001I call the May 11th, 2026 board meeting to order. It is 6:00 p.m. We are in conference room C of the Fiser Administration Building at 12121 West North Avenue. Miss Summers, please call the role. >> Mr. Bower, >> here. >> Dr. Worley, >> Miss Lamers, >> here. Miss Prosinski >> here, Mr. Wier >> here, >> Miss Bach >> here, >> Miss Hammer Rand >> here. >> The first item on our agenda this evening is to recognize um Matthew Guess for his performance at the Lincoln Center with Broadway stars. Is he here tonight? Stephen. Okay. Um well, we are proud to celebrate Matthew Guchess, a student at W So very uh Wa a student at Wawaossa East who recently performed in Jane Air in concert at David Griffin Hall at Lincoln Center in New York City.
002Through local training with Mosaic Creative Studios, Matthew was selected to join this prestigious Broadway series production and performed alongside professional Broadway artist. What an incredible achievement and a wonderful representation of Tossa East on one of the most world's most iconic stages. We're very exciting. All right, moving on. We have an update. Okay. Uh we'll move on to item number three, public comments. Members of the Wosa School Board value the input of students, parents, staff members, and community members. The board's regularly scheduled meetings provide an opportunity for opinions and concerns to be expressed publicly. The board values comments and will respectfully consider this input in decision-making. The board requests that individuals limit their comment on each item to three minutes. Following any comments, an individual board member may respond on the issue raised. However, it is
003not the intent of a public comment portion of the agenda for the board to enter into a debate with the members of the community. Because non-aggenda items are not publicly posted in advance, no action will be taken on public comment regarding non-aggenda items this evening. Do we have any public comment in the room? >> Seeing none, is there are there any online? >> No, there are no hands raised. Okay, then we will move on to item number four, the consent agenda. >> All right. Are there any items on the consent agenda which board members would like to remove for separate discussion and action? Madam Vice President, if I just may um a few items, I just want to thank the policy committee for their due diligence on moving policies along and also uh to the
004board for being responsive to the organization being more nimble and flexible to staff and their ability to to share their their issues as they come up. Um, I also want to thank Miss Zazoski and Miss Leah Claymore from HR. I think uh the last meeting there was an update around all the different work that has been happening around our benefits and and how that has been adjusted to meet the needs of our staff. And so, thank you to our HR team. And then finally, we we are currently in the hiring uh season and so you'll start seeing some of those um important decisions being made on employee transactions. Um and I would be remiss if I didn't thank the donor uh of another gift. We're always uh humbled when there are community members who uh
005give to our schools and doesn't cease to amaze me that every every meeting we have is someone across our community giving back to our schools. All right. Seeing none, may I have a motion to approve the consent agenda? >> It is recommended that school board approved the consent agenda and I so moved. >> May I have a second? >> Second. >> Mr. W. Right. Miss Summers, please call the role. >> Miss Walland. Yes. >> Miss Fox. Yes. >> Mr. Wier. >> Yes. >> Miss Bzinski. >> Yes. >> Miss Lamers. Yes. Dr. Worley. Mr. Bower. >> Yes. All right. And that motion passes. Okay. Next, we are moving on to number six, Systems and Structures action to approve the 2026 2028 administrative contract for Bradley Christensen. >> Wait, hold on. Five for governance. Action approves um
006the graduation candidates. I get I get to do this. Thank you. >> It is recommended that the school board approved. This is an important one. Sorry for personally. Okay. It is recommended that the school board approve the attached list of graduates from WVA Watossi East High School and Watosa West High School with the understanding that students will complete all high school graduation requirements. May I have a second? >> Second. >> Mr. Bower and Miss Summers, please call the RO. >> Mr. Bower, >> yes. >> Dr. Worley. Miss Lamers. >> Yes. Miss Bzinski, >> yes. >> Mr. Wadier, >> yes. >> Miss Bach, >> yes. >> Miss Hmer Rollins, >> yes. >> And that action is approved. Thank you. That item. Thank you. >> Yeah. Thank you. >> Congratulations to all of those students. I can't
007wait. >> Just the season. I know that universities are starting to have their graduations. St. Marquette had their graduation yesterday. Uh WM, I believe, is this weekend. Um, and our graduation will be coming up in a few weeks. It's uh, it's exciting. It's culmination of a lot of hard work, not only from our students, but their families and our teachers. So, we're we're excited about graduation that's coming up in. >> All righty. Now, we'll move on to item number six. Point of order. There's a 5B 5B. Action to approve school board graduation participation. Wow tossa west. >> Yes. U madam vice president. We we typically try to announce which board members will be present for the ceremonies both on uh Friday June 12th and then Saturday uh June 13th. And so this is just an
008opportunity for for board members to identify if they want to participate and to finalize things. I think Miss Summers has a running list of who has identified their their availability. >> A partial list, I believe. Would you like me to? >> Yes, please. >> Uh so for Wawsa West, uh Dr. Rorley is a yes. Mr. Bower is a yes. And Wawsa East, Dr. Tenative, and Mr. Bower is a yes. And I believe Miss Bzinski might be interested also. >> Yes, I would. Um, and part of that is where would it be supportive? I I had so much fun last year. It's pretty amazing. Um, so >> um what was the second one? Was that the for east or west? If say again >> west we got two yeses. East we have one yes and one
009maybe. >> Okay. definitely for east. Um, but I think I'd like to be a yes also for west if that's okay. >> Great. Thank you. >> Thank you. I do want to make a motion. It is recommended that the schoolboard approve schoolboard graduation participation Wawaossa West on June 12th at 7 p.m. and Wawaosi East June 13th at 10:00 a.m. And I may have a second >> second. Enthusiastic. >> Thank you. Miss Summers, can you please call the role? >> Miss SLRs? >> Yes. >> Dr. Worley? >> Yes. >> Miss Rolland? >> Yes. >> Mr. Bower? >> Yes. >> Mr. Wier? Yes, >> Miss Bzinski. >> Yes, >> Miss Bach. >> Yes. >> And that passes as well. And you may just keep going. >> All right. Next item is recognition of school, sorry, a student
010school board members. >> And I want to maybe turn it over to um to the committee that actually you're doing some of these folks. You were on that committee, huh? We're getting to a time in the school year where the the opportunities for us to say thank you to our student reps are will start to become less um and we tend to not put the the stress and the obligation of them being at the June meetings uh on them. This is our only meeting in the month of May. And so I want to start by thanking the board for seeing the the importance of having student voice um in governance. Um I think recently Dr. Worley and Miss Himeran were actually u reach someone reached out from a neighboring school district to ask how do
011we function in this space. So I think you deserve a lot of credit but more importantly um I I just want to thank our our four student reps. uh they they add a lot of value. Uh we we are thankful and grateful uh for your voice. Um and um we have continued to refine our practice where I know Mr. Gawa and and Dr. point reaches out to our student reps uh in the building just to make sure that they are uh up to speed on the items that are being brought forward and they they are very valuable to the work that you do. So I Mr. >> Absolutely. I mean you are the paragon of excellence in this case. Um so I don't have all that much to add but uh it was Mr. Pinion
012and I who went through and talked to uh quite a few uh applicate applicants. Um so we had to narrowly chose choose four. Um so I just want to thank the work that all four of you have put in uh the solid questions that you have uh asked as even when they were uncomfortable or made us scratch our head. So we appreciate that. I appreciate that. Thank you. >> Floor is yours a little bit here. Do you want to say >> guidance or best practices? >> I don't have tons to say. Um, I'll be here in June. Don't worry. >> I don't have much going on this summer. That'll be exciting. And yeah, I had a lot of fun doing this and I think it was a very um it was really cool to see
013how um like a school board operates and the decisions they should make. Thank you for letting me do this. Well, thank you. >> Really appreciate your voice. questions. >> Okay. Our next item is school board compensation discussion in accordance with bylaw 0144.1 compensation. >> I have it on the agenda. Um we've had uh comments from um community members, public comment that has asked us to um consider again we passed this law this policy I believe about six months maybe after I joined the board. Um and uh I have felt that it would be a good idea what regardless of of what happens that we always look at this each year. Um and we get in the habit of that particularly as we go into budgeting. Um so that we're taking this into consideration. Um so
014so the idea is that we our board can be members can be compensated. Um when this policy was passed some of the conversation was around how not being compensated may limit um who um would be able to serve on a board. Um at the same time, historically this board has been voluntary, but it's um in a very small minority in the state. Um you also uh have um this document, this handout um that that thank you Dr. Means and your staff for doing some research on um what uh is happening in other school districts. you can see that it's a wide range of household districts through it. So there's not a single pathway. Um so that's why I was hoping that we could have a conversation. Um so this would be I think a conversation
015tonight and then we have to decide um if we think we want to take action on it. Just something to think about is that one of the um pieces of this is that a schoolboard member can um decline. So everyone would get the same um amount, but a schoolboard member can decline. And so as we cycle, if we were to say we wanted to do compensation, um it could end up that one or all or however it works might decline, but there's a timing on that as far as your finances go. Um so we'd have to kind of take that into account. So I'll just put out there the goal was to discuss this tonight. um the idea of it more than I mean if there's adjustments to the policy that need to be made
016too we can also send it to the policy committee but this was just to get the conversation going among us historically if I may um the reason why we pay our elected representatives uh whether it's the US house or the senate or the president um are is always connected to we want those who are best able to lead and to rise to um rise to service and not be limited by the money um aspect of things and the fact that they need to make a living. Um, that said, I have no interest personally as part of this to pay me, which is a very awkward thing to say. Um, I think that having the option piece in the policy actually makes it more awkward for board members. Um, if because I would tend to agree
017with Mr. hour that I would probably not take the sal the payment. But I think if in um looking at it from like an equity standpoint, we've talked members have to pay a babysitter or make other accommodations um to be able to participate in board activities. Um that that is a a a space of inequity. I've heard um community members make that argument as well. Um so I guess my perspective is it may put a someone may not want to admit or be the only board member who is taking payment. So I actually find it I guess I'd be interested to hear which school districts do it that way. um or if most school districts just everybody or nobody gets the payment. Um but I think it's kind of like we talk about this with
018like services that students have access to. Sometimes the parents are embarrassed to have to fill out an application for certain things, but um so I kind of am sensitive to that if we make it an option for board members again. This is a good question. Do we have more information that we would like? >> Yeah. Um, I certainly think it's a it's it's likely a good idea for for the future. I would be in agreement that I wouldn't uh I wouldn't feel comfortable voting on this policy for a board that I'm serving on, but I would be happy to vote on a policy for future boards. Um, >> and I definitely agree with you. This is something that should be looked at every year and I think regardless of what wherever we fall that um
019we take a look at it. My personal thoughts on it would be until the district is in a better cash flowing position. All of us are working very hard to put us in a better cash flow position. It just seems ant like a little counterproductive to me to take a chunk out when I'm working really hard to put chunks back in. So, >> so but to your first point, just to to clarify, the policy exists. The amount and the the practice of doing it hasn't happened. It's not that you would need to the policy it was already voted in. It means that we can pay school board members. So I just want >> I meant voting on the the I would assume we vote on the amount. >> Yeah. >> Part of a budget. >>
020Right. So the vote would come I assume as part of the budget rather than as a standalone vote. So to clarify my statement, I wouldn't be comfortable voting on that that particular budget if if I'm serving that particular year, but I would I would be like in a tail end type of thing where I know I don't know it to me I the financial gain part of it wasn't something that was on the table during the election cycle. So, I wouldn't want to bring that in until I've served my term. >> Sarah, I'm um I'm looking at that policy. Um something that I I do wonder is about the wording about reimbursements in there. And right now as it reads it's it talks about reimbursements for conferences and maybe that needs to be looked at
021for reimbursements for any expenses in that make it possible for the board member to attend any board services I feel like meetings. Um, so I would like to take a look at it that from from that angle. I do feel after we've just made decisions about staffing, I I don't feel right at this point looking at them taking money. Keep in mind if you it's not about taking money if somebody can give it back. Now, someone said that they might be more uncomfortable, but I'm just going to play sort of devil's advocate here. Someone asking for babysitting money is also, you know, might even be as difficult or more difficult. You know, I have to explain why they're looking for funding might be more challenging. So, and and to the point about and I'm just
022I'm just I'm trying to get us on all the different sides of all the different angles. Not because I'm for or against it. >> Um but to Jason's point, we will never get it in place if we always wait for an election, right? >> Um in fact, we are in a space right now where there isn't an election next year. So, if if this were to start say in January 1, because you know, tax year is different from school year. So, it impacts board members in a different way. If you started in January 1, it would be in place for the following election. >> Um, but otherwise, you're never going to I mean, >> that's true. >> At some point, you're going to have to vote on or just not do it, which is why
023maybe people haven't been paid. I just really want this I it has come up that there are people who um can't necessarily afford to um to serve on school board and those might be voices that that we would have. So uh question then um as with the policy is written the uh my interpretation of it is that we already are fine on that if somebody needs a reimbursement for those things those are listed in here correct >> yes >> so >> but they have to ask um and to me that's different that that's a reimbursement of an expense as opposed to being paid for doing the job if if you will. So, they're two different things at work. They're two different things here, too. Um I I like having the ability for someone to be
024able to seek reimbursement. Um especially if there's somebody on this board in a couple of years that needs that does need um child care to in order to do their best. I don't want that to be a barrier for them. Uh but as far as the the like the having a regular payment um then that counts does it count we we start to get into some tax stuff. Does it count as income even if we accept it and then deny it and say I don't want it or like is is that me taking an income and then having to actually pay taxes on it and file it file it back and donate it? There's just >> I don't know. There's stuff I don't want to deal with in there. >> We can find out. Some
025people would have a job where they would have to report it um if they were paid. >> Yes, that's true. There's also uh I guess depending on what your job work situation is, there may be you may may already have agreements in place that stipulate you're able to serve on this board because you're not getting paid. Um, and as soon as it becomes a paid position, your primary employment might say you can't you're not you've signed an agreement, you're not taking on another paid position. I have seen those agreements in place. >> So, it's true. >> So, it sounds like we need to do some investigation about whether those would actually be restrictions >> or not because it might be if there's a clause where people can turn it down before it comes to them
026that that would have an impact. Those are great questions. Anyone else? >> I thank you. I hadn't considered how it it it could be how does this potentially a barrier for having some people um throw their name in the hat to serve on the board and to run for elections. And one other thing I would say about getting um child care for example or getting anything refunded is that's a it becomes a matter of public record. So the person is going to be needing to have that that it will be public record if they ask for reimbursement. Um >> Got it. >> There's a lot of things we need to think through about and maybe find out from other school boards what they've been doing and what's worked. >> Yeah. Thanks for >> Yeah. I
027just we we passed this and then we never really had this kind of substantive thing. >> Um and it's really hard for people. It's hard because we were going at that was that's been a really difficult budget time ever since we passed it. But at the same time, you know, we had to think about, you know, future people serving on the board and the number of hours. So >> Yeah. someone doesn't have like a car, then they could still participate. If they were, you know, getting a stipend, they could decide to use that for Uber or something like that. Those are just some of the scenarios that that um I'd like us to think about. >> It's helpful. Any other questions on the list? >> Okay. So, there's a few things we need to know
028because it would be hard for um if if you knew that I what I'm hearing is if people knew that um that it wouldn't have any implications for someone to just say declare no I don't want it then you might consider it as a group. Um though you might also find that you know might have some barriers for someone to still take it at that point. Um, I think that one thing to think about is that if we had this on the board and someone was serving who did actually could make use of it or did draw them in, they would be among the majority of school board members in the state rather than the minority in taking a step. So, I just think it's good to think about that outside of this room. any
029person that I've talked to outside of our district about being on the school board and usually I've been asked you know what campaigning and things like that and most people were surprised that it is 100%. >> Yeah. I mean most these stipens don't really reflect they still there's still a fair amount of volunteering the schoolboard members are doing even with these stipens but it's a recognition of the service. So, we'll try to um route out a few more pieces of information for board members so that um we have that and we're thinking about it. Particularly, we have a little bit of time because we don't have a 2027 election. We have some time to figure this out as well, but it does have a budget impact. Um so, you know, and and we had to
030figure out that timing. I know one of the things I learned when I was looking at um sort of the reorganization meeting was um that any new board member could be asked as they came on, they could declare that they didn't want to take the stipen. I think the other time you can declare that is in December. Um but that's all detail that we don't have a lot of experience with and we'll need to figure out a little bit more. >> Okay. Do we know if um the if Watossa has ever paid schoolboard members? >> I don't think there's living memory of the people that we know of that when we wrote this. It was not an existing policy has been historically one of the few districts that do not have the city. Okay, thank
031you for the discussion. We will move on to strategic plan interim update number three. Thanks so much for being here. Thank you for having me. Get the presentation queued up. Take your time. Good evening. I'm Jennifer Foch, the director of strategy and continuous improvement. And to hear to provide you tonight with uh just a brief update on our interim metrics. We remain grounded in our strategic plan um the vision, mission, theory of action, goals the board approved in August of 2025. So I'm going to walk through each of the metrics. Um included at the end of the presentation are also our endofear metrics which are not updated um but will be in August of 2026 but just there for your information. In our first school area of instruction and leadership we are um we have
032NA actually for stu percent of students um who are at or above the 50th percentile on our oral reading fluency and that's simply because we are in the middle of testing all of our students again. Um and in March we tested students in grades one through three. That info was included in the summary. Um but just to remain consistent within the metric. Um we're going to look at that again. I'll update that by August so that you have that comparison. We are holding steady because our at risk measurement is grades 1 through three in accordance um with 20 and that's pretty holding pretty steady at 13% well below the metric. We did see a dip with respect to our senior kindergarten students and their performance on letter naming fluency and letter word sound fluency. We
033know leading up to that assessment that our teachers are monitoring progress through the quick spelling assessment and that is through the resource the ELA instructional resource benchmark advance measure skills commensurate with what they're going to be tested on when they take these interim assessments or screeners. The difference between these two assessments that the QSA is untimed whereas letter naming fluency and letter warn sound fluency are timed. So a working hypothesis is that the automaticity needs to be built um but that students are taking more time to show us that they know their sounds and letters. We um took a snapshot and I provided that in the executive summary of our DNF and listed what percent of students currently hold a DRF. Those are trending high right now. Um that's not necessarily surprising at this point
034in the school year and we timed that with the release of the 60-day attendance and grade letters. Um we are not posting that metric here in the presentation because we post semester grades. So, that'll again be updated at the end of semester 2. Um, we did see a little bit of an increase in students meeting uh their personal reading plan goals and exiting those, which is really great. And just as a reminder, while we're below the metric, uh, our third grade students cannot exit without their forward scores, which is data we don't yet have. So, I suspect to be able that number to go up. Um, but we just don't have the data for our third grade students yet on forward. Um, we also had a decrease in tier three exit rate. Um, not all
035students only need a round of intervention. We've moved into the third cycle for the school year. We are also seeing more SK and first grade students as well. Um, SK in particular, they don't find themselves in tier three intervention to start a school year. Um, they're just coming to us. So, we do see an increase there. But those numbers just in terms of of number of students being served has actually decreased over the course of the school year. So that is that is a plus. Um and then both our universal screening measures for math and reading are also on hold. Um that window just opened today uh for our 6th through 10th graders. So we'll have that updated information in the end of year report. And then um it says 77% here for educator effectiveness
036completion of observation. That's actually 86%. I was able to look at my tracker today. So, um, we're getting there towards the end of the year. They're just sometimes things get in the way of of meeting that goal, but we're working hard to stay on track. In terms of systems and structures, we had no material findings on our audit. Our budget is within the percent 2.5% of projections. referendum spending is very transparent on our website and um as far as I understand it um projects are on target and within budget. We had um a pretty significant increase in spring um recreation department registrations and then we're holding steady with the employee health insurance utilization and then um I know we are switching plan years for that July 1st and I think open enrollment starts Wednesday for
037staff to make this choice. Yes. And then finally, our vacancy fill rates for both our teachers and our education educational operational staff have held steady as well. We are seeing um still an increase in our office disciplinary referrals, but not the same level of increase we saw the last time I was able to report and that is largely due to um insubordination. We attribute some of that to the personal communication device. And I know there going to be some efforts over the summer to really calibrate on use of codes as we track those office disciplinary referrals. So we can get you in tighter on the why and the what's behind those trends. And then our employee attendance has remained steady as well um as has our student attendance. So um I think we're in a
038good place to to achieve or at least get close to some of our end of year metrics. And while it is the end of one year, it is a three-year plan. So, we'll be holding those end ofear metrics up over the next two years as well. So, I would um open the floor and welcome any questions or comments that you have some really um promising gains even without the end ofear metrics. So, um, like thinking about being students being at or above the 50th percentile, grades one through 10, seeing that those numbers go up like that. Can you say a little bit more? Third grade students cannot exit a personal reading plan without their forward scores. Is that according to the that state legislation? >> It is. Okay. >> Yes. So, that would be true
039whether a student is in Wawaossa or any other district or charter school. >> Okay. And then so that those reading plans are for kindergarten through third grade. What happens if the score doesn't allow a student to exit in third grade? >> We would continue to meet the students needs through our SST identification process. So that student is likely eligible for some level of support be it with an academic intervention teacher or during classroom intervention time. >> So in fourth grade or beyond as as needed. Okay. It doesn't mean yes >> what's the SST >> student support team process >> what happens at the SST >> um on the academic side what happens at the SST is that data is reviewed so that students who are in need of extra layers of support are identified through
040a process that is and that process is replicated throughout our spaces so that all students have essentially equal access to those supports. So, um, while personal reading plans by law go through third grade, um, we do not just decide close quote them up and not address a need if a student still is demonstrating that they need support. U part of that legislation is that um, third graders may not be able to move on to fourth grade. What are the what would prevent a third grader from moving on to fourth grade if that's actually >> outlined in a policy the board adopted last year and I cannot remember the number of that policy but we did update because we had to due to the legislation around act 20 um put in update our retention policy. However,
041there is sort an I will say an exception to that policy in that um we can use data to say a student can't move on. So, I I would not want any member of our community to think that just because a student has a plan in third grade that um that's really the ultimate gatekeeper to fourth grade. >> And when will forward results be available to administration for middle of Jan? Thank you. Any other comments or questions? Uh so when you look at this um emphasis for the remainder of the year that you all are taking on what your what your particular goals are from here to the end. >> I think it's remaining really tight to our instructional framework and staying tight to the resources and the scope and sequence because we know when
042we're doing that well this is working for our students. Um, and so making sure also then the layers of support remain strong through the end of the school year. And there can be lots of interruptions around the end of a school year from high interest day to to final field trips and things like that. Um, but really staying the course um because we have seen that our students are growing. We had a really nice growth rate on our latest round of ACT 20 testing. And so when we do sort of say stick to the plan, we're seeing success. So I I would not recommend any deviation from the plan at this point here in nearly the middle of May. We're just finishing strong. >> Yeah. Thank you. >> Um the numbers of D's and Fs
043was a little alarming to me. Um do you have any insight into why that is the case? And then you mentioned that um you expect those numbers to go down by the end of the semester. Yeah, those numbers are variable. Um, and that is also dependent on the data that is entered at this time. So there could also be in another week another round of assessments that kick in and those numbers swing a completely different way. There could be students who are getting ready to reassess um that could change those numbers. So, while it is definitely a point of concern, I know that our high schools and middle schools in particular are really looking at that data and making sure um they're following up where there are sort of the peaks in terms of the
044data. I remember the fall part of the um as a as a middle school and high school parent that part of this was um also having very strong systems for missing work. Um, and so I'm guessing that's going to go into full steam ahead again if it hasn't. Um, >> there are regular notifications that I see around missing work and then we've had the 20, 40, and 60day notifications, which is increased communication. There is the expectation in our administrative guideline or grading handbook that when grades fall below that C minus that our educators are proactively communicating to families and guardians about that because it really does take all of us working together um to move that to move the needle on grades. But we have put a lot of communication measures in place to make
045sure that people are notified um and that there are no surprises. Anyone else? Okay, solid update. Let's keep moving ahead. Thank you for informing us. >> So, we are ready to move on to six strategic goals, systems, and structures. Um, and we have some action items and updates as well. So the first um item is a action to approve the 2026 2028 administrative contract for Bradley Christensen as principal of Madison Elementary School. >> Good evening. I'm very pleased to share with you the recommendation uh to hire Mr. Christensen as Madison's next principal. Mr. Christensen comes to us with um a background of being a strong leader um an educator in the um Milwaukee public school district. He is unable to be here this evening. Uh he was a unanimous selection uh from the um interview
046teams and administrators who um who met him. Is it was asking, can you just speak to the statistical uniqueness of how he emerged as the candidate of choice from the interview team that consisted of staff members and community members in the Madison Elementary School. Uh Eric, >> happy to do so. So, as part of our um uh administrator selection process like for building principles um we ask um members of the school community, staff members um as well as um uh parents and for older grade level students as well be part of the interview process. We assess candidates across a number of competency areas that are aligned to the job description. And so part of the job of the interview team members is to assess the level to which the candidates spoke to those competency areas
047in their interview and in their performance task. Uh Mr. Christensen rated perfect scores across every interview member of the team in the competencies and was unanimously the selection for the number one candidate for the vacancy um by every member of the interview teams. I um >> how is that? I have not seen it in in over 20 years of public school human resources. >> So I I just I bring this up and board members because you were part of a community meeting where people were concerned about the selection of the principal. Um and we feel that our our recruitment process was one in which we were able to get good candidates and and a candidate did emerge. Can you just speak to how many parents slashfamily members and staff members were part of the process.
048>> I would look to my colleague Lee Claybour as she was more involved uh in the Madison selection. Um but I want to say there were at least five staff members >> uh five staff members from the school, two from the district and three family members. there were additional family members who based on um things that arose that particular day were not able to attend. Um but it was a it was a strong committee. >> Thank you. Anything else? It is recommended that the school board approve the 2026 2028 administrative contract for Bradley Christensen as principal of Madison Elementary School effective July 1st, 2026 for 229 days per year at an annual salary of $142,000 and I so move. >> May I have a second? >> Second. >> Thank you, Mr. Bower. >> Miss Summers,
049please call the RO. Miss Hammer Rand, >> yes. >> Miss Ber, >> yes. Miss Lamers, >> yes. >> Dr. Worley, >> yes. >> Mr. Bower, >> yes. >> Mr. Wadier, >> yes. >> Mr. Presinski, >> yes. >> And the motion carries. Thank you. >> And thank you for um to human resources for all your work on that. >> As we're making the transition, board members, I believe Miss Claybour was during the process of that interview, there was severe weather that um forced the interview team to go to shelter. Is that accurate, Miss Claymore? That is correct. Uh the team relocated to Monasuri and um not quite there as well. Uh they they were so organized that they held an interview in the monastery classroom just not they didn't miss >> and Mr. Christensen seemed like
050Tom Hoola. >> It wasn't his interview but um it spoke well to the team. >> All right. Fantastic. He did. >> All right. >> Okay. So we move on to Um B 2024 referendum update. >> Evening. >> Good evening. Thank you. uh back with you once again with our team of experts helping us with our reparum projects. So our next update um before I begin that introductions you guys want to go around the table. >> Yeah. Brian Steen, senior project manager with PJs construction services. Weevil House owners representative Bill Kundi B managing architect and to begin I'm sorry pull this up. So our agenda today will have us going through uh the latest on phase one and two work uh that's ongoing and we'll be ramping up in the summer uh those preparations and plans.
051We'll talk a little bit about phase three design progress and that will end with a uh overall project update from Kurt. Brian, >> right? Well, first phase one, which is the work early on in the planning that we realized that we could do when schools in service uh with limit disruptions. So right now in Madison, Roosevelt, and Washington, we're currently working on tuck pointing the exterior of the building, which is doing repairs to the masonry. Uh repairing damaged brick and repairing damaged mortar joints to make sure there's no longer future failures for that. Um and then in addition to that, in the phase one, we took on quite a few exterior doors and windows. Um, so we've gone through the submitt process, the field verification, um, the shop drawing process, and have ordered and procured
052most of that material. So when summer comes, we can get started on that right away. Um, the next slide here, taken quite a bit of time to coordinate with Kevin and his team and the school team on the work that's coming up and what they're going to see and how to best handle the amount of work that we're doing in these schools. So the first one here is kind of this phase one uh logistics plan. It's an example of Roosevelt. What this does is communication piece to show uh the school team and the buildings grounds team what areas we're going to be working in when these areas are going to take place. So you see the blue areas one more Kevin blue areas we're going to be working on the exterior doors in the summer.
053the red lines going around or showing where the tuck pointing kind is making its way around the building when it starts and then any of the responsibility uh points from the VJS team uh to the school team on moving and and preparing. Um the next slide here starts to zoom out, start to show some of our site logistics plans of how we're going to get the material into the into the building, how we're going to coordinate deliveries. Um, we've got our safety pieces on here where we have muster points and shelter points noted. They start to coordinate exterior for our dumpsters, temp storage, and temporary toilets. And then the other piece to this is coordinating the work that the school district is handling direct. Uh, like this school, we're doing roofing uh in the in
054the building and to make sure that there's enough space for those trade partners to work with uh our trade partners on the outside to avoid any clash, to make sure everybody's working together. with that. You know, I have to I want to credit Ryan and his team at BJS with putting together these logistic plans and took all of our input uh with that and it really has served as a basis for us in our communication efforts to all the schools. Uh we've actually Kevin Hoist and I we have done one walk through of this logistic plan with uh every PTA for each of the four buildings. A separate walkth through with the staff at one of the regular staff meetings and tomorrow we have our final uh packing walkthrough. So we did an additional follow-up
055packing walkthrough on a Wednesday early release day for each school. walk through each room individually with VJS superintendent for that school. Everybody has clear understanding of what needs to be packed up and our our plans going forward. So these two uh slides here, they do also demonstrate the the magnitude of the work where uh at Washington and Roosevelt for example, we literally have to evacuate the entire building of it of most of its contents because of the invasive amount of work that's going on. Uh we do we have uh hired movers to help the district with that. Take stuff off site for storage and bring it back in. All with the goal of um welcoming teachers back in uh the week of August 17th uh to begin preparing next year. >> Oh, thanks. Another piece
056of the communication is that on every school site that we're doing work for phase one and phase two, we're going to have a 4 foot by 8 foot project sign similar to this. Exactly these. Um the first piece thanking the Wawaossa community for the referendum for the work for the improvement of their schools. Um the second piece showing um what's taking place at their school, the ADA improvements to the upgrades of mechanical electrical systems and the safety security pieces of it. And then on the sign will be a QR code that anybody can scan. It'll take them directly to the Watossa referendum page. Give them any progress updates. Give them our monthly updates for construction that we'll we'll be doing. And then the trackers for budget side. So it's a great way for to see
057what's what's happening, thanking the community, and then getting on your phone to see what's coming up or what we've been doing. >> Thank you for doing this. >> That's great. I like that. Um, and then I'm going to talk a little bit about all the work we got in phase two. We've got about $20 million in work in the four schools, which is a lot. Um, so first, Eisenhower um got a lot of restroom renovations. We're um working on CA case casework replacements and gym floor replacements, um multi- storage rooms, cubbies and lockers to streamline that, make that more ADA accessible, and then upgrading the fire alarm, PA system, and lighting upgrades there to be be more energy efficient. Similar work in Madison. Um this one's got a little more window replacement and then the
058playground replacement that we're doing at that school. And then the last um four schools for phase two, Roosevelt. Again, quite a bit of restroom renovations to get these ADA compliant uh upgrading the classroom cubbies and a lot of mechanical electrical upgrades. Same thing with Washington. It's kind of over and over and over again. The restroom renovations, more ADA upgrades for cubbies, casework, and and then the mechanical, electrical, plumbing upgrades there. Jefferson East and West. These are mostly kind of phase three that Doug will talk about in a little bit, but these are scopes that the school's handling direct to to kind of get a jump on uh before phase three work takes place with playground surfacing, roof replacement, and some integrated security at East and West. >> And as Ryan mentioned, those sign the signage
059we had up there with the QR code will take everybody to something we talked about before, that's a referendum site page where all that data is kept. on how money being spent by uh what type of project ADA for maintenance or both. Uh so everybody can access that project tracker. Um as we progress through the summer, that project tracker will be updated by school and there'll be a more definitive outcome and list of what has happened. Um and when you look at the scope of work matrix on the right, there'll be another uh actually another column here. what was wrong and here was the solution. Either we combined it with other projects, we determined it wasn't necessary uh because it were two or three years later in the use of the building uh or we
060made things a little bit better because we saw an opportunity for solving a need in that building that wasn't identified previously. Uh so for phase three um all four schools that you see on the screen, Fischer, Monasuri, Jefferson, East High School, and West High School. The schematic design phases were complete um a couple months ago and all priced out well. Um Fiser, Monasuri, and Jefferson are now done with the design development phase. Those also priced out at or under budget. East High School and West High School are just starting the design development phase now. So those will go through the same design development level and then cost estimating efforts. And then all four will have construction documents done um targeting late June. And then the reminder that the phase three strategy was to have the
061designs done and bid out this summer so that bidding and procurement could be taken care of before construction next summer. and also to give the board time for the review process related to the ad hoc committee. So that construction would not take place until next year, but designs would be done and ready to go by the end of this summer. Bid out, ready to go, and then when we return in fall of this year, that's when we would propose those cost estimates to finish the phase three work. >> All right, the budget. So this format of the budget is the same as we've been looking at at previous means that we presented. Uh the left side represents construction cost and so that's really what BGS is managing for us. We break it down into phase
0621, two and three. So phase one and two that's been bid out. So 56% of our project contracts have been awarded already which represents phase one and two. And then phase three was what Doug was just referencing as far as us that we're working on right now on the on the design side. If you heard Ryan when he said that's a lot of work for phase two. You kind of heard that little bit of a sigh. It's a lot of work we have going on. And to put that into perspective and help put the emphasis of the time spent on the planning leading up to this part is so important. It's $2.5 million worth of work is happening per week throughout the summer. So, the nature of schools, right? You have 10 weeks to do
063the work and, uh, that comes down to about $500,000 a day that's getting put in place. So, um, having good planning up to this point and VJS have been thrilled with their team, uh, leading up to this point. uh from the architect side when things aren't exactly the way you expect them in the field uh being able to get good quick responses back um and the owner side u Kevin and Kevin um just being able to takes the team to get this uh through. So so it's it's a big lift this summer but we're feeling good with where we're at with where we're at right now. Uh the right side then uh owner direct purchases that's really all the projects and all the items that support the construction cost. And so that uh the architectural
064professional fees um hazardous material testing and and abatement, furniture, equipment, uh playground structures, um it card access, uh moving cost, um owner projects like it was mentioned. Uh the district is working directly with a roofing consultant to handle a lot of roofing. Uh we have three buildings going on this summer that are getting new roofs uh this summer. And then uh a point the line 27 uh we have a category called BP. So bid pack three design and bidding contingency. So overall the project is showing on budget. Uh what we did after bid pack one and two bid out. We came in under budget. We came in really good with bid pack one and two. So we took those extra dollars and we put them into this category called bidpack three design and estimating contingency.
065And so as we're going through the process of the design right now and as we mentioned in in previous board meetings we have this we're using the board policy kind of the decision matrix to decide what is the best way to solve the it was what 328 problem 328 items were on the list that were in that referendum matrix and so we use the the policy 2260 7100 7410 6220 which relates to what's the best way to support education with our facilities. Um how can we provide the most suitable accommodations uh remove barriers for students energy safety sustainability and then doing this fiscal responsibility. So that's every one of those items we refer back to that decision decision makes how we best solve the problems that we have. So, um, that bid pack 3 design
066continues as we go into bid pack 3, we are in a good spot that, uh, trying to make the best decisions long term. And I'll I'll take the moment to say how impressed I am with with Kevin and the good hands that you are in with having the facilities being uh, decisions being made from Kevin. It's great to have somebody that looks forward and and out. I mean, you guys, as you know, have challenging facilities in the district and so be able to make good decisions looking more than just a couple years out looking longterm is a very very positive thing. So, uh, it's it's been a great team to work with. Um, so this these numbers that you see here, uh, we put those together on April 30th, so a little bit over a
067week ago, uh, to prep for this board packet. We had an update budget last week, Wednesday, and so that bid pack three number um went down a little bit uh to account for some of the the Jefferson costs. So that number is going to continue to fluctuate, but uh having a good balance in there is is helpful that we can make the best decisions uh possible. So uh the next sheet then so this is all the cost side. The next sheet is where is the money coming from the funding sources, right? your primary funding source, the referendum, the 60 million. But I want to reference the two other uh funding sources that we're not accounting for right now, but we know that are out there. One is interest earnings. As we've borrowed the money, we
068have an interestbearing account. Um and there's interest earnings that uh that at some point we will look at those. And then because so many of these projects are energy related, improving the sustainability and the energy for the the district, uh focus on energy rewards that through giving incentives. Um so we know there'll be incentives that come in. So we know that's a funding source that's out there that we plan on just reinvesting into the project. Uh but we haven't accounted for that yet, but we are tracking that as these projects uh start getting those incentives. So overall on the financial position really looking good for the district. And thank you and uh thank you to our team here. Um lots of really good news I think is evident here people who share with you. Uh
069and I I back at you know Kurt and team also in all the years I've been doing this I've never had a more enjoyable experience something of this magnitude. And we've got a really good team in position here. And that's part of the reason we can bring you these good this good news. So, uh, we appreciate and we can open up for any questions you have. >> M. Rosinski, please. >> Can you Thank you. Can you please revisit on slide 12 that timeline again for that uh phase three projects? Um, >> that slide. >> Yes, that slide there. You're talking about what the phase three timeline looks out looks like. Can you tell tell us again what that involvement? >> Yeah. Uh the basics is that the design is underway now for summer 2027 construction.
070So for the summer 2026 construction that's going on right now, those construction documents were done in December. Um, that's usually about when you want to be done with construction documents for a summer project is late fall, early winter so that there's enough time to bid out the work, scope the work, um, review submittals, mobilize, and then start construction for the summer. Um, we are ahead of that timeline, which will allow the contractors to kind of be first in the queue for summer 2027 work. So, the construction documents will be done this summer and then the bidding will be through the summer, early fall and then we'll have final construction documents bids ready to present early fall or summer 2027 summer 2027 construction. I asked that only because I know if we're talking about high schools,
071you know, our secondary schools at all, I know that that we have that the decisions that need to be made around what we're doing with secondary schools. Can you write remind again remind us again like what types of projects you're looking at for the high school in um for those buildings regardless of I think there are decisions that need to be made regardless of what our final decisions are with our secondary escapes. >> Yep. Um so the high school is basically three categories doors bathrooms and science labs. So interior and exterior doors. The exterior doors are mostly part of the phase one project that's under construction this summer. That's immediate security. So access control um thermal envelope exterior doors, the access points to the schools all the way around. >> Yeah. >> Um then interior
072doors are charted for summer 2027 construction. That's the lack of accessible lever sets on doors. Um a lot of them have knobs. A lot of them don't close well. A lot of them the locks stick. So again, immediately tied to security and accessibility. Science labs also um somewhat safety but also accessibility as well as just aging facilities. The science labs in the high schools are original from the 1970s. And then bathrooms um almost exclusively ADA renovations again um clearance pathways into the bathrooms, clearances at fixtures and reach ranges once inside bathroom. >> So in summary, things that probably shouldn't wait four or five or six more years, >> right? >> Yeah. Safety and accessibility, right? >> Big deals. Thank you. items that in 2010 we passed the federal rules >> time to take action. Yeah.
073>> Yes. So any building would need these >> um even if it gets repurposed to something else. These are all items that >> it's good questions. >> Right. So it helps everyone understand. >> Right. >> Um Mr. what here >> uh with the con the phase three being pushed out to the summer of 27. Is there any opportunity for I guess first question is do the bid packages include the construction materials and if not are there opportunities for us to uh purchase certain goods like like for instance the doorork knobs door handles hardware ahead of time because we all know with inflation and everything else prices are probably going to do nothing but go up. Yeah. >> So we lock those price like current day prices in. >> Is there opportunity for cost savings there?
074>> Yes. Yeah. Once we get those drawings, we get them out to bid, get approval to proceed, next step is going through the submittal process no matter when we're going to start to get those prices locked in, those purchase orders locked in and then we'll just store the material till we're ready. >> Okay. So getting So being ahead of schedule is al also equates to time is money. So we're a little bit of money. Y Thank you. Anyone else? It's impressive impressive what you're lifting and um I want to second having the opportunity to work with uh Kevin on energy sustainability committee. I I know how amazing an organizer um he is and thorough and it sounds like you've got a thorough team in all four of you. So, thank you for that. And not
075that I'm counting, but we just had our 43rd. Yep. 4hour meeting. >> I think we're past days and we're into weeks sitting in a room today. >> But it's been treated. >> It would be great to start seeing it come. It's come to it fruition. >> Yeah. It's a lot. It's not just a lot of money. It's a lot of buildings all at once. These are, you know, handles in every building and, you know, bathrooms in every building. It's a lot to lift all of us. Thank you. We're we're in good hands and the um it feels like the referendum dollars are in good hands as well. So, I hope as the community starts to see these projects um this summer um that you uh that the community is appreciative of all the hours and
076hours of work that's gone into planning this to make it happen in a really short window. >> Thank you. >> Thanks. On >> to our monthly financial report. I want to thank that team for all their work. Truly, if you walk past this room any Wednesday morning, uh you'll see the four of them and usually about four other people or more and some on Zoom all uh collaborating around what the the best way are to use uh the funds. Um in many ways they are rebuilding the plane as we're flying it. I think it would be far easier if you could start from scratch and just build a new building. Uh they are, you know, they've investigated how is the best way for instance to make a particular restroom ADA accessible or originally might have
077been called for removing a curve from the restroom and they said well what if we did a ramp and then but that leads to then this wall being opened up. So then how do we you know deal with those dominoes and um they are finding I think uh really unique efficient solutions um that if they didn't have the team collaborating we'd really be missing some opportunities. So uh we're going to have a a great product. >> Thank you. Thanks for the overview and thanks to all of you for being here. We have we have families that love the buildings. So um it's great that we're able to renovate Uh as is our custom um the the video is available for the board. This is the rare month of the year where finance committee will happen
078after well it always happens after the first board meeting but we only have one board meeting and typically the financial uh update would be at the second board meeting. Um we'll have the full financial update at finance committee. Uh but it's available for the board to review here. Uh I'd say the major highlight is that we continue along the same path as we were last month. We're trending uh very well and almost assured to finish uh better than budget. Uh that will give the board options going into the future as far as fund balance um projects that could be done with uh buildings and grounds for instance. uh but uh a far better position than we've been in uh in the last couple of years and um probably an enviable enviable position compared to many
079districts. >> Yeah. >> Well, that's also a important reflection of your leadership too. So, thank you for getting us on this path um with software and systems and structures. Board members, comments or questions? Yes, Mr. one chance. >> Um, just real quick looking at what we have here where you're still feeling comfortable with the using fund balance for the um the freighter and and we're still in a good spot with that. You're com you're you're comfortable with that? >> Yeah. So, we already had to use it. Um, it was the payment was due February 15th, right? >> Uh, and yeah, I think what you might be referencing is our cash flow. Um the the board approved essentially the option for the district to uh I'll call it take out a line of credit although that's
080not the technical term uh in case we would need it. We're trending in a way that I don't think we're going to u but I do have some comfort in that the option is there so we won't have any payroll issues come summer. Thank you. >> When um I guess the off-the cuff question, did you happen to see the news about um some of the developments with the legislature uh today and it sounds like it's some good news. So um could you elaborate on what that might mean for us if it all comes through? >> Caveat, this still has to make it through committee. >> Understood. and the legislator. >> I like to see a little hope. >> The board doesn't give me more than a couple hours, do they? >> Um, >> uh, probably
081all of us are on list serve. So, um, >> yes, w >> within I would imagine a few minutes of the press release, I had something from the school administrators alliance, WBO, FASA. Um, uh, the yes, the general analysis is that this is a win for everybody. Um the the the one cautionary um so I don't want to be Debbie Downer. It is good. We're we are going to have more revenue um than I would have anticipated a couple months ago. Um whether I'll have that I'll tell you I'm not going to have that ready for the preliminary budget that I'm presenting at finance committee uh next week. We're still waiting. The the one number that's sitting out there I want to be cautious about is the 50% reimbursement for special ed. Um, from what
082I could tell, that's still a some certain amount as opposed to a some sufficient amount. >> So, it won't end up being 50% for our district. And that I think is I think they were referencing $300 million I believe. Yes. >> Um, so we'll have to see how that 300 million shakes out. It will be more for us. It will be What I'm hoping is up to the dollar, the percentage that the legislature actually promised, which was like 45%. And this is one of those things that depending on how you do the math, you're going to end up with different numbers. Um, but it is better than I anticipated. for community members who might be watching it. Do we want to say what the difference between some certain and some sufficient? Some certain is like
083a set amount that then gets distributed between all of the districts, right? Some sufficient would be a commitment to pay all the need up to that level in each district. >> So the it's beneficial to the I I can understand why people why state legislators would want a some certain amount because they're trying to build a budget as well. So they're they're saying we can afford I'll make up a number million dollars to spread across and they they're able to put that number into their budget and they think that in this case that $2 million will cover 50% of all costs. Um in reality school district costs go up every year and so um it likely won't be exactly 50%. It will be that your dollar amount that will equate to some percent for every
084school district something less than 50% probably something more than 42%. So it'll be range somewhere. >> Thank you for explaining for that. So if people are curious that the terminology gets thrown around and it's important to understand the difference. Okay. Thank you so much. >> Thank you. Just a reminder, if people want to watch that finance committee, it does get um taped and then put up on uh our district uh YouTube. You're also welcome to come in person. Okay. Um we move on to item D, action to approve firewall infrastructure renewal and subscription. I was going to say you disappeared very quickly there. There was a very brief discussion about this uh at the last meeting. This actually was supposed to be on the consent agenda. Uh maybe it's fortunate it's not. Uh this speaks
085to security and we've had uh although although the security breach that uh the world is experiencing right now with Canvas uh really has nothing to do with our infrastructure. Uh things like firewall, switches, safety and security all go towards us protecting ourselves. So, u maybe it's just timely that this is an action item for tonight. >> Okay. Um should we get that on the agenda? >> It is recommended that the school board approved firewall infrastructure renewal and subscription and I so move. >> May I have a second? >> Second. >> Thank you, Miss Himer Roland. Uh any comments or questions beyond what we talked about last time? This is assessed as a good investment. Uh carefully selected um vendor um costs as best cost savings has made sense given how important this was just stated
086this is to um district operations. Okay. Not seeing any comments or questions. Miss Summers, please call the RO. >> Miss Pzinski, >> yes. >> Miss Bach, >> yes. >> Miss Lamers, >> yes. >> Miss Hammer Rand, >> yes. >> Mr. Wadier, >> yes. >> Mr. Bower, >> yes. >> Dr. relief. >> Yes. And the motion. Thank you. >> Okay. Item E, updates on upcoming finance and resource committee topics. I think this is >> um one of the things that I would like to uh very uh uh very much so is to have more public comment come to us than what uh happened last year and previous years. So, I always want to try and indicate what is going on. Um, of community interest, things that we'll be talking about next time that we meet would
087be, uh, working on a wireless infrastructure update, talking about the referendum update, trying to look and see different ways that we can work with the city to reduce costs for both of our institutions, and of primary and paramount uh, importance, we're starting to talk about the budget for 2627. So, we're going to be reviewing preliminary budget um in 2627. So, uh there is that. We also have uh future budgeting ideas coming up. We have a couple of opportunities for engagement from the community uh both June 8th and possibly June 22nd um before we have to actually approve it as a board in general on by the 20th. Um so there are plenty of opportunities uh to engage in the budget conversation. >> I believe too that your subcommittee has been very busy um and you
088should be having some content coming from that fairly soon from energy efficiency and sustainability. >> We look forward to it. >> It's really up to Mr. without and when he can um make that report happen and also just some of the steps that are being taken. Um but just to let the board know that that's on track from requests um and there's some exciting opportunities that that are evolving. >> I look forward to learning more. >> Excellent. Thank you for the update. Any questions for Mr. Bower? Okay, we can move on to letter F. action to approve 2627 employee health insurance benefits proposal. Getting your steps in tonight. >> Good evening again. Uh we discussed the proposal for our uh benefits renewal uh predominantly health insurance um but then a number of the other um
089renewals that were on the uh consent agenda um plus a couple um new benefits that are on this evening's agenda. Um, are there any questions you'd like me to go back to or back to the presentation that we looked at at our last meeting? >> No new questions. >> Okay. Well, then I think we can um go ahead and uh have the motion put on the agenda. >> Sure. It is recommended that the school board approve 202627 employee health insurance benefits proposal and I so move. >> May I have a second? >> Second. >> Thank you, Mr. Watier. Um and last call for any other questions or concerns. >> Thank you. Thanks for I I know you you and your team, you work to look high and low for opportunities. >> Thank you. Yeah, absolutely.
090>> And even though costs are always going up, um I tended to look at this as good news, especially compared to the last couple of years. You had said, I think at one point to us early on that it was going to take some time to settle into a um a structure and a routine and it feels like you predicted that um well, >> moving in the right direction, >> moving in a good direction. >> Okay, Miss Summers, please call the RO. >> Dr. Yes, >> Miss Bzinski. >> Yes, >> Mr. Bower. >> Yes, >> Miss Lamers. >> Yes, >> Miss Heimer Rand. >> Yes, >> Miss Bach. >> Yes, >> Mr. Wier. >> Yes. >> And the motion carries. Thank you. We can move on to um action to approve N for employee benefits.
091>> This is one of the new voluntary benefits that we're able to offer uh with our health plan changes. Um this replaces a prior program called the real appeal. This is an appbased behavioral um coaching program for both fitness as well as nutrition that'll be available for all employees. Shall we um get that proposal on the floor and then we can see if there are any questions? >> You bet. It is recommended that the school board new for employee benefits and I so move them. >> May I have a second? >> Second. Thank you, Miss Bach. Um, any other comments or questions? Thank you for faring out this resource and uh continuing to give our employees um opportunities for wellness. Um, seeing no other comments or questions, Miss Summers, please call the role. >> Mr.
092Wier, >> yes. >> Dr. Worley, >> yes. >> Miss Bach, >> yes. >> Miss Lamers, >> yes. >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Rolland, >> yes. And the motion carries. Thank you. Uh now we are on to action to letter H action to approve um the short-term disability insurance for employees. >> Yes. So the um the short-term disability insurance there are there's no additional cost to the benefit, but we are bringing it forward because the provider did offer us a change in the benefit rate. So, um, the the plan itself is changing, but it's no additional cost than it has been. And the and the benefit is a better benefit for employees being able to opt to higher salary levels in case they need short-term disability or long-term disability.
093>> Excellent. Thank you. >> It is recommended that the board approve short-term disability insurance for employees, and I so move. >> May I have a second? >> Thank you, Mr. Bower. Um, any questions or comments? Okay, seeing none, Miss Summers, please call the RO. >> Miss Lamers, >> yes. >> Miss Pzinski, >> yes. >> Mr. Bower, >> yes. >> Dr. Worley, >> yes. >> Miss Bach, >> yes. >> Miss Armor Rolling, >> yes. >> Mr. Wier, >> yes. >> And the motion carries. Thank you. Um, so now item action item to approve the 2026 agreement and base wage increase for teachers represented by the Logista Education Association. Let's go ahead and get this one on the Oh, you want to you maybe get on the floor and then you can do your presentation. We can
094have some other conversation. >> Sounds great. I'll I'll pull that up while you're getting it on the floor. >> It is recommended that the school board approve the 2026 27 agreement and base wage increase for teachers represented by the Wavatossa Education Association of 2.63% and I so move. >> May I have a second? >> Second. >> Thank you, Miss Lamers. All right, whenever you are ready. >> Excellent. Um, so since we last met, uh, we had, um, a follow-up negotiation session, uh, with the Wawaossa Educators Association. And pardon me while my fingers do the walking. >> Take your time. All right. Um so yes, so our um our meeting with the Wawa Hosa Education Association uh took place after our last board meeting. Um the data that we have has not changed related to our
095average teacher salaries. The CPI or the consumer price index was 2.36 or 2.63% 63% for the period that we're looking at. And um speaking specifically with teachers um based on um a conversation at the last board meeting, we did revise our proposal to offer a 1.44% increase on our teacher salary schedule. I was notified on Friday that a majority of the educators in the Wawaossa Education Association have approved um that uh settlement. So, we'd be looking at an average increase for teachers of 5.19% uh based on the base wage uh increase supplemental increases for the STEP, the salary schedule as well as the retention bumps for our compensation system. This would be the recommendation for the board's approval this evening. When we look at these increases in terms of referendum um spending or the referendum
096commitment um with the additional um the additional $100,000 on the salary schedule, uh it brings the cumulative referendum commitment increases to about uh $2.6 million, just under that. And when you add in um benefits um looking at the the commitment of the referendum dollars, um Scott has put together this helpful graph um that shows the cumulative effect of those commitments. Scott, if there's anything you'd like to highlight with this graph, please feel free. No pressure. I'm kind of hoping it it makes sense. So I think we unveiled this um probably last fall. Uh and you can see that the because of the compounding nature of salaries and benefits um the bulk of uh that money really comes in the first say two years but it's kind of a declining uh return uh or it should
097be will result in declining um increases over the course of the four years. So, I I'll call it I don't know if you call that backend loaded or front end loaded, but thank you. Um, you can see the the I'll call it the darkest orange line reflects last year's increase. Uh, the next uh orange block is this year's increase and then you can see what is remaining for the next two years. >> Less speed. >> Correct. Yep. Yep. So you could take that as then less percent available as well, >> right? Because the cost of the first year continues >> to build. Yeah. >> Okay. Um are there other comments or questions about the proposal that has been? >> Um I just have one comment. Um and it's to reiterate that uh this board I
098know loves the staff and we want to make sure that we are supporting them. Um but as we keep to the referendum promises of keeping open elementary schools, paying our teachers better, uh improving curriculum, um reducing it's not a referendum promise, but reducing our reliance on open enrollment. our options from a financial point of view uh continue to decrease which means that we will have to make choices in the near future and longer term um that are based on the decisions that we are making today. Not that I'm going to change encouraging anyone to change their opinions but just pointing that out. One other um sort of reminder right is that the 2.63% that we're talking about right now is the maximum that in that in that section that we can that we can give.
099>> Yep. So the the way collective bargaining works um in Wisconsin now is that the most we can give as a base wage adjustment is the is the CPI unless we have referendum approval to exceed that. And so that's the base wage increase. And then anything beyond that is a supplemental increase. There comments or questions? Okay. So um it's already on the floor. Miss Summers, please call the RO. >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Lamers, >> yes. >> Miss Bach, >> yes. >> Miss Rolland, >> yes. >> Mr. Roier. >> Yes. >> Dr. Roy. >> Yes. And the motion carries. >> So we move on to letter J. Action to approve the 2026 2027 teacher salary increases. Um let's start by the motion on the floor. >> It is
100recommended that the school board approve the 202627 teacher salary increases and I so move. >> May I have a second? Second. Thank you, Miss H Rollins. Um, let's proceed with any background, any questions or comments. Uh, so I think our prior discussion leads right into this one. Uh, the agreement with the union approves the base wage increase. Uh, and this action would approve the supplemental increases. So questions It sounds like the negotiations overall went well. >> Yeah, they were very productive >> and much sooner and faster than last year. So, >> I think we are all excited that our teachers will end this school year with their contract in hand for next year. We know what our benefits will look like. Uh, and then we can get to the job of um focusing on our
101new curriculum and welcoming back our students in August. want to thank our colleagues from the social education association. Two of our leaders are in the room. Thank you for your cooperation and partnership. >> Yes. Thank you for making that possible that we could move at this pace so our teachers better understand what's coming. Mr. was here. >> I just wanted to comment to or it wasn't too long ago we were having this same conversation and vote and there was an influx of emails um about what was going uh what was going on and this time around but I don't think I got a single single email in um so shows that everybody has came to the table prepared ready to work together and I appreciate good and systems, practices and structures in place. Thank you
102so much. And willingness to look for a solution to the gaps that existed. All right. Seeing no other comments or questions. Um, Miss, please call the role. >> Mr. Bower, >> yes. >> Miss Brazinski, >> yes. >> Miss Lamers, >> yes. >> Dr. Worley, >> yes. >> Mr. Wadier, >> yes. >> Miss Rwand, >> yes. Miss Bach, >> yes. And the motion carries. Thank you. So now we are on uh letter uh K. I don't know if I get to letter K. It's pretty special. >> Um action to approve the 2026 2027 educational operational staff salary increases. Um could we get that motion on the floor and then we'll see if there's um discussion. >> It is that the school board approve the 202627 educational operational staff salary increases and I so move. >> May
103I have a second? >> Second. >> Thank you Mr. Bower. Comments or questions? I I could um just to get clarification uh as many community members are aware we are in the process of doing the um annual review for the superintendent. Um so I just want to clarify that we have scheduled a um meeting at the end of May at which point we will that's the meeting where the superintendent's um salary will be. >> In other words, every employee is receiving an increase of set for one >> for today. Yeah. >> Yeah. I just want another transparent and clear. Yeah. Yeah. That that and we thank you Dr. Means for >> um working with the board to make sure we could get through this process. It's we wanted to make sure that we didn't try
104to do the evaluation too close to new board members coming on. We didn't know how many new board members there would be. So in the planning process um these years when there's an election, it's a fairly tight um timeline for for getting it done. >> Important for us to take care of our influence. >> Yes. But we do want to make sure that um we're taking care of you by the end of the month as well. So the good I think it was a good decision. Um I just wanted folks in the public who were wondering how we could be doing both things the same evening. Um you know continuing to talk about evaluation but not having that out yet. Um just to reassure everyone that we're and that's in the process. Um but that's
105not what the one employee we are not voting on this evening. >> Dr. Yes. Question real quick. >> So just as I see like the recck department on there, this is only for salaried employees, not hourly department, right? >> No, this includes hourly employees as well. So for instance, administrative assistants, their salary schedule would be per hour as well as custodial maintenance and educational assistant. Um, and there are some hourly employees within technology as well and select actually. >> Okay. >> Yeah, that's a great question. Thank you. This is this is the most diverse group of employees we have. It's um it's it's everything other than teachers. Other than teachers was our one employee that's not um on the list for tonight. Minus one. Any other questions? Um, you know, we always wish it was
106more, but um, 4% is robust and we hope that it helps to keep people consistently in retention in our district. Our employees do amazing ones. Okay, seeing no other comments or questions, Miss Summers, please call the role. >> Dr. Worley, >> yes. >> Miss Bach, >> yes. >> Miss Lamers, >> yes. >> Miss Rolland, >> yes. >> Mr. Wier, >> yes. >> Miss Bzinski, >> yes. Mr. Bower. >> Yes. >> And the motion carries. Thank you. Okay. On to letter L. Um probably one of our more difficult moments of when you're on a board. Uh action to approve the 2026 2027 school year um final financial non-renewal notices and contract salary changes. Um, let's get the motion on the floor and then we can have comments or questions or clarifications. >> It is recommended that
107the school board approve the 202627 school year final financial non-renewal notices and contract salary changes. And I so move. >> May I have a second? >> Second. >> Thank you, Miss Bach. Um, so we're putting this on the floor. We want to just always remember that this is about people, not just positions. anything you want to remind us of from the last time? >> Um, so we are following uh Wisconsin statute related to notification related to contract non-renewals. It's a two-step process in Wisconsin. Um, this is the final step. Um, and I'll provide uh uh proper notices to employees yet this week. Board members, any comments or questions? Yes, Mr. W here. >> So, this this mirrors uh the vote and decision from the last meeting of the allocation that was the majority of our
108discussion last time about the one extra FTE that's represented essentially in here. >> You mean a decision to add an FTE over and above what have been? >> Yes. the >> rather than two >> yes >> two u behavioral specialists this is this is the plan for one >> for the contingency >> these would be the nonrenewals associated with the plan for Yep. Yep. So, so this this keeps our total FTE as you approved um with uh with just over two FTE in contingency and one FTE for behavioral specialist which is currently advertised. >> There's one position to be filled out of. >> Yeah. And otherwise um you've been able to place and move people >> even even some individuals who are still receiving the the um final non-renewal notice. We're still working to place
109them. Um but the timeline is such that we're better off for approving the notices and letting the the placement process continue. >> Board members, I would just I would just add Mr. Hecker and I met earlier today to start or I shouldn't say start but to finalize the conversations around the 2627 budget. Keep in mind it's your decision on April locked in approximately 76% of the budget based on personnel. The remaining 24% are other items but 76% of our overall budget is associated with personnel. that just that the the good healthy deliberation that she had in essence it it set the path for what will present overall budget for >> and I think Mr. Wier that's somewhat of what you're trying to describe. >> Yes. and in that plan again keeping in mind that of
110all the FTE um when all is said and done there will be four employees that that we do not have positions for next year that um we had with us this year >> and one that was reduced four will not and of the four >> two are administrators and two are teachers >> any other comments or questions okay Miss Summers please call the role Miss Faul, >> yes. >> Mr. Wadier, >> Epstein. >> Miss Bzinski, >> yes. >> Miss Emmer Rolland, >> yes. >> Dr. Worley, >> yes. >> Mr. Bower, >> yes. >> Miss Lamers, >> yes. >> And the motion carries. >> Uh, the presentation. >> I'd be happy to do so. >> Okay. On to number seven. Um, not quite as many letters under seven as there was under six. >> This is
111the proposed high school extended period daily schedule update. >> Yes, ma'am. As we're transitioning with technology, I would just like to remind everyone where we have been and where we are and hopefully that end of this conversation, we can talk about where we're going next. The initial presentation to faculties were delivered by Mr. Gawa and Dr. Plank on approximately March 3rd. So, it's hard to believe that that long ago. um the first presentation to the board took place on March 23rd. Um we're here this evening to give you an update on where things are and what we've learned more than anything else in advance. >> No, not yet. I think the form was provided. So um in terms of our why I think there has been a lot of uh discussion on why this is
112happening but our why is very clear. Um time should be something that expands opportunity not limit it. Uh we are looking at this conversation and potential shift for three different reasons. One, we believe it provides greater instructional depth and flexibility for both students and staff. It ensures access to academic support and extension. Um, we it's interesting last week I had town hall meetings with the multi-thnic parent association and one of the common themes was tutoring and support that young people don't have access to. Um, this this conversation uh allows us to to go and and have that conversation a little bit more. It strengthens connections and engagement across our school communities and it lessens the cognitive overload currently placed on high school students. When you have to manage what we've been saying is when you
113have to manage seven classes versus having to manage three or four that just feels very different. um when you have maybe five transitions overall in a school versus nine, that feels different in terms of the hallways. There's just um different opportunities that that are extended to our students under this conversation. And again, I know there's been other factors that people are saying this is the reason why administration has started this conversation. This is our why. And I I like to always center us in unlock. So along the timeline again, we we uh since we last spoke with you on March 23rd, uh there was a human resources listening session and I won't go through all of these different mile post uh and milestones on the timeline. Uh but we have been engaging not only with
114staff uh but also with uh families. Uh I the Waltosa East and Waltosa West PTAs were engaged on April 14th and 16th this week. >> Oh, so >> if we can pause for a second, it sounds like the presentation is not being shown no longer. It's showing it in emails. >> It shows the list of the emails. >> Sorry about that. Your flow was going well. Interrupt. I know. Maybe it's just my computer. >> And it was mentioned that we will post this uh presentation on or do this evening. >> There we go. Thank you so much. >> No, no worries. No, thank you. Um we are scheduled to have Dr. Po and Mr. uh speak to the Whitman and B couple public ETAs this week. Um and so we're excited about that opportunity and
115we will also be launching a staff survey later this week as well. So going to the next slide of what are we hearing now? I'll leave that to um and Chris you may want to introduce yourself as well. Yeah, we'll do. We're just working on getting >> No, we can't advance. >> They did. We got to figure it out. We're good. Uh, yeah. Good evening. I'm Chris Lishki. I'm one of the associate principles at East High School. Um pension for Dr. Fank tonight. We have our scholarship night tonight. So um we're trying to divide and conquer both two very important uh topics to discuss. So um that's why I'm here. So um up on the screen uh one of the things that's uh tried to do is kind of summarize uh some of the feedback
116that uh both Mr. Ka and Dr. Plank have received through the the variety of meetings and feedback sessions that that Dr. Beans just laid out in the previous slide. And um I think it's important we felt it was important to highlight three very specific um topics that that that keep coming up. Each of these three topics obviously have their nuances and things that we'll need to dive into and explore um as an admin team with our teacher teams and things like that. But the three big areas that keep coming up are uh from the feedback since we're considering these these schedule changes um are first the performing arts area uh and really just how are we ensuring that there's there's time for the the the rehearsals um the time to have um the larger number
117of students together as well as just the the continuity that would exist across um a school year. So um versus just a semester setting things like that. So that feedback has been pretty consistent um across performing arts uh area. The the other um area would be advanced placement in AP and really just how are we preparing our students for those AP exams and given that with the AP exam AP has we're kind of on AP's timeline when when the exams happen when when certain things are are due for for AP and the college board. Um so just making sure we're very aware of that um as it comes to how we design that schedule and how it supports um our students enrolled in our AP test. Um and then lastly the flex time piece. Uh
118this is something that has come up um from a couple of different angles. uh first off a level of excitement of think of the possibilities we can do with this. So I think there's a lot of um excitement in terms of potential for that space and um just making sure we are very purposeful about it in the sense that um our students have a purpose, our teachers have a purpose for that time um to ensure that it's it's utilized wisely. Um I think one of the things that collectively with that feedback though is this as these three topics have come up it's important to highlight is um they're not seen as a hey we need to pump the brakes and we need to abandon this this process. It's it's been much more of a as
119we're doing this, please don't forget these things. These three things are really important. These things affect a lot of our students, a lot of our faculty, and we want to make sure that they're they're given their due time and their due process for for consideration. >> So, at this point, our engagement has primarily been with families and staff with the student input just coming in um with the survey that's just recently closed. Um, our engagement at this point has not given us any reason to stop or pause the work, but it's certainly made us more thoughtful and thorough as we prepare to make a recommendation to the board and uh will certainly give us more information on what to solve for or what to develop once that ultimate decision is made. So, this slide captures
120some of the key insights that we've gathered. Um, so on the left hand side from families, um, and and Chris alluded to this like performing arts access, we just want to say loud and clear to everyone like we hear that that's going to be important that we take that into account in any recommendation and plan we make that performing arts are unique and that they need to meet year round. Um, and they need to keep their whole group together year round. Um similarly we hear some some concerns out there from families about world language continuity. Um and then al something we hear very loudly um is that concern about the gap um if for example in a block type schedule how are we going to plan if we go that route for that gap between
121the end of their course and the actual AP exam which we know are underway right now. some things families are are optimistic or showing some excitement about more class time uh for students just greater course choice and access or understanding now that that there is an extra slot in the schedules that we're looking at uh if we consider that would allow students um especially in those years where their schedule is more compacted with requirements it would allow more elective options uh they're seeing the value for flex time as support tool um for not only students who struggle but also maybe students who um need more enrichment um or just other engagement opportunities and they're hearing or understanding that uh just kind of what Dr. Means alluded to less to manage at once just a cognitive
122load for students um on the staff on the right side concerns uh those learning gaps across time. So for example again if they finished in an early term and then they don't have that course say and pick your course social studies or English in the second term they could go quite some time before they'll they'll revisit that. That's a concern we hear. Uh professional learning needs we our staff is astute that what the a common question I'll ask is will we have time to prepare if we make a change like that? What will that support look like? um the potential FTE impacts. That's certainly understandable that they're interested in what does this mean uh for the number of colleagues for their own their own future. And managing student absences is something that came up in
123the staff discussions at a longer period. If you miss a day, you're missing a lot more instruction. Um and that's a potential challenge. and also performing arts or those AP portfolio classes of just drawing our attention to some of those potential extra needs. Uh things that staff are expressing excitement about deeper student relationships. You just have fewer students with and more time. So there's a greater opportunity to get to to know them. uh those that course choice, more options for electives, more opportunity for kids to go potentially deeper in some areas because they could double up or try other areas, have more slots to try new areas, just more focused class time, so fewer transitions. Uh once you sort of get students in that group and um in a learning mode on the CL you're
124just not doing as much of that administrative things at the beginning and end of periods when you have fewer periods uh and those fewer daily transitions. Our staff understand that's when things that's when things happen in our building. That's when we just sort of lose that focus. Um and it's sometimes just getting everybody back together is challenging. Um this feedback tour will continue. I'm at Whitman tomorrow. Dr. Plank is meeting with the Longfellow PTA and then you can see uh the continued um points we have here in May to engage different teams in the actual decision-making protocol to advise us as we make a recommendation to all of you. Um so and and then also some specific focus work around um AP performing arts. uh some of the flex work um our our elective groups
125are working uh with Miss Delases quite intensely just to start thinking about what would all this be and what are the possibilities there and also the flex time of starting to engage teachers and other staff members our SST teams and like what would be essential that we do there and what's possible uh that we might do there as well and also in that teacher concern how would we organize it because flexibility is great if it's organized and we're still able to hold kids accountable to get where they need to be, get the help they need to be and the engagement they need. >> I can just comment on that one lot previous slide. So, we know that we have two high schools and one high school may be in a different place than the other
126high school. Um, it's important to note that one of our high schools with their performing arts teachers, they've already started doing a book study on what does it look like uh to implement an extended period day and how they would make it work within their area of performing arts. We've identified subcommittees because we want to try to bring the staff at both high schools together. So, they're they're moving along um in that that process. But we've again from the listening and the the process of just being engaging. We've heard three different components of performing arts and really uh being definitive around that space. How we use flex time. Again, I would just remind the board in the fall when you had your listening sessions uh the multi-thnic parent association raised the issue of support then
127and we think we can address that through flex time. Um, and then how how do we make sure that preparation for AP is truly uh solidified? So, we think we're now at a point where we can bring staff together so they can have district-wide uh influence over those three areas that we've learned a lot um for listening. Thank you. So just kind of a broad overview then of the actual schedule options and some of the the summary of kind of feedback uh that's that's been coming through um some of the different uh venues that that Mr. Gala detailed before. Um and the early feedback seems to indicate a trimester um is probably the most challenging option for our system in terms of the shift in um in away from our current schedule to to a
128new one. Um and that's based off the feedback from from staff and from families. just it's been repeatedly the one that um people have the most most questions about and and I think maybe the most um just the least amount of support for as we we look at our our options under consideration. Um that middle box um the two that that remain under the strongest consideration would be a a modified block schedule um or an AB block rotation um between an AB an A day and a bday. Um that is where kind of our next step are doing some again additional analysis to see which of those schedules meets the needs of our schools and our students um the best and that process as Dr. was just laying out before um where we as a
129team believe we're at is now starting to really hone in on those on those areas of of want to say concern but areas that have been elevated for us to keep in mind um we talk about AP um some of our tech uh classes, some of our performing arts, specifically some of the tech classes that take up larger chunks of the school day. Um those are all things that as we begin to uh really focus in that teacher feedback um that we need to really keep in mind and and uh make sure that we have teachers that are teaching those classes giving us the feedback um to make that schedule work for them. So with uh schedule shift uh and some of this has been been shared in a few different slides already. Um there's
130several areas again we think uh that that that this will ultimately benefit not only uh school the students our staff uh and our and our school culture. Um you know first talking about a balanced approach Dr. has mentioned it before. Um the the opportunity for for students to uh work through a schedule of you know four classes a day as opposed to seven just allow student excuse me allow students to better manage some of their responsibilities as it relates to due dates um expectations in a classroom um relationships with teachers um believe has has an impact on on reducing that uh that number on students. Um, with that the stronger relationships piece, not only uh students being able to build stronger relationships with their teachers, but also teachers um being able to understand the unique
131needs uh of each of their students um when they are working with you know three to four classes a day as opposed to with the deeper learning again uh has been highlighted previously comes with that extended time just the opportunity uh to dive deeper into lessons. um the the sense of not feeling as rushed through some of that time um is is I think a great opportunity as we think we look at some of this this longer schedule compared to our current one. Um the school culture piece again um talking about that unstructured time that that time when we're transitioning whether it's to lunch transitioning to start the day um I think Dr. means we were speaking earlier the number of transitions we we settle on nine I think when when we counted through upwards
132of when we count lunch multiple lunch periods um so reducing that number again just reduces the unstructured time for our students um throughout the day um with the alignment to a college experience uh some of that was much more focused on uh when making sure our students are college and career ready and and understanding that a college university experience um likely has three to four classes extended period um classes and is is very unlikely to seven classes in a day where you're um you know your whole day is filled with with up to seven different um professors or teachers in that in that light. >> Chris, may I weigh in? >> Yeah, absolutely. >> And what we said as we preparing for tonight and it's not just college ready whole secondary ready. If you're an
133apprentice and you're going out to the work, uh you have you have a limited amount of task that you have and the deep relationship that you have to have the people you're working with is that much more important. uh when it's cursory and there are seven of those touch points, you you can't form as deep of a relationship regardless if it's you going to the military, you going to the workplace, or um if you're going to a junior college or four-year college or university. So, we we think that we could even modify that tile to say postsecary, right? >> Thank you, Judgments. Uh and then our last tile on the bottom right there, supporting all of our learners. Again, do think this provides ample opportunity to not only u provide students who are opportunity to
134uh continue to work on demonstrating mastery towards our standards and towards our our um our expectations, but also um opportunity for for students to extend their learning for those that have uh demonstrated mastery. Um, and as before we we transition, I want to just create space for Miss Clim who's also been continuing to have conversations with u families with students with special needs and you've been talking with those families about this potential and what what it looks like for those students and their families as well, right? >> Yep. And um, similar to what you were saying, Mr. Galla, about having that professional learning time, making sure we're using that really well. Um, my our teachers are asking for that. Our special ed teachers are asking for that to really make sure we're using that time
135efficiently. And our special ed teachers are super excited about having fewer contents every day to have to collaborate so that we can really get dive into differentiating for our students on a day-to-day basis because similar to students having fewer contents, our special ed teachers will also have fewer um people to collaborate and really um dive into some of that content and think about um unique ways to have children show what they know instead of just real traditional ways because we have to get through the class period. So, yeah, people are getting excited about the thought of um meeting the needs of all our learner learners. Um I've heard some from some families um with um neurodeiverse um children who are excited about having that process time too and um the executive functioning to be able
136to only have three or four classes a day to have to organize for to prepare for. So those that's some of the feedback that I received from families and staff. >> So again, why this work matters? It it matters because we we think that uh it's going to strengthen our postsecondary readiness for students. Uh it's going to make our our both our students and our staff stronger problem solvers. it will activate learning more. I remember vividly a few years ago as we were discussing the transition to discovery lab how families said that they like project-based learning. we just to kind of center and anchor us in the concept of if I'm a teacher in a an extended period day. Um I can do deeper projects versus the the 50-minute period right now where I'm doing
137executive functioning on the first five minutes and the last five minutes which leaves me somewhere between 35 to 40 minutes. If I have a longer period of time I can anchor now project based learning more. uh we think that we can meet the needs of families. We often hear about the inequity and so I want to center our conversations around equity a little bit of there are certain families who can afford tutors. There are certain families who have the ability to go out and get that assistance. But if we can create space during the school day where students have access to their teacher, we believe that that creates a a a greater um and a more level playing field for for young people. So for all of those reasons, again, uh that is our why.
138That's why we're centering this. We we want to make sure that our our schedule is not limiting the opportunity that we offer students, but we're able to extend it. So, I'll go to the last slide if if you will, Chris. Um, there's this presentation has been linked into toward dots. Now, if you go to the last slide and click on the FAQ, there's a series of questions that we we've answered. Um, but continue to welcome those questions. Um and uh but this is your time uh as a board to to see if there's something that's on your mind that uh you you would like to know or just general questions. >> I want to start with student voice. Um and that doesn't have to be just you Keegan because you know you're one but many
139of us heard this week. Um and I wanted to think about the sort of the how question of how does this get done? So it's not doing it to students but rather um it is a process of and I understand that not all students agree. Um but I think there is some you know I'll just there are some concerns that have come up such as you know if if I don't like and I'll just you know name such and such class now I have to spend a lot longer in that classroom you know or if the if the teaching style isn't one that really helps me learn um it was okay I could sit there for you know the shorter period but then I don't get the release. Um, I think another one is that
140I was thinking through when I was thinking through this because I've had some of those reactions and read them is um, you know, as a person from my generation, things didn't happen quite as fast and so I get overwhelmed by like pace, but um, for current students um, things happen fast and I think that that's sort of like a a norm of learning. that doesn't necessarily mean that they're um that that our ideas are better, but I think we just really have to think about how different it's being seen. Um so, I just want to point out student voice first. I'm sure we'll get to some other things, but um kind of lay that out and uh see where it goes for for board members. I don't know if you have anything you want to
141say, Keegan, to to kick us off. So, are you guys anticipating that students would be taking like different classes for each semester? Because I'm just I'm just wondering like with the AB with an AB block, would that be taking same classes on an AB schedule all year or having different classes each semester? >> In an AB block, you would have like an A day and >> yeah, you'd have an A day and a B day. So what would be now a semester course >> in that model just kind of thinking out loud here in that model you would be it would still be a semester course >> right >> um and so you're really the only the difference in sort of how long that course would take during the year is there is no difference
142the difference is that you're just doing four of those courses say on Monday and the other or those courses on Tuesday. So, you've got the in that model, you have the benefit of more time for depth, but you're not giving up fact that you would be taking only four courses in that term. Does that make sense at all? >> You can cover similar content. You just wouldn't be responsible for so each day of the week would look a little different. >> Yeah. So you'd have like, you know, basically Mondays and Wednesdays would be one set of classes, Tuesdays, Thursdays another, and then Friday would sort of alternate or something like that. >> That one semester though, are students then taking 16 classes if they're doing eight by semesters? >> Yeah. You'd be taken. Yes. So
143you >> that's where the extended choice, >> right? Right now you have a total of 14 courses you can take in a year. That block model will give you the opportunity to take 16 courses. >> Would you think like core classes like English or history would those still be both semesters probably? >> Um no not. Um yes. Yeah. Because you're you're not saving that time. So you'd be >> in that English 10 class all year long on alternate days. >> Would some of while we're on this with some of how we adjust for um arts look different in that or would they just be a block? performing arts would not necessarily have to look different in that because they now are meeting they're seeing their people all of their students throughout the entire year, >>
144right? But not every day, >> right? Right now they see them every day for >> a shorter >> shorter period. They would see them every other day for a longer period but throughout the year. So we would run into that. I don't have a band to do a spring concert. You'd still have all your students. So that's the AB. Kegan, did you want to continue and ask about the other? >> Sure. >> In modified block, is that is that where their classes are different lengths? >> In a modified block, you would have just four courses for that term. However, if you were at a modifi if you were in a performing arts course, you would have one alternating course. So we have sort of started to look at what might that look like based on
145the kids who are enrolled in music now. Like English might be the easiest example. Nearly every kid has an English class. So you would have your English class would be opposite your performing arts class for during during that term. So those courses would essentially run the way we just described that AB block for just that performing arts strand in your schedule. The other schedule you'd be in say 85 minutes every day. Um a year-long course would then take you a what we think of as a semester now. >> And then would students be able to take study halls if they're taking four classes? Will there be like? >> It's a great question. I mean, that's a major topic of discussion. Our anticipation would be I don't the decision has been made of whether or not
146we would allow study halls, but we do expect that a lot of students wouldn't take them. That's where maybe our initial thoughts on even reductions could change because now there's more slots in the schedule. So students are going to take more courses and if fewer students take a study hall that's going to result in more courses and FTE there as well. >> And so part of part of that less if you were taking it would be this built-in less time and the longer time in the classroom. um because there would be more perhaps opportunity to do some of that work English work during the English longer block hour, >> right? Just more opportunity for direct contact with individual students or smaller groups for reteing or extensions, things like that with that can. Our traditional schedule,
147you know, sort of works to present a single lesson to all students. But where when we start to try to differentiate at the level where we want to differentiate, it's challenging of how do you do that in a 50minute block that we we discuss use myself as a my former high school days. I was very comfortable in the humanities, not so much in math. And so if I was in a if I was in an extended period situation and I had a study hall, it wouldn't help me that much because I need access to my math teacher or I need time. I need that flex time to say, "Miss Jones, now integrated math one teacher. Um, I need to meet with you. Can you meet with me?" that feels more responsive and and and and
148student focused than a study hall. Study halls really work well for students who are already compliant and know how to navigate school. For students who don't know how to navigate school as well or don't have access to afterchool tutoring opportunities, this schedule actually works for them even more so. or maybe have supports that they wouldn't be having delivered in study hall for example. >> So, but we also want to be careful because we don't want to pigeon hole ourselves to say this is only for a certain type of student. We think it works for a lot of different students. For students who are saying that they want access to more courses, this schedule provides you more access. And so if you're interested in taking that art course that you normally could not take, you can
149take it in this this cell. It's good. >> Okay. Does that help? >> Yeah, that is. And then just one more thing. So with teachers who travel between east and west, I like Mr. Folk for example, he teaches Latin and I think he does like six classes a day. So how would that or just how would like teachers who traveling in schools be affected by this? teachers traveling between the high schools and Miss Salzoski may want to weigh in on this too. We anticipate it would be easier to travel teachers and for that matter students because there are some students who travel between the high schools teachers who travel between the high school and the middle school that might be more challenging because they're schedule doesn't mirror us as much. Um, so that would um
150that's something I'm very interested is that student travel piece because we're west is significantly smaller than east and we're already starting to see some courses that we can't offer at west that you can offer at east that this could potentially create an opportunity where you know Mr. Lishki and Miss Reky work on a schedule together. We could say, "Well, we can't run that, but if you could offer it first period, we could those kids could start there." So, that be some opportunities potentially there. I do want to address Miss Wley or Dr. Worley or comment. I mean, student voice matters and I think you raised some concerns about that astutely too, Keegan. like we're even the survey it's challenging because we've not been able to take students on the journey to the same level we
151could take staff like there's just not enough time at all that they're doing so to try to first rendition of our survey it was Miss Smith one of our APs who said that looks too leading and we try to rework it because it's like well we want to try to ask them questions that they have some context for but we do just even the initial glances that those survey results um anticipate it'll be insightful like these other groups the data is not leading like it's not going to be a slam dunk of yep this according to students this is what we have to do if anything students they don't it's going to be hard to get a lot of our students to say yes we want long periods right I mean that's not just especially
152given the model they've seen and lived in and the instruction they might have seen and lived So it matters to us. >> Kegan, so first and foremost, thank you for your very good questions. I don't know if you saw some of the board members are like, "Yeah, that's um I just going back to the traveling teacher piece. I am reminded that our our mayor and proud graduate of Tulsa East class of 1972." I don't know why I know that. Um he he he tends to tell us that Wall Tulsa is one of the uh 20 largest cities in the state of Wisconsin just by population. But during the work week, during the workday, it becomes the fifth largest city in Wisconsin. So the concept of being able to travel from Whitman to east or from
153Wongfell to west, it may seem simple on paper, but I don't I mean I'm I'm looking at all of you. Traveling across Wall of Tulsa is not as easy as it was a year ago, five years ago, 10 years ago. And so um we think that this is beneficial to travel and teachers. Okay, opening up for other answer questions. Yeah, Mr. Wat here and then Wald. How would this uh play into those students that would be um transitioning from WVA as a school into a program? Would they I I'm just trying to think how does that make it more or less complicated for them if they're taking classes at both the high school and virtually? Um I guess that's all going to depend on kind of the student and I don't see it as being
154a complicating factor. they haven't thought deeply about it. But what I would say is like why a student or family might choose virtual over the standard high school. Not all, but I think some go that option because that traditional high school model hasn't worked for their kids or they might struggle with space and if there's mental health issues for example, they might struggle with the the number of transitions, the the volume of change and sort of change in your focus whereas WBA means more space to focus deeper longer um some of those. So I think for some of those students who are there for some of those reasons it may work um otherwise like we work now in our model with some students in sort of a hybrid >> model and I don't know that
155that changes anything. It just different sort of chunks of clay to work. My point of the question was was merely just to make sure that those students are also thought about in as you're structuring this. Um because I I think the answer to me is I don't I don't know. I haven't thought about what that would look like or how that would work. And it's a substantial um amount of students as we just approved a a list of graduates this year. What you know what I like about this process? It it's allowed us to just reimagine how we use one of our finite resources. You know your whole meeting if you think about your meeting you talked about facilities you talked about people you talked about money. Those are main resources. Time is a main
156resource. And I don't think we've ever imagined how we could use time differently. And this just exercise and this process allows us to think well are are we using our time? Are we shaping our time in the way that's most effective for the all of our students? Um I I think it's gotten a lot of creative ideas flowing with people and that's always always a good thing. >> Miss Hammer, >> welcome. Um I just have a couple questions. Um my first being why do you what are some of the advantages to the modified block versus the AB schedule perspective or have you heard >> um some of the advantages to the modified >> no to the block >> the modified modified block versus the AB block would be >> you're potentially maybe the benefits of
157like in that AB you still have seven or eight courses. So for most of our students that are involved in activities and things like that, they're still juggling kind of the demands of seven or eight things where there may be less on the staff side. same like a teacher in an AB model is juggling there still have to be preparing for that many courses um their student load isn't reduced in some of the elective areas in our current model there's more what we call singletons where we only have enough students to run say one section of accounting so a business teacher now might have five or six singletons where in a block, you know, we think, you know, they would have fewer your standard and say English language arts teacher, we the typical number of
158preps would might be two in the modified block, whereas in the true AB block, they're still going to have likely in that three or four range, it's more common. Those would be the things that come to mind for me often. and then wood. So, I kind of wish there was like something in between the modified block and the and the AV because I think both of my students, my kids would have been really overwhelmed with eight courses in a semester. Um, and my daughter's taken study hall since like sophomore year. So, I think that's something to think about. Our learners who um that's a lot to do in a semester. It's a lot of things to remember and projects to finish. Um, so yeah, I wish there was kind of something in between because I
159think we lose a lot of like for performing arts and arts and the block schedule, but I think the AB schedule can be potentially overwhelming for students and staff. But um, so if you come up with a magical >> that would that would be sort of the trimester. One of the arguments for the trimester is it's >> trimester >> a bit more than four. It's not eight. The time slot is not 85 minutes. It's >> Yes. I guess I'm curious why that one was. >> It is a departure. It is probably the the the largest change from what we're currently doing. >> Changes in what way though? Changes in what is taught or how it's fought? >> No, in terms of the management schedule and how the schedule is divided. It's probably the best way.
160how our courses are split, you know, like that is a relatively simple math that's say like a year-long English class is now cut, but to split that into thirds, it's a lot of reworking our new math curriculum, for example, has a model for, you know, delivering it in a block. It also has a model for delivering it in a more traditional, I don't know, trimester. So it's it's like change a little bit change on steroids I guess with >> I think to echo that with the trimester too that's where you run into the scenarios you might take the first part of the class first trimester you might not take it the second part till the third trimester I think that was some of the the feedback >> you worked in a trimester >> I taught
161in a trimester yeah when I was a classroom teacher at high school so yeah there's ways to manage around that but certainly that concern arises yeah >> but that is >> it wouldn't be all the students but there might be some students who kind of get that split experience. That's that's the challenge. >> Yep. As as you build the master schedule and as their electives fall in different places. Yeah. >> Um my other question is how many minutes per day do we anticipate if we do one with a flex um period? How long would that flex period be every day? in front. >> Yeah, I don't have it in front, but I >> think I was gonna say about half an hour and then that results in about 85 minute class periods if I remember
162right. >> Okay, that's how I so >> um I was just going to add in addition so I went from a semester high school to a trimester college and it was it was culture shock. It was very difficult to adapt to. Once I got through that, there there were definitely some benefits to it, but it is I think for any for any student, it's it's going to be really it would be a really difficult transition. Um, and also I would agree with the staffing. I I can see, you know, now now you're just there's just so many more variables and you're you're trying to when you when you know that you have courses that need to be fairly contiguous throughout the year, it can often lead to like a scenario I had where I was
163taking um like chemistry 2 in my as my last course in college and it was supposed to be done in freshman here, but because of the schedule, it couldn't be I could never fit it in. So, I would want to I would say we might end up with situations like that. That would be really difficult. Also, trimester would like you have to reshuffle the graduation requirements around a lot. That would just be hard to manage >> in the try. You mean? >> Yeah. Yeah. That would be a big change. We have students who find educational opportunities beyond our WASA high schools um and collaborations with other district what what programs >> launch with launch but there's also um early college >> options so you can take college courses first period >> right so the we've
164done a building up these extra opportunities for students. Um, how have you considered those fitting in with changes in in the sketchbook? >> Well, Launch is based out of Brookfield and yeah, >> probably was conceived as a product of the block, you know, so they're what they're doing is sort of fits. >> It's actually a better fit. Um it's more natural >> because it's we're trying to put a round peg into a square opening um in that um Elbrook is on a block schedule. We're not. And so our >> students have our student Yeah. take two periods and have a little gap. we would actually have a federal one >> without like I don't work as close in the planning for students taking say courses at W Milwaukee or elsewhere but I wouldn't predict that
165there's no real option at W Milwaukee where kids only leave in our building for 50 minutes you know so I think working our schedule where okay during this period you're going to that course shouldn't simpler than what right now. But the bottom line is those students have unique needs and we make it work for them and we'll make it work whatever schedule we have. Um, typically they're sometimes they end up at a hybrid because they can't get the courses they need because they're off campus more. But I I I think it'll be a little more a little easier to flex their time because we have to call for driving time and class time. >> Driving time. Also, some classes right now they might be more restricted to the ones that are the shorter periods of
166Monday, Wednesday, Friday type schedule versus the Tuesday, Thursday. Some schools, some colleges run those as um 70 minute periods. So, you be harder to you'd have to take two whole periods of your day to take something like that. And then the other piece I I know you mentioned um family concerns around world languages. I also on the language department um thinking about language being something that like the more regular your practice the stronger your fluency becomes. has that what have their their conversations been in terms of thinking about possibilities? >> If you want to have any thoughts on that, anything I can share, but >> I can speak to that because I had um world language people come to my sessions and they were excited about the AB block. That's um when they were talking
167about it um because then the students do still have that practice and they can take both semesters too. So there was um advocacy for that. >> One of our Spanish teachers on our leadership team and she's been supportive and sort of sees the yin and yang of this that it's there could be a gap. I mean their initial concern was students not taking Spanish or losing that. You know I think that's a lot of the elective areas initial concern is what will this mean for the number of enrollments? I think they're relieved when we show them it's more slots. They're also recognizing that students who are really are very motivated in their language could double up. So, they could take potentially Spanish two that first two terms, Spanish three that second, and more quickly get
168to the top of our offering and then potentially we could add a higher level. they might be kind of early college credit bound or they might pick up third language and sort of introduce that. So there's opportunities there. I think that's a wonderfully rich conversation when we talk about the gap as teachers and all of us will think well what's going to happen if they don't have this course from January until the next January? Well, we're not going to be teaching them this stuff forever, though. We hope that they retain it, you know, and yes, there we'll have to rethink how we start those courses because there will have to be sort of that refresher. So, all that just gets to know how do you use the time or how would you manage that because
169you certainly could have you could have a math student who hasn't been in a math class for almost a year. I mean that's you're going to have to be prepared to get them back up to speed and back into the flow of math done poorly. That would be disast. You know that could be hard for kids. >> Maybe some creative opportunities for filling like time in between like during those gap times. >> Yep. also be student and family education and advising you know in terms of making which are the courses where a student might not want to end up with a gap like and thinking about scheduling around that where possible >> and we can manipulate schedule that way too somebody who feels like that's going to be a very severe problem and there might
170be other students who are like yes please I don't want to take history for this I love that idea >> anything else before we with the modified block. You mentioned performing arts, but would that also include other types of art or the the trades courses? Because I do think there are some courses that aren't performative arts that >> that need the longer and the not the gaps. We've mainly been like the performing arts are that that concern is so significant that that becomes almost a deal breaker, you know. So that's the one we've been the most focused on. We anticipate if we're using that model for performing arts, we're going to have to have some really lit decision rules on what other courses could fit that mold because I would predict if we went down
171this path that we would pretty quickly hear from a whole bunch of people who really don't necessarily love the change that well English is different or math is different or language arts are diff you know languages are different. So we just, you know, there might be some unique needs and some capstone courses, some of those portfolio type courses, we would explore those. I think it'd be coming on us as a district to say what's going to be the decision rule so that we're not >> otherwise, >> right, >> you're just not doing it anymore, right? So we really have to commit to either we're going to make the change or not. I think when we made our initial presentation to the board, the board received emails from community. It was around for concerns and preserving
172it. And I think that's what we've heard and that's what we've learned. When you put stressors on a master schedule and try to make concessions for many courses beyond performing arts, it makes the scheduling that much more difficult. So, um, while we we can definitely identify a non-negotiable around the yards, we can't do it for everything. >> We recognize that it's not outside of the holiday season. It's not great to have violence in the boardroom. We want to make sure we're taking care of that. I mean those programs are very important and it would be detrimental to them to not account for those courses in our decisions. I mean I can see the one other one I see is like if you if we structure languages the way we are right now where some teachers
173are teaching year two you know three, four and five together and then maybe you have a gap for one student and not for another. I think we really have to think through what's what's going to happen for them because they're already bridging um a variety of students. So maybe they're more resilient there. But at the same time, if you have like this ever moving group of students, it's one thing to do two, three, yours two, three, and four together when you have a consistent group through a longer period of time. I think that would be a really important listening to do because we're right now we're asking them to do a lot of modification. >> Miss B. >> Um I some of the concerns I have are uh like scheduling seems super complicated. Um, so
174I I want to know how we're going to go about making sure that kids have access to the classes that they want. Um, and I can see opportunities for that to for kids to have more access. But I guess for me, I I think I need to see some examples of schedules and these different um the trimester and the different um block options. >> It doesn't do like a whole like I think it would be helpful to see like a like a whole entire >> We asked for that last >> We'll be able to deliver that. I believe we've got some of those. >> Yeah. like not just a daily schedule, but also sort of a >> fouryear plan of how those >> could come together. >> Yeah, I think that would be helpful for
175me to really envision >> how it will look. Um, and then I'm not sure if we're if we're getting ready to move on to a different topic or wrap this up. Um, but we don't have to address it right now. But one of my other concerns is professional learning. How would we be preparing teachers to really change the way they're teaching? It would really be a completely different approach in a lot of cases. So making sure that they're ready for that change. >> It would be that would be our growth plan like committing all the time we would have available. That would be our primary goal would be preparation instructionally. The curriculum scope and sequence shifts that would need to happen. Some of that just mapping, you know, even we have to already start right
176away on just course mapping. So the course guide changes. But, you know, I would anticipate our using our Wednesdays very heavily on either instructional strategies and that would be beneficial or being very much giving those teachers time with their curriculum maps or you know like our English team who's just worked to sort of implement that in our current schedule. We'll have to rework that so that it fits in whatever other model we have. That's the first question we hear from teachers is will we have the time. So we don't plan to be putting any other initiatives. I would also say on the instructional work we've been working on discourse all of that very much bridges into what we want. >> I I agree with Mr. Gala. I just to be succinct, I think this allows
177us to be more deliberative and intentional around what we're asking high school staff to do. Um, I think right now we're asking people to adopt new curriculum and consider other instructional changes. And this will allow Dr. Blank, Mr. GAWA and the leaders the leaders the coaches that you you've allowed us to continue to have at the high school level to lock in on this as the thing um and and so when Mr. Gala said this would be our school growth plan. It would be how are we supporting people in understanding this transition and functioning in it well? >> Yeah, I I guess we have newer ELAs. We're implementing math next year. There's some changes, social studies coming up that we're not really sure what that's going to be yet, but there's just a lot of
178changes. And maybe this is a when you implement a new curriculum, that's a good time to change a schedule, too. I just want to be cautious of trying to do too much too fast. >> We don't think that that's the case. I mean, as we stated earlier, the new math curriculum has materials um that allows teachers to mo to modify it if you work in a block. Um and so they anticip that's how often and how usual I should say a block schedule is across the nation. they've structured the curricular materials to say if you teach in a block this is how you implement and and ultimately the the m the curriculum do you have to learn it yes but I think your original question was but how do we help people teach in the
179schedule is the real key and that's why we believe the professional learning is really critical uh to support people along that journey so it's not so much what you teach that's going to be something that people always wrestle with it's how you teach in it and we think of the professional learning that our two uh curriculum instructional specialists and the principles and Miss Ebert and others we we we're really excited about what we can offer today. >> Mr. >> um first question and then a comment. Uh the question is is what happens to paceime? Do we keep paceime on Wednesdays of the early dismissal or does that go away under any of these block scheduling suggestions? That's not been within our scope to talk through that. I would say what I would hope for just
180to link back to Miss Box's question is like we need time somewhere. So I would be hopeful that we would stay at in the pace schedule now that like that gives us the opportunity to mold that where some teams will need more curriculum time, some teams will need more instructional time. Um it's consistent. I think that's, you know, that's a significant amount of time each week where if we were to try to prepare for this say in a model that other districts might have where we have one day of PD every quarter, I think that would be difficult because the best way to learn is to start implementing even within our current structures. So yeah, >> so the middle schools for example do the AB but it's Wednesday is the flex is the day that
181rotates back. So then it doesn't have the same it's a shorter day. So they're doing it right now in middle school. >> Um and in the comments as I did some research the school districts that are successful and see the greatest improvement in student achievement are the school districts that bring the maximum number of people along with them in the transition. So I am very excited and pleased with the work that you have already done. Um I'm excited and pleased that you asked one of the three options um because it has had significant challenges to it and that's okay. Um, and I would love to see how even after any decision the board makes on how we're going to make a pivot, if we're going to make a pivot, um, to see how that conversation
182continues over the course of the next year. Sure. >> Anything else? All right. Well, we've seen the schedule. We um invite continued uh feedback from all members of the community, students, staff. Um thank you for being here tonight, waiting for the agenda item to come up. Um and we're done with this one. I think board members, we've been sitting a long time to be fair enough to the policy work. I think we need to take a little bit of a break. Um 10 minutes. >> Yes. >> Okay. Good day. >> Okay. So, we will return uh now to number eight, first reading of policies. Um the first one is 3425.01 administrator benefits. Um anything from the policy committee to te us off? Thank you for bringing all these pallets and stuff. Um, hold on. Um,
183>> there's a lot of red and green. >> Yeah. Yeah. So I am best supported in the language of this of this policy. >> Happy to support. >> All right. Thank you. Appreciate it. >> Yeah, absolutely. Um so uh I brought this policy forward to the committee uh for review. um as we look at our short and long-term strategies uh to provide um uh quality and cost-effective benefits to employees. One of the strategies that we need to look at is the is the benefit that we offer to individuals who are retiring from the organization. Right now, our retirement benefits um offer employees years of staying on our health insurance. And um and uh we have committed I have committed when employees have asked that there's there's no intention of changing that benefit for employees who
184are currently in the organization. But we can and should make changes for the benefit for future employees in the organization. So starting with um our administrator group uh it's one of our smaller groups um and um uh it is a group who is who who's open to the change um the the revision would go ahead and change access to the district's health insurance plan in retirement. Um, and it would give an give a former employee or retiree access to funds to get their own insurance outside of the district. Um, and and again, from a long-term standpoint, it would be beneficial to have fewer people on our health insurance plan, generally it is thought of that as as individuals age, they have higher costs of health care um and increase the costs of health plans. So,
185by offering retirees a bene, you know, a benefit that still gives them access to health insurance coverage but not staying on the district plan, we do we do two good things, right? We help we help the plan that we maintain for our employees as well as providing um a valuable benefit to the retiree. Um but so the the proposed changes again for um for future employees um or for employees uh frankly who have access to other health insurance this this gives them a different benefit and helps our health plan long term. How's that? That does help. And this so this is looking at starting for new hires as of July 1st this year. They'll we'll be looking differently at their retirement health insurance benefits. >> Correct. And for even individuals who work for the district
186now, it could be another option to not take the district's health insurance to just have um again access to an account for funds for health insurance. Okay. So it does it does both things. It's creates it creates an opportunity for current employees if they want that um and it creates a different benefit for future employees. >> They could for example go on the healthcare exchange and see if they can get a better cost but then so then they still get to have the difference between their better costs of plan. >> Correct. Yep. and the district wins because it's fewer employees and fewer costs on the health plan that we're trying to again maximize for current employees. >> Thank you, Missy. So, this is a change in what's been a traditional practice of how we handle
187benefits for order retirees. >> Yep. And generally speaking, so um uh generally speaking, this would be uh um considered to be a um a health plan where we are promising um what um uh what the benefit is um as opposed to um promising future money. So, if this is a defined um a defined I guess I should say defined contribution plan, we're telling employees how much we're going to provide to them as opposed to saying we're not sure what it's going to cost, but you're going to get this benefit in the future. This is a better This type of plan is easier to fund moving forward. >> More predictable for sure. Anyone have requests for all of information or wording concerns? >> Yeah. >> Okay. Where it says where it has this like years and
188percent allocation on this second page. >> Yep. When it when it says they've been here for at least 15 years, the value of the acred benefit shall be equal to 100% of the administrators. >> Yeah. >> That uh say it's like $150,000. >> They get $150,000 in like an how does it work? They get $150,000 to do what? >> Yep. So the so um the idea is is that over a period of five years after the employees retirement, they would have funds deposited into a 403b or a tax sheltered annuity account. And so so whether so if it's $150,000 over five years, it's going to be $30,000 in essence per year deposited into that account that the employee or the retiree can then use towards, you know, whatever they want it to um from that
189type of an account. And there's some tax advantages with that account as well. >> So they get that their last year salary over five their first five years of retirement. >> The reason Yep. >> Okay. >> And the reason it's five years is that's how long an employer can continue to make a deposit into a former employees TSA account. It has to be five. It can't be any more than five years. Yeah. >> If if a a retiree stays on our health plan, is there a certain amount of years they can stay on our health plan? So, under the way the benefit reads right now, they could stay on our health plan at their own expense until they're Medicare eligible, >> but they pay the full premium >> if they stay on our plan. Is
190that right? >> But they're still staying on our we're, you know, we're still getting the utilization and the cost of the claims on the health plan. Yep. But they can stay until Medicare eligibility. >> Thank you. Yeah. Anything else? >> I just found >> a typo for Thank you. >> Thank you for the close read. >> You want Do you want to hand it to me? So I >> No, I just employer. >> Oh, probably. >> Good. Close reading. You have it. >> I have it. >> Okay. Except for the typo then um uh which does not exclude it from uh coming back as a consent agenda item um for a future meeting. >> If you don't mind me adding just one more piece to this. So, so as we work through um uh different
191policies um this effort to go ahead and provide provide a defined um contribution um and again move future employees away from health district's health insurance in retirement is something that we will continue to work on. I will work with different groups. Um again try to in in just like this did it try it um upholds the same idea for the benefit but does it in a way that has some more cost containment and benefit containment um for um uh fiscal efficiency. >> Thank you. Yeah, >> thanks for working on that. Uh we move to letter B review policy 3425.02 02 professional staff. >> Uh this is a very small change. It's related to um uh life insurance benefits and it is revising the policy to reflect our plan design with our carrier and it's based
192on the um the eligibility date and the end of eligibility when an employee uh comes into and leaves the organization. still naming a specific date you talk about the start of. Thank you. Any other comments or questions? Okay. Hearing none. >> That one will be ready for consent agenda. >> Yep. >> Um as well there and no requests. So we would go on to 5113.02 um intra district transd district safe school transfers options. This was a policy about um schools that are um labeled persistently dangerous and where students >> this safe school. >> Yes. Where they have where they can transfer to a different school based on that. Um, okay. >> Based on that label that would be given by DPI. >> Fortunately, it's a policy we haven't had to lean on. >> Yes. Um
193is the change mostly just to stay in alignment with the state rule with yes with with loss. So there's that clear definition of what that persistent dangerous means. any comments or questions. Okay, so um this one also would be ready. I really appreciate this new structure of having these little notes right on the top. It's been really helpful. >> That's Miss Summers. >> Thank you. >> So fabulous. >> Always great ideas. So that one would be able to go also to consent agenda whenever you're ready to put it on. Um we would move to letter D. Um review policy 51 5771 search and seizure. Um, again, this is this is a this is grounded in Wisconsin statutes, you know, and um what is how we handled handle search and seizures? you say a little something
194about your own concern and was that resolved? Well, I I'm still looking. So, a thing that comes up is just we had this section called parking permit uh required on school premise that heading. One of our campuses has parking permits and one of our campuses does not have parking permits. And I just want to ensure that this reads in a way that covers both student drivers at East and at West and that the different setups that we have there. So, we did change that one title to just parking on school premises. Okay. But I want to, you know, if you read through that and find I'm not I'm still not sold that the wording accurately reflects my concern. um if there's some a suggestion that anybody has in there of something that could flare up
195by or maybe it's just me >> and I think we were concerned too that the heading didn't match the content of that section. >> Right. >> True. >> Because it's really if someone's if a student is bringing a vehicle on school property at all. I mean, it I don't know if it should say without a permit or with with or without a permit, but just if a student's bringing a a vehicle on property, >> like for a basketball game or something or an after school activity. >> Yeah. Why would a why would a permit make them okay to do whatever is in the car? >> Yeah. To have whatever. >> Right. So that's why we changed the heading, but the vehicle was still subject to search if it doesn't deemed Yeah. regardless of a permit.
196>> Okay. >> So just parking on school premises regardless of if whether what time of day it is or what the reason is that the car is there. It could be subject to search if it meets certain requirements, >> but it still says in green student without >> it didn't change from the >> the first sentence under the heading, >> right? >> The heading chang >> I agree. I think it's still wonky though the way it's set up. I um like I'm still not con convinced that it just says >> yeah you could cross off >> where student may bring a vehicle on his school property a school administrator with reasonable suspicion. >> Yes. I think we're trying >> without a permit. >> Yeah. We're just trying to we're trying to convey that as Sarah
197and I indicated you are subject to a search if you bring a car on >> school. And that aligns with state law or >> Supreme Court Wisconsin. >> Oh, Supreme Court. >> Then it would just be where student may bring a vehicle on property administrator with reasonable suspicion. Taking out those three words without a permit. Is it about a student bringing it or is it about a vehicle being on the property? >> I'm laughing because yes, I've dealt with a staff member. >> Yeah, I missed being a staff member star. So, it's not just student. >> Yeah. >> That is Are we mixing the two? Because one says they have permission to have a permit and the other one talks about seizure par search and sees, >> right? because it is just search and seizures
198that search and seizure student. >> Can it just say something? I I don't have the exact words but if it doesn't just pertain to students but staff it's just a vehicle on school property. >> Yes. >> Is when the vehicle is on property doesn't matter whose it is who suspicion the search will produce evidence of violation of law school rule or condition. >> Yeah. And you also take the driver safety of the driver or others request consent. Search the vehicle containers inside the vehicle. >> Okay. So how would that sentence start again? >> Cross out the first five loops >> when a vehicle is on school property without and they get rid of schools. You get rid of the without a permit and give them the first few words. So >> when a vehicle is
199on school property, a school administrator with reasonable suspicion. Okay. >> And then you get student board student from student driver in the third line any driver. >> Thank you. So then >> do our students at East Park in the parking lot? >> They do after school when there are activities going on. >> But do they need to get permission from the school administrator to do that? >> Yeah. You're wondering when that new line is, >> right? They just should go to practice. But is it something like it's up I mean instead of having to rule about the permits is that it's more of an administrative practice rather than a >> so just to give the schools the ability to create a system for sure students to park during the school day and then wouldn't have
200the system but there's no spot for >> I think that >> west still needs a system fact they want different numbers of the spots That's it. >> I think that's where Sarah's original concern was. We have one high school that has a parking system and one that due to it being landlock lot was not. >> Yeah, that falru has the capacity for students to park during the day then I mean that's >> I guess I don't understand why that second paragraph is needed and it says the same thing except it adds the confusion of a permit, right? >> It just feels like we're I don't know. >> We're making this >> the whole permit kind of >> this is this policy is intended for students. Correct. >> We're not talking about we're not talking about
201adults and just I it's it's very confusing to me if I'm reading it that most of the document talks about students and then all of a sudden one section applies to anybody. So those things really should be separated out if that's how we want to do it >> because and so when I go to that introductory paragraph >> that does >> frame this as the well-being of students in their care >> right but that would still be the motivation if you were searching a staff members car for example I would think it would be because safety issues to the welfare student. >> So that still fits. >> Yes, it does. >> But whether or not this document is the place to have the description of how permits of parking work is agreed. So, okay, because
202again going straight, excuse me, >> going into that first paragraph, it's talking about >> school authorities may search school property used by students. Yeah, I mean, well taken, Jason. The rest of it does specifically speak, but maybe there's a staff policy, staff oriented policy. The search procedure would be separate. I don't know. It's worth thinking about on on your >> you'd want an adult in general because you have you have parents and visitors parking. Um >> there's there's certain things uh it's it's perfectly legal for an adult to to have a properly transported firearm in in their car. And probably I'm assuming that viol would violate our policy of if they were going to park their car there's a weapon in the vehicle. But they're not breaking the state statute. They're just not following our
203policy. So if we want to mince words like that, we don't I think we need to have very separate distinct policies outlining students versus adults and adults. Do adults does that mean parents and all adults or does that mean staff staff only? I don't know. It just seems like a it seems like a spot where we could have a potential black hole and a blind spot. Or if we kept it vague instead of >> Oh, you're saying the wording less and more. So, so her policy there So each search Please other visitors to our makes sense to discuss it. Okay, >> this one will come back for a second for eating. And E, our last policy to look at tonight, 8220, school day, school closure. This one was brought up. we chose to bring to
204surface this one back out >> in relation to the change to block scheduling. Um right now as it stands if Dr. Means and his team want want to change to block scheduling they will change to block scheduling and we can give our input. Um but it's it's not determined by a vote. Um, however, if we change this and say, "Yep, changes to the schedule to the school schedule needs to come to the board for a vote." It's putting a lot of stock in us for any changes to schedules. I think we heard I like to think that the leadership team that sat here and presented their thoughtful insights about scheduling changes um are they're the the voices to really trust in making such decisions. um and I we did add in language around consulting the
205board, keeping the board informed, asking us on our shoulders as the votes about which way such changes go, but we don't know don't know how appropriate would be, but here we are. We brought it for conversation. >> Sarah, would you would it be fair to say that Previous to this line, this sentence, there was no check and balance in it for the board to weigh in. This now provides a check and balance to administration. >> Yeah. It also makes sure that there's facilitation of community kind of not that you wouldn't take the community into account but it just because the community seen board members has their connected voice that this this would create that space. The other problem we discovered was that if we were to make changes to this policy so that we would
206vote on schedule changes, we would also be potentially having to make decisions about just like if a school was going on a field trip and they were making small changes to their schedule. So maybe they were having 30 minute class period instead of >> because >> or um snow days. And Sarah and I agreed we did not want to have that much far down the >> 5 a.m. phone call. >> So there would be some unintended consequences. >> Yes, >> this felt um just from my perspective, this felt healthier to land and I thought we had a really good conversation. Um, and this is really I think it's really good language. >> Yeah. >> And I think Dr. really to your point, it gives the it gives the community the reassurance that the board does
207weigh in where there was again I I'll use the language of there was no check and balance within 8220 prior >> and it does reflect where we've landed in the current process that we've negotiated through this and agreed this best to have the board u figure in such a big decision but this makes it more of procedure ongoing. Thank you for that. Any other comments for >> um but a related note in the slide presentation that we saw tonight, one of the slides at the end said board votes on please. >> So talk to me why because we thought it through. I thought that was important that the administration has agreed. >> I think it's healthy. I mean, not to we're kind of veering off of A220 and we're kind of talking about talking about
208what's in front of the board, but from my vantage point, >> this I I like the journey we've been on >> starting from March 3rd. And when I think about where we started um and where we are now, it feels healthier. I think we have been more collaborative. Um but in order for you as our governing board to feel confident about where we go next um from my vantage point, I think it will be healthier for you to vote. Um and I think we have more we have more to do. Um, you know, I I heard this evening, so let's give you a four-year plan. Um, I I and I feel comfortable about the the merit of what we're bringing in front of you. Um, so while that's not embedded in 8220, I think that's
209also part of the nuance that we talked about at the policy committee meeting of I don't think you need to have that deliberate of language for me to read the room. you know, in my role as superintendent, I need to have a feeling for where you are and and my sense of where you are as a full board is that you would feel more comfortable with a vote. And so therefore, June 22nd is slated for such well, this language also also does have the words uh revision on a permanent basis. So to me that would I would take that as uh snow days stuff like that that that's under purview changing the whole system bring it to the board and make sure everyone's >> al aligned right and at the end of the day any
210any board if you're going to bring it to the board and because you're required to keep them apprised of it that does give the board the ability to pump the brakes and alter this policy if they so And again, not not saying that this would happen, but if if you're talking about just fringe cases, >> this gives us this gives any board enough room to make policy changes to fit fit and read the room if need be. >> Also gives stronger support bases for large. >> Yes. struggle through a moment of truth. >> This is much help for everybody involved. >> Thank you. So, this is um the time where get to number 10 where we need to um at number nine, we need to go into our executive close session. Um, the time is
2119:27 p.m. Um, may I have a motion to adjourn into executive closed session? >> It is recommended that the school board adjourn into executive closed session pursuant to Wisconsin state statute 19.85 85 pre one pre C considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility specifically to discuss the superintendent's performance evaluation and I so >> I have a second >> second miss please call the role >> Mr. Wier >> yes >> miss Roland >> yes >> miss Bzinski >> yes >> Dr. Yes, >> Miss Buck. >> Yes, >> Miss Lamers. >> Yes, >> Mr. Bower. >> Yes. >> And the motion carries. Thank you. We go into close session.