001Great. I call the February 9th, 2026 school board meeting to order. It is 6:00 p.m. We are in conference room C of the Fiser Administration Building at 12121 West North Avenue. Miss Summers, please call the role. >> Miss Bzinski >> here. Mr. Bower >> here. >> Miss Bach >> here. >> Mr. Morris >> here. >> Miss Himer Rand >> here. Dr. Worley here. Mr. Wier >> here. >> All right. So, we move to item number two, public comment and I will read our public comment policy. 0167.3 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.
002The board will take public comment on both non-aggenda items and agenda items 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 a vote of the bullet. 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 schoolboard 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. Emma public comments must include the name of the person submitting the comment. All public comments shall
003be directed to the presiding officer. No person may 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 take an action action on an item. If a public comment concerns an item that is not on the current meeting agenda, board members may not respond other than to thank and acknowledge the 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. Request any individual to leave
004the meeting when that person engages in conduct which is disorderly. D. 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 disorderly conduct so interferes with the orderly conduct of the meeting as to warrant such action. E wave these rules with the approval of the board when necessary for the protection of privacy or the administration of the board's business. Recording, filming, or photographing board meetings is permitted. The person operating the equipment should contact the superintendent prior to the board meeting to review a possible placement of the equipment and must agree to abide by the following conditions. A no obstructions are created between the
005board and the audience. B. No interviews are conducted conducted in the meeting room while the board is in session. C. No commentary, adjustment of equipment or positioning of operators is made that would distract either the board members of the or 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 meeting and the recorded schoolboard meetings are available for viewing on the district website. Executive sessions and inservices for board members are not recorded. Okay. Thank you. Uh we will see if there is public comment in the room first. Seeing none look online. >> There's one hand raised. >> Perfect. Uh Jeremy, you can go ahead and call on the personal in
006public comment. >> Heather, you should be able to talk now. >> Good evening. This is Heather Burke. Um with STEM relocating after this year, it makes sense that staffing at Wilson would have to be reduced. However, when staff were pulled into a meeting recently, they were told the superintendent decided next year that 50% of the staffing would be current STEM teachers and the other half would be current Wilson teachers, which means all STEM teachers have jobs for next year, but four Wilson educators do not. Board policy 3131 addresses reduction in staff and it states that the superintendent shall consider all factors deemed important and in the best interest of the district, but it also references administrative guideline 3131 which states a number of things will be taken into consideration including evaluations, experience, documented concerns, and
007positive contributions. But that's not what our teachers were told. They weren't really told anything. And you know, out of all the times I've utilized our DEIA advocates across this district, I think most of it has been in that building. In fact, back in 2022, I think it was, I sent the superintendent a pretty lengthy email with a list of concerning observations that I saw and we later sat in his office for almost an hour going through all of it. And I've raised concerns as recently as a few months ago. So either those situations weren't documented or we don't care about equity anymore. But on top of it, we have some STEM staff in conversations with the new charter school and some Wilson staff looking for new jobs now just to make sure they have one
008for next year. And if more than four decide to leave, we could end up having to hire more staff for Wilson to start a year that will already start without an employee who's been a staple of that school for many, many years. Our educators deserve to know how it's going to be decided who will be offered jobs next year. and they deserve to know well enough in advance to make informed decisions for their own employment and well-being. This is not reduction through attrition. This is losing educators to lack of governance and administrative incompetence. >> Thank you. >> I don't see other any other hands on line um and or public comment in the room. So we will close with comment >> Dr. Ry since that was directed directly at Dr. Means. Is he able to
009provide clarity? It's not >> okay. It's not on the agenda. I think you can develop that for the document but whatever else you do as an administrator. >> Yes. Okay. So, um item number three, uh is for governance. Um I asked to be able to give a very brief um and I promise I'll keep it brief because I know we have a short meeting tonight. um a very brief uh slide um about a few items in the district and with the board. I'm just waiting for that to it should just be one slide. Schoolboard presence update. >> Yeah. There's some place I just sent it. >> Shared social media. >> Yes. What's the media? There it is. >> Perfect. Thank you so much, Tim. >> Sorry about that. >> Oh, no worries. That's it. All
010right. Well, it's showing on the sharing. >> Yeah, it's not sharing on Zoom. >> Hear that? Going out there. not able minimize the zoom. Zoom screen, Tim. That might help minimize the zoom screen. Open the top. >> You seeing it now? >> Yeah, we're good. >> Yeah. >> Thank you. So, we don't always have time to call out everything that is culturally significant, but um 100th anniversary of um Black History Celebrations, I thought that was um something really to be noticed. So I just put that in as a as a starter. Um and noted that in so February of 1926 um it was first celebrated uh and that Har Woodson was the founder and he went on also to found the Association for the Study of African-American Life and History which still exists today and
011still sets the theme every year um for Black History Month. So, that was one point I wanted to share. The second is we the second and third are we've had a couple of items we've talked about that have kind of fallen on the late end of the meeting and I just wanted to bring them up um at the beginning of a meeting when people might still be tuned in. Um one is to spotlight. We've mentioned this um a couple of times to spotlight the secondary schools process. Um we're at the point in February where um people are reviewing the survey data. Uh on February 26, I would encourage everyone to mark their calendars um for the ad hoc committee will be presenting to the board that evening starting at 6:00 p.m. Um then we are
012planning as we have mentioned before engagement sessions with the board which will be um opportunities for community, parents, staff, students um anyone who has an interest or a comment to come to those engagement sessions. We're still um working on the dates. We want to make sure that they have as few conflicts as possible with other um events and um things happening in our district and we are talking about three and I propose that one of those be focused for the virtual audience because if you have a mix we're we're still trying to figure that out but if you have a mix it can be really hard for people who are virtual to really participate. So, we're still working out exactly how that will will look, but we want to make sure people know that we
013we do get that not everyone can make it into a room um and may want to participate um from a virtual space. And then um the expectation is that there will be decisions in June on what we have learned and next steps. Um, and I just want to affirm that, you know, many many of us and the board has heard that we're hearing concerns about the financial burden on property owners um that's coming out strong, but we will continue with our our goal to have a plan in place um starting in June. And then the second point that's come up at re came up at the last schoolboard meeting but at the very very end. So, I wanted to pull it back up to the front of this meeting. Um, has been discussions about not
014rushing to a referendum. Um, I know that I got a uh Wisconsin Association of School Boards report um by email and it announced that on April 7th there will be 74 referenda on the ballot in Wisconsin. 56 are nonrecurring operations um referendums and six are recurring or or permanent and then um 12 are facilities referendum and I while I'm saying that I want to make clear to this community as we mentioned at the end of the last meeting no referendum um in 26 2026 is planned in Watossa. We know we need time to discern community priorities and how to address the cost burdens of going forward. Here ends my report. Thank you. >> Dr. Orland. >> Yes. >> May I comment on your report? >> Sure. >> Um so thank you for it. I think
015uh there are many children across our district that are working hard to celebrate Black History Month and uh I just want to acknowledge the hard work that all of our kids are doing. Um, as it pertains to the secondary school process, I think the board has done a very noble job in allowing the allowing the ADOT committee to do its work and the transfer of ownership, if you will, of the concept and the conversation uh will officially take place in this room on February 26. Um, and I think the board has been very judicious in stating that once that is transferred over to you, you are committed to truly engaging the community of both next steps. And so I think that's great. Um, and then yes, I I' I've been uh stopped in the community
016and people have said you you can't say that we're not going to referendum enough. Uh, and so please uh let people know. So thank you for your your leadership in uh articulating the the tenative plan. Obviously this group can make its decision but uh I think as as we stated and as you stated in in the last board meeting there isn't any any plan for us administratively to bring you any recommendation. >> Yes. >> Thank you for your your report. >> Absolutely. >> Anyone else? Okay. So, moving on to item number four, the consent agenda. Um, I'm thinking maybe you want to say something about one item on the agenda related to retirements. >> Yes. >> Uh, so thank you, um, Dr. Worling, board members, in the employee transactions, um, under consent. Uh we do
017acknowledge the retirement of many longtime uh staff members in our organization both individuals who will receive retirement benefits um and those there are some who will not and that's articulated in employee transactions. I just want to say thank you to all of our staff members and there's many of them. Um you know typically at the end of the year celebration we count up all the years of service that these people have provided. Um but there are some amazing educators who've dedicated their careers to Waltosa and I just want to say um thank you on behalf of our our school community. Um so you you if you read our employee transactions you'll see those names. Um just just um some real um institutions of our organization um retiring this year. And then um I want to
018acknowledge the fact that Miss Bach and uh others uh from the Roosevelt Elementary School community are very unhappy uh with uh with me in that uh I've accepted Mr. Mark Supa's uh announcement for retirement as well. He I can share with you that he agonized over the decision. um he is extremely proud of what has been accomplished at Roosevelt. And when you think about the fact that it's our largest elementary school and it's one of our highest performing, it's one of our most diverse. I like to always say that um Roosevelt is an example of what Waltosa can be across the entire um across the entire district. So um again, many educators who are who have announced their retirement and then Mr. Supa in the category of administrator who's announced his retirement as well. We're
019we're proud of all these educators and wish them well. They still have some time with us. Um it's still only midFebruary, but we're very grateful for their their their service. >> Thank you. Any board members want to add to that? Um >> Dr. means said basically what I was planning to say, but I um agree with all of that and I would like to encourage the Roosevelt community to participate in the surveys and the parent focus groups that are um we're learning about. Um, I think if stakeholders can get their input into what the community's values are and what what we want to see for that school community, that will help to help in the process of selecting the next principal for the Roosevelt community and kind of help that transition to be smooth and
020um to continue the successes that we're seeing in Roosevelt. All right. And and we just want to express as a board our thanks to those who have given such long service and such quality service to our district. Is there any any items on the consent agenda which board members would like to remove for separate discussion and action? >> Yes, Mr. White. >> Uh 4C. I would just like um just a general overview uh explanation of the why the positions are being removed and uh what is going to take their place. >> Okay. Thank you. So um Mr. Wier has asked to that we remove item 4C for discussion and action. Um, board members, do you concur? >> Okay. Uh, there being no objections, it's recommended that the board approve the remainder of the consent agenda.
021And I so move. May I have a second? >> Second, >> Mr. Bower. Thank you. >> Miss Summers, please call the role. >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Rolland, >> yes. >> Dr. Wley, >> yes. >> Mr. Wadier, >> yes. >> And the motion carries. So let's go to item 4C. >> Mr. Did you have particular questions or did you want um just some some overview from um >> more or less just an an overview uh because of the nature of of the previous discussion on it and >> so this one is the approval final approved final notice of Ron non-renewal for financial reasons of administrator contracts that >> yes ma'am um Mr. Radier, the the two recommended positions
022are um presented to the board this evening for economic reasons only. Uh the two administrators are strong professionals. This is not an indication of performance in any way, shape or form. Um is is simply a reduction in force from an economic standpoint. Um you asked the question in terms of who will pick up the duties. the duties will be spread across the remaining administrators um at the district office. It's important to note that the the district created a new structure for the division of academic performance after an audit, an external audit was conducted um in the spring of um where it indicated that our academic infrastructure was um non-existent and that we needed to rebuild our our infrastructure. And that's why you've seen such um significant work in terms of adopting new curriculum, implementing professional
023learning um and so on. Um one of the things that we felt was necessary was to create a director of curriculum and a director of instruction. Um we believe that our our our organization is healthy enough now where we don't have to have the separation of a director of curriculum and a director of instruction. So that's the logic behind um the one reduction and the second is extremely unfortunate but we believe that the work of diversity, equity and inclusion um belongs to all of us and we don't have the economic wherewithal to have a position that is um focused on that work alone. Um and and so it's our our recommendation that we reduce that position. Those are the two positions that have been identified for reduction again for economic reasons only not for performance
024um reasons. >> Anyone else you want to speak? >> Did you have more? Just wanted to ask um because I hear quite often uh when people think that we should reduce staff first thing is usually you need to cut administrators. We are essentially doing that here. Um, do you have a rough percentage of of what uh like what this reduction would be in the administrative salaries? I don't Mr. Eker is not here. >> No, he's not. Um, I can I don't want to give you a number at the the table. I can definitely provide that to the board in terms of what the actual financial impact will be. Um, but I think and we never take the reduction of staff. There's a difference between staff members having the ability to go to one building to
025the next because there aren't positions available at a building as an educator is different for administrators, specifically district administrators. And that's what's happening in the case of these two fine educators where we're in essence saying that we don't have a place for them in Waltosa. um in those district administrative positions. As Miss Bach indicated, there will be two principal ships available. They are capable of applying for those positions, but they would have to apply um and and we're we're assisting them in seeking employment elsewhere. But um if if that's their their desire. But this is different when it when you talk about um teachers. And with teachers, if you're unable to remain in a building, there are other places because we have so many elementary schools and secondary schools. There may be other opportunities for
026you elsewhere. That's that's different for administrators and and in this case specifically. >> Thank you, John. Uh my question was along the same lines as um how much money will this actually save and what impact is that on the budget? But >> I I don't want to be dismissive. Um and I >> we can talk about that during the budget. >> Yeah, we can talk about it definitely during the staffing plan. Um I I think generally speaking, the reduction of administrators, we we typically say that the cost of a classroom teacher is about $100,000. And so the cost of a a district administrator hovers in a space of $150 to $175,000. So if if you want to just a high level in terms of what that cost is, um that's that for people who like
027to kind of figure out what's the cost or what you would save. I think people presume um and I don't want to I don't want to make an assumption of what the the the genesis of your question is but I think often in the community people presume that there's a larger savings when you reduce administrators. Um we again Mr. Eker and I I should say Missadosi Mr. Edgar and I we used the multiplier of about $100,000 is the value of a classroom teacher when you consider their fringe benefits as well. When you consider a district administrator, um that number moves somewhere between 150 to 175 depending on the experience and where we brought that person in at. Um in some cases it can go higher or lower. Um the other component that we have to
028always keep in mind is how much of that person's salary uh at the district administrator level, how much of that person's salary is transferred to fund 27, which we know is special education. if it's transferred to to special education, then that savings is reduced even more. Um, so um I I I just I I think um I think I know what the genesis of the question is. Um we will have actual numbers to Dr. Worley's point. We'll be able to dive into this more um in terms of actual numbers when we present our staffing plan in April. The other number that relates maybe to your question is how many people you have in a unit and then the percentage that we're reducing that unit. >> Yes, >> we can we can provide that information as
029well. >> Anything else? >> Yeah. >> Um sort of along what you have said that we had these administrators because we had a high need at one point. Um not that we couldn't obviously use their skills still. Um, but can you speak to how many district administrators we had um when you came on board and when that audit was done um in the DAP and how many uh staffing plan will show for um next year? We we will have that in our staffing plan where we show you um and and the language that we like to use, Miss Rollan, is how many people we had at district office um prior to or my first year and where we will have people starting next school year. One thing that you'll note and I think a lot
030of times who when we have community members who review and they they'll say, "Well, there aren't as many administrators in a certain district compared to us." What we found is that we had a lot of people working at Fiser, but they were not identified as administrators. Um, a prime example is Mr. Lefountain's position. it was classified under um something called um classified um where there was someone who had the role and the responsibility that Mr. Lefontton had but did not have the acumen and the experience and the background that he had. Um and and so what we one thing that we did and when we started the process of restructuring the district office for the 22 23 school year was identifying talent And you can't bring talent to a district if you're not identifying the
031person as an administrator and providing them an administrative contract. Um, not to be disparaging to people prior to Mr. Le again as a really strong case study, but I think the board and the community can see the experience and acumen that Mr. Lefountain brings versus what we had prior to his arrival. Um and I think another prime example is in the space of our data um our data analysis. We had a very talented person in and data uh prior to making that position an administrative position. But I think when you have someone who has experience being a a school administrator um leading school um professional learning and having the ability to speak to how teachers are going to leverage that data and how you have to guide teachers and principles that just makes a big
032difference. Um, and I think more it it it wasn't so much the number of people that we've had at the district office. It was the the talent and the experience and the just the acumen that they brought to um to the role. I think it's also important to note that the district had a a director of diversity prior to my arrival. Um and so um that position um Nif Rogers was in that position prior to me being he was here my first year. Uh Dr. Willie Garrison was in the position prior to it prior to Mr. Rogers. So I I that position that we're uh we're phasing out. It's been a long standing position in our district. Um and again as I cited um we created and separated the division uh the director of curriculum
033and instruction based on the audit that we received in the spring of 2022. So I miss we we'll have that for the staffing plan. Again we use the language of the number of people um that we we've had. Another prime example he's not here with us today so I I I feel free in in speaking about him. Mr. Price is not identified as I will use finger quotes here. He's not identified as an administrator. Um I think we've been very lucky to have someone of his talent and his executive acumen to be in the role of director of of technology. Um but I think often people will will again they'll compare our district to others. There are a lot of school districts that have positions that are not identified as administrators. Um, and everybody isn't
034as lucky as having a Jamie Price, someone who has the executive leadership acumen. When you hire positions that don't offer administrative contracts, you you put yourself in a in a real tight bind in terms of hiring talent. >> Anyone else? >> I I'll just add on to what Mr. Himemer said. It it's really important for the community to note that because we don't have these two rules and they've not necessarily been sunset, but that work's going to catch up and land on somebody's plate because we're not done with that work. That work didn't have a an end or expiration date on it and we don't want to be the district that just piles work on top of other people because we have those. That's going to happen. There's like that's got to be picked up
035obviously when you do have financial reasons in there. Um, we can look around not just the district, not just the schools, but around the whole country. There are cuts and things that have made my company included. Uh, we just had six last week and it was one of those ones where I I'll probably get two extra titles added on to mine. Uh, but we look at those spaces and what we have here. These were very, very talented administrators and our community always ask for the board to take a look at your finances, take a look at these things, make the cuts, do the hard things. These are those hard things because our director of instruction that especially in the secondary space having that knowledge base is something that we need. That's how you accelerate and
036move forward and continue to have the things that we have in this district on the diversity inclusion side. Even though we had that role before, without that leadership at that level there, it falls on everybody else that takes time away from their other jobs. And if it falls from administration from the district office into the classroom or onto the building administrators, then it's inconsistent. And so then we see all those things where we end up with those islands of excellence in a lot of times because there's no back stop. There's no backfall back at administration. So I just think it's important for the community to know we've done the work. We've made the hard decisions. It's not the first time. Likely won't be the last time. Not saying that right here, but you have to
037make tough decisions. And we have these things. We look at the the future of what that strategic plan says and tells us that we have to do in order to hold the promises and keep those promises that we've given to the community that we make these changes and that we move forward in the best way that we can. >> These are some of the most difficult decisions as you're saying, Mr. Morris and those of us who have um children in the district have have benefited from the work of each of these administrators. It's hard to imagine taking them out, but the finances do require it. Um and as I think people will point out very rightly, there's going to be increased expectations to still do this work. And hopefully in a year we still remember
038the philosophy that this was everyone's work um and that we're still all shouldering that together. >> Are we ready for um >> I would be remiss of to give another case study and a prime example. our good um board president here reminded me that uh Ramadan uh will be um upon us right now. I have the ability to go to a director of diversity and inclusion and to say will you please work our with our our students, our families and our staff to make sure that we create an inclusive environment um to acknowledge and to recognize and celebrate Ramadan for those who who celebrate it and acknowledge it. next year that's someone else's job on top of whatever whatever else they do. Um so I appreciate everything that you've shared and we're up for the
039challenge but it will make things more difficult and I I would be um I just want to just emphasize again these are two fine educators. This is not this is not um being identified because of performance issues. It's because of economics. And so for those who've been making the call for us to reduce things, I think the board has um made some tough decisions here and um you've directed me to to do this work and um it's before you this evening. So thank you for the direction. >> So Mr. Morris, do you want to offer the school board approve for C? >> Uh yes, >> it's recommended the school board approve. It is recommended the school board approve item C, approval, final notice of non-renewal for financial reasons of two administrative contracts. And I so
040move. >> May I have a second? >> Second. >> Thank you, Mr. Bower. Miss Summers, please call the role. >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Boach, >> yes. >> Mr. Morris, >> yes. >> Miss Rolland, >> yes. >> Dr. Worle, >> yes. Mr. Wier, >> yes. >> And the motion carries. So, we move to our final item this evening, number five, adjournment. Um, the time is 6:39 p.m. Um, I move to adjourn. May I have a second? >> Second. >> Thank you, Miss Himer. Roland. Miss Summers, please call the role. >> Mr. Shinski, >> yes. >> Mr. Bower, >> yes. >> Miss Faul, >> yes. >> Mr. Morris, >> yes. Miss Himerand, >> yes. >> Dr. Worley, >> yes. >> Roger. >> Yes. >> And the motion carries. Thank
041you everyone for your work tonight.