WSD Board Meeting - Regular - April 13, 2026

001Good evening everyone. I call the April 13, 2026 school board meeting to order. It is 6:00 p.m. We are in conference room C of the Fisher Administration Building at 12121 West North Avenue. Miss Summers, please call the role. >> Mr. Wier >> here. >> Dr. Worley, >> here. >> Miss Bach >> here. >> Mr. Morris >> here. >> Mr. Bower >> here. >> Miss Bzinski >> here. Miss Himer Rand >> here. >> Thank you. Thanks to all the board members for being here and um for all our special guests that are here this evening as well. So we are going to move on to item number two which is our recognition of scholars and student athletes from Wosa East and Watsa West from the winter season and mid semester to academic accomplishments. Um and we

002are going to start with Tossa East and Miss Himer Roland has agreed to um read some of read those names and and tell us a little bit about who we're recognizing. >> Welcome to the school board meeting. Um if I mispronounce your name, please feel free to touch me. Um, for Tossa East Winter Sports, for wrestling, we have Andraian Jones, who was the GMC champion and state qualifier, and Nolan Clipple, who was the C GMC champion. So, if we can give our wrestlers a round of applause. For this ski team, we had state qualifying athletes and that was Eleanor Litzo, Annie Highland, Abigail Hunter, Kias Malot, and Kate Bartle. We can give our ski team. A really fun team that was uh a really fun team to watch was our girls basketball team who were

003the GMC conference champions, regional and sectional champions, and state finalists. We want to recognize coach Merg who was the GMC coach of the year. M Maya Maya Litza who was the GMC player of the year. Emma Close who was on the is it the first team? >> first team. Uh Ellie Depry who is on the first team Audrey Selinger second team and Ellie Paduk Padelo who was honorable mention. Full roster was Mallayia Taylor, Lindia Calumula, Emma Close, Sadie Kubaki, Ellie Podelo, Ellie Dupry, Abigail Geyser, Micaia Litza, Amaria Danler, Evelyn Adstck, Andre Audrey Celinger, and Chloe Irmerman. Let's give our girls a round of applause. We're also recognizing boys hockey regional champions Jack Templeton, first allconerence and first team all states and girls hockey Zoe Samisa named to the Wisconsin Prep Hockey all freshman team. Let's

004give a round of applause for our and then for looks like we have some language award winners. Anthony Worstein Arvina for Spanish. Liliana Mandina for Spanish. Alex Bro for Spanish. Harmonas for Spanish. Alina Cooper for French. And you say, sorry, the last one. One of our students was recognized for Russian. If they're here, if you want to stand and say your name, I would greatly appreciate it. >> Oh, congratulations. >> Thank you, Miss Hammer. And anyone who had just had their name called, if you want to stand up for a moment and we'll give you one last round of applause. So, any Tossa East students who are here to be recognized? Congratulations. And we also realize it's really warm in here. So, if anyone wants to open windows on that side, feel free to free

005to do that. Get the air going. All right. So, we're going to um also recognize some scholars and some athletes from TOSA West. I'm going to start with a scholar recognition and this is recognizing students who on their um ACT scored um either 30 to 36. Um and so I'm going to read the names. Um this is a great accomplishment. Um quite a few of the students on this list um were either at or just below that um perfect 36 score. So very impressive. Um, again, just as with Miss Himer, if for some reason I miss your name and you want to, um, correct me, please, um, feel free to do so. Um, uh, and I'll read all the names and then we'll just have anyone who's being recognized for their academic achievement from West

006uh, stand up. Um James Jameson Bocher um Max Millian Der Lucy Deutsch Andrew Ecklund Ree Frerieden Katrina Karns Earnings I'm trying to have a German household emblem read it the German way. Max um, Darius Lucas, Oscar Meslaw, William Myrtle, Benjamin Noek, Leo Pont, um, Pontek, Henry Roaran, Henry Ramlthanger, Jackson Sanders, Louisa Schmidt, Emily Scott, Evan Timmers, and Meline Ulsberger. So, let's give them a round of applause. Anyone here who is on that list, maybe studying or um doing the other Oh, come on. Santa, you've been at sitting right here. Don't be shy. Congratulations for all your hard work. All right, and on to athletics from Tosa West. Um, recognizing tonight boys hockey regional champions, Brady Ferrell. Um, ski team state qualifier, uh, Kate Vardole. wrestling state qualifiers, Max Husten, Will Freeborn, Kira Simpson, Alli Baker,

007and then our boys basketball team who were the GMC conference champions and regional champions. Um, Max Goen, DJ Hennings, Logan Bayer Collins, Stephen Wright, Roman Long, Kase Mangum, Cameron McGee, Nicole, Matthew Klotssky, Messiah Chambers, Jaylen Brown, Kayen Parker, Jacob King, Petrobus Brown, and Will Myrtle. and the GMC all conference selections for with um with us with basketball. Uh Jaylen Brown was not was named player of the year and first team. Matthew Klotssky first team and Max Gogan honorable mention. If any of you are here, could you stand up please? >> And Mr. You exemplify the scholar athlete. You were on both lists. Congratulations. >> Well, we have one more um recognition tonight. Oh, go ahead. You want to say something? Please. >> Yes, please. I'll be very succinct. >> Oh, yeah. >> We want to

008thank all of our students who are being recognized for either their academic um achievement or your athletic achievement. Uh the winter season is difficult. Um, as a former coach, I remember you get to school when it's dark and you leave when it's dark. And it is there's a level of commitment that is unlike any other when you are a winter season athlete. And so, we want to thank all of you for just doing what you do. Um, you bring a level of spirit during the time of the school year where it's it's easy to be bored or to to not have that level of spirit. And it's really important for you to know that as a district, we're not frankly concerned if you win a gold ball or all conference um award. We're really more

009impressed with the fact that you're good citizens and you represent our schools really well and all of you all of you have done that. So, I want to thank you for your commitment, for your citizenship. Uh it's hard to be a student athlete and to have good grades and to be a role model in a school like Tulsa West and Tulsa East. So um let's give these fine scholars and student athletes one more round. >> And that's a great segue. while they're still here, I wanted to take a couple minutes to do one other recognition um of a community servant um someone who I think represents uh where many of you as students might be headed someday in terms of giving back to your communities and offering um leadership. Um we have one member of

010the school board that um is not returning um after tonight be because they um are moving on to many other acts of service and already doing so much for our community. Um Mr. Mr. Morris has Philip Morris has served is ending his term on the board and um he and I got elected at the same time. Um and I just really really appreciate the opportunity to serve with you. So, we wanted to set a little time a little side just real quick any comments that colleagues um or people in the room um want to make. Um and we want to really just recognize we know it's um a lot of time and energy that you've put into the district over the last three years. Um so, thank you for being a member of the school

011board. Um anyone else want to add? >> Yeah, it's been wonderful serving with you and I know you already have like at least three other things that you're moving on to. So, thank you for your commitment to to the school district, but also to the broader Wawa Chosa community. And I hope that you uh can enjoy your children's sporting events a little bit more with a little bit less chatter from parents in the district. >> Anyone else >> sitting next to you for this year? It's been um you've been a good guide. Thanks for for your mentorship. want to say anything before, >> Mr. Morris. Thank you. Uh, I think one thing that you set out when you were on the campaign trail was you wanted us to really hone in on academic rigor um

012to become better as a school system. You have consistently kept me uh accountable for making sure that we have systems in place. You're you're you've served on a number of different committees. um you have um made us better and so thank you for your your service and leadership >> and should there be any risk of you forgetting us, >> Dr. Means and his office have done a nice job of preparing you something to remember us by a plaque. Please make sure you look at that every second and fourth Monday night. So, Mr. Morris, thank you so much. Um you're welcome to say something if you want but it's not expected. >> Sure. The uh it's always bittersweet and I had a lot of people in the community um students as well as faculty lots of

013parents through the campaign of this most recent season asking the the hard questions of why. And I always tell people said this is not a uh it wasn't a decision to not rerun. There's a lot of things that we have to do in our community. We only have so much time on top of being a parent coaching in our community. um and the time that we spend here, you have to make it very worth it. And I've been fortunate to sit with our our student representatives here and learn from them and hear their perspective, hear from the perspectives of our youngest as well as our oldest uh students in the district. And there are things I tell people and I make that analogy all the time. Until you know the sausage is made, you'll never

014understand what's happening on this side of the table in the classroom whether a parent or not. We only know so much. And when you really get in there and you hear what's most important to our teachers, to our students, regardless of age, then you really know how to move forward on this board. And I've got all the trust in the world in our administration, our faculty, this current existing board, uh the new board member that will come on because there's a lot of work that has to be done. But everything I' I've learned in these last three years, and I say three years plus, paying attention, uh coming off the board doesn't mean I'm not going to participate. Uh my oldest goes into sixth grade next year. So I have a feeling that I was

015spending a lot of time on Longfellow's uh PTA which I've already already begun looking at how we can improve anything that we have an opportunity to because it's important that we all stay engaged and involved in every student not just our own not just our own kids. And so with that, I will say thank you to all and everybody here, everybody that's always listening in because there's great work that's being happening and and being done in our schools, our student athletes, the academics that they put up in support. It inspires me every day to know that what is existing, what we're going, and what we're striving toward. And that Northstar and our strategic plan is always looking out for that youngest in every student in our district. So, thank you all. >> Thank you, Mr.

016Morris. We appreciate you. So, we know that you were hoping to stay for the whole meeting. You're welcome. Um, and we're always glad to see you back again as well. But we also know that you might have homework. Um, or maybe you haven't had dinner yet. Um, so we'll just take a brief moment for those who would like to leave the meeting at this time. Those who are staying on, please feel free to um grab a chair, maybe move up to the front a little bit. Thanks again to our athletes and scholars for being here tonight. We're really proud of you. Okay, thank you. We're going to move on to um number three on our agenda, public comment. Um the board always appreciates uh hearing from community members and this is the opportunity in the

017meeting tonight to share your thoughts. Um I will first read uh the public comment at board meetings policy. Um we always read this because we never know when someone might be here for the first time. Um we will then uh look for public comment in the room pick a few of those and then we'll also look online for public comment as well. So, um, members of this of the board value, this is 0167.3 policy on public comment at board meetings. Members of the 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 all comments and will respectfully consider this input in decision-making. The board will take public comment on both non-aggenda items and agenda

018items at each regular board meeting and may take public comment during special board meetings. The public comment period will occur near the beginning of the meeting and shall not exceed 30 minutes in length unless extended by the presiding officer or by a vote of the board. Individuals must limit their comments to three minutes. Participants must be recognized by the presiding officer and will be requested to preface their comments by an announcement of their name. Public comments submitted to the school board email address by 10:00 a.m. on the day of the meeting of the board will be added to the online meeting documents to become part of public record. Emmailed public comments must include the name of the person or persons submitting the comment. All public comments shall be directed to the presiding officer. No person

019may address or question board members individually or direct statements, comments, or questions to staff or other meeting participants. Board members are obligated to follow the Wisconsin open meeting law, which requires advanced notification to the community of the board's intent to discuss and or take action on an item. If p public comment concerns an item that is not on the current meeting agenda, board members may not respond other than to thank and acknowledge speaker for their input. The presiding officer may a limit the number of times a speaker may comment on the same topic. B interrupt, warn, or terminate a public comment when the statement is too lengthy, directed to anyone other than the board presiding officer, obscene or disorderly. C. requests any individual to leave the meeting when that person engages in conduct which is

020disorderly. E requests the assistance of law enforcement officers and or security officials in the removal of a disorderly person when that person's conduct interferes with the orderly progress of the meeting. E. Call for a recess or an adjournment to another time when orderly conduct so interferes with the orderly conduct of the meeting. Disorderly conduct so interferes with the orderly conduct of the meeting as to warrant such action. F. We wave these rules with the approval of the board when necessary for the pro protection of privacy or the administration of the board's business. Recording, filming, or photographing board meetings is the person operating the equipment should contact the superintendent prior to the board meeting to review possible placement of the equipment and must agree to abide by the following conditions. No obstructions are created between the

021board and the audience. No interviews are conducted in the meeting room while the board is in session. No commentary, adjustment of equipment or positioning of oper operators is made that would distract either the board or members of the audience or otherwise disrupt the meeting while the board is in session. The board encourages all residents to be well informed about school affairs. Therefore, regular board meetings are livereamed and the recorded schoolboard meetings are available for viewing online on the district's website. Executive sessions and inservices for board members are not recorded. Okay. So, we are going to have 30 minutes and um we have Mr. Morris timing us on that and Mr. Bower will let you know when you're getting 30 seconds to the end to two and a when you're at two and a half minutes

022and about to get to the end of your three minutes. Um so that everyone who's here um gets a chance to share what they came to share. If you could please make sure to um to go ahead and wrap up your comments when you hear that request to finish. Thank you. Um we'll start with the room. Anyone in the room who wishes to make public comment, please approach the mic and tell us your name. >> Good evening. Nicole Eder and I'm a district parent and member of Supporter Schools Wawa, also known as S SOA. One of the primary goals of supporter schools Wawaossa is to advocate for the resources our schools and students need to thrive. And that's why we're concerned about the district's proposed staffing plan for next year. We understand that the lack

023of state funding is forcing all Wisconsin districts to make hard budget decisions. However, after the 20 24 referendum and recent community discussions, it's clear that our community is committed to maintaining low class sizes and preserving student-f facing staff whenever possible. In the community survey before the 2024 referendum, the most popular cost cutting strategy among staff, parents, and non-parents non- staff by far was to cut administration and/or district level staff. To cut only two district administrators next year while reducing teaching staff, mental health supports, and academic specialists who provide needed interventions could be harmful to our students. We are especially concerned about the proposal to cut four academic specialists because we know that the Wabatosa school district is not serving our highest need students to the same capacity as our surrounding districts. We also know that

024students continue to struggle with mental and behavioral health. We share the district's vision to ensure an exceptional and equitable educational experience for all. And we believe these cuts could make it more difficult for the district to achieve that vision. It will also likely increase the workload for teachers, potentially decreasing their job satisfaction and hindering the strategic plan's goal under the culture category, which reads, "The district will improve academic and social emotional outcomes by hiring effective educators and maximizing employee retention." End quote. In the spirit of being collaborative and solutions-minded, SOS recently emailed board members a list of non- studentent-f facing positions to consider for consolidation or elimination. Cutting just a few positions elsewhere could allow the district to retain the four academic intervention teachers. These alternative reductions could improve teacher morale while reducing administrative overhead

025and by reducing administrative overhead while maintaining necessary daily support for teachers. and it would demonstrate to the community a good faith effort to trim operating expenses before voters are asked to approve another operating referendum. We strongly urge district leadership and the school board to look for other areas that could be cut before reducing teachers and other frontline staff who work with our students every day. Thank you all for your consideration and your work in determining how to use limited resources to best serve all of our students. Thank you. >> Thank you for your comment. Good evening. I'm Katherine Hudson. I'm a parent of three children in the district. Um I'm also here to talk about the district staffing plan and concerns I have regarding that. Uh before I say my concerns, I just want to

026say that as a former former instructional coach for the district, I really value and appreciate and I see the work that our district administrators have put into our making our district stronger. I think 5 years ago we were in a very different place as a district and I think it's thanks to our curriculum coordinators and our our directors that our district is in a much more stable place now. However, I think financially we are in a very different position now and we do have some hard decisions that need to be made as a district. We are in a more stable place. I think that we have an opportunity to look at where we can cut staff at our district administrative office before we cut staff in our buildings. We are already seeing an increase in

027class sizes. I am concerned about especially in our fourth and fifth grade classes in several schools. Um we are seeing increased class sizes. My son, they are consolidating his class next year. There are going to be two classes of 27 kids. At the same time, um we do not currently serve our fourth and fifth graders with academic interventions to the same level that we serve our younger students, which is understandable because we need to focus our attention on our younger students. However, if you are going to increase class sizes and now reduce supports further for our teachers, that is going to put place an extra burden on them and I am very concerned that they will not be able to meet the needs of our highest learners. In addition, our academic um specialists were supposed

028to also be serving our highest um our high achieving learners when they were hired. We were told that they would not only be giving interventions, tier three interventions to our struggling students, but that they would also be providing enrichment. And we do not see those enrichment opportunities happening yet in our schools. So, if we were to keep those academic specialists and we were saying, okay, we're serving all of our students. Although, to be honest, I have questions about that. um just given personally my student was in the 18th percentile and I was told he did not qualify for tier 3 intervention which was appalling to me. Um so if we did though get to a place where our academic interventionists were serving all of our struggling students then we could also ask them to focus

029on enrichment for our high achieving students. Um, I just really encourage the board to push back on this plan and to ask where efficiencies can be made at our district level prior to cutting studentf facing staff that are in the classrooms every day with our kids. >> Thank you for your comment. Is there any other public comment in the room? Okay. Well, we're going to go to online. Um, Jamie, I see two hands that are raised. if you would um call on one of the speakers. >> Yeah, forgive the pronunciation if it's incorrect. Brooklyn Modi, you have the microphone. Brooklyn Modi. >> Okay, I'll mute you for now. We'll move on to the next one and return. Uh, the next one is Sykes iPhone. You have the microphone. >> You're muted. >> Sykes iPhone. >>

030Can you hear me now? >> Yep, >> I can. Thank you. >> Okay, great. Okay, so I am a PTA member with students in the district. My name is Carrie Sykes and I would like to invite anyone, even if you're a non-member, to join the Wisconsin PTA this Saturday, April 18th. It's being hosted at Underwood Elementary. You will learn a lot and help be a part of ways to advocate for our kids' future. There are several different uh presenters throughout the day um including hearing from WPEN to get vouchers and costs on tax bills. Hear from WMS, why special education complaints are increasing. There's information about the law forward and WAC about the lawsuit to fund Wisconsin public schools. It's only $25 to attend. If you have kids, there will be care on site to

031play in the gym and whatnot. Even if you can only attend the morning session, it's important to learn more. Um it does start promptly at 9:00, so we ask people get there um before 9:00 to check in. If for some reason you can't join us this Saturday for Wisconsin PTA at Underwood Elementary, we would love to have you join any of our PTA meetings in the district. that includes PTA at our actual schools as well as um the option to join the TOSA PTA which meets the first Tuesday which will be May at the Fiser building at 7:00. Um we also wanted to share that as mentioned earlier there's difficult staffing decisions we face and um everything happening across the state due to the lack of state funding. So again Saturday is another great time

032to come and learn or to join any of our PTA meetings to be a part of it and learn more. Once again to come on Saturday you do not have to be a PTA member. It is only $25 to attend the morning or afternoon session or come for the full day that is at Underwood Elementary this Saturday. Thank you. >> Thank you, >> Amy. It looks like the Brooklyn has joined with an additional um yos device, so we could go ahead and move there. >> Uh Brooklyn Modi, we're going to try it on one account first. You have the microphone. >> Hi. Can you hear me now? Yeah, we can. >> Oh, wonderful. Thank you so much. I apologize. I apparently am not great with technology. Um, my name is Brooklyn Mie and I live

033on 114th Street. I have two wonderful 7-year-old twins who attend Wilson. Um, I come as a concerned parent, but also as a member of the leaders group, which is the special education parents support group of the district. and we are really concerned about the lack of possibly um losing a special education director as these positions merge. We're also concerned about the staffing cuts that are going to be made and the implications of lack of services that it will have on students. Um I have a child that receives a lot of social emotional learning that he relies on all the time. um without that we are really concerned that this is not going to affect just kids like mine or kids with IEPs but also uh the run general ed class and um put more um

034stress on teachers. So I really would encourage the board to look into this more and to look at where we could make cuts including somewhere like the administrator's office in the Fiser building instead of all of these um positions that will affect kids. Thank you. Thank you for your comment. Is there any other online comment? >> No, there are no no more hands raised. >> I don't see any other hands raised. Um then we will um close public comment for this evening. And we appreciate um each person who commented for taking the time to come here. And we also appreciate um the many emails that we received. Um the ones that are received by 10:00 a.m. um are attached to the meeting for anyone to see and review. And the others um board members are

035actively reviewing as well um even though they came in after 10. So thank you so much. We will move on to item number four on the agenda. This is our consent agenda. Um, are there any items on the consent agenda which board members would like to remove for separate discussion action? >> Yes, Miss Hammer, please. >> Can we remove items um E, G, and H, please? Okay. Anyone else? Yes. Um I don't necessarily need to remove I employee transactions, but I would like to acknowledge um Patricia Kaden who is retiring um from East. She is a biology teacher um and just to thank her for her service. Okay. So, it's not a request removed. That's just wanted to comment on that. Thank you so much for raising that um up and appreciating um Patricia. Okay.

036So, um board members, uh is uh everyone supportive of removing um EG and H for further discussion? Okay. Um, so what we want to do then is have a motion that covers all the items that are not removed. >> Um, thank you, Miss Buck. >> It is recommended that the board approve the remainder of the consent agenda and I so move. >> Thank you. May I have a second? >> Second. >> Thank you, Mr. Bower. Um, Miss Summers, please call the RO. >> Mr. Bower, >> yes. >> Dr. Marle, >> yes. Miss Bzinski, >> yes. >> Mr. Morris, >> yes. >> Miss Bach, >> yes. >> Miss Rolland, >> yes. >> Mr. Wier, >> yes. >> And the motion carries. Thank you. Okay, so we're going to start with um item E. Um go ahead,

037Miss Hammer, and let's get started for our discussion, please. >> Sure. >> Um for item number E, I just had a clarifying question um for Mr. Ear. When we received the report in March, um there was a deadline of March 31st, um a supplemental material or audit that was due. I just wanted to make sure that that was completed on time. >> That was for the federal single audit and it was >> okay. Thank you. >> Thank you. >> I guess I also want to offer a thank you to you and your team. Um, we got a very positive um, we got very positive feedback from our auditor um, that she really was given everything that she needed and timely from your team. So, um, kudos uh, to you all for a great job. >>

038Great. Thank you. >> I will pass that along. Thanks. >> Yes. Thank you for your effort. Um, would you like to offer a motion? Um, I move to approve consent agenda item E. >> May I have a second? >> Second. >> Thank you, Mr. W. Um, Miss Summers, please call the RO. >> Dr. Worley, >> yes. >> Mr. Morris, >> yes. >> Miss Rolland, >> yes. >> Mr. Bower, >> yes. >> Mr. Wiger, >> yes. >> Miss Brazinski, >> yes. >> Miss Faul, >> yes. >> And the motion carries. Thank you. All right. So, we go on to item G. So, I sort of have the same comments for both of these items. I would just ask that we take a vote to move these onto our next meetings agenda. Um, these revised and new

039job description are they're really closely well directly aligned with the staffing plan that we're going to be um reviewing tonight and discussing. So, I just would ask that we vote on these in our next meeting or whenever we vote um on the staffing plan >> and that we have them on the regular agenda >> so that there's >> so there's discussion. Um that sounds good. Anyone else comments or questions? Thank you for bringing that forward. Um, so do you want to um we're so we're not actually going to vote on them um tonight and we'll make a note in the minutes that they are moved forward to the next meeting. >> Great. >> Thank you. >> All right. So that ends um our discussion of the consent agenda items. We'll move on to number five.

040strategic systems and goals and letter A resolution authorizing the borrowing of not to exceed 3,52,31.13 providing providing for the issuance and sale of general obligation promisory notes. Thanks, Mr. Eer. >> So, we've talked about this uh a few times. We had discussion last uh board meeting have discussed it at finance uh committee as well. Um so this is a resolution um that I'm asking the board to pass so that in case we need additional funds to cover payroll related to uh the tax chargeback that we'll have those funds. I I what this will put in motion is um an exploration with the city of how to best uh borrow those funds should we need to. Uh one of the options we have available to us hopefully is to partner with the city uh use them

041essentially as a bank uh if their interest rate is competitive with bank interest rates. Um in in other communities what I've done is borrowed the money from the city and then you keep all of that interest at least with all the local taxpayers. So, it's a um often times cited as some of u what they call good government. So, um stay tuned with what the uh again, we hope not to have to borrow any money. Uh but I do want to put plans in place in case we have. >> Awesome. Thanks for explaining all that and thank you for being proactive. Um so we don't have to call a 11 pm emergency meeting. Um board members, we've discussed this last time. Is there any remaining questions or concerns or comments? Okay. So, you want to

042go ahead and put on the motion on the floor. It is recommended that the school board approve the resolution authorizing the borrowing of not to exceed 3,52,31.13 and providing for the issuance and sale of general obligation promisory notes and I so move. >> Thank you. May I have a second? >> Second. >> Thank you, Miss Buck. Um, no one else had further comment, so we'll move to calling Miss Summers, please. Miss Armor Rand, >> yes. >> Mr. Bzenski, >> yes. Miss Bach, >> yes. Mr. Wadier, >> yes. >> Mr. Bower, >> yes. >> Mr. Morris, >> yes. >> Dr. Wle, >> yes. Motion carries. Thank you. Thank you, Mr. Efer. >> So, we move on to present letter B, um, presentation of the preliminary 2026 2027 staffing plan for teaching staff and educational operational staff.

043Um we'll start with a presentation and then we'll give board members an opportunity to um ask questions. This is the first time the board is hasn't had an opportunity um as a group to look at discuss and ask questions. Um I will acknowledge as they're getting settled and getting their presentation up that we've had um a lot of um very thoughtful community comment. Um and we um we have some time after this meeting as well to continue to hear from the community. Um so if you didn't get a chance to reach out to us um before the meeting, please don't hesitate to reach out to us um after the meeting as for this. Thank you for this opportunity. Um I'm Stacy Clam. I serve you as your chief of people and family support. Thanks for

044having us here today and participating in this conversation. So um I'm just going to kick us off. Okay. So when developing this static plan, it's going to go. Okay. When developing this staffing plan, um we worked hard to consider our service delivery model and our commitments when we were doing so. So when considering our service delivery model in the midst of also considering the reductions that we may have to consider um we work thoroughly as a in a process of commitment. So these are the commitments that we tried to maintain when we were doing it. We wanted to keep dignity and respect to our staff. We wanted to be thoughtful. We wanted to keep at the center the strategic plan and the mission and the vision that you all have us um slated to follow.

045We want to support our employees through this transition and change. We've worked with our staff, gotten feedback from staff. We want to pri prioritize the support for staff and students with low class sizes, student services available directly at the building level, supports for students, and then also tier three behavioral and academic supports were like our driving forces and things that we tried to keep at the forefront when we were making um these decisions. Um, and the factors that really are impacting us, as we've talked about, um, um, as we know with the referendum, we still want to maintain having close low class sizes, and we want to make sure we're increasing our teacher teacher compensation. So, through all of this, the district must implement the $2.5 million of annual operating uh, efficiencies over the next

046three years. And this is just our initial plan that we have slated to help focus on minimizing the impact that we're going to have on students. And with all of these decisions, our strategic plan is grounding in the theory of actions. In the theory of action that if adult practices improve, then student outcomes improve. So our proposed staffing model tonight reflects this theory of action in pursuit of the vision and in service of this mission. So this is our initial thoughts. >> Hi Nicole Marble, chief academic officer. Uh thank you Miss Clem for kicking us off. Uh we appreciate the opportunity to pause and reflect on our current service delivery model. Both the division of academic performance and people and family supports have worked to analyze our system through uh data to present to you

047these staffing models. The system that we are staffing in and supporting are not the same systems that we had four years ago, which we heard during our public comment. That is absolutely true. We are finally in a position to begin addressing tier 2 supports while maintaining quality service delivery at tiers two uh tiers one and three. Statistically, we know that whatever is done in tier 1 will meet the needs of 80% of our learners. We know that another 15% will mean need more targeted support either because they need additional remediation or they need additional extension or challenge. This is supported through differentiated instruction and targeted intervention at the classroom level. Statistically, approximately 5% of students need something even more intensive to support skill development or address significantly advanced learning needs. According to the Department of

048Public Instruction's multi-level systems of support, this is how a school system should be organized to prioritize the needs at the tier one level to avoid overwhelming the tier 2 and tier two, tier 2 and tier three layers of support including special education. Our academic recommendation is presented knowing that we have seen a 5 percentage point reduction in students that need intervention, intensive intervention from last year to this year. This is because of the hard work of our teachers in their classrooms, executing and strengthening tier one instruction while il utilizing standards aligned resources and measuring and monitoring success and needs through common assessments. We are we have come a really long way in strengthening all of the layers of instruction. For this reason, we are making the following recommendations to the staffing plan for 2627. And

049before I get to the recommendations, because we have had to um reconfigure so many roles and responsibilities, we also needed different uh titles to better reflect the work of the people in those roles. So rather than having one director for curriculum and one director for instruction, we have um we will be re we have reduced for next year a an administrator. Um so then we have one director that is in charge of curriculum and instruction. Um another proposed uh reduction is the reduction of an academic and career planning coordinator. Therefore, that work needs to be still needs to be done and we would put that with the director of strategy and academic operations rather than the school growth coordinator solely focusing on talent development and um and intervention needs. We would also task that individual

050with supporting English language learners and junior kindergarten which are currently supported in other spaces. uh our instructional coaches really does not capture the work that they actually do. They are curriculum and instruction specialists. Um coaching is one element of the work that they are tasked with doing. Rather than clouding uh the nomenclature of specialists with academic specialists and curriculum instruction specialists, we are moving to call our academic specialists academic intervention teachers. They are interventionists. That is what they're doing. Just be very clear about their role. And then curriculum coordinator would shift to curriculum and instruction coordinator because they are really helping to um curriculum instruction is back tied together rather than living separately. So all of this boils down to um a a staffing model that I will just read a little bit more plainly.

051Um our staffing model recommends support um recommends supports at all layers of teaching and learning. This plan represents a balance of support to ensure that we can still make progress towards the goals of the strategic plan. We did explore many different staffing models before landing on this proposed model. As a result, we are recommending the following shifts. As I had mentioned, the reduction of the ACP coordinator position, reduction of a curriculum coordinator position, the reduction of an administrator, the reduction of a curriculum instruction specialist, and the use of grant dollars to fund a curriculum instruction specialist position, and finally, a reduction of four academic intervention teachers. I also just want to elevate that um the proposal for next year in terms of um the reduction of more district level staff in 2425 we had 11

052coordinators we are looking to propose moving into 2627 with seven coordinators to so to say that we have not reduced non- studententfacing staff is fundamentally um not true so then the remaining FT again the work still has to be done and we have reorganized it um as you can see on the following organizational chart and all of these positions do interact with all of the stakeholders in our system. Okay, the staffing plan overview for the division of pupil and family supports. Um I have it laid out um I'm going to go through it based on what level. Um at the high high school currently we have eight counselors, two social workers, two mental health specialists and then 1.2 so 6 at each building school psych. Um the recommended change is that we'd make one mental

053health specialist reduction and that gets moved into some of the um overall overall staffing reductions and then one mental health um specialist to get shifted to a school psych. Um then the proposal will have eight counselors, two social workers and two psyches at our secondary level. Overall the overall change for our high school would be down 1.2 across both buildings. Then at the middle school we have six counselors, two mental health specialists and 1.4 school sites. The proposal is that we take the two mental health specialists and shift them into school social workers. A gap that we have had in our system is a lack of clarity of roles. And without that role clarity, it has made it challenging to um make sure we have efficiencies and make sure that we're following through with all

054of our practices in all of our buildings when every building didn't have a social worker. So this um we are taking as an opportunity to make sure we have the services that all of our students need in all of our buildings, which would include a social worker at all of our buildings. Um and then a reduction of 0.2 school psych. Overall there's a net change of 0.2 down at our middle school. Um for the um elementary school um we are recommending currently we have 10 school social worker workers, two deans, five social emotional specialists and point 4.6 school sites. Um with our um when when people leave and we interview them oftentimes currently systemwide we have 7.2 to school sites. And one of the uh common feedback we get from people who um have chosen

055to move on to other systems is the narrow scope of the way we use our school sites here. School psyches are trained to work with students. They're trained to provide mental health supports. They're trained to put in systems. um with the lack of having um with with having both mental health specialists and psyches in our buildings. One, we have fragmentation within some of our buildings because some some buildings would have like half of a social emotional specialist and half of a school psych. Um this proposed model would get us more stability within some of our buildings by having some buildings having a full-time person rather than two people coming and going. And we would be broadening the role of the school site to be what they're trained to do. So that full scope of their

056their role. So at the elementary our recommendation would be down a total of 1.8. Um and the way we're we're doing that is um also increasing some or decreasing some people at the district level to give more people back to the building. Um currently we have four directors, 1.8 diagnostician, one mental u one um MLSS coordinator and 18 speech language pathologist. Now granted they serve the students um across our system. Um we are recommending going down a director down a point 8 diagnostician down um MLSS coordinator and down one speech language pathologist to give us a total of um three directors one diagnosticians zero mental um MLSS coordinators and maintaining the seven speech and language pathologists when I >> what's the MLSS coordinator >> um multi-level systems of support coordinator so what they were doing

057was supporting our buildings with um gathering their data, putting structures and systems in place, creating criteria within some of their um buildings to make sure we have academic supports and behavioral supports. So, some of those pieces are created, but we also need our school sites to live it and have it lived every day. And the challenge we've had is our school sites have been limited to doing more of the um IDA and special education um evaluations rather than being able to live into looking at the data who need who has needs both at the intervention as well as the extension. They do all of those services for our students and make sure that we're identifying and recognizing those needs. So as a district we are recommending we go down 3.8 net um FTEE and put

058that back into some of our buildings. and what that looks like um when you're looking at strictly um people service staff um across our buildings, how that impacts some of our buildings. Um historically here in um Wo Toaster when we first came people were more develop or more divided equally rather than equity equity equitably. So we are trying to really use our data to look at um evaluations um what are the needs in each of the building related to um um students that need support, students having behavioral referrals, all those pieces we're kind of looking at together to see where are the needs in our building to make sure we have um the distribution of our staff to go where the needs are. Um and with this new battle, we have some more stability in

059some of our buildings. As you can see, for example, Roosevelt um is down 0.2, but what they used to have was a partial school psych and a partial social emotional specialist. Now, that principal will have a social worker and a school site to rely on all the time. There won't be people traveling. We won't be losing some of the efficiencies that um we were having and they'll have more consistency in some of the buildings. So >> overall um this is a recommendation for um our overall system and the organizational chart. Um as was mentioned earlier our special education we still have our 4.5 special education coordinators and a transition coordinator which we have added to our system. Many of the barriers that our students within our special education are experiencing is because we need to

060have um some more attention made to one having a behavior specialist, someone that is serving all students as well as a director of pupil. our recommendation for a director of students um success to really focus in on those systems, those interventions, those supports that we're putting for students and then making sure we have behavioral interventions and behavioral supports and really helping our classrooms um when and our teacher teachers when they're struggling to um have what they need to meet the needs of all learners. So when we have two directors who are supporting our teachers to meet those needs, um our special ed coordinate education coordinators can do their work to um build the capacity of all our special education teachers to um serve our students. So how do we keep moving forward? We need to

061ensure that we are staying hyperfocused on student centered learning environments. So, uh, student centered practices and mindsets, making sure that we have supports for classroom management, curriculum implementation, and overall general instruction. Um, making sure that we still have tier three supports for students with the greatest needs. And then, um, engaging with our educators around professional learning on student engagement. We also need to continue to develop the leadership of um teacher leaders so that they can further continue to support um teaming structures uh which is um currently an area for uh continued growth for us as a system. And then um through the use of clear academic uh program plans being able to make sure that we are living in the continuous improvement cycle which never ends. It's always always moving um so that we can

062continue to develop, monitor and adjust curriculum and instruction based on uh based on data and we can continue to move forward with um responding to the academic and career planning audit which is a significant part of the strategic plan. Um, additionally, we want to make sure that we uh continue to develop and maintain and monitor sustainable structures rather than relying on um flexible um individual driven services. We need to make sure that we continue to have uh clear role delineation um and reduce any redundancies that we see and strengthen um the professional identity uh of our educators and um making sure that we have role align professional learning so that it's not fragmented as Miss Clem was talking about before. Um and to to that end also continue to decrease our fragmentation and making sure

063that we have stability in our buildings rather than um splitting up personnel and responsibilities. Thank you Dr. Marble and Miss Clem. Um Sarah Zelazowski, uh chief of talent. um I get to be part of um this planning process when it comes to figuring out um what this looks like then in terms of FTE allocations at buildings and in positions. I thought it would be helpful this evening to start with a bit of an overview of where we've seen changes the past couple school years across buildings um and our different locations in the district. So this particular table looks at um each of our locations um and what the uh total teacher FTEE was in the 2025-26 school year, the percentage that that FTE represents of the total district FTE and then the percentage reduction in

0642526. Um and then you see uh the same data points uh for the proposed staffing plan in 2026 27. I would call your attention to a couple of things. Um predominantly um in the 202526 school year uh we saw um changes in sections or in classrooms um at u most elementary schools. So when you see a little bit of increase or decrease there that is predominantly rated related to um if they had two sections of third grade or three sections of third grade or vice versa. Um Dr. Dr. Marble also mentioned um that in the um uh planning for the 2526 school year uh that there were a number of reductions at the district level including coordinator positions um and that is reflected um it's the second to the last row um uh in the

065table um for the 2627 school year um sticking with just the district office calculations um both this year and last year district office represents a much larger larger portion of the reductions um than the staff at the building do. Last year it's just under 10%. This year it's um 13.5% based on the plan that we presented. Uh the only other location um that has a more significant reduction would be Wilson WTEM and that is specifically related to the closing of WTEM and a reduction of four sections at that particular site. Um so again you see predominantly at the elementary schools um those fluctuations. So again, just to go ahead and kind of root ourselves in where we've been the past couple years and how and what the breakdown looks like across our sites and locations.

066Um I thought this was helpful data to look at. The next table takes the same um the same information for our non-eing positions. Um and so um and so again you see uh the the number of FTE by school or by location, the percentage uh of the total FTE in the district that's represented by that location and then the percent reduction experienced uh in the uh 202526 school year and the proposed reduction uh in the 2000 uh uh for the 2026 27 school year. um as I have the past several years, um I thought it was helpful to go ahead and take a look at the projected average class size for next year. Um in comparison to the actual class size averages for these past several years, um please note that we have recently made

067the transition from our projected enrollment in JK and SK to our actual enrollment. Uh and so there is an asterisk and a note on the bottom that um as this year tends to always do uh we don't quite have the same number of registrations in JK and SK as we predicted that we will have by the start of the school year. Of course that is something that we monitor. Um and you see that um you know based on what we're looking at for grade levels um there is maybe a slight increase in the class size averages for grades four and five. I think the largest sections according to our current enrollment would be class sizes of 26 at Washington Elementary School um in grade four for next year and that would be the largest class

068size that we have. Um please also note that the projected average class sizes include the open enrollment seats that the board approved in January that is included um in those averages. And finally, um 26.1 FTE is is quite a large number um in terms of reductions and changes. Um and so you'll notice that when we look at how this breaks down into voluntary attrition, transfers, and involuntary reductions, none of the numbers add up specifically to 26.1. And there's overlap across um across each of these areas. So we have 19.8 FTE. Um that that includes that's individuals who've already decided that for uh retirement purposes or if they're leaving the area that have voluntarily said that hey we're leaving the organization. We're able to go ahead and use um those assignments either to make reductions themselves

069or to go ahead and backfill those with individuals whose position positions are changing. Um and so um of all of um all of the staffing changes um there are about 22.2 two FTE represented as transfers. Uh and based on what our staffing plan looks like right now, um there would potentially be three uh involuntary reductions, individuals who would have a job if we said that their job could still exist. Uh and that includes administrators, teachers, all of the positions across the 26.1 FTE. >> Well, Victory, how many are administrators? >> Two. >> Thank you. >> Yeah. Uh and thank you uh for uh for hearing our presentation. Uh we look forward to your questions. >> Thank you. Thank you for the presentation and um for being willing to be here, able to be here to

070answer questions. Board members, this is our first opportunity as a group to um dig into this a little bit more. Um uh you might have your own thoughts. You might also want to talk about public comment that's come in. Um we'll start with who wants to start us off? >> Mr. Bower. >> Um the first is not necessarily a question for you guys uh directly, but the question has to be brought up is why are we even looking at reducing personnel at all with the referendum that was passed in 2014? Um, as best as I can tell, this might be a question most directed to Scott, is that there is an um I have to figure out how to say this tactfully. um with the budgeting error of 24 um not all of the costs

071were expected uh were actually rolled into the referendum which means that we have uh some interesting choices to make over the next couple of years. Would that be a fair understanding, Scott? >> Yeah. Um to to put it another way, I I think the board made some promises um in I guess it would have been June of based on information that they thought was true at that time. Um a few months later, we found out that that information wasn't true. And so the board is living up to those promises given faulty information which has led us to uh this spot. Right. This is not a spot that any of us uh I would imagine uh would want to uh be in. Um, it should be noted uh that I just got an email from WSB

072that there's ongoing talks about the state budget surplus that's going on uh that seem to be on their way to concluding. Um, it would be behoove us to make sure that we influence uh our electeds to direct as much money as reasonable um to the public schools so that we don't have to make as dramatic of decisions. Sure. to the point at hand. There is a lot of concern uh coming from public comments uh or just emails directly to us um as board members concerning how do we protect the structure that we have built over the past 5 years or so versus concerns about cutting at least the public comments that I've received cutting a lot of social emotional specialists having people who are in the buildings and uh engaging in students who are generally

073disregulated. Um having seen what I have seen in the district over the past uh five years and then also as a teacher, there always has to be a human that is well trained in order to deal with a student that is disregulated. And the concern that is brought up over and over again is if we cut different elements uh social social emotional specialists for instance or um I mean I can go through the list but people who are there in building every day and part of their responsibilities is dealing with those students. Um, how does this staffing plan balance the immediate need of the buildings in dealing with disregulated students while simultaneously maintaining the structure that we have built? >> Thanks. That was a great question. Um, I would say that our new staffing plan

074will have more stability for our buildings because currently with the structure of social emotional specialists. We have some buildings that will have someone in the building part of the time and then another part of the time they have a school psych which is why um it's been difficult. We have um myself and um the other directors in our division have had to come together often reallocating reconsidering going to where the need is making sure that we're readjusting because the way we are we were divided wasn't equitable across our whole system for one and it wasn't consistent for some of the buildings. When buildings have two consistent people in a building in many in many of the places, they're able to address those needs. often too with the addition of the behavior specialist, having someone that's

075at the district level that can be deployed based on data that they're showing in the building there. When a student is is um having challenges learning and having challenges engaging in the environment, we can deploy that person to help one be an expert on students and behavior, but then also to support those people in the building who isn't quite as emotionally involved. It's it's really challenging. The thing with behavior is it is emotional when a child is not doing well. Our teachers want these students to do so well in their classrooms. Our our building level people want students to do well. But you're also emotional about it because when a child isn't doing well, it's difficult to um remain regulated even as the adults. So having an external person that we can deploy who's a

076little less um emotionally involved in that situation who can be objective and then help support to get it to a child to a good place um help support move the system and move move those um those plans forward because in each of the systems each of the places that I have been involved in over the past four years when a child isn't doing well there was nothing magical that happened other than pausing looking at the data uh coming together as a team and planning and putting a really good plan in place that everybody can um serve together around that student. So that's the intent of this is to be more intentional and less reactive. But the push back would be well if we're going with 0.5 or 6 depending on the school wouldn't it make

077more sense to cut other pieces of the um CNI specialist for instance to pick on lowh fruit I'm sorry um wouldn't it be easier to have cut enough so that everyone has a dedicated person every building has a dedicated person for that purpose. >> Uh do you mean a school psych or a school? >> The challenge with our current seal specialist role that we've had is they have had different level there. There are people who are school psyches. There are people who are special ed teachers or people who are counselors or people who are social workers. There was no consistency in any of the skill sets amongst those people. All lovely people with great um ways to approach a challenge. But it was difficult to be efficient and effective in supporting them to meet the

078needs of students because we were dependent on the skill set of that person. So our goal is to become more consistent with role clarity to allow us to move forward to um support our buildings with a clear vision knowing the skill set of all the people that are in the buildings. Before we go to different topics, are there other board members who had um questions along this line? Mrs. Hol, we'll come back to you, Mr. Ballard. I guess it was more efficient to you. I hope so. Um, >> the first thing I want to say is I have the highest respect um for everyone in this room and I know that um it is emotional to talk about this because we're not just talking about um staffing positions. We're talking about human beings and human

079beings who I know and trust um show up every single day to do the best for our students and for our staff. Um and I think sometimes that's lost when we have those conversations. So I just want to like level set that for everyone. Um, I appreciate all of the work that's gone into um, creating this executive summary, all of the work um, and thinking that's gone behind making these decisions. Um, I have also been talking to a lot of staff and families really since January when Dr. Means first kind of gave us um, a kind of broad over um, view of this. Um, I share the concern of Mr. Bower. Um, I should say I shared um regarding sort of like needing a person in the building who's going to get to that student

080who's being disregulated um who may be a harm to themselves or a harm to the other students or staff. Um, I appreciate sort of how you're making it more specialized so that you make sure that you do have those skill sets in each building. Um, I still have heard from teachers, um, concerns that there there may not be as many professionals available to be deployed if multiple students are having disregulated behaviors at the same time. Um, so, so like that is sort of top of mind for me. Um, generally I have a really hard time considering approving any new district level positions. So, specifically the behavioral specialist and um there's another one and I can't find it. Um for the behavior specialist, I hear that this person would be looking at data to be making

081datadriven decisions um for our social emotional teams. Um >> they're also going to be working with students though like they will be supporting to do that. I just think one person for 10 schools, it's not realistic to me to imagine that person's going to have a meaningful impact on student experience. Um it's also hard for me to just consider adding any district level positions and that's just my stance generally while looking at these cuts. Um we have to me we have a strong data team. Um, so hearing that the specialists would be looking at data and then being deployed to schools to me, um, I would need uh more more of a selling point that that position and the salary and compensation that comes with that position wouldn't be better spent like directly in our

082schools to professionals who can be deployed as needed. Um, so those are just sort of my thoughts on on that position and in our elementary system. >> Yeah. So when I'm speaking to data, I'm not talking about big level data that is like collected on all students. The when you're talking about a student with more specialized needs or real direct intervention, someone who is disregulated, it's not um just a simple minor or simple major isn't going to give you that data. We need the root cause of what's happening. We need to understand what is going on with that student. What is it? What is not only the time of day, what was the antecedent, what what is this behavior? So that it's far more specialized of the data that they're doing. And I would say

083not all people have the skill set to do that. And teachers are I mean teachers are trained to collect reading data, math data, like that is data people are trained to do. But it's um something that when you're talking about the specialized impact of behavioral data is something you need someone like our school sites who know how to do that really well. And that's what this BCBA person or a behavior specialist with BCABA training is someone who um does do that but then also has an understanding most likely in the area of autism that we'd want to make sure that that person has some skill set into. So, we're rolling in that neurodeiverse understanding as well as behavior so that when teams are struggling that they have the um they have the skills to know

084how to address some of those concerns. So, when you're thinking about behavior, that's what we're talking about. And I also want to clarify um having five social emotional specialists and having someone in the building. I keep hearing we haven't I don't I want to level set that when you had five social emotional specialists across 10 buildings. um that's a false sense of reality that there was someone in a building running to a student all the time. This new staffing plan does take care of that challenge in many of our buildings. So, um that is a benefit of the new staffing plan that their old staffing plan did not have. Would the addition of the three point something school psychologists, can we use their skill sets in being able to do the data side of what

085the behavioral specialist would do? Could we use use that? And then the social workers who are in the buildings can work with the school sites that are assigned to their buildings. If this position isn't approved, can those two positions work together to get the information that the behavioral specialist want? >> Absolutely. Like it's not that they can't gather data and can to do that. It's the challenge that I was trying to express about having emotion around it. Sometimes you need someone on the outside when you're in the involved in something, especially when a child's not doing well to kind of that what I'm hearing often and what I hear from our building administrators is I just need someone to see what we're doing. Can you just give us another perspective? Can you give us another

086point of view to help us? And then even to step in. So, um I'm thinking of the challenges in some of our buildings that we've experienced this year. That is how we've stepped in and helped is um had one of our coordinators, had one of our program support teachers going to support buildings to analyze the plan, even to work with the student so that the team can have a time to plan around next steps to support the student. having those additional um resources for them to be able to um move forward and something >> funds that even with the social emotional specialists which we noted they were they were brought into the district with eser funds and the eser funds were to be a stop gap but not to continuously keep positions in place. Um

087what we're finding is that even with the SEAL specialists, those individuals along with principles are saying we need someone else to give us perspective on these students. And so that behavioral specialist at the district level is someone who is highly skilled and I think sometimes we use the term data and it sounds very uh sterile. Uh and what we're really saying is if a student is um experiencing challenges that they don't want to have and the students that are in that student's class don't want to have happen and the teacher doesn't want to have happen. Everyone is saying so how can we help everyone not only the student uh but also their classmates and the teacher and the the professionals who are assigned to that school. That's what this position would do. Uh it it's

088a level of expertise that we don't have. We also get a lot of calls from principles who will say, "I'm fed. I'm" Well, maybe sometimes they say, "I'm fed up. I'm I'm frustrated. I'm I'm out of I'm out of strategies. I don't know what else to do." Um, and then they shrug their shoulders and say, "Help us." And so the the the structure that Miss Clim has proposed, I think is really interesting of having a director of people's services along with a behavioral specialist districtwide that can be deployed and be that external view of things. Mr. Bower, I took however your last comment before Miss Rowan weighed in and I'm paraphrasing it, so please if I'm wrong and I didn't hear it the way that I think you were presenting it, please let me know.

089But I think I heard you say, can't we have everything that Miss Clemen has put on the table plus what we currently have with specialists by just reducing the coaches? So in in reality, bravo, Miss Quinn, for presenting something that is going to actually bring more role clarity and stability, but can't we keep bulk if you just went deeper with your coaches? I think that's what I I was hearing, but please correct it. uh not necessarily coaches specifically. I don't want to pick on any uh subgroup, but I mean there has to be other places that we could find that FT. >> Thank you. If I could just follow up on that, I I think the question is looking at um given what we're seeing, I mean, we're really proud of the progress that has

090been made with the um disciplinary framework, you know, with um implementation across the district. We're not yet seeing the numbers um monthtomonth that we really want to see. So maybe um what is what is it about having this position that would help us get to the next set of goals? >> Well, this position would be able to be in line to be deployed by someone here. Um so I I'm kind of picturing that position. Are you talking about the behavior specialist or just the services? >> So specialists >> just to be really responsive based on it. right now when let's say you have a student that is all of a sudden experiencing challenges in your building um we've had to come together and say okay who which social emotional specialist who can we pull from

091one building to bring to this building where can we pull from so that we can send some support to this building because there's a child in crisis that we need to support this way we're not taking from one building to get to that building we'd have someone situated to support that student in that building just in time and that is what the um the building principles especially at the elementary level are asking for. They're asking for someone that can be an expert around behavior to help support them so that we can stabilize the situation quicker rather than having to pull from other other um places at the point in time because that's honestly what we've had to do currently in our current. >> Would it be fair to think that part of this is that

092a lot of our buildings don't have the advantage of a dean structure? um maybe don't need a dean the whole time but >> might need that extra layer of support on behavior. >> Dr. really I would say that even with a dean structure there are students who are so unique in their needs that having an external person that can help not only give immediate strategies on how to work with the student but to also uh build up the strategies and the capacity of the teacher and the dean and the principal so they're also responsive is really key. So, what we're finding uh is that there are students who may either have an IEP or don't have an IEP and the principles are calling either Miss Clim or they're calling in some cases they're so frustrated

093they'll call me and they'll say I don't know what else to do. And what we see is that there's a need to build the capacity of those folks even if they have a deed. even if they haven't indeed that there there are some young people who we we we think we can support them more strategically and and systemically if we had an a true expert who is >> just using plain language and I so I appreciate what you're kind of elevating someone who just has experience and seeing certain behaviors and and and not being uh intimidated by it but saying oh I've seen this before here are strategies that We can give the teacher, we can give the other students in the class, we can give the principal and we can give to the parent

094of all the all the students involved both um uh the student who is at the center of it and their classmate. >> Thank you. Uh, one of the pieces of um of that behavior specialist position that we haven't touched on so far that I'm particularly excited about uh from an from an onboarding standpoint is that we've identified um whether it is new educational assistants coming into our schools, new classroom teachers, new special education teachers. Um, we have an opportunity in the organization to really build up our expertise and our bandwidth in order to in order to make sure that staff feel comfortable and confident in supporting students who are demonstrating disregulated behaviors, whether that's special education or not. Um and so one of the components to the behavior specialist position would really be um uh

095onboarding um in terms of what that looks like for new staff members in the organization as well as ongoing professional learning especially for our educational assistants um so that we can really build their repertoire and confidence. Um our special ed assistants and regular assistants they are amazing. They are with our kids directly all the time. Um and this is um this would be a really excellent opportunity to capitalize on people who care and know the kids. Um but but they have not had the opportunity in most cases uh to hear from that expert um perspective on the function of the behavior on understanding the root cause of it and how they can help to intercede and break the cycle. So that's something that again it's that has been a very significant point of conversation uh

096with our with our team internally and and it just hadn't come up thus far. So I wanted to go ahead and share that that again that's an area of growth organizationally that we have from a training and onboarding perspective. Um but this position helps to get us um farther in that space than we've been able to come so far. We feel that we've been too just in time with certain schools that are seeing challenges with certain students and we've we haven't when I when I hear teachers and community members say so how are you supporting people where we collectively believe we're not doing a good enough job and it's giving the support and strategies and techniques to deal with certain students and certain situations that may really be difficult and and it's not fair to

097say we'll figure it out or and it's also not um because I think we're doing that in some cases or in other cases we're I think what we're trying to do to fill the gap is we're saying well we'll just send more people. >> Well, if you send more people and they're not trained, >> you're what you're doing is creating even more adults who are becoming frustrated by a situation where everyone wants to try to do their very best. this position along with the director of people services we believe is the level of expertise that we don't have in in the system right now. Would it be fair to go? Do you fair to um see this also as trying to create create some level of balance and equity across the different buildings? because we

098I know like even if our our pre preventative p practices and PBIS and restorative practices look very different from building to building and yet we know that in every building we've got as you mentioned appreciate taking putting the context that some students are um neurodeiverse in their learning practices and supporting them may just really transition an entire classroom. So, is that part of why you're thinking the district space for this rather than trying to have a different people in each building that have, you know, like relying on, for example, a school psych in each building to do this >> that you're really looking at how to make this more even across the district? >> Yep. I'm I'm picturing it as a district person who isn't really at the district very often. They're in the buildings.

099But if I sign it to a building, what am I going to do? Like 0.1 of someone across? We need to go to where the need is. And you don't always know where the need is or where the crisis is going to be. And we need to have the flexibility. And right now we don't we haven't had the flexibility to go where the need is when we have our students who are really struggling. >> Can can we talk raft tax? If we had this position, this person this position would have spent more time at Madison this school year. >> This particular year, >> right? Uh this particular year. And there's some other schools that they they would have we would have locked in on. And I think that person could then also be the truth

100teller to us. Uh Dr. Worley, so you're really raising a really interesting point. And and what I mean by the truth teller is to come back to the district office and to say, "Okay, superintendent, dire chief of of people and family supports, here's where your professional learning needs to be for all teachers." This is where we're not equipping them enough to do we're I this person or the two positions can say we can see something's happening districtwide that we need to be more systemic around the professional learning. What's happening right now is becoming more of a whack-a-ole where there's there's a crisis in one building and then we've run to that crisis and then we go to the next and we're not we don't have two people who can step back with their technique to

101say we are sensing that we need to slow down and build the capacity and support people and equip them with techniques in this space around >> yeah that's really helpful um on this chart this sort of current state to proposed state. >> Yeah. >> Um the director of pupil services is not identified on this. >> It wasn't a decrease or an increase. It's taking the director of special education. And so right now we have if you look at what our current structure would have been, it's chief of pupil supports, director of safety, director of student services, and then director of special education. While in the seat as director of special education, I had the luxury of having four people. I have I have people in the buildings, my coordinators who are there to support students,

102support the services that are happening in the building. What I didn't have was someone helping um with only a director of student services or student success and not a director of pupil services. The front end of your disciplinary framework is about restorative practices, culturally responsive classrooms, all of those pieces. I need someone doing that so that our children are walking into spaces so that they their their needs are being met proactively. And it's not that our teachers aren't working hard. They are extremely hardworking people who are trying. We don't have someone focused on that front end of the disciplinary thing. Right now we have student success which is really working on MLSS attendance all those things. We need someone also helping around the behavior and helping around the instruction around behavior. in special education. Many

103of the challenges that I was experiencing for the students and I saw students experience came down to not having those culturally responsive classrooms and that foundation set for them. So we need to really build that foundation around those pieces and that is what I see the role of your director of pupil services doing is that front end of the disciplinary framework really beefing that up as um Miss Worly had Dr. Worley had said we don't have consistency of that across all our buildings. We need that consistency so that we can see our um discipline stuff come down. >> So would this is a new director position or it is redesigned from another? >> It's not an additional position. >> Okay. It would be taking the director of special ed and making the director of people

104services taking on she's keeping the special education oversight u as the chief and and um and so that creates the opportunity and I think you know it's just important to note that Mr. opinion who uh has has left us and did a great job. I would suggest that he took on more of that pupil support role. So when he was the chief, he was also taking on that role as a former school psychologist. >> Okay. >> And so it's not unusual for the chief to also take on an expertise area. and Miss Clim has brought us so far along with special education that I I think that uh her not being there. I I would be concerned with uh with it. The final thing, I know you're trying dying to jump in there, Miss Zeloski,

105is that and we've been really proud of the growth of our special education coordinators. Uh they they're really doing a good job in supporting the schools that they're assigned. So Stacey Miss Clem is now chief she's the chief of people and family services and continuing to be the director of special education >> which okay that's helpful. >> So then I'm taking the things like the dis the disciplinary hearings those types of things those will go around the the people services because we shouldn't be so waiting until a child needs a hearing. We need to be on the front end building up those structures and all of those pieces within the schools and having one person working with children all the way from the classroom level to the hearing level is what the I see that

106happening and that will help all of our students with disabilities because those classrooms will be meeting their needs. >> So you recall Mr. Pinion led all the hearings, right? I mean so that it's just it's the same model. It's just now creating an opportunity for that new position >> from like shifting >> I think that was that was a piece that was missing for me >> like shifting who where the specialty is >> and where the responsibility slots. Okay. >> Yeah. I just had it put back up so people could see >> that makes sense. Okay. >> From a from a staffing standpoint. Um so again trying trying to capture the the nuance uh the conversation becomes really crucial. So the the job description people um the director of people's services would be a brand

107new job description which is why it needed to come to the board for approval but the FTE is flat um organizationally it's not adding additional positions >> and that's why your suspension of acting on consent agenda item G&H is the right thing to do um because you're starting to dive into it now. Um you wouldn't have known that if you would have just simply taken the consent agenda item. So it was it was definitely the right governance move. Uh so thank you. >> Miss back. You might have had something earlier. Was there a question related to this? >> No, I'm just trying to take everything. >> It's a lot where that's what and again this is the first time we've had a chance to discuss it. So anyone else on that seal behavioral area of

108family supports questions things you're wondering about? I mean obviously you can continue to submit questions as they come up um or occurs to you. I mean I do think there's a a bit of a theme here if you it's not obvious to administration that the board would really like to continue as close to and it sounds like we're moving around of maybe getting more effective in what we're doing. Um and we just want to make sure that we're not losing that set of capacities as we have, you know, named positions going away. Um but the the work will continue to be done um because it has been so important to the transition of this district um post pandemic to have those positions um and with all the particular stresses that our um our young people

109are facing um in this particular decade. Yes, Mr. W. >> So, first, thank you for all the work that's gone into creating this document. However, I as I've looked through it, I can't quite make sense of how how it works, how we work it between all of the different perspectives. We have a goal of is not a Mr. Eer is it a goal or is it a mustave that we need to reduce staffing costs by roughly 2.5 million. Um well I work for the board so the board has indicated that in order that they would like to put money into fund balance the only way to do that is by reducing the staff this this FTE. >> Okay. So the this plan has been based off of that premise is really what I was setting

110it up for. Um we know that the community wants to keep small class sizes. that's important, but I don't know that we have a whole lot of leverage to be able to pull there. Um, and as far as as far as the budget goes, there might be some small things that we could do. Uh, however, it might take a lot of digging to figure those things out. And that we have the number of positions, which is what we're talking about today, and the uh the, you know, the wages and the promises that the board made pre-referendum looking at this and and I don't quite have the full handle on it yet. This is just some pattern recognition starting to kick in. Um I don't I don't think I could support a plan that that re

111removes or reduces the amount of uh social emotional learning capacity that that we have because I think that is the current base of our period uh pyramid of of how we got to what we had before and how we got to what we have now. I'm hearing from the community is something we like. So if we take away some of that that a big chunk of that foundation, I don't know how that how that's going to make the rest of the structure stand. Uh, I know we also don't have a whole lot of flexibility in where we can pick and choose. And I'm just I'm pontificating in general for anyone else who wants to um email in or whatnot on on you know where where and what we could do in order to reduce this

112burden. Uh I don't think there's a whole lot that can be taken out of administration districtwise right now. I think what we have is important um to maintain the guard rails on the system that's been built. So we went from no system to a a well a well-built system now to a well built system with guard rails. Um, this to me looks like we're taking some of the guard rails off and we're saying let's see what happens. Uh, I I know that we just can't pull up $2.5 million to to leave it everything as it is. I understand that. Um I'm wondering if there is some flexibility in the one other thing that we do have some control over which is the curriculum implementation runway the period of time in which we uh in which

113we are rolling those things out. not to suggest that we uh ease on the gas pedal on getting what we've already paid for implemented and and trained, but um maybe looking forward and making sure maybe is the seven-year cycle that was developed is too aggressive. Mhm. >> Uh that's the only other lever I've been able to think of that we as a board would have some ability through policy to to help. But that's also not for this year. That that's a we do that now and we see the results in three or four years from now. Mr. White, may I Thank you. Yes, I'm done. Thank you. No, it's very good. Thank you. May I try to I think you're very close to the same line of statement that Mr. power offered. Um there are

114limited levers that we all have. Mr. Ecker's response was 100% correct. The guidance that the board has given us is that we need to reduce $2.5 million. That's the guidance you've given us. And so when you look at the levers, the way from from a clarity standpoint, what would help us is if the board and I I think you're doing it. Um if your indication is we are comfortable with what you put on the table plus retain the seal specialist because the on that primary pyramid of need the first thing that we have to make sure is that kids and staff alike feel safe and welcomed in their classrooms. If there's FTE remaining then invest in curriculum and instruction. I think that's what I'm hearing you say. I think that's what I'm sensing as I

115get feedback from the community, but the that level of clarity of how I laid it out would be helpful to us. >> I'm not sure I could say that I would take this less. >> Okay. >> I mean, I made a a request by email to be given a different proposal. Um, another option, I'm going to put it out there again. I want a second or an alternate proposal that shows us what it would look like that if we can serve and if we feel like we really covered the seal staff and it is very paralleled and we just really need to say that. I mean you kind of you said it but I'm not sure the the fact that so many people aren't getting it until we have a conversation. Um you know maybe

116we just need to be a real clear sentence like this this shifts and renames things but doesn't reduce if that's where we're at. If we are reducing then let's say that. But my request was it concerns more of the staff if we're actually losing um and maybe it's actually better now that the tier three academic specialists and there were four that were named um you know that proposal I would be open to it at least saving some of those positions closer to the four um reduces the CNI roles. I asked to see what that would look like because I want to be able to consider that um and really discuss that with my peers on the board. Um to be told that that was already looked at and considered not an option isn't really the

117kind of conversation that I want to have. So I just want to be really clear on that. It's not a this is okay plus from my corner. I need to see I need to see some other permutations um of this plan where some of the things the community are asked for. Yeah. And again, these are humans and they're people and it's really a difficult discussion. I've been noodling on this a lot for a couple of days since we got this and with all the letters. We want to also be aware of the humans that are being discussed. But I think the board has to see what would that look like? What would we not have if if it's to Mr. Wadier's point of well we're not going to do this in three years or four

118years or in a plan. Um I also asked a question about what do we absolutely need to get the curriculum you know like the math curriculum in make sure that our new teachers coming in are getting their supports. I just think we need as a board to have an additional option presented to us. >> And if that means this is going to take a little longer. Sorry from the budget standpoint but we have to give it the time. What I found really helpful was that chart that you showed what the um proposed state would be per school. >> Yes. >> Um that was really helpful. >> Yes. Yeah, that was helpful. >> Um because looking at it this way, it was really hard. It really it seemed like there was going to be less professionals

119working directly with our students. Um, and I actually another fact um that I thought was interesting with the different backgrounds of our social emotional experts um I think the proposed plan after talking through it um I support it much more because we're putting >> in terms of the because it sounds like we're going to have um multiple professionals with different skill sets at every school versus sort of like peacemilled and and hoping that all those skill sets roll. >> Yeah. So, so I I appreciate that. So, that chart for me and I don't I don't remember now. There's so much if we had the equivalent for um Department of Academic Performance, but it's just really helpful to have like one place where the changes are and this would be what current state was if this

120gets um approved. >> We don't disagree, Dr. Worley. I think you're you're really raising a good point. I think I believe that we do need to bring alternatives to the board, but I think the first step that would be helpful to us is if and I like the way that that Liz kind of landed with her her most recent statement of if you're I hope Miss Clim and I have been able to explain the people and family supports piece. If you're saying yes, we're comfortable with it, then it allows us to pivot to having the other conversation around so what about the academic interventionalists? >> We we are struggling with losing four of them because I'm hearing two layers of concern. The first layer is are we going to be okay from a seal standpoint

121and are we doing are we doing everyone justice in that space? If you say we're we're we're comfortable with that model, there's still a second layer that we owe you in terms of but now how do we how do we balance maintaining as many of the interventionalists as possible? Um ensure in to ensure that we're supporting kids. I think I think I'm I'm hearing that. >> What would that look like on that route? We don't we see it from one side but we don't see what it would look like. >> Sure. >> If we went that route. So, I just want to clarify that from an academic performance standpoint, we do the we do something very similar, but we do not have the data yet to be able to say this school will have two

122academic specialists and this school will have um a full-time ELA um specialist or a full-time math specialist because we don't have our name yet. Um, and I just want to also reiterate that um, what you read in the um, executive summary is that our title one schools still will be prioritized with our academic specialists. We already offset our um, our academ or excuse me, our intervention academic intervention teachers with title one. And so we have to make sure that we are properly staffing our title one schools. And we would need to also make sure that we are um prioritizing early intervention. So we will need to prioritize um academic intervention support at the elementary level. And could you um this might be a good place to um if you're willing to comment on the public

123comment that has pointed to um challenges yet in serving because for the last few years on the board. We have wanted to increasingly um raise that percentage of students that we're serving and the concern has been raised by from a few different spaces that um that change in academic specialists may make it hard to continue that progress that we've been >> Yeah. So every single student that triggers multiple data points underneath the 25th percentile are examined through our student um student support teams. sorry um are our our SSTs. Uh and so then it is the decision of that team of what route are they going in order to support the students um at at the building level. So regardless of whether or not they get um an intervention at the classroom level or through an

124intervention teacher, every single student that triggers multiple data points below the 25th percentile, they are examined on what is the best course of action in reading and math. >> Anyone else on this new topic too? >> Before we go on to a new topic. >> Yes. >> All right. Please jump in. Okay, please back up and clarify the role of the social emotional specialists. You said that that's coming from those are people who are coming from um different backgrounds and may have included people with with credentials as school psychologists. >> Yes. Um most do not. We have one right now that is that's a mental health specialist. Um but um the lack of clarity with that role has been something that has been brought to our division for the past four years because they all

125have different backgrounds and different skill sets. Having a clear picture of what that person does and how to serve students has been very challenging. In addition, it's been challenging for our student service teams. So if you don't have real role clarity within a team, it's going to create friction. Not because people aren't working hard and doing their best. We haven't had role clarity because of the skill set difference within that role. So having more clear roles, a school psych counselor, social worker, having those role clarity will allow us to be far more efficient within our service delivery. >> And so there are thinking of the school site job description >> that includes or this is a question does that include the I um those most necessary skills that we looked for in our school's emotional

126assumptions or social emotional specials. >> Yes. >> So by bringing forward when we say losing five of the social emotional specialists, >> it's not entirely those five being gone because we're 3.2 school site positions are coming into place. So it's a like down 1.9 or 1.8. >> Yeah, we're repurposing to make sure we have studentf facing people in the buildings and we are we are well with having not hope but we know that a school psych has the skills to do all the things that we've been asking them to do within our buildings when it comes to social emotional specialists. What we're doing is creating that clarity. >> Okay. All right. That's now we can go on to another topic. I wanted to make sure that just got some got some extra time on the

127table. >> I had a question. Um I'm trying to track the conversation and also get some notes and takeaways. Um >> thank you. Well, from a budgetary standpoint, um I I'd like some clarity on I wanted to provide some clarity on the MLSS and just um level set everyone's understanding those were eser positions funded with federal money that we no longer get. So, I just want to be very clear about that, >> right? I think people understand that we're just trying to take we want to understand that what we found in having those the value that was gained by having those positions translates forward. Um and I think that's where a lot of these questions particularly the last one is going understanding that that was that was value added but we learned from that opportunity

128to have those spaces. We also learned the role clarity issues um by having that. So I think trying to understand both of those, not saying we want to take those exact same positions and save them, but saying we we want to make sure that what we really got positive out of that can continue forward. >> Right. >> Understood. So the the rules that I were I was asking about were under those SSR funds and those funds no longer that >> we believe that the same functions that are happening with the specialist will happen with the role clarity of a school psych in a social worker being in buildings more definitively and and concentrated in a building where it's one person. We believe that the specialist uh how they're allocated where they're split between two buildings.

129there some. So if something happens and the specialist isn't there, it doesn't matter if you have that allocated in Sarah Sarah Zelazowski's spreadsheet, the functionality of it is that school isn't receiving the support under this model that Miss Clim has put in place. And I want to give a lot of credit to Dr. Hansen uh and also Luke. Luke Pinion brought this to Luke and Darl and Stacy brought this to me in December um of saying we we think we're at a point where we can create greater clarity not only for the people who are here but the the people that they support. >> I I had one other thing and maybe we're not there yet. Um I'm getting a little um I'm not clear on Dr. Willie. Are you asking for a another staffing

130plan that that is the same number of FTEEs or I also heard um Jason say I wasn't clear on are we also looking at reducing curriculum instead of FTE that to me that's a pivotal to build the budget that's a pivotal question and both the promise about curriculum was also made as part of the referendum >> and so I just want us all to remain cognizant of that. >> Yeah. I mean I think the the request just to clarify your director question to me is I wanted to know what curriculum or what the proposal would look like if we kept some of the academic specialists not above it but we'd have to find a different way to reduce that was the request. So the same. >> So in other words, instead of may I paraphrase

131it? So instead of reducing the four academic interventionalists, how do you retake because we have a total of 15 of them. So you're saying keep the 15 academic interventionists. Where else are you going to make the cut? >> I'm saying what would that look like and consider that? >> Yep, I understand that. >> Yeah, >> sorry. I got >> Yeah, >> but we're still talking about FTE. Same time, same FT, same bottom line, but how you feel like how the puzzle's put together. >> Yes, >> Mr. Morris had his hand up. >> It was less of a question, but it was kind of a realization that conversation that we're having right now. If we went back four years ago, we had the reverse of this when people didn't recognize the value of what we were

132investing in. And I think that's very important for the community to know and for everybody that's kind of level setting of of what this team is doing is that people didn't realize all the things that come with have your cake and eat it too. We've got our cake. Our community has eaten it and they've enjoyed it. Now the conversation taking anything away from that is hard to pallet. And I think what we're all saying the same thing is if we can keep the FTE the same, great. We still have to do those things to make those hard decisions because we made a promise in there of not only increasing not only the benefits and the the pay of our teachers, but we made that investment those years ago to dip into the fund balance to

133dip that number to do these things. But now we've made the reverse of that because we've said we had a a point in time where we're going to do that until now we want these same things but we want to replenish the fund balance. And so to do both those to have that yes and we're going to end up in the situation and we have to do with what we we have with what I think this team has done is showing us where we've made the operational gains got the efficiency here's how we shift in order to keep all those things it may include less people but it just sometimes creates a new position but there's no change in that team and it's it's it's not a robing Peter to pay Paul but you kind

134of have to get in that position where people understand that we've made remarkable gains to get here you now see and you're seeing the value in it to maintain and keep that. We have to do something and if we're going to do something that something costs money more of it we're going to ask for no more money or get no more money and also have to put money back in. You have to have leverage there. >> And just yeah just so people know the putting back in is because we are below where we have identified the district needs to be. That's well below where we were or years ago. we are but we are not where we need to be long term. Um and we don't want to spend 15 years getting those percentage back.

135I think that just it's always sounds like well we want to raise the fund balance and that's a cost to somebody but the reason is because there are other things that we lose if our fund balance stays at the low lower level that it's at now. Correct. >> No, thank you. I and Mr. Morris, thank you for your statement. I think, you know, when I think when I when I consider where we were with the number of academic interventionists, the vision for what we put on the table, then people didn't see it. Um, I think people knew that we needed to support our kids, but we we didn't have it. And so, I think some of the concern that community members have put on the table is healthy. Um, and is is is really a

136testimony to what we've put in place is working. Um, and we would love to preserve it all. We can't. And so it goes back to Dr. Worley's statement of show me something else, you know. So, so in other words, if we are if we're prioritizing academic interventions, if the board is saying, Dr. Mean's team, we prioritize it. Can you please bring back other models that maintains the 15 FTE in academic interventionist and make your reduction somewhere else and show us what what's the pros and cons to it? I think that is a very fair request that we we we definitely can provide to you >> and hard predict we might end up somewhere in between. Sure. Right. But we don't have that knowledge. >> Yeah. >> Thank you. That's what I wanted to say is

137um okay and I want to pre preface this by saying if it I'm so livid that we have to have this back and forth among ourselves because the funding at the state is so inadequate. >> This is they're doing that. So now we have to figure out how to make the best of an ugly situation and it's so maddening. All right, moving on. Um, when you see four cuts for these forwardfacing positions, and I read that several times in the narrative, oh, the teacher is the most valuable position person because they're for they're there with the kid every day. So are interventionalists and they're the interventionalists working working with a very small set of students in a in a an environment away from other distractions um can make a huge difference that the classroom teacher

138cannot make. And and so when you see that it's four cuts over here and one or no cuts in other places, that's what makes it really hard. Um we have kids who are going through our public school system and are not learning how to read and their parents, if they can, are paying for tutors. Nobody attending a public school should have to pay somebody else to teach their child how to read and we have families who have been trusting us with their kids and their children they can't they don't have the means to afford that tutor. So then their option is their child doesn't learn how to read. We need the people in the public schools who ensure that our kids get these most basic skills. Please, nobody should be going and paying to learn

139how to read anywhere else ever again. It's our job. Interventionists make that happen. I'm hot physically in so many ways. bad 80°. So, but thank you. Thank you for really putting it in a very specific way and and also being willing to share um how difficult this is um the kinds of decisions and the the the lack of a win-win um that we see in this situation and how what even though we might ask hard questions, we really want this to be the norms of collaboration. we really want to get to a couple weeks from now having a good um as best a possible outcome that we can as a district. >> If I may respond to you, Miss Bzinski, thank you for >> thank you for elevating that. We want the same thing. >>

140Yeah, >> we absolutely want the same thing. >> And when we looked at all of the different ways in which we had reconstructed the FTE that we had to continue to move forward like Dr. Me said, We didn't want to reduce anything because it's all important, right? And we and we we run the risk of having more students qualify for tier three intervention if we do not continue to strengthen tier one and tier 2. It's the it's the early preventative care, right? That's why we brush our teeth every day and floss every day so that we don't have to go and get teeth extracted. But that's tooth extraction is is in my mind the equivalent of a tier three intervention. Tier one and two didn't work. And so that's why we are coming to you

141with a proposal to maintain as much support at tier one and tier two because we're finally finally getting to a place where we can do more at a tier 2 level. And I hear the criticism I'm not oblivious to it that we're not doing enough for our learners that need added challenge. If we remove the tier one and tier 2 support, we will definitely um have compromised ability to maintain to uh reach the um the challenge and extension level for uh students. We are on the cusp of being able to really fly in that space. When I think about the math um pilots and I hear our principles sit here in their school reviews and talk about how we've upped the game of engagement for all students, including students who um typically struggle in the

142professor and students who do really well in that particular area. that they're all involved in the same instruction and they're all finding their place. That's real movement. I believe we're on the cusp. I hear principles talking about that pilot as that potential. So, oh um yeah, could I add a clarification? I don't know that we're when we ask for something else to look at. Um I don't know what we're saying, you know, save the four and then remove four coaches. I think we're asking what else could it look like? Um, and we know that's hard and it's not a it's not coming from a place of disrespect for the hours of work that you already put in. I really respect the time and energy and thoughtfulness that went into this proposal. >> Yes, Mr. White.

143So, kind of to build on that, I'm the the last person who who really wants to see this happen, but perhaps we looked at the communication specialist role, which has a lot of important things in there, and I've been asking for these things for over a year now, but maybe maybe we wait one more year, we look at implementing that in the following year. Um, I'm just zoning in on that on that one because it's something I had I've got a vested interest in uh because I I think it's a spot we can do a lot of good with and it's needed but it's a district facing position and is it is it necessary right now for this next year or >> I think part of the question is going to be will the community

144support that we won't be increasing think the communication and we get that feedback a lot that we're not >> in everyone happy but I but I really and I really would like somebody else in here to continue like we've uh Miss Tuttle has done an incredible job of turning our our communications engine and and rebuilding it. But I still I continuously say it goes out the door but then it doesn't get disseminated to all of the right people in the community because with you know so so I think this thing is important but also I I can be flexible on something like this to say and not just this one but look looking across the spectrum at the different things that um is everything that would going forward is it stuff that we need right

145now or could it be a next year wish list thing? And I'll I'll leave that alone. Uh but then my other comment was or uh question was um with the renaming of some of these and recategorization are we are we moving anybody into teacher buckets and out or out of teacher buckets or into district from teacher buckets? I know there's some nuance there with with the HR and the and the the $8 million promised towards teacher compensations who's classified as as giving those are we moving people in and around with with this I may I start I think I understand the question I I believe that classification shifts are happening or being proposed I should say with the curriculum coordinators uh where they would go from the teaching ranks to becoming select employees. And the

146concept behind them becoming select employees was because those individuals work year round. The ability to have them and have access to them year round was um was something that was appealing. But I don't think we're we're moving any other classifications. But Miss >> No, there are there are no other classifications that we're moving. Um so when we looked at the slide that said that there were 22 point something like transfers that are all taking place that does represent for instance you know some individuals who would be in um in an academic intervention teacher position into a classroom position or a curriculum instruction specialist position into um into a classroom position. There are a number of those shifts but those are with all all within classification. Um the the idea of reclassifying curriculum coordinators is something

147that that we have that we have considered bringing forward in the future. Like it feels like this is um the staffing plan in and of itself is very significant. Um and and that's not something that it wouldn't change our FTE at all. Um but it does change classifications. So that's something that that we've considered. And and I bring it up simply because the classification is if you're classified as a teacher >> um salary wise you you would then be eligible to be in that $8 million bucket. If you're not classified then no. Is that >> uh so yes and no. Um, so the so we have a salary schedule for teachers and so when teachers get to the top of the salary schedule um like we can we add we add percents to the salary

148schedule to keep it competitive but you only get to the top um in other positions um uh there we have competitive salaries um and there's there's neither a top nor a bottom based on qualifications. So, so yes, we've specifically said that teachers based on the referendum commitment are are uh going to receive an extra $8 million um over time. Um and um how that $8 million is structured is is um part of it is framed by the salary schedule, I guess, is what I'm trying to say. Is it partly that you're asking about the financial implications of that reclassification? >> Yes, because this board committed a substantial amount of that $8 million when we approved everything because that was a an approval for one, two, three, four years. And we might just want to know

149in general what the classification. >> So a case could be made to say, okay, well, we have three more that need to be paid out or until we hit that $8 million cap. the where and the when. We gave a whole lot upfront and um I don't remember what the percentage was or the the total effective dollar amount estimate would be but I I remember it being a big chunk of >> I got that chart where yeah >> of that waterfall chart um I don't know maybe a third or half uh was basically given up right right off the top. So whatever is remaining of that bucket then um I'm just thinking about okay numbers where where are those dollars going to go uh that bucket stretches further if the number of FTEEs that are

150being paid to student or to uh teacher qualified positions that if that number is lower then then there's more room for that to go smoothly. Um, but also does that take somebody out of a out of uh being in line for that additional pay and make an equity there. I'm I'm spitballing. I'm I'm asking the questions. I don't know how to frame them right there of of what I'm trying to think in my mind of like how reclassification has a three-year window of of changing salaries and finance and people's household budgets >> or does it shift that cost from the 8 million to the general fund that would be the third? >> Yes, that's what I'm getting at. I don't necessarily I don't I'm not looking for an answer right now. Certainly >> you're looking

151for implications and >> yeah I just it's a it's a it's a topic that came up that I think needs to be mentioned. I don't Dr. Worley, may I may I add to something in a stream of thought that I've been having since community feedback has come and once we've made this plan public that I think you just need to know your superintendent involved is that u and I appreciate the division of academic performance proposed a different title for the instructional coaches because at the core those individuals are helping refine what we do from a curricular standpoint. But I I also recognize that for many are whatever you call them instructional coaches, curriculum instruction specialists, it's a source of tension in the organization. >> It's a source of tension and and so I appreciate Mr.

152Wadier asking the question. So if you make and and and Miss Worley, Dr. Worley, you you've said, well, I'm I'm not saying it's got to be four here or the other. Is there is there a middle ground or something? But just know that there's something that I need to reflect on ultimately in terms of there's a perception that though the work that we're doing is creating burden and and and other issues for staff members. And that's definitely not what we want. Um, but I also recognize that that's something that's there. Despite the data that was placed in the executive summary, despite what we say is the good work that's happening, there's still this tension of there are some who extrapolate it out and we'll say that structure is the reason why they feel constrained and

153that this is not as free of a place to to educate in. And and so that's something that we're all internally are going to have to wrestle with as well as we bring you other alternatives because it it everyone's trying their very best and they're trying and and we're trying to what you'll hear is that at the core we're trying to meet the challenge of what the curriculum instruction and assessment audit was presented to us in the 2122 school year which when I arrived here there was nothing here. And and and I think people have and we didn't add more positions. I know there's this perception that we added all of these different positions. What we've done is we've been we created role clarity in academic performance. And if you are a teacher that went

154from no oversight and no no support to here's a structure, I can understand why people are saying, "Well, whoa, wait a minute. My joy has been taken away. There's this tightness and and and structure that has been placed here. Why are people asking to have agendas of when my teaching team gets together or why why is this person in my classroom? I I I I understand it. Um just know that we're not doing those things to make people unhappy. And in reality, we are doing it because the the audit told us that we should do it. Um, but the reality was happening, the lived reality of it is that there and there's it's either been people going to our our the WA, the Waltos Education Association. I know that they've presented concerns around the coaching

155model to Miss Zelazoski. Um there have been those concerns raised informally. And so just so you know what my stream of thought is as we're looking at all of these different things, we can't continue to go into another school year with that hovering. It it it is it it is taking energy away from the organization. Um and and I think it's placing people who are all trying to do the right work. It's placing them in a really u difficult space. >> Thank you for letting me get that out. >> Yes. >> If I I'm sorry, just if I can just add on to that. So I was here before we had all of the restructuring that we have and back then people were displeased with the lack of support that they got from the district

156level. So, kind of going back to Mr. Morris's comment of having your cake and eating it too, it's if we go if we swing back where we are and if we're reducing support, we run the risk of also then well, we we're not getting any support. So I also noted that you know one of the one of the things that you always all of you always ask us is how are we going to support teachers? You are now asking us to consider how are we going to reduce our support for teachers? I'm just going to frame it like that. Um okay. So, I've talked to a lot of teachers and I would say what Dr. Means just shared is what I hear from probably 95% of the teachers that I talk to. Um, and just

157because the goal isn't to not make them unhappy like the system now I would say with the coaches who are now, correct me if I'm wrong, going to be curriculum and instruction specialists. >> Yes. >> Okay. >> Propose. I know. I'm just trying to like keep it all straight. >> Yes. >> So, what I have heard um consistently is a model that could be tried is that the specialist would be school-based. And I like that because I think that's where Stacy has. >> They are school based, but they are all split, right? >> Yes. At the they are they are split because at the elementary level our classroom teachers are generalists. They do not have a con they they do not come with the deep content knowledge that both um our our ELA coaches have

158or specialists have and our um math specialists. And we think about reading all of our ELA specialists have reading licenses. Not all of our classroom teachers have reading licenses. And so that level of expertise is needed especially in an acting world. >> So what I would like what I would like to see is something that more staff that we have more one FTE of a staff member being in the same building versus that one FTE being in two or three buildings. Um, having been a teacher but not a coach, um, I am wondering can do we need the curriculum and instruction specialist? Do we need a math and an ELA specialist in every building? Because from my perspective, if your if your goal is to improve instructional practices, then an instruction the specialist should be

159able to improve instructional practices for generally. Um, so something I'd really like to see is that a model is that more staff is fulltime in buildings. I think that's better for the school culture. I think teachers if they have the opportunity to build relationships with those specialists and it's not this person who again from what I've heard are seen as someone who who comes in um and I'm not saying this is true are like critiqued what are you what do you have to do better what are you doing not as well as you need to be in this area but there's not a lot of time for the teachers or the students to build a relationship with that specialist. It also would save time like that specialist is driving. So how much time are is

160spent commuting where that time could be spent coaching and and and helping our staff. So I will I will say that I have been in numerous spaces where our it's sorry um our curriculum instruction specialists have relationship with students. I have seen them hug them. I they are when they're in classrooms, they are they are walking alongside the teacher. They're pushing thinking. They're working with small groups of students. So for us to say that the curriculum instruction specialists don't interact with students, that that is fundamentally false as well. >> No, I'm not saying that. I'm saying that the relationships with the students and staff in that building could be stronger if we had those specialists in that building full-time um versus like how the specialists were in two or three different buildings and now we're

161looking at coordinating efforts and and FTE so that there's consistency in the professionals who are working with and I value every professional in our in our buildings like that is my baseline Um, I just, um, teachers generally speaking who I've talked to don't feel as supported by the specialists as they do the interventionalists. That's just the reality of what I have heard. It's the reality of what I've received in emails this week. Um, so I just I'm encouraging like thinking I I don't want it to sound like these are pitting against each other like these two class like classifications of staff. Um, we have 16 specialists >> at 16 and one is at Bell >> at Belf. Yep, I have that. So it's still to me, you're right. You could have one at each elementary

162and two at each secondary with less staffing. That would be 14. You'd that would be one less specialist. >> Yeah. It's a conundrum because we have so many schools. >> Correct. That creates So I I'm just encouraging looking at it differently. Um I think the bigger concern for our district um is for people especially the professionals to value the expertise that these specialists are providing. Um but if it's creating >> tension and teachers don't want to work with the specialists then then then they're not hearing the specialist and open to what the specialist has recommended the same as if they have a positive working relationship with that person. That's all I'm saying. >> I I have strong and I put it in the executive summary. We have strong data to support that our um our

163educators do appreciate working. When we implemented benchmark, for example, our our elementary educators were so thankful that they had somebody to help them unpack and understand what is the most crucial learning. So I think I app like again I appreciate the data. I think what I'm hearing is the anecdotal evidence that I have is not aligned with that data all the time. That's >> I I'm hearing the same things. Um and not to say that they're not valuable. I I agree that they are. Um but I've I've heard of a a coach distributing a rubric that the teachers said, "Well, I could make this myself." Um, I just I'm thinking if there's a way for us to utilize the expertise of our teachers um more as leaders coaching other teachers in their buildings, maybe that's

164a way to um still provide that coaching and still have coaches or DNI specialists. I'm not saying that they're not valuable. Um but I think if we if we cut academic specialists or >> interventionists yes thank you when I think that they provide even though they're with students less time they're doing such intense work with kids that it's really hard for teachers to do in their classrooms. Um, and I'm sure that the teachers are trying their best to reach those kids, but they're just it's different when you have a small group of kids that you can you can really hone in on what they need so much easier than when they're in the classroom. I just think taking that away versus the coaches when teacher our teachers are really good and a lot of them

165have a lot of um a lot of needs too. But if teachers can use coaches when they're needed more specifically I just feel like there's a better balance that we need to reach. And so, Miss Pock, if I may just weigh in, and that's the tension that I'm feeling. And so, I'm gonna, and I think Dr. Roelly said it well, we may have something for you. We'll have something, let me say it differently, we'll have something for you by before the 27th, but we may not be able to, you may not be ready to make a decision on the 27th, which is I know that makes Miss Zelazoski a little nervous. Um, but I and I shared this, I had a one-on-one meeting with Mr. hour and I shared and I have maybe I've shared

166it with m um many of you. It's been painful for me to hear staff members say things like they're not comfortable in our schools and I know that the the the source of it is this model. And I've been in this role in multiple districts where I've implemented things that I didn't want to implement um and and did things that I didn't want to do. That has not happened in Walt Joseph. We've increased salaries. We we've provided resources. And the one and so I appreciate you just putting it out there. The one sticking point have been staff members informally or formally coming to sources of authority to say we don't like this model. And and and that has been the the source of why people are unhappy. and and so and it's not about trying

167to make people happy, but at the same time there is this is this is a challenge for us and and so I I was saying earlier today um as we were preparing for this meeting, this is a pivotal moment for the district because we can't go into next year with that continuing to hover over us. you as a board member, you shouldn't have to have people informally share with you, here's what I really don't like. Um, and people feeling like they can't say it. Um, and so we we have to we have to reconcile it once and for all. >> Well, thank you for taking that feedback because I think the feedback is there even if we don't you all people in the district don't always agree with that feedback. It's important to listen to

168it. Um just I would you know I part of what I put forward back to um um Sarah's point is not I would not sure I would go by the building count. I'm more interested in the role of supporting curriculum and I and this again some of you will see this question when you get to the file that was sent to us this afternoon. the role of supporting the curriculum transitions. To me, that's where we calculate the CNI. And if we can't afford all the CNI support we need, then let's look at some of the other like veteran teachers or some other ways that we might be able to do that. That's all I'm asking for in order to not take all of those four academic interventionists out. Right? So it's not like a onetoone,

169but if we have to make those choices and we can't afford everything in the universe that we want or the whole pie that we'd really like, let's see what our possibilities are and how how how could we do with a little less in that CNI area potentially or the people they are responsible to um and and creative thinking around that in order to to free up that FTE a little bit as spot. Um a couple weeks ago I had the opportunity to see um two fifth grade classes and a kindergarten class in the math pilot and um Miss Weber kind of gave me the lay of the land and and how everything was going and the principles, the teachers, everybody just loves the new math curriculum. So um and I think part of that is

170it's a great curriculum and then part of it is the support that those leaders have given the teachers to implement it. So um I think it's the teachers are also excellent at what they're doing. So utilizing those skills that they have to help implement it across the district next year. But we still need to provide that other the support from coaches and stuff too. So, I think it's like I said, it's a balancing act that we need to continue to to provide the structures that we're we're asking people to do a lot of things in their classrooms. Um, and then lean on our expert teachers as well to provide that leadership. >> Board members, I want to ask you >> that's that that is the model. Miss Bar, >> yeah, >> we've been sitting for

171two and a half hours about how much more time do we want to not to cut it off, but I just want to be a good leader here and um ask how much more time we think we want to discuss this and if it's a longer period of time, which is fine, we might need to take a little stretch break, but um >> good move forward. you can submit other questions or comments that you have like >> our takeaway Dr. We're board members is that we need to bring you uh alternatives um that not only addresses the academic uh interventionalists and a different balance u but also addressing what I shared in terms of the feedback that I think and Miss Bach and I hope that I acknowledge that people are sharing. Uh I I

172I hear it and um I think just from a organizational health standpoint we we we're at a moment where we have to decide which pathway. Uh Mr. Bower has uh shared with me once maybe we're we're we're going too fast. Maybe we don't do as much. Um and and and so I think that's all have that's gonna all have to kind of get washed out uh in the next few weeks. But I don't think from a organizational health perspective, it is wise for us to to double down on where people are sharing with us they're uncomfortable. Um, and that may be informal. There may be no data that supports it. Um, but I could also come back and say there's a lot of data that supports it because the the level of emails, the number

173of emails you receive, the the number of and I see you all kind of nodding. The the the number of informal let me pull you to the side and tell you what I don't like conversations that you've all had that I'm receiving from people. I we're going to have to heed we're going to have to heed that word as well. So, I think we understand the assignment you gave us. >> Okay. I just want to I just want to end with this that the directive that we've been given is to move forward to work in pursuit of realizing the vision in service of our mission and we have endofear metrics that we are asked to uh move towards. the staffing model that we put forward today is our professional expertise uh saying that this is

174what we need in order to continue to move forward to meet those metrics. So I think it's important for us to then also reconcile whether or not we really want those metrics. >> Thank you for adding that. Um I think that the board is under the realization and saying show us the possibilities that as Mr. has said there may be some stretch um or change that we have to look at in terms of um of the system expectations in order to um still have what the feedback and the way we're thinking about. So absolutely, we're not expecting you to work a miracle to do that and that, but we want to understand what would be and that's one of the consequences. We might not get there um at the pace that we said we were

175going to get there. And it's not would not be fair for the board to expect you to get to the same place if we are now also saying we want you to do it in a different way. It's not I I want to really be honest, Dr. Marvel, it's not about questioning your expertise. We are in the position for our job that we were elected to be is to hear out these different voices to bring that into the room and at times to disagree and suggest that we need to at least consider some other possibility even if that has some an unanticipated or negative consequences on where we thought we would be by now or by last year. So that I I we're fully with you that that may have some changes that are not

176100% in line with what we've said before, but maybe we weren't as a board 100% right before. You know, maybe we need to be adjusting. >> Absolutely. I just wanted to acknowledge that I might team and I might be challenged in getting to the end of your metrics >> um if we if we pivot. So I just wanted to publicly acknowledge that. >> Thank you for the transparency. I think we appreciate that and we really appreciate all the time you put in tonight and during the day and over the weekend and in preparation for this meeting and we know that it's a lot that we ask. So, thank you. Okay, I think we need to take a stretch break, a bio break. Um, >> need to get some an air condition >> 10 minutes. We

177have policy decisions that are important. We need to have our heads totally in those. So, 10 minutes and we'll come back and look at um the remaining parts of the agenda that we haven't gotten yet tonight. And we finished number five. We are on to number six. Second reading and our action to approve policies. Um the first one is policy 5120 assigned within the district for resident students is the second reading meeting. We've already looked through it and now there have been no changes based upon our requests and now we look at it. Um do you wish to start by putting it on the table and then we can take any comments or questions? So maybe you want to read the motion. >> I recommend that the school board approve policy 5120 assignments with district

178or resident students. And I so move. >> May I have a second? >> Thank you, Mr. Bower. All right. board members. Um maybe starting with policy committee. What do you want us there's some notes in the case and cadence chart or what do you want us to pay attention to? >> Uh you don't have to go through all of it. There's a lot of green in here. But >> yes, >> anything. One of the questions was one of the things we talked about was doing a more regular check on the attendance districtricting and when we uh when we met as when this came for our first reading we talked about can we look at the attendance more regularly. We talked about that in our district or in our policy committee meeting. That's a pretty lengthy

179process to look at all of that stuff. So doing that doesn't really pay off to do and then what you're >> reacting year by year. We can't that no that's not kind. So putting in for a longer period of of review we thought was >> that's where the five years. Yeah. Okay. Yeah. Just >> so that's the very last paragraph. That's >> just for those um thank you for that context. Then the the maps have been updated to be more accessible through through links. So yeah, >> um that was one thing I asked for last time was for the actual link to appear on the page. If you have a paper copy, you're never going to find it. >> What do you mean by that, Jason? >> Uh I need to see https something. >>

180Get me there. If I if I have to hand this to someone who doesn't have a computer. >> Okay, got it. Um, they need to be able to find it is my opinion. >> All right. >> Or the map. The two the two hyperlinks that are in here. One of them looks like it's shortened already, >> right? We need to make sure that we give the whole Usually you want to do it the other way around, but this one we want those full the full address. >> Right. as well as making sure that when they're in if they go to board docs or they send a board docs that they're going to be able to >> that and and that's someone's going to need to be responsible for checking those any checking this policy anytime

181that map changes. Okay. Yes. Any other comments or questions from board members? I think I was the one who requested have a steady cadence when we double check. Five years is wonderful. Okay. Are we ready? Ready to vote. >> Okay. Miss Summers, please call the role. Mr. Morris, >> yes. >> Dr. Worley, >> yes. >> Mr. Bower, >> yes. >> Mr. Wier, >> yes. >> Miss Bach, >> yes. >> Miss Bzinski, >> yes. >> Miss Himemer Rand, >> yes. And the motion carries. >> Okay. Policy 8500. Um, food services. Second reading and or action. Um, if you're ready, we should just go ahead and put the motion on which is listed under you, Mr. or I could hand it to you. >> It is recommended the school board approved policy 8500 uh food services and

182ISO. >> May I have a second? >> Second, >> Miss Hammer. Thank you. >> Okay. Policy committee, anything particular you wanted to say before we >> Oh, I think the biggest change to this was actually pretty minor. Um, we changed the contact person rather than having a specific name to the food service director um with the address and email address to reach that person, whoever it may be. >> Okay, thank you. Board members, any additional concerns or questions? >> Okay. Um, Miss Emmers, please call the role. Stop. Yes, Mr. Morris. >> Yes, >> Mr. Wier. >> Yes, >> Miss Rollin. >> Yes, >> Dr. Worley. >> Yes, >> Mr. Bower. >> Yes, >> Mr. Bzinski. >> Yes. >> And the motion carries. Thank you. So, first reading of policies. Policy 30 3112 staff communications. Um,

183do you want to tee this up for us what you've been working on? >> Um, this was, um, we discussed this at a recent inservice. We just made a minor change to, um, remove the word superintendent and replace it with the appropriate administrator. um knowing that different people would be in charge of um different different things and um adding a link to the employee handbook to when um people want to make need a resolution or file a complaint or something so that um it's more clear the avenues people have to do those things. this bucket if I recall from the conversation >> letter C was >> at um at the policy level Dr. Richard Simmon, who is the person that works with us from Niola, stated that sometimes Niola uses the term superintendent as a

184batch all and and I think people were interpreting superintendent as literally the superintendent and so uh the committee wanted to uh make sure that you were talking about the the actual direct supervisor, correct? >> Yes. >> And then under letter C, that reflects what we talked about last time. taking up that last phrase. >> Any other comments or questions? >> Hopefully this this is helpful to staff. >> Yeah. So, just by taking out that last phrase, it makes it read a bit more friendly. Like we're we are not trying to say don't talk to the board. >> Right. Okay. So, nobody's asking for specific changes. This can come back the next time it's put on policy is put on the agenda. It could come back on the consent agenda as long as you don't hear

185anything else or have something dramatic change for that time. Okay. So, the next one is the first reading of policy 8451 pediculosis. otherwise known as headlight. This makes me want to itch. >> So this this came up probably more as um past practices that were traditionally followed around head lice are just not seen as the standard protocol anymore. So we we it came up what is the policy around headlice? we revisited that we it used to be a matter of removing students from school and extensive checking. And >> if I may, Miss Presinski, I I'll age myself. There were there was a time >> um >> there was a time where if if there was a case of Weiss, you sent out a communication every time it happened. And that's the upside was that was

186when you got the the the nice little combs. Um but uh the the was uh Wisconsin Department of Public Instruction has indicated that there should be more general communication that goes out to families versus uh sending out a message every time there's an outbreak. You uh you create uh stigma for the family that has um the issue or the case of lice, you make it uh more difficult for that student to reenter the classroom uh once things are are addressed. And uh according to CDC information, again coming from DPI, there isn't any upside to sending out a communication every time there's a no case. >> So we had one piece of public comment on this. So I want to acknowledge that. Um would there be a reconsideration of that if there was a series of

187like if a single classroom, this person was speaking to a classroom having several rounds um of it? uh what would that general communication look like? Would it be a little bit more intensive than perhaps just if there was like one case in a class? I think that I think what they're really were looking for is not necessarily calling out, you know, every time there's a case, but acknowledging that in this situation, which we hope wouldn't be the case very often, that there needed to be more communication because there were several several instances of this happening over and over again. And so this parent was, you know, like concerned enough that was willing and and the fact it was trying to be handled on their own, which also can create a stigma or leave some people

188out. So I guess just thinking about that's more that's not a policy that's more of an administrative procedure. Um knowing what what to do if there's an in several in a row. I think Miss Lassie, I know Miss Clint wants to dive in here, but I think Caitlyn Lassie, our our chief nurse, would say anytime there's an outbreak of anything of any sort, be it the flu or the fever, we would communicate in a more um specific way. And if we saw that there was an outbreak of multiple students, we would do the same. Miss CL, >> that that's what I was going to say. You're you're more in line with what you would do for a communicable disease that is an outbreak. that's what you're more speaking to than just a single um student

189or one or two students. And that the the data is showing that when we did communicate, it didn't stop things within a classroom. It actually did more harm to children than stop to stop the spread in the classroom. So um but yeah, similar to what you were saying, I've been working um all the work you have all done to get your policies in line has been great and now it's our work to do the administrative guide guidance and really supporting um our principles on what to do in those moments. So our nurses have a health hub that they use and they work off of and I want to just make sure that health hub is aligned to policy and aligned to administrative guidance. That's that's like the next work. Is there a policy that is

190the communicable disease policy? Do we have something like that that we should be cross referencing here? >> Yeah, I would I would assume >> I mean I think there's but I think I was wondering maybe the maybe one thing to do is to put in here you know what happens if there's I think there will be more communication if >> because my parents aren't going to read the administrative guidelines. That's not something to do with them. They do look at policies, right? you know, so the interface with the public is the policy. >> I'm still learning about all the policies. I don't >> 50. >> Okay. I was going to say I know there has >> searching I know I know too, but searching in board docs is not the simplest. So we've done a

191lot of cross referencing. Yeah. >> In the last few years to make it easier for people who are looking at one policy to know there's something else they >> 8450 and 8453 is one. >> Okay. So is the recommendation >> we should just cross. I think that might be the way >> policy and that way you're addressing >> then people would know what else to look for you know they wouldn't stop with this one. So, so the policy committee just >> did you get those numbers? >> 5450, >> 8450 and 8453. >> 845 and 8453. >> Yes, >> I think 8453 may be the strongest of the two. Specifically, item E on 84. >> So, we'll leave it to you. If it's just inserting those and you want to bring them back on the consent

192agenda, I think that's fine. And if you as you look at and you decide it's you know you need to you want to bring it back with regular discussion that's fine too. Leave it up to you for where it lands. >> The only reason I would push back a little bit on that is that this policy explicitly says that it doesn't spread disease. So then attaching a communicable disease to it >> as >> because I I think the I think the reason that um this policy maybe seems lax is because it's not considered a disease. Um so I don't know if it makes sense to cross reference. Um just separately um Miss Clem, can I forward you the email we got from the community member? I am not at all an expert in this area.

193So, I'm not sure how to respond, but I think she should one person can forward it. >> Yeah, if I'll for to our nurse to however work with my nurses. >> I think they're best suited. >> Yeah, they're obviously the >> Well, we'll let the policy committee debate >> that debate. Um, think about it because it's a little reflection on what makes sense to have in here. >> I can I can ask >> I suspect I think Miss Hammer Roland, I think you're right. I think our without speaking with Miss Lassie, I think she would take a some she would take some consideration to connecting this policy and cross referencing the 8453. So, we can check in with our folks and also maybe work with our colleagues at the city of Walt Tulsa and the

194health department as well. So, we'll we can do our due diligence and bring something back to you. Okay. Thank you. >> Okay. Well, um I think Mr. Morris >> Oh, yes. >> I want you to read this >> the time 9:02. And will you call for the motion? >> Motion to return. >> The time is 9:02. May I have a second? >> Second. >> Thank you, Miss Horwal. Um please call the role. >> Mr. Bower, >> here. Yes, >> Miss Hmer Walland. >> Yes, >> Dr. Worlef. >> Yes, >> Mr. Wier. >> Yes, >> Mr. Morris. >> Yes, >> Miss B. >> Yes, >> Miss Brzinski. >> Yes. >> The motion carries. We are concluded. Thank you everyone for your hard work tonight.