TLE & Pupil Services Committee; Regular Board Meeting - 9/16/2025 (5:00 p.m.)

001Good evening. It is five o'clock. So we will begin our meeting. Can we have a call to order? I do roll call. I call it to order. All right. I call this meeting to order. None. We need a roll call, right? Okay. Thank you, Mrs. Cho. Brian Nichols. Megan Miller. Present. Joanne Rowe. Here. Motion. I mean, all members are present except Brian. Is Brian Nichols now part of it since Juan Romero? Okay, so it's just Megan, me, yep, and Juan, yep, because he's no longer part of the board. Yes, all is well. Can we have an approval of the agenda? So moved. Second, all in favor? Aye. approval of the minutes from last time so moved second all in favor aye aye and then we are um ready for our presentation on the beloit virtual

002school update good afternoon evening um jeff sandrus director of cte and alternative education so this is a uh an update on what our bullet virtual school system has been Let's provide you a little bit of information of where we've been over the last few years, where we are right now, and some goals moving forward. So again, we're gonna give you some information from last year We just had to do and I just had to do an alternate accountability form for the DPI And again setting goals for this coming school year. So we are a partnership with Wisconsin virtual school about three years ago. We moved we had a platform That we found out was not meeting our needs was a little more expensive So moved to Wisconsin virtual school, which has Wisconsin certified teachers. It's

003housed out of CESA 9 out of Tomahawk So we have three different programs, three different areas. They have K-5, middle school, and then high school as well. So one of the pieces that this had was an orientation program at the very beginning before we formally enroll the students. And that's sort of a bit of a gateway or a gatekeeper piece that if students can't pass the orientation course, we wonder if they're prepared for the rest of virtual school for us. So instead of registering the student, having them then bill us for this student, we sort of have this orientation piece that we utilize at the beginning. So the course contents are all aligned to Wisconsin and Common Core standards. They're taught by Wisconsin licensed teachers. We do have a virtual school coordinator. Sue Bailey is

004our Beloit virtual school coordinator. That's our halftime position. They do provide tutoring services, and they have regular progress monitoring that goes to the students and also to the coordinator, which was something more that the other platform did not do as often. So three years with Wisconsin Virtual School now, so we changed in the 2022-23 school year. We hired a learning coach is what they call them, kind of our coordinator. Last year or the year before, we started to introduce some blended opportunities. They have some face-to-face and face-to-face meaning synchronous, not in person, but synchronous. And the virtual, with that, we started to do a couple of students who wanted to take courses from one of our brick-and-mortar schools. and the virtual program. And so we've done that with cross entity programs this last year in

00524-25, meaning the student is homeschool at Beloit Memorial High School, but they take one virtual school program. And so we can cross-enroll them with that. So we've been expanding our continuum so it's not just one or the other. We have a multitude of those. So here's our enrollment data from the last several years. Coming off of the COVID year, we had 71, 124, 118, 124. Now that's what we've serviced during the course of the school year. So it doesn't mean all 124 are enrolled at any one single time, as we have some students kind of coming and going with that. So here's the enrollment for grades last year. You can see we're very, very low in the elementary grades. Middle school starts to tick up a little bit, and then a number of high school

006students that go for this. So the 24-25 school year, one of our goals was attendance was to have kids be engaged in the math and ELA classes, obviously the two points of the state report card, 50% collectively. And I know that sounds like a low number, but student engagement in virtual school programming is usually quite low. 50% is a pretty good rate for them to be engaged in. We would like to be much higher. but they are for various reasons. Again, we don't monitor it. They're at their own home. We have several students, again, who have been placed there through administrative hearings. Their reluctance to any sort of schooling is there. So 50%, while it seems like it's a low number, it's actually a fairly good standard for virtual school programming. And you see, we

007do exceed that. What we look at engagement slash attendance is they've completed three quarters of... The lessons that have been assigned to them doesn't mean they've passed them But they have completed them to some level and that's kind of the best that we can do We do check that and monitor that weekly so that attendance is taken on a regular basis and reporting last year We actually our attendance rate our attendance rate dropped because we are more aggressively attract Tracking how often they participated by their login time but they could go in very quickly and finish up an assignment maybe not log in for very for very much and then two weeks later jump in so the the participation and engagement one is what we report to the state but we also do track how

008much login time they have as well So ELA and math, they were basically the same goal, one for ELA, one for math, is the number of middle and high school students earning a C or better in that program, and we wanted to increase it by 5% from the previous year. And you can see we had in middle school, in both cases, we had an increase, but in high school levels, we had a bit of a decrease. And here was some of the information from ELA and math from the last... the past two school years. And you see numbers are fairly consistent with this. And again, with the population, it changes. We have students who come and go. We have some students who are regulars and have been with us for several years. And when I

009look at the data, we have some students who pass 14 or 15 classes. They're very successful. And other kids are signed up for four classes and they hardly engage and then they fail or receive a low mark. And then again, it's sometimes an all or nothing for the numbers of students. But that's the data that we have. Again, we strive for C or higher with them to try to push them. Again, a D is passing. They do get credit for that. But we try to make sure that we're pushing for them to attain higher levels. For 25-26, we're going to do the same thing with the C or higher for 5%, but we're also going to add a total passing for credit to be 50% because our overall passing rate is a little, I'd say,

010while those numbers were in the 30s and 40s, we would like them to get at least up to 50%. And again, that seems like it's a low rate, but for the population of Bullitt Virtual School or virtual school as a whole, because it isn't for every student, we do want to make sure we're looking at... C or higher, yes, but we also realize that if they are getting a D, they are passing and attaining credit. That's not great, but we want to find out how many kids are actually earning credit in this program. We've expanded the continuum of learning. Again, BBS and BMHS. I just upstairs a little while ago did a cross entity of a student from BLA taking a virtual school class. The other day I did some Beloit Memorial students that are

011taking a virtual school class. BLA and BMHS we have had already in the past couple years. So we're expanding that continuum of opportunities for them. So it's not just one format or one place. And we're also looking at virtual testing for the forward exam in the spring of this coming year. It's something they are piloting this fall. We are not going to participate in the pilot. But one of the reasons we have an alternate accountability report through the DPI is because we have very low testing numbers for the state testing. The students, they're virtual for a reason. They don't like to come here to Keck. We have like 20 kids on a roster and we get three or four that show up for testing. And so our numbers fall underneath the quota for what it

012means for a report card. So we're going to try the virtual option in the spring. Not sure how that will be controlled or mandated or done for validity on their end, but we'll wait to get guidance from the DPI on that. But we are going to give that an option. I've spoken to one parent already, and they would participate in that, and they've not participated in forward testing in the last four years. So hopefully we'll get a little bit more with that. So that's kind of a quick overview. Again, the virtual school program exists. Sue Bailey is housed out of BLA. She has a G2 program for half her assignment and a virtual school coordinator for the other half of it. Again, we've got quite good numbers, but it's not for everybody. And again, we

013keep striving for how does this fit for a student's education? We don't let students just sit in there and tread water and not earn anything. We do then guide them and counsel them to say this isn't working for you. Let's move on to something else. But that, again, the passing rate at 50% is, again, seems like a low bar, but it's actually a... pretty decent bar for virtual school. And once we get there, then we raise it up even further. So questions? Thank you so much for all that information. One question I have. So you talked about our numbers, that 50% is our goal and things like that. How do our numbers compare to other districts that use virtual schools? I don't have any hard data, but when I've gone to conferences to talk to

014other alternative programs, they're in the same rate. They're like 30%, 40% of passing success rate. Some of the programs that are a little bit more established and they're independent and not aligned with... quite the school district, they counsel kids out a little bit more. They have that ability to do so. So therefore, if they're not successful, they drop off of their data set at a quicker rate than what ours might. Well, I appreciate that we have this option for our students, especially in mentioning the students that take advantage of it. So thank you. I see Megan Miller has a question as well. Oh, no echoing that thank you. This was really helpful and informative just so just a couple of I had a question and then just sort of like a comment question I guess

015so I'm I love like the that there is like an attendance participation goal because like you pointed out it's really difficult population For a variety of reasons right to engage What are some strategies that you've used that you feel like are working and like how can we as a board or as a district support that? So there are weekly progress monitoring reports that come out to, depending upon the age level, younger kids, it goes to the family contact, also goes to Sue, our coordinator, and then as they get older, it transitions to both family and student, and then to student as they get into the high school age with that. She will constantly make contacts with students to find out if they're not engaged but again you can make three four or five phone calls

016and not get a reply back from the student or the parent with that and so you know she continues to try to reach out to them. We send out notifications again if you are not engaged and not a part of this then this platform isn't for you we don't want you to keep just spending your time here and not earning credits. We need to look at what's a different placement for you for whatever reason is. And there's also the cost factor. We're paying by the courses for these students, but it really is about how do we get them academically successful because we could let them sit out there all year long and just get no credit and do anything and then we're doing a disservice. So there is outreach and connection through Sue. and through

017the teachers at Wisconsin Virtual School as well. That was one of the pieces of moving to the Wisconsin Virtual School platform is there was more communication from them as an entity and their teachers to the students. Sue also then provides support and tries to reach out to those students as well. In some cases it works. In some cases, again, we don't get any response from them at all, and then we wind up withdrawing them from it. Gotcha. No, that's really helpful, and I think it's important as we're looking at, you know. Next five years next ten years like how to best kind of support and grow that because it sounds like you're having some success That's great So speaking of that I was just listening to your presentation and looking through you know the slides

018again And it looks like the metrics that we have to measure like kind of success for students are like attendance grades credits earned One of the questions I was going to ask before I heard your presentation and now it's kind of changing a little bit I was gonna ask like well, how does you know how are the grades in comparison to like you know the standardized test outcomes but since there's not even a large enough sample right um i guess my question is we've talked a couple times as a board about just like how do we really define like our own sort of like district report card to reflect like Gains that are a little bit more genuine and you know So what our students experiences and like what they're really like walking out the

019door with here What would you say like would be some really good metrics that are maybe not like hard number like, you know qualitatively even that we could use to kind of further define like What are we doing? Well for virtual school students outside of those? Well, that's one of the reasons why we keep track of what is reported to us and gets entered in the Skyward, the A, B, C, D, E. So that's our hard data that we have, again, because we don't have enough of a base for state testing, so we don't get that result. But again, we could look at a correlation saying, okay, how many students do we have in these grades? What does that equate to if it's high school, an ACT or a pre-ACT, if we kind of look

020at that? Now, that won't be exact, but the best that we have is the grades that are reported to us and utilizing that, like I said, We have some students who take 14, 15, 16 classes, and they have A's, B's, maybe a C. And then we have kids who take four classes or six classes, and it's fail, fail, fail, or didn't complete or fail. So it's kind of an all or nothing. And that's, again, it varies by those students, and they kind of come and go. So when you have 124, we might only have 60 at the current time who are truly enrolled. And that, you know, you have 20 of them that go off and 20 more come on to that. So it's really difficult to track their data. those skyward grades or the

021grades we get from them are our best metric. And that's why we're in an engagement. How many assignments? So we've started to look at how many assignments do they complete? Usually that correlates with a better grade, but not all the time because some of the students just. turn things in and pass and don't really care and it shows up as completed but it's at a failing level so that's that's kind of thing next thing we've taken a look at is how do we look at how many students how many assignments they've completed and if they haven't passed why is that and then start to you know jump into are they just completing it checking it off and turning it in are there yeah and like this is a quick follow-up to that like are there

022resources available like where we would be able to follow up like a few years down the road with students going with the grades oh sorry Go ahead. I'm sorry, Miss. No, no, no, you're fine. I just I didn't I thought I cut you guys off No, I would just do like to that point I mean I would love to you know Maybe for in the future like if there's a way to reach out to folks Especially if like miss Bailey or the folks from you know virtual school like have a good relationship in her poor, you know Or getting communication back. It would be really neat to hear like, you know How are the outcomes going like were they able to like get into like the the programs or schools that they were interested in

023or like the career focus? They were interested in so I think that'll also help I love that idea. And we do do a collection of data after students leave us where they go. I had him go to this slide because these are some of the benefits that come with the virtual school that I think we kind of, he went through this slide kind of fast. um i do think there's an area of growth too where we could track when you're talking about other indicators to track progress our students that are in our virtual school learning are always welcome to participate in events activities and sports and so Where they may prefer learning in their home through WVS They could still sign up to be in athletics here And so maybe there's an area there of

024growth that we could look at is how we're encouraging those students to participate WVS does offer events they call in these they call these cultural cafes if they want to be a part of that I just thinking about almost like a home school situation where students that are home school also have access to that So I do think that that's an area of growth and then the other piece that i think is helpful is part of our requirement and i think it's just good practice is we have an intake meeting with them so when students sign up for our virtual learning the coordinator meets with them and has sort of this overview of what it looks like what the platform is with wvs because honestly we're stressing is you have to be an independent learner

025right and so This placement needs to be thought out and thinking about to what extent are you an independent learner and reflection on that? And so I think that that's another Opportunity for growth for us to think about is yes, the intake meetings are good But to what extent are are we truly thinking that this is a good place and an appropriate? way of learning, mode of learning for students. Yeah, I mean, it almost, it could dovetail off of, like, Portrait of a Graduate. It's almost like you have, like, your own, like, Portrait of a Learn, like, what is, like, what are those, what am I trying to say, like, qualities and characteristics, and, like, it really would go right into the Portrait of a Graduate stuff, too. I really love the idea of, like,

026you know, kind of following up with kids and sharing, like, what are they doing during school and after school that still fits kind of that vision. Yes. That sounds awesome. And when we, if you remember when we originally transitioned, from the platform that we were utilizing to this one. One, it is a cost savings, but. In addition to that, we were thinking about at that time that concept of the 12-hour school day, and that doesn't mean 12 hours brick and mortar. That means we might have at some point in time students that are learning in person, right, for like an algebra class, and then they're going to work or doing an internship, and then they're taking some classes online. And so there's flexibility in that. And so that's what... Jeff was talking about as we're

027expanding the opportunities, it doesn't necessarily need to be black and white in the sense of you're either virtual or not virtual. How do we... how are we really thinking about what's relevant today and for some of our students and their needs and can we start to open and expand access and opportunity to learning where it's a blended version. And so I'm looking forward to seeing if we can grow in that as well because I do think that that's really an innovative approach and where we should be kind of dipping our toe into. No, it's a great opportunity. It's like that life readiness and community readiness, right? Yes. Thank you so much for diving into all of that. It's fantastic. Really appreciate the presentation. Tom Hankins. Yes, this is probably administration, but I'm just wondering how

028the virtual school fits into the piece of Third Friday Count and when they're virtual and how that is done. Whoever, Teresa or Jeff or Dr. Garrison. Sure. Yeah. There they are in the membership count just as any other student in our district So if they're enrolled they're counted. Yes, I don't have to be online that day or something like no They're enrolled and they're in a part of their membership for third Friday. Great. Yes, you Any other questions? All right. Well, thank you so much. Thank you for all that great information our next Agenda item we have our update on teacher support and pipelines TLE committee or presentation to the TLE committee and We have Rochelle Elliott presenting Good evening. Hi, I'm Rochelle Elliott. I'm the director of early learning and professional development and learning

029and so we're gonna hear a little bit about two programs that I am a part of with the mentor mentee and then bringing in university students into the district so the everybody All right. Providing mentor support is mandated from the Department of Public Instruction, and they've got some parameters that they really look at. They want us to systematically look at any teachers that are in that zero to three range and really think through what type of support that we are providing for them. As a district, we've also... to make sure that anybody hired that has four or more years of education that we're thinking through what is it that they need to transition into the school district of beloit So we rewrote the mentor handbook, and there was a committee in 2020 to really look

030at what is our goal for supporting new staff members and what type of items we thought that we needed to have for those. So those were some of the generated lists from the committees, not only to increase academic instruction in the classroom. but embrace educator performance and to retain those staff members to the best of our ability to stay in the school district of Beloit and be here Beloit proud with us. So what are some of the aspects of the mentor-mentee program? We have a new hire orientation in August that's generally put on the calendar. It's rotated between sometimes three days, and it's been five days in the past as well. This last year we did three days. This year we did one day kind of looking at district. District support where you know business

031services TLE student services HR all work with the new hires and this room was jam-packed of new staff members the other two days we released them back to their buildings where the Are we getting a little bit of feedback? Is that me? I apologize Let's do this. Can you still hear me? Okay, perfect. Where we gave the principals just a list of some of the general technology needs, EE needs that they may need, as well as had them generate a list of what is it that your new staff members need. So the principals really took care of that. Leah Malott and Fonda Lewis took the lead on the elementary. Joe and Ryan Stengel. brought the middle schools together and then emily and her staff had the high school so there was two days and that

032included uh building tours um some of their um sip plans and the expectations they have for the building as well as um time for to look at materials so we bring in our instructional coaches it could be department heads to work with the new staff during those days during that time we let them know the new hires that there will be um regular monthly meetings for them that are led by their their either their building administrator and or another administrator from another building for example last year i used to do like a district one um but that seemed to be a little bit more of a struggle because of uh the travel over here and different uh staff meeting times so we ended up doing like an elementary and a middle and a high school

033level for that where all the elementary got together and like a principal would lead that so they all went to for one month to converse and talked about behavior expectations the other month they went to hackett with ryan mcreynolds at the time and worked on some literacy so we rotated that through the buildings with the philosophy being you are still working with your cohort that you were hired with and also you get to know other buildings and other administrators that maybe you can make some connections with their mentors are not required to attend those but they can if they would like to There's also possible content meetings that new hires would be asked to go to. A good example, this year we've got Act 20 going on. So those new staff members need their Cox

034Campus modules. So I've got a reading specialist connected with them to help and support them. So if we need to come on together and we need to work on those, we can do that. As well as they are paired with a mentor or a buddy a mentor would be for new staff Really looking at that zero to three years Buddy a building buddy would be someone who has got some years in education for more that they just need someone to start Understanding what that looks like to be in the school district of Beloit The one thing that we do have as a district we have lots of built-in building supports we've got instructional coaches that do coaching rounds whether it's a Literacy coach or a bi literacies coach or a stem coach that is all

035considered as mentoring and providing support our program managers also fall into that role as well as Having structured PLC time and having them work with their grade level or content area team A couple of other things that I do is I made sure I provide for the if they're a new teacher one or new teacher two I'm specifically looking at those groups and following up on EE. Do you need support with your self review? What are your collaboration? Conversations look like this year I'm going to get into their classrooms to just kind of help accustom them to what does a what does a mini observation do? what does it look like, what type of conversation is that? So really getting in there and help to support them with those EE expectations. Some of the things

036that come up on surveys where new staff are confused about or just want a little extra support is when it comes to the educator effectiveness model. So we have different types of mentors. Our most highly qualified mentors are our NTC, our New Teacher Center mentors, who are trained through CESA 2. That is a two-year process. Year one, really learning the tools of the New Teacher Center, and then year two, digging into those tools and learning them more. So currently we have 25 of those mentors who have been trained into the district. To be trained as a mentor, it's really based on... principal recommendation, it could be through walkthroughs, it could be some classrooms that I've seen or someone else has seen. Who are our top leaders that we want mentoring our staff? Many times these

037leaders, these teacher leaders that have been selective often step up and then they want to be literacy coaches or maybe they're going to go back and get their admin certification. It's really that start for some individuals about being that leader in the building we also have what i call sdb mentors somebody that we have trained we did a training in 2020 where our Our NTC mentors at the time used the DPI modules and did an online training for staff members. We also brought in Beth Clark this last year through CESA 2. She trains the NTC mentors. She's a part of that. So she made a training for us to train our mentors on which NTC tools could we use, like knowing teachers or knowing teachers. knowing teachers or knowing students or the Cal the collaboration

038log that are not necessarily copyrighted by NTC so those are tools that we could use for our staff members so This year was about six hours before it's been nine hours. So far we've got 70 teachers trained for that. We also have building buddies. There's no necessary training that goes along with that. Somebody that is kind and compassionate to new staff members and can navigate our system and make sure that the new staff can get what they need. One of the biggest things for a mentor is... We really try to have our mentors in building. Somebody that's when they're going by can see when somebody is struggling. Like the walk by, walk in, see how your, hey, how are things going? You know, and just be there for the trying times that they might be

039having. It's hard for a new teacher to sometimes reach out. You know, it might be like an admission that I'm not doing well. So if your mentor is just coming by, they're just going to see. See how you're doing. We sometimes have requests for like an out of building buddy. It may be like art, music, phi ed, where the principal really feels like that new teacher needs content materials. If we do that, I really ask that the principal making sure that that new teacher has a strong PLC or somebody else that can come by and those moments when maybe things are going on to stop in and check base with them. So those are like kind of informal mentors. but we need to make sure that they are getting support. I have the mentors do

040a survey at the end of the month just to see what kind of things they've talked about. That mentor-mentee relationship is confidential. I don't need to know the nitty-gritty about what is being said, neither does their administrator. But here are some of the general topics that come up most of the time. ASSISTING STUDENTS WITH DIVERSE NEEDS, COMMUNICATION, DISCIPLINE, WORKING IN PLCs AND PROFESSIONAL LEARNING, DIGGING THROUGH. I THINK THE PLCs AND PD IS ALSO INCLUDED, LIKE, WORKING WITH THE ARC MATERIALS. WHAT DOES EUREKA LOOK LIKE? WHAT DOES OUR SEB MATERIALS LOOK LIKE? I DID EXPAND THE FORUM THIS YEAR SO I COULD GET A BETTER IDEA, LIKE, WHAT TYPE OF MATERIALS ARE THEY ASKING QUESTIONS ABOUT? And obviously, EE is a part of that as well, which is why then, based on that, I started providing

041more EE support to our new hires. Oh, Rhonda's student teachers. Could we see if there's questions about the mentoring program? We can stop at each space. Sure. All right. Are there any questions from people? I just have one question. So you talked about having the people in the building be the mentors. Is that a process that you and the administrator from the building work on together? Do they give you their recommendations? How does that part of the process work? So on our mentor-mentee document, I've got a list of who my NTC mentors are, who are the district mentors for each grade level, and we move people around, and then who are some other teachers that may not be trained that have been good people in the past. The principal looks at their list of new

042people. They let me know who's doing well in the building. I've got some experience. There may have been people that would be like, yeah, we really want to get them trained, but they didn't. They've been a great mentor. So it's really a collaboration. If the principal really feels strongly that such and such person wants to be a mentor, we make it work. So it's a collaborative work of art. the principal at school A has a teacher, they say, I would like to partner them up with this person and lets you know, or do you tell them these are the people available? little bit of both okay so here's the list of people who have been trained we really want to make sure that our staff members are with somebody who is trained here are ntc

043mentors we've invested quite a bit of money in them let's take a look at they've got great training they've worked with staff before but sometimes they may be like i really want so-and-so to work with this teacher they're in the same grade level and we we make that happen Thanks, and then So then once it's determined who's going to be with who? How does the mentee and mentor find out about their responsibilities? So the principal has worked on that relationship really kind of talked with the mentor talked with the mentee We don't want to tell a mentee like so-and-so is going to be your mentor and then the mentors like you know what? I really got a lot going on. I've got some family issues. I don't want to be a mentor. That's not very

044kind to our new people coming in, right? So we really want to make sure that, like, is this relationship established? Is this who we're going to go with? Has the mentor said yes? And so all of that get figured out at the building level, and then they let me know, this is what we're looking at. There have been times if we have had quite a... few like if there's open vacancies a principal will be like i i'm really worried about this person like we're going to hire many times when we're during the school year hiring somebody they're not certified they're a one-year stipulated license they want their most experienced staff members with them so it could be i hired somebody can i switch my mentors around because this person is certified i want this high

045quality mentor with this person and we make those things happen as well And so right now those relationships, most of them are solidified, but principals are asking to do some tweaks. And then I send out kind of an official email to staff member. It generally has been about this time in September, just saying, you've already been working together. I'm going to submit this to the board. This is what we've figured out for you guys. Thanks, I I was part of the training in 2020 when you trained a bunch of people in the district and I found that to be very valuable information and I still think about it quite often and how to ask questions that way And that's one of my favorite things to do is to mentor our young teachers so I appreciate

046all of the mentors that we have in our district and how their work is is So important because it does help keep teachers here and we like to have consistency for our students and for our staff, because it does get easier each year that you stay in a building, it really does. I even got to be on the other side of it, like getting the fire hose of information and trying to keep it all in a five gallon bucket. And that was as an experienced teacher, I can't imagine being a brand new teacher and having all of that all at the same time. So, I mean, that's such an important program. And I love that Beth Clark is like doing things with our district again, so. Just as an aside the other thing that we

047had Beth do last year because we had so many new staff members at Fruzan We brought her in to help lead some of those building dates for Fruzan because we did have a quite a few number of staff So she started putting some of those NTC tools in there. So the staff members still had a mentor that were new and then support from Beth as well and then we could bring along some of the emergist staff or the third party that was hired and then there was either an even somebody who didn't have to go to NT any mentoring stuff that came to some of the meetings to work with them as well so that was a partnership that really worked out well that we would like to continue and I've heard really good things

048from frozen this year so I must have worked we'll take it Any other questions about mentors? All right, student teachers. Most of our collaboration with student teachers do come from UW-Whitewater and Beloit College, which is why those are bold. But we also have lots of other universities that we'll reach out. That's just a listing of the last couple of years. If you're getting like a Monmouth College or a Ripon or a Viterbo, sometimes those are students that live in Beloit. want to do work in our school district so the process is the University official reaches out to me says exactly what they need you know universities and DPI they're super picky this has to be a fourth grade fifth grade this has to be high school only it has to be they all got all

049these criteria so tell me what your criteria is they sometimes have regulations on how many years the teacher needs to be working what kind of building they need to be in so I need to navigate through that what what they need I asked for them to send me their background check no matter so I get back pretty much background checks on everybody and then they also have to Raptor into the building with their ID so we let the students know that they have to bring their Raptor that will be their ID for the day and then I find a placement based on the criteria that they've done I do like a Google form for teachers at the beginning of each semester, at the end of the semester going for the next one. Do you want

050a field work? Do you want an OMP? Do you want a student teacher? Like what type of student would you like to have in your classroom? So you can see the number of student teachers that we've had from 20 to 20 22 23 we had 14 to 22 to 20 so the last three years we've had 56 Currently we have 14 student teachers in the school district and when I went to look at looked at the commonality between Those 56 students from the last three years I had 24 that were somehow hired for the district. Now, they may have been hired in December or January, and they only stayed through the rest of the school year. It could have been a Beloyter that was hired right away. But 42%, not too shabby, for getting the

051student teachers to stay in the school district of Beloit. Questions about student teachers? Megan? This was a great presentation, and I just have a comment to share that I think all three, well, no, maybe just two of them have had, of my own kids have had student teachers at Todd, and it's like rave reviews, like tears at the end of the year when they have to leave, if they're like one that had to move far away back home and things like that. And it has been so positive, and I think just the community of support that I guess I've seen just as a parent. the buildings for the student teachers like at conferences and even just stuff that they're sending home to my kids it's just phenomenal so it speaks well to the program and

052just you know to to the culture of our of our buildings it's been really great so thank you for all the work you do thank you we've also worked really hard with the universities on what is if you're coming in as an omp or a field work student what does that look like that and sometimes you have to say you are the adult Like you two years ago, three years ago might have been a high school student. You are now the adult in the building. So how are you projecting yourself? How are you talking to others? We're not on our phone. We're engaging with kids. This is the reason that you are here. And letting them know that we also have expectations. Like you're going in the front door. You're using your ID. You're checking

053in. You're wearing a badge. All of those expectations. You are the adult in the building. Right now, UW-Whitewater is currently sending me their OMP placements and what they look like. So generally, I have them, for OMP and field work, work directly with a principal. We've got some documents that go back and forth. The university says what they need to know. I ask them to not just choose. because it's on the interstate. Like, we've got to be, we've got to go over to Hackett, we've got to go over to Gaston. We try to, like, Beloit College, you get these schools. UW-Whitewater, you get these schools. can't flood one building we can't flood the same teacher either so how are we spreading things out and sometimes the same teachers get put on the same list like you

054had somebody last year you'll have it this year so that's why that Google form is really great because somebody be like you know what I've never had a student I've always said no and now I'm interested in having somebody in the classroom but maybe they only want a 35 hours or maybe they're okay they'll try a 200 hours and so working staff members into that there's also a course through UW-Whitewater that is free on how to host a student teacher so I we paid for some staff members last year out of title two to take that course so we could start having more classrooms for student teachers at different buildings Thank you. This is a great another great program It helps us lower our teacher to student ratio it I was thinking back on student

055teachers I've had and mentees I've had and I learned from them as much as they learned just being in our room, too So I love that we are keeping this program alive DPI, can I do one more thing, sorry. DPI has changed some of the regulations when it comes to student teachers. They can choose if they want to go based on the school district calendar or the university calendar. So you have to student teach for 15 weeks, okay? you can also student teachers if they have a bachelor's degree or an They can also substitute so they could sub in only their classroom if they sub For a couple of days that does extend their student teaching experience as well So sometimes it's really navigating with the the student teachers Are you here for the entire

056from like September to January? Are you to December if you're to December I could offer I could send you some we can postings so maybe we can hire you in the end of December as well and you could stay with us to the end of the school year that may have been how we got some of those teachers to stay they student taught with us they got to know our system maybe there's a classroom open down the the hallway so yeah you know I wasn't planning on staying in Beloit but maybe I'll work here you know till the end of the year maybe we can keep them maybe they always were going to go home to you know Beloit College they're all in Maine or wherever, you know, and we kept them for a little

057bit and they were with our students and they got some high quality instruction. So, yeah. Thank you. I know Bob Lehman did a fantastic job with that program many years ago and I can think of at least three teachers that are still at Hackett that started out as interns in their building. 25, 30 years ago. Well, I also did my student teaching here in the school district of Beloit. I did an OMP at Burge in 1992. I student taught in 95. So I'm one of those individuals who student taught and stayed. Well, thank you so much. Any other questions? You have a couple. Go ahead. Dr. Garrison sure. So I also want to just note that I did have a conversation with the Whitewater's I think the Dean of Education and in his conversation with

058my dad Trotter We talked quite a bit right now trying to get student teaching placements work done So in my conversation with Mr. Trotter, he mentioned that, you know, Whitewater and Beloit School District are great partners, of course, amongst other universities. But we, of course, have more student teachers amongst the CESA 2 group. So I just want to make sure I note that as well. And so our program that we offer is known. And I think a lot of the student teachers that, you know, come through our program do get a high. value in it and so i want to thank the the team for what the work they've done miss elliott for the work that you've done mr stan ruse of course i didn't get to jump in on your presentation as well so

059again thank you mrs mortek and the entire team and teaching learning department again thank you so much for this presentations And so I did want to say one more thing. So I just didn't full transparency. There was something else that was originally on the agenda. I'm still learning. I looked at one thing and I thought I knew everything I needed to know. And then I did not know about something that was on the agenda. during August because I was not here at that time. And so I've made it right with most people, but Teresa, I'm sorry that I pulled that on you quick. I just want to make sure that I'm fully informed before we bring it for second reading too. So thank you for your patience. I appreciate it. And I think that is

060everything for tonight. So do we have a motion for adjournment? So moved. Next meeting date? Oh, sorry. Yep, next meeting date is October. Thank you for keeping me honest over here, Tia. Tuesday, October 21st. All right, so now a motion for adjournment. So moved. Second, all in favor? Aye. So moved. Thank you. Good evening. It is 6 o'clock. I am calling to order the regular board meeting of Tuesday, September 16th. Mrs. Schultz, may we get a roll call, please? Yes. Amy Levy? Here. Tom Hickens? Here. Brian Nichols? Here. Megan Miller? Present. Joanne Rue? Here. Tia Judson? Here. All members are present. Thank you. I would like to request an approval of the agenda. However, I would like to remove item 9C as it is not necessary at this time. And I would like to switch

061items, the order of items 8B and 8C. Second. Motion by Brian Nichols, seconded by Megan Miller. Any discussion? Aye. Sorry, my screen's not working. I just a question for clarification. There are two employee recommendations both marked exhibit a 916 with the administration like us to merge those. I just don't want the minutes to be confused No, we wouldn't want those to be merged So here's my only concern if we take action on exhibit a from 916 There are two of them. So I'm not sure how we would differentiate that in the minutes Okay, so would you like to rename them or would you all like to consolidate them? So that when the minutes come out they make sense for what we actually did I think the to add the date of 917 is that where

062No, they're both labeled exhibit a how about if we just put them exhibit a dash one exhibit a dash two That is perfectly fine. So first one is dash one second one is dash two and we'll remember that in our motion language Thank you. Thank you There is a motion and a second any other questions Hearing none all in favor. Aye. Aye. Aye. Aye Any opposed Motion carries unanimously. Tonight, we have the pleasure of having Mrs. Lewis, the Gaston principal, here to introduce Sophie, who will be leading us in tonight's Pledge of Allegiance. Mrs. Lewis. Good evening. I have the pleasure of introducing Sophia Sadler. She's going to do the pledge. She's a Gaston second grader, and she loves learning math. So here we go. Ready? One, two, three. I pledge allegiance to the flag

063of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Do you want to go sit by mom and dad? Thank you so much, Sophie and Mrs. Lewis. Next we have on the agenda the Board President's Report. Good evening and thank you for joining us tonight both in person and virtually. Tonight I have a two-part report. The first part, from 2025, I'm sorry, the 2025-26 school year is off to a positive start. While we've navigated some changes and early challenges, the overall feedback from within our schools and classroom has been encouraging. We are grateful for the dedication of our staff and the enthusiasm of our students as we move forward together. Please join us in welcoming Dr. Wilson as the new

064principal of Robinson Elementary. We are pleased to also welcome Mr. Whitney as the principal of Hackett Elementary and congratulations to Mrs. McAllister on her transition as she continues the principal role of Merrill Elementary. Our sincere appreciation goes out to our returning principals, Mrs. Malott at Converse and Mrs. Lewis at Gaston. And a special thank you to Mrs. Etheridge, who has graciously stepped up to take on the principal responsibilities at Todd Elementary. We are also happy to welcome back Mrs. Pelz at Beloit Memorial High School, Dr. Schroeder at the Beloit Learning Academy, and Mr. Vrydaks at Aldridge, and Mr. Stengel at Fruzen. Since our last meeting, board members have been actively visiting schools, attending meetings and webinars, and engaging with staff, families, and community members. This is a critical and busy time as both administration and

065board work to finalize the 2025-2026 budget. As a reminder, tomorrow evening is the annual budget hearing, an important opportunity for community members to provide input before the final budget is adopted later in October. Your voice matters and we invite you to participate in this process. With ongoing budget considerations, we'd also like to remind families of the importance of student attendance, especially during the enrollment count period. Every student present contributes to our official enrollment numbers, which directly impact district funding. Please help ensure your students are at school this Friday, September 19th. Looking ahead, the board will soon determine whether to place a referendum on the April 26 ballot. In preparation, we are actively seeking input from our entire community. A public survey is now available on the district website, and we encourage participation from all stakeholders,

066parents, students, educators, staff, business owners, organizational leaders, child care providers, grandparents, and residents alike. every perspective helps to shape the future of our schools and community. Our next Friday noon webinar is Friday, September 26th. We will cover subsequent sessions of the WSB Finance 101 series. These webinars are designed to provide accurate information and training so that board members are prepared to engage in the critical issues impacting our schools. Last week, the district launched the school year with a soft start, welcoming 4K students, kindergarten, 6th and 9th grade, a day prior to all other returning students. The reason I'm mentioning this is because a special shout-out goes to the Fruzen student leaders, 12 of whom volunteered their time to welcome and support incoming sixth graders. Their generosity, leadership, and empathy reflect exactly the type of culture

067we aim to foster throughout the district. This year's theme, Moving Together, underscores our commitment to unity, collaboration, and shared progress. It is inspiring to see students already demonstrating hospitality and support for their peers. These are important values that lay the groundwork for our ongoing efforts to improve behavior and culture district-wide. We are excited for Homecoming Week, which begins September 29th. We encourage everyone to show your Purple Pride and join in celebrating our students during this special time. Go Purple Knights! Thank you all for helping us get off to a strong and promising school year moving together Board members before you leave tonight, please fill out the pulse check that is linked to this agenda item Your feedback is important the second portion of tonight's report is The board and not about the board announcement about

068the community listening survey This evening, we want to share that the School District of Beloit Board of Education has officially opened its Community Listening Survey as part of our ongoing responsibility to plan for the future together with our community. The survey is available beginning today, September 16th, and will remain open through September 30th, 2025 at 5 p.m. The board is responsible for ensuring that our schools remain financially stable, safe, and able to meet the needs of every student. In Wisconsin, when a school district needs funding beyond what the state allocates, it must seek voter approval through a referendum. Referenda help cover important needs such as staff retention, facility upkeep, safety upgrades, and student programming. This survey is an early information gathering effort designed to listen and learn before any formal referendum proposal is considered. We

069invite all voices, parents, educators, businesses, residents, grandparents, child care providers, organizational leaders, and students to share their perspectives. This survey takes about six to ten minutes to complete. Participation is voluntary and responses are anonymous. unless a name is shared in an open comment. The survey is strictly for listening and learning purposes. It is not intended to influence voting or to advocate for or against any potential ballot question. Please note, responses may be subject to disclosure under Wisconsin's public records law. Online links to the survey, both in English and Spanish, can be found on the district's Board's website at www.sdb.k12.wi.us. A downloadable, printable version is also available. If you require special accommodations to participate in the survey, please contact any of the board members or Board Secretary Michelle Shope. We encourage everyone in our community to

070take part and help the board better understand community priorities as we plan the future together. Thank you. This concludes my president's report. Next, we have upcoming events and announcements. Mrs. Rue? Yes, good evening. These are the announcements for Tuesday, September 16th. Check out our website at belateschools.net for your student's calendar of events this year. The fourth annual Hispanic Heritage Month celebration is scheduled for Saturday, September 27th, 11 a.m. to 4 p.m. at the Riverside Park Harry C. Moore Pavilion. Join us for an afternoon of live music and performances, art showcase, an essay contest, community partners and vendors, delicious food trucks, and so much more. The theme this year is collective heritage, honoring the past, inspiring the future. All are welcome. Beloit Memorial High School is hosting a SkillsUSA competition with over 500 students from throughout

071Wisconsin on November 3rd. More information will be coming soon. Remember, if you're interested in serving on the Board of Education, there is currently a vacancy needing to be filled from Juan Romero's departure. Application information is online or can be picked up at Colac Education Center during normal business hours. All materials must be returned by 4 p.m. on Thursday, September 25th for anyone interested. Interested persons will then be contacted for interviews most likely on Tuesday, September 30th. Our future board meeting dates include tomorrow, Wednesday, September 17th, special board meeting for the budget hearing beginning at 6 o'clock at the Colac Education Center. The WASBE Region 13 meeting on September 23rd. Registration begins at 6 o'clock, followed by dinner at 6.30 and the programming at 7 o'clock. The pre-meeting workshop begins at 4.30 p.m. that day. Wednesday,

072October 1st, the Policy and Human Resources Committee is meeting at 4 o'clock. Tuesday, October 7th, the Business Operations and Finance Committee meets at 5 p.m., followed by the regular board meeting at 6 o'clock. And this concludes the announcements for tonight. Thank you, Mrs. Rue. Next we have recognitions. And tonight we have the recognition of our Gaston PTO PTA. Garrison? Yes. And so I have with me also Mrs. Lewis, but I want to just take the moment to thank some of our PTO families here in the school district. We know that they do a lot for our school district. And over the course of the past two years, we've really tried to revamp our PTO conversations. And so I want to take a moment to recognize our Gaston PTO. We are so grateful for your dedicated

073parents and staff who've given their time and energy to strengthen our school community. Month after month, of course, you've shown up for meetings, you volunteered for events. Naturally, you also supported our students and staff. Some of this year's highlights includes, we all love these opportunities, family bingo night. Anyone likes bingo in here? Maybe, maybe, okay. Popcorn with the families. Who doesn't love popcorn, right? I think you all love popcorn. Fundraising activities, fundraising opportunities for all of our students and families as well. And so again, we want to just say thank you. We all know that we... We do a great job with our trunk retreat and that's upcoming here in the future. And so again, thank you for that. And we also wanted to thank you for recruiting for our little free book library that

074you all have helped put together. And so like, oh yeah, yeah, that was something else that y'all have done. And so again, thank you so much for the many opportunities that you have shown us and your dedication through volunteering. I'M GOING TO TURN IT OVER TO MRS. LEWIS AND SHE'S GOING TO SHARE A LITTLE BIT MORE AS IT PERTAINS TO SOME THANKS TO OUR GASTON FAMILIES YEAH JUST A HEARTFELT THANK YOU TO OUR GASTON PTO WE HAVE PARENTS AND SOME STAFF MEMBERS WHO'VE BEEN MONTHLY ATTENDEES AND COMING INTO SCHOOL AND DOING ALL THE THINGS TO REALLY MAKE OUR COMMUNITY BRIGHTER AND we are working on bringing our Gaston Carnival back which is one of the goals of the PTO so we're really excited to see our learning community grow and just be so engaging so

075thank you Paige and Nicole especially they're here in the audience we also like to give a big shout out to Chad Davis as well and Jesse I might say the name wrong Jesse Schumacher I think it is. And Nicole, I think you're in the room. I got it. So again, thank you to all the PTO opportunities. I'm sorry, families that we have here with us tonight. And so one more round of applause for the PTO at Gaston. Would you like to share any words at all? Thank you so much. Thank you. We really appreciate everything you do. Next up, we have public comment. Mr. Shope, is there any public comment tonight? There is. I have two here in the room. Okay. Members of the public are welcome to attend all open meetings of the Board

076of Education. Individuals attending board meetings are expected to conduct themselves in a respectful and courteous manner that models appropriate behavior for our students. Individuals wishing to comment are expected to comply with the norms found on the back of your comment cards and in Board Policy 187, public participation at board meetings. We ask that each of you contribute to maintaining a respectful and orderly meeting and prevent discussing confidential matters in a public forum by following these norms for public comments during board meetings. Thank you for your participation and courtesy. Mrs. Schultz? The first person I have is James. Okay, I have James and Melissa. Since they were giving me a look. It's all good. Good evening, school board members and Dr. Garrison. My name is Melissa Vorbeck. This is James Hoey, co-president of the Beloit Education

077Association. We are here tonight to report that the BEA has successfully ratified the tentative salary agreement between the BEA and the School District of Beloit. We sent a resounding message by ratifying with more than 98% in favor of the agreement. we appreciate the willingness of the board and dr garrison to work together with the bea to reach a tentative agreement that was fair given the financial difficulties the school district is facing we would also like to thank the ad hoc budget committee for their support and recommendation for a cost of living increase the bea has a strong working relationship with dr garrison and the school board our willingness to work together We will continue to support both educators and students in the school district of Beloit. We hope as we continue to work together that

078we will build more trust in the community and create a stronger district for all. Thank you. Thank you. Mrs. Shope? Those were the two people I had. Oh, thank you. Next we have the superintendent's report. Dr. Garrison? Yes, and so we were excited to begin another great year of learning and growth and of course with the community The first weeks of school is all about learning building connections getting familiar with routines and of course setting goals Of course, our goal is always to have opportunities for growth and academic success for all Let's continue to move together and make it this year a positive safe and inspiring one for all. I think it's also important to note to our family, staff, and students that we are here for you. If you need help, support, or just

079someone to talk to, we're here for you. Please continue to reach out to your supporting cast and the district so that we can assist you. I think it's very important to note that because sometimes when we get going in the school year, you know, people are busy, but we are here for you as a school district, and we really want you to know that we want you to reach out to us if we need to assist you. With this, we all know that students' daily attendance is very important to us. Parents and families, please assist us in making sure that students are in school and on time. I know it's very difficult at times with everyone's busy schedules to, of course, get students to school on time, but please note that every day does count

080and your child's attendance is very important to us. Sticking to that note, we also have our third Friday count coming up this Friday. As we all know, our third Friday count is a very important day and of course across the state of Wisconsin in which a lot of funding is tied to your students' attendance. And so please make sure that your students is in attendance every day of the school week, but also this Friday, September 19th for our third Friday count. I wanted to make sure I noted that in today's conversation. But again, thank you so much. And this actually concludes my announcements for today. Thank you, Dr. Garrison. Next, we have the Policy and HR Committee update. Mr. Nichols. Good evening. Thank you, Board President Johnson. The Policy and HR Committee meeting met yesterday

081morning at 9 a.m. And we moved. One policy, 141.1, as it was. Thank You mr. Nichols Next we have the teaching learning equity and pupil services committee report mrs. Rue. Thank you tonight we heard reports about our virtual learning opportunities here in Beloit along with Our mentoring and student teaching program that we have here in our school district I also want to mention too that the ad hoc that was created under the TLE Department Our committee, we've gotten a lot of great feedback from teachers, students, and parents. After the first just two weeks of school, people are feeling like things are really shaping up well and to be a great school year this year. So we're excited about that. Thank you, Mrs. Rue. Next, we have the legislative update. Mr. Hankins. Thank you, Board President.

082The legislative update, I think this is my first time doing it on my own, but I'm really not doing it on my own. My wing person, Megan Miller, I've kind of branched out. She's back to work. So I enlisted the help of Dr. Kim Earhart, the board consultant. There's a lot of stuff coming out of Madison that's fast and furious with education and the budget. Provides an attachment to the agenda and I'm hoping everyone had a chance to read through it There's a lot of things going on right now. I would just want to hire highlight a few of the things pertinent to us Folk this biennial budget focuses heavily on literacy special education funding and state aid to school districts the reimbursement rate for special education has gone up to 42% for this year

083and 20 or 45% for 27 And I've heard the argument that the other has stayed flat, which is true as I read through this. But at least it's an increase for special education funding, which, as we all know, has not kept up with the pace of special education need and funding. Mental health services was also allocated a significant lower than the governor's original proposal. So it's a give-and-take There's a lot of bills under consideration for 2526 if you haven't had a chance to look at them There are plenty and I don't know how many will come to the floor But if you have a chance board members to look at those they'll be coming up sooner or later. I want to announce that under Under board member Megan Miller, we did have a, and maybe

084before, but we did have a forum, a legislative forum, and Dr. Earhart is helping me. We're going to put a legislative forum together again for this March in 26, and we're going to enlist the Rock County Civic Academy, and we're working on that for a future date in March. And that concludes my report. Thank you. Thank You mr. Hankins Next we have a communications update the purpose of this report is to share communications Information currently happening with the Hadley group as well as the results of the most recent survey Dr. Garrison, did you want to kick us off? Thank you so much. And we have with us Mrs. Lindsay. She is working with us from the Hadley Communications. And one of the things that I wanted to just share is that naturally when we are

085thinking about surveys and we're thinking about communications as it pertains to potential referendum opportunities here in the school district, it takes a lot. There's a lot of moving pieces that goes with this. And I couldn't... I personally couldn't do it without some of the support that does come from Hadley Communications. Naturally, when it comes to me, there's a lot of vetting. There's a lot of back and forth around, you know, what can we share? What can we not share? But then there's also a team of people that also assist me in this conversation. And so I'd like to thank Mrs. and Mrs. Misey Beavers. Sorry, Mrs. and Mrs. and Mrs. Misey Beavers. Sorry, tongue twister there. Melissa does work. Of course, Donna Dooley, Michelle Shope, Brett Berg, and if I'm missing anyone, charge it to

086my heart, not my brain. But again, we have a lot of people that definitely works very closely with us to get this information out. Of course, to the Board of Education, naturally, you all play a huge part in these conversations. And as Mrs. Johnson has mentioned, we did send out a community listening survey just yet this evening. And so these are very important tasks that, again, don't just happen without, of course, a lot of communications. And so I would like to turn it over to Mrs. Seidel, who will take it over from here and give us some general information about where we are. Thank you, Dr. Garrison. I'm Lindsay Scheidel. I'm the owner of Hadley Public Relations. We're a regional PR agency, mostly, though I hate to use the word PR, because we mostly do

087community relations. We help communities build relationships, build channels of communication with the people who they serve. So we're really excited. We were with the School District of Beloit last year during your referendum cycle. The board and probably many of you here heard from my partner. SCHOOL DISTRICT. I'M GOING TO TALK ABOUT A I'M GOING TO TALK ABOUT A CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHILDHOOD CHIL Beloit is unique right now. You don't have an internal communications person. Most public school districts do. That does create some challenges, but it also creates some amazing opportunities for people who love this school district to speak up.

088and also to listen and hear from those that maybe have ideas for change that's so important as well so our role the next few months is really going to be helping the district facilitate some of that communication listening tonight i wanted to give a few updates about some of the stuff we've already been doing um i've only been on i think dr garrison for about what 70 days here and we're rocking and rolling through a four-step process and almost done with our first step which really is listening um we started with listening to the board we've had some great one-on-one conversations with them about you know how is communication currently serving the district and serving the community mrs rue i'm sorry i wasn't on that call but it's nice to see you in person we've

089also had some conversations with cabinet school leadership administration obviously I'M A MOM MYSELF OF PUBLIC SCHOOL KIDS AND THEY ALWAYS LET ME KNOW, MOM, I THINK DR. GARRISON IS CALLING YOU. SO I HAVE LOTS OF CONVERSATIONS WITH DR. GARRISON, WITH MRS. JOHNSON. SO WE'VE HAD SOME INTERNAL PLANNING CONVERSATIONS ABOUT WHERE COMMUNICATION IS WORKING, WHERE IT'S NOT. WHERE CAN WE HELP BRIDGE SOME GAPS BETWEEN THE DISTRICT AND COMMUNITY? WE ALSO JUST WRAPPED UP A THREE WEEK LISTENING SURVEY WITH STAFF. all staff were encouraged to let us know like what's you know how are you figuring out what's going on in the district also how it relates to rep past referendum cycles and maybe what they need from leadership the board of education or the community to communicate a little bit more effectively about you know what

090our school needs What do you need to hear? Where do you need to get information? But most importantly are you ax are you able to access information? I just mentioned earlier. There is no internal communications person pushing stuff out on behalf of the district every day So everyone's really like bootstrapping up and and doing their best to come together as a team to do that I do want to recognize that because we see that every single time we're working with this team our next BIG STEP LAUNCHED TODAY IN OUR LISTENING. THAT'S THAT COMMUNITY LISTENING SURVEY. I NEED TO RECOGNIZE THE BOARD. IT'S A BOARD-LED LISTENING SURVEY IN STEP AND IN TANDEM WITH ADMINISTRATION AND STAFF. THERE WAS A LOT OF PEOPLE TAKING A LOOK AT IT. THERE WERE A LOT OF PEOPLE PROVIDING GREAT INPUT.

091I'D ENCOURAGE EVERYONE HERE TO SHARE THOSE SURVEY LINKS WITH YOUR COMMUNITY. IT WILL BE OPEN THROUGH THE END OF THE MONTH. From there. We're gonna keep moving our job is to like I said to keep collecting information collecting listening and Help channel that through to decision makers. Okay, so in the past maybe Beloit didn't have that We're gonna do our best to do that for you this time around. So thank you for welcoming me We hope to be back in a few weeks with some more reporting And yeah, what a great meeting. Thanks for inviting me. Thank you Next we have the compensation for professional educators Bea the purpose of this is to discuss and take action for salary compensation The recommended action is the Board of Education agrees to advance returning employee groups represented

092by the Bea Union those employed during the 2425 school year one row down on the certified educators compensation plan which equates to an approximate 2.13 percent increase in salary and an additional 0.81 percent to each cell for a total increase of 2.9 percent new staff starting in the 25-26 school year would only receive the 0.81 percent increase on the scale Is there a motion? So moved. Is there a second? Second. Motion by Megan Miller, seconded by Joanne Rue. Any discussion? Yes. Ms. Miller. Thank you. I just want to thank the BEA. I think this was a really positive experience, and I think... A big goal that we had as a board was just to make sure everybody felt heard and just to really have a full perspective on what's going on and what we have

093to do for the future. And as my colleague, Mr. Hankins, just reported out, there are some things going on with our state budget. We had the general revenues freeze, and so that's a net loss to Beloit School District at $9.5 million just this school year because our government chose not to increase, right? And so I think all of us want to continue to show our support for teachers, pay people what they certainly deserve, and I really hope that. I'm very grateful that we're all in agreement. I know that this is something that it's going to take the entire community and really the entire state, but very critically our community to be able to continue giving the BEA and all of our staff what they really need. to feel valued and to do their job so

094um very gracious and i just also know that this is still a very tenuous time thank you miss miller any other discussion hearing none mr shope may we get a roll call on this please yes joanne rue i becca miller i brian nichols hi tom hankins hi amy levy i and Tia Johnson. Aye. Motion carried unanimously. Thank you. And thank you to the BEA and all of our teachers. We truly, truly appreciate everything you do for us and our students. Next, we have the site-based continuous improvement plan. The purpose of this item is to provide an update on the process for developing site-based continuous improvement plans. We have Teresa Moritek, Executive Director of Teaching, Learning, and Equity, and Melissa Beavers, Executive Director of Pupil Services. Okay, good evening. I'm happy to take some questions throughout

095or after if you have any. SO I'M HERE WITH MS. BEAVERS. THIS IS A CROSS DEPARTMENT COLLABORATIVE EFFORT TO BUILD OUT CONTINUOUS PLANNING IMPROVEMENT PLANS WITH SCHOOLS. SOMETIMES THEY'RE CALLED SCHOOL IMPROVEMENT PLANS. WE CALL THEM CONTINUOUS IMPROVEMENT PLANS. BUT JUST FOR THE SAKE OF UNDERSTANDING, I KIND OF FLIP BACK AND FORTH WITH MY LANGUAGE, BUT I'M MEANING THE SAME THING. WE ALSO WORK WITH BUILDING LEADERSHIP AND THEN EVERY BUILDING HAS THEIR OWN LEADERSHIP TEAMS THAT HELP TO DEVELOP THEIR PLANS. PRINCIPALS ARE DECLARED WITH DEVELOPING THOSE PLANS AND THEN WE OUTLINE SOME OF THE REQUIREMENTS. Some of the components in the sips is a school mission and story a Literacy goal with strategies a math goal with strategies social emotional behavioral goal or a sub goal Evidence of progress monitoring so they identify what the data

096points are usually that's in that goal or smart goal and then other things that they're going to use to progress monitor. Professional development for staff that's aligned to the goals. And then any schools that have an additional identification called an S identification, that's saying that the school needs to improve in certain specific areas that are outlined by the state. The state of Wisconsin is a recipient of title funds through S. So the states themselves that receive that funding had to create their own goals. So Wisconsin's... I believe our graduation rates, closing of achievement gaps, and then increase of English proficiencies for English language learners. So that. Trickles down to the schools and so when they're looking at specific sites based on a criterion schools that are identified in one of those us Identifications for improvement

097have some additional asks and things that they need to do as a requirement of Department of Public Instruction as a requirement of recipients of federal awarded funds Then we do tools to support the work we have quantitative data. So we use assessments, perception surveys, and then we also have a push on qualitative data. And that's some work that we've done over the last few years to develop out as a district. The use of what's called empathy groups, asset mapping, and then an equity audit that was done in schools to identify other areas of need or additional differentiated supports for students. some examples of quantitative data so as I've updated the board before we have a data dashboard that was part of our strategic plan developed and it's through frontline and so there are some reports

098that we can pull there and those are just some names of some general reports that we can look at to see progress that's being made in schools and then we have some internal assessments that we look at for data and then of course those state required assessments like forward and or NAEP if we're required to do that. ACT, pre-ACT. For SAB we have some perceptions data and climate survey data that we're also able to pull that provides quantitative data. Pretty typical Continuous planning process plant follows something called plan do study act there's variations of this But at the end of the day this is pretty much What the framework lands on is plan do study act those of you that have been in education? As long as I've been in education, which is a long

099time are familiar with plan do study act but again it's had variations in terminology and really it's just promoting a process that's an ongoing process through the lens of continuous improvement so you're planning right you're coming up with some action items you're putting you're doing the plan you're working your plan in your goals you're reflecting on that progress and then adjusting the plan along the way and that is ongoing and that's why we always say through the lens of continuous improvement because we always want our schools to be ongoing and showing improvement right incremental improvements time to celebrate when there is those many achievements along the way or milestones that are met and so as a district we do have some specific things that we do so I wanted to put that on here EVERY

100YEAR. AT THE END OF THE YEAR WE HAVE A CONTINUOUS APPROVAL PLANNING RETREAT IN JUNE. THAT'S AT THE END OF THE SCHOOL YEAR. THAT INCLUDES STAFF FROM MS. BEAVERS AND MYSELF, OUR TWO DEPARTMENTS, TLE AND PUPIL SERVICES. THIS YEAR WE ALSO CO-PLANNED WITH THE PRINCIPALS WHAT THE RETREAT WOULD LOOK LIKE. I FELT LIKE THAT REALLY WORKED OUT. WE RECEIVED pretty positive feedback this year about how the retreat went. And basically, they're pulling their teams together, and that's time for them to dig into data, to look at what their building needs are, and to begin to formulate some of those SMART goals, one literacy, one math, one sub-goal, and then what are some of those high-leverage research and or evidence-based practices that they want to incorporate throughout the year. another thing that we do is it's

101ongoing but through September and June right the do part they're finalizing their sips their school improvement plans we asked this year for principals to have that worked on and turned in and then these past two weeks we just finished up two schools this Monday and Tuesday we provided feedback to the schools as a cross department team and that was the directors in teaching and learning and pupil services and we all came together at the table to provide feedback in the past we had directors across our departments assigned to a kind of little portfolio of schools but due to the reduction of the the director's positions we found this to be a different way to go about it and i think it worked out so far um and so it's it's allowed us to allowed us

102to engage in some conversations with building staff and principals and so they're working on revising those plans and then on september 26th we have a district pl day and guidance has been Shared with principals to organize that day in which they'll be sharing kind of that finalized plan and what that looks like And what some of those strategies are that the building is working on to set the stage for the doing of the year of what the plan is and then Throughout September in June we do some studying of the plan through progress monitoring Mid-year check-ins are called 100-day check-ins. So they implement in their plan or show in their plan where they're at based on that benchmark data. They engage in data cycles. And then we also engage in learning walk-withs. Those start this

103week, actually, on Thursday. And that pulls our staff in to reflect on data cycles and just the instructional practices that are happening, specifically in the areas of literacy and math. We do science also. And then act, of course, again, buildings engage in those conversations and act items, such as based on analysis, what changes need to be made? Where is there additional support needed? And to what extent are our systems and structures operating? And so always thinking about your systems of support and structures. So like, what's your coaching? structure look like in your building what's your multi systems of levels of support and differentiated instruction look like what is your intervention system look like in your building those types of things and reflecting on how you can improve those systems and structures for school improvement This

104slide is a just kind of a visual this actually one of our instructional coaches from Little shout out to cam. He's a steam instructional coach at Fruzen put together this map for us Which I really liked he's excellent at Synthesizing information and making visuals and so he did this for his staff after the data retreat And I thought it was really good so we grabbed it to share out with other schools. And so what this is showing is the flow chart in making school improvement plans and goals and so starting with that team mission vision right what's the story of that particular school that makes it unique right what's the gaston story what's the fruzen story what's our vision for our school and what we want it to be and and doing a root cause

105analysis of that and then again a data dive they can look at quantitative data data that you're gleaming from empathy interviews so empathy interviews could be staff interviews, family interviews, student interviews about their experiences engaging in the school and what their stories are. And then asset mapping is where you highlight kind of all of the assets that a building has that could be the people and that could be also the resources around the school right you might have within walking distance a park or you might have a library within walking distance or writing you might have people in your in your building staff that have special talents right a photographer or at one point in time i lived in costa rica or whatever it might be right and so that's what asset mapping is is

106a school community Identifying what are their assets that make them unique that they can pull in to their building? To grow right and to think about it as a resource So that's what all that stuff is and then you're developing a problem of practice And then a theory of action which turns into that smart goal That young man student walking in is looking very grown-up these days. It's nice just nice to see him amazing house KIDS CHANGE SO QUICKLY OVER TIME. SO FEEDBACK FORUMS. WE'RE DOING THOSE THIS YEAR LIKE I HAD CONNECTED TO OR JUST TALKED ABOUT. AND THERE'S A LINK THERE IF YOU WANT TO SEE THEM. BUT AGAIN, I THINK THAT THIS HAS BEEN GOOD BECAUSE IT'S CALIBRADED US. YES. THANK YOU, MISSY. IT'S BUILT MORE CONSISTENCY ACROSS THE SCHOOLS. AND WE WILL

107BE INCLUDING THIS IN OUR evaluation conversations with Dr. Garrison and the principals when they're meeting with him. And I think Dr. Garrison goes on the calendar for the 22nd. I think it's beginning next week. Yes. So we'll be addressing that then. And then just finally, if you want to find where our SIPs are, they are on, if you go to the... School district of Beloit website and you go to the Department of Teaching and Learning You'll see this icon that I drew the arrow to it looks like that scroll with the checkmark list if you click on that You'll see every school that pops up. We'll put the current overview of the school improvement plans there it's actually a requirement by the department of public instruction that you need to have school improvement plans visible

108on your website and so we just haven't shored up the ones yet for this year but when we do that after the 26 you'll see last year's on there they will be updated but i just wanted everyone to know as a board if you want to see the individual goals for the schools that it's right there on the website for you any questions for miss beavers or myself Any questions or comments board members go ahead mrs. Libby. Thank you. Um, just one does I love that? Each building is having the three goals. I believe you said one in literacy one in math and one in SCB Yes, um does each building use similar? Documentation and data collection process so that they can share best practices in a way that universally makes sense between buildings I

109think it just depends on what their goals are. But some that have similar goals identified, well, yes, use similar data sources and then talk about what they're doing consistency. But it just really depends on what they identify as their goals. Thank you. And then just one more follow-up. The professional learning, I believe that you said it's going to be September 26th. Is that enough time to kind of dig into those goals so that... Buildings that have similar goals can start to communicate or are they still kind of focused internally in their building and that'll happen later So the principles All of the schools received feedback last week and then on Monday of this week. We're just two more schools So the principals talk amongst themselves So I'm making an assumption here that they've already started

110talking and sharing goals And I know that because when I met with a different principal they were talking about how they were talking to this principal Which is really good, right? We want them to be their own professional learning community. So that's already happening And then I think that there will be enough time between now and the 26 for them to be meeting with their teams we are offering additional support on that day for example I'll be at Robinson and I've been in contact with dr. Wilson to help kind of shape that day out in just to be responsive to where they are at in their work in the transition of leadership and then we have some with other schools where there's some transitioning happening with leadership we have some directors that will be directly

111assigned to those days too just to support that work Perfect. Thank you so much. I'll just add, I think one thing with the entire team reviewing all of the plans and knowing what those goals are, the feedback is more consistent. So we can say, Fruzen, take a look at what Gaston's doing. Their goals are very similar and encourage them to talk amongst each other because now we all know everybody's plans, where it was, you were assigned to this school, I was assigned to this school. It's more consistent now. Perfect. Thank you so much. Any other questions? Thank you so much. Thank you. Dr. Garrison. Sure. I would like to thank, of course, the teams for this presentation, but I'd also like to thank all of the staff members, naturally. There's teams that work on this

112work, and it's not done in isolation. And so, of course, off to all the staff members that help with working together to meet our goals throughout the school year is very important to me. And so, again, thank you to all the teams that work on this work together. One of the things I also want to note about school improvement plans, a lot of times I'm asked the question, you know, how are your schools doing? And for me, it's always about that ongoing opportunities for growth. And so if we continue to have ongoing opportunities for growth, naturally, we will meet the goals that we are all set out to do. Mrs. Beaver, I'm sorry, Mrs. Beavers and Mrs. Mortek did bring up a very important note that. We do have all of our school improvement plans

113online. For whatever reasons, if I fail to share that information with the board, I apologize for that. I just want to put that out there. But all of our school improvement plans are online, and they've always been online. And, again, this has been a practice that's been here for quite some time, not only coming from my previous school districts, but it's just a practice that we all have to have. And so if you all didn't know that we have our... our continuous improvement plans online. Of course, now you know where to find them and you can always get that information. And also to the community as well. A lot of times we were asked the question, of course, again, how are our schools doing? And we capture that information, at least from our goal perspective,

114right online for you, at least from our goals perspective. And as these plans are updated. and or changed, they will be there. One of the things that I could do, one could argue a better job at is when we do have to update our plans, I can also send something to the board just to remind you all that some plans have been updated just in case you're following the information online as noted. And so again, thank you so much to the teams that put this work together. And again, it can't be done without you. Thank you, Dr. Garrison. Next on the agenda we have policy 345 rule 1 class rank for the final reading The background information is we are currently reviewing class rank policy 3 4 5 rule 1 point 1 rule 1 in

115order to ensure closer alignment with the vision outlined in specific graduation requirements policy 3 4 5 point 6 row 1 while withholding the potential intent of the policy and being mindful of the newer initiative direct admit Wisconsin class of 2025 Mr. Nichols, would you like to explain the rationale or give any further information? I think you're muted. As you mentioned, this was developed by Teresa Mortek in the Teaching and Learning Equity Department and Pupil Services to make it consistent with what you mentioned. The policy was presented to the TLE and PS Committee on August 19. All members voted in favor of having the policy come to the policy committee. And the policy committee has reviewed the policy twice and moved it forward to the full board for reading. So I would like to move approval

116of the revisions of policy 345.1 rule one class rank for final reading. Thank you, Mr. Nichols. Is there a second? I'll second. We have a motion by Brian Nichols and a second by Tom Hankins to move the approval of the revisions of policy 345.1 rule 1 class rank for final reading. Any discussion? Mrs. Levy? Thank you. If someone could explain why retaking a class via credit recovery replaces, it will provide you credit if you pass, but it doesn't replace the original grade. If someone can explain that difference with credit recovery, that would be helpful. Thank you. Mrs. Moritech? Thank you. Thank you, Miss Levy. So something that we talked about when we were having conversations about this and input was to think about the press on the value of our students taking classes in person.

117And we believe that credit recovery has its place, but we really want to challenge the idea of IT'S OKAY TO FAIL A CLASS BECAUSE I'LL JUST TAKE IT IN CREDIT RECOVERY. THERE IS A CONCERN THAT THAT mindset needs to be challenged and so what we want to do is give students the opportunity to take it in credit recovery they will get that credit but we don't want students thinking that they can take English 10 for three weeks and not pass it or get it you know I mean and then just replace it with a credit recovery grade And so that's really what we're doing with that. The other piece of that is we wanted it to be reflected on their transcript that if they've passed the grade, that it was taken in credit recovery. So

118that's really the press here is kind of... Thinking about expectations and in rigor. We also know that our students benefit from in-person Students that pass our classes in person Do have higher? outcomes on a CT So that's another piece of this that we were considering Thank you. And just one final question. Was a conversation, I agree with everything you just said. However, comma, I think there's a lot of reasons why students take credit recovery that find themselves in a lot of different situations. And in those instances where it's not kind of like the blow off that you described, I don't think that those students should be penalized. If I, for some reason, took the class and got an F. And then I retook the class in credit recovery, and I really learned that material. And

119let's say I got a B. So I would get credit, but that F would still remain. It wouldn't be replaced. And I don't want to penalize students for whatever reason need to do credit recovery as an alternative. Were those discussions had in the development of this policy? We did have that conversation, and we felt like that grade. could be reflected on there, but the overall GPA will still remain the way that it was. We did, we did, we did have that conversation. Okay, and then came to the conclusion not to also include the grade? So we said if a course is retaken in credit recovery, the transcript will note it as such. The student will receive credit only and the credit recovery grade will not affect the overall GPA. The original course and grade will

120remain on the transcript in the GPA. Okay, so reflected as such means that both grades will appear. Yes. That second grade just won't impact the GPA. Correct. Okay. Thank you for that clarification. Yes. So I can't support it because I don't think students should be penalized. If they earned the grade in credit recovery, I think that should be reflected in their GPA as well as in their credits. But thank you for that explanation. Yes. I respect your feedback on that also. Thank you. Any other questions? Ms. Miller? Yeah, thank you. And actually, this just occurred to me during our committee meeting. Because we're doing, I think, like a great job, you know, bridging the virtual school with students who are in person and just, you know, providing, you know, the continuum of opportunities. Is it

121possible, like, if there are students who are at risk, like who are maybe going into, I don't know, like 10th grade or whatever, like already credit deficient, is there an opportunity within those first couple of weeks for there to be some kind, like a counselor to intervene and say, you know, Megan, you failed all your... classes last year, you're not off to a great start. Is that like... Let's consider some of those virtual options and in that case like are they I guess to what extent is there an ability? For a student to either self advocate or for teachers or counselors to intervene proactively so that maybe a student can get Maybe a better experience based on their circumstances and needs through credit record, you know through whether it's BDS or some other credit recovery

122option and have that still like be the like like to miss Levy's point like if it's like a B, then that's like their B and that is their GPA. It's not like replacing a class. I'm just wondering, because I share some of those concerns, and I mean, this is getting a little bit in the weeds, and I understand that we're talking about policy, but as it translates into practice, are there opportunities to get ahead of that so students aren't... Penalized in their GPA if they're already on a path where we know that they're gonna be headed for credit recovery Well, I'm not sure if I can answer that but I can tell you that there is a grace period and I don't know the exact number of days off the top of my head but

123there is a certain period of time that students are allowed at the high school level to drop a class without any penalization so if they're not if they're not doing well in the class and they say i don't want to take this this semester work with me in my schedule then the district and the counselors will work with them to get them a new class and that's another way right to your point about thinking about virtual learning i think that that's a wonderful idea and so there are some students that are taking virtual options um right now but again it's it's recognizing that credit recovery has its time in its place but we also KNOW THAT THE QUALITY OF THE COURSE THROUGH CREDIT RECOVERY IS NOT THE SAME AS AN IN-PERSON CLASS THAT WE WANT

124TO ENCOURAGE ALL STUDENTS TO BE DOING. SO THAT'S REALLY THE MINDSET. I DO UNDERSTAND THE CONCERN. I REALLY DO. AND I ALSO SEE THE OTHER SIDE OF IT IS THAT, YOU KNOW, WE HAVE in my opinion, too high of a percentage of students that are taking credit recovery. And we have to come up with an idea around how to change that course of that. And so that's really in the spirit of where this is coming from. No, and I appreciate that. And I think like there's certainly like. Probably not for the majority of our kids, but there certainly are kids like who really thrive like whether it's like maybe like a medical issue or just you know Whatever is going on like who can get like a very high quality education like in a different

125means so right and they could do it through WVS or BVS without take without Defaulting to credit recovery. No, I think that's that's an important kind of nuance to all this too. So thank you so much for speaking to that Thank you, mrs. Morty tech just out of curiosity How long do you know does a student have after classes have started before they can yeah? I don't remember the number of days that miss Pels told me but she did share that information with me and I can follow up on that with you Okay, thank you. Yeah any other Go ahead, Mrs. Levy. Thank you so much. Really quickly, is there kind of like a gatekeeper for credit recovery? Is it something you have to get permission to take or anyone is eligible to take credit

126recovery if they fail a course? Is there a prerequisite or some criteria? my understanding is it's a conversation with the counselor at the school and then they're they're discussing whether or not they should be taking credit recovery but again i think that there is an opportunity for us to grow as a district because it It may or may not at this point in time in certain circumstances becoming this automatic default of, well, we'll just sign you up for credit recovery. And that is a concern. I'm not saying that's a generalization that it's happening all of the time and too much, but there is a concern there that we need to course correct. No, that's useful. Thank you so much. Yes. Any other questions or comments? Hearing none, we have a motion and a second. All

127in favor? Aye. Aye. Aye. Any opposed? Nay. Motion carries 5-2-1. Thank you, Mrs. Mortek. Next we have... The policy 453.1, emergency nursing services for final reading. The purpose here is to update medical policies for the coming school year. During the first committee reading, a revision was made to a vague timeline to make it more clear. Mr. Nichols, would you like to give more background on this? Yes. brought this to the Policy and HR Committee. And the purpose was to update medical policies for the coming school year. During the first committee meeting, reading revision was made to a vague timeline to make it more clear. And so this is the final reading. And I move approval of the revisions of Policy 453.1 for emergency nursing services for final reading. Thank you. Thank you. Is there a

128second? Second. We have a motion for approval of the revisions of policy 453.1 emergency nursing services for final reading by Brian Nichols seconded by Amy Levy any discussion Hearing none all in favor. Aye. Aye. Aye Any opposed? motion carries unanimously Next we have policy 141.1 board officer elections for final reading the purpose of this is to Review and revise the policy Chair Nichols, would you like to give us some more background information? Well, thank you board president Johnson I'll read his rationale current limit of two consecutive terms restricts continuity and board leadership the proposal to increase it to five greater flexibility and leadership stability especially when the board presides over a new service. It often takes a year or more to grow fully into the demands of the presidency. This change allows the boards to

129retain effective leadership during long-term initiatives, while NSBA does not set strict limits, but encourages policies that support stable and effective governance. BoardSource, a leading nonprofit governance resource, often recommends officer limits of up to six years, two, three-year terms, depending on board needs. The change maintains the annual officer elections while removing arbitrary restraints. The Policy and HR Committee originally reviewed the policy at the suggestion of former member Romero. During the meeting, members decided to go with three years rather than five. This policy came back for final reading of the Policy and HR Committee meeting. The committee meeting was recommended to the full Board of Education, and I move approval of the revisions of Policy 141.1, Board Officer Elections, for final reading. Thank you. There is a motion by Brian Nichols to move approval of the revisions

130of policy 141 point one board officer elections for final reading. Is there a second? I'll second we have a motion by Brian Nichols and a second by Tom Hankins any discussion miss Rue So can you tell us why so Romero's original proposed that one was five years and you came up with three years. Can you explain why three? Any other questions? Mrs. Levy? Thank you. Just a brief comment. I support diversity and board leadership. So I am comfortable with the current two-year rotation max. So I will not be supporting the policy changes. Thank you. Oh, I'm sorry. I'm sorry, Mr. Nichols. We were just, we thought your screen froze there for a minute. Please continue. Back to your question. So, you know, it's just a change in the reality. There's an election every. actually Joanne's

131was freezing. There's an election every year after the election for board president, vice president, et cetera. So that doesn't change. So it just changed the term from two to potentially three. Thank you. Any other discussion? Mr. Hankins? Yeah, I just want to add in, it's not discussion. I think the boy did it and it was errant and it just said that we were going to five. It was either five. It didn't mention three. They didn't catch the update. So just if anybody's watching or listening out there and read the paper, I believe it said five, but it was whittled down to three. Thank you. Thank you, Mr. Hankins. And just, I did receive a... call from Mr. Gary and returned and left a message and then realized I had forgotten that and called him back

132and left another message. So I hope he listened to both messages. So any other questions or comments? Okay. Mrs. Shope, can we get a roll call, please? Yes. Amy Levy? Nay. Tom Hankins? Aye. Brian Nichols? Megan Miller nay Joanne brew aye and Tia Johnson I abstain so the motion failed three two two to one so the abstention becomes a failed vote although That's board doc. So technically it would carry with the three eyes of the two days because the abstention doesn't we were short a board member So it's it's the majority of three eyes. Yep carries it Yep Thank you. Our next item is our consent agenda Typically, there is no separate discussion of the items unless a board member so requests in which event the item or items will be removed in the general

133order of business and considered in their normal sequence on the agenda. Do any board members request anything be removed from tonight's consent agenda? Mrs. Levy? Item C, please. Item C. Are there any other items? Is there a motion to approve the consent agenda items being B and D? So moved. Second. Motion by Amy Levy, seconded by Brian Nichols. Any discussion? Hearing none, all in favor? Aye. Aye. Aye. Any opposed? Motion carries unanimously. Could I get clarification on who was the second? Brian Nichols. Okay, then I need clarification on who was the first. I'm sorry. Amy Levy. Thank you. That brings us to item C. Mrs. Levy? No, I just need to abstain. I wasn't present for that meeting. Thank you. Okay. Is there a motion to approve the minutes from September 3rd? So moved. Second.

134Motion by Joanne Ruse, seconded by Tom Hankins. Any discussion? Hearing none, all in favor? Aye. Aye. Aye. And any abstentions? I abstain. I also abstain. Motion carries. Next on the agenda, we have specific employee matters, section 19.85, parent 1, parent C. A motion may be made and a vote taken to convene the Board of Education into closed session pursuant to section 19.85, Parent 1, Parency of the Wisconsin State Statutes relative to considering specific personnel recommendations. Mrs. Shope, may we get a roll call, please? I'm sorry. Second. Thank you. So who moved it? So moved. Thank you, Ms. Levy. Motion by Amy Levy, seconded by Megan Miller. Mrs. Schultz. I have to catch up. Okay. Joanne Rue? Aye. Megan Miller? Aye. Brian Nichols? Tom Hickens? Aye. Amy Levy? Aye. And Tia Johnson? Aye. Well, she carried

135unanimously. The Board of Education may reconvene into public session in order to take any action if necessary on items discussed in closed session. And please remember to close out of your open session Google Meets. Thank you. I don't know, but we have a quorum, and I'm good with that. Not ideal, but... And Exhibit A-2? So moved. Is there a second? Second. Mr. Nichols, we just, Ms. Levy just moved approval of Exhibit A-1 and Exhibit A-2, seconded by Joanne Rue. Any discussion? Hearing none, all in favor? Aye. Aye. Aye. Aye. Aye. Any opposed? Motion carries unanimously. Next we have closed executive session. A motion may be made and a vote taken to convene the Board of Education in a closed session pursuant to section 19.85, parent 1, parent C of Wisconsin State Statutes relative to considering

136compensation for all non-teaching employee groups. The purpose of this is to go into closed session to discuss compensation for all non-teaching employee groups. Is there a motion? So moved. Second. Motion by Amy Levy seconded by Megan Miller any discussion mrs. Shope. May we get a roll call please? Yes Amy Levy aye Tom Higgins aye Brian Nichols Megan Miller aye Joanne Rue aye and Tia Johnson aye Motion carried unanimously. The Board of Education may reconvene to public session in order to take any action if necessary on items discussed in closed session. Thank you.