WSD Board Meeting, Regular, October 27, 2025

001Okay, good evening everyone. I call the October 27th, 2025 school board meeting to order. It is 6:01 p.m. We are in the 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 Himemer Rollins >> here. >> Dr. Worley >> here. >> Mr. Wier >> here. >> Thank you. >> So um I believe we have a motion Mr. Bower for the agenda order. >> Yes. Uh I move to swap the agenda items two and three such item three appears next. >> Yes. So, we are going to vote um board on moving the oath of office for student representatives to the school board um to come right a now

002after the meeting opening and then public comment directly after the oath of office. >> You believe we need to >> I Yeah, I was just clarifying what what you all are voting on seconding. Yes, >> I'll second. >> You second, Mr. Wier. Thank you. >> Um any discussion? >> Seeing none, Miss Summers, please call the role. Miss Bzinski, >> yes. Mr. Bower. >> Yes. >> Miss Bof. >> Yes. >> Mr. Morris. >> Yes. >> Miss Harrell Rand. >> Yes. >> Dr. Worley. >> Yes. >> Mr. Wier. >> Yes. >> And the motion carries. Thank you so much, >> Miss Buff. Um, you as clerk, would you do the oath of office? Thank you. And welcome to all the students. We're so glad that you're able to be here tonight. >> We'll start with Max. >>

003Um, so I'll just say a phrase and then you can repeat after me. Sure. >> I, Max Millan Decker. I, Maximillian Decker, >> having been appointed to the office of student representative >> having been appointed to the office of student representative >> to the Wawaossa School Board for the 2025 to 2026 school year. >> to the uh to the Wawaossa School Board for the 2025 to 2026 school year, >> but have not yet entered upon the duties thereof. >> But have not yet entered upon the duties thereof. swear or affirm that I will support the Constitution of the United States. >> Swear or affirm that I will support the Constitution of the United States >> and the Constitution of the State of Wisconsin >> and the Constitution of the State of Wisconsin >> and will

004faithfully discharge the duties of said office to the best of my ability. >> and will faithfully discharge the duties of said office to the best of my ability. >> Excellent. Thank you. Um, next, um, Keegan Young. I, Keegan Young, >> I, Keegan Young, >> having been appointed to the Office of Student Representative >> having been appointed to the Office of Student Representative >> to the Wawaossa School Board for the 2005 2026 school year. >> The Wawaossa School Board for the 2025 to 2006 school year, >> but have not yet entered upon the duties thereof. but have not yet enter entered upon the duties thereof. >> swear or affirm that I will support the Constitution of the United States >> swear or affirm that I will support the Constitution of the United States >> and the

005Constitution of the State of Wisconsin >> and the Constitution of the State of Wisconsin >> and will faithfully discharge the duties of said office to the best of my ability. >> will faithfully discharge the duties of said office to the best of my ability. Thank you. Um, June Straka I, June Straka, >> I, June Strereka, >> having been appointed to the office of student representative >> having been appointed to the office of student rep >> to the Wawaossa School Board for the 2025 to 2026 school year. to the Wild School Board of the 2025 to 2026 school year, >> but have not yet entered upon the duties thereof, >> but yet have not entered upon the duties thereof. >> swear or affirm that I will support the Constitution of the United States. swear or affirm

006that I will support the Constitution of the United States >> and the Constitution of the State of Wisconsin >> and the Constitution of the State of Wisconsin >> and will faithfully discharge the duties of said office to the best of my ability. >> and will faithfully discharge the duties of said office to the best of my ability. >> Thank you. >> And last, Natalie McCabe. I, Natalie McCabe. >> I, Natalie McCabe, >> having been appointed to the office of student representative >> having been appointed to the office of student representative >> to the Wawaossa School Board for the 2025 to 2026 school year. to the Wawa School Board for the 2025 2026 school year, >> but have not yet entered upon the duties thereof. But have not yet entered upon the duties thereof. >> Swear

007or affirm that I will support the Constitution of the United States. >> swear or affirm that I will support the Constitution of the United States >> and the Constitution of the State of Wisconsin >> and the Constitution of the State of Wisconsin >> and will faithfully discharge the duties of said office to the best of my ability. and will faithfully discharge the duties of said office to the best of my ability. >> Thank you. >> Well, school members, new school room members, student reps, um let's give them a round of welcome and applause. Um can we take just a couple seconds and each of you maybe could tell us something that you're passionate about um in your life and that'll help us also to get to know you a little bit and remember your names.

008>> I can get started. Um I'm Max. I'm a senior at Law West. Um I'm passionate in uh government and law and research. I did ABSY uh last year and I got a lot of passion out of that and so I'm really looking forward to holding this position and contributing whatever I can. >> Excellent. Thank you, Max. Natalie, do you want to go next? Just go around the room. >> Um my name is Natalie. I'm also a senior at Watso West High School. I'm also interested in political science. I'm taking AP Gov and AP US history right now. and this a position that I'm interested in. >> Excellent. Thank you. I can see board members that we're going to have to be on our toes and stick with that opens meeting laws as always and

009we'll get some guidance as we go along as well. >> Keegan, how about you? >> Um, I'm Keegan Young. I am a junior at Wosa East and similar to both of them, I'm also interested in government and politics. I'm Napsy currently and I just think it's very interesting. >> Excellent. Thank you. >> What unit are you in? Uh oh, I can see some great questions coming forward. >> Um, hi, I'm June. I'm a senior at KOSA East. I did ABSY last year as well. I was unit one. Um, I also have a lot of passion in government and I'm really excited to see this year kind of how it works like on a local level because I think that's been super important to me. Yeah, >> thank you for telling us a little bit and

010it's it's great to have uh students with um so much experience and background already and interest um joining us and of course um just so community members know students are still students. So if they have um things they need to do for studying or for school or um care that they need responsibilities then we do know that there's going to be times that they may not um all be there. And one of the things that we often have said is you also if you haven't already, you may want to connect with each other so that um if you have a scheduled issues or whatever, you can think about you know can one or the other of us get there or can one out of four of us get there um just to to support each

011other as we go forward. Any any other comments from board members? >> Just welcome. I know um in many of our meetings that student input is um amongst the best input that we get. So, thank you for committing this time to be with us on Monday nights and I'm looking forward to learning more about you all as we move forward this year. >> Excellent. >> And also thanks um Mr. Bower for your work interviewing >> and Mr. Pinion for your efforts and pulling students in. We appreciate the um as has said the having the perspective on the board is really really important to us. So thanks for being here. Okay. Um and if you ever ever have questions about the flow or how things are going, don't hesitate to ask. Okay. Um yeah. So we're

012going to move on now to item number what was item number two is now item number three, public comment. We will be taking public comment from both in the room and online. starting within the room and then moving to online. But first, I will um read our policy about public comment. We always read this because um many times people come just to this meeting as their first meeting and so they may not um know um how public comment works and we want everyone to have full access to the information. Uh so um public comment at board meetings is policy number 0167.3. 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

013all comments and will respectfully consider this input in decision-making. The 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 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 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 records. Email public comments must include the name

014of the person or person submitting the comment. Board response to public comment. All public comments shall be 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 or take action on an item. If 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. [clears throat] 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

015to anyone other than the board presiding officer obscene or disorderly. C. Request any individual to leave the meeting with that when that person engages in conduct which is disorderly. D. Request 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 that the meeting of the meeting is to warrant such action. F. 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

016possible placement of the equipment and must agree to abide by the following conditions. A, no obstructions are created between the board and the audience. B. No interviews are 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 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 inservice inservices for the board members are not recorded. Okay. So we will move to public comment time. Um I'm looking in the room. I'm inviting any public comment that might

017be in the room. Seeing none um I'm going to move to online. Uh and um I do see one hand up. So I would invite um the microphone for Mr. um Mr. Murker, Dr. Murker to be turned on. >> Chris Murker, you have the microphone. >> Dr. Murker, you're still showing. Is your microphone not being turned on? Just so you know that. I don't want you to start talking and think we hear you. >> Can you hear me? >> We can hear you now. Thank you so much. >> All right. Good evening. My name is uh Chris Murker speaking on behalf of the 2030 task force and as a Watossa parent. I want to address the proposal to replace our current level math program with an integrated math curriculum. Over the past several months, the

018task force has reviewed national research and district case studies from Georgia to San Francisco, and the findings are clear. There is no compelling evidence that integrated math produces better or more equitable outcomes. Many districts that tried it ultimately reversed course after years of frustration, lower achievement, and community division. The claim that there are studies on both sides is not justification for change. It's an admission that the evidence is inconclusive. When research is mixed, the responsible course is to pilot, evaluate, and proceed cautiously, not to gamble with the education of an entire generation of students. Math proficiency in our district is already below 50%. Instead of addressing what's broken, this plan would dismantle what works and remove accelerated options for students who are ready to move ahead. If the board is intent on this change, then

019it should at least do the research and be honest about why this approach has failed elsewhere and explain clearly why they believe it will somehow succeed. year. We urge the board to put evidence before ideology. Pause implementation of integrated math. Pilot it in limited settings with measurable evaluation. Protect pathways for advanced learners. Prioritize teacher input, parent engagement, and curriculum decisions. And then just on that one point about protected pathways, uh I heard the other night that oh yeah, we're going to have options for advanced learners. we're just going to let them skip a grade. Denying students an entire year of content is not acceleration. That's that's just not that's not how accelerated math works today for good reason. The community wants improvement, not experimentation. It's f it's time to focus on results, not rhetoric. Thank

020you. >> Thank you very much. I'm not seeing any other hands um online and I'm not seeing any other um public comment in the room. So, I'm going to end our period of public comment. So, we will move on to item number four. So, I'm going to use a few notes. Board members, I just wanted to give a brief update. Um, partly because I was just, it's hard. Just want to make sure you all can hear me, but I'm getting a lot of feedback, too. Um, so let me just share. I asked for this opportunity um because I was very excited um from our engagement session last week and some of you um were there, some of you were had other things that you had to be at um and many community members um might

021also want to hear a little bit about it. So, um I just want to take a couple of minutes of our board meeting to update you. Um and you know, any other members that were there, if you um want to follow up, you're welcome to um share a brief impressions as well. Um we had about 30 participants. We're very excited um about the turnout. Uh we met in the cafeteria in the east. I want to um East High School. I want to do a shout out to our staff um both that helped set it up um as well as particularly our technology staff um who provided support uh to um address some of the requests for accessibility and also made sure that um they stayed the whole time made sure that everything went smoothly and

022that was that was super helpful. Um we had a I would say my opinion very engaged group. Um a lot of participation. We started with um we had a we um had a great facilitator. He started us off by um having the group use our phones for polling um to give people an opportunity to express their thoughts anom anonymously but also be able to see everybody else's thoughts. So it was rolling on the screen. Um so and and some of the comments were read out. Um and the questions were um were two um one was what's going well in the schools and the second was what could be going better um and and we will be getting a full report from um the facilitator with major themes um and and we do we're working on

023a plan to also make that um accessible online on the web page so that community members um can see it as well. Um I would just say in in general I mean obviously I can't give the whole list um in the time that we have but there were positives for example about the cell phone policy um appreciation for the hard work of teachers and staff um positives about the daily experience that students were having in the schools um and the quality of education in our schools. I'm sure there were others that I haven't mentioned but those were just a few um of the of the ones that came up. Um there were also concerns then with the second question. Some concerns included um more uh work about and doing more about the disproportionality among student

024groups in the district. Um uh uncertainty about the impact of the new math curriculum um and the decision that's that actually we're talking about tonight. Um the need to find better ways to fund our schools. uh a need for a better system of offering tutoring so it's at about both high schools. These are just a few examples of sort of like the gamut that the comments ran. Um and ex the concerns about accessing communication from the district if you're not a parent. Um those are just some examples of some things that we heard. Um we then took a few minutes to review the policy governance model of the board um which defines the board as responsible for developing the vision of the district and setting the policy to guide us forward in the vision and

025strategic plan. And that the board is we also talked about how the board is responsive to community members, parents and students and uses listening and synthesizing to work collaboratively with other board members. um and our one direct report the superintendent toward the vision that that we have set and we have voted on. Um this structure uh we talked about how this structure sets clear lines of responsibility and provides opportunities for the superintendent and the board and the board to debate and discuss. Um policy is a process not dictated by any role or a single person. Um, and also, um, having it set up this way avoids the confusion and frustration of board micromanagement and administrator overreach. Um, and I gave for an example of how the cell phone policy cycle through um, different different a

026aspects of the structure of the district um, for feedback and for change and for vote. Um, this structure creates plenty of opportunity for differences of opinion and approach to effectively govern together the true heart of our democratic system. So, we just went over a little bit of the the policy governance model. Um, and we got a little feedback during the meeting, some of the small groups that people had not really understood what that was. So, I think that was time well spent. Um and then we are as was already raised in public comment, we're going to have some more discussion tonight of the future of math in the district, the math curriculum. Um and there was good robust discussion during open at the end of the the engagement session was a open comment time. Um

027and there was engagement around and questions around math curriculum as well as um some of the other priorities. Um, and so, um, just coming off of that, it made me really think about how important it is after listening to community members at that session, um, that we approach these decisions with curiosity, with openness to different opinions, and with the understanding. In this case, integrated math um, it it pushed me to do some more reading over the last week. um has been scientifically studied and implemented with and this is what I've discovered with gifted students as well as with students who need more supports. Um when I went looked at the research it was it was mixed but it was mixed across in in not the same ways we're talking about. It was mixed in that

028there have been studies of its applications in lots of ways. So what um what what I came off of in listening to community members was how important the the process of implementation would be um if we were going to make uh this kind of a shift in the district um so that because the the structure of integrative math itself can be used in um in a lot of different ways. Um so uh we understand everyone couldn't be there. We had a great mix of stakeholders and perspectives and I wanted to remind everyone that we'll be holding another session on November 12th. It will not be a complete repeat. Um we'll use some of the same structures but we're there and there there will be some new questions for discussion. Um but we're also not going

029to throw out what we learned last time. We're going to build um on that knowledge um and have the group work some more on some of these key um concerns and possibilities and opportunities that are coming out with our engagement with the public. Um so that is November 12th. That one will be at West High School. Um if anyone is looking for um accommodations um for differently aabled, please reach out to the district office um and we will um we will make plans to accommodate Um, so we hope some new pe some people will return that were there last time and we hope some new people will attend. So that that's my update. Um, I don't know if anyone else any other board members who were there wish to comment or board members have questions.

030Great. Yeah. >> Serge wasn't there. Thank you for bringing those forward. >> Yeah, absolutely. No, that and and we absolutely had a great I think a great learning experience. the it was clear that there was hunger for engagement um and we look forward to um offering that on on a more regular basis um through the year. So >> okay so we will move um to our consent agenda item number five. So just for the um student members joining us for the first time the consent agenda is interesting. It looks very complicated when you look at it on paper and that's because um a board member can remove an item from consent agenda to be talked about individually. Um some nice that happens, some nights it doesn't. So um that's why it's got all these it

031could be this, it could be that um set of options. So um we will move to the consent agenda. Are there any items on the consent agenda which board members would like to remove for separate discussion and action? Yes, Mr. White. Um, item F, employee transactions. Anyone else? Okay. Seeing um seeing no others um we will remove F. We need to vote on that. Um so Mr. Wier has request requested item F employee transactions to be removed for separate discussion and action. >> I believe it's FF >> FF. Sorry. Thank you. FF. Um, is there other than making sure I have enough letters, um, is there [laughter] and are there any other concerns? Are there any objections? Okay. Um, so could I um, so I'm going to recommend that the school board um, approve the

032remaining. So I move that the FF be removed and that the school board rep approve the remainder of the consent agenda and I so moved. May I have a second? >> Second. >> Mr. Bower. Thank you. >> Um Miss Summers, could you call the role, please? >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Heimer Rand, >> yes. >> Dr. Worley, >> yes. >> Mr. Wier, >> yes. >> And the motion carries. So, the rest of the consent agenda has been approved and we will now look at item FF, employee transactions. Mr. Wad, please let us know what you wanted to talk about. >> I just had a question uh and I I wish I would have been able to get to

033it sooner uh and and maybe get clarification on it so we didn't have to pull this out separately. I'm just looking at the first page of employee transactions um under the resignations and the bottom two um have the dash pending damages and I will just let a little more information as to what that specifically means and it means to the district. >> So I believe that would be a teacher that left and needed to pay for the contract. is online. >> Okay, perfect. >> Good evening. Can you all hear me? >> Yes, we can. Thank you for being here. >> Of course. Um when um when a teacher um uh resigns prior to the fulfillment of their contract, there is a a portion of the teaching contract that indicates that there are liquidated damages. Um

034in other words, a financial penalty for not fulfilling the full term of the contract. Um, in this instance, these teachers have resigned. We want to accept their resignations. However, we will not we will not um release them from contract um until their um their damages penalty uh has been paid. Um and once that's done, they will be able to work under contract in another Wisconsin public school district. Thank you, Mr. Um how how long does that us that process usually take and or do let me rephrase the question. Um, do we see any uh road like speed bumps with that ever uh issues with it or is this fairly standard operating procedure for uh an early termination of a contract and then being paying an amount a set amount? I'm assuming the amount is is

035something calculated and prorated um in order to bas basically vile the remainder of their contract to be released. >> Uh um yeah, let me take that that in two parts. Uh Mr. Wier, um first um the amounts of the contract limit liquidation penalties are established based on the date of the resignation. Once the school year has started, the penalty is $3,000. Um uh I am not aware of any public school district that does not charge penalties for early termination of a teaching contract. Um and uh if uh if we experience uh failure to receive payment uh then um we have um we have taken um those um those penalties uh to small claims court um as do uh most other school districts that I can think of. >> Okay. And then so then are there

036any instances where we would release uh release someone from that contract without making every attempt at at enforcing that? >> Uh there have been very limited instances where we have considered waving a liquidated damages penalty. Um, the only times that I can recollect in in my professional history, not necessarily in Wawaossa, have been for um uh very significant reasons of illness or injury um that that don't allow the employee to work. >> All right. Thank you. That answers my questions, >> of course. Anyone else? All right. And thank you, Miss Delasi, for um being here and helping us to understand this a little bit more. U Mr. Everybody, thanks for bringing it up so that we could have a little bit more information um about it. So, uh if it pleases the board then, um

037FF employee transactions, we're now going to um we've had a discussion. Uh I'd like to move that the board approve the FF employee transactions. May I have a second? >> I'll second. >> Thank you, Mr. Woody. Miss Summers, please call the role. Miss Bzinski, >> yes. Mr. Bower, >> yes. >> Miss B, >> yes. Mr. Morris, >> yes. >> Miss Himemer Roland, >> yes. >> Dr. Worley, >> yes. Mr. Wier, >> yes. >> And the motion carries. Thank you so much. >> Um before we jump on the next, I just want to mention that in the consent um agenda. I want to express our appreciation for three gifts to the district received >> um uh all three for East High School um for different aspects of um student support. um from music uh to um

038tech ad to um supporting lunch for for some students. So >> yeah, >> thank you so much to our donors. Um some are names and some are anonymous um and you can find those reports in the posted agenda. Okay, we will move on then to the whole consent agenda. Item number six, strategic goals, systems, and structures. Letter A, action to approve the 202627 budget calendar. Thank you, Mr. Eric, for being here. This might be my first time in a year I got that done on first try. Um so we had discussion on the 202627 budget calendar uh last month. Uh this is uh for u the board's action tonight. Um very shortly the board presumably will be approving our 2526 budget and already next month we'll be begin working on 2627. So just a couple

039of the first highlights uh I wanted to point out for the board is um right away in December there's going to be discussion and then shortly after that action on both uh what assumptions to use for 2627 as well as open enrollment seats. So that's kind of a normal thing in December but it we're almost there already. So, um, Dr. Means and I were just kind of talking today about what's upcoming on the budget calendar, and I wanted to highlight that. >> Thank you. We've looked at this once before. Um, board members, do you have any um comments or questions? >> Yes, Mr. >> Yeah, absolutely. Um, so it seems like uh just a few months ago uh mostly because it was we were talking about budget and approving this year's budget uh back in

040July. Um at that time we're like well this is great. So people brought up their concerns at that time. Uh and I pointed out to them well we have to plan these things out so far in advance. This is the calendar. If you are advocating for something, if you are looking for something to be pulled in one direction or another, now is the time to start talking about that for next year. Um, so let's start getting ahead of the curve. I'm speaking more to the community as opposed to you. I'm sure you understand that. But that's all I have. >> Great. Thank you. Any other comments or questions? >> You want to go hit this? >> It is recommended that the school board approve the 2026 2027 budget calendar. Reco. >> Thank you, Miss Himer.

041Roll. May I have a second? >> Second. >> Thank you, Mr. Morris. >> Miss Summers, please call the RO. >> Miss Presinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Himemer Rolland, >> yes. >> Dr. Worley, >> yes. >> Mr. Wadier, >> yes. >> The motion carries. >> Thank you. So, we'll move to letter B. Action to approve certification of tax levy for 2025 2026. Sorry. Um, was for some reason I was thinking you queued it up first. Um, so we presented at the budget hearing in July an estimated tax levy of $81,259,539. Um, that is also the recommended levy uh today. um that assumes our revenue cap to the maximum limit. So, as you might recall and for the community, uh the state

042limits uh how much revenue can be received with the combination of state aid and local property taxes. Um that has been the case since about 1993 or '94. Uh prior to that, school boards could set essentially whatever property tax they wanted. Uh so that um legislation that went in place roughly 30 years ago uh limits the local authority that boards have. Uh again, this uh sets that levy to the limit. And [clears throat] it was last year uh that our community approved a 4-year um nonrecurring uh operating referendum to exceed that cap. So this includes that $16.1 million uh nonrecurring uh referendum. We have that uh for poorer. So that's this year and then the following three years uh that will be in effect. We also have a uh prior referendum fund. So that's for

043our capital referendum for both the 2018 referendum uh as well as the 2024 capital referendum. So that is money that we uh the community had approved for our essentially facilities uh event. Uh so you see that levy here. Um, I think most of our community knows and I know certainly our board knows that we run uh the recreation department uh for our local community. Um, that is um probably more popular in southeast Wisconsin than anywhere else in the state. Um, most school districts do not run the community recreation department. Um, so, uh, one thing we want to keep in mind when we're comparing for for people that compare our total school district taxes to other school districts is often or most often, uh, any other school district would not have uh, a fund 80 levy

044like we have uh, because it's more than likely their city running the recreation department. So, just something to keep in mind when we're comparing apples to apples. Uh one thing um that we are doing is providing some flexibility in our levy. Uh be because our state aid came in slightly higher than estimated in July. I've built in you can see uh somewhat of a buffer in fund 39. So that's slightly higher than what was anticipated. And that's to begin giving us some of that flexibility uh that we're going to need in the future to repay uh the city for their settlement with Freigher. Uh so that is um included [clears throat] here as well. [clears throat] >> Board members questions, comments. >> Um why is the money that you're potentially setting aside for that freighter

045payment in the referendum fund and not an agenda fund? Right now, the state won't let us put it in the general fund. Um when So my thinking is a year from now, uh we could potentially underlevy in fund 39 um in order to bridge that gap. Um I'm sorry, I did want to show you one more thing because there is um one thing I was surprised by is the and this is on page two. Uh you can see our equalized value has gone down for the first time in at least since 20145 and um so that is not something we were anticipating. That's in large part due to both the Freigher settlement um as well as um some other properties uh in in the city having been reassessed. So, um, I want to point that

046out and I also wanted to give you a brief presentation, uh, regarding assessment versus equalized value and kind of how those things all work together. So, let me give me one second to find that here. >> Yes, that'd be great. >> Thank you. [clears throat] see if the slideshow will work or if I just want to move it this way. >> Okay, good enough. Okay, so um I what I want to cover here is assessed value versus fair market value versus equalized value and how that plays out with the tax rate. And I think that is particularly um interesting or or we we had a unique set of circumstances in our district this year in that we our district passed a referendum. Um the the city also went through a reassessment um and we also

047had this equalized value shift with a settlement. So kind of this super unique um confluence of events. So just to begin with, fair market value and assessed value. So the fair market value is the estimated price a property would sell for, right? So um on your tax bill, they'll show what the the the estimated fair market value is uh as well as what the assessor lists as an assessed value. The assessed value is what is used for tax purposes. Um, state law requires that every municipality, so school districts are not responsible for assessments, that is municipalities, that at least once every 5 years, reassessments are done. And the reason for that is property values change um, you know, over time. Uh, people put additions on their houses. Um, one neighborhood becomes more desirable, one neighborhood

048becomes less desirable. So it kind of level sets uh the assessments. Um in a perfect world, the fair market value would always match the assessed value. But you'll you can see in your property uh bills there's um they'll say fair market value, assessed value, and like a percent of what fair market value is to assessed value. So that you find on your property bills. What equalize value does is it it tries to um so we know that assessed value and fair market value don't match but they're pretty close. Now imagine if you were trying to say what is a home in Wabatossa worth in Rhinelander. Um it equalized value is trying to um [clears throat] um uh equalize the wealth of school districts across the state in a relative way. So for our purposes assessed

049and equalized are generally the same. Um and oftentimes they're even um maybe maybe used uh in similar ways or back and forth. Um but again for our purposes they're not identical but they're very similar. And then there's the tax rate. So the tax rate is the total tax of the jurisdiction. So in that case the school district divided by the equalized value uh or you know very close proximity to the assessed value of the entire jurisdiction. So the levy divided by the complete value equals the tax rate. It's often presented in term in terms of dollars per 1000. So, if you see rate of say $8, that property tax would be $8 per $1,000 of property value. So, oversimplified example here. In this case, we have a we'll call it a school district. It has

050a total tax levy of $10,000 and there's five properties in the school district. And all five properties were built at the exact same time, the exact same house. They're all worth the same thing. Okay. So, that's year one. And that tax rate would be 1 cent per 1,000 or Yeah. 1 cent per 1,000. Um, year two, I wonder if I can move this. Yes. So, year two, um, there's no reassessment, but property 4 has a kitchen edition. Um, they go out, they they pull a permit, they get the work done, it's all legal. Um, but still in year two, they're they're still just paying the same amount as everybody else. Oops. Year three, this person in um property two, they finished their basement. Bad news for um property five. In year four, uh person gets

051built next door, so maybe they live in Leon. Um and but still everyone's paying the same property taxes, right? because it's all still the same value based on the the very first year. And then in year five, the the assessor comes through and reassesses those properties. And the assessor says, "Okay, um the that kitchen made property 4 worth a bunch more. It uh the basement made property 2 worth more. Uh property 5 that value went way down because the prison is next door. Nothing happened in properties one and three. The school district still has a total levy of $10,000, but how that is spread amongst those five property owners has changed. Okay, that generally makes sense everyone here. All right, perfect. Okay, so here's the freighard explanation. So, let's now pretend there's just there's freigher

052and there's everybody else and let's pretend that there's the $10,000 levy again. Okay. So, uh, back when the levy was originally set, I, uh, for this, I think it dates back to 2019 or 20 or something, um, is when Freigher first raised the issue. Uh, essentially, Freigher paid in this example, $7,000, $3,000, and everyone else paid7,000 via the settlement. Um, Freigher is going to get reimbursed. So what that means is Freed should have paid 1,500 and everybody else should have paid 8,500. So there's there's that 1,500 gap here, right? And that is what the city is paying back to Freigher and that we will be um via the department of revenue charging back to our residents uh over time. Does that piece make sense too? Okay. So essentially everything became less for them and more

053for everybody else. Okay, here I got ahead of myself. The other thing can also happen what happens when we add propert right there's often times talk in communities about well um development is going on and that's going to help the community. So again this same example with five properties in year one again all the same rates all the same type of property in year two. So there's not a reassessment here. But what happened is in year two, um, this big developer came in and they put in, I don't know, huge retail store, uh, office buildings or something, right? And that doubled the value of the entire community. Um, people own residences, their value didn't change, but the value of the community doubled. Taxes did not change. The school district still needs $10,000 in property taxes,

054but that new office complex is picking up $5,000 of the cost and residents are picking up $1,000 each. Right? So, the district still gets 10,000. The business is paying more than property owners here. This is an extreme example, but I think an easy way to explain it. Um, if anyone's familiar with I think most of us are probably familiar with Epic Now. If you go to the doctor They're they're always using Epic. This is extreme, but this is kind of what happened in Verona a few years ago. Um, Epic had what they call a tiff district and many of you might be familiar with that. For a long time, Epic had been essentially exempt from property taxes and there's an end date with that and that campus was worth hundreds of millions of dollars. It

055went on the tax roles all in one year. And what that did is resulted in EP Epic who was paying way less all of a sudden took on a a much larger burden uh of Verona's property taxes which positively impacted uh the rest of the residents. So I thought this would be a good opportunity to uh I I've never walked through that with the board before committee so I thought this would be a good opportunity to do so. I >> appreciate it. >> Questions or comments? Um, so following up on the freigher line, um, no decisions have necessarily been made on how much because we as part of the one of the, uh, tax levying jurisdictions. We have a part to play in paying back cratered for the overt taxation. How is that playing out?

056Do we have options? Are you still talking with the city on how to deal with it? So the the the more research I do um there the more layers I find and my next call now has to be to the department of revenue and um what I have found out is so the department of revenue will be uh every year they issue uh a notice to all school districts and they say here is the amount you can charge back. For instance, this year it was $11,000. So there was unpaid property taxes last year that totaled $11,000. That's pretty typical. Um, uh, unless they agree to amortize it for us, which DPI told me has been done in districts before, but I need to actually work with the do. Um, what we would like the DOR

057to do is split that roughly this ballpark of $3 million over several years so that we don't have to levy the $3 million all at once. If DOR won't do that, our only choice next year will be to well, I guess our two choices would be to either pay it out of fund balance or collect $3 million all at once. I don't think that's the ideal situation. So, trying to work through that with do. Thank you. Good luck. Um, it sounds like we don't have we have a lot of decisions that are being made for us, but we don't necessarily have a tremendous amount of power when it comes to the amount of money that the school district receives. So my question to you is who has that power and who can we leverage or

058well let's stop there. Who has that power on how much? >> Sure. Sure. uh ultimately the state legislature. So, you know, all all levels of government. I don't mind answering the next part of the question either. I I think the the best way the community can advocate is uh you know, community members. I encourage them to talk to their local legislators um about school funding. The school board itself has the schoolboard association. That's an advocacy group. Uh we have our local um legislative action committee of the board. Um those are the the things that come to mind most quickly. >> Excellent. >> So when you mention um fund balance as one of the pathways that would be like borrowing it from the fund balance to spread it out. Is that >> No, it would be

059um you it would be just a payment. It would be as if um as if I owed my parents a bunch of money and I had a savings account and they said, "Pay me back today and I pulled it out of my savings account now." >> Go ahead. >> Or we would have to find $3 million to cut in the regular budgets. >> Yes, that would be an option, too. Go ahead. putting >> to no fault of our this was just the way that the city collected taxes from freighter which I understand they were taxing on things that were supposed to not be taxed right the nonprofit >> um >> there was a negotiation at that >> that we weren't part of >> correct this was completely between the city and and Freigher Okay. Um,

060seeing >> Yeah, please go ahead. >> So, in the last slide where you have uh the big chunk of like commercial property tax income. So my understanding is because other communities have more commercial properties that that makes it so that their residential property taxes are lower. >> Yeah. So this is oversimplified. >> Okay. >> All right. Um purposefully that is yes generally true. The wealthier a community gets the less state aid they get. So there are um it's a more complex algebraic formula but overly simplified this this is how it works. >> This was helpful. Thank you >> Minski. Go ahead. >> There's a lot going on here that I'm just holding on to my understanding with. Okay. I'm going back to this table that you had with equalized value and tax rate. Let me

061see if I can find that here. I know it's somewhere. >> Okay. >> Yeah, that one. And then on page two. So tax rate is total levy divided by equalized value. >> Correct. >> So when I'm looking at the equalized value, these are numbers that they're really large. I mean they're they're in >> So our Yeah. Yeah. It's almost $10 billion in Wawaossa. >> Wait, say that again. >> Almost $10 billion. >> Yeah. Okay. So then is the total levy column missing some digits? I'm just right because it's total levy divided by equalized value should give us that $8.56. Um what >> you multiply that by a th00and what's to then that's that's the way people present it. Okay, that was the part. >> So 81 million divided by 9 billion. >> Yeah. Okay. >>

062Times a th00and equals your tax rate. >> Thank you. That okay. >> That's called a mill rate, right? Correct. >> Yeah. Levy rate, mill rate. >> Yes, Mr. Morris. >> Mr. record in here for the for the community looking at all the wonderful things you're doing for their the school from the school finance perspective and doing this research into everything with the settlement with freighter and all this other stuff. Was there any way to plan for this to know that this would occur? This is a new settlement. It's a new settlement but this is years in the making to come to this class action to get here and now we have these other things we wouldn't have known necessarily or is this something we would have planned for and had a contingency for? Oop. I

063don't know how you would. It's so unheard of. And and you know, we there isn't another um medical complex in Wisconsin like this. So um it it's such a unique set of circumstances. I I don't know how you could plan for it. Um, all I could suppose is, um, perhaps perhaps the city made the community at large aware that this, uh, lawsuit was happening. Um, maybe they had to do that via open records or something like that. Um but even if they did that and and and the district tried to plan around every every contingency that could happen, you know, at every other jurisdiction, it it would be impossible to run. So I I don't see a feasible way we could have planned for it. >> Any other comments or questions? Okay, seeing none, Jason,

064would you Mr. May you please read the motion. [clears throat] >> It is recommended that the school board approve certification of the tax levy for 2025 2026 and ISO move. >> Thank you. May I have a second? >> Second. >> Thank you, Mr. Morris. Miss Summers, please call the RO. >> Miss Bzinski, >> yes. Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. Miss Himemer Rand, >> yes. Dr. Rorley, >> yes. >> Mr. Wier, >> yes. >> The motion carries. >> And so we move to 6C, action to approve the 2025 2026 budget. >> There's two attachments here, so I want to make sure that I have them right. >> Yeah, take your time. >> Oh, okay. Um, I'm going to use the first attachment. The second one is the

065official adoption uh paperwork that the uh we submit to the state and and provide to you. Um but the highlights of the budget are on the first page. So I'm going to go back to that. And what I really want to hit on is what our budget accomplishes because you know I I'll I probably sound like a broken record but last year this time we had gone through a lot of turmoil and I I really think this budget is is uh um it's quite the accomplishment by the board and the district. Um we have we have put it you can see the check marks are next to uh every item the board had identified as a priority we've been able to accomplish this year uh financially. So, um, our largest budget increase is in teacher

066compensation. Um, that's normal, frankly. I mean, that's where our most staff are, so we would expect that. Uh, but that's at about $2.4 million. Um, we've budgeted similar salary increases for all other staff. So, uh, all staff getting a raise, right? Um, you remember last year at this time, unfortunately, we had to make big health insurance changes. Uh, there is no health insurance, you know, nothing like that. This year we had a standard increase in health insurance. Um no additional uh percentages that our staff have to pay. Um it maintains low and I think maybe in all cases u I said in many cases um but the lowest or among the lowest class sizes and student teacher ratios in the region. Uh you know a main priority of of both the board and the community.

067Uh it invests an additional $400,000 in division of academic performance uh specifically toward updated curriculum and we're going to be you know we talked about curriculum last month and again this month. Um the board voted to draw down our open enrollment um that that obviously creates some financial constraints, right? And so then we uh level set our staff and reduced our staffing uh to align with the open enrollment draw down. So all of these things kind of all happening all at once, right? Um, it funds via the referendum funds our ADA and deferred maintenance projects. Uh, that'll be ongoing for the next several years as we complete that referendum, but that is underway. This rebuilds our fund balance by a little over $1.2 million. And it reserves, like we talked about previously, about $500,000 and

068some flexibility uh for that payback that's coming. Um, a lot of celebration here and a lot of thanks to our community for supporting the district. Board members questions, comments. Mr. Morris, >> question. Mr. H here. When's the last time we were able to uh rebuild or or add to the fund balance in this type of way? >> Um I'd have to go back and look. I uh I'm going to answer that two ways. You did a few years ago um when ESR money was carried. So technically when ESTRA money was carried over from one year to the next, I I guess that's a little different than in this case it's pure operating dollars. Uh in that case it was a grant that we chose to spend later. Um so I'm before that I'm going to

069guess five to seven years ago probably. >> So just for the community there it's it's been some time and if it [clears throat] hadn't been for grant or other money >> correct >> we we haven't done this. >> Correct. So on top of all those other things, we were able to put money back >> changes to take away. >> This is um the the the real benefit of this budget the way it is stands now too is we haven't handcuffed oursel for next year. So let's say we were putting no money into fund balance. Um we we'd be, you know, uh maybe patting ourselves on the back, but I'd already be concerned about next year. um we don't have to approach next year with um how are we going to balance this budget? What are

070we going to have to cut just to get balanced? So, we're in um we're in a better place than we've been in in several years. >> Can you also remind us um why we need to keep the fund balance uh what that does for our financial standing? Yeah. So, um maybe more so than the financial standing, I um I value fund balance in particular with a district like ours with aging buildings so that we have money for things that break. So, that to me that's the the most important piece of fund balance. Um from from a credit standpoint, um there there's there becomes a point of diminishing returns uh with ratings. um you know, you don't get a better credit rating if you have a 90% fund balance than you do 80. Uh but but

071there's a low threshold where you get sort of dinged. And so we are approaching that low threshold. And so being able to show that we're now uh purposely putting money back into fund balance is going to keep our credit rating high and keep our cost of borrowing uh low. Board members, I wanted to note um a table that I had requested and was created um by Mr. Eer um and appreciation that you did this. I just asked this morning um but I thought it might help with visualizing um that sort of balance of uh where where we have this money we can put into fund balance. We also know our largest costs are um staff. And I just I wanted you to have this and and and it basically what it portrays is if you

072spend [clears throat] this percent more on staff then this is what you have left in the fund balance. >> And I thought that might be helpful um for you all to have uh as you ask your questions. >> Yeah. to >> uh just to to clarify in this charting with the uh approximate $1.2 million surplus that is after delivering what was promised uh with the operating referendum. >> Correct. >> Okay. Just just making that abundantly clear cuz we will >> uh we'll have discussion about uh that topic and either today or is it is it today or it's in it's the the amount is budgeted and if if we change that um this table represents how much we would reduce that 1.2 2 million two. Correct. >> We we made um I'm trying to recollect

073uh I know it's on the website, but I believe it was three promises regarding the operating. It was um increases increase in pay for staff and particular teachers. It was uh maintain class sizes and it was maintain programs. I think did I miss any? >> Curriculum >> and curriculum. Thank you. >> So four promises and this delivers on uh all four of those. So when you're looking at this, the first line is what is in the proposed budget >> and then any line after that shows what if we were to increase the salary schedule um by you know one10enth. And to be clear, my my question slashstatement is if we if we do not choose, we've already met the what was promised to the community in in this budget. And if there is anything additional,

074it would come out in compensation for any staff who would come out of this $1.2 million. Right. And uh and that would be in addition to what was promised with the referendum and that correct we've >> it would be above above above and beyond >> perfectly clear that any anything like we we have budgeted everything that was promised for the >> operating front. >> Thank you. >> Mr. >> To layer on another complicating issue and to ask uh Mr. record to look into his crystal ball. Um, the federal government currently is shut down and we talked a little bit about this in our LAC meeting about how that could affect our um our budgets, our expenses. Um could you talk a little bit about how the closure of the federal government at that level affects

075say free and reduced lunch >> and that's so it hasn't affected it yet um and I know the shutdown is getting a lot of media publicity um and I don't want to diminish that uh but the government has shut down multiple times in the last decade um And generally speaking, um, in at least Wisconsin school districts have been largely immune from that federal issue. Uh, I suppose if it did stretch on for, you know, months. Um, it it certainly could impact us. I don't think as much as it impacts those employees though that are, you know, furoughed or um, you know, not getting paid. Um, what I'd recommend is if probably this isn't probably the question you're asking, but if we have people that uh are are their income is impacted by the shutdown, I

076would encourage them to apply for a free and reduced lunch. Um, that application can come at any time. It's not based on W2 or previous year's income. It's based on what your income is today. and we'd be able to provide some relief to those families. >> Sure. But there is uh free and reduced lunch is partially sponsored by Medicaid which or SNAP benefits, right? >> Correct. Uh well, we get honestly I don't know exactly which funding mechanism the federal government uses to reimburse us, but we get federal reimbursement for lunch. >> Oh, okay. But you don't think that that would necessarily affect our >> It hasn't in the past. >> Okay, great. >> Yeah, go ahead. >> Thank you for bringing that up that families can apply um for produce lunch at any time. Could

077we send maybe something in a newsletter or just social media campaigns? >> Okay, perfect. >> I would never even bother. So that is, >> you know, helpful to someone. qualify. There's some other benefits like fees and other things that they may not need to pay going into social media. >> Fantastic. >> Thank you. >> So I think the question you were trying to ask maybe was do we as a board need to consider that there might just like the boiler might go in some building that there might be some >> right >> um costs that we would bear at least temporarily with the federal government. So I think that's what you think Mr. Ecker do you know is an amazing CFO. He answered your question from a CFO perspective. >> If the government shutdown extends

078for a long period of time, there may be families who do not have food beyond the accessibility of free and reduced lunch. So part of that social media campaign will be to alert families of food pantries that are in the in the metropolitan area that is accessible. But some school systems are starting to have conversations, Mr. Bower, of providing weekend bags of food for >> during >> correct. So we don't know how long the shutdown will be. Our first layer of support will be to direct families to food pantries and to help them access those food pantries first. But if this is if this goes into three four months that may not be sufficient and those food pantries eventually will be overran as well. So from a social emotional teacher lens I am always in

079the back of my head thinking so then what is our next step into step two or three. So what Miss Himeran asked about what you're asking about is really what Mr. Eker answered is really step one. So again I want to thank Mr. opinion and our comm's team for having a social media campaign that will address stage one of accessibility. But I'm already starting to think about and I want to give kudos to Miss Holland. Um Miss Holland alerted us to say we have to start thinking about step two and what happens if this is if this goes into the holidays or even into the new calendar year. I believe that's what you're asking. >> Yeah. Eventually we may get there. There is a >> I hope we don't but we have to prepare >>

080for the worse. >> There's a timeline where we do have to be concerned about that which >> we also just ran a story about how many food pantries were hurt by flooding. >> So we also have a in this particular region a weakened food pantry system. Um so it's something for us to be prepared about as a school school district. >> Okay. Any other comments or questions about the budget? Okay. Um, seeing none, uh, Miss Brazinski, you have a motion if you'd like to be willing to read it. >> Uh, yes. It is recommended that the school board approve the 2025 2026 budget and I so move. >> May I have a second? >> A second. >> I'll give that to Miss Bach. Um, Miss Miss Summers, please call the RO. >> Miss Bzinski, >>

081yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. Miss Himer Rand, >> yes. >> Dr. Worley, >> yes. >> Mr. Wier, >> yes. >> And the motion carries. Madam President, I want to thank Mr. Eard. I want to thank Miss uh Anker. You met her last month. I want to thank Sarah Zelazoski and her team as well because as Mr. Eker referenced, the vast majority of where we spend our funds is with human resources. And often in a school system, we are notified when things don't go well with finances. What Mr. Eker just shared with you and I appreciate the question, Mr. Morris. What we just accomplished here was a lot of heavy lifting. This our cabinet met in the middle of the school year last school year

082to make cuts in the school year. Um, Miss Elazoski made sure that we accomplished everything we said, Mr. Wadier, around the operation of our referendum. So, we're we are Frankly, we're we're pleased that we were able to deliver on the direction you gave us to replenish the fund balance. We our goal initially was $1 million. So, to get to 1.2, we're pleased. So, I just I wanted >> No, thank you for that. And I I want >> I wanted to thank him publicly anchor and miss >> and Dr. means thank you for your leadership on your team as well for um a lot of engagement and and input um collaboration that that was rooted that's below all of this work. But thank you Mr. for >> both what you've done and the explanations that you

083give so that all of us can really see and it's very transparent what is what is being done why >> you're welcome just try not to have a prison in your next um >> does not have a what >> try not to have a prison in next >> I was trying to think of an example that everyone would not want >> thank you very much >> Trump maybe would have been >> truly appreciate your leadership >> well after all that heavy lifting. Now we move to item uh 60, monthly financial report. >> If it pleases the board, we you know I've been going through these charts and graphs one by one for 13 or 14 months at this point. Um there's also a flip presentation where I talk through it. Um again, if it pleases

084the board, I won't go through the slides one by one. I I'll highlight a few things for you and anyone that wants to watch the presentation can do that right through uh board docs. Uh is that >> I think that makes sense. >> Yep. >> Yeah. >> We also talked about it. We talked >> finance committee. Yeah. >> Anybody want >> and that's also report date. >> Perfect. >> Um so I'll just summarize by saying we are we're right on track. We're trending slightly uh better than budget. Um meaning if the if the if the fiscal year ended today, we would be we would end slightly better than the $1.2 million. So that's where we want to be. Um trending better. Uh the one area of concern I had purchase services has essentially um evened

085itself out. So um very pleased with that. Uh and I'll point out again that um one one reason we're trending uh better is because our salaries and benefits appear as if they're going to end less than we budgeted. Um that is because we haven't given raises to people yet. So the board hasn't the board has approved a budget. Um the board has not approved raises for any uh employee class and so everyone is working right now at the same rate that they had last year. Um obviously our algorithm doesn't know that and so it thinks we're going to slightly underpend on our salaries. Uh that that will get caught up once the board approves salary raises and we do uh back pay or catch up pay. Thank you. Any comments or questions? >> Um, when

086is the board expected to vote on the salary? >> Miss Summers May is giving or is polling the board right now for your availability? The week of November. >> And then how long from when we vote on that to when teachers or staff members see any back pay? >> It's a great question, Mr. Bzinski. Our cautious answer to you is by the first uh pay period in December. >> Okay. >> So we here we pay on the 15th and 30th of each month. So hon or before the 15th. >> No, we're saying that's our cautious conservative response if we can meet next week Monday. That gives our team more days to start working things. But I don't want to over prompt. So the first pay period in >> Okay. Excellent. Thank you. Okay, we will

087move on to um 6E presentation of student enrollment report and updated enrollment projections for 2025 2026 >> as the transition is happening. You heard uh you received a a report from Mr. Ecker last month from a financial perspective on the third Friday, but Mr. Pinion is our leader of all things enrollment wise. So he's going to give you headlines from the reports that we had from a enrollment trends perspective. Um and you may have questions. We provided the the data to you this in the the board docs. So Mr. Penny, thank you for your leadership. >> Thank you for having me. Um you heard two weeks ago sort of this highle overview from a business office perspective of ultimately the numbers or the number that informs how much money is coming in. Tonight we wanted

088to give just a little bit of a deeper dive in a format that you have been accustomed to as a board as well as a community. U before I give you the headlines if you will just wanted to give a little bit of background information. Um the first the attachment is very robust and this is a format that has been used I believe in TOSA my um assistant who has since retired said 25 years ago this was the format that was given. It does not align with where the state has sort of moved in how we pull enrollment what we report. So this report will look different in future years. Not only to minimize the sheer hours of manpower in the manual lift required, but also I believe this can be presented in a much

089more community and board friendly manner. Right now it exists as 15 tabs, very confusing, a lot of lingo behind it, a lot of nuances, some even I have to dive deep to fully understand and some that may have been left blank because the lift is just too extreme to fill them out in its entirety. So, just know that I preface tonight with the fact that this will be more consumable and friendly um in future years. Also, this is the first year the Department of Public Instruction has pulled our enrollment or third Friday count in two different ways. This was supposed to be um completed last year in two ways. They delayed a year, but we have always done more of a manual pull, which again requires a lot of um a lot of collaboration, a

090lot of individuals, a lot of assistance work to pull all of the data. Um, people might think it seems really easy. Just count the heads. It's much more complicated than that. Um, and they're also doing an auto from Infinite Campus directly. They're telling us that this is the last year they'll do it and the only year they'll do it two ways. And in future years, it will be solely an automatic poll from student information systems across the state of Wisconsin and 420ome districts. As you can imagine, this is a test year of that and we are learning a lot when it comes to that automatic pull in Infinite Campus. What needs to happen behind the scenes? all of the nuances and intricacies with all the different types of enrollment, student movement, etc. from all things

091open enrollment, part-time, full-time, tuition, waiver, transfers, all of the things. Um, so I kind of give you that backdrop as well as a very collaborative process. Enrollment is one of those pieces that although in our office we are sort of in the weeds and the hands-on helping parents register, enroll, get in, uh, move across different spaces, uh, this certainly touches the finance world. We work closely with their office as well as the HR world when it comes to open enrollment projections, class sizes, all that. So, we all have a different bit of a hand in this. And my office has the pleasure of kind of helping coordinate and structure it moving forward. So, with the highlights, and I won't pull it up again because it's 15 tabs and I'm going to be bouncing around a

092very complex document. Um, I want to bucket the headlines maybe in three categories. One is resident enrollment. Bucket number one uh headline would be total resident enrollment has increased 44 heads 44 students. Um of that we know at the high school level west went down in enrollment about 24 east went up in enrollment about 57. Um that is not attributed to interd district transfers. Um we are following the new policy. We are above the 100 differential for allowing transfers. So that number is not contributed to that. So just want to be clear for the community. Um, we have also pretty much have a stable tuition waiver. What I mean by that is, um, we're seeing a similar amount of students and families move out of the district um, and then apply for a tuition waiver

093and families are getting better at completing that appropriate paperwork with the state with us um, because they then are allowed to stay either through the current year or the additional year. But we're seeing that number fairly stable across the last few years. Bucket number two is um, open enrollment and non-resident. And I want to be clear for everyone the distinction there. When we say non-resident and when you see the data behind non-resident that means both open enrollment students students who may be experiencing homelessness or unhoused under Mckin Vento or students who may be enrolled here due to foster care and it being the best interest determination for the student. So the non-resident bucket is a larger bucket. Um the total non-resident numbers went down about 205 which 194 of that was through open enrollment. The

094decision of the board was intentional was expected. uh and we have no more uh students who would be under chapter 220. So that um there's no data there as well. The last highlight is really the total or the grand total tab on there. Um so when you pull it all together, what are the grand totals? We are down about 161 students. Again, we anticipated that predicted that and we were prepared for that not only in our office but financially as well. When you break down that 161, we are two less at the secondary and 159 less at the elementary. So you can kind of see where that movement filtered from one year to the next. Not surprising. Again, we expected that. Um, and when you look at the overall total enrollment, again, most of it

095is at the elementary, the only school where that total enrollment went up was Underwood. Also likely by design because we shifted boundaries that went into effect this year from Eisenhower to Underwood. So that is not um unexpected. Um, so again, it's a lot of information that can be very complex and pull you into the reg weeds really quickly, but I wanted to make sure you sort of had a general understanding of those buckets. You can see the breakdowns by school. I'm happy to answer or try to answer or take a question and get back to you if I need to. Um, but those are your headlines from the enrollment report. >> Thank you. Um, it's great to have this report. I'm very open to it being made more readable and accessible to everyone. So, um,

096we're looking forward to that and, uh, we appreciate the headlines. Are there questions? >> Yes, Miss Himer. >> Um, no. Well, yes, one question. Uh, first of all, I think it's great to see that our resident enrollment is actually increasing. Um, there is, you know, the rumor mill likes to say that we're losing a lot of our open our residents to either private schools or they're leaving the district to go to other districts. So, um, that to me is maybe the most exciting highlight that you shared. So, thank you for breaking that down, um, for us. Um, my question is, do you think I saw in the last two years there's been more effort from the district to quote recruit students to our schools? So, like um, really highlighting when registration is, the open houses,

097the many events for elementary students. Do you attribute those efforts to this increase or hard to say? >> I can't disconnect it. We've been so intentional even now we've started having conversations with our communications director about doing some things even earlier um teaming stronger with her really targeting that 4K or you know JKSK earlier on really emphasizing ontosa. So I like to believe I don't have data to say that correlation is you know causing it. Um, but I have to believe the efforts are helping that number and just showing what we have to offer in our schools. >> Kudos. I think I do think those events probably are contributing at least a part of it. So, um, thank you to your team for hosting those and coming up with a plan to to keep our

098kiddos in our schools. >> I know we're also starting to use um I think virtual more for retention of students. Is that part of why the there we seeing the increase there? >> So, yes. We saw 42 more students uh at least at this snapshot compared to the last snapshot at this time in 2024. 42 more in virtual um that we will always have a virtual space for students and a thoughtful process to to offer education there. Being one who is reviewing all of those requests, I see the majority of our virtual requests coming from a physical or mental health um standpoint. >> This helps them stay the need is only increasing. It helps them stay in school and stay in the district >> that continuity. Yep. You can continue accessing more flexibility. Um but

099we are thoughtful as well because it can be used for great purposes and it can be used to evade attendance, compulsory attendant. You know, there are other reasons too. So we're cautious and we have processes in place to make sure we don't lose students in that virtual space as well. >> Good. Other comments about Mr. Bower and then Mr. Morris. Um, one of the things that, uh, I would always like to keep an eye on is the balance between east and west. >> Absolutely. >> Uh, and I note that there's about 150 more students over at East than there is West. Uh, the difference is a little bit more stark if we compare only Longfellow and Whitman. Uh, noting that Monasuri is a K8 program. Um can you talk a little bit about the balance

100between the two schools and how we can expect that to go over time um and if there's anything that we need to adjust uh from a policy point of view? >> Absolutely. So my first two years in this seat I was approving transfer requesties because I was following the policy and they were under 100. Going into this year back in April when we were making and reviewing all the interd district transfer IDT requests it was the first year we were projecting over 100. So this was the first year I started having to really deny those. So we are holding a tight line at least on that lever that we have some control over and following the board policy which is sort of why I gave that caveat early on is that it's not a result

101of IDTS. Um there was just a very small couple that were accepted due to extreme or more safety circumstances that had to be approved but um those will be denied and really it comes down to we do know more people live on the east side when we run the numbers of just residency and enrollment. we have a couple hundred more students on that side and that bubble will look different every cohort every year. Um otherwise it comes down to policy 5120 in our boundary lines. Um we have had I've had a lot of conversations as I know school administrative assistants at McKinley have about that split boundary what that means. We are seeing a little bit of a shift in a trend. Uh we used to have a lot of families IDT to Whitman so

102they could stay in that cohort from McKinley to Whitman to West. Uh we're seeing more families just opt to take that Longfellow to west path, but we are very clear up front that does not create any exception to the policy. Um but they do have that right to to follow that path if they're east of 92nd Street. Um other than that, >> a great reminder that it's not it's your elementary resident district, not your middle school resident district that predicts your high school. Yeah, I think people often >> so we want to be very clear and transparent about how that works and when years ahead of that decision they're making today how that might play out uh at different transition levels. Um but it is something we will need to pay attention to and keep

103eyes on and monitoring the trend because we want to keep and maintain that balance where we have our ability to. Um but 5120 is really the mechanism where boundary lines are outlined and those paths are established at the board level. >> Sure. And the biggest mechanism that this body has to force the balance between east and west is those boundary lines. >> Yes. >> At what point does the discrepancy between east and west grow so large that we seriously need to start talking through that conversation? I think we would have to look deeply at capacity and then also the future direction with the ad hoc, you know, what the recommendation is where the board I wouldn't want to jump too far to that train or conclusions without knowing what the future of 712 looks like.

104>> I mean, I think one of the places that that one looks is that potentially when you have um a lot fewer students, there may be fewer classes or curriculum that you can offer. And so, yeah. No, I mean, but but this this is actually from my understanding working and well balanced compared to where it was before the board that made the decision. Um, >> absolutely. I'm not suggesting that look at it. I just wanted to make sure that it is a topic that we frequent and we have those conversations. >> It's something pay attention to yearbyear on the trend for sure. >> Thank you. >> And Mr. opinion. Policy 5120 was just updated and maybe fine-tuned a little bit this fall. >> Correct. >> After enrollment was already laid out for this school year.

105>> Correct. It was updated. However, it is somewhat cute. We are making sure the boundary lines match for 2930 when the areas over by Jefferson and Roosevelt are shifting. So, we will be bringing that back to make sure that is reflected as well. It was updated. However, the interd district transfer decisions that I will make uh the bulk of those all happen now align in alignment with that policy between February and March. Prior to this year, those happen between March and April. So really all the IDT decisions were under the old language whereas this next wave of introductory transfers will be under the new language in February. >> Do you think that new language will be more supportive in maintaining more balance? >> Yes, 100%. again where where I have or where we have some

106control outside of just the boundary lines. That will make a difference especially just knowing over the last few years I was signing yes to the IDs for East and now I'm signing no. So right there that will make a difference as well as the language that this board landed on and that I helped craft regarding appropriate versus more favorable or more favorable um reasons for asking for those transfers. So I do believe that that policy will make a difference and where we'll see it the most. We take a snapshot for all introducer transfers at one moment in time every fall. Now that snapshot represents history. It could be a transfer from eight years ago that's still showing up because they're not in in the school in which they live in. That is where we'll see

107the most sort of impact of that policy over the next 5 10 years of how that trickles every year and changes um the movement that is happening across all levels. >> Long answer, long way of saying yes, it will make a difference, but it will take a while to really show it. Plus, we're making some of those other boundary line changes, right? Um, though those shouldn't impact east and west. >> Yeah. I mean, significant >> those those smaller ones won't have impacts east or westwise, but that's another reason to Mr. Bower's point to to pay attention to that trend. >> Okay. I mean, a factor that's happening too that we as a district, so we had that conversation about um, you know, taxes and levies. Well, we as a district don't have any control over

108um the density of property um housing that's available. Um these are all factors that help to drive >> where people live and how many people can live and the west side is generally less dense um densely populated than the east side. So that's going to have an impact >> and I see a lot of opportunity when the ultimate, you know, decision of this board about what 7 through 12 looks like that will open up potential areas to look at, consider, come back to the table and understand. I mean, that that's going to really help guide versus right now kind of, you know, don't want to do anything too drastic or recommend or make too many assumptions without knowing what that's going to look like. I think it's great too just what Mimer Roland said. My

109understanding was that a fair number of districts have seen a decline this year and that it's not as it's not typical to even see the um increase that we >> was a good number for resident increase. >> The MD RERS demographic study said two years ago we would see a slight increase over the next few years. So in talking with Mr. Nick Johnson from Roers. He is very proud of the exact amount that their predictions are coming true from that report. And then I would be remiss if I did not mention I think I [clears throat] was I was meeting with Miss Bach and just discussing the the important work of a board. Policy 5120 when it was revised in the late 1990s was a significant issue in this community. And if you lived here

110at the time, you know what that looked like. If you didn't live here, you've heard the stories of what that was about. And while that was a very difficult decision by that board at that time, can you imagine what the imbalance between Wala East and Wala West would be today without those changes? And so it's just a testimony to you do we don't say thank you enough uh to the board and we know you do hard work and you're confronted with in some cases wicked problems as we describe them in social science. Uh but what Mr. Pinion is sharing with you is I think we Mr. Bar I would say we we are as close to balance as we have ever had between east and west. Um, and I think the policy committee, past policy

111committee members would joke, "Boy, we're we're talking about 5120 again." Um, but it's coming back. >> It's coming back and it will come back again. >> It's one of our core policies >> because it's one of your Yes. You took the words out of my mouth, Dr. Worley. It is one of your core policies to be responsive to the community. I think we should also, it's also helpful to acknowledge that we um we got good help with enrollment. The the um you and your staff got way out a lot sooner. We had support from the PTAs um at many schools and um just really getting the word out about how and when to enroll is is super important that we continue that that that practice of of being out there and talking about our district.

112Um, I think the tours that just happened of high schools, all of these are pieces that will help us to maintain our enrollment if not enlarge in it over the next several years. >> And I know I'm biased, but we have not even not even not even dipping into academics. We have truly so much to offer students when it comes to their social, emotional, and mental wellness in this system. I believe relative to a lot of our neighbors. >> Miss Summers deserves a lot of credit. She is the main uh convenor of our JKSK registration events in January and they're fun and they we draw in a lot. I think many of you have been there for some of them achieving creating and has a a pet a petting zoo um an indoor petting zoo

113in January that drawing kids. So we we try our best. We'll be sure to follow the animals on district property policy when yes. >> Yes, Mr. Morris. >> One question for you, Mr. Opinion regarding the uh attendance numbers for Velar Phillips. Are those seem to be pretty stable there? I always look at that and I'm always curious if there is any I don't even know the word recidivism like do those students ever go from if they were 910 there, do they end up back at West? >> A lot of fluidity. We could probably give you an hour master class on just enrollment at Velar. Phillips alone. Um they're somewhat stable. I'd say over time they've been increasing. This is why Vel has in the midst near the end of a major reconstruction project at Vel

114to create more space. There were times students were sleeping on the floors at Veler Phillips literally. Um so they are near the end of a big construction project to create more space. Um so although I don't have the exact numbers in front of you um fairly stable but slight increases from from my time here from how I understand. >> I would tell you Mr. remorse is that unfortunately that is the one educational institution where we don't want to see numbers increase but they have and they have because of the court backlo and so in talking with the administrators at Bell Phillips and it's let me pause I think for the community sake anytime a child resides in a community that public school district is responsible for the education of said child since we have the

115juvenile detention center in Wallet Tulsa. We're responsible for young people who are under custody at that facility. The number has been going up and the backlog with the court system is creating a system where the administrators are anticipating those students staying longer than normal. >> Yes, they range anywhere from being there for a day, a couple days, all the way to over a year or more or out and then back in. Um, and they are continually looking at and revising and updating how they serve students, especially during this reconstruction phase where they might be differently different levels of accessibility depending on what program students are in. Um, but they are prepared to serve students regardless of the stint of time that >> it's getting to a point now, Mr. Morris, where it's getting concerning. We

116have, you know, you all watch the news. There's some high-profile juvenile um cases where those young people have literally been with us for years, multiple years, and that that's normal. That wasn't the way that they all our fellow students to function. >> So, it's causing some curricular issues for us because those students are receiving curriculum for the fourth or fifth time. >> But yes, I mean, I appreciate you highlighting that. That is a it's a concern for us. >> Yes, Mr. Spock. >> Um could you talk briefly about the um hospital numbers and how those students affect our enrollment and how stable those numbers? >> So I haven't dug too deep into the history of the children's numbers. Uh I visit there once or twice a year when I can. Um and this is the

117same obligation that Dr. mean spoke to in terms of once the student is in that capacity and we know they're going to be there, we have an obligation. So, not only is there the classroom, but then they do bedside care as well for education. Um, I don't know the trend data for that right off the top of head, but I'd be happy to get back to you. >> You anyone else? Seeing no other questions from board. Student members, do you have at any time if you have questions? We often turn to student members when the board members have run out of comments or questions. >> You don't have to have any, but just so you know the flow. Excellent. So, feel free to raise your hand too if I forget to I forget to ask

118you. Okay. Um, thank you, Mr. P. We'll move on to 6F. Action to improve approve the proposal to increase FTE for the 2025 2026 school year funded through transfer service. Um Silazoski, thank you for being here. >> Absolutely. Good excuse me, good evening again. Um are there any follow-up questions from our last conversation? Okay, seeing no um follow-up questions. Um students, we have often have things come twice. So, we've discussed this one quite extensively. um you know if community members are watching um just this is a way to that we're asking for this or they're asking for this in um HR because we have some students that have joined our district that have particular needs um and we need this additional FTE in order to meet their needs. Um so I believe Mr. power. >>

119So, it is recommended that the school board approve the proposal to increase FTE for the 2025 2026 school year funded through the transfer of service and I so move. >> May I have a second? >> Second. >> Thank you, Mr. Morris. Miss Summers, could you call the role, please? Miss Bzinski? >> Yes. >> Mr. Bower? >> Yes. >> Miss Bach? >> Yes. >> Mr. Morris? >> Yes. >> Miss Himer Rand? Yes. >> Dr. Worley? Yes. >> Mr. Wadier? Yes. And the motion carries. Uh thank you. We will start putting those extra supports in place right away. >> Absolutely. Um and and just a reminder this uh it wasn't changing the budget just in case community members weren't here for that discussion last time. >> Um letter G 6G action to approve the additional limited purpose

120flexible spending accounts for employees. >> Uh thank you. Um, again, this proposal would create an opportunity for employees to set aside tax uh pre-tax dollars uh for out-ofpocket costs for the voluntary vision plan and um and dental uh dental plan uh as employee benefits. There were two questions that um that I did not have the answers to at our prior conversation. Um, one was related to whether or not employees have access to the full amount that they allocate um, prior to making the full deposits into the limited purpose flexible spending account. Um, and the answer to that question is yes. If I elect for $500 over the course of the year to be deposited to my limited purpose flexible spending account, I have access to that $500 as of January 1, 2026, even though I

121will continue making payments towards that uh throughout the year in terms of payroll deposits. The second question was related to um the runout period or the um the claim period for the funds that um that employees deposit into their accounts. uh employees have from uh from January 1, so the first date um of the plan um to uh 15 months later. So January 1, uh to um to uh March 1 um sorry, Febru or April 1 of 202027 in order to claim the funds that they've deposit deposited. So, they have a 15-month runway uh to claim all of the funds that they've opted to uh deposit pre-tax into their accounts. And those were all the questions that I recall from our prior conversation. >> Thank you for bringing those updates. Board members, questions, comments. >>

122And again, this is at a very low cost to us or to the district. It is um if any if any employee currently has um a um a dependent care flexible spending account, there is no additional cost to the district to be able to add these contributions for new employees who wish to make deposits to an account like this. Uh it is a $3 annual cost. >> Okay. Not seeing any other comments or questions. Um, Miss Bond, I believe you have this one. >> It is recommended that the school board approve the addition of limited purpose flexible spending accounts for employees and ISO move. >> May I have a second? >> Second. >> Thank you, Mr. Wier. Miss, please call the RO. >> Miss Pzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach,

123>> yes. >> Mr. Morris, >> yes. >> Miss Himer Rand, >> yes. >> Dr. Worley, >> yes. >> Mr. Wier, >> yes. The motion carries. Board members, would you like a stretch break for >> Yes, please. >> 10 minutes. We'll start again at 8:00. >> So, we are ready to go on with item number seven, strategic goal instruction and leadership. Letter A, action to approve adoption of forces of study policy 2220. Thank you for being here. >> Yeah. Hello everyone. Good evening. Jessica Eert, director of curriculum and I'm here joined with Liza Weber, our K12 math curriculum coordinator. Um, as well as Katie Crella Cllo, our secondary humanities coordinator. In two weeks, my voice hasn't. >> I'm sorry to hear your voice hasn't returned yet. >> Well, hang in there. So this evening the board

124will be um asked to take action on three policies related to curriculum and instruction which were introduced and presented to the board on October 13th of 2025. These policies are policy 2220 adoption of courses of study policy 2510 adoption of textbooks and primary curricular resources and within 2510 is policy 6320 just saying we're applicable. It is important to note that all the recommended changes we were not made lightly. The research planning, teaming with educators, communicating with various stakeholders, decision-making protocols were all a part of these changes. As part of the process for policy 2510, adoption of textbooks, primary curricular resources, curriculum materials were made available for public review following the presentation on October 13th. During that time, other than board members, zero community members reviewed the materials in person, nor did we receive any community

125questions or comments regarding the recommended resources during that time. Additionally, aside from board members, we have received zero community questions from comments regarding policy 2220, the adoption of courses of study during this two-week window. Before we proceed with any additional questions or comments from the board of education, I want to take a moment to set the broader purpose behind this work. While individual student experiences often surface in our conversations, which is both natural and important, the purpose of our conversations and the proposed changes lies in the systems and structures we aim to build. These structures ensure equity, consistency, and intentionality in how learning opportunities are designed and delivered across all classrooms. At the same time, we know the success of any model or pathway ultimately depends on the conditions we create in the classroom. How

126teachers plan, use data, monitor learning outcomes, and differentiate instruction has the greatest impact on student learning. The changes we have recommended aligned to policy reflect our continued commitment to aligning pathways, structures, and resources while while simultaneously strengthening classroom practices, ensuring that all students benefit from coherent, equitable, and highlevel learning experiences. Let Nicole kind of chime in here with a few additional details. >> Hi, Nicole Marble, chief academic officer. Um I just want to remind the board that the courses that you are looking to approve this evening are posted on the um display board. I also just want to thank publicly yet again um Miss Eert and our curriculum coordinators that in within the last 24 months we have collectively as a team brought forward three of the four core um core um content areas to

127the board. um that has been a a mountain of work, but we felt very uh very necessary to expedite that work to be able to get in front of students and make their learning experience um more robust and rigorous. So, I just wanted to reiterate that that within the last 24 months, we have brought three of the four core and we look forward to bringing social studies um in the near future. What questions might you have for us? >> Yes, Mr. Barber. Go ahead. >> Thank you. Um, so this is I think uh a handful of questions um that came out of Wednesday's conversation last week uh where we yielded I've yielded some questions about the math curriculum. Uh and what I realized in doing that is that while I have access to you and

128Dr. means among others uh to ask the questions I have to make sure that we are making a sound decision. A lot of that doesn't happen publicly. So I'd like to ask you a couple of questions that um realistically were asked of me that we can kind of go through real quick and put it on the record. Is that fair? >> Um so the first part that I have would be we're switching models of how to teach math. That's fairly dramatic. So what is the concern of the current system and what does success look like with the new model? >> I can start and then I will bring in our resident math expert to plug the holes wherever I um so the the crux of this the same standards that are taught in the traditional

129algebra geometry algebra 2 are still being taught. We are simply rearranging the order in which they are taught so that there is a greater conceptual understanding of the math standards that rely on algebra to be built off of um to have geometry standards built off of those where it makes sense. Also um our if we look at our ACT data um one of the areas one of the domains in which our students are not performing as high as we would like is in algebra and we can what we can do with an integrated approach is weave the algebra standards through all the way um in in integrated one, integrated two and integrated three. if we get to that point. Um, right now that those algebra standards only live in algebra in that one isolated year.

130Miss Weber, I'll turn it over to you if there's anything else you'd like to add. I think just to echo that um I guess sort of even in the way that you you phrased the question I think um it sounds like you know when it when it came to you that the feeling maybe was that this is a very uh drastic change in in the approach. While the integrated model is different than the algebra geometry algebra 2 students will be learning the same standards in a different but intentional resequencing of concepts. So if you compared for example the illustrative math scope and sequence which names the units and the topics of every unit in an algebra geometry algebra 2 sequence compared to an integrated one integrated two integrated three sequence you would see most of

131the same math just reordered. So when the math is happening so this is a visual example of that. The one on the right is the algebra geometry algebra 2. The one on the left is those same units just in a different sequence. So while it is different and intentional, it's it's not drastically different math or or units or topic coverage. So just to clarify that, >> I'll just chime into that integrated math is what our students experience in kindergarten through 8th grade. And so when we think it's so drastic, it's so different, our our students are experiencing math in that way right now all the way through their mathematical journey until they reach high school. So just as another way to think about what that looks like. >> Um thank you for that. Uh so

132we know what success looks like, what we're driving towards, right? Better understanding and math using a system that is has been shown to be more successful. Where has it been shown to be more successful? I'll stop there. Where has it been shown? >> Um so the if we look globally uh Japan, Finland, Singapore and Canada all utilize this um this approach. Um a number of states have also adopted um the integrated approach including Utah, West Virginia, North Carolina, Georgia and Maryland. And then within our state, um the the key districts that have moved in this direction are WAWAWA, Piwocki, Franklin, and Wasa. Um shout out to my hometown. Um and there are a number of school districts that are exploring um exploring this alongside us as well. And then just to add on to that,

133a question that's come our way is, do colleges recognize this as a rigorous course or equivalent? Um, and the answer to that is yes, that colleges see this. Um, they see this from high school transcripts. They're aware of this, right? We're not the first people to do this. Um, and that just like any course, we would be naming the standards that we cover in the course. Um, and colleges would be able to understand that the standards that we're covering in these courses are the same as the standards we would be covering in an algebra, geometry, algebra 2 sequence. And I really wanted to launch the conversation this evening again grounding in I think it's a both and right systems and structures are really really important and designing systems and structures around what makes sense in

134terms of the learning experience is really important for us to be thinking about and what really um moves success forward for student learning and understanding is what happens day in and day out in the student experience. Um so just kind of keeping that balance in mind. I mean we can continue with an algebra geometry algebra 2 model but what really is important is the way in which our teachers design instruction check for understanding monitor successive learning outcomes. That's what drives success. And so I just want to make sure it's a both and systems and structures are really really important and we design learning in for that. And it's really important that we continue to um support our educators in the improvement of the day in and day out conditions that they create in the classroom.

135So taking an element of that the first element of what you just said I'll come back to the second element about teachers um in a second but um in the new system that we are moving towards or you're proposing that we move towards uh there's a gift and talent program where we advance students through the math program uh jumps right where they're 99th percentile you jump forward we have additional supports teaching uh the bottom 10th percentile So what happens in the hey I'm good at math right I'm maybe 80th percentile I'm good at math I can see myself being good at math how are we pushing them forward in this system uh similarly how are we pushing students forward who are maybe 25th percent right on the other end of that >> started unless you

136want to jump in right away >> all right Um so um we have different layers of support. So we have what we call tier 2 layers where the teacher differentiates within the classroom and the resources that are on the table for um being adopted also have some really strong differentiation tools built into them so that the teacher isn't left to his or her own devices and how to meet the different student learning needs. So there's a lot of support for the teachers within the resource itself to be able to identify those needs. Um furthermore, there's uh some different assessment tools that can be leveraged to be able to really pinpoint what skills need additional uh additional attention. Um and that would be again something within the actual resource that would be able to support um

137our differentiation. Yeah. So I would say across our system right at every um level of math there is a full range of learner continuum and um so it's a few layers. So part of it is what courses do we offer? So um for students at the elementary level for example there are academic specialists in place who offer tier three academic support for kids who need a dose of math in addition to their math their core universal instruction. um that then you know moves up into middle school where there's academic lab and then in high school we support students through a course called math emphasis. So courses can support kids in unique needs. There are times that the need is not significant enough to warrant a different course or separate course. Right? And um we continuously

138as a school district are working to align to ensure that our identification processes match appropriate services for kids and that's across a full range of learner continuum. Um so there are some students whose needs aren't um significant enough to uh require a separate or additional class. We have the opportunity from kindergarten through 8th grade to layer instructional opportunities on top of the core universal instruction through a block that we call win time. So, it's minutes that are on top of the core instructional minutes that are required. The new resources that we're proposing tonight provide components um to provide teacher guidance and also tools to support learners across that continuum um via the math teacher. Um specifically in the secondary math curriculum, there are um there's a component called building on student thinking that provides teachers

139with guidance for real time um ways to build upon students ideas as well as are you ready for more which is essentially an extension set of problems that again teachers can either ahead of time prepare uh as a result of students formative or summitive assessment or they can implement that in real time when they're noticing that a kiddo is ready for more and needs an additional extension problem set. Um, and then the same is true at elementary. One of the nice features of the I know we're kind of trying to separate the courses from the curriculum, but it's really hard to talk about the courses and implementing it without talking about the tools we utilize to to do that. Um, at the elementary level, um, embedded within the resource as in response to assessment data,

140teachers are provided with guidance and tools including mini lessons for small groupoup instruction for both intervention and extension. Um so the tools that we have in these resources um are far better than the ones we're currently working with today. Um and then in addition to that both resources include um tools to support learners with disabilities um as well as multilingual learners. So there's a wide range of um strategies and tools embedded in those resources to ensure that teachers have what they need paired with coaching and strong professional development um to support the wide, you know, range and continuum of learners that we see and that we would continue to expect to see at every grade level year after year. I'm trying not to talk so much, but I feel like I can't help it. Um

141something that I just want to add on. So, we've held two math community sessions um and engaged deeply with people who have attended those math community sessions to learn about the changes and then have had follow-up conversations. And I think something that um has really stem from that dialogue is every family's desire to ensure that regardless of the changes that we have in front of um our community that their child will be engaged in math learning. not necessarily I care that they're in this level of math or this level of math, but can we ensure that there is a level of engagement for my child that feels purposeful and supported? We want that too. So, I just want to make it really clear that none of the changes that would be proposed are us trying

142to seek an opportunity to take away engagement of learning for individual students. It's about how do we create the space um and the learning environment and the tasks and the opportunities the questioning to create that level of engagement. So the end of the day that's what I'm hearing from our community is engagement not so much levels of so just want to kind of add that note other dialogue. >> Excellent. And you've done a nice job of transitioning that conversation into the part that I said I would come back to. How does this support uh each teacher as we go through? Um what is the plan that goes along with this in terms of professional learning for our teachers so that they know what these tools are and how to use them effectively in the classroom.

143>> Start. Um so upon approval we would jump into what we call a phase 2 pilot. And so every um at at every school there would be a pilot team working with the new resources to really learn um to really learn what we don't know yet and to be able to refine that in our implementation plan then come our professional learning this summer and then with the implementation in the fall and ongoing um professional learning throughout all of next year and the year after. We did this exact same approach with our um with our English curriculum. So at the elementary level benchmark advanced and at the secondary level common lit 360 and it was a very it was very successful. We learned a lot from the pilots to be able to adjust and have some

144early adopters in each building to be able to kind of calm the waters of people when they were first getting um used to the resources. So um go anything else? Yeah, I would say um I just can't emphasize enough how helpful and important a phase 2 pilot process is. Um we've of course aligned then our internal professional learning to um ahead of the changes begin to lay some of the foundation of just strong instructional practice standards that type of stuff in anticipation of um you know recommending changes. At this point, we've mapped out the rest of the school year for internal professional learning to support educators and becoming familiar with this program and with these programs and learning um from pilot leap teachers. Like Dr. Marble said, there are pilot classrooms in every school which

145are intentionally um you know occurring in every school so that all teachers have access to seeing that learning environment. administrators have access to seeing those learning environments so that we can really make some strong plans and learn ahead of full-scale implementation in the fall. Um, secondary and elementary will both participate in two days of summer training that will be um from curriculum vendors that will also provide deeper understanding of the materials which also includes the opportunity to plan for unit one of both resources. So, um, definitely a lot of thought. I'm I'm very excited about the plan we have for professional learning. U MAP has sort of the benefit of having a longer amount of time to engage in a phase 2 pilot and um like Dr. Marvel said phase 2 pilots have been so

146successful in the past that um people this time around were were saying we want to participate. building principles were saying, "I want my teachers participating because it was just so beneficial to learn about the resources and teachers who engaged in the pilot felt more prepared when it was time for for implementation because they had the opportunity to do some advanced learning. I also just want to um share how important our instructional coaches are within the phase 2 pilot. So Eliza has strategically designed which grade levels the coaches will be working really closely with at each school and they have already been engaging in learning studying seeking clarification understanding how that aligns to the the current scope and sequence and you know making sure that standards are taught across those those classrooms. So they're working really

147really hard to be internal experts around a specific grade level and the curriculum materials. That goes for our secondary coaches as well. We've positioned two coaches across 12 classrooms at the middle school. Um, and then we have a high school math coach as well that's working really specifically um with algebra as we prepare for integrated one. So having these resident experts who can help walk right alongside our educators and spend that time teaching, learning and understanding um is a critical part of that process too. Um the last part is a bit of a departure uh from those but um moving into this integrated math system or this integrated math model removes the need for advanced sixth grade and so on further down. Right? So talk to me about how we arrived at that decision, what

148the effects of tracking are and uh what is being put in its place if anything. >> I will do you want to pull up the chart while I >> Yes. >> Um so I I heard a couple different things from you Mr. Bower talking about um like just tracking in general. >> Yes. >> And then um what is the new pathway? Um so I'll start first with the new pathway and the primary reason why accelerated 6 existed in the first place was to provide a pathway to AP calculus for students. We have found a way for students to have access to AP calculus without accelerating in sixth grade but rather um moving the that acceleration period to 10th grade or excuse me 11th grade. They'll be making their decision in 10th grade. um it allows

149for students to have more of that post-secary identity and how they view themselves as math learners rather than when they're 10 11 years old having to make that decision. So you can see by this um diagram that's on the board. Um, so that shift in acceleration happens from math 2. Students could either opt into moving to u math three or accelerated pre-calculus as an 11th grader, which then allows them access into um any any of those courses in 12th grade. Um, and the whole there's there's a lot of research around tracking um as well. I'll pause and see if the the team here wants to add anything else about the pathways. I just I do have one thing I would want to add. Um I think that there is a little bit of a misconception

150in our community and we keep kind of resurfacing that that [clears throat] integrated math is the removal of acceleration. Those are really two different topics. So integrated math looks at how we are going to structure the math learning, how the standards will be taught and really doesn't have anything to do with acceleration at all. It's integrated math meaning how will instruction be designed in the math experience. Then there's a separate conversation around acceleration and the removal of accelerated six math classrooms. Um and what Dr. Marble talked about is really the the concept of delaying acceleration, creating the foundational understanding of middle school math standards because we know how critically important those standards are for algebra success and higher level math courses. Um so it's kind of two different conversations. Heterogeneous sixth grade math classrooms looks

151at delaying acceleration. We haven't talked about seventh and eighth grade. It's there's plans and what we might do in those areas later on. Um, but then I just want to make it really clear that integrated math is not really a conversation about acceleration. So just so there's that too. >> Yes, maybe one more thing just to add on. Sorry, Dr. Marble. Um, additionally, delaying this acceleration point uh more closely aligns with other academic and career planning timelines. So, um, previously kids had to make this decision in our current model in sixth grade if they may be interested in taking AP calculus as 12th graders. And, um, we don't ask kids to lock in to that decision at such a young age in other subjects. Um, so that's why we're thrilled to have found a way

152to not require that early commitment and even clarity about future, you know, path or goals or decisions that kids might make many years later. um they don't need to make it at that point and they can still access the same level of courses um in the proposed pathway as in our current pathway. And I just want to add one more thing because this has come up in our community conversations too. Acceleration to what? Because if you look at the visual the farthest or the highest level math course we offer in Wawaossa and actually through MATC is the analytical geometry and the differential equations. That's as far as our students get in their math experience. So sometimes it's like this race towards what I want to finish math as a sophomore >> and then what kinds

153of experiences am I looking to have them my junior and senior year as I think about the universities that I want to attend, what I'm pursuing as I enter um college. So I just want to make that really clear too that it feels like there's this endless opportunity of math experiences in Joseph but that is the highest level math course that we offer. Um it's through MATC. So I just want to make that clear AP calculus is internally offered here in Mtosa. Um and then to answer the other question about tracking um to be crude um and just blunt tracking is sorting children and tracking prevents um students from being able to truly realize their full potential. Um it's actually a silent permission for low expectations. Um, and tracking perpetuates societal inequities that we are

154really working hard to dismantle. And when I think about the vision and mission of our school district, tracking flies in the face of the mission and vision. >> Um, thank you for all that. Um, in the words of our uh, one of our commenters today, right, we've done our due diligence. We have are providing a time for a pilot program and we are proceeding cautiously. Thank you. >> Mr. W. Go ahead. >> I have two comments and a question. Um first uh comment. I think uh Mr. Eard provided a pretty good example in today's board meeting of what integrated math teaching would be like on tax less, right? Um, pretty sure a lot of adults watching didn't know how that was calculated until he gave us that math lesson right then and there. Um, so

155would that be fair to say that that that's the kind of teaching that we would we would start to to see more as a a continuous spectrum of there's a little bit of algebra, a little bit of geometry, maybe a little bit of trigonometry. what whatever it entails it's all together in order to solve a real life problem not just something theoretical >> accurate >> okay so second comment um I know we've tal we're everybody's been very focused on the math curriculum uh but I do want to say that I am very pleased with what you've you're proposing to offer um in addition for the new courses. Haven't really talked about that a whole lot. Uh number one, adding data science. I think that's going to be instrumental in in the upcoming decade, making sure

156that that all students understand those fundamentals and having these other courses um where where students can get college credit for pennies on the dollar. Um that's also wonderful. So thank you. And um also just pointing out like the addition of medals too and um identifying that our society does like we we need people of all that that want to go with all different, you know, tracks and careers. And uh the trades are are something that we we're going we're having a we have a shortage of it now. Uh so we're already behind in teaching uh teaching additional students on that. So I love that you have that all in there. All right. So those are my comments and uh and then my question is related to I guess would more or less like in the

157high school level if student was transferring in they're coming [clears throat] from a tracked system what does that look like how how do how would you handle the placement of that student within uh within the new post system? Yeah. So, um it this happens already. Um we have we don't have advanced English or honors English, for example. Um so, we already navigate those conversations all of the time um with students that transfer in from other schools that might have tracking. >> Dr. Marble, if there was a student who came into our system, how would you determine if they belong in integrated one, two, or three, >> their grade level? >> Thank you. And if they if that student thought that they belong, let's just say they were an integrated one, but they felt they could

158handle integrated two. I know you still are work. I want I'm trying to set you up to talk about the process you're going to go through with your team if this is approved to create the protocols for deciding this type of work. >> We would follow our talent development protocols. So, we already have um we already have all of that structured. >> Yeah. I just want to point out something too that I think is really important. We've been talking a lot about the what of the changes and trying to describe what they're going to look like. um we have already have established conversations and a forwardthinking need for our community to understand more of like how math will look. So I think just pointing out you know is that what it's going to look like

159I think our community wants to know that too. So, um, although we're putting out on the table what the changes are and what we need approval from, as we as we engage in that change process, we know that a community will desire an opportunity to see that in action, what that math change looks like. How will my student experience? So, we know that that is a need and I just wanted to identify um will be something that we invite our community into as well. Um, I had a question. So, in order to take Cal 3, they would have to a student would have to skip a grade. Would you guys is like that skipping would that be happening in middle school or high school? >> So, students in our system. Um, so you're right that

160to take Cal 3, that is a course that's only offered through talent development services, which means at some point in their academic career, the student did skip a grade level of math. And when I say skip a grade level of math, that does not mean that we just say 99th percentile on STAR and off you go and you skip content. We're very thorough in our assessment, our identification process to make sure that kids are demonstrating the math proficiencies to a solid strong level before we we don't take that decision lightly. So before we're deciding that, we're making sure that the the major you know understandings of this course that the child can demonstrate understandings of that. So at some point in their academic career um in third grade through 8th grade, the child did skip

161a grade level in math. So they were subject accelerated is what it's called and that is how a student gets on that pathway. Um additionally in high school students do have the opportunity to begin to double up on classes. So if you were a student who um you know never met identification criteria for a full grade level you know math course to be skipped um that you could at that point in time say I have an interest I have goals I have the motivation I'm ready and could find a way to make that happen as well. So those are really the two ways. Um but um it is correct that the calc 3 course is not part of our universal pathway. That would be um a very high level course that's typically not offered in

162high school. That is uh we offer um as a result of meeting that um that need of of high mathematics um accomplishments and ability. >> Quick question on that. Uh when you say when we have that need is that need for one or two students is that a need to have if I've got one or two at say west and none at east. >> Yeah. So I didn't pull the numbers this year but historically in the past um we've had a full class of students participating in this. We have an MATC instructor who comes on site and um teaches the class in person on site. Um, so we've had enough kids to run a class and there's been years where we've only been able to offer it at one school because of the number of

163students that um are qualified to take the class. So it it does eb and flow. >> One other followup that I have uh based on something you said earlier that struck me uh and it sounds like the program has a lot of great resources for the teachers uh a lot of things for advancing learners in there. You talk about layering additional resources, the extension uh problem sets. Can you talk to me or talk to us about how you how you find that balance between the intervention and extension side? Because I I just looked at from my from a parents lens of there's only so many hours of instructional time. If I've got 80% of the class that needs intervention time and 20% that needs extension, where do they find that time to balance? Is that

164sent home with those ones that need extension by here's your book, go figure it out, here's your homework or here's your virtual your here's your Chromebook, go do these things. Where does that come in there? where it kind of feels like they're getting exactly what they need in that group setting together as peers in the classroom versus somewhere else. >> Yeah. Yeah. Good question. Um so I'll start off and then anyone else can chime in too. So um first that begins at the universal level. So the the core math class so if we have 55 minutes of math it begins there. So um the embedded tools that I spoke about earlier are actually embedded for universal. So, um, for example, if kiddos are working on a problem set and a teacher notices that kids are

165picking up on something quickly in real time, they can assign the, you know, need something more problem set to kids in real time. So, it can be a quick decision based on teachers observation and assessment gathering, right? That kids are ready for that. So, it's almost like the teacher has it in their back pocket and they're ready to here you go, student desk, you're ready for it right now. Um, additionally, the um the both programs, the elementary and the secondary curriculum recommendations we're making tonight are both um problembased instruction. And so that approach also um supports a wider range of um students needs through kids participating in the same problem. So through rich problems that allow opportunities for students to represent their thinking in a lot of different ways to consider different ways to approach

166or represent the problem. Um we can serve a wider range of needs and through that problem based instruction the teacher shifts into a facilitator role where they're listening into kids understanding. They're asking questions to assess their understanding and then they're prepared to ask questions to advance that learner's thinking. So in the universal block alone, teachers are able to meet a wider range of need wider range of needs um potentially than they were able to in the past with our current resources. And then on top of that um teachers will take a look at the win plan across five days. So that doesn't mean that 5 days a week as an instructor I'm working with kids on extension problems. It may mean that on Monday I have a small group where I'm doing some instruction around

167extension needs and then on Tuesday you're going to apply that together in a collaborative group while I work with a group who need who has some unfinished learning who has an intervention need. So if you think about it as looking across a week or looking across two weeks right in the um way that a teacher addresses those needs sometimes it's with the teacher and sometimes it's working on specific problems in small group settings with peers without the teacher's assistance. So um when you sort of map it out in a fiveday schedule, it may seem more um doable than if we were trying to do that every single day during win. >> We and we have definitely made a commitment that every student deserves the educator. Um so not to just put students on a device

168and say off that's your extension. I also want to just elevate um something that has also stemmed from our community conversations is that our middle school teachers right now have are planning for universal instruction in heterero in their sixth grade math classrooms and in their accelerated math classrooms. They're having to plan two different universal lessons and then within those two different universal lessons they're having to plan for the variance of learners in those classrooms. So in actuality, we're giving them one core class that they're teaching sixth grade math and they're thinking about the wide range and needs of those students within that core universe in that one course. Um, something I think too that has surface in our conversations with the community is that we also have to remember that our middle school and high

169school teachers teach one content different than in elementary who are having to plan and differentiate in math in ELA, thinking about science, thinking about social studies, all the different kinds of courses that might make it more challenging at times to to center around that differentiation. Not that there's not tools and the resources there, but also our middle school teachers and high school teachers are focused at experts of that content, allowing them to understand the standards differently than an elementary teacher and be able to really think about progressions of standards that are just different than an elementary educator. So, I just want to kind of share that. >> Other comments or questions? >> Yeah, go ahead. >> Oh, I had one more question. Um, so for that kind of middle area for high schoolers who don't

170quite fall into that lower 10% where they're they need like an extra course help, um, are there any like ways that like you can like provide extra support that's maybe outside the classroom that's other than a course? >> That's a really great question. That is absolutely a need and something that's being studied across our high schools. Um, I talked about math emphasis as being a course, but one thing that's challenging in our high schools is our block in our minutes. when you only have a 50-minute period of of instruction, you really need all 15 minutes for universal. I think some of the other tools um that our teachers will have access to the questioning what's in their back pocket for students to be able to try um how they might be able to offer before

171school help after school help um looking at how we utilize our FTE to support our teachers in um instruction and differentiation. But it is more challenging in our high school because of our blocks of time and how all those minutes really need to be utilized for universal core instruction. Kind of like our starting point. Do you want to add on to that? >> Well, I was just going to ask so if we had longer class periods at the high school level, would we be able to embed um some small groups at the high school level if that existed? plenty of >> more minutes of core um instruction and then being able to be responsive to that instruction is an ideal state when we think about supporting learner needs. And then just to add on um

172a little bit to that, while digital tools are not ever a better replacement than a teacher or you know instructional minutes with a teacher, this year in algebra 1 all students do have digital licenses. Um, so for the first time that's available to all students in sixth grade through algebra 1 and that is a tool that can be utilized outside of the school hours um in a really flexible ways because kids can use it when it works best for them. Um, and that platform is pretty clear with um it helps organize um practice problems and videos and things related to goals. So, if you were a high school student in algebra and working really hard to pass that course and um wanted some extra opportunities to um study or respond to feedback from teachers, you

173could utilize that digital tool to do that. Um in addition to the um IM360 curriculum that we're recommending, we are recommending to implement that along with assistance which is a tool that also allows teachers to um push out content to students and allows them the opportunity to get immediate feedback um on that digital platform. So, if you're at home on the weekend trying to, you know, work on your math skills as a high school student, that built-in embedded, um, you know, technologies ability to give you immediate feedback so that you can refine and continue to practice is supportive when you don't have the opportunity to be in math class with your teacher um, getting instruction from a teacher. So again, not that that is better or replaces, but a a benefit of digital tools is

174that they they can be really flexibly used when it works for kids and um can be really individualized um in situations like that. >> Yes. >> Oh, go ahead. Go ahead. >> Um I have a question about one of the other courses. So Latin poetry and pose uh pros. So students would be taking that their junior year. And since high school isn't offered in the middle schools, that would be their third year of taking Latin. Um, and I know for the other language courses, they're not taking AP or a college level course until their like fifth or sixth year of taking it since they start that middle school. So what is unique about like Latin that allows students to be able to take that college level course earlier as opposed to the other languages? >>

175Yeah. So, um, typically we have to stack our Latin courses because we don't have enough students to have a a Latin 4 or a Latin 3. And so, the Latin poetry and pros will um flip-flop um each year uh so that students that are in Latin 34 will have opportunity to engage in poetry one year and then pros the next year. Um, and this is while I would love to be able to have students have access to college level courses in Spanish 5 and not have to wait until, for example, not have to wait until the ne the following year. Uh, this is an opportunity that was presented to us from the University of Minnesota that we wanted to jump on because it was the only language that didn't have access to college level credit.

176>> Thank you, Miss Beth. Um going back to math, um I was able to dig into the um curriculum and I think it I appreciate that it gives access to all students and as a parent it was difficult to make that decision what track to put your child on. Um, so I think it's it's great that we're offering those high level opportunities to all kids and the fact that it's um the units open with a real life problem, I think is going to pull kids in, give them different ways to relate to it. Whether they're um really working at a high level or if they're not quite there yet, there's still going to be ways for them to connect with what they're learning. And I appreciated the um it seems like there's so many opportunities

177with hands-on learning um independent practice, group work so that they're communicating with each other and sharing their thinking. And I know those things are already happening, but um putting it putting your instruction around these real life problems I think is is very beneficial. I also liked the the digital options and getting immediate feedback as a teacher to to be able to see what kids are doing and how to tailor your instruction to individual students or maybe smaller groups. I think is really helpful in moving everybody towards those higher level math classes. Hopefully more kids will access those. So, this seems like a really great direction to be going. want to say thank you for your deep study of the materials. I appreciate that. >> Anyone else? >> I Yeah. Um we've been hearing so much.

178What one of you talked about parents are looking their biggest concern is that their student is engaged. Um, as we make this shift perhaps to a new curricular resource, what are maybe some differences in instructional practices that we might anticipate or that your piloting teachers are already experiencing that that seem to be elevating student that student engagement? >> Yeah. So I'd say um the primary instructional shift that I would expect our full system to experience is in the area of math discourse and um specifically teachers shifting into the role of facilitator. So teachers um receiving training but also materials that support them in doing explicit teaching from students ideas. So before a lesson to anticipate student thinking around the problems that we're presenting to kids to connect anticipated student ideas with learning goals that we

179have for the day that are also reflected in formative assessments and to elevate student ideas and to center student thinking and to center students as the thinkers and doers of mathematics for the [clears throat] purpose of teaching. So to shift classrooms from being really teacher centered and the teacher being the one doing a lot of the talking and and thinking and the heavy lift really to students doing that. Um that creates really authentic engagement in spaces of um belonging in math classes that um would be a significant change to our current state and something that um we're also intending and planning to do. that that isn't just like and by chance these resources will help us to do that. Um there's a lot of intentionality behind these resources will help us to do that which

180is why we think that they're the best fit for our local system. Okay. So, in there really in a look into the the resources, it really looks like the um uh like in the teacher materials. There's guidance in what type of student work to be keeping your eye out for and what could are those potential anchor pieces to bring those conversations forward in the class. >> Yep. >> Exactly. Yes. Yeah. And even it goes so far as even to support teachers with how they may sequence student thinking. So heading into a problem, if you see students or a student solving it in this way and then a student solving it in this way during a whole class discussion, you may want to select this student to share first and then this student to share second

181so that students can make explicit connections between those two strategies or ways of approaching the problem. So it really is a um you know just really um effective and intentional design to instruction that shifts the teacher into the role of facilitator. But that does not mean that the teacher is not teaching or that there isn't just such you know high level of um facilitation going into that instruction. And so looking at that design um the LSN design where there are these synthesis opportunities where okay we've had this conversation now let's make sure we really are clear on what the what the big math idea is here. >> Yes. So a lot of opportunities to stamp learning. So I think one misconception just in general, it hasn't um come my way in this process, but just

182in general in in my learning about problem based instruction, a misconception is that like well kids just sort of approach it how they want and they just sort of like you know do the math and we never really are explicit with teaching because we don't do direct instruction. That is not true. So kids are grappling with mathematics and kids are making sense of math before we tell them here's how you do it. But things like the lesson synthesis and even in the design of IM, there are points in the lesson where the learning is stamped. This is when we saw this, this is that and now we're moving into another problem. Now we just experienced that. This is what that is. And we're stamping that learning. We're making sure it's explicit. Um it's right. We're

183elevating student thinking to do that, but we're also not um just saying like, well, kids sort of just solved it and then the bell rang and hope you got it and moving on. Um it's not that. So, >> yeah, >> I think something that's important there is that and this is help this is very helpful for me. Um and I'm equating this to my job and just the real world out there of what we're going to in this model is more of a design thinking approach, a nonlinear approach. And I think what a lot of parents and a lot of yesterday's parents and yesterday year's parents of what you learned even myself going back to what my high school education or even prior to that looked like was a one-way teaching approach. I came I

184sat down and was taught this and we went this way. We never went back. You didn't really have other than putting your hands up. You didn't have these things. This is approach that's a lot more focused on the insights that come along the way all in a very cyclical approach all the way through. So that way you it's again more facilitation, less teaching. I think that's something that if there's a visual or something that uh the community can have that helps some of that. I think that's a whole lot easier for a parent to understand of what this looks like cuz it's when you first kind of digest it, it sounds a lot of it does sound like it's being watered down, less teaching. They'll figure out themselves. McDonald's employees will figure it out in

185the back and then you'll get a burger versus this is how we're doing. We're approaching this from a facilitation standpoint where we're getting the universal material and we have now a process to go from A to Z and not just solely on A and then B and then C. You have an entire holistic approach to get all of it in iterations through everything that we're doing versus just one class. >> Yeah, I think that's very helpful. >> Thank you for that. And building upon that too, I think um the variety of ways that kids need to apply their understanding in these types of curriculums is really different than how like we learned previously, right? where it was you do this and here's how you apply it and this is the only context where in an

186approach like this and and even that kind of model can um kind of even cause some false positives of like we think the kiddo understands this but then we ask them to apply it in a different way and a context they haven't seen and suddenly they don't know how to like do the mathematics we thought they already understood and so because people in this community really care a lot about rigor right and ensuring that we have a high bar and high expectations part of that is the variety of applications. So, we've learned something in this context, in this way. What does it mean when we're talking about tax levies, right? It's a you have to have that understanding, the conceptual understanding of the mathematics to be able to be flexible and apply in a lot

187of different um situations and application. An integrated model of mathematics can help kids to do that because we're also not saying we're just siloing this. Oh, we learned about that in algebra, but we never applied it when we were in geometry because that was algebra and it's they're not related, right? It's it's different ways to connect and apply thinking. Um, and that creates rigor in itself. >> Sounds like it could have some positive potential for where they're using math and chemistry, physics, um, all the other classes that math comes up in. >> Absolutely. >> Yeah. Mr. >> Um, so just one other thing I'll I always like to think of things from the private sector perspective and I I work in insurance. So my question is from a riskreward standpoint I think you guys have

188done a great job. I think the reward is is worth the risk. However, if it's not because we do have to plan for that, is it seven years that that essentially we have to wait to do something different or if two or three years from now a future board decides this is not working or we're seeing the results not working and the riskreward changes. uh what like what would be the scenario in that in in that situation? >> That is such a great question and something that we um as an organization are really dedicated to in terms of continuous improvement and making sure that there are cycles for improvement. So, I know I've talked to the board um prior to our work of a seven-year curriculum review cycle and really having to find phases of

189that review. that monitoring and adjusting phase really wasn't attended to. It was like okay we're adopting this new curriculum and it's go time and let's hope for the best right where cycles of continuous improvement ensure that before you make change you really are articulating how will we monitor for effectiveness so things like learning walks has been a um practice in which we're deploying ourselves Dr. Marvel and walking through building principles, walking through, seeing the learning in action, taking note of that learning, giving feedback to our educators, looking at assessment data, um not just the outcome data, but the ongoing assessments that really help to see how our students performing on those common assessments. And so the answer to your question is no. We don't just sit and wait to make change. We use our data,

190we use our information to continually improve and monitor the effectiveness of of our programming. And that is if I would say there's one phase that is the most important in anything that we do as a curriculum instruction team, it is that monitoring and adjusting. So it would be probably fair to to say that you've already built in attention based on the the review and the curriculum development process that that started with ELA where we're we're not just jumping into this blindly. It's already as Mr. Bower brought up it's it's already been you've already conceptually worked worked your way through it. We're going into a pilot phase. We're going to make info if they're going both guests on this to watch it and then the following year it's it's review and just you might adjust courses

191course content. So you've already is what I've heard is you've already built in a whole lot of ways to reduce that risk while keeping the reward. >> Correct. And I don't want to make it sound this is a financial investment, right? So, back to the very beginning of this process, we didn't just go out and say, "Oh, this resource looks good. Let's put it on the table and have the board vote on it." The deep analysis of reviewing resources, studying them, um, working through different protocols such as decision analysis, using our NERN tool from the National Institute of Research to evaluate the curriculum that we are bringing to you as well. So, we know it's a financial investment. We want the most effective resource before our students and our and with what our teachers are

192utilizing and each cycle of curriculum review cycle is really important specifically um the monitoring in the test. >> And just to clarify, are you referring to integrated one, integrated two, integrated three versus an AGA or just in general? just in general. Um, anytime you roll in something new, you have to think about what if what if this doesn't work and how much is it going to hurt? Do we have to roll it back or morph it into something different? Um, >> and and again, just I think it's my job and responsibility to just ask that question. >> Yeah, I was going to say I feel more confident than ever in how we monitor our system. We have clearly articulated metrics that we're looking for. We have practices that we are looking for. Our building principles

193have really stepped up to be instructional leaders and they have a really firm pulse on what they're looking for. Um, specifically with ELA right now and as we roll out with math, they know they really understand the importance of being in classrooms and being in planning meetings and listing for certain things. >> Thank you. Just to follow up, would it be fair to say that for example the bringing forward of English 11 um might be an example of that continuous improvement? >> Yes, exactly. >> Even and the combining of some courses that what you've learned from nine and 10 has helped you to create these decisions because that will get us closer to where you were hoping to get. >> Great example. I also don't I didn't want English to be left completely off the

194conversation. Um but but that that struck me as as we talked more since the last meeting. Um and as Mr. Wio was talking others were talking that this really is an example of you know you you create the foundation and then you have to go back and assess what else do we need in order to reach what what we want to do. Yeah. Go ahead. Um, I just had a comment I wanted to say. As someone I think who has struggled a lot with math throughout my career, I feel like I've always been someone who's kind of been in that like not quite like low where you like need extra help but still kind of low. I think this idea of like the math path not being quite linear and going back and like having

195that extra resource in class to pay attention really stands out to me and I think really definitely appeals to me and I think that sounds like something that could definitely help to improve like student learning for people who aren't like I guess yeah like needing that extra help but still like want more attention in the classroom directly. >> Thank you Joan. I think just the vulnerability for you to share that and I think you highlight a really important aspect of student perception being really important in our evaluation of this work and continually even through the review process itself hearing from students like you who've identified that over and over again of how can I grow myself and continue to improve myself as a math learner. So thanks for sharing that is one of the metrics

196that we'll be monitoring is student um student voice and teacher voice um throughout the process. So we um can adjust where we identify themes. >> Anything else? >> More for Dr. Means. Dr. Means in since this team's been in place and been building all these wonderful things from a curriculum standpoint doing these things and the direction that we want to go from the vision that we have for the district. Has this team failed yet? and what they put together when it comes to systems, process, supports that has shown our community in any way that we're not getting this right and that this is the direction that a district that's moving forward fast and with intention. >> Thank you for the opportunity, Mr. Morris. No, uh I I would just hearken us all back to the

197audit that was done four years ago by Dr. Dana Manog, and I would encourage people to go back out to our website There was a comprehensive study of our curriculum instruction and assessment protocol in the district and that independent audit which we were we were directed to do by the board at the time to say so what is the health of our curricular uh infrastructure that audit said that we were in bad shape and so when Dr. Marble started this uh session of the board meeting by stating that within the last 24 months this team has brought to this board three of the four core areas and and and I want to be clear they will they'll be the first to tell you every curricular area that we teach is important u but we use

198the terminology core because social studies uh math science and English language arts are the core for um no none of those core um well at least the social stud or excuse me science and and ELA is gone very well. Um it's been we know that our math scores are not where we want them to be. Uh one of the metrics that we've already identified is ACT performance. We know that if we're not preparing young people with those certain skills, algebraic skills in particular, going into their sophomore year, the likelihood that we're going to see improvement on the ACT is unlikely. So, moving away from the algebra, geometry, algebra 2 sequence to an integrated one, two, and three is not watering things down, is actually ramping things up. Um, but your core question was have they

199failed? They I I think this community Miss Himer Rollins on she's the I'm going to pull you in here so people don't have to hear my voice. Uh, she's your ex official to the curriculum council and she can speak to the the due diligence um that not only have they they've brought with this proposal but with everything that this team knows. I wouldn't that is that a fair assessment on how this team functions? >> Um 100%. Um and I was just gonna just real shortly um just thank you for that due diligence because I have sat through uh conversations that you've had with community members. Um, and I know that you've offered a lot of opportunities for community members to like really engage in this, um, which is, uh, leaps different than how the district

200has, um, kind of rolled out new things. Um, and I have only received one email from a concerned um, community member about this, which I think is a testament to the amount of work that you all have put in. um and the really intentional listening that you've done to the community um and shared what you've learned from um working with the community and with teachers and with students. So um the condescending comment we got this more this evening from a community member I don't think that any of those talking points hold any value once anyone watches you wonderful women powerfully tell us about this curriculum. So, um, just kudos to you and your team. I have 100% confidence in you and and the coordinators and the instructional coaches um and the systems that you have

201in place for academics um that this will be no doubt as good as the ELA and science roll out. So, thank you. >> But we put a system in Thank you. >> But we've put a system in place that the board and the community can trust but verify. So, we'll come back to you in a year and we'll show you where we are. Um, I'm really excited about what we are able to share with you in terms of how we're producing results in other areas in the next few weeks because that's happening. The new teacher project um TNTP had has a report that has been out now called the opportunity uh myth. um it's it's a siminal report that most educators um talk about and one of the main components to that that document talks

202about the fact that you have to have rich curricular materials. When Dr. Marble and Miss Eert started in their roles, they acknowledged we hadn't touched our curricular um infrastructure in years. So when we talk about the fund balance, actually we had a fund balance of over 40% and we weren't spending it anywhere. We weren't giving it to teachers for compensation. We weren't investing it in curricular materials. We have found a way to update our our materials in a way that I think is going to make sure that students are having a better experience. So thank you for for what you've added. As Dr. really said you've already added value to this conversation from your perspective. But um I would be remiss if I did not just conclude by saying often this community has also asked

203us to be bold about closing the achievement gap. >> Yep. >> So we would be doing you a disservice if we look at the data every year and we see that one of the main gatekeepers for children of color in this district is their failure rate in algebra 1. We know that that's a that is we we know every year that's where children are falling. Um we have to do a better job in teaching algebraic functions but also making sure that we are preparing all of our students um for for success or wherever they want to go postsecondary. This concept that we want to water we don't want to water down our curriculum. We want to actually meet the expectations that you've had you have for us as a board and we believe that we're

204doing it with this proposal. Uh it doesn't just it doesn't speak to students who are struggling although we need to be bold about helping those young people. We also want to be very explicit and responsive to young people who have demonstrated a gift and talent in math as well. this proposal doesn't does exactly that. So, um thank you for the question. No, they have not failed in any um in any instance. But there is you don't have to trust us. You don't have to trust us. There's a there's a protocol in place where you can verify we'll come back just like we did this year with ELA. We'll continue to come back and you have the ability. That's what a policy governance board does. you stay at the level of saying we we've given you

205a direction. Are you meeting the expectation that we've set for you and we expect you to hold us accountable. >> Can I add something that is not just I just want to call attention to the curriculum coordinators for a minute. The work that they have done is is getting out to the rest of the community. So today we hosted individuals from Whitefish Bay who came to learn about our elementary um understandings of benchmark advance. Like people are noticing what we're doing in Wabatossa and they're coming to us to learn. Our science curriculum coordinator has attended multiple things across the state to showcase what we're doing with discovery lab what we've done with science. Um, and other people are I think this week alone we've had three inquiries from people around the state of Wisconsin wanting

206to learn and understand more. I can't speak to the testament of Liza and Katie and enough to say about the wonderful work, the connections that they're making across different districts. Um, so people are noticing and um, I feel like I just want to call attention to the great. >> I think that's also a testament to um, the the charge when Dr. means first got here is wanting the vision of becoming a lighthouse district. That is evidence that people are looking at what we are doing here in Watossa and um there yeah it's really exciting. >> Any question about English level? I do wonder how um high school English teachers I mean we were talking about people really invested in their in their area of expertise. What are they saying about this these changes? What are

207they saying about not just English 11 but the electives up there as well? Oh, >> last year um in spring we were having just really difficult challenges with the current offering that we were having with our activity and you know there was there was a a need to students shifting what we were doing until they so brought the proposal to our department heads and our CTLs at that time. I said here is something that we can consider and they brought it back to their team gave some input. There was a process going back and forth in spring. the majority of its view supports the proposal that we have in place to consolidate the current electives into the multicultural lit and then the English 11 that's kind of an interesting thing when Jessica and I started

208this journey four years ago we put on the table English 9 10 and 11 and it was like no no to English 11 and then when I put English 11 back on the table last year people are like yeah I can get behind that now so to the testament of like that monitoring adjustment phase we had to live through the English and 910 910 implementation for people to start seeing like the need for that standard align before junior year if you're not taking an AP class. >> Fantastic. We have some really passionate educators in that department and I just want to continue continue to acknowledge the talent and and expertise that they do bring to it and I'm it's great to hear that they have had voice in the creation of that that buy in

209you that voice I would imagine will carry over to some some really great results. >> Sure. I I had the honor of coaching English 10 time and it's just I get to be firsthand too like that that expertise and that creativity within that team and the challenges that we have and like you know the healthy conflict we engage in constantly. It's just been it's been um a joy to be a part of the coaching and the coalition on this plan too. >> Yeah. >> Okay, Mr. Morris. >> All right. It is recommended that school board approve the adoption of courses of study per policy 2220 and I so move. >> May I have a second? >> Thank you, Mr. Bower. Miss, please call the role. >> Miss Pzinski, >> yes. >> Mr. Bower, >> yes.

210>> Miss Boach, >> yes. >> Mr. Morris, >> yes. >> Miss Rolland, >> yes. >> Dr. Worlef, >> yes. >> Mr. Wier, >> yes. >> The motion carries. Thank you. We move on to um B action to appro approve textbooks primary curricular resources for policy 2510. >> It is recommended that the school board approve the textbooks primary curricular resources for policy 2510 and ISO moves. >> May I have a second? >> I'll second. Miss Bach, are there further questions or things you wanted to say before we >> I just wanted to re-elevate which curricular materials the board is um voting on this evening and what classes they're associated with? >> I think we've heard almost nothing about physics and all of these discussions. What's exciting about the I was looking at the curriculum a little

211bit, but but what what drew you to that particular one? >> There was um Dr. triple hash is online too but I can just get it started um that what is exciting about physics is the progression of learning of science and the way in which we're focusing on modeling and students representing their thinking. So, you know, being able to continue from what's happening in biology to where we're where we are with chemistry to where we're headed with physics, really having that progression um and learning explicitly when it comes to strong instructional practices in all of those courses and um in relation to how students are modeling their thinking. But Sarah, I see your hand is raised. If Jamie, you want to let her in, she can add on to that. Sarah, you still there? You

212are. >> Yeah. Can you hear me? >> Yeah, Sarah, you can talk now. Sorry. >> Thank you. No, I'm so glad that you asked about physics. Um, yeah, we're really excited. Um, physics is still a course that many students take as their third science class and it's one that um, you know, is an important piece to consider as the progression of science learning. Um, while not required, it definitely does leverage many more of the same instructional practices that we're building upon um, all the way from first up through 10th grade um, and now continuing that into 11th. So, it's a different resource than what we're using in biology and chemistry. Um, though leverages a lot of the same practices. It's heavy in modeling, which will be a nice um natural progression from biology and chemistry,

213but um in a slightly different way that will feel exciting and new for physics. And the teachers are really excited about this. The physics teachers don't get a ton of attention um in the grand scheme of things. So, they're really excited for some new fresh resources and learning opportunities. And um we got to do site visits as a part of our curricular review process and um see uh a district nenina um Nina High School who's using this and they're really um anxious and excited to collaborate and keep learning and try to continue that excitement for science beyond our first um courses. Thank you. >> Yeah, go ahead. Just hang around. >> I think I know the answer to this, but on here it's just listed as integrated math one for high school, but I believe

214the total amount um for the curriculum is for all of high school, correct? Not just one. So, we do implement math two and three. The quote includes the additional integrated courses, but we'll come back to the board next year with the course proposals because we're not making the changes to those courses just yet. So students are following the same, they're following the course. So the only change is to integrated one right now. So any student who's in algebra will take geometry next year. Um so we'll come back, but the quote reads we won't spend all of that. Was that did you have a second? >> No. >> Okay, Mr. >> Great. And then where is the money coming for to pay for these resources? >> Um, we uh are using the money that our community

215so graciously gave us in the referendum for the operational referendum >> number four. Right. >> Any other comments or questions? Okay. Um, seeing none. Um, Liz, I believe this is on your list. >> Oh, right. That's right. Sorry. Uh, Miss Summers, please call the RO. >> Miss Brazinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Rand, >> yes. >> Dr. Wley, >> yes. >> Mr. Wadier, >> yes. >> And the motion carries. Thank you for that. I was usually rolling through. >> So hard. >> Thank you. Thank you. >> Thank you all for being here and hanging in. >> So we move on to letter C. Um action to approve proposed 2026 2027 and 2027 2028 academic calendars. Uh so members of the board

216you will see that there have um has been an additional um draft for consideration. Um the I see pull up here. Um, >> the main difference in the 2627 um calendar, if I can get it pulled up here, um came from um our superintendent teacher advisory committee and the proposal was because um we are the way that Labor falls in the 26 27th school year. Um there are we were looking to bring staff back the third week of August and that posed some challenges and posed some excitement for some of our staff. Um so in working with the superintendent advisory uh council, there was a proposal for um educator self-directed days to be um flexible. So if a an educator wanted to come in on August 19th and 20th because they have they they're moving

217their children into college for example that sec or that last week of August. It provided a little bit more flexibility for them. Uh the other change in this calendar was uh originally there were professional learning days on November 2nd and November 3rd. November 3rd is an election day, so we would still hold that as a professional learning day. But rather than having uh November 2nd be that additional professional learning day, moving it to November 30th, which would extend the um the Thanksgiving holiday break. Um and then we would ease back into instruction with a professional learning day on that 30th. Um and Dr. which means you and I didn't really get to discuss this, but I am not noticing any discrepancies between um option A and option B for the 2728 school year. So, those

218are identical. >> Yes. >> Okay. Thank you for that summary. Any questions or comments from board members? >> Are we picking which option first or >> do you have it? Yeah, we have a um >> a recommendation. >> We have a recommendation. So we need we do need that >> our recommendation be we see feedback from our from our my my superintendent teachers advisory council and and we always go to them to get feedback. We've also engaged our PTA area council. These are the tweets that our teacher leaders the representative of uh the buildings suggested. I thought it was a very creative suggestion to allow teachers to pick two of the four floating days of either August 19th, 20th, 28th or 30th I guess or 31st, excuse me. Um and [clears throat] then teachers asked

219the question, do you mind leadership if we can move that November 2nd PL day to November 30th? Um so this is the voice of teachers at at work. So our our recommendations B option B >> was just to say again the besides the professional learning day move in November the bigger change is that move to flexibility. Um previously if you look at a is designate exactly which days and then they don't have to use their Fridays but what we're realizing is that they may prefer um to use those days. It was pretty it was a pretty cool uh how it all unfolded. There was a teacher who's also a parent in the district who said, "Well, I worked in a different district and the district I worked in gave some flexibility. Would you be open

220to it?" And uh we were so we are [clears throat] hence bringing option B to you for a recommendation. >> Great. >> So thank you for the collaboration. It's always trust the process. It it will always when we engage the right people and and engage the the constituents that we need to engage good options emerge. >> Okay. So >> the second year of that option doesn't have that flexibility in it. This flexibility is a one-year. We can we can insert it in in the 2728 but that didn't come up as an issue in the 2728 calendar. The issue that was raised to us was 26 27 >> and and starting that third week in August. So that's why we tried to create the flexibility. >> Okay. >> We could I mean we're very open to

221it. Um but we didn't it didn't come up during uh the teach the student teacher advisory council conversation. We were trying to solve the issue of starting that third week and that's the solution >> comments or questions would be here. It is recommended that the school board approve option B of the proposed 2026 27 and 2728 academic calendars and I so move. >> May I have a second? >> Second. >> Thank you. Miss Hammer Roland. Miss Summers, please call the RO. >> Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Rolland, yes. >> Dr. Worley, >> yes. >> Mr. Wadier, >> yes. >> And the motion carries. Thank you. Thank you everybody. >> Okay, let's move on. We're getting close. Let's move on

222to um number eight, second readings or action to approve policies. And um I will turn this over to our policy committee for um if it seems clear that we don't have a lot to talk about or we don't have a lot to to discuss, let's just keep moving, but let's discuss where we need to. >> Okay. >> Thank you for all your work. >> Yeah, sure. Um so the first policy that's up at um 0144.5, you u Dr. Worley had a suggestion in that board member communication section to break that into two sentences and we took that suggestion. Thank you. It seems to make that clearer. Again, making it we just want to make sure that we can let go of some of our CCing with with Dr. Means on every single email that we

223send. So, thanks for that. >> Thank you very much. >> Well, we're gonna handle these as we go. Um board members, any other questions or comments about the changes um in policy 0144.5? >> Just a quick question. Uh, so we're we're voting on action to approve this one, but I I look at the first reading of 9A use of electronic mail kind of goes hand in hand with it because that that's the one that actually says should the superintendent should be CCD on everything and and it looks like it looks based upon I don't I don't want to get ahead of ourselves, but it looks like you've got the proper language in there. So, do we we want to pass one then the other next time around or do we want to pass both together

224as since they're kind of I don't know in my mind combined? >> I think it'd be clean to do one at a time. >> Yeah. I don't know how much it will really impact one or the other. >> Fair enough. >> All right. Anytime we pass something like this, if there's alignment that we have to make in other policies, then we would make sure that we make those alignments. >> Yeah. >> Um, anything else? Good question. >> Yeah. >> Okay, Sarah, I think you have >> Yeah, there we go. Um, it is recommended that the school board approved policy 0144.5, board member behavior and code of cond conduct, and I so move. >> May I have a second? Second. >> Thank you, Mr. Ballard. Um, Miss Summers, please call the RO. >> Miss Bzinski, yes.

225>> Mr. Bower, yes. >> Miss Bach, yes. >> Mr. Morris, >> yes. >> Miss Rolland, >> yes. >> Dr. Wley, >> yes. >> Mr. Wadier, >> yes. >> And the motion carries. >> Okay. And then this next one, policy 6152.01. Um, waiver of school fees or fines. Mr. Pinion, you helped write some language. Thank you. um to make this maybe more meat the way we actually handle handle things for our families if they need if they're in need of support. They don't need to write a fancy letter to district office. They can work with a school social worker or people at their school um who probably already know their situation. Um that was a big change on that one. try to make it a little less honorous and scary for families and a little little

226less like vulnerability for them to be able to do this. >> Yeah. >> As we spoke earlier in the evening, we really want to make sure our families are supported. >> Yeah. >> I like the fact that this actually connects to a public comment that we got a couple of months ago uh warning us not to become debt collection agencies in addition to an educational system. There is a path for [clears throat] people in that sort of situation. Yeah. >> Okay. Um, >> it is recommended that the school board approve policy 6152.01 waiver of school fees or fines and I so move. >> Thank you. May I have a second? >> Second. >> Mr. Morris. Thank you. Uh, Miss uh, Summers, please call the RO. Miss Pzenski? >> Yes. >> Mr. Bower? Yes. >> Miss

227Bach? Yes. >> Mr. Morris? >> Yes. >> Miss Hammer Rolland? Yes. >> Dr. Wley? Yes. Mr. Water? >> Yes. >> And the motion carries. Thank you. I move on to letter C, second reading and or action to approve policy 7530.02, staff and school officials use of personal communication devices. >> Anything else? >> This policy is um how school officials and staff need to um use their personal communication devices and how to retain those records. Um, and we just, um, added some language to make sure that, [clears throat] um, staff knows to use their devices that are issued by the district to do their communicating so that those records are retained rather than having to retain them on your own if you use your personal devices. Um, there questions. Okay. Um, Heidi, go ahead. >> It

228is recommended that the school board approve policy 7530.02, staff and school officials use of personal communication devices and ISO move. >> Thank you. May I have a second? >> Second. >> Thank you, Miss Hammer Roland. Um, M. Summers, please call the role. >> Miss Pinski, >> yes. >> Mr. Mr. Bower. >> Yes. >> Miss B? >> Yes. >> Mr. Morris? >> Yes. >> Miss Himer Rollins? >> Yes. >> Dr. Worley? >> Yes. >> Mr. Wier? >> Yes. >> And the motion carries. Thank you. >> Okay. So, we've had a lot of voting and action tonight. We have a little bit more discussion to do, which is the first reading um of a few policies that are on our agenda for tonight. And that starts with policy 0167.5, use of electronic mail. >> Um, and Mr.

229You can see in this one again we tried to c um bring forward that same language in letter F. So most of that policy is the same as it has been but again that same census >> same kind of guidance that that we've had before. Okay. >> Any comments or questions? Okay, I'm not seeing any requests for changes to the policy committee unless something else comes up before the next time this is on the agenda or you hear from someone, please um feel free to put on the consent agenda. Okay, we move on to policy 5223, absences for religious instruction. >> Um, this policy was didn't really have any changes. It was mostly just a template change. >> Yeah. Um, it's it's a policy that's been around since people have gone to uh religious classes

230after school. that we have maybe less of this now, but it's still an option for families. >> That was my only question is how many students participate uh using this policy if >> good. Okay. Thank you. Not hearing any. Again, that could go to consent agenda unless you think of a change or >> I'm sorry, Dr. Wy say that again. Oh, that one could I don't hear any changes being requested from the board. So, you could move that to consent agenda unless you >> okay >> something pops up because we always have that sort of window that if you have second thoughts or the staff or somebody reaches out. >> Okay. We go on to C review policy two 5230 release of students to authorized persons. Um, this was um replacing a 2009 policy. There

231were really no changes to it. No. >> So that again the consent agenda unless we hear >> that. Yep. Excellent. We can move on to D, review policy 5310, health services. >> Um, this is a policy that's required by law. Um, it is meant to protect parents, making sure that they're informed about any um screenings or um like vision tests or anything like that that students would have at school. again more for the consent agenda unless you hear differently. >> Um E review policy 5320 immunization. >> Um similar to what what Miss Bach was Mrs. Spock was just saying about the previous state law kind of outlines pretty much outlines what we do with immunizations. consents unless we hear otherwise. There are many these cases we have to make these changes because the law has

232shifted. So >> yeah. >> Okay. Thank you very much. We can move on to policy 5335 care of students with chronic health conditions. >> Um this is a new policy for the district and is also required by state law. Any comments or questions? Well, these go more quickly than others. All right. So, can we go to >> We can go on to G 5340. Student Access, illness, concussion, and or sudden cardiac arrest. Yeah, another one um in the from the health world updated policy going along with with state law legal compliance. >> Yeah, typically we don't have a lot of control over the language. Um but it's great that we are are keeping up. Um, and again, I want to remind people who might be listening or watching or reviewing, um, just because it's crossed

233out doesn't mean we've had it in the past and then we're taking it out. Um, there are some things that are options that districts have that we have to go through a process of deciding what's right for our district, what fits. Um, and sometimes, um, the guidance is something that's not really what we need in our district. Um, but it's on the whole menu. So, there's been quite a bit of confusion over over that that we might be taking something out that we had in the past. And I think this is a case when you're updating um those things that are required or in here, but the district can also make some decisions about options. >> Any comments or questions? Okay, seeing none, let's um move on to um policy 5341, emergency medical information. Um

234this one was updated by legal counsel and um I think the thing that we discussed the most in our committee meeting was um the do not resuscitate. Um legally parents cannot um someone in a school cannot decide to not resuscitate a child. So um life- saving steps must be taken and then when the child is at the hospital or >> so even if a parent or family or had want to do not resuscitate as a district we can't honor that we have to do what we're expected to and then that that could be dealt with at the hospital. Right. >> Okay. Thank you for clarifying comments or questions. Okay, seeing none, we will move on to policy 5350, suicide prevention, intervention and postvention. Um, so it's an update well total replacement of the outdated 2020

235or 2009 policy. Um, as you were saying before, Dr. Worley, crossing out does not mean we're removing stuff. It's ju it's just saying we've made the choices of the options which ones work for our district. Um, hopefully it's a policy we don't have to uh some of it that we hope we don't have to get into, but it's good to know that we're keeping our eyes out for. >> It's also helpful. There's training. >> Yeah. Right. So, it sort of outlines the expectations um for knowledge and and training in the district. Yeah, that's why I question I know this this may have been in place already, but the uh the suicide intervention civil liability exemption um that that is referring to um the district policy with like an employee or a person or volunteer and

236that doesn't supersede any sort of civil like it it [clears throat] I guess I'm asking is the district saying that they will front the legal bill if if um the worst case scenario were to happen and a parent decided that they wanted to to sue. >> Maybe I'm not getting >> No, no, no. I get I get what you're asking that fact that it says they're um >> immune from civil liability. My interpretation of this is is we are, you know, and I believe there's a statute implication, but you are in held in like good faith if you're attempting to prevent a suicide and something there's an injury or something in your preventing that that you are protected by law from like being gone after because you were in good faith trying to prevent. I

237I I would just add that anytime that legal is brought against the district, our first call is our insurance company who So we we generally aren't fronting legal bills. It's the insurance company doing it on our behalf. >> Thank you. >> Anything else? Okay. Thank you very much. We'll continue forward with reviewing policy 5440, Culturally Proficient Schools and Administration offices. So this is a local policy. >> So that means it's wavossa specific. >> WASAsa specific unlike those health ones that are coming from state statutes. It's a a policy that says our stance and says that we are committed to to supporting culturally responsive teaching and learning. So, it is it is a policy that sets us apart perhaps from from some other districts. This is one that I encourage us to read carefully, make sure

238that we're aware of what it's saying. Uh I did have a followup to that. uh like is it putting us putting a target on our backs with the current uh administration and its arguments against anything that seems to be prode 2015 when this policy was put in place >> um I think as we've discussed in this boardroom when you talk about targets I think the forwardthinking, student centered perspective that this district has always had um would put us on anyone's list or radar regardless. Um and and and so the updates, if I may, Miss Bzinski and Miss Bond, these updates uh create more current language. Instead of using terms like closing achievement gaps, we talk about disproportionate disproportionality gaps. We discussed the fact that we do have an equity framework that we are addressing. Um

239it it uses the the term DEIA versus DEI. Um and it aligns with our current um strategic plan that the board approved in August. So that those are the updates >> also lines with our theory of action within that procedure plan is a big piece of the >> the work here and I think it's really clear that um this is accessibility and access and equity for all students not a particular category here or a particular category there but this is really making it clear um that access is for as for all. >> Um the other question that I had on this one is uh there has been requests uh for us to start thinking about uh traumainformed care and working that into some of our policies as well. Is that an option or in this

240policy or in another policy that we can keep in our heads as we think about things? Mr. Pion, yeah, I quickly raised my hand, but then I was wanted you to finish your uh I think there are opportunities. I we had for three years the goal on our last strategic plan 3.1 which integrated PBIS with trauma-informed care and restorative practices. there's still a lot of opportunity left on the table for us to move through um where we started where we ended with that last year and school self assessing. So I say all that to to to remind people that work is still ongoing. I would need to put some thought maybe with the policy committee about what policy might best lead to integration of those three where we were and where we're going. >> Don't

241know if it's this one could be but we need to think about a little bit. >> It's a good suggestion. Thank you for >> for raising it up. Anyone else? Okay. Um, we'll move on to review policy uh 50 over 60, graduation requirements, comments or questions from board members? Yes, go ahead. um for the graduation credit as a middle school student. Um my understanding of the new pathway for math is that an eighth grader could potentially be taking. So it would be like the double accelerated students could potentially be taking math ex sorry integrated math one eighth grade year. >> So that would happen through our talent development process. So because we have um we have removed the accelerated sixth grade there's no longer uh the accelerated or double accelerated pathway unless it's through a

242talent development lens. Um, so the number of students that would be accessing a high school class in middle school in in mathematics in particular is going to continue to get smaller and smaller. Um, also I just wanted the board to know that we are an outlier district that does provide credit to students that access um, high school classes in middle school. Um, and annually we have to constantly remind families and we do constantly get um requests to have a um high school class that was taken in middle school to be redacted from a transcript and that's not something that we can do because there wasn't the clarity for the student of I'm taking a high school class but I'm in middle school. So, um it's on the table for consideration. We would not implement this

243until um except but we would begin implementing this with the class of 2033. Those are our current fifth graders. So any current middle schooler that would be accessing um potentially any of our high school classes through their current pathway would still have that opportunity. We certainly don't want to pull that um from that rug from underneath our students at this time. So, so someone graduating 2033 if they are double accelerated though what happens to math one integrated math one they take it in eighth grade so they would still take integrated math one the credit would simply be for middle school credit it wouldn't be for high school credit and it would not go on their transcript >> well then that student would have to still take three math because you said that some of our

244accelerated students now stopped their sophomore year. Correct. So they would still Yep. So once they got to high school, they would still have to take um >> three three years of math. So, and that seems to make sense that students who are really accelerating in mathematics are people student people who have an interest in continuing to study mathematics. So, we they're going to be making that decision with the information saying you may take this now, but be aware you will still need to continue to take three classes of mathematics when you get to high school. Correct. And likely these are students who would want to anyway. >> And likely these are the students we're talking about that would be accessing that calc 3 class. >> Okay. Why um why explicitly have that listed in if

245there is a potential that a stu some students would want to use that class for high school? >> Not sure I understand the question. >> So why take away the possibility of the first student to have eighth grade count? My daughter was accelerated at math. She does not like math and so she's the one who like has not like has not taken a math class since sophomore year. So like I just like what is the explicit reason >> which gave her other opport several AP classes in humanities this year. I just like why take away the opportunity >> I guess is my question. >> Yeah. Uh good question. It's um really as we're looking to um just streamline different processes and continue to um to look around us and make improvements based upon what other

246school districts are doing as well. And um the the way in which the pathway is set up, we will have fewer students accelerating. Um, I can understand why there was a push to move to have students have um, high school credit in middle school because we were providing we we were telling students that the only way that they could get to the highest of level math was they had to accelerate in sixth grade which inevitably put a lot of students at having access to either algebra or geometry in middle school. What is the impact of this particular piece of the policy on students who've been taking um summer school between 8th and 9th grade in order to take like gym or some other high school class? >> Oh, that still applies because summer school from

2478th grade going into nth grade is considered high school. >> Okay. >> Yeah. >> So, currently is it if an eighth grader is taking uh high school last. Does that factor into their high school GPA? >> It sure does. >> So, it would be fair to say I'm to answer maybe help answer Liz's question and also my own. um some both the parents and the student may not realize that that one if they don't do well in that one class that may affect their GPA enough to where it might they might not get exact you know they might be they might fall a little bit short of u probably qualifying from WMadison or some of you know some of the other things that come with having high performings um grade wise >> yep It happens

248every year. A student maybe got an a an A minus or a B+ and they've had they go to high school and it's all A's and they have that one. >> So by by doing it this way we're we're making it more equitable to say everybody starts at high school. >> Correct. >> And we're not we're not giving somebody both either a jump start or letting them into full without letting them know how deep it is. >> Yeah. >> Okay. Could I say something real quick? >> Yeah, please. >> I think so. You'd mentioned though how there would be much there would be much fewer students who are taking this path and I think that the students who would be on that path would have a better understanding than of like the gravity of taking

249that high school class in middle school as opposed to how many people do it now. So, I feel like if we were to um keep the policy of allowing people to get credit for like an eighth grade class, I think the people who were taking that would still would probably do better than like the average now because they are double advanced and they're pretty proficient in math already and would understand the gravity of that decision if that makes sense. >> Certainly possible. I guess the only other thing I thought of is if we not knowing how our secondary schools will be um situated if we're in a 712 environment like does that maybe shift even more like that student's thinking >> about the gravity of the I don't it just was something that stood out

250like what's broken about how it is now I guess but thank you >> sounds like the main thing is broken is that People have regrets you like they might have regret about the grade that they got. >> Yeah, I guess I like I don't know. Somebody might have regret over taking this advanced class and not getting credit for it. So I I >> Yeah, I can see I understand. But >> no, no. I I'm I'm feeling some dilemma too. Like it feels a little bit like it's micromanaging the decisions of the family. >> I like to speak personally. I was one of those students where I didn't know as an eighth grader I had to physically walk over to a different building and you don't you don't you're not really prepared for what you're getting

251into and all of a sudden math is just a lot harder in that in that environment. And I went and and I got and I got that D my first, >> you know. So going going in having straight A's going in to high school and having a B already it it's pretty you don't come back from that if you're trying trying to get top awards. So it's pretty defeating and I didn't I didn't know that. My parents didn't know that. Um so like again yes it is a it's a a bit of you know regret. Uh but if if the community feels that it's important and everybody is well educated on on possible ramifications of it, then I don't necessarily see a problem with it. Yeah, I mean it comes a dilemma maybe we need

252to think about between now and the next time it comes up is you know is is this the role of policy to um to manage this which might be as much about communication and social capital about people really understanding what what the implications are. I mean, I I had a child who did this and got high school credit, but it was a 6 through 12 school. So, to your point, we might make this policy now and it might not fit as well depending upon the model where secondary um goes. So, I think that that we should do some listening to or more listening. I'm not saying you haven't already. You're more listening to our community about um how important is this and is there some other way to solve the the downside of what's happening?

253>> Would it be possible for um students and their families to like opt into receiving the credit after they learn about potential ramifications or is that not something that's possible? >> So see what grade they want and they get and then decide >> or before they take the class. there's a signature that you have to oh waiver they have to sign >> right so they could still take the class but but opt out of it being high school credit that's an interesting idea but might be complex on the administrative side >> like we're just brainstorming >> my campus just check the box >> sounds like we should marinate on this one a little bit >> yeah okay thank you for that discussion Um, we are on to L. Uh, 5461, children at risk of not

254graduating from high school. >> This is a new policy and it is also required by law. I would add that the criteria you are reading in the policy is verbatim from statute in Wisconsin in terms of criteria for meeting not um for meeting the at risk criteria and we use our MLSS system to as you're well aware of SST layer on identify needs and layer interventions make plans. >> So to be compliant we need to have this policy. >> Yes, we should have had it for a long time now. Okay. Um and on to M review policy 5464 early graduation. Okay. So we this policy is updated that um one of the clarifying statements is that it the high school principal is the one who makes the final decision. They're the one who most who's

255closely connected to students and would be would know that more than than somebody over at district's office about if there's they're meeting those qualifications. Um, and then once you graduate, you come back for anything, you've still got to follow our rules. So, this little a little footnote in there for for students Uh, so if they decide they want to graduate with their class or they want to go through the ceremony with their class, >> right, you might graduate in at the end of the first semester, but walk across stage with all of your friends. >> Exactly. We don't even offer us December. So, >> yeah. And so, we we'd love to have you there. Please remember >> you're still under district policy. Yeah. Great. Perfect. Okay. Comments or questions? >> All right. So, um, on

256to M. Oh, no, that's it. So, yay, we're done with 10. I thought we had one more. Um, we now move. >> But just so clear, all of these will go on consent except for 5460 >> except for Thank you for that. 5460 is that one with the graduation requirements, >> right? >> Thank you. >> One clarity. >> Yes. >> Thank you. And if anybody has more detail or suggestions on that one and wants to share it with the policy committee, please um please do that in the meantime if you have ideas for wording. Um okay, so we move to um adjourn number 10. Uh the time is 9:59. We need to be fast. We can finish by 10. May I have a motion to adjurnn? >> Bill, that was you. >> May I have

257a second? >> Second. Oh wow, it's close. I'm gonna call for Mr. Bower. Might be the speed of sound, though. >> Um, Miss Summers, please call the roll. >> Miss Bzinski? >> Yes. >> Mr. Bower? >> Yes. >> Miss Faul? >> Yes. >> Mr. Morris? >> Yes. >> Miss Emerald Rand? >> Yes. >> Dr. Worley? >> Yes. >> Mr. Wadier? >> Yes. >> And the motion carries. Thank you everyone for your work tonight. A lot accomplished.