, right? It's it's a newer thing for us, but we're we're going to continue this work into something called sale. And within sale, you'll learn more, like I said, at the board workshop about how our teams are coming together to set building level goals, continue the work that we started, but continue to look at um that more that academic data piece um moving forward. We also have coaching throughout the year. So, our coaches come in monthly, but then we also come back together as a school district with the other school
068two school districts we visited with in November and March for more larger scale learning. Um like I said, we'll we'll provide more checkings throughout the year, especially if your September workshop, right? Any uh questions for Sarah? >> I think it's really good data um and information. I would be just curious on the topics that were asked at each time point. If it was kind of similar, you know, be easier to track maybe, but anymore. >> Um, yeah. So, it's not clear if it was a reading lesson or a math lesson or a science lesson, you know, trying to get more specific just to try to see >> Yeah. >> what correlates to what they might understand. >> Interesting. Yeah. I'm trying to think back in our walkthrough tool. I I don't know. I'm trying to
069think if we do collect the content or the type of learning going on we do. had gone that far. >> It's interesting to see the differences like in each of these and the time of the year how like you know what I mean. >> Yeah. >> How how attentive they are at that point. December versus March. Well, even well, even too like like with the graphs just in how they differ like okay, they're understanding this month they're really understanding what they're learning but not so much why or vice, you know, vice versa. How can go up and just maybe emphasize the team if this example IC saw lower data on why then they emphasize it more that just swings it back. >> Sure. Yeah. That often happens focuses on anymore. >> Sure. That makes sense.
070>> Well, and to Tom's point, you might be able to articulate why maybe something in like reading versus math. I don't know why I have to learn algebra. I just know that I do, right? Like >> those are you can I learn multiplications, right? Some of those ones with some like my right a b= c². When have I used it? You still >> But I know it. >> I still you used the word innovative at the beginning or however we want to talk about this, but are there other districts that have done something like this? Can you give me a little bit of history on this? Yeah, >> I understand. >> Um, yeah. Walk through. Um, >> you want specific school district? So there's a school district in in our conference high school um has
071has gone through actually the sale process to look at um instructional practices, teacher practices based on student data and they they bring their walkthrough team in. It's a larger walk through team for a full day and they go to different classrooms to look at themes of potential growth and then they use that data and share with staff and then they talk through what kind of practices we want to highlight, what kind of practices we want to change. So walkthroughs are a pretty common practice. It's just newer in Mount Kora. it was just hard. >> So is the is the intended outcome to >> collective advocacy would would be a piece that that Steve just helped me out in there as well. Um >> no that's that's that's what I was looking for. So I was
072trying to figure out this data and it usage ultimately for you guys >> and the and the teacher clarity piece. Are we all on the same page as to what we are truly wanting to teach as an activity or is it an actual skill and content and knowledge? We want to make sure we're all on the same page on. So in grade level teams, they they plan and talk through that. Um that's where the learning intentions and success criteria come in. Okay guys, in in on Monday, we want to make sure when we're teaching this math lesson on multiplication, that's the what we want to make sure students understand why and how are we going to assess that and then bring that data back to our team to talk through. That's that teacher clarity piece,
073but then also that collective teacher efficacy piece. We're all moving forward in the same direction of the pieces. So that's the research. Thanks, Steve. And correct me if I'm wrong, this came out of like I don't I want to say five plus years ago where we had we did have parents saying you know my kid is in English one with this teacher and my kid is in English one with that teacher and completely different lessons completely. So this was >> much tighter now. Yeah, way to kind of align it so that everybody's getting the same A, B, and C should have experience. >> It also lends itself beautifully to the evidence page because we've identified what evidence we need to have and then how are we teaching it? >> It's all supposed to come together
074just it's just at what point people see it. But >> director Stra has done a marvelous job of really trying to vision how to um develop the board power goal um around student growth. And I can't wait for you to be a part of the conversation that we'll have on September 29th and the work of our teachers and our administrators uh earlier in August. it gets to that and that's really the next step the next um in our evolution of of growing to towards the vision we've established. Thank you for setting the what and I'm really excited for you to hear about the how and offer your your feedback on it and one one quick question. Um, I know the goal is to get 100 obviously on all of those, but is is really you're
075just looking to keep that that line going up up up on this. >> Yeah. >> Um, I believe with the IC they think their goal was getting close to 80 if possible. >> Okay. >> Um, so sometimes they met it, sometimes they're close. >> There's always room for improvement. >> What do you think is the easiest or hardest of these to influence for kids? of the three questions. >> Yeah, I think one is pretty easy. Two, I mean two and three can be more difficult. It also depends how close that assessment is. Is it an assessment that day? Is an assessment later on week? >> Yeah. For three. >> Um those kinds of pieces. I I think I think the why maybe sometimes for adults is hard too. >> Yeah. >> To to wrap our
076heads around. Why are why am I doing that? I'm learning algebra. The algebra teachers can answer that but the nuances within there you have to be able to get friendly language. So >> thank you. >> Great. Thanks. >> Thanks. I'm getting locked out of that machine. Here we are on to our actions items. >> Um do where do we want to slide the financials? >> Um thank you. If we wouldn't mind doing that right now right off the top. >> Great. We will uh revisit then the financial report that came out. If there's any uh motion to approve that accept that time by Jessica, second by Tom. All in favor? I >> I any opposed? All right. Thanks for covering us on that. Um the existing uh 7A that is the second reading of revisions
077to board policy 113 equal educational opportunity, sexual harassment and sex based non-discrimination in educational programs or activities on Aaron Eslinger and Brian Johnson. This is a second reading. So, I'm not sure. We kind of went through all of it last time. Do you have any additional questions? >> I will make a motion to I will second that. >> Thank you. Got a motion by Jessica and a second by Sarah. Uh, any further discussion from this group? All right. Now, call for a vote. All in favor, please say I. >> I. >> All oppose. Any opposed? >> Nobody. Motion passes. Thanks for coming down. >> Right. And the first reading of policy 342.5 title one programs and parent and family engagement referred by education. Sarah Stra is back. Oh, I just happened. I just second. Okay.
078Um, so yep. Policy 34245. Um, the title one parent and family engagement. So, so a change is obviously the title. We wanted to um make sure that the parents and family engagement portion of the policy was more pronounced because there are many federal guidelines that really need to follow. Um so rather than having two separate policies, we thought since we already have parent engagement within this policy, we would move that up and make sure that was highlighted in the title. Along with that, um other updates centered on language revisions. Um, one piece, thanks Steve. One, one piece um was removing comparative language services. So, as I explained to the education committee because our school district I think is unique compared to some larger districts where larger districts have neighborhood schools. We might have three, four,
079five, 10 K through five schools. We have one K2, one 35, sorry, one K 1, one, two, and one 35. So we don't have to worry about comparability of services because that whole grade level bubble band is within one building. You're not comparing different grades and what the services they are getting. So this they should never have been in our policy. Um if we ever change our structure, which I don't think we'll be doing anytime soon, um we can add it back in. So that's not needed within our policy. It doesn't apply to the next piece then, uh a little bit lower, um just subtle language changes. um and moving through that and then also making sure we have for that parent and family member engagement um some strong guidelines to be developed. Um so
080those will then um be part of our in red and a little more thoroughly going through what parent family engagement is. And as I mentioned in education, one of my goals this year is to do better with parent family engagement. And part of that is making sure we have a tighter parent and family engagement structure um and guidelines. So we'll be working with PTO or on the calendar for October to connect with them and I'll also connect with any other interested families uh to work on those guidelines and procedures for our programming for title one I think. Is there anything else you um and then the contract will be going within the admin rank. So that's that's pretty specific to a portion of the parent family engagement. So I'm putting that in set. I think
081that's it. Miss >> any questions for Sarah about this one. >> So the has is in the final. It's not in the red line. I didn't >> I saw >> I'll ask for one. >> Okay. That's right. And there this is the first reading. So we need to do a roll call vote on this. So there is a motion to this one to approve this one. >> I have one thing and it's dumb. >> So the title, we have a title one program and parent and family engagement. I feel like it should say parent and family engagement for title one programs because it makes it sound like it's a policy for title one and parent and family engagement, but it's not a hill I want to die on. So I just read it a few
082times. What? So that's that's my only tell me to just shine but >> So can you say what you'd like again just so I can hear it again? I'll >> parent and family engagement for title four of title one programs. I don't know it's better. >> Um my only wonder is it's um it's about title one programs and parent family engagement. I think the way that would be stated the way I the way I heard you would I would focus it would be more of a parent family engagement policy they would forget some of the title one programming points >> but it's all programming it's all family engagement around title one right >> the first part of it is all title one >> and not about two different can you just take out the second
083hand and put a slash in there >> I've never seen that in >> but it's still it's still it's it's not a okay let me get my English out here so yes the first part is about title one and the second one is about family engagement but the engagement is still about title one it's not like family engagement about the school district family engagement about all sorts of other things this is specifically around title one family engagement >> title one programs and title one parent say related I bet programmed and related parent >> something cuz it makes it sound like two separate policies that we smooshed together that are not related and again I told you you can tell me to just and I'll just go with it. If Jessica's related word makes sense, I
084was thinking like title one programs and its parent and family or and the or and the associated like programated parent, >> right? Cuz it's not a policy about I can see that your your your editor brain is >> then I'm like related parent. Yeah, you are related to related to parents. Um, >> yeah. No, I don't understand what you're saying. Is it you I'm not saying that this would be the title of it, but it would be like title and programs colon parent and family engagement. Is that sort of what you're getting at or No, >> I I it's it's family parent and family engagement around title one and it's also about title one. >> But it's not just parents and family engagement like and maybe it's just too many like we don't know. Again,
085if everybody else is fine, I will soon. >> Do you have uh two lines there? Title one programs, title one programs, parent title one, parenting family engagement. >> Can you just take out parent? >> That's what I was going to say. >> Say family programs and family engagement. And >> yeah, I think it's messing. >> I think that's why it's a mess because >> title one programs and family engagement. >> Yeah. Uh yes, >> there's too many ands and it was it was throwing me a proloop. >> Was that a motion? >> Yeah, a motion to approve with the title change. >> There you go. >> May I have one quick question? >> Absolutely. >> Is there I'm sure that we will. But what when you're, you know, developing these specific activities that you talked
086about, are we going to talk about those educ education? >> Yeah, I think I think I wasn't there at the meeting. I'm just curious that through I think it's on another topic but otherwise I'll >> Okay, we have a motion on the table from Leah and the second from Jessica. Any further discussion? I have to a roll call vote. Joel, >> yes. Leah, >> yes. >> Jessica, >> yes. >> Sarah, >> yes. >> Carly, >> yes. >> Tom, >> yes. >> Myself is a yes. >> Motion passes. >> Yes. >> Right. Final action item of the night. Um, considering approval of school resource officer memor memorandum of understanding with the village of the board of Dr. Slair. Yes. Good evening again board members. Every 3 years the Mmore area school district enters into a review
087of its school resource officer program. We do that annually but then the third year um we enter into discussions about an extension of our school resource officer program. This would be our third iteration of our memorandum of understanding between the village. I'm pleased to tell you at the August 6th uh village meeting uh unanimously the village board um supports the continuation of the school resource officer program in advance of tonight's meeting we had a safety and wellness committee meeting in which I saw many of you thank you even if you're not a part of the saw committee you were still there and I I appreciate your interest as that was a a nice update our annual review of our school resource officer program uh we know that the success of that program is not just
088due to one day uh you know the date to which I'm referring but all the other kinds of things that go into the board's power goal of belonging uh for our young people and so we respectfully request that the board please consider an extension uh another three-year uh memorandum uh of of understanding between the village costs um are associated with this um and have been allocated at 50% of the school district. Uh in advance of some conversation with a couple board members, I asked um associate superintendent of of business and finance Scott the Young if you could give us an estimation of the approximate cost that was last year or thereabouts. Um yeah so last two years in 2324 we paid 57,103 and last school year 2425 we paid 60,305. I'm happy to answer any
089questions you may have either about the program uh the agreement um or the partnership with the village. Oh, I'm sorry. I was just Did we change any of the language? It's the same language. >> Yes, thank you. I met with Chief Bureick at length and talked to him about the language. Um, he didn't see a need to make changes to the language, nor did I, quite frankly. Um, so it really is basically what it was in 2019 when we started the program. We just changed the dates. do I I'm uh sorry that I couldn't make it for the safety and wellness meeting. I wanted to to give an update. Um this references that they keep track of their in their police system of um their you know interactions they record there. Do we know if
090that system records I I imagine it records like specific names obviously students they would interact with. Does that record demographic information about those students as well? do we know or can we find out? It's it's not going to impact my vote on that, but it's something I'd like to understand a little better because I do think that >> as we you know, again, with all of the measuring we do around our student demographics and the interactions that they have with the different programs, I think this is an important one to to also monitor. >> Well said. Thank you. um is particularly of interest for us as a district that is working its best to um consider equity um and avoiding the school to prison pipeline. Um the school district doesn't necessarily have access to the
091data itself, but indeed every police report does indicate the age uh and the demographic breakdown of the student if there is some kind of police report drawn. Um, I'm sorry I can't tell you whether or not I have access to that, but I could find out and I could get back with you. >> That'd be awesome. >> Yeah, happy to do that. >> I have to imagine a lot of it would be unneable to give it to us by the different calls because some of those calls are like one. So, if it's like >> I realize, right, it's going to be that personally identifiable stuff. So, we might not be able to get we might be able to get it, but we might not actually be able to get it if that makes any sense.
092Yeah, I realize it's a sensitive thing. It can be a sensitive thing or potentially deidentifying things. So, I certainly don't want to to to do that. Um, but I do think it's just something that we should keep an eye on and have a better understanding of laws. >> Yeah, thank you for the suggestion. I'll check into it and get back with you. >> Okay. I think that we are incredibly fortunate to have Officer Rosemire in particular, a former educator who has spent as much time building positive relationships as well as assisting when needed. So >> I have one possible adjustment to this in section 14. It's letters A through G, but if you look at the list, it goes down to I. So the reason why we're leaving H and I off that which go
093right to fostering a positive. >> I just thought it was like in particular. >> Yeah. A through Gri you probably forgot to talk >> and you probably don't like to have seven top priorities. >> Probably. >> So, thank you. The priorities that were developed were actually that of the task force that were created back in 2019. Maybe just a little history lesson for you in this regard. Um this project was about 20 years in the making with many fits and starts within this community. Um and thankfully um we just had a different vision from the board, different superintendent, different uh chief of police that allowed for us to finally get the ball over the finish line. But there were some there were some real exchanges that had to happen and that's where the seven came
094from cuz I'm with you. I mean talking from a guy with 49 different objectives in his strategic plan but you I hear you and and so in order for us to get to a yes. Um that's what we kind of had to do to this point though I'm going to open up the draft and just ask real quick if if I could troublesoot it please tell me where the mistake is at. So, right in section 14, the second line there, it says letters A through G, but when you look at the list, it goes down to I. >> Thank you. I will change that. I mean, I was assuming we wanted to do all things, but they're on the list. >> Adding things just in case. >> That's what I thought. Excellent. Good catch, >>
095Dr. S. I had uh I don't think that I was part of the discussion 3 years ago and I've been out at that point. So I had just like a couple of general questions just to understand how the arrangement works. The the first one was um a step back on like the task force on these. So we didn't have anything that we needed to adjust in our SRO policy based off that. >> Right. Correct. Okay. We were feeling good about where we're at. >> Yeah. Thanks for the question. Great one. I connect the dots. No. Um the so the hours of our school year for this one do how we feel about summer coverage especially when we have summer school and like these large group of kids here. How do we handle that? >> Great
096question. Yeah. So what's nice about the arrangement we have is that we can always refer to calling out an officer to come help us if we find ourselves in need. I don't think there's been too too much that we've had to worry about in the summers. Okay. Um often times, Officer Rosemary is so kind. He tries not to take his vacation during the school year. What a guy. He tries to do that during the summer when he might be on like more patrol work. >> Um and uh therefore, we would just call on somebody else who would be familiar to the to the children. >> Okay. >> But I I'm just looking here to Sarah and Brian. They're kind of nodding the affirmative with me that we really don't have too too many. Yeah, she
097used to. So, that's good. And then, uh, last one just on coverage again. He's sick on a given day. Someone else come out from the department. Is that how that works? >> Yeah, great question. So, it kind of depends upon the duration of the leave. If it's more than 2 or 3 days, then they definitely have someone come in and fill his role. It's always the same person, which is always very helpful to us again for that continuity of of relationships. But if it's a one-off kind of thing, um then we might just call someone who's on um patrol at the work that day. Um and they're always willing to help us out. We're just fortunate to have such a wonderful relationship not only with the village but also with the school board police department.
098Yeah, it's great. All right. Any other uh discussion on this one? Otherwise, I call for a motion to approve. >> We do have a motion. We don't have a second. >> Okay. Motion by Jessica, second by Sarah. >> Perfect. >> Is this one a straight vote or should be a straight vote? >> Okay. Great. >> All in favor? >> I I Any opposed? Motion passes unanimously. Thanks everyone. And I assume we have no citizen comments. Dr. SL, but that's that's great. Any citizens or people wondering? Great. Um, and I'm looking forward to our next meetings. Uh, we have BGT virtually a week from today at 4:30 and then obviously with Labor Day, we're switched to Tuesday, September 2nd for an education committee at 5:30 here, followed by board education full board meeting at 6:30. I
099entertain a motion to move. Second motion by the second by Sarah. All in favor? >> I. Any opposed? This meeting is a journal. Okay. Heat. Heat. process. Oh yeah. Heat. Look out for evidence.