WSD Board Meeting, Regular, October 13, 2025

001Good evening everyone. Welcome. Glad to see you here. Uh I call the October 13, 2025 school board meeting to order. It is 6:02 p.m. We are in conference room C of the Fiser Administration building at 12121 West North Avenue. Miss Summers, please call the role. >> Miss Pzinski here. Mr. Bower, >> excused. Miss Boach here. Mr. Morris, >> excused. Miss him Roland here. >> Dr. Worley >> here. >> Mr. Wadier >> here. >> Thank you. And we will move to item number two, which is we're all excited to hear the superintendent's latest update. >> Thank you. a few items to update you on. Uh hopefully our annual report has uh reached our constituents. um the strategic plan, our demographics over the last few years, key celebrations, progress we've made around the 2024 referendum, and an

002opportunity for community members to provide a fe feedback on what they would like to see in future annual reports is all part of this uh opportunity here that we we sent out to every community member in our our community. What? I just lost him. Thanks. Okay. So, uh please if you haven't received your your annual report, uh take an opportunity to uh review it once it does uh hit your your mailbox. Can I just comment on how impressed I was of that? Thanks to all all the folks who contributed to that. >> Jesse Tuttle, our director of communications, deserves a great deal of um credit for that. >> It was really easy to to read and get from >> We're proud of the celebrations that we highlighted in the documents. Um, want to just highlight

003our buildings and grounds team. They received an award from the Wisconsin Association of School Business Officials for recovery of the year award. As you know, in August, we uh suffered an um an unprecedented historic flood in many of our uh schools and and facilities. and our team uh came in during the weekend and really worked hard to make sure that our schools were ready to go. Uh I know there was a lot of concern that perhaps the Waltosa West Theater would not be prepared for the the fall production and that's not accurate. We will be prepared for the fall production. Um and that's all thanks to the team that you see in this photo. We're really proud of the work that Kevin Lef Fountain, Kevin Hess, and the rest of the team uh in buildings

004and grounds has done for our school. So, please uh when you see our buildings and grounds team, congratulate them for being recognized for recovery of the year award from the Wisconsin Association School Business Officials. want to just highlight that we have three staff members who are um presenting either at local, regional or national conferences. Taher, Amy, and Nicole will be presenting to her presented this past October uh with the girls on the run southeastern Wisconsin fuel her future uh conference um Amy will be presenting in Washington DC um later in the month of November and Dr. Marble will be presenting in sunny Columbus, Ohio on November 5th through the 7th. Um her book that she co-authored with Dr. Melissa Thompson uh for our ad hoc committee for secondary schools which is titled analysis of learning

005spaces has really captured the attention of people nationally to make sure that when you do have conversations about facilities it's just not um emotional or it's what you think you should do but it's grounded in research u and literature. So, we're really proud of these three staff members for representing the district. Well, we want to always celebrate academics and our scholars. And we just have some photos here of our uh National Merit Scholarship um winner winners both as semi- finalists and also commended students. We're really really proud of the fact that we have students who are just excelling in the classroom and being recognized on the national level. Often we we hone in on where we can always improve. And when you're committed to continuous improvement, you do constantly focus on where you can improve.

006But I think it's also important as a continuous improvement organization to stop and pause and celebrate where we're making really good progress. And so I want to thank the families and these students and the teachers who have helped them reach their their fullest potential as National Merit Scholarship winners. We have been really really uh happy with the start of the school year. There's a lot of great stories I can tell ranging from a from an author visit that that took place at Jefferson earlier this school year to all the fun activities we had with our PTAs over the last few days. Um, I know Roosevelt had a um a fun day on on Friday. Eisenhower had they dunked their principal in a water tank this past Friday. Um, yeah, and me as well. um we

007have had a very good start and um I think often we we we we just we don't pay enough attention to the hard work that teachers and students and their families are doing to make this such a good place to learn and to raise a family. I'm really proud of where we have started. We have a long way to go. Um we're we're really interested in having a good uh rich conversation with you this evening around curriculum, how we can enhance our curriculum, how we can continue to u make sure that we're strategic with our budgeting. Um and we'll talk about all those things in our our agenda this evening, but I just wanted to start this meeting to share with you that we we've we have a lot to be proud of and it's

008been a really good start. >> Great. Thank you so much. >> I have a couple other slides and then I'll be I'll be I'll finish it. Go. Yes. Um I want to thank Mr. Pinion for a very good uh digital safety night that took place on September 24th. Um Miss Jessica Eert deserves a lot of credit. We have had community math sessions where families can come in and and this Weber Liza Weber um we we've invited the community to come in and ask questions around what is anticipated with the recommendation uh around our math uh curriculum and that took place on September 23rd and 8th. Uh we had an amazing high school recruitment open houses on October 8th and 9th that if you talk to people who attended they they received rave reviews. I want

009to thank Dr. Steve Plank and Mr. Gala for making those evenings really go well. And tonight is our postsecary planning night happening at our high schools. So a lot of community opportunities to engage us in the past but there's more to come. Um, parent teacher conferences will be taking place over the next few weeks. Uh, the trunk and treat food drive will take place on October 18th. Um, next week uh we have um national acclaimed author Dr. Amanda Lewis from the University of Chicago coming in to talk about how racial inequality thrives in good schools and how we can collectively as a community uh work to combat it. And and then the board has um staked out some times both this coming Wednesday, October, next Wednesday, October 22nd, and then again on November 12th to

010talk with the community. I often tell people that a schoolboard meeting is a is a meeting of the school board in public. A schoolboard meeting is a meeting of the schoolboard in public, but it's it doesn't give the community sometimes the back and forth, the opportunity to have a dialogue with a board member the way that other type of meetings can provide. October 22nd and November 12th, we'll be facilitated meetings where the board will be able to listen. Uh Dr. Damian Lcroy uh will be leading and facilitating the conversations with the community while the board is embedded with community members to listen to what people think and and how they they see their school board and how they can um interact with the school board to make sure that our school system continues on the

011trajectory that we're on. So >> I mentioned just that even though one's on the east side and one's on the west side, the vision is for them to be both of them to be all about the community. Yes. >> And that the content, you're welcome to come to just one, but the content will not be exactly the same. So, if you make it to the first one, you may want to come back for the second one. If you don't make it to the first one, it's still fine to come to the second one. >> 100%. That's a great addition. Thank you. >> That's the conclusion now. That's the conclusion on my report. We just we we have a lot to uh to share out and and a lot to be proud of. So, thank you

012for the time. >> Thank you. Thanks for doing that. Board members, any comments or questions? No. Okay, then we will proceed to our next agenda item on number three, which is recognition. It's my understanding that um uh Mrs. Ler is not available um to be here, but we wanted to um give some time of recognition and we'll be getting her a thank you. Um, I'm sure there's something you want to say, but as a I would say as a parent at West, I just want to um tee it up and say, you know, Mrs. Mrs. Looker, the person sitting at the front door, is such an incredible important part of um of our children's education. Um her deep caring for every student and how many students names she knew. And I always hear the students

013talking about how much um and I'm sure that's true at all the schools. So, we have this moment of recognition and feel free to >> Thank you, Dr. Worley. I I wanted to um take time for us to recognize Miss Looker. She retired from our district a few weeks ago. Um if you are a parent or former parents, you know that Miss Looker was, I believe, the heart and soul of that building. You literally did not get in the building or leave the building without seeing her. um and her spirit and her her her heart um was meant a lot to that building. I think it's a significant loss. Uh she was more than just an administrative assistant at at the school. Miss Lucer represents what I believe are the people who make our schools

014function and run effectively. Dr. early when we found out this uh earlier today when we found out that Miss Looker would not be available for the meeting. I'm I'm disclosing your I'll let you kind of expound on it, but she said, "Boy, Miss Looker knew my kids. She knew me as a parent. She knew my kids." And I think uh Dr. Worley is among a number of different people uh whose children have either gone to Tulsa West or or are attending Tulsa West right now. Um, Miss Looker is is someone that will be missed. I'm sure we'll see her again. Um, but I wanted to take some time. We as a school district wanted to say thank you. But she's living her best life. Um, school board members because the Milwaukee Brewers, I believe, are

015playing a baseball game this evening. And Miss Lucer said, "I'm going to the baseball game." >> Uh, so that's the reason why she's not able to join us uh this evening. She she said, "I'm a retiree and and while I appreciate the recognition, I I know that you will understand that I'm going to the baseball game." So, but >> priorities priorities, right? >> Go. >> I wanted to say out of um on behalf of our district and I I think for everyone, we truly will miss Miss Looker and appreciate everything she's done for our our school community. >> Thank you. Okay. So, we will move on to item number four, public comment. We will this evening be taking public comment in the room and online. I will read our policy on public comment. Policy 0167.3,

016public comment at board meetings. Members of the board value the input of students, parents, staff members, and community members. The board's regularly scheduled meetings provide an opportunity for opinions and concerns to be expressed publicly. The board values all comments and will respectfully consider this input in decision-making. The board will take public comment on both non-aggenda items and agenda 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

017submitted to the schoolboard email address by 10:00 a.m. on the day of the meeting of the board will be added to the online meeting documents to become part of public record. Emma public comments must include the name of the person submitting the comment. All public comment 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 open meeting law which requires advanced notification to the community of all the board of the board's intent to discuss and or take action on an item. If a public comment concerns an item that is not on the current meeting agenda, board members may not respond other than to thank and acknowledge the speaker for their

018input. The presiding officer may a limit the number of times a speaker may comment on the same topic. B interrupt, warn, or terminate public comment when the statement is too lengthy, directed to anyone other than the board presiding officer, obscene, or disorderly. C. requests any individual to leave the meeting when that person engages in conduct which is 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 adjourment to another time when disorderly conduct so interferes with the orderly conduct of the meeting as to warrant such action. F. wave these rules with the approval of the board when necessary for the protection of privacy or the administration

019of 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 possible placement of the equipment and must agree to abide by the following conditions. No obstructions are created between the board and the audience. No interviews are conducted in the meeting room while the board is in session. No commentary, adjustment of equipment or positioning of operators is made that would distract either the board or the 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 recorded and the recorded schoolboard meetings are available for viewing online on the district's website. Executive sessions and inservices for board

020members are not recorded. Okay. So, we're going to turn to public comment time. And I don't see any public comment in the room. I also don't see any hands raised online. So, I'm going to therefore end public comment time. and thanks to everyone who is here this evening um to uh to watch the rest of the meeting. So we will move on to item number five which is a very exciting one. Um we are very pleased uh tonight to take action to approve the appointment of the 2025 2026 school year student representatives to the Waltosa school board. Is there a board member who would like to read this? Otherwise, I won't. It >> is recommended that the school board approved the appointment of Maxmillian Decker, Natalie McCabe, June Striker, and Keegan Young as student representatives

021to the Wawaossa School Board for the 2526 school year. And I so move. >> Could have a second. >> Thank you. Um, did you want to say anything? because I know Mr. Bower had participated in Yes. >> thinking about saying something. I don't know if we >> I'll be very succinct. Mr. Bower and Mr. Lup Pinion did an amazing job. They continue to refine the process. I have to be careful. Mr. Pinion has said he has so many important things that he does. We just talked about the digital uh safety night a few minutes ago. He said that this was his favorite task um throughout the year. Um and so that that says a great deal. I had a chance to meet with the four students. I went to their schools last week. They're amazing

022people. They're not good people. They're amazing people. I see one of our friends in the audience this evening. >> Yes. Uh I told them that they didn't have to be here tonight, but they will be here in force uh on the 27th. And uh we we uh we have a lot to be thankful for. Want to thank Mr. Pinion and Mr. Bower for investing the time and finding really good candidates. Mr. Pinion, I I >> want to say anything, >> Mr. Just that we had nine amazing candidates, which is more than I've had in my fourth year um being able to be a part of this and it's near impossible decision. They're all extremely qualified, eager. Um but we have four really great student reps and we're excited to see how they elevate the collective

023student voice for the rest of the school year. >> The student is here. mind coming to the microphone just to say hi. Well, you're going to get put on the spotlight. Might as well get used to it and welcome to introduce yourself. >> Um my name is Keegan Young >> and uh I got to watch us East. >> Excellent. Well, thank you for being willing. We're looking forward to working with you this year. >> Yeah, thank you. I'm also looking forward to it. >> Great. Great. All right, so we have a motion. We have a second. Um, Miss Summers, please call the RO. >> Miss Bzinski, >> yes. >> Mr. Bower, >> excused. Miss Bach, >> yes. >> Mr. Morris, >> excused. >> Miss Himer Rand, >> yes. >> Dr. Wley, >> yes. >> Mr.

024Wadiger, >> yes. >> And the motion carries. Congratulations and welcome to all of our new student rep. So, we'll move to item number six, the consent agenda. Um, are there any items on the consent agenda which board members would like to remove for separate discussion and action? Not this evening. Okay. Seeing none, may I have a motion to approve approve the consent agenda? It is recommended billboard approve the consent agenda and I so move. >> May I have a second? >> Second. >> Thank you. Miss Himemer Roland. >> Miss Summers, could you call the role? >> Miss Bzinski? >> Yes. >> Mr. Bower. >> Miss Faul. >> Yes. >> Mr. Morris. >> Excused. >> Miss Rolland. >> Yes. >> Dr. Worley. >> Yes. >> Mr. Wadier? >> Yes. >> And the motion carries. Okay. Okay,

025it's going to go past the consent agenda. On to item number seven, strategic goal instruction and leadership. Number letter A, presentation of proposed curricular overview of the 2026 2027 school year and being here to work with us on this. Evening everyone. Um Nicole Marble, chief academic officer. Um I am here this evening with uh Miss Jessica Eert, our director of curriculum and as well as some additional remarkable educators behind um us this evening to go over the some of the new curriculum and curricular resources we we will be seeking approval for um at the 20 um the October 27th uh board meeting just to ground um our work because the work that we're presenting this evening is really governed by two specific district policies. The first of which being policy 2220. Um we will be

026providing a very high level overview of the proposed courses and viewers of this presentation are highly encouraged to review the report that accompanies this presentation on the board agenda for much more detailed information. Uh on this slide uh just giving a highle introduction of the courses that we'll be um discussing a little bit more in detail later on in the presentation. The second policy that's governing the work before you this evening as well is governed by policy 2510, the adoption of textbooks and primary curricular resources. Um the policy 6320 also applies when a singular dollar amount is above $85,000. And here is a list of the different curricular resources and the content area or course in which they are associated. And again, we'll be discussing these in a little bit more detail later on in

027this presentation. Should there be any other needs for curricular resources for any of the other courses that are before you this evening, we will be coming back in the spring for any requests there. Um because it is really difficult to talk about new courses and associated curricular resources in total silos, we are providing this high-level presentation of both. At the end of the overview, we will we are then agenda to discuss policy 2220, so the new courses. And then followed by that, we are agenda to um have a discussion around 510. And again, there's no action this evening. There will be action then um in two weeks. uh board members or anybody listening at home trying to keep things straight. I would highly encourage you to think about taking any notes down in a two

028column note catcher here so that when we go into discussion of the separate policies that um oh I'm sorry this is hiding everything. apologies. Um that we are we are able to stick to to policy 2220 for which we are agenda and then move to 2510 for which we are agenda so that we can make sure that we're abiding by Robert's rule of orders. Um and with that I will be turning it over to Miss Jessica Eert, our director of curriculum. Again, I cannot say enough about the work and the leadership that Miss Eert provides our organization. She is a critical individual in bringing all of this work to life alongside with our talented curriculum coordinators and the amazing teachers that have engaged in collaboration along this journey. So without further ado, Miss Ebert. >>

029Thank you, Nicole. And my voice is really funny. I was out of school today. My little kindergartener said, "What does your voice normally sound like?" Well, I wish I could tell you, but I can't. So, I'll come back and say hello at some other some other day. So, it's just so sweet cuz kind of froggy. All right. So this evening we'll begin by exploring the future of math in Wawaossa and reflecting on the journey that has brought us here. We'll provide a highle overview, but I want to note that the accompanying board report contains much more detail. So if you're only listening to this presentation, you're going to be missing information. So please, you know, um find the information within that report. I want to start by um really expressing my sincere gratitude to the

030many educators who have contributed to our work. Some of whom are here with us tonight and others who could not attend but have devoted countless hours and deep commitment to helping us reach this moment. Before I jump right into the work that has been done and the changes ahead, I want to take a moment to invite any educators in the room to come to the mic and share your voice. Please feel free to speak to what this journey has meant to you, what you've noticed in the work so far or what has been most what you're most hopeful about as we look ahead. Your reflections will not only help ground this story in the lived experiences of our teachers, but also serve as a preview of the direction and momentum of the work you'll hear

031about tonight. And we actually kind of congregated before this time. So, we're going to have an elementary math coach, an elementary educator, a secondary math coach, and a secondary educator. So, I'm going to start by inviting Joy Proan, our um instructional coach at the elementary level, to step forward. >> Hi, turn it down. >> I feel like I'm on American Idol. Uh I'm Joy Porban uh elementary instructional math coach and I just want to highlight one of the processes that we went through when we were doing the study of the curricular resources that were on the table. When we were looking at three resources that were put on the table, we went to an extensive study and analysis of those three resources and really focused on the process of studying 10 different categories going from

032standards alignment to rigor, student math identity to differentiation. What does it look like for student collaboration? We did this with every single resource on Saturdays, some Sundays. Um, and we worked to really look through those things to understand what it is that will meet the needs of the students of Wawaossa. Through that, we used a NERN tool to evaluate where we all stood. What was really amazing is we had so many diverse voices at the table. It wasn't just coaches, it was coaches, teachers, special education teachers, multilingual teachers. So, we had a lot of diverse voices at that table that then collaborated. And in the end, the ner tool help us to evaluate that amplify desmos will be the absolute best tool to service students of waosa. Thank you. >> Can I ask a question?

033What is this tool? A nerd. >> It's the nerd hexagon tool. Um it's from the National Institute for Research out of North Carolina and it's like a hexagon that has six different areas in which we evaluate and that's how we really make our final decision. Um, so really sticking to process when we think about our decision- making. Um, so that's what she's referring to. >> Thank you. >> I'm going invite um Nicole Mus, who is a second grade teacher at Underwood, up to the mic next. >> Hello. Um, as a classroom teacher, I've really appreciated how this process has given us time and space to explore the new math resources. We were able to pace and plan around the materials, ask questions, and share feedback throughout. Teachers truly had a strong voice in this process,

034and that collaboration made a big difference. We're excited about this curriculum because it really supports our district's math vision, helping students think deeply, make connections, and build confidence as mathematicians. The lessons are designed to promote problem solving and meaningful discussion which helps students see themselves as capable math thinkers. We hope the board will approve this resource at is as it aligns with where we want our math instruction to go and will help all students develop a positive math identity. I am excited to see students become the doers of math and teachers as the facilitators. Thank you for supporting both our teachers and our students through this work. >> All right, next we're going to move to secondary. And Amanda Larson is one of our instructional coaches um at the high school level. She not only

035coaches into math, but also many other content areas right now, specifically ELA. So, I'm going to have Amanda share a little bit about the process with math. >> Hey, everyone. Um I just wanted to share a little bit Joy uh stole a little bit of my thunder about the thoroughess of the process. So, I'll kind of leave that part. She did a great job explaining that. Um, I'm really excited at the high school level, uh, coaching the math teachers over the last three years before this. This is year four, working with the same teams at both East and West. And a lot of the strategies around discourse, meeting the needs of our diverse learners, increased aligned practice opportunities for what was already in the curriculum, um, the creation and implementation of formative assessments. We've recently

036started adding in our own preassessments to make sure we really know um where our students are at and how we can support them. The new resource um if approved will provide our teachers with a lot of those tools so they're not having to supplement and spend time creating and finding and building and aligning um someone else did all that heavy lifting for them. And we can put a lot of our energy as coaches and as teachers into thinking about our individual students and their individual needs and how we can refine the tools within the resource and our practices around those um to better meet the needs of all of our students. I'm also really hopeful for the integrated approach at the high school level specifically um as I've seen the struggles of our students when

037they get to our upper level math classes with not remembering some of the really key skills and conceptual understandings from the lower level math classes. for example, quadratic functions, which currently exists in our algebra 1 class. Students don't get another at bat with that until algebra 2. And we see that struggle play out and it slows down our pacing in algebra 2 and the amount of time our teachers can go deep into that algebra 2 content. Simply by moving that to sophomore year, I expect and hope that students will be significantly more successful in upper level math courses and then therefore will more of them will take those even higher level math courses like pre-calculus and AP calculus and find success and really boost their identity as math learners. So, I'm really hopeful for that

038and really excited um as we all believe in equity, making sure all students have access to AP calculus, which is really near and dear to my heart as well, that that um integrated math approach will also um deepen that in addition to that accelerated precourse pre-cal course that we are hoping to have approved as well. >> Right. Thank you, Amanda. And finally, I'm going to invite Ellie Zikin, who is a teacher at Whitman Middle School, to the mic. >> Hello. Um my name is Ellie. I teach eighth grade math at Whitman. And adding on to Amanda, something that I'm most looking forward to has to do with the integrated approach and how we can transition our eighth grade students into high school and set them up for success um in an even better way. So,

039as a former high school teacher, I'm bringing my algebra lens to teaching and planning at the eighth grade level. And one of our eighth grade team's main goals is ensuring algebra readiness. Students are walking into nth grade with a strong conceptual understanding of simplifying expressions, solving linear equations, and connecting the multiple representations of a linear relationship. Um, as we know, success in algebra 1 is a key indicator of a student's likelihood of graduating high school. And so while Amanda's thinking about the upper level upper level courses, I'm also thinking about our students walking into ninth grade who struggle deeply in algebra 1 and we have some high fail rates. Right now too many students enter high school without that deep understanding of linear functions and it makes it difficult for them to find success. Um

040it's funny that Amanda mentioned quadratic functions because I'm thinking about them in a different way. When ninth graders encounter quadratic functions in the second semester of 9th grade and then do not have success, that puts them on a track to kind of have, I guess, just struggle in their 10th grade and 11th grade year. So, by shifting quadratic functions to that sophomore year, um students have more opportunities to revisit and strengthen their understanding um and then ultimately just build confidence and feel better prepared. Um there are way too many of our developing learners who don't see themselves as mathematicians or as math people and by shifting kind of the scope and sequence of what they're learn what they're learning and when they're learning it um in the high school level we can build a lot

041more confident math learners. So again it's not about just pacing or scope and sequence. It's about giving every student a stronger and more connected foundation so they can move forward and find success in whatever they do. All right, with that I hope um what's been really noted by the educators is that this work has required their voices, investment and support. It has also involved ongoing communication and dialogue with other stakeholders. We've had numerous conversations with curriculum council, held a math community group last spring, have worked closely with our administrators and counselors, and most recently held two community math sessions attended by 11 individuals who came to learn more and ask questions. All participants were offered the opportunity for further to further engage one-on-one. We have followed through on those requests. We know that meaningful change

042requires understanding, investment, and collaboration from all involved, and we hope that tonight's overview as well as the accompanying report provide further clarity on the work ahead. Furthermore, we are committed to ongoing engagement to support educators, administrators, and community and our community in the important work ahead. So, let's take a step back and look at how we got here. Our math improvement efforts began prior to the external audit, but officially went into motion through the audit conducted in the fall of the 24-25 school year. While the audit provided valuable direction and validation, much of the groundwork had already been laid through early reflection and planning. Last year, math teams were established to review, audit findings, develop a shared math vision, engage in professional learning, evaluate resources and high school pathways, communicate regularly with teaching colleagues regarding

043processes and decisions, and identify recommendations for future resources and pathways. As part of the review process, math visions were developed. A clear clear vision is important because it defines our collective purpose, aligns our actions, and ensures every decision supports a coherent direction for math teaching and learning. Here is the me elementary math vision on the slide. A significant part of the review process, as you heard about, involved selecting a new curricular resource. After a thorough evaluation, Amplified Desmos emerged as the recommended resource for elementary mathematics. As outlined in the board report and shown on the slide, Amplified Desmos aligns closely with our math vision by supporting both teachers and students through all of these elements. As you can see here, this slide communicates the cost to bring Amplified Desmos to our elementary classrooms, covering both

044the resources and materials as well as the professional learning that ensures effective implementation. The work in elementary mathematics establishes a strong foundation for student learning and building on that, the secondary math vision reads as follows the screen. In order to realize a secondary math vision, several key system shifts and changes have been established. I'll provide a brief overview of these changes, but again, a more deta detailed explanation regarding each of these changes can be found in the attached written board report. The changes include heterogeneous sixth grade math. This is where students with different strengths, abilities, and learning needs work together and learn together. This is the same model in which students learn math in our kindergarten through fifth grade classrooms. Acceleration based on talent development needs. Access to advanced pathways is determined by demonstrated readiness

045and ongoing growth rather than early tracking. Integrated math in ninth and tth grades. This is a unified approach to teaching algebra, geometry, and statistics with an option to continue integrated math in 11th grade. Another shift is expanded access to pre-calculus and AP calculus in 11th and 12th grade and a new data science course which introduces applied real world mathematical reasoning aligned to modern fields of study. The goal with all of these changes is ensuring equitable access to rigorous, relevant, and applied mathematical pathways for all students. Let's start by looking at a heterogeneous math 6 class. Math 6 combines our current math 6 course and accelerated math 6 course into one universal course. Within this model, students continue to receive appropriate differentiation, support, scaffolds, enrichment, and/or extension. The goal is to ensure all students develop a

046deep mathematical understanding and strong pre-alggebraic skills that lead to long-term success in algebra and beyond. Importantly, students no longer need to enroll in accelerated math 6 to reach AP Calculus by 12th grade, preserving a valued opportunity for advanced coursework without limiting early access on access early on. Here's our current math pathway. Again, currently the only way to access AP Calculus is by accelerating in sixth grade. This is a major reason why this option or course exists. The current structure does not permit fluidity and flexibility with courses and are determined by decisions made in middle school. The proposed future core high school pathway expands opportunities and it permits any student that desires access to AP calculus and AP statistics without accelerating in sixth grade. Furthermore, a new course again data science is being recommended as part

047of the future math course pathway. We'll talk about that course in just a little bit. Um, so really important to know that acceleration still exists. It's just delayed until that 11th grade year. We want to be clear that the recommended changes are not about removing gifted services or gifted acceleration for students. Based on data, students that just demonstrate unique gifts and talents in the area of mathematics will still have access to acceleration. We remain committed to strong identification processes that ensure students learning needs are matched with appropriate services. This slide articulate specific logistics regarding the math 6 course. We also remain committed to monitoring any course including new courses. We do so by using data to continually study, learn, and improve. Monitoring occurs by reviewing v varying data sources, evaluating student outcomes, reviewing feedback from

048students and staff, and engaging in learning walks to strengthen coherence and instructional practices. Monitoring is also a major part of our curriculum review cycle. Um, it's just kind of what we do as we think about our work across curriculum and instruction. Another course change across our math course pathways is integrated math one. This course replaces the standalone algebra course and integrates algebra, geometry, and statistics to deepen conceptual understanding and problem solving in mathematics. It's important to understand what integrated math is and what it is not. This slide highlights key distinctions to help clarify both. Rather than teaching math as separate silos of algebra, geometry, and statistics, integrated math weaves these strands together. This way of instruction reflects how math is used in the real world, connected and applied. It also helps students see the bigger

049picture of mathematics instead of viewing it as isolated skills. This shift aligns with the modern landscape where application and integration matter most. No other discipline or discipline or content area teaches standards in isolation. Again, this course replaces the standalone algebra course. It's is still the same standards. The standards of integrated math are no different than the current math standards. They're just resequenced. This s this course also will be monitored closely through common assessments, student outcomes, feedback from students and staff, and learning walks to strengthen coherence and instructional practices. Similar to elementary, the secondary math review team worked to identify a strong curricular resource and one that supports an integrated model of instruction. After a thorough evaluation, illustrative mathematics emerged as the recommended resource for secondary mathematics. As outlined in the board report and shown on

050the slide, illustrative mathematics aligns closely with the secondary math vision by supporting both teachers and students. In particular, there is lesson guidance on differentiation to meet the diverse student learning needs. This slide communicates the cost to bring illustrative mathematics to our secondary classrooms, covering both the resources and materials as well as professional learning that ensures effective implementation. Beyond math, there are several other new high school courses being recommended tonight. Listed here are the courses we are bringing forward as new courses. All of the new courses have a a new course proposal linked within this presentation, but they're also um available um on the board agenda. But the first is connected to our future math changes and that is data science. This course is being developed to provide rigorous real world math learning as well as

051the other rationale on this slide. Logistics for this course can be found here or via our board report. The first of the recommended English courses is English 11. This course provides all juniors with access to a rigorous standards aligned ELA experience that builds on learning from 9th and 10th grade. It offers a meaningful option beyond AP classes or dual credit courses, ensuring students engage deeply with core standards. Through this course, students develop a well-rounded literacy foundation while also strengthening the skills needed for ACT success. Some logistics, it's required for 11th grade students that are not enrolled in an AP or dual um credit English course. It's a year-long course using the common lit 360 curriculum that's used both in ninth and tth grade classrooms and has a focus of ACT readiness, evidence-based writing, speaking, listening,

052and critical thinking. Multicultural literature is another course that we are proposing. It is a semester long course. This course streamlines electives by consolidating black literature, world literature, and contemporary novels into a single cohesive offering. It ensures alignment with Wisconsin 11th and 12th grade standards while expanding access to diverse literary voices and cultural perspectives. The goal is to provide all students with standardsbased learning experiences tightly aligned to high quality coursework. Furthermore, this course helps consolidate um and supports staffing and scheduling inefficiencies. I would also like to note that last year the board approved a social studies course titled AP African-American studies which provides a comprehensive exploration of historical, cultural, and social experiences of African-Americans from the pre-colonial era to the present. With this course now in place, we felt that integrating the black literature course into

053a broader multicultural course allows us to maintain strong representation of African-American voices while also elevating and exploring exploring the experiences of other cultures and perspectives. Here are a few logistics identified on this slide. I'll call specific attention to how this course will work to develop student skills in analysis, research, discussion, and writing aligned to our state standards. And for the final ELA course being recommended this evening is media message. This is a semester course in which students can earn a half credit of either English or elective credit. This course combines writing for publication and media communication into one cohesive standards aligned course that streamlines enrollment and scheduling designed for seniors and juniors. Sorry, juniors and seniors. It integrates journalism, media literacy, and digital communication skills. Students engage in real world writing, multimedia production, and ethical

054communication, preparing them college and career success. A few further logistics are listed here, including the target population with this being for freshmen to seniors being able to take this course. Next up are several elective course offerings. We'll start with metals 2. This course expands skills and learning from metals one, providing further learning and depth in advanced manufacturing and artistic applications. This course is a semester in length and targets students in 9th through 12th grade. Studio theater performance is one of our next elective courses. This course provides the opportunity for students to apply theater skills in a fulllength production. This course creates a more inclusive opportunity for students to engage in performing arts courses if they are unable to participate in afterchool theater performances. This course again is a semester in length and is open to

0559th through 12th grade students. It culminates in a tangible product motiv motivating students through real world application. The next two courses are dual enrollment courses for Latin intermediate Latin poetry. The these courses are both aligned with the University of Minnesota's college and the school's program. Here are a few logistics. It's offered to juniors and cyst seniors and really combines that Latin three and four class. The other course that is a dual credit course is intermediate Latin Bose. You can see a little bit further information on why this course and the logistics of this course again aligned to the University of Minnesota. Here again are all these effectiveness effectiveness measures for our new courses. looking at enrollment trends, feedback loops, some of it, assessment results, grades, and instructional quality through our learning. Other high school um

056curricular resources are being brought forward this evening. Curricular resources which require board approval include English 11, AP Calculus, and AP Statistics, and Physics. For English 11, Common L is the curricular resource recommended for this course. Building on the foundation set in sixth through 10th grade with the same approved resource. New resources are being brought forward for AP calculus and AP statistics. Mathematic is the name of the resource being recommended for both courses. Stipper texts, same company. Listed here on the slide is some rationale for those texts, but also again you can find a further analysis why those texts in our board report for these texts to support AP calculus and AP statistics is listed on this slide. Further information again can be found in the executive summary. And finally, a full executive summary all on

057its own regarding course improvements for physics has been shared with you as well. this course. These course improvements are a reflection of the commitment made to improving science education across all high school sorry high school courses. Costs for improved physics curriculum and professional learning can be found on this slide. With that, um, what questions might you have first regarding policy 2220, the adoption of new courses of study? and I invite any of the curriculum coordinators or coaches to step in and answer questions as well. >> Okay. So, board members are talking about the curriculum options that have been presented to you. Does anyone want to >> Is this specifically to any of those new courses? So, math fixed integrated maybe we could even put up a uski you might have some things. Yeah, I'm just

058going back to that going there's so many there's a lot going on. You've been busy. >> Yeah, you have. And thanks to everybody for all of it's a tremendous undertaking in addition to your everything else you're doing every day. So, thanks. Um, can you talk a little bit about math six? this I anticipate that this is going to be something that that our our families are going to want to continue to hear more about. That's a big change. If I'm feeling it like I have a student who a child who's um looking for more challenge in math, what might that look like on with this heterogeneous math six course? That's a great question and yes, our community sessions families definitely wanted to know more information about that. So I would say to again the board

059report, lots of detail and description of how we anticipate supporting a wide range of student needs. So our math six course is really grounded in ensuring that there's strong rigor, right? The universal instructional resources that the teachers have access to provides them with tools, provides them with different learning tasks that allow for lots of entry points into the learning, but also ways to extend thinking sometimes just by the questions that teachers are asking students. So, universal instruction, a really strong core resource is supportive of meeting a wide range of learner needs. In addition to that, we know that differentiation in the classroom is important, right? And so you heard Amanda speak to our teachers have spent so much time kind of thinking about different instructional moves instru instructional ways that they're going to be um

060creating a really strong instructional math classroom in space. Having that provided in instructional resource allows for them to attend to what do my learners now need as individuals. Um and then we also know that as a system we need layers of support. So, not only do we meet students needs in a strong universal classroom, but also how do we add on layers where layers are needed both for intervention and for enrichment and extension. So, right now in our middle school math classrooms, we're working towards having a what I need time, a win time. I know we talked about that once before >> where our teachers are supporting individual students in receiving that extension and enrichment. um as well as you know intervening where where they need to. We have targeted our coach and we have

061two math instructional coaches here in the audience tonight. So there's six ma six sixth grade math classrooms. Is that correct? And two math coaches dedicated to sixth grade to support our teachers in making the shift to math six. So that's what I'll say about math 6. But I don't know if there's any teachers, coaches, coordinators that want to speak to anything in addition. You will come up to the mic. Make it more. >> Hi. Um, I would just speak to specifically the depth of standards and how incredibly important that is. So, specifically talking about middle school math standards, that is the foundation for understanding algebra. and then all of our further courses in high school. So when we think about middle school currently, our accelerated math 6 students are consolidating a year and a half

062of math moving very quickly through surface level information. Um when we think about a heterogeneous math 6 class, really having the time, the space to go indepth and true deep understanding of those standards for all students so that when they get to those higher level courses, they're ready for that. They have that depth. They have that understanding. they're ready to dig deeper because it isn't just at surface level in those middle school moving fast classes. So, >> while we're on middle school math, any other board members have a middle school math comment or question. I'm trying to try to organize this a little bit so we don't play ping pong. Let's let's go by topic. Any of them people can start it, but then we'll stick with any questions that relate to a particular area

063of curriculum or courses. Yeah, Jason, please. Um just a a both a comment and and a question comment. Um I really love the fact that you have been able to restructure this in a way that um doesn't it isn't so linear and um does allow students to uh to have an alternate path towards um statistics and the more advanced things. Not everybody is ready to make that jump when they're in sixth grade. Um secondly, then my then my so thank you for that. And my question is uh in regards to the eventual shift of uh sixth grade students to the elementary buildings. Um what uh does this go in effect at the same time? Is this going is the new curriculum going into effect prior prior to that? and and if so, what does that

064just kind of mean? I want to understand the moving parts of when that transition happens. >> I believe we're um about four years out before sixth grade um heads into our elementary buildings. So, in the next four years when starting next year, illustrative mathematics will be the resource that all of our sixth graders will um and our teachers will engage with. So, they'll move towards that secondary instructional resource use that over the next four years. We haven't necessarily identified what that shift will mean in terms of instructional resources when sixth grade goes back into our elementary schools. We're on kind of a process of about four years or sixth grade is in our elementary buildings. >> We'll just elevate what Miss Eert had mentioned uh as well when she was going through the presentation. Um

065all of our grades in SK through fifth grade already engage in math learning in a heterogeneous manner. So this is just extending it into sixth grade from what they already know to be true from kindergarten through fifth grade. >> Add on to um in terms of coherence of the actual um curriculum and resources kids will be using in kindergarten through high school. Um Amplify Desmos math is actually illustrative based um illustrative math based content. Um so the the content and the lesson structure um will be very co coherent consistent for kids from kindergarten through way school. So although they're they're two different companies the mathematics um there will be a lot of coherence there. So just to add on in that fifth to sixth grade um transition when sixth graders move back into our elementary

066school there will be two different resources being used but in terms of coherence um lesson structure will be the same content we will will follow that progression. Um, so we think it'll be really nice over the next seven to eight years to have that consistency for kids. >> I think I don't want to lose out on the importance of something Melissa said, one how important middle school math is and the foundation of middle school math to higher to algebra success to higher level math learning. So, we know when we're rushing through math, we might be rushing through and getting a really strong surface understanding and doing well across that really procedural thinking of mathematics, but depth and conceptual understanding transfers into student success of higher level math thinking, our ACT scores, and that's what we

067really tried to convey to our community through our community um math presentations. So, I want to make sure that that's really noted. And then I also want to make sure it's noted that we knew as a system that our our community values students being able to reach AP calculus. And so we did not have to um lose that value by creating the accelerated 11th grade course and then students being able to enter into AP any student now can still access that. So that value did not go away and that's why that accelerated six course exists was that it allowed for students to get to AP calculus. Now in our own research and data study though 34% of students that entered in the graduating class of 2025 that entered accelerated math 6 didn't take a senior

068level math course. They didn't even attend. That has ramifications when you think about kids going into college when we think about you know continue. We want kids to be taking math. Um, and so we want to make sure that it's really I just don't want those things to be gone unnoticed is how important middle school math is and that students have access to AP calculus. We are not removing that um opportunity from from students. >> So, while we're on math, we also had a public comment. I don't know if you were going to ask about that, but I just wanted to that out there so that that folks could hear what you had to say about that. um some of what you spoken to was already um part of but there were two really clear

069points that stood out to me in the public comment. One was um wanting to get a better sense of what that supports going to look like because this is a big shift to go to teaching in a heterogeneous classroom. And the second one was will seventh and eighth grade then move in that direction as those students the first students finish heterogeneous math and sixth what are you anticipating they'll see when they go into seventh just as a community member wanting to have a little bit more of a vision. >> Yeah. So in the report we do articulate and trying to be really clear about a desired state an ideal state is moving to heterogeneous in both seventh and eighth grade. And again rationale and that's why I don't want to miss that um reasoning is

070because one middle school math is really really important that the middle school math is really important. So I wanted to make that statement clear and even if we do adjust to a seventh and eighth grade heterogeneous math classrooms students still have access to that AP calculus course. So all things can, you know, we're holding the tension between things being held true here that we can really ensure our students have access to the highest level math courses that they can access right now while also maintaining um strong instruction in middle school content and um in standards. So in the report we lay out kind of our ideal vision. We're starting with mass 6. We're working closely with our educators. our coaches are dedicating a ton of time focused in on sixth grade teachers to prepare the

071system and understand the system around this change. So, one thing we didn't want to do is move forward across sixth, seventh, and eighth grade and then have to backpedal and say are we're not ready for that. And so what we want to do is really focus in on sixth grade, study, understand, create a really clear vision of what that will look like into seventh and eighth grade, be able to come back to the board with more information and more learning and more knowledge and more impact um before we make that recommendation to you. So that is why we are only talking about six. But you can see in the board report kind of an ideal state of moving to heterogeneous seventh and eighth grade classrooms. You can also de see kind of an alternative vision.

072Again, want to make it really clear that accelerated services and supports still exist too. So, what we're really trying to do is match services to needs. If a student has a need, they will receive that service, right? So, we use data to make those decisions, too. We're not saying all students into one classroom. And if your data commun your data profile communicates a need that you're stuck, right? There's ways in which we're um ensuring acceleration systems still um are part of our process. That was the first one, right? Was just about >> I got both. Okay. Is there anything from I feel like >> like maybe the other part of that question was about support for teachers as they um move into a >> Yeah. >> Oh, hi. Hey, I'm Liza Weber, math coordinator. Like

073I was just with you a few weeks ago, so I think we're all, >> you know, colleial here. >> Watching online may not Yes. Okay. Um, additionally, I think just um to kind of elaborate a little bit more about um some steps we're already taking towards systematizing that layers of support time that's in addition to the universal instruction. So, like Jessica said, we have these nice big blocks um in at the middle school level which are 70 minutes long. Um the universal curriculum only requires about 55 minutes. So that gives us 15 minutes every day except maybe on Wednesdays because of student early release um to to do some specific work targeting skills with kids. So we're working as a system like I said to really strengthen that and and develop a system. So for

074the first time um this fall we implemented a consistent diagnostic assessment for all middle school students. So starting with teachers having a common diagnostic data point to begin to start to make plans for students and groups of students that target the same skills. So some specific things like that being put in place to both support individual teachers through instructional coaching but then also to develop systems like that to ensure that we are layering on support. So it's not just you know sort of up to the teacher or left to chance if if students needs will be met or not that we're really developing systems to ensure that that happens. So, we know that that requires both strong resources, things like consistent diagnostic um data points, but also resources that like universal instruction resources that provide

075embedded supports for teacher teachers. Also provides strong tasks and problems and materials for both students and teachers to use, but then also um you know provides the individual coaching support that teachers have access to now um even more so at the middle school level than before. Anything else on math? Okay, someone want to start us on a new topic. Okay. Well, I'll jump into uh one I had um which I'm looking forward to having uh a little more time on perhaps at a meeting as I try to understand it. Um, I will acknowledge that I was disappointed to see the black literature class um being folded into uh other classes and I've I have mentioned this already to to the staff. Um, it was helpful to hear a little bit more tonight about the thinking

076on that. I just I have a lot of sort of jelling ideas because um I you know just sort of getting thinking about this idea of this this concept but um and I know common lit has some more um multicultural pieces in it but it the way I see this first of all I would say I would not be comfortable with saying well now we have AP AfricanAmerican um >> history culture um as an and that so now I'm not saying you said now we don't need it but I want to be really clear that um I think given the the um uh cultural and racial makeup of our student body and our and our city that we should be celebrating having two and I don't really want to see us back off. I understand

077also I appreciate the multicultural approach that that's exciting to me. Um, but I think there's a lot of thinking to go into that. Um, and I'm not as a I'm not dictating that as a board member. saying it really concerned me. The the black literature class evolved out of a lot of community conversations >> and I have not heard those community members knowing about this or having a chance to converse on it. So I'm hesitant to move at the pace that we're talking about. Um, I guess I'm getting from tonight that maybe English 11 is um has some preferred model because of testing. However, I can easily see how this could lead to students only having their I know you could say, well, they could take an extra English class, but really only having their

078senior year to try an elective. And I do like in our district that um English electives are available in the junior year. So, I'm struggling with that um set of proposals and I feel like I don't want to rush it. I want a little bit and I'm sure you all haven't rushed it, but for me as a community member, as a board member, it feels like I'm not yet on board with this. So, um, just to provide some additional context, uh, when we were looking at the courses that students can elect into in 11th and 12th grade, we had no guarantee to be able to say that students are accessing 11th and 12th grade standards. And so, by us um, being able to wrap around and ensure that there's alignment to standards, it really beg

079the question of um, capacity to be able to do that with all of the courses. Also, when we look at black literature, it runs for one class period each semester. And so, it does like while we want students to be able to take the class, it also um not all students that want to take the class are able to take it because of the scheduling constraints that it does provide of only being run for one semester um for one one class period, one semester. So, um that also has implications into how many preparations a teacher has in a given semester. ideal state is for a teacher to have between two to three preparations um and actually two it would really be preferable and we look at some of our English educators they are teaching for

080example English nine and then a bunch of singletons every semester and so it complicates their ability to be able to properly prepare for each and every one of those courses. So that was some additional rationale. Um and by us being able to give students um the elective opportunities into either the AP route, the dual enrollment uh route or English 11 route. Um they we can guarantee that they are hitting their the 11th and 12th grade um standards band um where we weren't able to do that in our current state. >> And the standards are so comprehensive, right? you're talking reading, writing, speaking and listening, language, and so, you know, if you have one course that's more focused on literature, right, writing might be a part of that, but just really ensuring that 11th and 12th

081grade abandoned standards, as Nicole is saying, could be um evaluated and ensured that students would have access to to that. I also know Katie Kfellow, I believe, is online right now. She is our humanities coordinator. So, I don't know, Katie, did you want to if you're there? >> Go ahead, Katie. Um, could you like me at the have a voice, please, Jamie? >> Yep. I'm just gonna promot the panelist. >> I do have a followup or idea while she's getting her opportunity. One is, is there some reason that we couldn't focus English 11 on a multicultural world literature theme and really have that be something that is expected of our students, the global student of Wawaossa and and what we want from our students. Is there any any reason not to just make that >>

082Well, I think that I would say that our English classes do have a focus on lots of, you know, different diverse authors and multicultural, you know, conversations. And so, I would say that that's really embedded within our English classes already, our courses. what comes of like the the rationale for um the multiculture is if you if a student takes a dual dual enrollment literature course and they don't take the dual enrollment composition course on the other side of that they have one semester of really aligning standards instruction then what's that second semester that that second credit course and as Nicole is saying there's all these different singletons that maybe don't hit the depth and the complexity of the standard so that was the rationale for combining them to have one, you know, strong partnership course

083to some of those other semester level courses. But I like Katie, it it doesn't mean that we can't go back and have further conversation and dialogue. I want to make sure you feel confident and comfortable with that decision, but also want maybe Katie of the work with teachers or anything that you might want to surface, Katie, um around that work. >> Can you hear me? Okay. >> Yes. >> Okay. Thank you. Um, I appreciate this dialogue that is happening right here. And I I want to echo what Dr. Marble and Jessica Eber are saying about the intentional planning that is happening in developing these courses. You know, this is this has come from um just constant review of our ACT data, looking at enrollment trends, thinking about um our FTE situation at the high school

084and to what Dr. Marble said, we have teachers that are teaching multiple courses right now, two or three preps, two would be an ideal state. Um so in this moment right now we are doing some consolidation so that we can evaluate what our current programming looks like and then we are we have a three-year plan to start bringing in other courses um you know once we have consolidated see where our FTE is at see what the level of courses you know teachers are feeling comfortable teaching and then going back to the drawing board and saying okay what what can we add back to our English course pathways in terms of elective but right last spring we has had very difficult challenges with scheduling teachers for preps um and just experiencing just a very like just

085challenging experience. So that's another rationale as Dr. Marble was saying our ACT data you know I do I have been working with the APA team that is a very um phenomenal course that we have implemented this year in terms of bringing in black um historical context to our learners. So I I don't want to dismiss the work that was done with Black Lit, but I do feel really confident about the APAS class that we are offering and I do want to advocate for the fact that we want our students to have like a global perspective and this multicultural lit gives us that opportunity to bring in other voices to the table and I do feel very confident about our common lit curriculum 6 through 10 where kids are engaging with multiple diverse authors in terms

086of short stories and novel texts. So, we are definitely giving a very well-rounded experience to our learners grades six through 10. And then just being really mindful about what our electives are going to look like at the English um for our English programming so that we can a um the FTA challenges that we're having right now, thinking about our ACT data um and then thinking about like what are our course offerings um to give further. I don't know if you can speak to the conversations you've had specifically with teachers and around some of these consolidation of courses too, the collaboration that went into making decisions around um these types of courses consolidating. >> Absolutely. Uh last spring brought a proposal, a three-year proposal to our English department. Um, I want to thank our department heads,

087Dan Petrolski and Cara Essenberg for helping uh me lead that work and our content team leaders, our former content team leaders, Nick Pepki and Eileen Hamilton. Um, and what we did was we created a three-year proposal as to how we are going to solve some of the challenges that we were experiencing within our English department. You know, our ACT readiness, our FTEE, our current um course load and programming that was in English. So, there was a course proposal or a three-year plan that was drafted, given feedback to, and finalized last spring, and currently we're in like the first phase of the proposal, which is implementing this English course and consolidating courses. So, that will go into effect of next year. And then in those course proposals is, you know, the strategic plan to ensure that

088when we consolidate those courses, we're sitting down, we're giving teachers time um to review standards, to think about the content that's going to be infused into those courses um for multicultural and media message. And then um as stated in the board report, the English 11 will use the common lit curriculum. So now that we're going to um that's going to be the next part of this uh this plan is to get those courses up and running. And then this year we are currently in the process of having teachers give voice to new course proposals and then developing like a system for us to say okay yes or no to those courses evaluating those courses as an English department. You know ensuring that those courses are comprehensive. So like to what Jessica was saying, they embody

089reading, writing, speaking and listening and language. You know that they're meeting um not only college um college readiness but also career readiness. There's been a lot of conversation on the table of like what does literacy look like just for career readiness, you know? So we're thinking about what we want to do for our diverse population of learners here in the um Wawaossa School District. So, we're we're slowly starting that phase as to just getting some ideas generated as to what courses could look like. And then our plan would be to come to the board next October with um a few new um electives to offer based on that plan and um propose those plan those courses to be implemented in the 20 27 school year. I believe I always get that. Yes. So if we

090come to the board in October 2026 with the new course proposals, those courses would be implemented in 2027. So nothing is completely off the table and um you know suggestions about like if the community members you know if there is a way that we can get back into get the community involved in some input that they would like to see or um things that they're interested in or have some conversations about feeling challenged about Black Lid. That is certainly something that we can arrange for um on our end too for that community involvement. Just want to make sure that it was made noted that teachers voice around consolidation of courses was part of the process. I just want to make sure that that was elevated. But any further >> I appreciate that. I'm looking forward

091to more. I don't think there's a lot of knowledge in the community about this change. Um, and as much as I know we have a district have tried to make all students feel welcome to an AP class, the reality is it doesn't serve all of our students in the same way that a general elective um would serve and feel welcoming to students. It's just not something that, you know, it's much harder to provide certain things within an AP class because they are very structured. So, I I really want us to think hard about this. Um I I think it's a big >> um it's a big decision to move in this direction and I would say what's the creative way that we can do a and b um with of course I understand the motivations

092of systems issues that have gotten us to this place but um representation matters um and we aren't as the district yet, one where everyone who's from uh multicultural backgrounds feels that this is their space. So, I want to really encourage us to figure out how we make that something that continues to be um a public and clear. And that's just that's that's my my thinking and based upon um what I've you know seen and heard people say in the past, not in the past couple weeks because I don't think there's been a lot of knowledge >> specifically around the black literature course because I completely echo and agree. Um, the English 11 course is about serving and allowing for students to take courses that maybe aren't interested in. And you know, if English isn't kind

093of their their course, taking an AP or dual dual um course maybe isn't the path they want. So that English 11 course is really in service of offering something outside of just AP and um dual credit courses. I could be wrong, but my understanding from what I've heard from some students is that that's where that where black lit and some other classes that have been running as single semesters have also been sitting in that space >> and the English 11 course you mean or like >> in an alternative to the AP the AP classes in fact it seemed from I mean and I don't have data on it but I hear a lot of students take one AP class and then the other AP class >> more than one AP class but I know that

094for sure. I don't have the data in front of me. I just have it from listening to, you know, what high school students that I have contact with just as a limited group. So, I would just throw that out there and thank you for the the willingness to continue to have dialogue. I um it it I'm sure we'll land in a good place because we all work together. >> And is there a how if I wanted to view the what this what 360 resource looks like for 11th How would I do that so that I could investigate um representation within that resource? >> So I just want to remind the school board that we are currently agenda to talk about the new courses >> and we'll have opportunity to talk about the resources momentarily. >>

095Okay, great. Um All right. >> Thank you. >> Yeah. And then another English question I have thinking about you said English 11 is going to um it's to help ensure >> a focus on 11th and 12th grade ELA standards. Um can you talk um as as a parent of someone who went through our our district? I have I have some students who are in college right now and I'm surprised at the difficult difficulty they're having with writing and meeting their the college level demands for writing right now. Um essays and structured papers. One of them said, "I I haven't had to write anything extensive in a couple of years, meaning their last couple years of high school. How can this how might this English 11 experience address that?" >> Yeah, absolutely. Um, so exactly what

096you're speaking to, our Wisconsin state standards call our students to engage in standards connected to reading, writing, speaking, listening, and language, >> right? >> And so in a comprehensive English course, we can address the the varying um English standards across that course. But so it speaks to a couple of different things. Um, in the past I feel that Wawosa or I know that Waw Chosa has not been as specifically aligned to grade level standards and at the high school the standards are banded together. So you have 910 standards, you have 1112 standards. We require four English credits across your high school in English as well. So, our English 11 course essentially takes a look at the comprehensive nature of all the standards and brings them to the forefront of the learning experience for students instead

097of just having a course that would just be like we're going to be reading and annotating text, drawing upon comprehension strategies, looking at theme, like all the different things that we might do when we're reading text versus really applying what we're reading to different types of writing styles. having students have to speak to those um speak to those different types of things, question the the different things that they're going to they're reading about, right? All within that those comprehensive standards. So, that's the whole purpose of an English 11 course. And then also our AP courses and any of the other courses we're putting before the board is making sure that they are standards aligned, calling our students to be able to do those different types of things. And to add on to that, in our

098current state, if I'm a student that doesn't care for writing, I have an opportunity to avoid it by the elective courses that are currently offered. And so, if writing is not my thing, I can take all these I can take contemporary novels. I can take flat lit and totally avoid um >> Okay. Contemporary novels are writing every week. >> Yeah. Some of the people Yeah. >> Just saying. But yeah, but I'm I'm saying it's not it's not composition where you're that is the sole focus >> guaranteed by the teacher that's teaching it. That's true. We haven't we haven't done the depth of work in those um elective courses. And that's another reason like right being able to have a streamlined courses where we can create really clear scope and sequences that show our educators what

099are the units, what are the focus standards that students will that you you'll be working on, what are the resources that you should be utilizing. So students also have more of a um coherent experience dependent upon the course that they're taking. Right now, if I'm taking contemporary novels with one teacher, it probably looks really different than I'm not not necessarily either, right? Our teachers collaborate, but there's no guarantee, right? >> Do you mind if I interject? >> Yeah, please. Um the other piece that I would like to echo is that you know to the point of we um removed oral communication as a high school requirement a couple years ago as you may remember and the fear was that our kids would not be engaging in speaking and listening and we have made a conscious

100effort in our English 9 and 10 classrooms to ensure that the mode of assessments for our culminating task at the end of the units that kids are at least engaging in some kind of presentation or in some kind of summit of discussion per semester and then um they're also engaging in like an essay or five paragraph essay writing per semester. So we have that aligned now first and second semester English 9 and 10 those are your summit of assessment modes of assessment um so you have a discussion a presentation and then we have an essay so that we can really track um you know the skills that we are identifying that we are evaluating from semester to semester and we can be very responsive to the instruction with the data that we are taking in

101that mode of assessment would be in place for English 11 as well so that we can ensure that kids are engaging in those different types of um you know literacy skills as a product of their learning at the end of the unit. So that would be something that we would strive for alignment next year. Common lit does a really good job of providing um you know um just suggestions for assessments that are that are like that provide like this comprehensive package where the reading and the writing is interwoven strategically. We've given a little bit of autonomy to our teachers to um you know think about how that mode would look like or how they want to um have that final product look at the end like we've had some really great conversations with teachers in

102our August planning meeting you know so that would be the same work that we would put into English 11 next year the resources already set for us and we would have those conversations to make sure that that alignment for those modes of assessments would be put in place first and second in semester for our juniors. Okay. That sounds great. Thank you. That answers that answers it. Members, any other courses that you have questions about? Okay, I think we can switch over to resources. members questions about resources. I think we had one about um where would we be able to review these resources? >> Yes, >> I can speak to that. If you wanted to look at commonlit.org um you are welcome to create your own account. Um I'm happy to walk you through it. It

103is a free resource online. So you would have access to um the resources that we are currently using there. Um, you know, if you don't have the paid account or the account version, you're not able to see our unit skills assessments, which are reading assessments. But if that's something that you are looking to look into further to see how reading is assessed specifically, I'm happy to work with our rep to give you that access. Well, actually, Katie, that speaks to the very um end slide, which we didn't get to yet, but um we will have starting tomorrow access to all of the the courses that um are forward for approval. They'll be on our website, as well as any um and doesn't have really any of the copyrighted materials, but any copyrighted materials will be

104accessible here at Fiser in the lobby from starting tomorrow to October 27th. um people can come in, there is a way to sign resources out and then review them. So the um and then like I said, we'll have on our website there is a place where access to parent resources, overviews, links to um those those resources where you can dig into them a little bit further will be made available to the community and to the board. Anyone else questions about resources? Might anticipate if board members do look at them, maybe leaving a little bit of time for questions um the next time. I know we'll have to be voting but or or encouraging board members to send your questions. I think if there are questions, if board members want to reach out to me, I

105will arrange an opportunity for proper staff members to then connect with you next week. >> So, the week of what is that? The week of the 20th, which is a busy week for you. You already have an engagement. You have two engagement. >> Yeah. >> Opportunities, but we would love to see you if you have questions and answer your question. >> I'm going back to the left side of my t-shirt for a very quick one. All of these courses that you're proposing are at both high schools, right? Medals to both schools, theater both schools. Okay. >> Thank you. >> I'm limiting. >> I can I mean a Latin teacher like having Latin in both high schools that's >> exciting and yeah >> for voting in some ways. Um, I'm going to ask something that I

106don't have a question about, but I'm anticipating some community members might be maybe just remind us um or correct me if I'm wrong. There were some big numbers behind that math curriculum costs and um I wanted to just uh confirm with you that that has been made possible predominantly by our um our referendum. Is that correct? That's one of the places we've decided to put that extra curriculum funding that we have passed. >> That is the only way we are able to provide new updated resources to our staff and students is because of the operational referendum. >> So, we want to thank our community for that. But I also want to make sure that people aren't sitting there saying, "Wow, I didn't see this." Um, it is in the budget planning. It is >> not

107being pulled. because we have don't typically have enough for money in our budgets for curriculum to be able to make this kind of a move in a single year. >> That's accurate. >> I just want to get that out there because we've been told that as a board, but I want to make sure our community members have access to that. >> Just to add on to that too because right it looks like a large amount. I just also want to elaborate a little bit about um on what that involves. So that that's seven years worth of materials that includes um even the student consumables. So student workbooks for seven years time um from kindergarten all the way through integrated math 1 which is a lot of courses and a lot of kids um so we'll

108get those workbooks every year for seven years included in that that includes student digital licenses. It includes um teachers manuals obviously it includes training. It also includes um math manipulatives kits for classrooms which will be in classrooms to ensure kids have access to tools the same tools across all classrooms um from kindergarten through integrated three. Um, so there's a lot that's included in that that we will um, you know, have the benefits of for for seven years time after this school year. So, just wanted to elaborate a little bit on that. >> Excellent. It's actually really helpful. Thanks for sharing that. Um, and again a reminder that uh, community members over the next well starting tomorrow um, for a couple of weeks opportunity to come by the office um, and look at those materials. Anything

109that would be copyrighted material is copyright um but anything otherwise will be is posted will be posted and live on our website and this title will make sure to send messaging out about how to access that >> and we just really encourage these are big decisions. These are big commitments. We want to make sure um everyone understands uh the ways that we're effectively putting the funding to use that um that our community has uh has given us as a support. And I just want to end with saying that none of these proposals are coming um lightly. There has been a lot of research um that has gone into it. There's been a lot of collaboration with our uh our teachers that access these um that would be accessing these materials in these courses. So um

110I just want to also honor their voice and what they've brought to the table um as well. >> Excited. Last call, board members. Okay, thank you for your time for everyone who is here to help with this discussion. >> I I know some people had to leave, but I looked back when we got here and I thought to myself like this is joy, right? Like usually we don't have um people stick around for this portion of our presentations when we're talking about curriculum and instruction and you know people who are advocating for the work and what we're doing and just it's joyful to see lots of voices and individuals here to support that. Excellent. Thank you. >> So, yes, thank you for being here. And I also think it's a good demonstration for the community

111of the collaborative work of the combination of policy and practice and who is doing which um pieces of that and then when they need to come together, how we work through that in collaborative ways. So, we still have letter D under this heading, which is presentation of academic calendars for the 2026, 2027, and 2027, 2028 school years. Yeah. So, um, jumping into the calendars, I'm really here to answer any questions or address any concerns that you may have had in reviewing the calendars. >> And may I just add, Dr. Marble? >> Yes, sir. >> We, Dr. Merble and I worked on the calendars and in the name of full transparency, there were I need to continue to be convinced that the use of the early release Wednesdays is a good use of time. Um, and

112so we've worked we worked two different versions of the calendar. We have one version where that wasn't in uh our calendars and there was a version for the next two years where they were. Um I think we believe as a school system we need to use the next two years of the 26 27 and 27 28 school year to evaluate the effectiveness. I've I've had mixed messages uh from families and from staff that it's just we're not quite sure if it it if it's effective. Um and and so we typically bring our calendars to uh the superintendent teacher advisory council in the spring before we bring this to the board. Uh we just didn't have time to to do that because that that council doesn't meet until October. So our first meeting is tomorrow. Um

113I'll I'll make sure that they have an opportunity to see the calendars at that time. uh we have shared these draft calendars with our PTA leaders. Um I haven't received any feedback uh from those those uh leaders. Um but I just I wanted to share with you that historically Dr. Marble and I we we have we brought the 23 24 and 2425 uh or excuse me no 2425 and 2526 calendars to the the teacher advisory council. will do the same starting tomorrow. I think the other thing that has emerged um is that with the 2026 2027 school year, we have staff members reporting that third week in August. >> By the way, what what's being shown on our >> being it's not on Zoom. So just before you go any further, it might be helpful

114to make sure we have it up. So if if individuals are able to pull up the the calendars on board docs or as Dr. Marbles pointed up now, it's important to know because we've round everything um in policy. So according to policy 3425.02 that's under professional benefits, it states that teachers are contracted anywhere between 190 to 192 days. So, it was really important for us to do that executive summary associated with this uh agenda item. The 2627 school year has a total of 192 calendar days. So, if someone says, well, it's it's too much to have staff members come that third week in August. That's understandable. Then what we're in essence saying is that we're reducing the number of professional development days from six to four. And Dr. Marble and I are operating from the

115feedback we received the last iteration of the calendar that the calendars that we're currently operating under where the teachers said we really like the six days of professional development before school starts. And the way that we structured those six days is that two days are dedicated to the building principal so they can prepare their school. Two days are dedicated to the district. All those people who were here talking about creating implementation of curriculum, they need time to work with teachers. And then two days were given to teachers for self-direction. So if we reduce this by a third we can because it's within the policy component of things it means that the pdium is shrunk down to 190 days and we have less professional learning days and I'm fairly confident that Dr. Marble and the team

116from the division of academic performance will say and we need all we need as much time as possible to prepare our teachers for the new curriculum within those four days instead of having six >> and I will say the feedback we've also received from teachers is going into welcoming students um that first day of first week they have felt a lot less stressed and strapped for time because they have had so much of a runway to be able to welcome students >> and we know that teachers are hardworking people. The likelihood that people will come in that third week of August is high and and so what we have actually we're trying to recognize the professionalism of people by saying we know you're coming in we want to make that a contracted day hence the

117192 days. However, we also understand that there will be staff members who will say, "Boy, now you're asking us to come in the third week of August. That feels early." I would agree. Um I I don't disagree. Actually, I I I understand the sentiment. So, there's a way for us to to reduce it. That just means we're reducing professional learning by a third. And I am fairly confident that our principles and our curricular leaders will say, "But Dr. means please don't infringe on our time to prepared staff members. And that's all happening during that same that that final week. And all of you know this as parents in the district. That's typically the the there's a meet the teacher uh night which then creates more I believe anxiety and stress for teachers. So I I

118wish there was a way for us to avoid creating that level of stress and and so we aired on the side of let's compensate teachers with the 192 days at least for the 26 27 >> also just for that calendar part of it is also the policy that says that we and it's a state law we can't start we start on we we start on the first but how Labor Day is falling this year and then next year means that digs a lot more into August whereas the year after that we rotate back to that landing of Labor Day such that it's not as early it doesn't feel like as early of a start in August and I believe the second calendar is 191 days so you don't have two days to work with you

119only have one >> I think that the only challenge we have with uh the 2728 school year is that we do have staff members who that when you if you if we can go to the there you go. Thank you. Um if you go to the 2728 calendar then that is that final week in August. So I understand the apprehension and the angst around the 26 27 calendar. We can flex just know that the flex is going to be we have two less contracted days. And then it becomes an issue of so how many of those days are distributed to teachers for self-directed versus academic performance and getting us ready from a curricular standpoint and how many days do principles have? that that then becomes is the trade-off that that comes along with not coming

120in that third week in August, which I we we truly do understand. We we'll present all of these options um to the stack um the the the superintendent teacher advisory council tomorrow and and give them an opportunity to weigh in. So when you come back for the final vote uh on on October 27th, you you'll have that feedback as well, but we understand that there's limited options uh in front of us. >> And I'll just um reelevate to one of the dualities that we're trying to balance is also your request to make sure that we are properly preparing teachers so that they can um start this school year on a successful note. This the current calendar that's proposed for 26 2627 looks strikingly similar to the one for this year. Correct. >> It's just the

121how the days shift >> over year by year. >> Yeah. >> Yes. So, Miss Bzinski, we're legitimately taking the feedback we've received the last iteration of these calendars from the superintendent teacher advisory council that said, "Okay, if you're going to give us six days of preparation before the school year starts, can we have an even distribution of two days are teacher directed, two days are to principles, and two days are to the district?" And that and that's what we try to replicate with this calendar. >> And Dr. means when you you keep saying teacher directed. So teachers are are they're on the clock and they really get to decide how they're using that. >> It's their day. >> They're setting up their classrooms. They're >> we >> making lesson writing lesson plans. They're collaborating or

122they're canvas. >> What? Yep. So they get to decide. They have full reign in the decision for those two days. were very we're very explicit with principles to say you are not allowed you're not allowed to schedule meetings with teachers that that those are their days when I when I receive word that a principal may have done that then then I I have to work and and and redirect the principal because we really do want to I remember as a classroom teacher Dr. Marble remembers as a classroom teacher, those days are are really revered and honored and special when a teacher can come in. I like to always say that's when that's the day the teacher comes in in their jeans and their sweatshirt and they they can play their music in their room and

123and do what they want. Um and and we want that for teachers. So, >> and we didn't provide that, they'd probably be coming in, but not with >> and not compensated. >> Not compensated. So we so it falls into that area of we want to we want to compensate teachers for the work we know that teachers are hardworking people. Yeah. If we didn't insert this into the calendar, the likelihood that we would have teachers in buildings doing this work anyway is high. >> And so what we want to do is recognize their professionalism by giving them that day and get out of their way and let them let them decide and dictate how they want to use their time. I have one other question just related to policy and I'm I'm I'm sure you all

124did the calculations but I think it's good given that we have had at least one year in the past where we didn't have enough minutes. >> Good. >> We're good. Yes. >> I just feel like that's a policy. So the board should always be >> just asking that question and checking it. >> Yep. And we have um we have two inclement weather days baked into each one of the calendars as well. So, um, and that includes where where we're tightest is at the high school level with our seniors. And so, I know that it was not a favorable, um, decision when we had to, um, extend the amount of days that seniors were still in school, but that had we had to do that to become in compliance with state law. >> Our Dr. Murbo,

125would you say that how we treat our seniors and their schedule is very favorable to them? And when you compare our senior schedule to other high schools in the metro area, we're we're very generous. I >> I I would say we're pretty aligned with how other school districts are operating with their seniors. >> Is it fair to say that when you run into inclement weather days when it gets into that third or fourth day, I hope I hope we don't have that type of winter. um that the first order of operations to bring back the minutes is typically back into that senior how we operate with >> that is the one class that I watch very closely >> and so I just I and and maybe this is a good time for us to just

126put that on the table again that while we want to preserve that schedule for our seniors if we have more than two inclement weather days that's the first place we go u because at the elementary level we have more than >> we're flush yes >> we We we're we're okay. We >> we want them to have enough minutes to graduate. >> We want we need the seniors to graduate. So, we just we should probably start doing an annual notice that if we get more than two um I know in the in the moment people are saying yes, let's close school when we're in those winter months. That's not where we want to be um in in April or May when it's time for for the young people to have their minutes. >> So, yeah. So

127you're talking about those last three blue days in June there. >> Yes. >> Okay. >> Yes. Exactly. >> That's that's where seniors start buying back their or >> that's when we buy it back. >> Cutting back their time >> which does also put a stressor on um our administrative assistants at the high school level who are trying to prepare for graduation. Um so >> the the longer we have to keep our seniors, the more challenging their job is as well. But just I wanted to kind of put all of these items on the table and be fairly transparent around our our deliberations around these calendars went into the summer. Um and and it was mainly around the concept of do we see the value? Are we getting the return on investment that we would like

128to see with the the the early release Wednesdays? Um and there's some pros, there's also some cons. Um and and we have to what we want to do we felt it would be too uh soon to just pull them for the 26 27 and 2728 school year. We we want to get more information and study it more over the next two years. Um and since we I had a chance to now meet with our our area council PTA now for two months. They've received these calendars. Um uh we'll have our first superintendent teacher advisory council meeting on uh on uh tomorrow the the 14th. They'll receive the calendars. We'll bring back any council. But I I think that is as you look at again the 26 27 calendar there. I think the the one component

129that we have to decide is do we want staff to come in on the 19th and 20th? They don't have to. But that means we're reducing professional learning by one-third and we're going from six to four. Um and there will be competing interest from principles and academic performance to make sure that those days are maximized which now is reducing the opportunity for teacher directed days. And I personally believe that teachers are going to come in that third week anyway um and and not be compensated and and that that makes me feel uncomfortable. I also understand that there having those days in the middle of the week of that third week in August is a stretch for for people and I don't want to put any un unnecessary burden on on folks as well. So that's

130the the those are the trade-offs that we're looking at. We'll get counsel from our from our our our teachers, see what they think. Um and and we'll have some information for you when we come back on the 27th. >> I would also mention um sort of as a parent and empathy for those teachers who happen to be parents that that is a time of the year where there is a der of child care options. So, if that actually is I don't know if that is part of what drives concerns, if there's ways that um uh that could be thought about. Um I'm not s suggesting that we provide it, but if teachers wanted paid child care they could pay for on those days, is there a way to support them collectively? I'm not sure that

131is an issue, but I just want to put out there that I know August is a is a tricky time. um many of the recreation there's a couple things that happen in the recreation program um but there's fewer that week so I don't know if that's part of what's driving it or not but >> it could be um I think without talking to the recck department they would also say that they lose a lot of their employees >> um because a lot of those employees are college students and they they're gone as well so their their staffing ability is significantly hit um those those last few weeks in August as well. So, I think everyone is bracing, right? Um and and there again, there isn't really an easy answer. Um I just want to go

132on record saying we as district administrators wanted to error on the side of compensating teachers by making it a contracted day uh a total contracted days of 192. Uh, and that's why we inserted those days because again, the premise is we presume that teachers are going to come in that that week anyway for them not to to be compensated for work they're going to do. Uh, we just didn't we went to error on that side, but we we don't want to create any undue burden on on people as well. if if reducing the the number of professional development days from six to four, which is contrary to the feedback we've received um the last iteration of this calendar. If that's what people are saying for this for 26 27 they would prefer we can uh

133but then we just need to be transparent by saying I know academic performance will want those will want a line share of those days and our principles are going to want those days as well. >> Well and again to point out that it's a year we're driven by Labor Day. >> Um it falls into the third week but not every year does that happen. I think Miss Preszinski said it well. It it is very similar to what we're the schedule that we had this year. >> So, I appreciate talking that through, making sure that the com um community and employees know that you're in the process of talking with more constituencies and that there will be a vote on this calendar >> um >> by the board at the next meeting or the two calendars

134at the next meeting. >> Yes. Because while we were debating, while we were I should say, >> so it's comment time. If people have comments, now's the time to send them our way. >> While we were contemplating what to do with the counters and we had two different versions of it all summer. While that was happening, we started getting emails from families saying, "We need >> I have to start planning for graduation um in two years or in a year. Where's the calendars?" Uh and so I know families are saying from and and if you look at our executive um summary, we talk about the fact that we we create calendars for a number of different reasons. U one of them is for professional learning. Another is for key academic milestones, promoting family school collaboration

135and providing families with predictability in their planning. Uh so we do need to to uh make some decisions on the calendar fairly soon. So Hopefully this was helpful. >> It was very helpful. Thanks for answering the questions and thank you Dr. Marble. And because we love calendars so much, we now move on to number eight, letter A, district discuss budget calendar for 2026 through 2027. >> Miss Hanker is coming up. She's our fantastic director of finance. So, I I've invited Jess Hanker, uh, yeah, our director of finance to present the budget calendar. Um, for those that don't know, Jess finished her master's degree, uh, last spring, has her now business manager license, and she just finished the first weekend of the WBO Leadership Academy. Uh, she was nominated um, by someone we don't know, but

136some some peer uh, to be part of this year's cohort of the leadership academy. And um someday Jess is going to be an excellent business manager at some school districts. So in um >> here we we'll do some session planning. >> I mean that that would be great. And I'm I but I think part of our part of all of our jobs is preparing people for whatever it is they want to do and have them ready for whatever those next steps are. And I talked last year about integrating Jess um more at different meetings. uh she uh presents at finance committee every month and when we have those opportunities we'll have her present at at board meetings too. So um she's going to present the budget calendar today. >> Thank you. Thanks for saying be

137here. >> Go ahead. >> So at any time not at any time this year business office is managing fiscal years at one time. Uh we are closing out our 24-25 school year with our auditors. We are actively in the 2526 school year. Um you know processing payroll and our accounts payable. Also monitoring our revenues and expenditures and we are beginning the budget process for the 2627 school year which feels really weird to say. Um so this budget calendar is intended to serve as a framework for the overall budget process. Uh as you'll see in November we will begin by >> can we put it up so that people are watching the recording or it's on board docs. I think it's worthy of just taking a moment to get it out because people are listening to

138watching the recording later. >> Yeah, it's there. >> Jay, you just click slideshow. It'll go full screen. There it goes. Perfect. Right. Uh so on this calendar, are you able to see it? >> Okay, perfect. >> Uh shortly here in November, we will begin our process um with agreeing on the budget initiatives and the assumptions that will guide our planning. uh the 2627 school year is the the 2627 year is the second year of the state's bannual budget. So that will make the revenue projections for us a bit easier. Then you'll see in January the board will take action on the number of open enrollment seats. By February, we'll know which staff members are retiring. And then in April, we will have developed a highle preliminary budget. Scroll down. And also in April, we will

139have our preliminary staffing plan. New for this year, our health insurance renewal will be presented at the end of May. This will give our staff ample time to re review their full compensation plan um before their comms are due on January 15th. >> At the end of July, we plan on presenting the preliminary budget. This is a more detailed breakdown of all the budget items. Um, and then we get to the third Friday in September. So, we're already looking now a year from right now. Uh, we'll have the third Friday number. Then, uh, by October 15th, we'll have the general state aid and then at the end of October, the board will adopt and certify the tax levy. Uh just remember that the budget calendar outlines our key benchmark dates to help guide the timing

140of our decisions. Um so if there's something that you're interested in, don't go by these dates. Please refer to our board agenda meeting in case something has changed. >> Question. >> I'll answer a question. Yeah. What is the abbreviation coot or who's responsible? >> Chief of talent. >> Thank you. Other comments or questions? >> This is super helpful. And for those community members who want to scroll through it themselves, it's up on board docs, so they can uh go grab it and and take a look at All right, thank you so much. >> Good job, Jess. I think the thing I would just highlight is that often people don't see the significance, but we want to highlight it again. There is there to 78% of our overall budget is staffing. So that process that Miss

141Elazoski takes our team through locks in a great majority of our operating budget. Dr. Worley has mentioned this several times, but since she's been on the board, the average salary increase for staff members, teachers in particular, has been 26%. So, we have made a significant investment in staff and compensating staff members. Do do we want to do more? Absolutely. Um, but there's only so much funds available and uh the staffing plan, not only in terms of how much we pay staff members, but how many staff members we employ because as you hear from Miss Elazoski constantly, we have the lowest teacher to student ratio in the Milwaukee metropolitan area. So that equation of compensating teachers at the rate that we have been compensating them over the last few years and having the lowest student toteer

142ratio makes any other flexibility in our budget really difficult. So when we hear people say well you can make cuts here or there really isn't a lot of different places. There's about 20 to 22% left of the budget that we can try to manipulate and and reduce. Our investment is around teachers. We believe that the good work we're seeing with student achievement is because of high quality teachers working with students in the classroom. But that's that's the investment and uh that process of staffing and the number of staff members we have drives right this anchor a great majority of what we're able to do. >> Yes. >> Thank you so much. >> We will move on to uh B under eight city of Wawaossa and Freigher Tax Settlement. Give me a second here to get

143this pulled up. >> Okay. Um, we had a discussion about this at the finance committee um, a few weeks ago actually. So, we're bringing it to the board now. And there's two attachments uh, in the board docs. Uh one um that I have pulled up right now is a press release uh from the city, joint press release between the city and freighter. Um so uh many people may not know that that every year um some taxes go unpaid and um for various reasons and uh the different taxing uh min uh uh uh entities can what they call charge back for prior year unpaid taxes in our school district. That's usually say 50 to $70,000. Um so not a significant amount on the total levy or levy rate. Um in in this situation uh what's happened

144is freigher um was contesting their property value uh with the city and um we we weren't a part of that. That's between those two entities. uh but ultimately reached a settlement that reduced Freigher's property tax burden for the years 21 through 24 by $10 million. So in a nutshell, they reached an agreement that the they had been essentially overassessed. Um in this case, it's based on the portion of their property that is taxexempt versus taxable. Um and now the city is going to be billing um the different entities. So uh essentially themselves um us um uh MATC uh and the county uh will be essentially be charging us back for a portion of the $10 million. For us that's about $3.5 million. Um the city's been very um uh forthcoming with me with this. Uh

145they couldn't really start being forthcoming until June when the when they reached the agreement. Um and the city is willing to work with the district uh as far as financing the $3 million or finding ways that we can minimize the impact over time on taxpayers. So this isn't any kind of decision we have to make today. the the the city is not pushing um us for anything. It's really to just begin raising awareness that we will have to um reimburse the city uh $3 million and then we will be taxing that back to our local residents. So essentially the way this all kind of comes full circle is Freigher pays less, everybody else pays more. Um this isn't unlike what happened at Mayfair Mall uh in the past. Uh in that case I think the

146city actually prevailed. Um but these things happen from time to time in different districts and municipalities. So simply an awareness at this point. Something for the board to think about would be uh what kind of tolerance we have year-over-year um to add this to our tax burden. Right? you it could range anywhere from $3.5 million all at once to to just kind of like pull the band-aid off and get it done or uh like I said the city's willing to work with us to pay that back over time. That would allow us to smooth things a bit more but then you know stretches the the pain so to speak. >> In the document where you outline those three options it sound like there was a cost to taking longer. today. Could you talk about that?

147>> Yeah. Um, we are going to have to work with this, uh, I'm being cautious because I don't know, um, to what extent the the city is willing to work with us on a on an interest free basis. Um, and so that would be a decision point for the board as well is um, just the time value of money. Uh, but we we aren't that far down the road even with the city yet. I I Okay. I wasn't sure because the document made it sound like there was some knowledge there. So that's still something under discussion. >> Okay. >> Thank you for clarifying. >> So our public sometimes clicks on documents. >> Sure. >> And we want them to make sure that we understand what it is people are looking at. When I saw that

148I was like I didn't realize that the the memo didn't talk about it in that in that way. >> Yeah. to add to that uh and make sure it's said that the board will have to decide at some point, but there's no there's no timeline established yet because it's you're notifying us notifying the public. It's a situation that's here. We as a district really don't have a say. The the $3 million is paid back. Correct. >> Yeah. So, um, a couple points there. I'm I'm sure at some point the city is going to say, "We need a decision." They they haven't said that yet. So, but there there will be a point where they say, "Let's kind of button this up, right?" Um, the the frankly the district could choose not to charge it back.

149What that would do is pull $3.5 million from fund balance. So, um, just to be perfectly clear, that is a choice. Um there's always competing interests. Uh my my recommendation would be that we charge it back. Uh but that that is up to the board >> because people would would have paid that. They just aren't aren't now expecting to have it on top of what they'd be paying to help the schools. >> It >> in the coming year. That's where it's tricky. >> Yeah. Um, it's not it's this was all taxed in prior years and everyone paid what they thought was their share at the time. Um, now now there's a redistribution of wealth, so to speak. Um, I'm sorry, Jason, to to directly answer your question, we don't have a choice though whether to

150pay it back or not. The district will have to pay pay it back to the city one way or another. And just to reiterate, it wasn't a mismanagement on the part of the district. It wasn't a decision. It's been a case that's been in court and now because of the decision, um it has to be addressed. >> Yeah, this this correct. This wasn't mismanagement on the district or any other taxing entity. Like I like I said, the the counties on in the same boat, MATC's in the same boat. Um, the winners in this are Freigher and the losers in large part are are everybody else. >> Any other questions? >> More to come as as we know more and probably run it through finance committee and then bring it to the board. >> Great. Thanks

151for briefing us on that, giving us some opportunity to understand it um ahead of when we have to make a decision about it. So um we can move on to letter C 2025 2026 budget discussion. So uh Dr. Dr. Means and I were having a little bit of discussion this morning about third Friday count and um uh uh often times um board members or the superintendent or other people in the district um their interest in the third Friday account is very different than mine. Um and and I say that because I kind of only care about one number uh because that's the number that drives our revenue. And almost everybody else though um spends more time on well how many third graders do we have at a particular school or how many you know 9th

152graders are at east. I don't have that information yet because that is just such a granular level that we're still collating and for the purpose of DPI reporting I just have to give them one number. So that's the focus uh today. Um generally speaking uh our third Friday count is up. We are projecting flat enrollment. Um there's good news and bad news there. The good news is we're at least increasing a little bit. It doesn't do anything for our overall revenue though. Um the reason for that is uh the state uses a three-year average enrollment uh for calculating how much revenue you get. And so it didn't impact our three-year average in a way that is uh beneficial. Um you might recall that I I I mentioned this when we were in our budget planning

153that generally we have to move above or below plus or minus say a 100 students for it to really impact our revenue at all. So that is helpful in terms of budget planning. We're not you know if you're at a really tiny district and you end up with 10 fewer it could really hurt you. Um we're large enough that we can absorb uh those those changes. So in this case, we don't get a windfall. Um, but there's been years where we're say down 80 students and it didn't hurt us either. So we're in that slight uptick. >> So glass half full, we didn't see enough of a drop to create a budget. >> Correct. Correct. Yep. Yep. >> And we did in fact see an increase which is part of what we've been trying to

154recruit for. >> Yeah. Now, one thing I'm going to keep our eye on is we um because our three-year average the last several years has been declining, you get this an exemp you get an exemption. Um I if when a if we were to go up to such an extent that it remove the exemption right now that's about $200,000. Um, I've seen districts actually lose the exemption because they say are up by one student and they average and they so they gain like $10,000 for that student but lose the exemption. >> So, we're potentially getting close to that next year. So, I'm going to be kind of bringing the the board along um with that uh this this winter. Um, >> based only on residents or is that also residence plus open? >> It's just

155resident enrollment. Um, in fact, I heard of a school district this year um that wanted to protect their declining enrollment, and so they chose to um they chose to not count their summer school students as enrolled in order to protect their because it ended up being better off for them to have fewer students. So there's always weird things in the funding formula and that's one we're going to keep our eye on. Um but this year like I said we're we're um a half full is no it's just no impact. Uh one thing you you see I did point out here for the board is um our open enrollment. So, uh, you and I included a graph as well, so you can see what we, um, had budgeted for open enrollment versus where we actually are.

156Um, and then as well as our open enrollment students out. So, um there's a graph on page two and I think that really um for those that are tracking our open enrollment, you can see we had reached a high point of open enrollment students coming into the district of over 1,400 uh around 2019. We're down 500 students now. So, um and you can see the last it's been really about a hundred students a year for the last say four years now. So, um I I the the positive of that, right, is um that's something the the board had uh taking a conscious decision to do. We've also decreased costs relative to uh staffing needs. Um the reality though is 500 students um is about 5 million less in revenue. So th that you know as

157these open enrollment conversations have happened over the years there's always been that uh back and forth on does it cost more does it bring in more uh so the trend is down um as it you know as we publicly stated it would be um revenue is down too along with the students and our expenses are down we we made staffing adjustments this year to offset the loss in revenue revenue >> comments or questions. >> Do we know um for the residents who open and rolled out? Do we know generally where they register to attend? >> Yeah. Uh but I don't >> you have it just not tonight maybe. >> Correct. If that's something that the finance committee or board is interested in, I can it's >> be interesting. It will be interesting to see if

158that's a trend that stabilizes or continues because it looks like we've come back to where we were what over 10 years ago. So >> yeah. So I just I'm curious where they're choosing. >> Good question. We and it's public so it's not >> right. >> Well maybe the better way of saying it Dr. world is that if you take a look at the chart um and I think we know that post pandemic that we saw an increase of families choosing to go to private appropriial school or or leave and go to different systems that chose to go back into session >> um that had a different post-pandemic approach than we did. that that was part of you, right? That was part of where we saw >> that jump up. Yeah. >> Um and and so

159what I'm noticing from a data perspective is >> if we're now at an open enrollment out number of 207 that is very similar to where we were right before the pandemic. Um and so uh as again it was a large community conversation on what was our mitigation policy, when were we coming back, how would we come back? I think that's part of the the narrative. >> Any other comments or questions? All right. Well, thank you for sharing that data. Um very helpful. And just reflecting on that compared to the calendar, the open enrollment discussion will be coming up. So it's helpful to see where things are are have headed this year. Um all right. So letter D, discussion regarding proposal to increase FTE for the 2025 2026 school year funded through transfer of service. >>

160The coot is coming up now. Good evening everyone. [Laughter] Meanwhile, I go ahead and get our document. Take your time. Right. Um so this evening I bring to you um a proposal that has um a lot of collaboration behind it. Um the proposal is to go ahead and increase our FTE uh based on uh new enrollments that we had not anticipated um as we were planning our staffing um as well as um some students who've been newly identified um as uh having disabilities and therefore um need services. Um, so the the collaboration involved uh my team uh Luke's team and people and family supports as well as Scott's team in finance and operations to go ahead and identify a uh what the additional need uh is um uh confirm that we're eligible to get funding

161through a transfer of service process through DPI. Uh and now to bring it to you um as this is beyond the FTE than we had anticipated for the year. Um uh we have been so careful to go ahead and keep you updated related to our um staffing um FTE as well as our contingency. Um I I still have a small contingency. Um and based on these needs, we feel it's appropriate in the funding that will follow them to go ahead and ask for the addition. So we would be looking to increase FTE from what from what was previously approved at 904.82 82 uh to 909.82. Um that would be 5 FTE. Uh and we would like to um to recommend that you would approve that at the upcoming meeting so we can start filling those

162positions and getting additional staff in our schools to work with students. We have not identified all of where those five FTE positions would go as we want to further have conversation uh with our um other administrative team members about where our greatest needs are. And how would it be paid for? >> It would be paid uh through a transfer of service process with the Department of Public Instruction. Uh so when Miss Clem uh made the request and filled out the appropriate um information that she submitted to DPI, one of their questions was, "Wow, this is like a really even number. You know what, you know, why why is it why is are there zeros at the end of it?" and she was able to explain that again based on the needs that we identified um

163after we determined staffing that this would fund new positions which is part of the requirement as well I believe is to supplement not to supplant um not to pay for other people who are already existing. These are new staff that we had not planned on. >> Mr. If I may, kind of another way of saying it or paraphrasing is the needs um that we have today are greater than the needs we had when that was originally approved and greater than needs that exited us either through graduation or through leaving the district. Um and there's a financial exchange that happens to help cover that. So, we wanted to take some time to explain with transfer of service how that works, but Miss Zazoski is in front of you this evening, board members, because we have committed

164to you that we will not make any change to the staffing plan, even if it is through a transfer of service through DPI. We're not making any change without you knowing about it and getting permission from you. So, we we wanted we that's why we're here, right, Miss Zazoski? Uh absolutely. >> So if it's a transfer of service through DPI that does not impact our school budgets, >> the positions would be funded with additional funds from DPI. >> Scott would know more about your the funds don't come from DPI. We we're allowed to tax back an additional amount to recoup the new cost. So the cost the additional cost to taxpayers would be >> directly related to this transfer service. So DPI says we we submit a form we say we got these new students

165um we didn't we couldn't have anticipated them. They have needs that um required additional staffing and they provide revenue cap relief for that. So on the revenue cap sheet, it allows an exemption uh for the transfer service >> because that extra cost is related to needs for special education supports. >> Correct. >> Right. So it's coming from the the cost goes up because the state pays more or I mean we as a community pay more to support special education >> students. Well, correct. Um and we and uh >> we split that choice, you know, we don't have that the constitution requires us to to provide for those students >> and we split that with the state the federal government and >> we get reimbursed the following year uh now to the tune of about 40%

166for special ed costs, >> right? >> But this is different than how we've operated in the past. >> In the past, we would have asked you to go into fund balance. we would have done something different. So it it is we think the most financially reasonable approach to take. It's the most transparent and as Miss Elazoski and Mr. opinion identified. What happens to a school district every August is that students come in and out and while Miss Elazoski and Miss Clim, our director of special education, can create a staffing plan in May and June, students move in and they move in with needs and we identify those needs those first few weeks of the school year. We now know those needs and where they are. We want to set these students up for success by

167requesting this transfer of service in the additional >> and some of those might be students that were here but we discovered additional >> that had recently qualify but it it does have to be within the window of time >> or might be students who lived in residences but were going else other school but the starting time yeah I didn't I mean it's not just moving in >> and the need not all were yes >> like Mrs. Zelda said it was a very collaborative and the need is real and and somewhat urgent in the sense that these positions are will be relied on for many students. >> I just want to clarify because it's not that we're taking additional open enrollment students um because we have very strict standards on when we can take an open

168enroll student that requires the extra supports. >> No. Yeah, I'm looking at the executive summary where it say it states late enrollments represent students who are new residents, >> right? >> Who are new residents to the district who bring individual education plans from their prior districts. And so our ability to then make that analysis and figure out their needs happens, but they're they're new residents. >> And so how are we meeting those students needs currently? very carefully. Um so in some cases um I've authorized the use of um additional substitutes not because we have a vacancy but because we know there's a student who needs support and so until the FTE is approved we can we can request an extra sub not replacing someone. Um in some cases we've been really flexible. Um we um

169we staff our services for children ages three through five with disabilities so that you know we know we're going to identify those kids throughout the year and provide additional services to them. Um but right now we have a couple of um at least one teacher in that space who's helping out um at uh one of our schools in need and there are other a couple examples about how we've been flexible with staffing. >> Absolutely. And it does require quite a manual review of all of the IPs that we are um inheriting for for lack of a better word. And I would say it's it's atypical to go through this process for transfer of service because it you know we're trying to be open and make sure you know we're very clear and open for everyone.

170But this is a delay >> if I'm being quite frank for students. >> Sure. >> And subs come out of purchase services. They would come out of our subbudget. Sub budget. Yeah. Okay. Well, thank you for explaining all that and helping us to prepare for um making that decision. Um we move on to letter E, discussion of the addition of limited purpose flexible spending accounts for employees. >> Yes, thank you. Um, so, uh, the Wawaossa School District, as we know, has, um, pardon me, uh, we have a high deductible health plan, which allows us to have, um, uh, a child care flexible spending reimbursement account. Um so so employers that do not have highdeductible health plans, employees can set aside uh pre-tax dollars for out-ofpocket costs for deductible or for co-pays, things like that. Again,

171because um because we have the health savings account where we can set aside those funds. um our secondary option to give employees the opportunity to say to have funds uh deposited pre-taps towards uh vision and dental care services uh is the limited purpose flexible spending account. Um we have not had that in the past. Um and it again it provides another option for employees to have some tax savings on the funds that they um that they again may spend for their health care not um not medical bills or on our health plan but for vision and for dental. So, for instance, if I wanted to go ahead and set aside funds because I wanted to get a new pair of glasses um during my plan year, I could go ahead and um and request that

172uh deductions are made from my payroll, my paychecks before taxes to go into the account so then I can reimburse myself once I actually purchase the glasses. And so this would allow again employees to um to add that second piece of the uh vision and dental retax deposits in addition to what we currently offer which is the um the child care um uh flexible spending account. So employees can take out funds from their paycheck checks funds from their paycheck tax or childare expenses. Uh so would this be uh a benefit that we we be talking about like to use immediately for this year or is this up next year? >> It would start July um January 1. >> January 1. Okay. >> So we so if approved we would start promoting this right away. Um,

173and so we already do our um child care flexible spending account um uh allocation or enrollment process this time a year because that also starts January 1. We would get started with this right away as well. >> So we have the child care um savings account and we also have HSAs. >> So how is this >> why would somebody want both? Why would somebody want HSA m? >> So an HSA can pay for um out-ofpocket um health care costs on our on our health plan. Our health plan does not cover vision and does not cover dental. So this provides the additional again tax savings for those those other components of healthcare costs but not on our health plan. We offer a dental plan for all employees and employees can also choose to participate voluntarily at

174their own expense um in a vision plan for >> I've just never heard of this kind of is this new or coming >> it's been around for a while. We have not offered it before. We don't have a ton of participation um in the um well we have we have better participation now because HSAs are available to everybody on our health plan. Um we don't have a ton of participation in the flexible spending account for childcare reimbursement. We're not anticipating a huge push for this right now. Um but it uh the cost is so nominal um to make this available. And again, we're trying to look at all sorts of ways that we can, you know, give employees tax advantages and help them maximize their income. >> In addition to the the tax advantage, that

175that's one reason I understand this is valuable. Um, my experience has been that with with these kind of accounts also. Um, if I was the employee that uh that elected for this January one, if if I elected for X amount of dollars January one, I can spend all of it or is it prrated? I know there's different >> You can only Yep. You can only withdraw. So, if it works the same as the child care account, you can only withdraw as much as you've put in. So, if you if you sign up to have, you know, $50 a paycheck deposited, you know, you can you can withdraw $200, you know, every four weeks. >> That that's the kind of plan we're looking into because the are other plans that are up. You can you can

176use the entirety of it immediately >> even though you're not making all the deposits. Um my um in my experience that's only for medical flexible spending accounts where you could have like a deductible that you meet right at the beginning of the year and so you can get all the funds right up front. And again because we have the HSA we we cannot offer that. >> So I mean they could go ahead and spend $600 on glasses as long as they've committed the 600 but might take them six months to get that back. Well, I think that's that's part of why these are are often it's hard to get adoption with them because to get the benefit, you almost have to sit on it for a few months. Like in in my case, I I

177have a similar type benefit and I get uh my contact lens is in my my eye exam. again not covered under health insurance and I go there just the way it happens to line up. It's like the third week of January is when I need to go >> and and take care of it and it's it's a sizable bill between the exam contact lens exam and then buying new contact lenses. It's a big chunk up front with and I again I defer the logistics of the HR stuff. I know with the way it works for me, I'm able to use elect to use X amount of paycheck dollars in it and I can use it all right away and take care of my vision needs. Uh, but I think what I heard you say is

178that because you can't use this and an HSA in tandem, >> you you can use this with an HSA. >> But, um, before our next meeting uh, where we would be looking for action, I will confirm whether or not you can get an advance on your contributions or if you can only only withdraw what you've paid in. And to clarify like the advance is I know that there's language in in in the plan that I'm on where if you leave leave the job prior to basically earn earning up enough to to cover that advance then you do that is part to back because you know if you're leaving just like you would take PTO or something like that. But remember, even if it is spread out and we'll find out more, that pre-tax benefit is

179still a benefit. >> Yes. >> Great benefit. >> Y >> So again, overall, the proposal is really just intended to give employees another way to go ahead and um and maximize their income and meet their family's needs. >> Right. And that's going to Okay, go ahead. >> What is the cost to the district to provide this? $3.95 per um per employee who wants to use it. It's very nominal. >> Yeah. >> $3.95. You said >> $3.95 >> opts in. >> And that's only if if they if they are opening up a new account. If if an employee already has a child care reimbursement flexible spending account or already paying the $3.95, there's no additional fee if they want to add this. >> Tag that on three. >> $3.95. Okay. >> Great question. Y so and

180again this is going to be for action at the next meeting. So people who are watching the recording or board members of other questions come up please get those um get those to the district um before the action vote. Thank you so much you so um we then move to item number nine adjournment. Um, the time is 8:41. May I have a motion to adjurnn? >> Uh, I move to adjourn. >> May I have a second? >> Second. >> Thank you. That was Heidi, right? Miss Buff. >> Second. >> You You second it or >> I did. >> Okay. I wasn't looking. So, okay. So, Miss B seconded. Um, Miss Summers, please call the role. >> Miss Bzinski. >> Yes. >> Mr. Bower, >> excused. Miss Bach, >> yes. >> Mr. Morris, >> excused. >>

181Miss Roland, >> yes. Dr. Worley, >> yes. >> Mr. Wadier, >> yes. >> And the motion carries. Thank you. Thanks for getting here this evening, everyone.