WSD Board Meeting, Regular, September 8, 2025

001For those of us, those who are just joining us, we had an inservice meeting. So, we um already um did our call to order at 5:05. Um and we are now we finished adjouring into this meeting. So we're now on item number three which is public comment. >> As we turned into a regular board meeting it's directly following agenda as written. Sorry I had to get distracted by getting up. Yes, because so number three was to adjurnn into the regular board meeting which we did. Now we're on we are sorry now we are on number four um which is public comments. Everyone agreed that's okay. So we will this evening this is a regular board meeting. will be taking public comment both in the room and online. Um, and I am going to read the

002policy about public comment. I'm going to um ask for a board member who can keep the whole 30 minute time frame. So, you want to do that this time. We'll do that tonight. And >> I can do this because you're right next to the square rectangles. Okay. Perfect. So, um, policy 0167.3 public comment at board meetings. Members of the board value the input of students, parents, staff members, and community members. The board's regularly scheduled meetings provide an opportunity for opinions and concerns to be expressed publicly. The board values all comments and will respectfully consider the 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

003the 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 3 minutes. Participants must be recognized by the presiding officer and will be requested to preface their comments by an announcement of their name. Public comments submitted to the schoolboard email address by 10:00 a.m. on the day of the meeting of the board will be added to the online meeting documents to become part of public record. Emma public comments must include the name of the person or persons 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 Wisconsin

004open meetings law, which requires advanced notification to the community 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 or members may not respond other than to thank and acknowledge the speaker for their input, the presiding officer may a limit the number of times a speaker may comment on the same topic. B interrupt, warn, or terminate a public comment when the statement is too lengthy. Directed to anyone other than the board presiding officer, obscene or disorderly. C. 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

005the orderly progress of the meeting. E call for a recess or an endurement 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 or privacy of of privacy or the administration of the board's business. Recording, filming, or photographing board meetings is permitted. The person operating the equipment should contact the superintendent prior to the board meeting to review possible placement of the equipment and must agree to abide by the following conditions. A no obstructions are created between the board and the audience. B. No interviews are conducted in the meeting room while the board is in session. C. No commentary, adjustment of equipment, or positioning of operators is made that would distract

006either the board or members of the audience or otherwise disrupt the meeting while the board is in session. The board encourages all residents to be well informed about school affairs. Therefore, regular board meetings are livereamed and the recorded schoolboard meetings are available for viewing online on the district's website. Executive sessions and inservices for the board members are not recorded. Okay. So, thank you. Um we will um now move to public comment time. Um I'm going to look first in the room and see um if there is are any hands raised in the room or any people that might please come forward if you're planning on giving public. Hello. Hello. Okay. Um, good evening. My name is Rita. Oh, my name is Rita Wneski and I'm a proud parent of two graduates and two current students.

007I'm the treasurer of the state PTA and tonight I'm speaking as the president of the Wawaossa Council of PTAs incorporated. The 11 PTA units in our school district comprise the PTA council and are constituents of the Wisconsin PTA and the National PTA. We all have the same purpose and principles. PTA's mission is to make every child's potential a reality by engaging and empowering families and communities to advocate for all children using our core values of collaboration, commitment, diversity, respect, and accountability. The parent teacher association is a national organization and is the oldest and largest child advocacy association in America. With over 125 years of experience in advocating, the PTA prides itself on being a powerful voice for all children. We serve as a relevant resource for families and communities, and a strong advocate for public

008education. Many of the benefits our children receive today were accomplished as a result of PTA advocacy, such as universal kindergarten, the national school lunch program, and the juvenile justice system. One of the tenants of PTA advocacy is that an adequately funded, equitable, inclusive, and safe education experience is what our children deserve regardless of their zip code. As such, PTAs can advocate for investment in public school operations and building infrastructure to provide students with a well-rounded education, a safe and healthy learning environment, and access to arts, technology, and vocational training. PTAs and PTSAs are 501c3 nonprofit organizations. We are separate entities from the school and the school district. We operate under our own governing documents such as bylaws, policies, budgets, and standards of affiliation with state and national PTA. We are composed of hundreds of families

009and represent thousands of hours of unpaid volunteer work and leadership to support our students, families, and teachers. As both local units and the council, we collaborate and provide feedback to district administration and when necessary hold them accountable for addressing issues facing our schools, our members and our district. This is also the work of school governance and it is open to community participation. We welcome the energy we see at the public comment microphone in several um prior meetings and we invite you to apply it to your local schools too. Attend your PTA meetings because the principal provides updates on school growth plans and hot topics. Ask questions and provide feedback which the principal will use in decision-m and be held accountable. Our members and principles appreciate this family engagement and this is how we partner to

010make our schools better for our children to succeed. Membership in PTA is open to anyone who wants to be involved and make a difference in the education, health, welfare and of our children and youth. Thank you. >> Thank you for your comment. Another comment in the room and one more then we'll go to online after this one. Good evening. Can you hear me? Sorry. >> Okay. Um, good evening members of the board. Um, looks like we have quite the agenda in front of us. As I count them, some 52 items are going to get through uh in one board meeting. It looks like we're trying to put 20 pounds in a 10 pound bag. um we should be aiming for clarity and transparency and a lot of what we're trying to do tonight seems like

011we're going in quite the opposite direction. As I reviewed a number of the things on here, it seems like a lot of the changes that we are making is due to the fact that we already have plans in place and we are trying to change our policies to fit those plans. I will just go over a few of them. I did not have an opportunity to go through all these because it's quite extensive as you can imagine and I think this should have been done on multiple occasions not just one as I'm looking at your policies 7100 7240 7300 what has happened in these policies and a number of other ones is we have removed protections that have been put were previously in place from those policies if I look at 7100 there are various

012protections that were removed at 7240 site acquisition. It makes the superintendent responsible for site acquisition negotiations. I am not sure why that would be the individual that would be in charge of negotiations. Why it would not be important decisions. Again, guidelines have been removed from there as well as approval from the electorate was also removed. When it comes to 7300 or disposition of property, again, there have been a number of things that are removed including approval by the electorate. Accordingly, the board can dispose of property simply by sale, donation, trade, or discard without making sure that the appropriate value is acquired for the residents. Looking further down, looking at your policy 7550, cooperation with local governments. As I look at them, like, oh, that would be great, at least by title, as I'm an elected

013official of the city. When I'm looking at Howard, it seems like this policy is designated towards already previously discussed plans about the possibility of building the Whitman uh grounds into an athletic complex. Um I know it's been discussed by this board previously. I know that there's discussions about closing down the middle schools and that property would become available to enter into some sort of discussion about financing an athletic complex at that at that location would be fiscally inappropriate by this board would be fiscally inappropriate by our city and the county as well if we were to enter into it. Again, as I look through there's a number of things. One of the final things I want to mention in this case is when I say remove removal of protections, looking at your policy 2262 regarding

014child and youth care programs, there was something in there that some district administrator shall establish administrative guidelines that will ensure that staff members employed to administer the program or instruct the children have completed a sexual criminal records check. and we removed it. Right? We wouldn't want to make sure a criminals check is completed for people that are taking care of our youth. Look at these things. Make corrections. This is not appropriate. >> Thank you. >> Okay, we're going to move to online. I'm going to go in the order that I see them in my participants list. So, um the first name that has their hand up is uh Chris Murker. Dr. Murker, we can't hear you. >> Chris Murker, you have the microphone. >> Go ahead, Dr. Murph. [Music] We're still not hearing you. Can

015you hear me? >> Yes, now we can hear you. Thank you. >> Okay, I apologize. Good evening. I'm Chris Murker, member of the 2030 task force. In our weekly ledger newsletter, the board has no doubt noticed a steady stream of highlighted issues. This is in thanks to the dozens and dozens of vigilant community members and staff and we are grateful for their ongoing work and service to the community. This past week alone has unfortunately been no exception as the governance crisis in Tosa continues at full tilt. There's simply not enough time in 3 minutes to address them all. In 2024, voters approved $124.4 million in referenda. This fall, the district plans short-term cash flow borrowing of about $17 million with roughly $300,000 in carrying issuance cost, up from about 58,000 last year. Several neighbors sent

016us this independently over the past week with the question as to whether cash is being managed effectively and why the growing cash crunch. Why this matters? Liquidity is a canary. Short-term borrowing jumped from 10 million to 17 million this year and projected carrying issuance cost increase roughly five-fold. Signals of thin operating cash, not mere timing. Those compounding costs crowd out classrooms by hundreds of thousands of dollars a year. Capital referendum dollars are restricted. They can't fix operating cash. And with the facilities plan around 350 million being explored, likely the largest by dollar amount, the trust bar rises, not falls. It also flags ongoing fiscal stress happening in district operations. Speaking of financial stress, we received a tip this past week alleging a missed Medicaid filing with $600,000 potentially at risk. Please confirm or correct which

017program period whether recovery is possible and what controls are in place to prevent a repeat. If accurate, a loss of this scale while the district seeks to reassure cost control measures are in place warrants prompt clarification regarding financial controls and oversight. A point of concern that has come up numerous times in the past few years in routine audits. District administration has told us again and again that the problems of the past are behind it. A misstep of this magnitude would obviously call for immediate and heightened scrutiny. Finally, given recent public discussion and new information, what is the board's official position on neutrality of public officials around referenda and public advocacy as the district implements the 2024 capital work and explores a mammoth facilities plan that would require back-to-back referenda 2024 likely 2026, the third since

0182018, a posted viewpoint neutral standard for staff and parent groups would help everyone. To our fellow community members, if you'd like the weekly plain English summaries and source documents, visit www.tos20230.com to subscribe to the TOSA ledger or click get involved to join the 2030 task force. >> Thank you. The next hand I see raised online is called Sykes iPhone. >> I think they just lowered their hand. >> Yes, I think so too. >> No, I just Sorry, I just unmuted myself. Can you hear me now? >> Yes. Okay, >> Carrie Sykes, I just wanted to say thank you. Uh, I wanted to express gratitude for the uh cell phone policies that were passed by the board um last month, I believe it was. Uh, just very thankful for my students that are in the district

019and other staff and students. I was just generally curious uh and we'll stay attentive on future board meetings to see if the district discusses any details following that policy change cuz I think it would be interesting to hear um from the higher administrators uh how has it ruled out to be back in school for their staff for their student body and any other metrics that might be beneficial um coming out of that policy change. So, I will stay attentive and just wanted to say thank you. >> Thank you very much for sharing. >> I don't see any other hands online. I don't see anyone else in the room approaching the microphone. So, um I'm going to end public comment period. Thank you committee members um for coming to the meeting tonight to share your thoughts

020and your views. So we now move to the consent agenda. And the first thing I want to ask is are there any items on the consent agenda which board members would like to remove for separate discussion and action? >> Yes, Mr. >> Y. 7530 and 02 for some additional discussions. >> Remove 7530 [Music] at 02. Okay. Anyone else? Mr. presenting. >> Um just I am also catching up in the here. Yep. Um, >> no, never mind. I think I'm okay. >> Okay. So, Mr. YDA has requested that item LC 7530.02 0 to be removed for separate discussion and action. Uh are there any objections? Okay. Being there um no objections, we also remove 7530-1. Okay. 75301. Okay. So, I'll read this again. Mr. Wier has requested that item 7530.02 02 be removed and Miss Himeran

021has requested that items 7530.01 these are both policies um under discussion be removed um may I have a second >> second >> thank you Mr. Morris and I will call the roll. Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Hammer Roland, >> yes. >> I'm a yes. And Mr. Wy, >> yes. >> Okay. So now what I want to do is cover the rest. Okay. So we have the consent agenda. Everything else is good. So now we need to talk take each of these in turn. Um so we will talk start with Mr. Why with item 75 or should we do them in order? Do they connect to each other? Let's Okay. So, we'll start with your request for 7530.02. Um to

022talk a little bit about what you'd like us to know. Thank you. Um, in looking through this, I midway through the page, we have the sentence, individuals are responsible for retaining text messages, instant messages, and other written communications that are not archived by the district. Such records shall be retained in accordance with the state requirements. We're talking about staff, school officials, board members, um, and and and whatnot. Um, it's I don't have a problem with that with that statement, but I I would love love if we could maybe narrow it in a little bit more uh specifically to say how uh those those should be retained. Um, I certainly don't want to have to have a stack of papers sitting from, you know, from a tax procedure to in my house for the next seven

023years. Is there we have a a a way in which if some record like that exists that we can hand it off to some other system of record. So that's that's kind of where um getting at with it. we're we've all we've all been talked to or emailed or or there's always some sort of communication over time and and if we're saying we want to make sure these are archived and withheld in accordance with state requirements, I'm asking that we define what the mechanism is or these things that are not on the district issued um devices or through the district emails. or phone number district cell phones. Um the one thought I had was to or feedback for the policy was to maybe add something to to say to the to the best of our

024extent. Um everybody that qualifies under this policy um should try to solely use the devices that are issued to them. that way it's neat easier and um and then Jamie and and it can handle all that's the heart of what I was curious about. Okay. >> So, the complexity of maintaining and storing >> maintaining storing those records um just like you're doing your tax if you're doing your taxes uh by yourself and you've got to keep a copy of that somewhere. Um things can get lost easily, especially if they're on paper. So I I don't object to what we have here. I I if whether it be this time around or noted for maybe a future policy meeting to discuss tightening it up even more. I don't think we need to have it immediately. It's

025not not something I'm concerned about right now, but just looking forward and seeing seeing the amount the volume of of data and emails and all everything coming through. Um, I think it's best to consolidate and make sure that the district has full control. So, Mr. If I may paraphrase what I'm hearing you say, are you suggesting a sentence that would say it is strongly recommended that the staff and school officials utilize district issued devices and email addresses to expedite the ease of record retainment. Yes, with some sort of asterisk on there for a different policy. We have here tonight for first reading or maybe we adjust that one that when it's required that staff members have their own personal they have to use their own personal but that's where it gets kind of complex to

026me. Um we're we're approving something here and then we have a first reading on something very similar to it. it they just I like I like to see them kind of going together at the same time. >> Dr. does this in and this was every this I get what you're referring to Mr. W here. Um the line here that catches me where it I guess it it limitates it's when conducting district business using a personal communication device. So if you're not conducting district business, you're not keeping any records because you're not doing business. We do have another policy we're discussing that says there are there are district employees that are required or may be required to use a personal device >> as part of their job as part of the requirement. >> Um that's the

027audience I'm I'm more talking about because >> uh that can get that can get real tricky when when you've got that stuff all mixed together on on one device. So for if we're going to supply them with a reimbursement versus separate device um in order for them to do their job and understand why they would need the device the access to do those jobs. Um I just see I see a a path for a lot of things just to kind of run. >> So work is tricky is voicemails and text messages because they should have access to their >> Yeah. email address, registry email address >> for for most, but also there not everybody is has the same tech level. Um, someone asked me to if some if I asked someone to turn over all

028of their emails that related to like somebody's name and said go, how long would it take them to to find that from their personal stuff? um might be a while. Some people >> I was saying that they'd use their district email address. So one of the way email is a little easier to deal with too. Even if they by mistake don't they can always send it back to themselves and then it's going to be in the archives. So there I mean the emails e much easier to handle is the voicemails and the texting that I think is >> and and in my experience when using the district district supply devices those voicemails get transcribed and they go into the email so it's already archived >> right but not everybody's got their phone set up that

029way. >> Exactly. Yeah. So, no, I agree. That's why I'm clarifying. I think that those are the two >> trying to prevent future headaches and future compounding costs of open records requests because we now have to look through all these different channels. So, if you can bring that pipeline in, it would just make that easier three, four, 10 years down the line. >> Okay. I mean I think we maybe we need to find out how this is what the technology options are. I mean the basic would be to send the message to your email somehow your district email somehow and then it become archived but >> if individuals use the devices issued to them by the district then all these items are archived >> right so again my paraphrasing of what I think I'm hearing

030you say Mr. Right. There is a line after the sentence that you just highlighted indicating that it is strongly recommended that staff and school officials utilize devices issued by the district to create ease of retention of records is recommended. Okay. We can wor it but I think that's what you're as I'm listening to you that's that's your recommendation. >> Yes. Um that coupled with the reference I have I'm trying to quickly find the policy number but the reference to the policy u which is for district staff that are required to have to use a personal device or dis for school business >> which they should they actually use a cell phone for school business. It should be a district issued cell phone. when I read the policy, it wasn't always the wouldn't have to be

031the case. That would be great because then it's all like a whole ecosystem, right? But um I don't know that that's case right now. So we try to make that happen as much as possible. If there's a staff member who indicates they have to utilize a device to do their business, their their job, then we try to issue them a district device as much as possible. We don't want staff members who are in the field, for example, to utilize their own cell phone to communicate with families, to call job sites, to deal with field trips, you name it. We if we know that we have a staff member who is often in the field, we believe that it's our responsibility to issue a cell phone as much as possible. Mr. P. >> For what it's

032worth, and this could be maybe for the policy committee to think about or even tech, but I know some staff um who are in that bucket that Mr. Wier is talking about also just like myself put WebEx on our phones so that we are calling and using voicemails and avoiding text messages. So, it's still using the district system but on our personal devices. >> That's what I was going to say. That is the the way many companies do it is know we the way we do it is we use our our other software to do that. So >> soft language to say either you use the district issued device or utilize the the plat the software platform >> to make your calls. I think that's the best because then you've got records. I >> I

033would like to see something along those lines in here to go with what you what we have in here. I think is good. I just want to >> suggest >> dial it in. So that would be my ask is to send it back. Um I don't know if I make a motion to send it back. >> No, I No, I think we just say it's going back to the policy committee. I'll find we'll note that in the pace and cadence chart and one of the policy committee members wants to do that. I writing down >> take those notes down. just say 7530 returns to >> yeah 3002 returns to policy committee and the two points are one is um to use your district device >> or um use the um what was the platform >>

034right now it's webex but they might change it you don't want to name it by name >> right >> administrative guideline in the hand staff handbook that would be make >> but Mr. Wasier I think so were you also thinking about um policy 7530.01 where it talks about um requiring people are required to personally own a cell phone. Right. So that's is that where you're saying that there's a connection there? >> I think that's I don't Is that on our agenda? >> Yes, but that was just bold as well. >> Okay. Okay. Oh, that's the other one we're looking at. So we want to make sure there's tight connections between those two policies that they they support they're supportive of each other. >> Exactly. So >> thank you. >> Yeah. So basically making sure that

035anyone who falls under the the uh point one is has a very clear understanding of what they need to do in order to follow point two. Okay. >> Thank you. Makes sense. >> Okay. Thank you. Um so we will not move forward with a motion to um approve that. We will just note that it's going back to policy committee. So if we could then move on to the other item 7530.01 this time around. >> The only question I have about this one is on page three. The second full paragraph at the end of it, it says, "Non-exempt employees must maintain a written record of all time spent preparing and/or responding to emails, texts, and placing and/or answering calls outside regular work hours. Um, I guess this might be for Missazoski. Is that standard language for

036non-exempt employee or is that something that we really expect of our employees to do >> or is it just sort of like an ownerous task? >> It's right before the heading allowance is not considered taxable income if that helps anyone find it. It's the last sentence of that. >> Yeah. I just sometimes it's easier to find the bold >> and go up. >> So not exempt employees would be hourly. So yes, we would want to go ahead and make sure that they worked. >> Okay. We want to make sure that Okay. Thank you. I'm sorry. Mr. White, was there anything in this one? >> Um, no. Nothing that popped out. >> Okay. Well, just because that was the one you said might connect. >> Or is there one on first? >> That was This is

037the thing that could lead to someone having to >> right >> look deeper into the next one. >> Are we cross referencing? Is it would it be helpful to cross reference those? Maybe add that. Maybe send it back and add that to under employee >> responsibilities or or even reiterate the same language of making calls through the um the platform. So, our board members good with having that go back for a little bit of adjustment to make more clarity that >> cross reference them so that they're >> cross reference and maybe consider whether you want to also um uh you should pass those around after um make sure that it it's clear if there's a place in there that it would fit to give the guidance uh so people don't have to go on a

038hunt for the guidance. evidence on, you know, how to make calls if it's on their cell phone. Um, you can decide if you think the language fits um in there to talk about the plat the the platform, computer platform, software platform. >> Sure. >> Not demanding that, just seeing if it makes sense there. >> No, it makes sense. I mean, it the clearer we are and more supportive we are of people knowing how to >> right creating more habits. Yeah, it's a good point and I board members bringing it up. >> Yeah, >> thank you. >> I can make the same general notes. So both 7530.02 and 7530.01 will return to the policy committee. This one they cross reference each other and clarity about the web the web platform. >> Okay, thank you for that

039good work. So we will now move on to the next agenda item. um which is strategic goal number six instruction and leadership curriculum a curriculum implement >> pass the rest of the remaining or we already do that we already did that okay >> the consent agenda is >> since both of them are going back we don't need to do any more action >> right because it's the consent agenda by being a consent agenda is okay thank you for asking that though because it's a complex process and we don't want to jump through anything that so I appreciate all the board members for asking those details. So we are ready to go to number six um letter A curriculum implementation and monitoring update and um we also don't forget we have some cookies over here that

040I got so please I'm going to I mean they are the goodness of of of what Sure. Um, as the team is making their way up, Madam President, board members, um, it was a few years ago that we had an audit of our curriculum instruction and assessing assessment team in the district and we realized at that time that the curriculum assessment and instruction mechanism in our district was not at full strength. Constantly I had community members say, "We want our school system to have the results we used to have. It's difficult to have those results if you don't have a stable system that is constantly updating your curriculum, instruction, and assessment. And so tonight, you'll hear from Dr. Dr. Marble and the rest of the team from the division of academic performance on the work

041that we do on the reason why we need curriculum coordinators on the reason why it is important that we have a system that will ensure that a child at Madison has the same instruction and opportunity for growth that a child at Lincoln has. That a child at Jefferson has the same curriculum that a child at Underwood has. that the children at Longfellow has the same curriculum exposure that the children at Whitman have and so on. Candidly, we did not have that system in place prior to that audit and then the the system that was put in place by the team that's in front of you, Dr. Marvel. That's all I have. I cannot extend any longer. So, >> with that, I I turn it over to you. >> Wonderful. Um, just having a hard time

042locating where the document is. Oh yeah. Yeah. hosted board presentations. Joan, >> thank you. Yeah, that's an alternative way of doing this. little bit on the struggle bus this or this evening. So, sorry about that. Thank you for your patience and hopefully you're having an opportunity to enjoy some refreshments um along the way. So, um again, Nicole Marble, um chief academic officer. I am seated to my right here, our um director of curriculum, Miss Jessica Eert. And I just want to kick us off before she goes over a couple of key highlights with some of the work that she and this wonderful team behind us um have been leading um of course with also the dedication of our classroom educators in our classrooms each and every day. So at the heart of a school district

043is teaching and learning. Um, and everything a school district does from curriculum development to the behavior supports to um really anything that we're doing and making decisions really comes down to teaching and learning and improving our our outcomes for students and our experiences for students. And as educator educational leader Margaret Wheatley has said, there is no power for change greater than a community discovering what it cares about. and our community put a stake in the ground with the referendum that they passed that curriculum and instruction is important to them um and is reflected in our commitments. And as Dr. Means alluded to, I just want to provide um a little bit of context. Uh so just over three years ago, we had an audit conducted of our curriculum instruction and assessment systems. And that audit

044revealed some pretty clear glaring gaps. Um for example, we lacked a standards aligned curriculum in many subject areas. Um we did not have a articulated curriculum review cycle to ensure that we are going over resources um in front of our students but also are they aligned to the standards as though those continue to evolve. um we did not have established common assessments and so um because there was no standardized curriculum and no standardized assessments our students really had the luck of the draw in terms of what teacher they had. We have remedied that in a number of different content areas that we are really excited to give an update on around this evening. Um and because of that a student's experience in one school or even one classroom in the same hallway of a school

045looked very very different and so that is not equitable education. So at this time I would like to turn it over to Miss Eert here to go ahead and um introduce the team and also provide some highle overview. And for those of you that are viewing this evening, there is also a more um detailed report that's listed on board docs and we're just going to give um a couple of quick highlights. >> Wonderful. Well, thank you Dr. Marble. Um I will introduce um who is here this evening. They are our curriculum coordinators and as the report reveals, we've made some adjustments to our curriculum coordinator team. We've had six individuals in the past. We've reduced that to five. And so the individuals behind me have taken on some additional responsibilities um across the organization to

046support the work of our educators each and every day. So first up we have Brenda Jones. She is our elementary humanities. So that is English language arts and social studies. We have Katie Grall. She is our secondary humanities again English language arts and social studies. Liza Weber who you heard from tonight a little bit. Um she is our K12 math curriculum coordinator. Dr. Sarah Bllehash, where is she? She's over here. She is our K12 science curriculum coordinator. And we have a unique opportunity to finally support our elective educators um through uh a new role, our K12 electives coordinator, and that is Brooke Data. And so I want to acknowledge that there are also many other individuals that are not here tonight who are building systems who are building those structures and collaborating to ensure improved

047learning across um the organization. So especially want to call out our instructional coaches, our classroom teachers because this work is not possible, teaching and learning is not possible with um everyone rallying around that work together. So, as reviewed in the report, so much has been accomplished over the past three years as a result of this team's incredible work. They have established the essential essential foundations for a strong teaching and learning community. Things like reviewing highquality resources and ensuring our educators have these resources in their hands. Articulating impactful instructional practices in all content areas. auditing courses to understand the current strengths and areas for improvement, developing and communicating standards aligned units and common assessments. Because of their work, we are already seeing important shifts in practice alignment and coherence across the system. These changes represent the

048first steps towards ensuring stronger and more consistent learning outcomes for all students. So the report highlights the impacts of this work in greater detail, the changes and the things that we've been, you know, embracing over the last several years, but I'd like to call attention to a few of the impacts that we're seeing. So I'll start with K12 science. In middle school science, proficiency on the forward exam increased from 59% to nearly 66% in just one year. In high school biology, student proficiency grew 11% from the start to the end of the year. In high school chemistry, we've cut failure rates while expanding access to advanced coursework like AP environmental science where 78% of students earned a passing score. Jump to elementary ELA. Um, in elementary ELA, we did a survey with our educators at

049the end of the year, and 93% of our elementary educators reported that the new curriculum, Benchmark Advance, supports rigorous, engaging instruction, and students are demonstrating improvements in their vocabulary, use, and writing skills. In math, teachers are fostering opportunities for stronger student discourse, deeper le levels of questioning, and clearer mathematical representation as measured by our internal discourse rubric. Finally, social studies. And in social studies, we saw a 10% increase from spring 2024 to 2025 in pass rate on the AP human geography exam. And that's a course that all of our sophomores take here in Watossa. So the work of curriculum instruction team and the work that they've done and will continue to do is about shifting how Wawaossa designs, implements and monitors learning across the system. This work requires structural change, cultural change and leadership alignment.

050As Parker Palmer said, authentic change is not fast work, but it is urgent work. We must move at the speed of trust. Our commitment is to sustain this momentum moving with both urgency and care because every year every day matters for the students that we serve. So that is what we are here to share a little bit more about and um welcome any comments, questions from the report that you reviewed prior to this evening. >> Thank you board members. comments questions. >> I'll take a stab at a question. Um that's all right. >> Sure. >> Um one of the significant changes that are going to be worked on that has already been worked on in say science and will be worked on in the coming year or years with math. What are we doing to

051position our teachers so that they can adapt to the new learning and the new teaching uh that may or may not come down the pipeline? How are we positioning them for success? >> I will get that started, but I welcome any of the coordinators um to contribute to that. So really important and something I think we have all learned in our work as a curriculum team is that we need to take things slow, right? That we need to position our educators to for us to study to spend time understanding um what needs to happen, how that might look. So through our curriculum development process, typically when we approve, we go through the review process, we look at a resource that we're going to bring to the board. We approve that resource, we then shift into

052um the year of development, another year of development. And across that year, what we've tried to do is take that to a tighter scale like let's start working with a smaller team of educators, having teacher leaders emerge from this work. um kind of getting out all the kinks in terms of what will that implementation look like and we've done that across benchmark advance that's our plan for math we've done that in science and ELA and so that we can equip uh teacher leaders across the organization to support the change because there's only so much that we can do and that those are things like let's do readings together let's let's plan a unit together let's um receive professional development from the vendor let's receive professional development from outside networks or from the coordinators themselves to

053support the change. Let's model lessons in front of classrooms. And so trying to go slow across the year to develop and then positioning the rest of our um school system to receive the learning that's required and then develop that professional learning plan. But I would say the number one thing has been making sure that we're equipping a smaller scale around the change before just forcing the change across the entire organization. And that has felt um just change is hard. So I'm not going to sugarcoat that. Change on our educators isn't challenging, but that has positioned us to do I think things a little bit more wiser than just let's try it and then we have to backpedal. Anything else you want to add to that? >> I have something else to add, >> please. Yes.

054>> So we heard earlier this evening the issue of accountability and holding the district administrators accountable. You can't hold us accountable if the curriculum that is provided to every teacher in the district is not implemented with fidelity. That's then it's impossible. It's impossible to come to this boardroom and say district administrators, we're not seeing the results we want to see if there isn't fidelity with the curriculum that you have invested in as community members and as a board. And I think that's the greatest challenge that's facing Wal Tulsa right now. Prior to this team being in place, there was a lot of autonomy provided to teachers. If I was a longtime teacher in Wal Tulsa, I would feel angst right now because that autonomy that I used to have has been taken. There are some

055teachers, however, who are looking at this and they're saying, "Now there's support and now there's help." We constantly talk about how we want to be an equity district. This is the number one equity issue we have to do because if we're not ensuring that, again, I'll use the example that a child that's in third grade at Underwood is getting the same exposure to curriculum that a child at McKinley is receiving in third grade. If we can't if I can't say that with confidence that that's happening to you, the board, and to the community, that's where you need to hold me accountable. That's where you need to hold this team accountable. And so they are constantly fighting friction because there are people who are not understanding it. Now I want to also say this. That's in

056Walts and most other school districts across the metropolitan area. This type of instruction and structure has been in place for decades. I don't know why it skipped Waltosa. I don't know when it skipped Waltosa, but it has. It It did. So, so I'm excited because as I look at this team, and I've been in the business for a little bit now. I haven't worked with a team this strong before. Across the board, they're amazing. You you you you worked with Miss Weber earlier tonight. You saw the outstanding work from Miss Jones a year ago and how that was implemented. It was about a year ago where everyone said, "How can you even think about doing a discovery lab?" And Dr. Boyoff said, "I'll show you." And and it goes on and on. Kenny Cavllo is

057is a wizard. And the fact that now she'll have our secondary ELA and social studies, and I'll go on and on with our our team. the fact that we now have someone who's going to attend to the electives, the electives, because we often in school districts, we don't attend to how are the physical education teachers looking at their curriculum, how are art teachers looking at their curriculum, what about the music teachers? So, we're really excited about the team that's in front of you. But when you talk about going slow, we don't mind going slow, but then there's the tension of when you go slow, that that means that accountability piece of wanting to see scores, that's going to also go slow. And so if the community So now the community has to weigh what what

058do you want? Do you want to see acceleration of those results and scores? Well, then that means we have to let this team do their work. Another thing there's often I get this this statement often. How are we supporting the teachers? We support the teachers by having this team in place because prior to we didn't have this team in place. I think we were actually putting teachers at a disadvantage by not having curriculum coordinators. How are we supporting teachers? We're supporting teachers by having instructional coaches. You have someone that can help you with your instruction. That's how we help them. We can't and I'm looking at Miss Alazki. We help teachers by having the lowest class sizes in the Milwaukee metropolitan area. Those are the three ways we support teachers. So I hear that often.

059How are we supporting teachers in Wal Tulsa? We're supporting them by having a top-notch curriculum coordinator team. We're supporting them by having instructional coaches. We're instru We're helping them by having the lowest class sizes in the metropolitan area. But I have a bonus for you. And then I'll turn it back over to this team. We provide prep time. Our teachers do have a lot of time. That Wednesday time that we provide them, there are not a lot of school districts that have early release stays on Wednesdays. This board about two years ago, I believe Miss Elazowski, maybe three, made an investment of creating more specialist time at the elementary school level, which creates more time for preparation and working with your colleagues to ensure that the work that we've developed from a curricular standpoint is

060happening. As Dr. Marble said, this is the core of what we do. I know we're going to spend some good time tonight talking about policy. Thank you for the trees that get us through it. But when we think about what's happening in the classroom for children every day, this is the key. And we have to make sure that we're in unison with one another because if we're not, then it breaks down and then that makes it more difficult to hold anyone accountable. Not only us at the district level, but frankly the teachers who are with those students who are some 175 some odd days. I I don't know team did I capture what we've discussed often. >> Yes. Um I would just add on that uh something that you noted is I think it's our

061leadership's um support as well. So part of the curriculum review cycle is outlining all the different phases. So when I say go slow that's within our development phase. When it's full-fledged ahead into implementation then we go faster. Right now it's all teachers all shared expectations. They'll just add on. That's maybe the slower moving part of the process. Um, and then something that I think is really important to note in the ways in which we support is working with our building administrators. They are we want them to be instructional leaders, right? And so we've participated in collaborative learning walks where those are an opportunity for us to walk into classrooms, see what students are doing, walk out and really calibrate, not necessarily talk about like what did you see in positives and negatives around educator, but

062have calibration around strong instruction. Is this what we want to see in each and every classroom? Hey, building principal that's in this school because they come to each other's schools to do this. Is that what you're seeing in your third grade classroom? So, it's creating that alignment and coherence and that they're able then to give better feedback to our teachers in order to continue to improve their craft. So, that's another piece that I wanted to note in terms of support. I would just say to that point what what Jessica just mentioned, I I that has been some of the strongest professional learning that our administrators have engaged in over the last year of just being in each other's buildings. And I've had the opportunity to it's either myself or um Miss Eert that'll be moving

063forward from the district level of going into those classrooms with um our curriculum coordinators and our building principles to calibrate around that work and um again it has been some of the strongest professional learning and I've seen our building leaders um grow in their instructional capacity uh as well so that we can continue moving forward. >> Go ahead. Then I'll go after you. Um, I kind of going off of what Dr. Means was saying about providing our teachers with support. Um, a lot of what I hear from teachers is that they want more studentf facing people in their classrooms working with kids. Um, and and I believe that this is a really great system that we have. But I guess I'm I want to know how we can encourage teachers to utilize your team and

064the coaches that are available to them because I feel like there is some resistance to that. So how can we support? I'm going to be a little blunt and a little frank right now. I wonder if the question that emerges around support is to to lighten the load or if it's truly to adapt a practice for change and improvement because I think those are two different questions. So if the question is coming to you on I would like more student personnel in my classroom to for support. Is it so that you can take that students that that student can be um you know supported elsewhere or is it truly like I want to access a curriculum coordinator so I know how to you know respond to my small groups before me each and every day

065my instructional coach to help me grow in responding to the students before me because I'm feeling challenged by that. So I think that's the like redirection is what level of support um are we referring to when we ask for more studentf facing support because from our view um this team I see it all the time working with teachers um being involved in the school spaces Brenda served the entire day at Lincoln Elementary today supporting as web testing testing students herselves so there are teachers accessing us in a way in which support is about um growing in their craft and their capacity and lightening the load at times too. I would even say um helping with testing, but just making sure we're asking kind of what level of question would I be referring to. I don't

066know that's just trying to be a little bit more frank about that question. >> No, that helps. Um that that gives me some direction to go to see more what they're what they're asking for. So Jessica, would you say to go to Miss Bach's statement because I think I've heard it too. We should start with the foundation of our theory of action which states if adult practices improve then student outcomes improve. So we if we take that premise support is not academic specialist because that's the name of the position is not an academic specialist coming in and taking the three students who are already below grade level. Well, it might be. >> Well, >> it might be. >> Let me kind of >> It's not taking those three. It is engaging an instructional coach to

067say, I want to maximize my ability to support those students. And after I realize I've maxed out on what I can do with my my instruction in the classroom, which we call tier one, then we go to the academic specialist. But let's let's make sure that we exhaust all the things that I can do as the classroom teacher first. Isn't that what we want to see in the district? >> Yes, we want to see I would say um there's process and there's um decision- making points on how students access an academic specialist, right? So, we want to stick to process. We don't want to, you know, just assign students to other people. But yes, we want to grow teachers ability and craft and exhaust all of their resources um because they have many and it's

068tapping in those resources to make sure that they are the best before students each and every day and then yes at times support is needed outside of what they can provide. So I'm also not trying to say that that isn't something that we need to be thinking about >> but that's difficult teachers that's difficult for some teachers who may say wait a minute. So, if we're going to be blunt like now, let's just be very frank because there may be some instructors who will say, "Wait a minute. I don't need someone who's going to quote unquote air quote here, coach me." If there are people here who have the ability to work with those three students who are reading below grade level, don't coach me. I know how to do my job. Just work with

069the three kiddos who cannot read on grade level. That's that's the translation that some of those staff members are making. and and so we have to make sure that we are consistent with our theory of action, that we're consistent with how we want educators to work through this. That's not to say that those three students may not eventually work with an academic specialist, but we're unable we're unable to truly identify if those students need the academic specialist unless we are confident that this the the teacher has done their very best with the tier one instruction with what they do in the classroom. And I see Brenda Jones is dying to to weigh in here. >> I just I think maybe like something to add to that like the reframe. Oh, >> I like to hide

070in the back, but um something to add to that, the reframing of like defining support. I think something first to name is the landscape of the classroom has changed and students are coming in with even more complexities and nuances than when teachers were just starting or even in the last 5 years, right? We can talk about how things have drastically changed. So, I think sometimes like the solution gets lost in the conversation. So, the ask is we need more support. What I'm hoping for and that you will join us in is helping our teachers to understand that when we are speaking about curriculum shifts or instructional practices and changes in that it's actually not to tell them what to do or strip them of their agency. It's actually to empower them and make them feel

071a stronger sense of agency. So I say this to our teachers all the time when I lead PL. You can look through this through two lenses. You can look through it from the lens of Brenda's here telling me what to do and how I need to do this, this, and this. Or you can think about while Brenda's thinking about like right because that's what I spend my time doing reading all the research and thinking about all the things she's spending her time now giving me tools in my toolkit that I can use to empower and reach my students so that when I do need support I can actually look within myself and access that support and I can reach my students because there is no one better to reach the students than their classroom teacher.

072Not that those specialty support roles are not needed. They are needed. Um, but the landscape of the classroom continues to be more and more complex. And so we have to find a way to give those teachers all of those skills and the capacity that they need to reach that complexity. Um, so I think sometimes we talk about the problem and then people think the solution is something student specific, but it's actually empowering and growing that teacher. So she always says this so beautifully. Really important. >> There you go. >> Join as well. Yes, I understand this is an academic presentation, but one, our work is very uh interrelated. Two, I think this is a a really important piece of information and it relates to Mrs. Box's question. Three, I can't help myself, but weigh in,

073it's also important to remember, and this is part of our story since 2122 in my division alone of people and family sports, we've increased to just shy of 20 FTE for studentf facing personnel alone. So, the landscape is different and we have responded accordingly. Can >> can I address that? also put out there though that like um I'm I'm sure you have many examples of teachers who are with you working really hard to embrace these changes and um and do so like with a positive attitude like really coming in to do the work with their fullest heart and many days feeling very exhausted right with all of their best effort. So, I just want to rem like just remain mindful of and appreciative of the hard work that our educators are putting forth every day.

074I understand it can be really overwhelming and really challenging and I just I encourage everybody to continue to to pull together to to see the the the positive growth that we can make together. So, thanks >> thank you for highlighting that because yeah, I think sometimes gets lost in the conversation. You might hear from the individuals who are looking for something different, but every day we can identify countless teachers who are doing outstanding work and who are responding to our team instructional coaching, wanting to be better for kids in front of students every single day. I know we could all name dozens of them. So, um I don't want that to get lost in the noise of maybe >> where this conversation is going. >> Yeah, please. Yeah, I just to throw something in about

075that too. I think we do have many examples of teams. I'm so proud of some of our science teams, all of our science teams who have really rallied around these curricular shifts and have just like pushed each other, pushed me. We've I think that spirit of collaboration and innovation is something that has been lost when everybody was just more like fragmented individual experts in their buildings and their classrooms and just shut the door and did their own thing. And so it's really through the work of this team and our instructional coaches who work really closely with the groups of people who are implementing curriculum um and just like having that strategic support of coaches right alongside with the teachers who are making those largest shifts has really made a world of difference and I think

076largely feeling really positive and excited. um not that it you know change is hard and it's a process but I think that momentum is building and there is really like a genuine excitement out there as well. So just wanted to add that. So I'm going to I think we've kind of covered this a little bit but um ask you briefly to talk a little bit about how um in your roles you intersect with some of the um areas that we hear a lot about. for example, um special education um and also concerns that people have about um the talent, you know, gifted and talented as well as um our challenging disproportionality around um these and FS. um can you talk a little bit about how do you tool yourselves um for that and intersect with

077those um aspects of our district and the and the people who are also working in those areas as their as their main focus. >> I'm going to just say that first and foremost when I think about curriculum instruction we are talking about 100% of students whether that student has a special education identification or that student is in need of talent development services. though the team absolutely thinks about every student and collaborates closely, but I think some specific examples might support that um conversation a little bit further. So, I don't know. I think maybe can I turn it to you, Brenda, first about our back to school professional learning and how you engaged with our special education staff to support and rally around all students. >> Yep. Back again. Um, so one really specific tangible example,

078last year we pushed out a survey to all of our teachers asking about benchmark advance. You saw some of those feedback responses, but another one was specifically from our classroom teachers as well as special education teachers saying, "How do we provide access to rigorous grade level without lowering the rigor?" Because that was one thing I said at the launch last year was we're going to give access to all kids, but we're not going to lower the rigor because we've had a habit of saying like, "I just don't know if you can do it, so I'm going to give you this." So we said like that's a non-negotiable, but we're going to do whatever we can. Um get got that feedback. So this summer and actually in spring last year, I had the privilege of working

079with a team of our SLPs, so our speech and language pathologists. They co-delivered the professional learning to us or to our staff this year. So myself and the SLPs worked on specific um tools that they use a lot with students that they service, but that can be used in a tier one classroom. So teachers walked away with very specific strategies that could meet the needs of the students who also get service by a speech and language pathologist or in special education um but also then have that access because a lot of those tools support all of our students. and one of the um special education teachers came up and said, "I just need to say thank you because I feel like you heard what we said last year and this entire PL has equipped me

080with the ways to meet the needs of my students and um ensure that they're still getting getting that rigorous grade level access." So, one of the ways that we do that is we are building bridges across the different departments within our system. And so we are starting those conversations and then thinking about how do we deliver collective PL to support and again empower our teachers so they have more and more tools in their toolkit from across our system. Um so that's just one specific example. Yep. And I was kind of whispering to Sarah because I think there's been some work of studying what that might look like in our science classrooms, especially as when we think about our science um curriculum really being a curriculum that um creates multiple entry points for all students and

081allows for students to expand their thinking beyond maybe what's even expected within that day's lesson. So, um there's been some work and some collaboration with special education very closely in our science spaces, too. And Sarah, as you're coming up to the microphone, um, some of one of the other things I'm hoping you might be able to shed a light on, um, in response to Dr. Worley's question about the DN like D's and Fs, if you can speak to what the teams have done in particular in science as a concrete example of being responsive to that data. >> Yeah. Yeah. So to speak to the special education um aspect of it first um so we've had really um a lot of success in the areas where we've been able to invite our special education teachers right

082into the co-planning time and they then from the very beginning from the front end are planning right alongside the teachers and then are way better equipped to actually be able to jump in and successfully co-e. So, um, we've had that take off in spots that it's become really like these bright spots that we want to grow and make that the model across all of our schools and departments. So, um, that's the piece with that. And then um in those co-planning times um and another just shout out to the instructional coaches with the support of the instructional coaches regularly bringing data to be able to analyze and then you know plan around we've been able to adjust and be responsive in our teaching in ways that we've never been able to before. Um and so we've

083seen dramatic reductions um due to that high quality planning and collaboration um where we've reduced our D's and Fs um now especially just thinking like chemistry was this was highlighted in that report um historically has been one of our highest failure rates um and is now in line with other courses in high school and so that um really shows like the power of that collaboration regularly planning and analyzing data and then um working together to make sure that teachers are responding to that in a way that sets up students for success. >> Great. Thank you for those examples. >> Yeah. >> Okay. >> Um another thing that I think I just want to emphasize is the predictability of the curriculum review cycle allows us to make stronger processes. So heading into a curriculum review and

084then into an implementation um we're able to plan for things like that way ahead of time. So as we brought together um K12 math review teams last year to consider potential curriculum resources, we were able to ensure that people at the table brought that leadership and lenses into the work. And so thinking about um accessibility for students in potential curriculum resources. So we had special education representation on that team, EML representation on that team as well as um the talent development coordinator on that team and then even preparing plans for our phase 2 pilot which would be um sort of like a soft roll out of the curriculum before full-scale implementation. We're already thinking about how do we learn as a system about accessibility for students. How do we head into that process knowing that

085that's an important thing for us to learn um through that process. So who who needs to be in that conversation at the table? What things do we need to try and put in place before we take those things full scale? In addition to that, there's ongoing efforts um in the elementary through middle school level to strengthen the layers of support of instruction. So we know through high quality universal instruction, we can meet a lot of students needs, but in addition to that, we need layers of instruction to support learners in addition to universal. So um coaches play a really important role in that in making plans for students to layer instruction on top of universal um and those efforts will certainly continue in the future as well. So just a couple other ways I just

086wanted to add into the conversation. >> Yep. Very helpful board members anything else? >> Very maybe short question. I noticed that looking at that curriculum review cycle it um performing arts and visual arts was crossed off from that. Can you talk >> Yeah. >> of that position? >> We are in the process of updating our review cycle because one of the things that we need to ensure is that we can sustain the rate of which we are reviewing curriculum both financially and then from personnel and support. And so, um, thankfully for Brooke, um, stepping into the electives work, it is not gone unnoticed or felt that we've done a world language or a technology education and a physical physical education audit. And we have to then be able to support and respond to those audits.

087And so, we needed to kind of take the time this year uh, acquaint Brooke with the work and allow for her to step into that that level of support. Um and now we have a new strategic plan which we feel is an appropriate time also for this team to sit back down and talk about what has worked within this first iteration of a review cycle. How might we need to adjust and adapt our steps within each phase of that cycle? So we intend to bring forward a new review cycle at some point. Um and so this is kind of the old version with some ongoing drafts and edits right on it. So that is what you're seeing. Yeah. >> Thank you. Okay. Thank you very much for your presentation, for being here this evening. >>

088Before we wrap up, I just wanted to give my a public um thank you to these fine individuals and educators. Miss Eert has done an exceptional job in her leadership in moving this work forward. And each and every one of these individuals has done an exceptional job in terms of working with building administration and with the instructional coaches to really bring this work to full scale. and um I'm just so appreciative of their talents and their dedication to our students and our educators in Wawaossa. So, I just wanted to publicly say thank you to all of you and um in particular to Jessica here who is um just an integral part of our organization. >> Thank you. >> And Mr. Bzinski, I want to come back to your statement as they're they're making their way

089um back to their seats. the vast majority of our teachers have embraced the system change that we've made. There's no doubt about it. But I think Miss Bach did a really nice job that there are times where I'm stopped, you're stopped, where people are also issuing their concerns. And what I would say is that we never treat any of our staff members ill. We never want to make them work more than they have to. But the teaching profession is difficult. Yeah, it is. >> And it is constantly in transition. And you heard some of the our coordinators say this evening, they're constantly researching. They're constantly researching because if we're not cutting edge in terms of what's next, then we're holding our students behind. They're also constantly looking at standards because the standards are constantly changing.

090What happened in Wales is the follow. We didn't have these positions years ago. And so what was happening is that if a teacher at a certain school within a certain team happened to be also someone who was comfortable in creating curriculum then those students benefited from it. What we are now putting in place is a system. And so yes there will be individuals at times who will will say it doesn't feel the way that it used to feel. But I want to go on record. We're not mistreating any staff members. And so the ones who are saying this feels tight. It does because I want to go to Dr. Worley's piece. The only way we can solve the the achievement gap in our district is to make sure that and I'm a former history teacher

091>> at the high school level. If there's four teachers teaching US history and they're they're using four different assessments, there's no way we can solve the achievement gap. There's no way. And so the community needs to understand that we have this team now in place that is creating a curriculum that is standardsbased. So then when they take standardized test, ACT, Wisconsin Ford, that they have been exposed to the curriculum and we can monitor their progress while they're in school that was never in place before. And that's how you close achievement gaps. This is the number one equity. See, I think sometimes pe people assume that equity work is like Michelle Feifer and Dangerous Minds. >> That that's how that's how we romanticize equity work. The equity work is actually very no offense ladies. It's boring.

092It is curriculum coordinators doing the research then creating professional learning and supporting teachers to then implement it in every classroom. And then our job is to make sure that it's done with fidelity. And again, thank you for centering centering us. The vast majority of our teachers are very happy about what we've put in place. The new teachers we've hired have said, "Boy, I've never had this type of support in my prior district. This is really refreshing." And so, we're really excited about where we're going. We also want to be responsive to staff members who have been with us for a while who are saying, "This doesn't feel normal. This this is this is different. How how can we talk about this?" And we want to have that talk, but we can only have that conversation

093if you talk to the curriculum coordinator. We can only solve it if you talk to your principal. We can't solve it if you go and talk to someone else outside of the organization. We can't we can't help you. If you go outside and you talk to someone else, then we're unable to help walk you through how this looks different for kids sake. The last thing I will say is this. And what we have put in place is best practice. You can go to another district across the state, you will see the same structure. So this isn't abnormal. This is not an outlier. You can go the best school districts, the the school districts that we all claim we want to be like. This is the system they have in place. And so we're excited about

094the people we have doing this work. We're excited about the changes that you're going to see. And so here's the preview. Next board meeting, you will receive our academic review of how we've done. Just like Mr. Pinion and his team gave you an update on how we've done, how we've done with our children from a behavioral and social perspective, we have great news to share with you about how we've made progress academically because I know a lot of people are saying, "Get on with it. Let's see the results." Because of that team and because of the teachers who are working hard every day, we have good news to share with you. Yeah. And those teachers are working there are teachers working really hard every day. I just want to say it out loud if anyone's

095watching. >> I I had a I was uh I was at Eisenhower uh Thursday and that school has made a turnaround, but one of the key pieces to the turnaround is that we have some of our best instructional coaches in that building. And those teachers have embraced instructional coaching. They've embraced having a curriculum that so that they don't have to do it piece by piece. And that's why we're seeing growth. And we have a principal who is an instructional leader that and that's why we made the investment of having a dean of students at Eisenhower because we want to make sure that Mr. Stein can stay in a classroom and complete the observation to give good feedback and he's not pulled out of the classroom because there's a behavioral thing because that's going to happen.

096But we we recognize that in order to make sure that that feedback loop is strong so that people can grow, you have to have support um in all of our schools. Um I I'll conclude by saying we had we Dr. Marble and I met with another principal who said I want with uh with Jordan Stein. I want a dean too. And and that that principal didn't say it because they were envious. They were saying it because we they see the value of having that dean so they can stay focused on building the capacity of the adults so then they are empowered and they are energized to do the work themselves. the we're we're energized about what's happening here and um I want to just say thank you to our teachers first and foremost because they're

097in the trenches every day. >> Y >> but these ladies that were in front of you, they have built a an infrastructure in a very short amount of time. I I think Dr. Marble will attest to it because she goes back and translate what I've wanted. Um and there are times where they've said he wants what by when. >> Okay. but they've built it and they've done it quickly and they've done it very well. So, thank you to our teachers and thank you to this team. >> Thank you. We appreciate the report, the time here and the teachers who are investing every day in the classroom. Um, I also want to appreciate board members who've been sitting um since 5:00 p.m. So, even though I know we have a few more things to get to,

098um, I think we should take a 10-minut stretch break. Um so we'll move to item number seven strategic goal items um systems and structures 7A action to approve health insurance stop loss coverage. Um just a reminder that we had the um information on this at the previous meeting and now we're looking at this as an action. Do we have any thing that people have questions or comments on about it? Okay. Seeing none, um Jason, uh I see you queued up to be to offer the motion. >> It is recommended that the school board approve the health insurance stop-loss coverage and I so move. >> I have a second. >> Second, >> Mr. Morris. Thank you. And I will call the role. Miss Brzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes.

099>> Mr. Morris, >> yes. >> Miss Himl Roland, >> yes. >> I am a yes. And Mr. Wier, >> yes. >> Perfect. Thank you. The motion carries. And so we can move to next agenda item B. discuss short-term borrowing. >> So, this is for discussion tonight action uh at our next board meeting. Um we uh will need to pass a resolution uh to join uh consortium to uh cash low borrow. Um the board can see the benefits of doing that. Uh the main benefit is essentially reducing our issuance costs or if it were a mortgage or closing costs. Um also by pooling our funds uh with other districts uh we hope to get a better interest rate. Um you know the larger the the pool of funds um the the more um leverage we have

100with uh banks and investors. Um some of the other districts that participate in this uh are Burlington, Cedarberg, Greenale, Kakana, NAUSA, St. Francis Prairie, Verona as a sample. Um just a reminder to the board, the reason that we cash flow borrow is twofold. Uh one, when we get money from the state, uh doesn't match when we spend our money. And second, we don't have the fund balance that we used to have. Um so there was a time that we had over 40% of our expenses in fund balance. Um the uh board as an extension of the community uh made a strategic investment in primarily teaching staff both adding that staff uh as well as giving significant raises. Um the one of the results of that is having less fund balance and requiring us to cash

101flow borrow. uh there frankly would be an easy way to rebuild that fund balance and that would be to revert back to the FTE that we had three years ago and the salary schedule we had three years ago. Um absent that um this is frankly what what us and uh approaching 50% of school districts in the state uh need to do. >> Thank you. Thank you for that background. Are there comments or questions at this time? Things you want to know for as we thinking about the future vote? >> Is this is this a situation that you see happening again in future years or is this >> Yeah. um if we put a million or $2 million away in fund balance each year, I'm ballparking we need to do this for the next 7 to

10210 years. So, it's uh it's a long-term um uh plan. >> Let me let me um then give a little more background. The the only way that this could have been avoided Uh well, I shouldn't say the only way because I'm I'm sure there's other ways, but the the way that um an alternative path the district could have taken uh would have been to wait to hire staff and wait to give raises until a referendum passed. And that way we would have been just hiring staff this year after the referendum passed, just giving those significant raises after the referendum passed. and we would not have I'll say pre-invested in our staff. Now, my understanding is that the board, the community, our staff were at an inflection point of um wanting to be competitive, wanting to

103retain our staff. Um, we we just heard great things about uh uh curriculum and Luke's going to be talking about and I remember him talking about last year the decline in discipline issues we've had and many of those things are due to that strategic investment that the board made. um we we wouldn't be sitting here where we are today with those results had that investment not be made. The other side of that coin is we probably wouldn't have to cash flow borrow right now either. So that that's the conundrum that almost every community and and board has is what how do you put a how do you measure the value of fund balance versus the value of um uh essentially achievement >> right >> and when you it's called shortterm borrowing when you shortterm borrow

104what's the timeline on paying Yep. So, um short-term refers to just within this fiscal year. So, we'll borrow um to meet our payroll needs >> and then by February when we receive by then we have 80 90% of our revenue after we receive property taxes, we pay back uh the entire loan. >> So, it's a borrowing that doesn't continue to dig a deeper hole. >> Correct. Correct. >> Mhm. So, the cost is based upon the time that we have that money that we're not paid it back yet. That's the cost we take in, but at the same time, we're able to do um and pay people on time and do what we need to to keep the district >> correct. And as and part of the um part of the strategy here is we only

105so we we draw the essentially a line or we borrow and this is going to be not to exceed $17 million, something like that. I will have the exact number um two weeks from now. Uh as well as the costs. Um but we we then we borrow that money. We put all the money back into uh for lack of a better term like a high yield savings account. And so then we only draw the money from the high yield savings account as we need it. So there's there's even though our interest rate might be I'm going to make this up but let's say we borrow at 5% and reinvest at 4% our net interest cost then is 1%. >> Okay. Thank you. Anyone else? Yeah. >> Um last year we borrowed it looks like $10

106million. Why are we borrowing 7 million more this year? >> Our fund balance is less than it was last year. So, we have a shorter amount of time to cover payroll costs until we receive property taxes. >> Correct. Correct. >> And then, um, when do we receive the majority of state aid? >> Uh, I have my chart right here. One second. Well, you're I guess my question really is if we receive state aid earlier, would it prevent us from having to short-term borrow or is it really dependent on those uh local property taxes? Um, I mean, look, I >> So, our state aid primarily comes in December and March. Um, so, uh, and and property taxes come December, I'm sorry, actually January and February mostly. Um, if we received, well, my guess, if we received

107all of our state aid, it split over like five payments. Um, and if if the state gave us all that money before October, um, that's $18 million. So then theoretically, we wouldn't have to borrow. I'm just wondering, I don't trust that the state's going to give us more money anytime soon. So maybe a shift in policy or legislative ask is that school districts to save this $300,000 that we're going to pay to borrow if we could get the money from the state earlier. They could do if there's something we could do for that. Um maybe they would see that as working with fils. I what I suspect is that the reason the state sends money in the time they do is so that they don't so so they can minimize their borrowing. >> Yeah. >>

108They're getting their property back. Yeah. They have a ton of extra money. >> They have more to play with. >> So I was just thinking like if that could make a difference then maybe these 50% school districts wouldn't have to short. It would certainly be something for WSB. Doesn't hurt to ask. >> Thank you. >> And just to just to summarize from what you've provided to us that part of what we'll be looking at is joining this consortium with a goal that that um will actually reduce some of our costs. We'll get a bigger interest rate I assume because we're asking for more as a large group. um the legal um opinions we don't need to get our own and that the closing costs would be a little less. Okay. >> Mhm. >> I do

109have one. >> Yeah, please go ahead. >> Um you mentioned if we contributed$1 to $2 million annually back into the fund balance, uh we would be out of this uh situation in 7 to 10 years roughly, right? um the budget, the preliminary budget that we approved last month, the month before, something like that, did indeed put 1 million or plans to put 1 million back in there, right? >> Um so it is part of the plan is to do that, right? We um >> I'll stop there for a second. >> Precisely. Okay. the the board's stated goal was um build the budget with a surplus that will be put into fund balance to rebuild fund balance. >> Oh, right. Because that's not a this is not a position that immediately want to be in. It

110is a position that we have found ourselves in. >> Oh, yeah. I I I think I bet you we all agree that we'd rather not um send $300,000 to a bank. I' I'd rather hire staff with that. >> Yeah. Um yes and the other part of building that budget would be consolidating the positions that we can as we are able to the team that was in front of us was a person larger last year if I recall that statement right >> like are there other situations like that that we have found ourselves in whether that's the district administration shrinking its teams or something along those lines that maybe it's more questions than >> Yeah. Have we been shrinking our teams generally such that we are able to save more money or specific examples perhaps? >>

111So we we have been reducing FTE based on our reductions in enrollments um to maintain our class sizes. Um a and we've seen while that happens, you know, it doesn't happen happen all at once. So, um we're still going to have pretty steady enrollment at the secondary level for a bit yet before we start to see some of the smaller class sizes coming out of the elementary. Um so, I would say that I I don't know if the timing of doing that is, you know, aligns with what we're trying, you know, our physical efficiency. Um, one of my goals this year that I've talked to the board about is uh finding a way to align our return on investment. And I think that speaks to some of our staffing is as we look at positions

112either currently exist or um people always are interested in adding them. What is the expected return? What's the actual return? And by quantifying what we're getting out of the positions, that's how we can bring to the board um uh a suggestion. The the hard part of that, right, is reducing a position means laying someone off. Um or, you know, best case they retire and we don't fill them. Um and so there there's uh of course a pragmatic part of that. And then um and then there's the the human personal side of that and and the board often hears both of those things um during public comment when those discussions happen. >> Excellent. Thank you. That's what I have. >> Yes. >> So and and just kind of add to the uh question there. I think

113we've brought it up a couple of times. Um, and it's a complex formula, but uh, the decision of the previous board to decrease open enrollment, especially not knowing that the state was all all of a sudden going to give more dollars following year for open enrollment that like again as a band-aid, whatever you want to call it. Um, we could maybe next year not have to do that. If we said if if you ran the numbers and you said, "Yeah, if we have, I'm going to guess 10 more. We if we had 15 more open enrollment seats, we and everything else works out right, we we may reduce our short-term borrowing from 17 million down to 8 million or something like that." like the more more revenue in means >> yeah it it would definitely

114reduce it um and if the board wanted to do something like that I could I could run the numbers I I can tell you though with with open enrollment we don't get that money until the end of the year is another one the state holds on to um so uh I I I don't want to I just want to be really clear that uh the strategy right now uh as as the board has told me is allows us to get1 to $2 million a year. It would take pretty significant change to to um move signific significantly faster than it. And by change I mean pretty drastic reductions in staff or >> 10 FTEish to really accelerate that seven years to >> No, I I mean I'm going to go back to our our had a

115referendum not passed that was about a 100 positions that it paid for. So when I talk about reverting or not needing to cash flow borrow, think of it in terms of about a 100 positions. >> And we all know that one of the big places that would hurt would be class sizes as well as some of the electives and things that that we uh support things we want to have in this district. >> We are just we all said it already. we're in a position and there's not a lot of options. This is pretty much our only option to do that unless someone knows a billionaire philanthropist um that would like to float us some interest free money. But that's the only that is the only way that we're going to be able to make

116payroll at where with with um the staff that we have given the estimated income dates of our three or four different major income sources when they come in. Is that correct? >> Yeah. There is no other option this year. want to make that abundantly clear that like when we go to vote for this we're I mean I don't know what the alternative is. >> A no vote would mean we're not going to meet payroll, >> right? >> Which means Sarah is going to have a very bad week. Well, and it also undermines the previous community. It >> goes against everything. The >> community's support for extra money in the referendum to pay teachers and our long-term commitment as a board to get teacher salaries as close to the meeting comments of the additional debt service

117we were this year. And uh I wanted to put the context >> I agree that's fine. Yeah. I mean it's we could look at it the way is the price that we are paying given the various factors in the system about how public education is funded. is the price that we're paying to make sure that our district remains offering a quality and ensures an exceptional and equitable learning experience for all >> values that this is the essentially the cost the long-term cost of us following our values the district >> and our community's expectations I don't think it's just values it's set of expectations it's >> to do it but yeah exactly so I think I'm clear and I hope everyone else Hope so clear on that. >> Okay. Thank you and thank you for the

118background and for teeing up that discussion, Mr. Ecker. Um we will move on to letter C, the West Chiller memo. >> So I'm uh sitting in for Kevin. I told him he offered to come. I said, "I think I can handle this. I don't want you to." So just so the board knows, he certainly would have been here. And I said, "Take your night with your family." Um, so, uh, my grandpa served in World War II on a ship and, uh, he was an engineer and he was specifically an HVAC engineer. So, he's going to, I hope he's looking down on me, will forgive me for how I'm going to butcher, um, >> my my explanation. Okay. So, um, to me, a chiller is a large air conditioning unit. So, we have two large chillers

119or two chillers at um or air conditioning units at West. Um they are like all of our other mechanicals old and we're we're getting by as best we can with them. Um we had one completely go out and um we robbed parts from the worst one to put into the one that was fixable and so now we have one operating chiller. Um the good news is we're basically past the cooling season and uh at worst if we have a few hot days will be okay uh at west. Um we we believe uh the board might remember we were having some um issues with power um power outages at west in the summer due to um we we think we energies or or not not due to us. it we were getting these surges, right? And

120we believe that the surges caused the issue with the chiller. So, we have an insurance claim in we're working through that, but in the meantime, we need to um repair uh the other chiller. So, that is the background. Uh we'll be asking for u approval at the next board meeting uh for this chiller uh variable drive system. Yes, Jason. >> So, at that when that ask happens, we are voting on whether or not to approve that with the assumption that we're going to get repaid by insurance at least to some degree. We don't but we can't really guarantee that. >> Do you hope? >> Um, we have a claim in I can't guarant I can't guarantee what >> I mean. So, we're we are doing our best. We're being asked to vote on something where

121we don't have all the information on that >> u because we don't know if if the claim is going to reimburse us anything or if we're just going to be out of pocket the whole amount. >> Correct. Pocket full amount. Where does that come from? >> So then it would be fund mix up my funds. Um, it's fund 41, I believe we call it here, >> which is essentially money that was put away uh over the years for emergency projects for Kevin. So, the board might recall that um Kevin had put together a plan of trying to address certain things and we the administration recommended to the board that we essentially abandon that plan so that we would have money for emergencies. >> And here we are. >> So, and here we are. That's not

122to affect that. This particular thing is not going to affect um the million dollar fund balance. >> Yeah, correct. Yeah, good question. >> Already got something else. >> This is a different different fund. Uh it's getting pulled from there. We have about 2 million total sitting there right now. Um which with the age of our equipment and things um that that is not a long-term solution. It's Anything else? >> Mr. Eard, as far as I know, Mr. Kofton's not here, but in that space working with the insurance company, uh, typically when you have losses for equipment breakdown or potential segregation against a power company, if this is a surge or uh, I think it was the time the single phasing or voltage fluctuations that could be placed on somebody else, just like we have with

123the referendum and all those other things, we're using a building consultant. Do we have anybody that we work with the district for losses like this for from a forensic consulting side with their insurance? I come in the insurance. >> Yeah, I know this this right up your alley, isn't it? >> It is. And uh just knowing that space there, a insurance company can say no, sorry, that old equipment. You got the old school district versus having that also like the representative that is there. And I'm not talking about a public adjust or anything like that, but there are specific companies that work with school districts, municipalities, and all these ones that are cases like this where you have somebody who's an expert in the forensic breakdown of buildings and and HBAC equipment specifically with a

124power company or utilities company like that. >> I will check and if we don't, can I follow up with you? >> Perfect. I look at that number. I was like, "Oh, when I work for a certain company, I'd say no over the phone instantly." No, sorry, old building. Sorry about your luck. Keep moving. But hopefully that's not the case here. >> Thank you for that um guidance and and uh information. All right, so we will move on to number eight. We've all been waiting for. It's policy time. Um so um we have a few that we have actions on tonight and we will work through those. I will need to take some um notes on these what happens. Uh so we start with second reading and or action to approve policy 0144.5. And I'm going

125to tee this up for the policy committee and let you all take it from here on these policies and I'll follow along and help with the decisions and the notes. Okay. So 0144.5 is one about the our um board code of conduct. Um, namely in there, um, a piece that we discussed a bit was about board member communication on the second page of that policy. And we tried to put in language to clarify when it was appropriate or necessary to include the superintendence in on um email communication. So, we want to this up for some discussion and then we'll make a choice as to whether we're ready to move for action. >> So, yeah, that's yeah, this um sometimes we know right away we're going to want to take action, but I think this one

126we wanted a little bit of discussion time for the >> Yeah, I think that this is one that maybe like it affects our workings. Does this sound like it's So under board member communication and anything else you want to ask about too as well board but um there is this in green this new um line uh and or respect of supervisory district spa staff when operational and or manag and or managerial issues. I did have one question about the or is this suggesting then that there might be times when we would um contact the staff and that works under the superintendent and not copy him on it because that's how it's reading right now like we could go directly to um a staff member and not copy the superintendent. I know in some times we've

127said that um and Dr. for me and feel free to comment on that. >> Not if this is if you're emailing like if someone emails you and you want to respond and instead of copying a superintendent every time, the idea is to copy them when there's them when there's administrative or operational aspects of that community request. And I'm just clarifying that that that we want the language to read that there might be times that this is giving the the board members the opportunity to directly email a staff member without copying the superintendent. I just want to make sure that's what we want to say. >> Yes, that's what we were trying trying to say. So currently if someone um emails to ask if I'm available to talk about something to when I say yes I'm

128available for a phone call if you wanted to talk I have to CC superintendent in on that I can only imagine how many >> the delusion but but I was asking not about back cuz I think that that was something that we've talked about before is wanting to make that but the question is what if someone emailed you and the what it was operational say we'll just take because I'm looking at Mr. P opinion he's in my view and it was something related to pupil and family services are we saying that it's okay now for the board member to say I'm going to pass this on to pupil and family services without copying Dr. means >> it's not for space for me to weigh in on this, but I will >> I think Well, I

129think you should because we have some other ways and practices where we said that you're the supervisor of these staff members. So, I just want to be clear about how we're communicating >> and I'll speak for them because I used to be one I I used to be in their position. It is even more awkward for the staff that reports to me to receive an email from the board and I'm not a cop. >> Okay. That's and that's been the practice that I've been understanding is that we do copy you but the way this is written. >> No, the email or the email could still be to Luke. It could be still be to Mr. opinion, but they you you as a board member, you place that staff member or staff members in an awkward

130space because then they'll come to me and they'll say, "Well, did you know that Chris Bower emailed me about uh HR issues, for example?" And it it's an innocent question from an operational standpoint, but just from a from a communication chain perspective, it places that staff member in an awkward space. If Miss Bach has a question for Dr. Marble around our reading curriculum, that is I think it's healthy for that email to be exchanged. It gets awkward for Dr. marble when she doesn't see that Heidi has CCD me on it because now they're feeling well are they working around you or they are they not communicate >> I okay I agree with you so I want to offer a possible um grammatical change which is after the word only um you factual response is only

131we place a period there and then we reorganize the next sentence to say when operational cial and or managerial issues are being addressed. Um that we copy the superintendent and if we are aware of see sometimes we don't even know who the appropriate staff is. So that's often why I'm either only >> yes >> reaching out copying the superintendent or I'm thinking well I'm going to copy it to like say Mr. Pinion but I'm going to put Dr. Means on it because I could be really wrong about who this goes to. So I just reorganize that make two sentences reorganize the second part of it to make it a clearer that it's the superintendent and or or and or and as as clear or necessary and administrative. I don't have all the language worked out,

132but I think that with that that change, you could do that. And there might be other ways to to get this as well. This time around, >> the way that this reads now is that we would still have to copy the superintendent on all emails to members of the public. >> No, only if it says if we end after only. Period. >> Responses to questions posed by members of the public shall be brief factual responses only >> with a concurrent copy of the response. So >> 67.5 also says that we have to copy the super. >> Yeah. But it says that this is going to be changed. If we change this one, then the other one changes too. >> Yeah. >> And then you only know. >> So factual response is only period. And then

133we organize this next sentence to start when operational and or managerial issues are being addressed. Then so having two sentences there to separate that out. It's just a thought of how to make it clearer because it's a very complex sentence right now and I think it could be read in multiple ways. >> Agreed. That's that's helpful feedback. >> I also would um make sure that we um when when we do move forward with this that we have run this past our um legal guidance to make sure we're within and you may have already done that but just to make sure we're within that >> has been looked at. Okay. >> Yes. >> But do we think we should have it looked at one more time with that change? >> I don't think that change is

134enough to make a difference. I It's really just reorganizing those sentences so that it's not it's the or in the current sentence that gives some gay implies something I didn't think is what we wanted as a practice because it because as Mr. What do you point out? It goes against another policy that we have and I think it goes against common sense because we don't as board members. Yeah. >> Single. >> Yeah. >> That that implies multiple of four different combinations. >> Okay. So, do we then are there other comments or questions on this so we get everything on the on the list? uh the the line right after again same text messages should be handled same way as email um goes with with what I brought up earlier of that's a that's a really

135short statement I'd like some I'd like some guidance on oh should I do that and I think it could be simple as like if some so if someone texts me on my personal phone because they know my personal number and ask me a question. Screenshot it and email to my district address. Right? >> You can do that. >> That that's so I'm just saying maybe maybe it doesn't have to be here. Maybe we want to look at having policy specifically for because we all know how to handle email. Pretty straightforward process. Have we have other devices now? We have we have the phones. We have watches. uh we we have smart glasses that that people have like there's lots of different ways for this information to go in and I think it would be smart

136of us to not in this document but to at some point develop a just a process for if it's not email it falls into this other bucket >> I think it could eventually be added I mean I would rather keep it in one place is like if we have some specific steps Um >> if somebody email texts me on my personal phone about a school matter, I don't even respond and I tell them to contact me on my school. >> Right. Right. That that's the respon the response is is please send this to my and here's my address. >> I don't do anything on my personal school board. I think that's a better >> directive for schoolboard members and even staff that we're talking about like I don't use my personal phone for anything to

137do with school. But >> aside from giving my information of where they can go, >> then what about when you start to get it to a I guess I'll call it a more gray area of uh January comes and two out of three years there's election and there may be board member running in that election there's a really really fine line of when someone wants to email campaign versus question to as to you as a board member. I would just like it written out to as to like how do we respond to that? That way it's really clear. It's a flowchart or or just like step one, two, and three. Here's what you do in those scenarios because um it was it's very confusing. You have all this data. It's really easy for people to

138just get forward focal >> just send it to 18 different recipients and and now >> it's like okay >> I think yeah maybe we just and part of that is also onboarding and and training but I think as Mr. Rollins said you know asking the conversation to switch over >> um even if it's someone you know go well that that's I mean switch it over here's my write take the same thing write it in a message but send it to this or call my you know district >> I think that works just fine for for >> that where I'm what I'm trying to talk about more is is in an election year if any existing school board member wants has their campaign set up and uh people will email email your campaign uh about issue

139about current issues. It's it sometimes can get very very blurry as to what like is the are you asking me what I would do next year or what I have done or what we are doing does the pol should the policy just be you know what campaign should just forward that right on to the district. I think so. And I think in a in an email, you can also do that by copying yourself on your district um email address. The hard part are the text messages and the voice voicemail. Those hard part is is making the determination. Is it a district question or is it a question directed to >> probably error on the side of you know overdoing that when you're running for office? is doing that giving a response and it truly is

140a question for candidate the candidate is responding the candidate has now put their answer on public record by copying it >> so again we're yeah >> we have a lot of digital waste that we're generating >> through some of these I think it needs to Oh, whatever the policy is. >> Um, so but there is also this heart rate under there, Mr. about being able to engage um as an individual and clarifying that this is not my response is not so thinking about that idea of running I'm speaking not as a member of the board or on behalf of the board um I this is a personal viewpoint point >> and that's and and that is good. I think then we should also put the exact words that should be and they're there. There's like

141I would like to see some quotes around it. >> The So that last sentence in letter B says the board member must specify that any statement is not sponsored by the district and is a personal viewpoint. So, so do we want those exact words to show as the first thing on on a response then or is somebody saying well uh this is citizen me responding or this is um you know this is all my opinion this is not >> if we put it around quotes I think that we pigeon hole ourselves into um back ourselves more into a corner of you did not use those exact words whereas this leaves it to saying if you are messaging that it's not a a personal that this is your personal viewpoint >> as a parent speaking as

142a >> yeah it gives up a little bit more >> more thousand different ways to say you're speaking as a citizen so we're okay with that and making sure the interpretation is just that yeah if you're saying something that sounds like >> and you're starting off with with the words of opinion, personal viewpoint, >> etc. >> I'm not speaking for the board. Yep. Those those types of phrasings because I would I would hate is for somebody to have it held against them because they did not answer or or Yeah. >> the exact quote. >> That's that's a good point. Thank you for dialoguing about that together. That's how we get >> collaboration into to the points of of what we want. But um you know we we've identified and we've talked about now several times

143um the trickiness of the realm of um of texting and it might just be that you know we just do what we can to limit that realm when it comes to speaking as a board member. >> Yeah. we don't really have um you know the the same kind of setup as we do personally when our on our cell phones it's a little bit different. >> Okay. >> So it might just be that you know we ask as much as we can. We ask people to call or email um because those are the easier ways to deal with in terms of logging the information. Okay. it just won't be as hip and current as some members of society. Okay. So, so we will this will go back to policy 0144.5 will go back to the policy

144committee, >> right? Because we have not put it on the floor as a motion. We put on just for discussion. So we don't have to take an action um to that end. Okay. Is there anything else on that one? This is up there with 30 I think 20 5120 in terms of but it's they're they're just their core. They're real important policies. Um so thank you for engaging in that discussion of policy committee. Thank you for your work. Um, if you think of anything, reach out to the policy committee. If you're uncomfortable reaching out because you're worried you might discuss it with some other board members, then send it to um our board secretary uh Dr. Means to relay to the policy committee on your behalf. >> Yes. >> General just a general question. Uh

145this may sound ignorant of me, but on these policies, when we see all the red lines, are are those carried over from prior revisions or are we seeing like I understand for a new policy like the next one um copy of child youth care program 2262. It's new, right? So all the red lines would be able to give us a template and you guys went through it the language you want. If it has those little open prints, then that suggests because sometimes policies it's a combination of what we've had before and some updates from Niola. So policy members feel free to to jump in and explain if I'm not doing this right, but you know when you see those those are always sort of like choices of language that are there because of the legal

146framework that Neiola looks at and their understanding of what other boards do. And then there's also red lining like in the one um on the next one we're looking at there's also the red line when we take out we have board of education and we switch to board >> right so there's both of those are highlighted red >> I guess I'm just trying to refer back to the other public comments about >> all these policies all these red lines all this stuff going on how possible to think about this and I don't understand the process you guys are don't know with him that committee um when you get something from Neola uh I understand it if it's a brand new policy they're going to give you whatever their current template is right u but if

147it's something that you're going to revise when you open it up are there red lines existing or are there like do does Miola give you an updated version or are you guys updating something that we've already updated maybe 10 times before. >> It's usually updated already. >> There's also a role for the administrative staff. So, they each have their area policy and so they first work on it to make recommendations as well as Nola bringing in anything that has happened in state law that's changed or anything. Yeah, Mr. P, >> this might be an inefficient way to say it. Whenever possible, we carry over language as much as we can from the existing policy if it's not brand new from Niola. There have been times when the overhauls were so massive that I don't think

148it was practical, but generally you'll see what it what it used to look like and where it's evolving to now. >> That's kind that's what I was asking is is for some of these older ones where we see lots of red line things, that's not necessarily you guys doing that like from your last meeting. You didn't just take a long document and chop it up. you >> you would have to for ones that had big changes. Sometimes it is removing new language from Yola. Sometimes it's removing old language we don't want anymore. So the only way to really see that you would have to look at the old one. >> That's what I was trying to say. It's kind of a mix. Some of it's informed by what's happened in the state. Some of it's

149informed by what's happening in our district and you know requests. Some is informed by um requests coming from the board or outside of the board. Um and all of those pieces end up making and so some of it comes into the committee already worked on and some of it is then worked on in committee >> to to address that public comment. The policy committee has done all the heavy lifting in when this is brought in here. So all the all the different things we see I read this with the with the existing plus the green >> because the volume dependent on volume. Yeah. >> So what so when I'm when I'm seeing that and reading through that that is that has already been vetted by multiple sets of eyes >> and it's not something that

150is has just had no forethought and we just dropping things out. >> Yeah. Um so >> it's been seen by multiple board eyes has also gone through a lot of discernment within the administrative staff >> and sometimes legal as well >> and then also paralleling the helps us to parallel with the law and with the other districts. >> Okay so to recap when we were going through these big stacks of policies a lot of that work has been done already. We are a policy board. So we are deciding whether or not we like blank policy as it states. We are voting on that and um we may pull things for discussion but these are not all things that that >> were have been hastily done that probably you guys have put the time. I'm just

151putting that on Yeah. >> public record to say that thank you for the work. Um, and that that's what we're voting on. Just so anyone else that might watch this is clear when we're going through these huge packets. >> I would add really quickly that not only does Neiola's legal team vet all of these before they get in front of you, but they are also giving us options purposely to select or deselect. So, a lot of these policies, they're deselecting areas that are redlined because they should be living in guidelines, which is where Dr. Zimman has led us to as well, is these are more appropriate for guidelines. >> Thank you. Yep. >> And that's also part of that the process of the first reading and the second reading. We can always push things back

152for in for another reading. Many of it's it it's not a fast process >> which is why we're continuously updating too. >> There you go. >> Um but we are a policy board and so this is the core of of who we are and the work that we do. Are we ready to move on? >> Yeah. >> Okay. Um the next one is second reading of policy 2262 child youth care programs. Um why on the board is says through the use of district staff and facilities is crossed out. I know that we're hoping to expand what we do with our recck department and part of that idea is providing youth services after school or before and after school. So >> I was wondering that too when I saw that. Yeah. >> So we maybe this

153is one we don't have to change. >> Would we be violating that currently if you kept it or maybe I'm misreading that with right at school? We'll have to put it back in. Sorry. >> Because we struck it, I believe, because our reality right now is the Oh, I see. It's saying seek to provide appropriate right now. >> The other Yeah. >> Yes. >> It can't be both. >> I guess maybe it could be. >> I mean, if it was both, then we been right at school. And >> yeah, I hear what you're saying. >> I'd like the options open as possible. move forward with that, you know, plan with the rec department and we can change. I'm just trying to not have to change it. >> It stood out to me, too, when I

154was reading it that um could we just keep that at this point because we might want to do that. >> So, could it could it be written in a way that allows for either option like with an and or in there? I know we're not we don't love the andors but >> either the use of district facilities and and yeah or you could it doesn't have to be an andor. It could be a or well >> unless you want a comb combination you could just add a piece to that. >> Okay. >> Or through a or through an appropriately >> them both make sense because we want to explore all options we have available. >> Yeah. And then >> Yes. Yeah. >> And then again, we spoke about we did talk about how some of

155those other pieces are crossed out because it's they're guidelines that exist elsewhere. >> So, specifically 3121 as indicated in a right after uh the green part that says uh policy 2260. Policy 3121 indicates that the superintendent will keep background checks on everyone who interacts with our kids. Right. >> We don't need a a comment that says we're going to do that. It's already part of the policy. >> Right. Correct. >> Do we think we can get language? Do we have language that we want to try to do an amendment to this or do we want to just bring it back next time? Okay, bringing it back. Okay, >> we But if we do an amendment now, can we vote on it now? >> Right. Exactly. Do if we had the language, >> Right. we had

156the language to do it now to say um >> and properly or appropriately vetted vendors. I mean >> that's part is okay. We just want to I don't even know if we need to add language as much as we just don't cross that one out. unstrike that line that says through the use of district staff and facilities >> or by contracting for its facilities to be used by a state license organization. >> Yeah. >> I don't even know if we need the or right because we're just making a list of the options or is >> Yeah. It's not. So, so we so the um does someone want to propose unstriking that as an amendment. Do you want to do that? M >> I move to remove the strike from the words through the use of

157district staff and facilities. So move >> there's a second. Thank you. All right. So I will um call the role on the amendment which is to unstrike um the line that says through the use of district staff and facilities and include that language in the in our in our policy that that's an option. Miss Pzinski >> yes >> Mr. Bowers. >> Yes. >> Miss Bach. >> Yes. >> Mr. Morris. >> Yes. >> Miss Himerand. >> Yes. I'm a yes. And Mr. Wier, >> yes. >> Motion carries. Thank you. Um, now we can vote on the policy. Um, >> oh, is there something else to >> Oh, yes. Okay. And just use the word amended. that it is recommended that the school board approve the amended policy uh 2262 child youth care programs and I so

158move >> I have a second >> second >> that was close I call you want me to call up back I was looking down so I didn't have the visual cues to help me out there all right um thank you um so we're now voting on the amended version of 2262. Um, Miss Brzinski, >> yes. >> Um, Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Hammer Roland, >> yes. >> I'm a yes. And Mr. Wade, >> yes. >> And the motion carries. Thank you. >> Thanks for working that through. All right. uh um homebound instruction program. He has sent this back for Are you looking? So, one of the reasons this was sent back was um I was gaining clarification about what homebound instruction the definition of

159that and it does in fact include people not just homebound but also um confined to other other places that don't allow them to come to school. And so then we just clarified that. >> Okay. So there hasn't been it's been clarified but there hasn't been any other changes. Um, >> yeah. >> So, uh, shall we go ahead and put this on since that was answered? Um, motion that would be you, Heidi. >> Is recommended that the school board approve policy 2412 homebound instruction program and I so move. >> I have a second. >> Second, >> Mr. Morris. Thank you. And I will call the role. Miss Brzinski. >> Yes. >> Mr. Bower. >> Yes. Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Himer Roland, >> yes. >> I'm a yes. >> And

160Mr. Wy, >> yes. >> Motion carries. Thank you. So, second reading. So the headline says 2460, but the policy says 2431. So I think it's 2431. >> Um so it's 2431 uh second reading andor action. This was the inter um the concern was elevated when this came for the first read about the WIA statement. We looked into it, consulted with legal and the recommendation is safe to just omit it. Uh we have other areas where it's spoken to. There's no requirement for naming it right here in this policy. Um so that was the recommendation from legal as well as um myself. >> Yeah, thanks for raising that. Okay. So, um, Bill, it is >> recommended that the school board approve policy 2431, intercolastic athletics, and I so move. >> May I have a second? >>

161Second, >> Mr. Bower. Thank you. I will call the role. Um, Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Hammer, >> yes. >> I'm a Yes. And Mr. Yes. >> Motion carries. So we move on to second reading of policy 2460 programs for students with disabilities. >> I can speak to this one as well. Um originally there were questions about the SPE model special education model policies from the DPI. We are um above and beyond with our own policies in terms of uh crafting them for specific inclusive accessible language as well as ensuring we are meeting all obligations under state and federal law for our students with disabilities and it has been adjusted as such. the so the the green paragraph is

162very similar if not identical to a paragraph down below it uh two two paragraphs below or is it intended to be two separate things or would the green one replace or that other one that looks kind of just >> might just be a type Yeah, >> looks like the one above just adds something. >> I want to say in the policy committee, they were trying to move it up and I think it just didn't get deleted after it got moved up. >> So, we could amend that if we'd like to >> motion to amend it or do we need more discussion? >> Go ahead. >> Sorry. Um, is the use of migrant children because is that what we want to use? I believe isn't this where it said alienage before and this was >> changed

163that one to legal status regardless that was a different policy >> I believe it's a legal term >> okay I just was wondering we could align those but if it's legal terine thank you >> if you are making a motion to strike the repetition anyway you could say children who immigrated as a more person first if you're looking to Yep. >> Does it even have that in the first one? That's why it's different. >> No, that's it's a different paragraph. >> It's the second last. >> Oh, right. Right. So, what do you want to change it to? >> Children who immigrated. Perfect. really yet for modern speed. It's children who are newcomers. >> Um >> that's the current >> still talking about the same status though. >> Would migrant children then indicate children who move

164from place to place inside of the United States as opposed to children who have immigrated into the United States? >> That was my was it more of just like a definition of children >> or high. It says million mobile children. >> Ask the the youth in transition. What what would be the difference between those three? Two of the three of the same. >> Do we just transition? >> Doesn't that capture any child who's moving between her? >> I think we'd have to check whe this is legal terminology. >> It might be safer to leave it given it came from Neiola. The leg I know it's a legal term. I appreciate the attention though to person first language. I can make a motion to remove paragraph five, which is a duplicate of paragraph 3. And I

165so move. >> Second. >> Give that to Mr. Bower. >> Mr. Morris. >> Oh, Mr. Morris. He's He's on the roll tonight here. So, um, so amend Some of you may wonder why I take so many notes, but I'm like the one night that we don't have the know there will be like something glitched in the recording. So, I'm just taking the time to write it all down. >> Okay. So, we're voting on the amendment now, which is to remove paragraph five. >> Yes. >> Okay. And I'll recall the role. Miss Przinski. >> Yes. >> Mr. Bower. >> Yes. >> Miss Fox. >> Yes. >> Mr. Morris? >> Yes. >> Miss Haml Roland? >> Yes. >> I'm a Yes. Mr. Wadier. >> Yes. >> Okay. Motion carries. And then we go on to now um

166recommending this as amended and Liz is um got you listed >> but to clarify migrant children is staying as is >> right. We did not we only just took out the one paragraph that's a repetitive. >> It is recommended that the school board approve amended policy 2460 programs for students with disabilities and ISOs. >> May I have a second? Second, >> Mr. Bower. Thank you. I will call the role. We're voting on the amended version. Miss Brazinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss HL Roland, >> yes. >> I'm a yes. Mr. Wier, >> yes. >> And the motion carries. So second reading of 3425.01. Uh there was a lot of discussion around tuition reimbursement on this one. um possibly putting in a

167cap or um doing some more specific things around repayment. Um but I think we kind of decided that we liked it as it was. It gave some flexibility and there were a lot of um administrators had to apply for reimbursement. So that was all being looked at anyway before it was approved. other thing that I saw on it was the only thing at the very end um item under courses take in pursuit to three program >> um number four wouldn't that shouldn't that be number one and then the rest shift Yes. >> Yes. Yes. You are correct. >> Yeah. >> All these things very diligently. >> Yes. >> You get a prize for that. Mr. Adie went home. So we then need if there is there anything else we could still put this through by

168offering an amendment. >> That's all I had on >> getting good at these amendments tonight hopefully. So the amendment would be um to reorder uh under letter B reorder number four to become number one, number one to become number two, number two to become number three, and number three to become number four. Okay, I'm going to just make that motion. Wait, hold on. Do you want me? No. Can I ask that motion? the green that single green sentence above sentence above number one. If we reordered in that way would still be there. Okay, >> let me just remove that paragraph. Number four all together. >> Do we need number four? >> Just a moment to read it. >> Or we need to get rid of the colon at the end of it in some way.

169The following schedule should not be there. >> It could just end. >> You you could just add period after administrator. I I think you could. Um so there uh the last sentence in number four or the last clause in number four, the administrator agrees to repay for tuition monies. Um that's redundant with the the green line if the administrator leaves employment. Uh period after reimbursement. Uh so you would actually take uh from number four starting with uh if the administrator is pursuing you could take all of you could actually take all of number four and then redact all of that that um the uh hanging clause if the administrator leaves. Um, so you just take all of number four. Uh, that would become the second paragraph under B. And then you'd have one, two, three

170after that. >> So remove that single green line of text that's above number one. >> Yep. >> We would we would strike that and then we would take what is in number four and that would replace >> Yes. >> that and it wouldn't be a numbered indented. >> Correct. It would just be part of the section B, the repayment schedule being the only numbered part of of what's in B. >> Okay. M. Presinski, do you want to offer that as an amendment? >> So, um, move to amend policy 3225.01 to strike >> 3425 >> 3421 >> 34 >> 35 01 >> 35.01 01. I move to amend it by striking the clause under courses taken pursuant to a degree program. If the administrator leaves employment with the district, the following reimbursement measures will be enforced

171and replace it with the language of the of item number four that is below >> and I so move >> all of number four to replace that clause. Second. >> Second goes to Miss Hammer Roland. Um, so we will do a roll call on the amendment first. Miss Rosinski, >> yes. Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Himer Roland, >> yes. >> I'm a yes. Mr. Wade, >> yes. Okay. Now we move to the actual. So now the amended policy 28 >> is recommended that the school board approve the amended policy 34 25.01 benefits. I so move. >> May I have a second? >> Second. Thank you, Miss Bach. And I will call the RO. Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss

172Spock, >> yes. >> Mr. Morris, >> yes. >> Miss Hammer Roland, >> yes. >> I'm a Yes. Mr. Wier. >> Yes. >> And the motion carries. >> We are working it tonight. It feels so good. All right. I'll see 511.03. Children and youth and foster care. >> No major changes here beyond the term child to youth. >> This is all governed um very clearly for us. I remember why we sent this back, but it's usually what we want to pay attention to >> that. So, I asked about this asked to have this one taken back and that link and it was because of that language concern. >> Okay. So, the use was added. Perfect. All right. So okay. So it is recommended that the school board approve policy 511.03 children and youth and foster care.

173And I so move. >> May I have a second? >> Second roll. Thank you. And I will call the role. Miss Bzinski. >> Yes. >> Mr. Bower. >> Yes. >> Miss Bach. >> Yes. >> Mr. Morris. >> Yes. >> Miss Hammer Roland. Yes, >> I'm a yes. Mr. W. >> Yes. >> And the motion carries >> 5215. Uh, missing and absent children. I can speak to this as well. I believed it was asked to be looked at to make sure the definitions include any 18-year-olds with guardianship, and they do. Okay. And we've got that lang in language in there now too. Okay. Um caught up to you all. So Chris, >> it is recommended that the school board approve policy 5215 missing and absent children and I so move. >> May I have a second?

174>> Mr. White. Thank you. And I will call the role. Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Hammer Roland, >> yes. >> I'm a Yes. Mr. Wadi, >> yes. >> And the motion carries. >> Policy 6152, student fees, fines, and charges. Scott may have something to say on this one, but I just want to weigh in because this has been in front of me a few times as well. I just wanted you to have the backdrop. 6152.01 is currently um at my desk with some revisions we have drafted to put in supportive measures um at the school level with social work support, removing barriers, connecting to resources prior to it kicking over. And then that exchange would go from staff to

175business office versus having a parent disclose information. So, we're making that a lot more sensitive and supportive. Um, so I want you to know that's in the background while this one um is not that. >> So we don't want to vote on this then. We want >> they're two separate policies. The other one is more specific to waiverss because that is the end goal. >> Second one, >> but I wanted you to have that backdrop because I see it in the notes from the policy committee and the discussion around this one. So that one this can move forward, >> right? I don't know if there's anything from a business standpoint that that Scott needs to say, but from um the supportive side before any collections or um considering waiverss, we are making that. >> Yeah.

176And then that's cross referenced twice in here. So at least any questions or concerns? All right. Thank you for that point of information. Um Heidi Mach is recommended that the school board approve policy 6152 student fees binds just lost it and charters >> and charters and I so move. >> Thank you. May I have a second? >> Second, >> Mr. Bower. Thank you. And I will call the role. Miss Pzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. Mr. Morris, >> yes. >> Miss Hammel Roland, >> yes. >> I'm a yes. Mr. Wy, >> yes. >> And the motion carries. >> Thanks for all your work on that. >> Yeah, continue work. >> 6231 budget implementation. brought back only for approval to add it to the 98 board meeting. No further

177changes were made. Okay. So, we can recommended the school board approved policy 6231 budget implementation. I so move. >> May I have a second? Thank you, Miss and I will call the role. Mr. Yes, >> Mr. Bower. >> Yes, >> Mr. Spot. >> Yes, >> Mr. Morris. >> Yes, >> Miss Hammer Roland. >> Yes, >> I'm a Yes, Mr. Wier. >> Yes. >> And the motion carries. 7440. uh video surveillance electronic monitoring. Note is legal counsel reviewed this and it is okay. Thank you. >> All right. >> It is recommended that the school board approved policy 7440.01, video surveillance and electronic monitoring. And I assume a move. >> Thank you. May I have a second? >> Second. >> Mr. Morris. Thank you. Call the RO. Miss Bzinski. >> Yes. >> Mr. Bower. >> Yes. >>

178Mach. >> Yes. >> Mr. Morris? >> Yes. Mama Roland. >> Yes. >> I'm a yes. Mr. W. >> Yes. >> And the motion carries. We are almost there for these. That's it. No, there's one more. 7440.02 smart sensor monitoring equipment. I think the biggest thing we changed at the last um policy meeting was we added the word sensor to make sure that right it's understood that this is about monitoring the environment not actual people >> right thank you I remember that conversation Jason >> recommended that schoolboard room policy the 7440.02 smart sensor monitoring equipment and I so move. >> May I have a second? >> Second. >> I'm going to give this back >> and Miss Bzinski. >> Yes. >> Mr. Bower. >> Yes. >> Miss Bach. >> Yes. >> Mr. Morris. >> Yes. >>

179Miss Hamron. >> Yes. >> I'm a Yes. Mr. Wadi. Yes. >> And the motion carries. Good thing I'm out of paper. >> Okay. So, we've done our action items. Now, we have our first read um of our policies. Does the policy committee wish to go straight through these or do you have a strategy? for that. >> Should we just go through each of them? >> Yep. Going quickly. >> I could take the first one really quick. Might be the last one for me tonight. Um first one's the administration of medication or emergency care was updated a couple years ago um to include self-care. Uh we've been working closely with our nurses. Our lead district nurse, Caitlyn Lassie, was at the policy committee to explain this. Essentially, um we are hitting barriers in a couple ways.

180One with overnight field trips when it comes to TSA customs that students are required to carry their own medications. Parents have also um been giving us feedback that certain ADHD meds as well as seizure meds, their children are allowed to carry them and it's becoming an inconvenience and students are doing it um against policy right now. And also we have policy and procedures in place if there is any misuse to fall back on as well. So this is in the best interest of students. >> The way I read this, it allowed the at least secondary students carry their medicine on them if they had permission from their physician, their parent >> and we have all the forms in place and everything. >> Perfect. >> Also add sometimes hard on the staff who are leading those

181field trips to have to be in that position. >> They have also given us feedback as to that end. >> I mean if a parent wanted them to, they'd still >> Yeah, >> they still would be worked out. I have had to violate policy to travel. >> Yeah. Okay. Thanks for changing. >> Anything else from anyone for that? Not we'll move that back for the consent agenda. Okay. Um P6830 audit Um this was um at the end no it talks about um the the board votes to accept to show that we've received an audit but we are not actually approving that audit. That can only be done by DPI. reflecting the seat important. >> Yeah. Thank you. All right. Any questions or comments on that? All right. That one can go to consent agenda next

182time. um policy 7100 facilities planning. Um so I was challenged on this one earlier uh of a by a citizen um who came to me and was talking about how we were eliminating A through F >> in that. >> So >> um >> Oh, sorry. Yeah, go ahead. >> So again, those aren't eliminated from previous policy. That's that Neola option language that's put in and we we didn't eliminate that. We selected the language that we wanted, >> right? >> Yep. Um, excellent. Thank you for that clarification. Um, and I mean most of everything that's in that the eliminated portion anyways would be part of the annual review, right? >> If we're intending on doing something to the schools, we're going to want to know the number of resident students. >> No changes suggested. Thanks for

183writing that for clarification for the for the community though that um often these are um options but if the language already includes all these we don't spell it out um or includes the ones that we do as a district we don't necessarily use the same details. Anything else? Okay. So that could go to consent. Uh says it's been reformatted. Um there was also during public comment um concern that we removed that um site acquisition would need to be approved by the electorate. But since we don't hold an annual meeting, that would not apply to us >> because the kind of district we are, we don't hold an annual meeting. So we don't have that in order to have the elector vote on it. Thank you. >> It's a good question. I can see why people

184have beneficial for action. >> Yes. >> So there it's not like >> the community still has an opportunity. It's just not >> superintendent would just negotiate it and it's done. Bill has to be approved. >> Right. And there's public comment opportunity involved in that as well. Uh the third part is that it um the real property acquisition price be based on the true value with regard to fair renumeration to the seller. Right? That was another part that came up during comment. >> Um that's making sure that the value that we buy or sell case bot um is fairly priced. >> Anything else? Okay. I can go to consent agenda. Um, but even when something's on consent, it can still be commented on if people reach out to us um through public comment or um through

185emails directly board members. Um 7300 disposition of real property update current law. This one's separate from one I remember from a while back which was disposition of abandoned property right >> staff property >> so staff property separate that we're talking about district property And again, just like we said the last time, these aren't removed. Um, the A through E. They are options that some districts use and some don't. Correct. >> Ultimately the board it says the board reserves the right to basically reject whatever at their discretion. So or still ultimately has some >> right I think one of the big things for the public here is because we don't have that annual meeting and we don't have that type of structure there is not an approval of the electorate that is needed in that space

186we don't have that >> correct >> that's yeah >> I think that's the missing piece that the public is well they're going to do these things they should have we we're voting our friends are doing these other things there should be an approval electorate in that same sense like there's a vote being taken by the public but that's not the case because we're a unified school district. >> Okay. >> And there are many school districts that actually do have that process but we don't >> and that's often so people's experience might be quite different from other parts of their lives. So it's good to just clarify that. Good point. Okay. So this one can go to consent. and policy 7410. Any comments or questions. Thank you for updating the language on disabled opposed to using

187handicapped as our words. All right, hearing none, we will move it to consent agenda and the 74101 is a resend due to it is an administrative process. I assume that's the note means. >> Yeah, >> because this is not a word policy level work. This is administrative. >> Yes. >> Okay. Any questions or comments? And it Yeah, it was old an old procedure. >> Yes. Right. Okay. That consent 40 7420 hygienic management. added the language or change the language to director buildings and grounds or designate. Look like those are the major changes. Okay, any questions or comments? All right. safety standards >> with a policy that just ensures that um the board would be notified via a board update if there was a violation or corrective action by an inspection. >> Excellent. Any comments or

188questions? Hearing none, send that on the 10% agenda. Um 7440 facility security. It's like the BO 100 was put in here. The name, the title of the cross reference was fixed. and making clear that parents have to make arrangements with the teacher or the building administrator before they can visit their child at school. Okay. Any comments or questions? Okay, I can go to consent work policy committee. >> Everyone's been working hard. >> You have all been working hard. Almost halfway there. Um 7450 update of current regulations which usually means there's not a lot we can do with it. Chief finance officer is put in as a term be district appropriate and we're using the options that are appropriate for our district. again. Right, that red strikeout is we're just those are just options we were

189given and we chose other options >> to say and policy 7310 and AG those are two different things. administrative guideline is when the AG is letter C. >> Yeah, letter C. >> Okay, that can go to consent. Let's check 7455 accounting system for capital assets. Looks like page two clarified a few things. Any questions or comments? Right. Hearing none, we'll send that to consent. And I believe that depreciation language in there is g it's given to us. Yeah. It's Yeah. Okay. 7460 Conservation of Natural Natural and Material Resources. I I just wanted to note that we actually have a subcommittee that works on this. Was very exciting. I don't think we mentioned it anywhere in here. I don't think that's a big deal, but um we do have a subcommittee that's working on this and

190making a lot of really good progress. Um yeah, any any questions on the language or um things that are missing or need to be added? Does the language reflect the work of the subcommittees fairly? >> It does. we are placing a priority on efficiency um and then after that um as well on um sustainability. So I think this matches well with that right go to consent. It'll be exciting to tell the committee that there's now policy yeah updated with that. Um 7530 lending of districtowned equipment looks like it's very small. It's just the um language appropriate to district. >> Yeah. and clarifying that people do take their Chromebooks and laptops. Okay. And agenda um technology replaces the current 2009 policy. So this is one of those cases where they had to take the whole new

191piece and then you see some clarifications um of language based on options offered. >> Mhm. uh addition here is that this uh it's about developing a technology plan that supports the district strategic plan. So bringing coherence to to everyone's work. All right. Not hearing any suggestions. We'll put that on the consent agenda. uh 7540.01 which technology privacy and replaces the old 2009 7540.01 version questions or comments on this? All right. Then on the consent agenda 7540.03 03 student technology acceptable use and safety. Good. Okay. This just out of curiosity because I'm looking at details. This co covers the problem we're having with students sticking things into Chromebooks to make them burn. I don't know how many of you have high schoolers, but it's >> it the whole thing. >> It's a thing. >> Yeah. Okay.

192>> This and other policies would be applicable. >> Perfect. This is also updated to include monitoring not just what sites you're on, but that you're in your browser history, but your keystrokes again >> changing to keep up and important for for parents to talk about with their youth >> um about the district's responsibility and practices of making sure safety is the highest priority. Okay. So we'll send that one 7540.03 to consent. Let's take a look at 7540.04 which replaces the 2009 version of it. And things changed since then. Questions or comments? Okay, that one can go to consent. 75406. I didn't write. There's no zero. Okay. 7540.06. District issue staff email account. This is the one you might have been thinking about too, Mr. W. Another crossover with retention of records. Yes, but this this

193in particular >> email so it's easier >> already taking care of the problem but you know >> so there is something about emails I'm just giving it a second read under public records the third paragraph of that section And >> make a recommendation to staff and board members to use their school email accounts >> or or software platform. to be the best. >> And is that something that shows up in the staff handbook as uh as recommendation to our staff? >> Uh yes. So the staff handbook would have um various sections that would apply to uh electronic communications relating to students as well as um electronic communications uh on personal accounts. Okay, we can send that on the consent. Hearing any requests for changes. Policy 7540.07 district issued student email accounts. I'm answer questions. Okay,

194hearing none. We'll send that on the consent 7540.08 artificial intelligence >> was a little thin for me. Um, it's what it has is good, but my day job I've been working on an AI project >> since January. I've had to restarted four times because the technology has changed that fast. So um I think just to note that this policy might have to be very nimble and come back if new things are available in in or harmful ways. I'm okay with what we have there. It's a good start. Yeah, I think maybe maybe a see the guidelines and student handbook that might be shifting more rapidly in some ways. So like the pol the ideas around how to how to uh site like you think about academic honesty you have to have a clarity for how

195students are supposed to site AI so that they do that and they're within the guidelines but that's covered by this policy because of the way it's written it we don't go into that detail >> right but going into like code of conduct um saying it has what you do has to be in align with >> those are the places that that might change >> and you may not plagiarize Nice. Right. Yeah. >> Right. But I'm just saying that's covered, but the detail of how you do that >> concerns about AI hallucination. So the younger students taking verbatim, but it's they may be using the tool properly and exactly how it's meant to be used, but that particular day and time it may decide to give them a nonsensical answer and or a harmful one. >>

196Yeah. >> Mr. Watier, this is this is Jamie, director of technology. There's a very um active project on the way with the division of academic performance, our instructional technology coordinator and an AI uh committee to address what you are referring to there. But this policy is really just intended to make sure that we use it for legal purposes. It's we're not getting into the minutia with this this policy. >> Sounds good. >> Yeah. Thank you for saying that's what I was trying to get to. I think this covers the general scope at least for now. The harder work is in the implementation. Okay. Uh 7541 electronic data processing disaster recovery plan. So like it's all the options are taken and it's just clarifying that it could be the superintendent or the director of technology the

197district. Okay. Can send that on to consent. Hearing no other questions. 7542 on-site access to district technology resources from personallyowned communication devices. Did we skip 7541 >> possibly? >> Thank you. >> Yes. >> No, I just got that. There were no comments. I just got what I was reading >> when I said director of technology. Thank you. Sorry. No, no. 7542. I'm not gonna read the title again. So this is just saying that it is allowed that these people may use their personal communication devices. >> Yeah. I would add that um there that's really just to allow us like if we have a contractor that comes on site and needs to use their devices to access their equipment on our network. Uh this allows them to do that but much like the the AI guidance,

198how we do that is more of a guideline and not so much policy. So obviously, you know, we we wrap security measures around that as well. >> Great. Thank you, Jimmy. We will move that one on the consent agenda. >> 7543, remote access to the district's network. And this one's very similar to the one prior. It's just so that you know, we have employees that VPN in and access things that are local on our network and contractors as well. >> Right. So it gives you that possibility but it creates a policy around it. >> Yep. >> Thank you. Any questions or comments? Seeing none, I'll move that to consent agenda. Um 7544, use of social media. questions or comments? Okay, seeing none, we'll move that to consent >> question. >> Yeah. Oh, sorry. Is this

199social this social media policy is is that applicable to um students using Chromebooks on school grounds, Chromebooks home? Um is in general or like is this the like in general social media policy of like what students are expected to follow? >> This is more a policy uh relative to employees. The student use of social media is covered in the acceptable use agreement and often is is it um uh educational discretion because there are some classes that actually utilize it for educational purposes. In general, it's disallowed for students, but there may be curricular reasons to allow it, >> including teaching students appropriate use of appropriate and thank you. cooperation with local governments. >> The code says that it was updated, but I don't see any red lines or green additions. >> I know. I was wondering

200that too. >> Is this just a reaffirmation that we should cooperate with our colleagues? >> Great. I'm a fan of it. >> So, you have Well, probably was document probably 2009 or >> which be a complete replacement. It says updated. That's usually what it is is that whatever we had from was resended before was so old that >> so we have to keep in mind that we have some policies to Dr. Will's point that were cited year 2009. So this 20 2021 update is significant. Yeah. Okay, back small 8305 information security. >> Uh this is Jamie again. This is very similar to what we had before, but the the major change is right at the end there. The public discussion component. Uh we used to do that as a practice, but it wasn't actually a

201policy. This is consistent with other things we do with security and building layout. So >> right, so people might ask for certain details. In other words, that has happened where we can't give that because it would reach the security potential for students, staff or buildings. Okay. >> Correct. Thank you. Move that to consent. 0141.1 student representation at board meetings. >> I believe we already passed that one. >> Oh, that's consent agenda. >> Oh, it was that. Never mind. I was my you know my rotation of my papers here >> to the bottom. Perfect. Thank you. >> Consistent. >> Keep going through the pile. >> All right. Thank you policy committee. Thank you um administrative staff that contributed to all that update work. We do appreciate all of you. Um and we are ready to move

202on to near the end here. Number 10, governance. A action to approve potential WSB resolutions would be forwarded to the WASB for the state convention. Alternative to um our legislative action. >> Excellent. Um technically this is not coming from the legislative advocacy committee. This is coming from me as a school board uh member. Um which is why I asked it to be put in this uh way. >> Um because I think I need a second in order to start this discussion. Um let me before I make the motion uh let me kind of explain the situation. So, uh, the LACE was unable to meet its past couple of times. Uh, and, uh, and also we have the WB resolution deadline, which is September the 15th. Um, which means that in order to make sure that

203certain resolutions get in front of the WASB, uh, which is the, uh, Wisconsin Association of School Boards. For those following along at home, um, we need to get these approved. The only mechanism that I have which is uh appropriate would be to bring this forward directly not from the LAC but as something that is >> Thank you for clarify that. >> So I would bring forward five. Um and I can explain more once I open up the motion for discussion. Is that appropriate following the Robert rules? >> Yeah, if as long as we're because we're seeking action on it. The only time we talk about beforehand is if we are unclear if we're actually seeking action. >> Okay, great. Then it is recommended that the school board approve potential WSB resolutions to be forwarded to

204the WASB uh for the 2026 state convention and I so >> okay to get that on discussion. Could I have a second? >> Second. >> Okay, so the motion is on the floor and now we have an opportunity for discussion. Yeah. >> Um, so I bring forward five resolutions. The first two are going to feel very familiar to four of you. Uh, it's because you've already passed them. Um, and signed them. Uh, so that would be the facility security resolution and the local control resolution. uh when I was speaking with uh one of the WSB legislative advocacy people on how to get to the resolutions in front of the WSB. Um they suggested that yes, I could submit with board permission of course uh previous resolutions that have been approved, but since we had four

205seats up for election, three of them are now filled by new people. it would be more buttoned up if we just simply reaffirmed the resolutions. Um so the first one is the facility security resolution. Um functionally it talks through that um that should not come from the pot of money that is governed by our revenue limits but should come from fund 80. Um that would allow us to use additional resources to make sure our students are safe effectively. Second one, unless there's other questions, is local control. Um, this one indicates that uh the state should not give us unfunded mandates that uh tell us to do more and more things with uh ever decreasing value of money that they have been giving us. Um, this one was passed right there right before >> 422. >>

206Yep. So right before uh the three new members join the board. >> Okay. >> Anyone have questions? New members is new. >> I'm trying to give think time but I'm also >> okay but we'll make sure we make space. Okay. >> Um continue on. >> Great. Uh the next one is the WIAA resolution. Um there have been several incidences in which our students uh WASSA students have been targeted by um individuals from another school district at a WIAA event um where the um the individuals the offending individuals were not immediately corrected by representatives of the WIAA, which then puts our athletic directors and uh the superintendent in a weird place because there's no way for us to resolve this in any adequate um any real way. Um so the resolution itself encourages some uh retraining

207such that we are able to uh have those conversations and resolve issues as they come up. I will pause there um because I would imagine that Dr. Means and Mr. Pinion both have thoughts. >> Did this together with the >> Yes. Okay. All right. It's down below. All right. Got it. I wanted to make sure it was there. Thank you. Because they're listed in the opposite order. >> Yes. I apologize. >> No, no, that's right. >> More background. Did I do well enough in describing there were >> I believe two events um >> total of four >> four >> two events last year and then two events like two weeks ago, right? So, this is an ongoing concern. Thanks for putting this together. >> Well written. >> They do not take authorship. Uh primary authorship.

208>> Thanks for putting it together. >> Um number four. >> Scroll back up in the >> Yep. Scroll back up in the same file is diversity, equity, inclusion, and access. >> That's why I was asking for the order because I've seen I read all of them, but I'm like where was that? I can't remember where it was. Um, so this marches step by step in line with our previous conversations as a school board about how we value diversity, equity, inclusion, and access for all students. Um, we want that to be a through line in all of the things that we do. And then we should be encouraging the um encouraging the the WASB, encouraging the state of Wisconsin in order to continue to pay attention to disproportionality. >> This is the one that's aimed at

209the September 15th deadline because some of these speak to some of these are like the WIAA one. Is that also going to go up in front of the >> That would be the plan. Yes. Um so the goal um the the WSB advocates on behalf >> right right how many districts would join us in that resolution. Yeah. >> Um the WB its legislative advocacy arm itself needs direction. It takes the direction based off of the resolutions that are passed locally and then submitted then to to be passed by the association in >> right. So this okay all of these are important for various reasons so that we can >> absolutely >> we the WB I guess the WASB can have a vote to decide whether or not it wants to advocate for these things. Um

210the final one that I bring forth is decoupling um which periodically pops up um at the state level. Um this is the idea that uh funding that goes towards private schools uh i.e. the voucher programs um come from the same bucket of money as the public school funding. Um the goal of laws like this is to decouple them um from the budget from the budget uh of the public schools. So this goes through and is against that concept uh because one it decouples the funding for private schools from property taxes. Um meaning that it is a direct line item from the school or the general budget. Um there's no way to actually support it. And then typically in at least two examples that I have um what has happened is they may they the state

211legislature of those two states pass it such that it is sum certain. Some sufficient I'm sorry I always get those two confused. Some sufficient meaning they say it's going to be x amount of dollars per student whatever that x is. Um and then typically what happens after that is the state has very very um large holes in their budget um that they have no way of funding. Uh so for example uh Florida is projected to see $6.9 billion deficit. Uh Arizona is supposed to be 1.4 billion. Um and that money typically then gets shunted away from public schools and into private schools. So this is a movement against that. I went through those very quickly. I am happy to uh talk more about those, make changes as needed. I would imagine that we can make

212changes. The motion is to approve them to forward to the WSP. So that would be we can always pull one of the absolutely change. So please do I don't want to change anything. Um I think I think they're great. I they align really well with our um strategic plan. Um and I don't want to add this now, but just a future idea potentially. Um would it be appropriate to and maybe this wouldn't even be a um WASPY thing, but um to put a line item on our tax bill so people know how much money is being pulled from public schools and going to private schools. >> Uh yes, that would not be a WSB thing. That is absolutely something that is on my radar um that I will be bringing forth to the LAC. Um,

213but that is not necessarily something that we need to get done by September 15th. So, I intentionally did not include that. I'd much rather go through the LAC um and follow that policy pathway um rather than getting something done because it is on a deadline. Also, my understanding is that you want to have if you can decoupling the this kind of policy against decoupling before you or as you're doing that because otherwise um it can drive that charge to decouple um because people see it on their tax bills. But the reality is that we want that transparency. We want the public to um know that like if you decouple then you make it harder to to track >> the funding that's going to private schools and I feel like the public should be informed about

214that in multiple ways but you know if you then you do that and then tax bills but then you decouple then you kind of >> um further uh getting it onto our tax bills locally. That's going to require, I would imagine, cooperation with the common council, right? >> Actually has to the school board has to say they're interested and the common council actually has to do it. School board can do it, >> right? >> And luckily, we're already talking about kind of cooperation with governments. So, um, yes, it's yes on the radar. Okay. Are there any comments or questions other than that? So, we have motion on the floor. >> No, just thanks for putting these together in alignment with what we said we value >> in time to >> try to share and gather

215some others who value it as well. Um, >> so the motion's on the floor. We have a second. Uh, hearing no requests for changes or amendments or only considering one, then we'll take them all as a group. Um, and I will call the role. Miss Bzinski, >> yes. >> Mr. Bower, >> yes. >> Miss Bach, >> yes. >> Mr. Morris, >> yes. >> Miss Hammel Roland, >> yes. >> I'm a yes. And Mr. Wy, >> yes. Okay, the motion carries and so we can move to the long awaited motion. This we did slide before 10 o'clock tonight. The time is 9:57 p.m. >> May I have a motion to adjurnn? >> I move to adjourn. >> And may I have a second? I will call Miss Pzinski. >> Yes. >> Mr. Bower. >> Yes. >>

216Miss F. >> Yes. >> Mr. Morris. >> Yes. >> Miss Hammer Rollins. >> Yes. >> I'm a yes. Mr. White. Yes. >> And the motion carries. And we are in. Thanks for all your work tonight.