001All right. So, just a preparation, we have two agenda items we have to do before we get to public comment. All right. Um, and thank you all for being here and thanks for your patience as we close out another meeting and as we all update our Zoom accounts, which is what always happens to all of us when we're about to get on a meeting, right? Okay. So, um, I call the June 9th, 2025 school board meeting to order. It is 6:18 p.m. We are on conference room C of the Fiser Administration building at 12121 West North Avenue. Miss Summers, please call the role. Miss Bzinski, here. Mr. Bower here. Miss Bach here. Mr. Morris, here. Miss Heimer Rand here. Dr. Worley here. Mr. Roier here. We will move to number two, president's message. Um, I'm
002going to read you a prepared message um from me for tonight's meeting. Due to the Memorial Day holiday, it has been nearly a month since we held a general schoolboard meeting with public comment time. At the May 12th meeting, which was my first time leading a full general meeting of the board, we began with a community members comment that created a great deal of tension in the room. As the meeting facilitator, I sensed that we were quickly slipping into incivility and creating a space where people might find it hard to be heard and to be thoughtful listeners. In my goal to encourage constructive feedback and diffuse tensions, I asked that for the remainder of the public comment that evening that people would limit clapping as a form of supporting aside and instead come to the
003microphone to express what was on their minds. Following the meeting, I heard a range of feedback on that request of mine, and I take seriously that a few people let me know that they felt my request was a limitation of their freedom of expression. I know this view was strongly felt as there was even a threat of a lawsuit. While I have been advised that my actions did not break a law and that as a presiding officer I can regulate disorderly behavior in this in the spirit of collaborative and respectful decision-making. I believe it is in the best in best for me to extend an apology to those who felt wronged by my choice. I am sorry. As per board policy 0167.3 public comment at board meetings, I will not in the future limit clapping
004or other freedom of expression unless it is disruptive or disorderly in ways that interferes with the board's ability to conduct business. On May 12th, public comment was not shortened. No one was prohibited from speaking at the mic and people were encouraged to come forward to share their views and words. Wisconsin law does not require us to offer public comment, though the public has the right to observe us through our work as set forth on the agenda for open meetings. However, I and other board members believe that it is important to offer a time for public comment. We hope and expect that the comments that are that public comments are shared with civility and respect toward the people in the meeting and towards differing perspectives. Thank you. We will now move to um item number three,
005public comment. There's a statement I need to read before we begin. Um I also want to let you know because we know that there is interest both um in the room and online that we are going to go three three three if there's less online um those will when those run out we will continue in the room. We do have um 30 minutes set aside. Um, I'm just trying to get back to my meeting where the full statement is. And this is this is an extensive um and very detailed um public pol or 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
006comments and will respectfully consider this input in decision-making. The board will take public comment on both non-aggenda items and agenda items at each regular board meeting and may take public comment during special board meetings. The public comment period will occur near the beginning of the meeting and shall not exceed 30 minutes in length unless extended by the presiding officer or a vote of the board. Individuals must limit their comments to three minutes. Participants must be recognized by the presiding officer and will be requested to preface their comments by an announcement of their name. Public comments submitted to the schoolboard email address by 10:00 a.m. on the day of the meeting of the board of the board will be added to the online meeting documents to become part of public record. Email public comments must include
007the name of the person or persons submitting the comment. All public comments shall be directed to the presiding officer. No person may address or question board members individually or direct statements, comments, or questions to staff or other meeting participants. Board members are obligated to follow the Wisconsin open meetings law, which requires advanced notification to the community of the board's intent to discuss and or take action on item. If a public comment concerns an item that is not on the current meeting agenda, board members may not respond other than to thank and acknowledge the speaker for their input. The presiding officer may a limit the number of times a speaker may comment on the same topic. B interrupt, warn or terminate a public comment when the statement is too lengthy. Directed to anyone other than the
008board presiding officer obscene or disorderly. C. Request any individual to leave the meeting when the person engages in conduct with which is disorderly. D. Requests the assistance of an law enforcement officers and or security officials in the removal of a disorderly person when that person's conduct interferes with the orderly progress of the meeting. E. Call for a recess or an adjournment to another time when disorderly conduct so interferes with the orderly conduct of the meeting as to warrant such action. F. Wave these rules with the approval of the board when necessary for the protection of privacy or the administration of the board's business. Recording, filming, or photographing board meetings is permitted. The person operating the equipment should contact the superintendent prior to the board meeting to review possible placement of the equipment and must agree
009to abide by the following conditions. A no obstructions are created between the board and the audience. B. No interviews are conducted in the meeting room while the board is in session. C. No commentary, adjustment of equipment or positioning of operators is made that would distract either the board members um or the of the 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 and about school affairs. Therefore, regular board meetings are livereamed and the recorded schoolboard meetings are available for viewing online on the district's website. Executive sessions and inservices for board members are not recorded. So at this time um I'm going to and Mr. Bower is going to have the or the yellow and the red signs. Yellow means
010that you have 30 seconds left, right? And red means you need to stop and at the point of red I do have the possibility of interrupting you. Um, also, um, I need someone to do the 30 the full 30 minute now if Liz has it. Okay, great. Thank you. So, thank you so much for being here. We so appreciate that you've taken time out of your day to come and comment to the school board. Um, we always learn a lot during these sessions and we'll get started. Right. Uh, my name is John Eder. Uh, I was TOSA resident, district parent, uh, 18-year teacher at Tossa East and now one semester teacher at Tossa West. Um, and I'll apologize in advance if I am less than coherent than usual. I'm tired from marching with our high
011school and middle school GSAs at Pride yesterday and my senior grades are due by 8 a.m. tomorrow. Um, so a lot going on. But anyway, I'm here tonight to uh celebrate our the conclusion of our first year uh offering dual enrollment classes to thank the administration and the school board for its support uh establishing uh this program and encourage uh your continued support in I hope expanding the program down the road. Um for those um I believe yeah everybody just named knows about the dual uh dual enrollment program. For people in the room tuning in online that are not aware, dual enrollment programs offer college courses in high schools taught by adjunct professors in partnership with uh with college universities participating in the program. Uh we are partnering with W Green Bay and this year
012we offered uh Spanish dual enrollment as well as two two English classes for dual enrollment. Um and also this year around 150 students between the two schools have earned three or more college credits that will count at any UW school and should be count and should be uh it should count at almost any outofstate or private university as well. Um and it is a wonderful program and next year we are adding a business class uh to our dual enrollment program as well. And um I it's like I I would encourage uh the district going forward to continue to help grow this program. Um I think that um having taught uh AP uh AP Lang for 15 years now and having taught AP literature in my previous district before I came here. Um the the AP
013program is a wonderful program, but I believe that dual enrollment uh is even better. I think it is more authentic. I think it is more equitable. And um I also frankly think it is a bit more rigorous than the than the AP program. And um so I encourage you to it's I would love for us to get to the point where every department that we have in the high schools offer at least one dual enrollment uh class. Um to do that it will I think in the in the end require some funding. So I think that we will eventually to help continue to grow the program uh have to provide some financial support to uh get the get teachers the advanced uh degrees and training that they need to be qualified to teach these classes
014and also it'd be good to build more financial support for the students. Um and u that funding is difficult. encourage everybody uh who can hear me to uh you to reach out to our legislature and our governor and encourage them to adequately fund our schools so that we can continue to do what's best for for all of our kids. Thank you. Thank you. We'll go to the second comment in the room. Good evening. I'm Katherine Hudson. I have three children enrolled at Washington. Um, I actually just wanted to start off by reminding the room of the mission and vision of the Wawaossa School District because I think um, not everyone in our community really knows their mission and vision and I think it's really important when you're thinking about the decisions that are being made.
015So the mission of our school district as a connected inclusive community of learners, we serve as active advocates to provide equitable access to excellent academic, co-curricular and social emotional learning opportunities that empower every student to thrive as passionate, productive, and creative citizens. And our vision, ensure an exceptional student experience, eradicate inequity, eliminate disproportionality, and ensure excellence for all or proficiency for all. Um, these are lofty aspirations that are not easily attained. However, I do believe that we have made strides as a district in the last few years. And while progress is slow and change can be painful, there is much to celebrate in our district. We have seen resources reallocated so that our buildings and students are serviced equitably, meaning that those who need the resources receive them. Our our students are the beneficiaries of
016investments made in curriculum updates and personnel investments. Those who support both our kids academic and social emotional needs. As a parent, I have been impressed with by the way that the educators in my children's school take a collaborative approach and go above and beyond to ensure that every child gets what they need. We are a district filled with dedicated professionals who show up and give 110% each and every day to our children. We are also a district of engaged, active, and passionate families. And to that end, I just want to speak to one specific example involving my family and the way that I've been very impressed with our district this year. As many people know, Act 20 is a state mandate that came without funding that every district was um mandated to provide intervention services
017um in a specific way and using a specific formula for students. It was a huge lift for our educators in TOSA. Um, it required a lot of time and training. It required a lot of time outside of the classroom to prepare. I happen to have an 8-year-old who is receiving tier three intervention and he was receiving tier three intervention for reading, sorry, before this as well. And I have just been so impressed with the way that his intervention has become so targeted. the way that his teacher and his reading teacher collaborate on a daily basis and just I can see from a district level how it's all funneling down to the schools to support our kids and my son um actually met his benchmark and we'll hopefully be um exited from tier three reading next
018year and I'm just so grateful for our experience in the Tossa schools and for our ed educators and our district administrators who show up each day to give all to our kids. So thank you. Thank you. We'll move to the third comment in the room. My name is Nikki Eder and I'm a parent and advocate with Supporter Schools Wawa. Like many people here, my family moved to Tulsa for the schools. I can still remember walking my oldest to Roosevelt Elementary for her first day of junior kindergarten with her little pink kitty backpack and her little brother and tow. And that day turned out to be an important one for me, too, because I soon felt woven into the fabric of this community in a whole new way. Supported and uplifted by caring teachers and fellow
019parents who treated my kids as their own. That's the power of public schools. They can bring us together. In the 12 years that have passed, I have watched my kids grow and learn and thrive in our local schools. And I've seen our community rally together to support our students and our teachers, including passing referendums to address our aging school facilities and the operating fund gap caused by the state's chronic underfunding of our public schools. Our community has said loud and clear, yes, we value TOSA schools, and we're willing to invest to make them even stronger. But I've been disappointed by the increase in negative rhetoric and disinformation targeting TOSAs schools. I strongly support community involvement, but there's a difference between constructive engagement and bullying educators you don't agree with. Anonymous social media accounts post accusations
020laced with racist dog whistles, and special interest groups that lobby for private schools pile on, trying to undermine trust in our public school system and create more chaos for their own political purposes. I call on my neighbors to set aside the adult squables and refocus on what really matters, our kids. At the state capital right now, our legislators are debating the next two-year state budget. Now is the time to come together to demand more state funding for public schools, which is a far more pressing issue with implications for every public school student in Tulsa and across the state. If we could increase the special education reimbursement rate from the current abysmal 30% to at least 60%, it would be a gamecher for our schools. If we could get 90% the same rate given to private
021voucher schools, that would mean nearly 10 million more P for Tossa schools each year, imagine all the good we could do for our students and teachers. With an extra $10 million each year, we could improve teacher pay, keep class sizes small, and sustain and grow all of the programming we love. But the window to influence the next state budget is closing fast. I urge everyone here to contact your legislators and Governor Ivers and demand a significant increase in the special education reimbursement rate. Tell Governor Ivers to veto any budget that doesn't include at least 60% reimbursement for special ed. No matter how you vote on political candidates, school referendums, we should be in favor of this change. So, let's stand together and raise our voices for every public school student in Wisconsin. Our kids are
022counting on us. Thank you. We're going to move. There are actually three hands up online that I see. Um, we're going to move um in the order that they're showing up for me. Um, Jamie is the same. I'm not sure the same as you, but I see. Um, yeah, I I see them by the order they raise their hands. So, the first person to raise their hand is at the top. Um, Chris Murka, you have the microphone. You have three minutes. Marker, you have the microphone. Yeah. Can Can you hear me? Yep. Yes, we can. Thank you. My name is My name is Chris Murker. I speak tonight on behalf of the 2030 task force and alongside the many community members who just stood outside demanding the accountability this board has failed to deliver and
023many who are in the room tonight. Earlier today, the board president issued a public statement rejecting a call for superintendent means termination proceeding. Instead of addressing the substance of widespread concern, the statement offered a list of student accolades as if a few anecdotes can explain away systemic collapse. But this community is not confused. We've submitted extensive documentation, independent reports, governance analysis, firsthand accounts, all pointing to systemic failure. Superintendent Dean Means and Principal Ted Martin have lost the confidence of this community. Their continued presence represents not just poor leadership, but is a threat to the integrity of public education in Watosa. This is not just about W. STEM or McKinley. Unfortunately, this dysfunction is districtwide. Every day, more families and educators come forward with stories of fear, harm, and betrayal. These are not outliers. They are
024evidence of a pattern. And this administration's response has been silence, evasion, and spin. You don't hear these stories because you've built a governance structure that deflects feedback and spreads fear throughout the very community systems that once sustained trust. Whistleblower letters are ignored, investigative reports are buried, and accountability is outsourced to the very people under scrutiny. Dr. Means recently said McKinley is not a problem because he saw no formal complaint. He called it an internal matter. But the McKinley investigative report commissioned by the district itself shows over 75% of staff reported fear, distrust, and mistrust. Anonymous testimony has been suppressed. When plausible deniability matters more than truth, no wonder trust is gone. When families plead for intervention, you pass it back to the superintendent and say, "It's not my job." Many of us wonder what you
025think your job is. That's either grave ignorance of fiduciary responsibility or worse, willful blindness. 30 seconds. The public sees this. The press sees this. The export XCore report doesn't allege collapse. It documents it. And every day you delay, you deepen the harm. But you still have a choice. Act with courage or be remembered for standing by while a public institution fell apart. We're not going away. We will not be silenced. And if you won't restore accountability, the public will. Because this isn't just about McKinley. It's about Madison. It's about Monasuri. It's about East. It's about West. It's about every school we've heard from in the past few days alone. Thank you. Thank you. We'll go to the second online comment. Susan, um, forgive the pronunciation. Susan Gonamus, you have the microphone. Can you hear me
026now? Yep. Okay, great. Um, my name is Sue Gronomous. I have three kids in the district. My husband and I have lived in Wawaossa for 23 years now. Um, I think I come from a little bit different angle than some of our speakers in that we have older kids. We have uh one who just finished her first year at Madison. We h uh WMadison, we have one at East and we have one in elementary school. Um I I guess I'd like to speak in uh the the lens of uh drawing negative attention to our district. Um the one that that recently got me was the opinion piece written by somebody from the Wisconsin Institute for Law and Liberty in the Wall Street Journal. Um, for those who don't know, the the Wisconsin Institute for Law
027and Liberty, I believe, is the uh the one suing the district over W STEM closure. Um, and I meant I I think it was meant to embarrass uh our community. I I found it more embarrassing in itself that we would be asking Will to speak for us. Will doesn't represent anyone in my family. a quick look at their website shows me that their values, their personnel or staff that they're not representing me and I I don't want to be represented by um an organization like that that um criticized our district for um quote woke and equitable uh practices. I don't see those as dirty words. I I hope we're being equitable. Equitable doesn't just speak to um you know the hot button words that we hear uh over and over. It it's about kids with
028physical disabilities. It's about different people with different faiths, people who are physically different, super tall, super short. I don't think people understand what they're talking about when they're talking about um some of these quote woke uh and equitable practices. They criticized our restorative justice. Um they said, "Our district has a reputation for frequent fights." I don't think they were looking at um recent information. We've improved our behavioral outcomes over the last few years um very intentionally. They criticized our district's approach to gender quote gender theory. I mean you you might as well call it primary color theory or addition and subtraction theory. It it is gender gender education. It is a thing. It isn't it isn't a theory. It it is something that you know our kids are sitting next to kids who you know
029their teachers, their peers, their staff, their support staff, administrators, other people in their community are all across a spectrum and why would we not want to teach them about that? But um you this article uh criticized our racial affinity groups. My god, we don't want I don't want to be represented by a group like that nationally. um who does represent the Wallace Tulsa school district. I do. I have three kids. Um I have a lot of positive things to say about our experience in the district. Um my my oldest daughter went in with uh to college with sophomore status through all of her credits. My next kid is WMadison eligible and my little one hearing. Um Miss Gromas, I'm sorry your three minutes has concluded. We appreciate you taking the time to be here. Thank
030you. Um, we'll move to the third and it's the only other hand that is up online. Um, Annie iPhone, you have the microphone. Thank you. Can you hear me? Yes, we can. Thank you. My name is Annie Marino. I believe deeply in the Wawaossa School District stated values. However, I'm concerned by instances of disconnect between those values and realities unfolding within the district. Of recent topics, I'm most familiar with the deteriorating culture at McKinley, which includes staff distrust of leadership and poor psychological safety. So, I'll use it as an example of the district's values in action. The McKinley investigation report, which to my knowledge cost the district $25,000, recommended the formation of a parent stakeholder advisory group, wherein Mr. Martin would engage in good faith with recommendations and work to implement suggested changes. This recommendation
031aligns with the district's stated values of transparency, trust, and community input and engagement. However, following the report, the district has now defined the Mr. Martin McKinley staff situation as an internal personal personnel matter and stated that the district has no intention of discussing personnel issues with parents in contradiction to the report's recommendation and the district's values of transparency, trust, and community input and engagement. To date, to the extent I'm aware, over $30,000 have been spent on relationship repair efforts with at least 20,000 more budgeted for next year. The community deserves clarity on how funds are being used and whether they are making an impact. in furtherance of the district's values of transparency, trustworthiness, and community input and engagement. In this instance, I respectfully request the release of the McKinley staff spring survey results and the
032establishment of a regular reporting schedule on both expenditures and progress related to these efforts. The current school c culture as reflected in the investigation report does not give me confidence that it is conducive to a healthy learning environment or teaching environment. Our teachers must feel supported, safe, and empowered. When they thrive, our children thrive. I urge you to reflect on our district's values and our actions and to take meaningful steps to close the gap. Thank you. Thank you. We will now return to comments in the room. Please step on forward. Hi, my name is Monica Shepard. I'm an educator and as I listen to those before me changing around what I'd like to say. Um I'm thankful to hear all the good that you see in our district and um within our schools and our
033teachers. We know it's there. We know they're working really hard. Um, being a former educator, the reason that I'm here is because we do have some teachers who can't be at this mic tonight because they would lose their job. We have principles who have lost their jobs. We have teachers leaving like crazy. Today, when we received that letter of all the children's accomplishments, those are the children's accomplishments. Those unfortunately are the accomplishments of no one else. I think we need to start really looking and talking to the teachers. Talk to the principles that have left. Talk to the teachers that have left. Find out why they're leaving. We see and hear that there's a great divide in our community and it's only getting bigger. I I just heard that right now. Last week, my friend
034Troy Woodard stood here and wanted to be heard and shared a story and it was a factual story that the reaction to his information was appalling. I as parents, as educators, I don't know how we are able to get you to listen. There's such goodness, but there's also a lot of dishonesty. I don't normally step into this arena and teach kids yoga. This isn't my most comfortable place to be. But I stood by the teachers this year because we have to. And they're really suffering. And the reason they're really suffering is because of the dishonesty. And Dr. Means, I know you mean well. Excuse me. I'm going to keep us with the the public with public comment rules. You need to address me. You may say what you want, but you must address the presiding
035officer and that's me. Dr. Worley, I know you mean well and I know you were trying to help last week or at the last school board meeting, but you need to hear what people are saying. And because of that dishonesty, I stand by my friend and I too ask for the resignation of Dr. means something needs to be done. Thank you. Good evening. My name is Ashley Terrace and I'm speaking tonight not only as a McKinley employee, but as a dedicated member of a school community that values integrity, equity, student centered growth, and the well-being of each and everyone of the nearly 390 kids who call McKinley home. I'm here to express my unwavering support for Principal Ted Martin. The ongoing targeted attacks against him are not only disheartening, they're actively undermining the very fabric
036of our school. I've witnessed Mr. Martin lead with profound compassion, thoughtful judgment, and unwavering dedication to doing what is right for all kids, even when it isn't easy or popular. Leadership is not about universal appeasement. It's about doing what is right, even when faced with adversity. Our school community deserves leadership that continues to be student centered, equitydriven, and steadfast. Mr. Martin has consistently embodied these principles. I stand before you tonight as someone who has observed day in and day out the tangible impact of a leader working to foster positive change for students. Ted has earned my respect and trust not through showmanship but through heart, integrity, and consistent commitment to the students at McKinley. The hostile narrative being circulated does not reflect the broader truth of who he is or the work being done at
037McKinley. Our students deserve better than public discourse rooted in division, distortion, and personal attacks. I ask that we all see through the manufactured noise and continue to support a leader who champions the best interests for all students, even when the path is challenging. The time has now come to move beyond this divisive atmosphere and to refocus on the collaborative spirit that truly benefits the entire McKinley community. Thank you. Thank you. We do not have any other hands on line, so I'm going to continue in the room. My children love to Ashley at McKinley's. Uh my name is Joey. I'm the new vice president, newly elected vice president of WS Stem. We're looking forward to a very strong last year at the governance council. Tonight, I'm here to express some disappointment. Lynn and Dr. William, I'm
038going to address it totally to you. I am the senior leader in the company that I work for as well. And I know it's not easy when your teams start to split. With that, I owe it to my teams though to take the appropriate steps to ensure they all have support. We call it GYB. It's called got we call it got your back. They need to know that I have considered the different varying levels of opinions that each person on the team that they might have and it's a lot. And I know that this isn't your f full-time job. The decision not to pursue termination is another discussion. I'm expressing disappointment in how that decision was communicated like two hours ago. The committee raised concerns and in response the board essentially said, "We got it
039from here." Which we trust you do. No public discussion, no transparency, no indication that the substance of the request was considered in good faith, just a polite dismissal addressed in policy citations and student success stories. I mean, at at the very least, McKinley had the restorative person come in and do a little bit of work. This reminds me a lot of what recently happened at WS Stem. Dismissal, no discussion, no meetings, and here we are again. But now it's like everyone, not just W Stem. Yes, our students are thriving. My kids are beyond happy. I went to Washington, I went to Longfellow, and I went to East and they're having the time of their life. But let's be very clear, student accomplishments are not a shield for leadership accountability. They're the result of hardworking kids,
040dedicated teachers, and supportive families, not a one-man show. If ACT scores, music awards, and basketball teams going to state is the response to questions about leadership, integrity, then we're answering the wrong questions. What was expected was engagement, dialogue, a sign that concerns from our constituents matter, even if you disagree. Instead, we got a carefully worded statement that reads more like damage control than community response. And I do it all day. Dr. Roy, I send those out all day. You say Dr. Means is acting with the bounds of policy 1400. And that may be true, but just because something's technically within policy doesn't make it right or worthy of the trust we place in our district leadership. Community voices can be brushed aside this easily. What's the point of any of this? The board I isn't
041just to manage procedure. It's to reflect the will and concerns of the people you serve. And right now the reflections missing. Don't do this to every school like W STEM. We need to start having some really real conversations. Thank you very much. Thank you. So, so we have um few minutes board. I would like to propose we have one hand that's up online and we have can someone tell me how many people are standing right now or I would propose that we finish out um those um folks kind of on the tradition of the voting you get to the polls you get to vote so you've been here you stood um so we're going to um take two more in the room because the hand just showed up online then we're going to take the
042one hand that's up on right now online not going to add more and then we'll take the final two. Is that good with everyone? Yes. Yes. Okay. Yeah. And in the policy, we don't have to have a vote if I propose to move it to lengthen it. So, we are officially lengthening the time of public comment so that people have the opportunity um to express what they want the board to hear. So, our next speaker at the microphone in the room, please go ahead. You have three minutes. My name is Tom Walkerk. I'm a 35-y year resident of Wawa Tulsa. I have no uh dog in the fight in terms of children in the district. They're now grown and and have left. Um I want to start with some general agreement from this organization of
043who the kind of hierarchy of needs and and support should be. And in my opinion um the top of the list is students and parents. Next is teachers. Next is principles. Next is administrators, then the board, then the superintendent. Who's missing? How about the per people who provide that support? I'm here to advocate for taxpayers and residents. Taxpayers need fiscal responsibility, which is woealthfully lacking. Uh what is uh fiscally irresponsible is a bloated administration. Why is it bloated? because the existing employees of this district are not able to provide enough competent advice that the organization has to keep spending money on outside consultants. That line item has to be looked at very carefully and it's extremely expensive to taxpayers. What kind of taxpayers do I want want to advocate for? I want to advocate for
044an 81 89 year old woman on my block who will be priced out of her home due to property taxes. that home will be gone and will only be uh replaced by somebody who might want to uh have children in this district. But again uh the fiscal responsibility may make that quite difficult to afford. Uh the fear of an independent forensic audit is extremely important. The comment of well we had an independent third-party study. You can't say independent third party if it's paid for by the organization. Independent means getting a group consensus on who that consultant should be and not have the self-interest of our law firm looked at this. Soon as you put the word R in there, you've got an oxymoron. Hiding behind HR policy and ignoring students, parents, and teachers valid complaints.
045Seen it in many, many organizations. This one should not be one of them. hiding behind HR is cowardice. Last but not least, the massive ego of the superintendent and his docel board. 30 seconds. Thank you. I'll take the next um speaker. Go ahead. You have three minutes. Hello. My name is Troy Woodard and I'm speaking tonight as a parent, community member, and current member of the TOSA 2030 task force. I joined this task force to help our community move forward. But what I've witnessed along many others is a pattern of poor leadership, a lack of transparency, and a dismissive attitude toward community input. And that is undermining confidence in the district from the top down. This board cannot ignore what so many are saying out loud. the superintendent is not meeting the leadership standards this
046community expects or deserves. We've seen promises made but not followed through. Committees formed and then sidelined. Families and educators trying to participate only to be dismissed. This isn't a communications issue. This is a leadership failure. If we're serious about turning things around, the board must act. Not quietly, not behind closed doors. The public deserves an open, honest discussion about whether the superintendent's contract should continue, and many of us believe it should not. It is time to formally evaluate the superintendent's performance with full transparency, any rubrics you would like to offer, and community input. To delay or deflect now is to protect the status quo at the expense of progress. And frankly, silence from this board on this issue is starting to feel like complicity. So I ask you directly, what are you going to do
047about it? Will you protect this system or will you stand up for the community that elected you? Because the time for vague reassurances has passed. We need action and we need it now. Thank you. We're going to go to the person who is online. There's one hand up. This will be the last online comment. Michelle Featherston, you have the microphone. Hi, I'm Michelle Featherston. Uh my I have a daughter at McKinley. And I just want to say that today was the first that I had heard of the 2030 task force and the call for Dr. Mean's termination. And I also first learned of the original complaints against Mr. Martin when it was on the local news. These complaints are not consistent with my interactions with either leader. And I consider myself someone who tries pretty
048reasonably to stay informed about school and district happenings. So that leads me to conclude that the only way to get information from the groups lobbying these complaints is through the grapevine and gossip. And I have neither the time nor the interest in going down that road. So frankly, the sort of strategic and haphazard communication about these issues that I'm seeing really undermines for me the credibility of the arguments against Mr. Martin and Dr. Means. And while I'm sure there are valid issues, complaints, concerns to work through, I just want to make it clear that these groups do not speak for all the parents of McKinley. And some of us have little to no idea that this stuff is going on. And I find that very concerning mainly from the the parents that are bringing it
049up. Thank you. We will um move the last two comments in the room. Please go ahead at the microphone. Hello, my name is Tequila Jones. I'm a special education teacher at Madison Elementary School. I would like to start off by saying over the past two months, I have sent out several of emails to previous and new board members seeking a response and/or a follow-up regarding targeted attacks against me um by Madison Elementary School Principal Shannon Escaro. Attacks such as harassment, discrimination, and responses of retaliation. Not only did I reach out to the board members, I reached out to the chief of human resources, the HR directors, superintendent, Dr. Means, a DEIA team member, and a list of other people that goes on. I reached out by sending emails to share documents, a paper trail of
050notes. I made phone calls, I met with individuals, I even went through a investigation with Dr. Mean's attorney. I was assured by Dr. means that he will follow up with me after the investigation. But I never heard back from him. In fact, the investigation was not followed through thoroughly. It resulted it resulted in an obvious result of client protection no matter the amount of evidence or witnesses that I provided. Some of the key elements of Wawaossa School District highlights equitable access. Also highlights connected and inclusive community for staff, students, and families. As a staff member of Madison Elementary School, I have not experienced any of what the mission entails. As the principal has sought out to water down the mission by marginalizing me as a black educator and the only black teacher at Madison Elementary
051School. Meanwhile, human resources supported the injustice of coverups that were done to protect their own at how their own from how she singled me out and treated me. Throughout the district, there is a low ratio of teachers of color in comparison of other teachers, which does not honor the community in the connection part of the mission. In fact, it sets our students up for failure. When a child never sees a teacher who looks like them, who understands their journey, or who fights for them in rooms that they're not allowed into, that absence speaks louder than words. And of course, in retaliation of my boldness to speak up for myself and advocate for myself, I was told that my contract is nonrenewed. However, that does not stop me because I am a believer and I believe
052the power of the truth and the truth will reveal the truth. 30 seconds. Please update your harassment and discrimination policies so that they're clear and taken seriously. And please remove any false accusations from my name or my records that is not true. Um, but again, they're a cover up. Thank you. I'm Tequila Jean. Thank you. And this will be the last public comment tonight. Good evening. My name is Joseph Mcloff. I am a longtime resident, lifelong resident. I recently had the opportunity to view the video from the May 12th board meeting. During that meeting, a gentleman came up to this mic and spoke. I won't address what was addressed or opinions on the comments. However, a member of the board took exception with what was stated at the mic and decided to respond back. In
053those comments, it was said that the continued deterioration of this community lives in this boardroom. That's right. It was stated the continued duration of that this community lives in the boardroom based on the comments that were made by that individual that came up to the mic. I don't think it's a deterioration of the community that we need to be worried about because it doesn't exist. What we need to be worried about is the continued deterioration of our schools of the school system. Need I remind you of what this community has done for this school district and for everybody at this board? It would be a it should be a privilege to serve the residents of this community. This community has most recently approved two referendum to help the school district out in part due to
054mismanagement. the um operational referendum itself. The um city rental director has some that it's probably going to cost an increase in of 10% to taxpayers by itself. That does not include the capital improvement referendum which will not hit till next year as well. And that one we're going to be paying for for 20ome years. We got to be very careful about how we address our community. Our community supports you. Our community deserves the respect. If we need to look at deterioration, we need to be looking at ourselves and the district itself and our schools. Thank you. Thank you. We now um will proceed with the rest of the board meeting. We certainly welcome you to stay and observe, but we also know that um you may have u many things to do this evening. So
055feel it's fine to leave now. It's fine to leave in 10 minutes. It's really up to you. Um if you stay, you're observing the business of the board. This is the only time we get to work together. Um we do appreciate all the comments that were brought forward this evening. um those that were not um on the agenda topics um will you'll not hear any discussion tonight um but the board has listened and the board will continue um to do our work and to be as responsive as we can to the community. I also want to say thank you um for how everyone handled public comment tonight. Um it made it easy for those who wanted to speak to speak um and I really appreciate the collaboration and the respect that was shown. Thank you.
056Okay, so board members, we're on to number four, the consent agenda. This is the part where I ask you, are there any items on the consent agenda which board members would like to remove for separate discussion and action? Yes, I just had a couple questions JK all those discussion. Okay. Is there any any other requests for removal? So you asked for J and K. Okay. Okay. Um before we do um the um the proposal um the consent agenda. I would just like to call out um a special thank you um to those gift reports that are on the agenda. I'm always just amazed at what um community um members give um and many of them this time um we're not um immediate parents for example. So we just really appreciate the gifts that have come
057um and that we've been made aware of them as well. So what we need now um is uh for Sarah um you have this one if you could read one where um we remove so it's the first one um so Jason Wadier has has requested that item J approve um EDSIS data warehouse contract renewal And item K, approves student information system infinite campus contract renewal um to be removed for separate discussion and action. Are there any objections? Okay. So So you go on to the remainder. It is recommended that the school board approve the remainder of consent agenda and I so move. Do I have a second? Second. Jason is the second. Okay. So, we will um now uh call the role on um the items that are still on the consent agenda. Mr. Zinski,
058yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Rolland, yes. Dr. Warley, yes. Mr. Wier, yes. And the motion passes. So now we will move to um the items that were pulled from the consent agenda. Um Mr. Wier, please go ahead and ask your questions. Do you want to take them together or one at a time? Yeah, they're they're really related. Okay. Everything seems to be pretty clear as far as these are both software renewal licenses. Um I know purchase services has been a line item we've been Mr. tracker's been watching all all year long. Um, and I apologize for not being able to ask this question earlier. Um, but my my my question and I'm hoping it can be answered just in generality is uh for both of these renewals uh roughly
059like are are they roughly the same price as last year or did they um since I've worked in the business I know sometimes they can sneak in uh an increase and you know you're looking at all these contracts you don't know what historical values are. So before voting on it, I just wanted to know if they were really in line with what we paid last year. Why don't we take them one at a time? I'm a little more familiar with Infinite Campus than I am Edis. Uh but Jamie and Beth Kimmel are probably the most familiar with Edis. You might be able to help us on that. Okay, then we'll start with online. Okay. Yeah, Jamie is online. We'll just go in order. Um and uh EDIS um data warehouse contract renewal is uh letter
060J. Um can we get a little bit more information? Um I would defer to Dr. Marble on that is data warehouse contract renewal. Thank you. They're roughly the same um as the previous year. I if you can give me just a couple of minutes I can pull up what the price was for the last year. we decided to move into a three-year contract with them um rather and have everything bundled all at once uh rather than having an annual renewal. And Miss White has her hand up. I believe she'll be able to answer this question. Perfect. Thank you, Miss White. Please proceed. Yeah, Lindsay, you you can talk. Thank you. Uh yeah, the Edis contract from year to year is um about the same as last year. Um and as Dr. Marble said it is
061a three-year contract going forward. Um, and then the infinite campus um is also uh close to where it was. We um I think there is a I was trying to pull the quote up to Dr. Means as you or sorry Dr. Marble as you were talking but um it's um pretty close to where it was the previous year as well and that is shared between a bunch of different divisions for um the use of it. Last year was the first year that we added um food service into it. So I know it was slightly higher in this last year than it was two previous years before because we cond cons consolidated our food service into it. Um and then the workflow um suite that we use in collaboration with the division of people and family
062supports was also added I believe last year. Um it was there previously but we really have used at full capacity. So that was added back this year. Um and that has to do with all of the attendance alerts that parents can do now on their Infinite Campus app. um and allows us to do some different workflow things behind the scenes to give notifications. Okay. Thank you, Mr. Wier. Do you have other follow-up questions? Um no, that addresses my concerns. Any other board members have questions on these two items? Okay. Could I um get a motion? Um um Miss Summers, would you prefer we take them one at a time? Uh no, you're okay. Okay. So, we're going to get a motion for um items J and K. Um it is recommended that the school board
063approved the removed items J and K. And I so move. Do I have a second? Second. Mr. Bower has a second. Call the RO. Miss Summers, please. Miss Bzinski. Yes. Mr. Bower. Yes. Miss Bach. Yes. Mr. Morris? Yes. Miss Rolland? Yes. Dr. Worley? Yes. Mr. Wadier? Yes. And the motion passes. Thank you. Um we will move on to agenda item five, strategic goal six, operations action. Letter A is action to approve the renewal of food service management contract with Sedexo operations LLC for the 2025 2026 school year. This topic was uh presented to the board at May 12th meeting. There were there were no questions. Uh Mr. Der gave a overview of what we're trying to achieve with these items. Are there any questions at this time? No. Okay. Um Chris, it is recommended that
064the school board approved the renewal of food service management contract with Sedexo Operations LLC for the 2025 2026 school year. And I so move. May I have a second? Second, Mr. Morris. Thank you. Um, any further discussion from the board? Okay, Miss Summers, please call the RO. Miss Bzinski, yes. Mr. Bower, yes. Miss Boach, yes. Mr. Morris, yes. Miss Roland, yes. Dr. Worley, yes. Mr. Ward, yes. And the motion carries. We'll move on to um letter B under five. Um action to approve the June 2024 2025 budget revisions strategic goal number six operations. I think I can take this right from here. Sure. Um the the PDF that's attached you'll see there's no net change to the budget. Um this is simply a formality for DPI. Uh we are realigning some of our our federal
065grants and state grants so that they're they're coded the right way for DPI. So you can see um some revenues went up and some revenues went down with a net change of nothing and there's no changes to the expenses. Okay. Do board members have any questions at this time? I think we should read that. It is recommended that the school board approve the June 20242 budget revisions and I so move. May I have a second? Second. Mr. Morris, I'm going to call for you. Um, and are there any further discussion points at this time from the board? Okay, seeing none, Miss Summers, please call the role. Miss Bzinski, yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Heimer Rand, yes. Dr. Worley, yes. Mr. Wadier, yes. And the motion carries. We will move
066to item number six, strategic goal one, academic performance. A, action to approve the um um advanced placement African-American studies textbook. Ma'am, I'm sorry. This has also been presented to us before, but tonight is for action. Did you want to say anything? No, not really. Okay, that's fine. I think uh we talked about this earlier, but this will make our high schools um only a handful of high school that are offering AP um African-American studies. We talked about that when this was approved. This is just simply approving the the materials and textbook that will go along with it. I I believe uh there's a few high schools in the Madison metropolitan area along with uh Boyd Memorial, go to Mayer High School. um and then it would be what it tells us. So this is the
067culmination from a curricular standpoint to to finalize the curriculum. I would also add that last time um just for those who didn't listen last time we learned that there was a rigorous process of reviewing textbooks um there were three that um they looked at surfaced um this one definitely rose up as the most um aligned with the AP um class and would be most supportive of the teachers and it also has been available for public review. Is there anything else you all want to add? I would just uh speak to the public review. We didn't have anyone come and review here in person. So, no one signed out um to take a look at that text, but that doesn't mean that they weren't engaging with what was available on. Um so, no questions were presented
068at the time of the twoe review. Okay. So, um could we get uh a motion? It is recommended that the school board approved the AP African-American studies textbook, and I so move. May I have a second? Second. Thank you, Mr. Wadier. Um, are there any other points of discussion or questions at this time from the board? Okay. Um, please call the role. Miss Bzenski, yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Himer Rollins, yes. Dr. Worley, yes. Mr. Wier, yes. The motion carries. Thank you. We'll add pages tonight. So we move on to 6B, the presentation of Discovery Lab, a new elementary school special for students in grades one through five. Madam Chair, as our team is coming up to the the front, um it was a year ago, it was one
069year ago where our our administrative team recommended that we would phase out elementary Spanish. um and in pursuit of offering STEM instruction for every child in the Wal Tulsa school district that's an elementary school child. At the time there was a challenge issue to us that how can you get this curriculum up and going within a year? What will it what will it look like? What will it entail? Will it be rigorous? Um, I'm really um thankful to the board members who were present for the introduction um and the preview of this curriculum a week ago. Um, you went above and beyond u those board members who attended because we we wanted to create this presentation this evening uh to allow not only the rest of the board but the community to see that we're
070really proud of the work that we put uh in place. I'll let the team in introduce themselves in a second, but uh they worked really hard. There was a clear expectation that we had to have something ready to go um for the start of the 25 26 school year and we're we're really excited about what you'll see in a second here. I can't stretch anymore. Um we're all doing great. I was crying, but uh I think from a technical standpoint, we're gonna have to now turn it over to the team. I think they're close to just going to present and we'll be ready. Sounds good. So, Dr. Marble, please. Yeah. Good evening. Uh Nicole Marble, uh chief academic officer. I have the pleasure of being joined this evening by um three remarkable educators who have
071been hard at work on the Discovery Lab um aka our vision of bringing STEM for all into our elementary schools. Uh I have um Dr. Sarah Bllehos, who is our science curriculum coordinator with me, Miss Jessica Eert, our director of curriculum, and Miss Beth Kimmel, who is our um instructional technology coordinator. Uh I would be remiss if I didn't publicly just thank them for all of their hard work. They have uh really taken this to a an unprecedented level that I never thought that well actually I knew we would get here. Um, but they have done it with uh such tenacity and such passion and I'm really excited for them to share what um they have today. And I now too am having a hard time drawing this out. Um, friends. All right. Here we
072go. All right. Thank you, Nicole, for that introduction and thank you Corey for getting the presentation up. So, as Nicole or Dr. Marble named we are here tonight to provide a brief update on Discovery Lab, a new elementary special that will be offered to students in grades 1 through 5 beginning in fall of 2025. Before I transition into sharing and celebrating what's ahead, I want to take a moment to acknowledge what is changing. Education is constantly evolving and it's essential that we remain reflective and committed to continuous improvement here in Wawaosso. In doing so, we established a vision for our future and decided it was time to conclude our elementary Spanish program. While we no longer believe an elementary Spanish program is the right fit for our current goals, this does not diminish the incredible
073work and dedication of the educators who have shaped and sustained it over the years. Their impact on students and families has been deeply meaningful and we are sincerely grateful for their contributions. I believe it's possible to hold space for both to look forward forward with excitement about the future of Discovery Lab and to honor the work and value of what came before. Thank you to all who made the Spanish program what it was. So with deep appreciation for our past, I will now turn us over to a new chapter, Discovery Lab. We'd like to begin tonight by reggrounding Discovery Lab in the larger vision of STEM for all. In Wawaossa, we are committed to building a system where every student engages with STEM as a regular and meaningful part of their learning experience. For clarity,
074STEM, especially in elementary spaces, can really be defined as a as strong instructional practices. What may have once felt new or novel is now an essential aspect of how all students must engage in learning. STEM teaching emphasizes real world problem solving, hands-on exploration, collaboration, critical thinking, to name a few. All of which are foundational to effective learning across all subjects. These approaches aren't limited to science and math. They're embedded in how we teach reading, writing, social studies, art, and beyond. Our vision of STEM for all aligns with the divi with the Wisconsin Department of Public Instruction, which advocates advocates for a future where all districts ensure that STEM learning is accessible, relevant, and integrated into every student's educational journey. The Department of Instruction emphasizes regardless of life paths chosen, all people of our world need
075to be STEM literate. The STEM literate concept can be defined by four main areas. Fundamental content knowledge, fundamental skills, collaboration and creativity, and the ability to solve novel problems. I want to spend a few minutes more clearly defining what is meant by fundamental content knowledge. Under the umbrella of fundamental content knowledge are the academic standards. Our core academic standards elevate STEM skills, concepts, content, and practices that all students must learn and be able to do across their educational journey. For example, our national and Wisconsin science standards communicate engineering design standards. They explicitly identify that engineering design process as a means to engage with science content and science skills. Our math standards articulate practice standards which call all students to engage with mathematics beyond learning content, specific algorithms, or memorizing formulas. Math practice standards expect students
076to reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others and model with mathematics to name a few of the practice standards. Today, math instruction is beyond content. Our social studies standards are rooted in inquiry standards. They are the umbrella to all other social studies standards. Naming for students and educators alike. Oops. But naming for um Thank you. The umbrella socializes. Naming for students, educators alike that students must learn how to actively investigate questions, gather evidence, just to name a few. Identifying these examples with core academic standards illustrates how STEM principles, learning, and concepts are embedded in what all students must learn and understand. In other words, our standards are updated to reflect STEM thinking, which means we no longer reserve the way of teaching for some, but it must be the
077way we teach for all. With recognizing STEM mindsets and practices must be embedded across all content areas, we also understand the value of creating dedicated spaces like discovery lab that can focus on engine the engineer design process, real world problem solving and innovative technologies more deeply. The discovery lab does not replace STEM instruction. It enhances and expands it. This new special is a vital addition providing students with the time, tools, and support they need to deeply engage with STEM concepts in an interdisciplinary hands-on learning environment. I'm going to turn over to Beth to share a little bit more about our vision. So, what does Discovery Lab look like? This course is built on four key pillars. focused standards, community and career connections, intentional skill building, and the engineering design cycle. At its core, Discovery Lab
078is about problem solving. It's designed to help students apply their learning in real world authentic context, connecting what happens in school to careers and the wider community. We are aligning the course primarily to the ISTY standards. ISTY stands for International Society for Technology and Education while also embedding other key standards including the next generation science standards, mathematical practice standards, and ELA standards with a focus on speaking and listening. This ensures every student's experience is rooted in best practices and future ready skills. Community and career connections play a critical role in Discovery Lab. Students will explore how their classroom learning relates to the world around them through guest speakers, local partnerships, and real world challenges that connect to various professions. These experiences are designed to broaden students understanding of what's possible for their future, helping them
079see themselves as problem solvers, creators, and contributors in their communities and beyond. A central component of discovery lab is intentional skill building. This means explicitly teaching and practicing essential skills such as problem solving, collaboration, critical thinking, and metacognition, which all contribute to strengthening students executive functioning abilities. While students will have opportunities to build concrete skills in robotics and coding, the emphasis expends beyond tools and tech. It's about nurturing nurturing adaptable thinkers who can navigate complex challenges with creativity and confidence. And finally, Discovery Lab units are driven by the engineering design cycle and project-based learning principles. Again, Discovery Lab students, Discovery Lab gives students dedicated time and space to build the skills they'll need to thrive, whether they become engineers, entrepreneurs, artists, or community leaders. It's about creativity, teamwork, problem solving, and innovation, all through engaging
080hands-on experiences. So, what have we done so far to develop this course? I'm going to turn it over to Sarah to share a little bit about the work to ensure this course is up and running for the fall of 2025. Thanks. So, early on in the process of course development, we began actively exploring and learning about what curricular resources and opportunities for community partnerships existed. Since then, we have built relationships with the MSSE STEM center. We pursued and obtained an EFW grant for Lego Spike Prime kits to ensure that we have kits for every classroom. and we established a partnership with a local STEM company called Brown Dog Gadgets. As these partnerships were established and we solidified our curricular resources that we wanted to lean on, we began to formalize our course design by intentionally
081building out a scope and sequence and units that align to all of the standards that Beth just spoke about and determining what materials and resources would be needed to bring these units to life. This past winter, we also completed an inventory of the furniture and technology in each of our new Discovery Lab classrooms in order to determine what we would need to purchase to ensure all of the spaces are equipped with what they need. And also, now that we have hired our Discovery Lab team, we have begun bringing them into the planning. We will continue to bring this team together over the summer and into the fall for ongoing planning and professional development. To help ensure that the planning and preparation is supportive for our Discovery Lab teachers next year, we've organized the scope and
082sequence into two grade bands. So, grades 1 and two and grades 3 through 5. This structure also allows the curriculum to cycle and evolve each year, providing students with ongoing opportunities to deepen their skills in engineering, design, communication, and problem solving while also building technical expertise in areas such as coding, circuitry, and robotics. Additionally, through the learning experience or though the learning experiences are banded, different constraints or skills might influence how teachers deliver units to the different grade levels. So as mentioned um an articulated scope and sequence has been developed to ensure co consistent and coherent instruction across all discovery lab classrooms. This screenshot um highlights how a few of our units from the first and second grade band within the scope and sequence are laid out. Each student is or each unit is intentionally
083designed around essential questions and and engaging in design challenges that align with all of those standards. ISTY computer science, NGSS, ELA, and math practice standards. In addition, we've incorporated connections to the Wisconsin regional career pathways and built in opportunities for community partnerships and engagement throughout. This foundational scope and sequence has helped us ensure that students across all schools will experience high key high lever learning opportunities. It has also guided us in identifying the necessary materials and technology we need to obtain over the summer to support teachers in bringing this to life for students next year. Now that we have begun regularly collaborating with the Discovery Lab team, we're excited to take this work even further by refining each unit to deepen the interdisciplinary connections and create even more engaging, authentic learning experiences for students. As
084mentioned, we've had the opportunity to hire our Discovery Lab teaching staff. This team brings incredible energy, passion, and a deep sense of purpose to the work. When educators are genuinely excited and aligned around a shared vision, the possibilities for what students can experience and achieve are endless. Their enthusiasm is not only inspiring, it's contagious, and it will help bring Discovery Lab to life in powerful ways. On June 3rd, we had the opportunity to host a parent event called Step into Discovery Lab. This event provided the opportunity for families to learn about Discovery Lab and offered a hands-on experience with sample tools and materials students will use from engineering units to robotics to circuitry. We would like to share this quick clip so that all of you can briefly step into the discovery lab. You got
085turned into a PDF. So, unfortunately, we can't show you right now. We can try to come back to so we'll keep going. Apologies. All right. As we move forward with Discovery Lab and STEM for all, it will be important we monitor student progress. We will continue to monitor students growth and achievement in core content areas. As we have communate communicated in our updated curriculum review cycles, STEM instruction is good teaching and threaded in our standards. We will be a standardsdriven system and lean on critical instructional practices that improve student learning and understanding. For Discovery Lab, we aim to monitor for deep learning by evaluating our progress using a STEM rubric, which we'll talk about in a moment. Gather perception feedback from Discovery Lab teachers, classroom teachers, families, students, and administrators. Observe how students communicate, collaborate,
086reflect, and think in new ways. These are the skills that will prepare students for tomorrow's challenges. We will also use individual student reflections and portfolios to see individual student growth over time. This will be evidence of learning and growth as a result of discovery lab as well. Turn over to Dr. Marble to talk about the STEM rubric. So, as we have been evaluating our STEM programming throughout the district, uh we have developed a STEM rubric that was uh developed in collaboration with uh a wide variety of different um sources including um a STEM rubric that was has is utilized in the state of Indiana. Um, so that on top of the resources that we have through the state of Wisconsin, um, and a variety of other areas, we created a rubric that has four different
087domains and we'll be assessing ourselves around culture, the curriculum, the instruction, and our partnerships. We have evaluated ourselves with the descriptors under um, all of the different elements under each one of those domains. And ultimately we want to be at an innovating stage for all of those different domains and all of the different elements within those domains. Um currently our self-evaluation before we even step into the discovery lab next school year um we in the investigating area about 50% of our um of of our elements currently live in that space. 31% of our work lives in the developing phase. Uh excuse me. six six% um lives in the evolving phase and 13% lives in the innovating phase. So we will continue to self assess our work throughout our um implementation of the discovery lab and
088find areas in which we continue to move ourselves towards that innovative um space. We'd like to leave tonight with this. STEM education is not about turning every child into a scientist or engineer. It's about giving every child the tools to think, to solve, and to imagine a better world. Discovery Lab is not just a class. It's a gift of time, space, and belief in every child's potential. It's how we ensure that every student in every school has the chance to explore, question, and create for both their academic success and for their future. Thank you. Thank you very much. Thanks for preparing the presentation. Um this is a uh item without action but discussion. So we're going to open the floor um for comments, questions, observations from board members. Go ahead, Miss Bzinski. Um thanks for
089all of your work on this. U going back to that slide about the STEM rubric. You said that you're of course you're at some different levels within your rubric. Where is maybe an area where you're feeling that you're innovating and where is maybe an area where you're hoping to make some gains as we get started with this program? It's exciting. Uh where we evaluated ourselves for innovating is really around our alignment to all the standards. So we can really make sure that uh the the work that students are doing is really aligned to those standards. And we felt very strongly that the the the units that have been designed and the lessons that have been designed are very much in alignment. And that's one of the elements um within the the curriculum domain of the
090of the rubric. You guys, I mean the areas for growth are endless. Um there there's a lot of room for us to continue to to to grow. Um, in my perfect world, I would love to see even more um collaboration with our art teachers, our PE teachers, our music teachers. How do we really get all of that integrated and be working towards different elements around a common theme, but there's different takes on that common theme? So, there's a lot of opportunities in front of us to um to continue to work towards innovation. Great. Yeah, I would say there's just because that, you know, Discovery Lab has to be really iterative and constantly evolving. Um the connections to community partnerships, the way in which we connect to the regional career pathways. Um when we did our
091family event, we shared a unit and talked about the opportunities to elicit that community partnership. And although it's all on paper envisioned to do that work, we want to see it come to fruition. So it's hard to score yourself on like we're doing it when you're not yet doing it. So those are the places to really grow and and evolve our um our program and then mark like yes we are doing that. And to add to our community partnerships as well, we have we've been working with a number of community partners um obviously for the the Discovery Lab, but also for our high school um trades and we have part uh industry partners that we are currently working with for our high school programming that are biting at the bit to get into the elementary
092level. That's exciting. We get a lot of community support in our school. So fantastic. Thank you, Miss Buck. Um, thank you for all your your work on this. Um, I know one of the concerns from the community was that a special is not enough. So, I'm glad that we're really committed to making sure that um this is embedded in the curriculum across, you know, kids entire school day. um you said how STEM principles and concepts will be integrated and embedded throughout the curriculum and that the discovery lab is like an extension of that. So I hope that we really remain committed to making sure that that's happening in our schools and we do because our standards call us to do that. So we have to be um aligned to our standards because that is what
093they ask us to do the way in which we're instructed to instruct our students. So yes, that is our commitment. Thank you. Mr. Bower, um I have three questions for you. Um one of the other concerns of uh some community members is we have a great wealth of STEM experience already in the district. How are we utilizing that in this new program? Yeah, teacher. I was just going to say um part of hiring our staff, we have two um educators that well we have many educators who have some STEM background but we have two educators coming from our STEM program and so the way in which um we're able to design and innovate and think differently um from what has happened in their program and how we expand that and bring that into Discovery Lab
094um is one way in which we're excited to have that partnership and that connection with the educators on the team. We have teachers who have had background experience in science. We're very well-versed um in our science standards which also call for the engineering design process as part of that learning. Um and so I would say it's this collective collaboration with our educators and with the knowledge of these two individuals who bring a ton of of learning and information to the design of that work. Um, I think what we've learned from our STEM programs is that where we see really great opportunities for students to be involved in high levels of discourse, where we see students owning their learning journey, where we see students critically thinking, um, problem solving over a math task when they're researching
095and evaluating those resources, when they're investigating the quality of questions that that is like just what should be happening in every single classroom. And so those are the things that we see maybe are happening and taking off in in certain spaces across our STEM programs that we need to now pull into every single classroom um across our our system. Um to push a little bit further on that. So what does the feedback loop look like or how you are envisioning it after launch in order to push the six members of this team to continue to evolve and generate better results year after year? It's a great question and um I think they're going to own maybe a little of that on their own just because of who they are and how they're thinking. But for
096from our standpoint um we are planning to meet with them every single month twice a month as part of a continuous um feedback loop. We know that part of our curriculum implementation, so diff no different to discovery lab is through the process of learning walks, going on learning walks with our building administrators, going on learning walks with um our coordinators, participating in learning walks with other leaders and really monitoring, collecting that data, using that data to drive um future decisions is part of any curriculum implementation. So that would be no different when we think about the work that will happen with Discovery Lab. But I do think our teachers are just in the little bit that we're getting to work with them, that's that's been their like and how can we improve and how can
097we improve because that's the minds that they're really bringing to being teachers of this this special. Um the last one and you've touched on it throughout all of your um conversation in this course here. Let's say in 5 years how do we know if U4 and the six how do we know if we are successful and we want to push it for another 5 years I think it go I think it goes back to the monetary metrics that we were looking at before um it's with any curriculum that we have in front of us we have to be monitoring it and really studying it to understand like what is working and what is not working and what we we have to make corrections once we have concrete data to say this is not working um
098and that's part of that's part of our monitoring process that is that is the work I think that anything we are doing here in matossa is about monitoring for impact and so we want to see impact on student achievement results that is absolutely something that we are motivated to see and sometimes you might not see these drastic changes but you see movement in um student achievement data that is really exciting to be seen, right? So, we're monitoring for impact around student achievement and perception as well. We're monitoring to see how skills are evolving and how students are showing up as learners and what they're taking with them, the the choices they make in their um their ACP, their academic and career planning decisions. What courses do I want to take as a high school student?
099What kind of post-secary um you know interests do I have because of the work that really started from little on, the experiences that they were able to have from little on. So, I just think it's really important that the board and our community know that no matter what we're doing or we're trying, we are monitoring for impact continuously and as though we sit here ready to see like this change immediately, we know it takes time. So, thank you. I'm very excited. Thank you, Mr. W. Well, first of all, u thank you for everything you put together. Uh I just want to reiterate a a general question I had. uh from presentation last week and and that is given that the um the nature of of discovery discovery lab and the u engineering process in general
100tends to build upon each previous step. Uh, I just want to make sure that there's reassurances that um kids that are either on IEPs, 504s, or kids that just need to miss the day in general. um that that there's uh and you and again you've answered this for me before, but in the public forum I I want to hear the um how how will you handle that if a child um misses not necessarily one but like two or three days in a row and and are they able to salvage the learning from that unit? Yeah, thank you for asking that because actually I've done some reflecting on and something I didn't name for the conversation the last time we spoke about it was we have a really strategic um cycle for planning that's in place
101for all of our educators. We call it our PACE cycle. And something within that cycle that is important to note as it relates to this question is that teachers need to be always thinking about and planning for student misconceptions or scaffolds and supports that might be necessary and so for individual student success. So it might be globally here are the things that we need to be thinking about what we want students to know and be able to do. what is it we're going to do to monitor for um those kind of end goals of that unit, but also what happens if there is a disruption to the students day. If a student can't um engage in the same aspects of this this learning because of whatever it might be, but I think that's one area,
102right? we have this review site or this um planning cycle that allows for our teachers to be really thinking about the individual new needs before their students each and every day and how do you plan for those those individual needs. The other thing that we talked about was that something we are incredibly excited about discovery lab is the multiple levels of entry points into this learning and and experience. Um there are many ways in which we can foster collaboration and engagement and entry points for L students within discovery lab. So intentional planning and then also making sure that our curriculum is highly accessible also provides our teachers with different constraints and ways to modify the learning um so that all kids can achieve and and be a part of the learning experience. So thank you.
103Um that sounds really good. So and and to me if uh correct me if I'm wrong but this the special is an hourong special, right? Um, and so it gives kind of a a nice long un uninterrupted period of learning. And I would imagine that kind of like your favorite TV series, maybe the first few minutes are spent recapping what happened last week because it is these are elementary school kids were talking about and we were talking about a weekly special. So I would assume there's also got to be some memory refreshing each week. Absolutely. Yes, that would that would absolutely take place. Thank you. Any other board members? Um I have two questions. Um you partly answered I was going to ask about inclusion. Um I'd like to hear a little bit about how
104a curriculum like this um supports and challenges students who are are needing to be pushed a little harder. um students whose families or teachers have identified that they may have a particular um uh gift in this particular area. Um how does the curriculum allow that to happen? The nature of the instruction um allows for again multiple entry points and multiple um extensions beyond kind of the normed um experience. We have two statutory requirements when it comes to talent development and that is in the area of we have more than two but two areas that I really feel are impactful when it comes to discovery lab is creativity and leadership and so there are different kinds of progressions and rubrics that we can identify to support areas of talent development when it comes to creativity and
105leadership um we need to create our universal practices what's happening universally first but those are also when we think about um iterative practices within discovery lab it is about folding in those additional opportunities. But the nature of the course allows for students to have that entry point. But the sky is the limit, right? How we take students, how we expand, how we think about um ways to push and and support, but then there are really strategic avenues for supporting talent development, especially in the areas of creativity and leadership. Anything to that? I'll add just a little bit. I think to um just expand on what Jessica said when and I'm thinking about like our design cycle units that are really focused on students um grappling with real world problems and using a variety of different
106technology that's at their um hands in this course to think about ways that they might innovate and solve that. it really there isn't one right way to do any project in this course. There are many ways that a student might take this and so I'm really excited to see where they might go with it. Even when we had the um event last week and just seeing the students gravitate toward the different um tech that we brought in the room and some of them right away wanted to go and dive into the VR world and got really into that. So, we started talking about how there's so many opportunities when we're looking at the animal enrichments unit for example that we did um during the event uh thinking about we want to bring and partner with
107um community uh resources members uh organizations, but we also have the ability to have students go and um explore something virtually uh if they would like to do that. And so we we want the space to be really that you know what the name of it is. It's the discovery lab and there are many ways that students can go and explore and discover and figure out how to solve problems and persist through failures and iterate on designs. And that's really that's I think just to kind of name a couple examples of like specifically with the way that the course is set up how we see that happen. So we're really excited. Right. Thank you. The only thing I would also want to add is also the teachers we've hired. uh their wealth of knowledge that
108we sat in on in the interviews and had to lift our jaw at moments of we're just so excited to be working with these people in this in this work um and what they're going to bring and some of the things that I feel like our brains have been kind in this world for a while and for us to sit there and feel pretty blown away felt amazing that now bring this team together what opportunities we're going to be able to bring to the students is exciting once that team is really working together to great what has yet to be created thank you for all those examples I guess my other question is, what do you need from the board um to continue? This is an incredible pace you're working at. Um maybe we don't
109need you to pace quite so fast every day of the of the week, but what do you need from the board over the next um 6 to 12 months to um to move this forward and and have the support that it is required? Well, we just appreciate your support for this course. Um, I would say one area of support is just continuing to help our community and I try to share it in every which way possible about STEM for all because I do continue to feel that um miscommunication or misunderstanding is that we're trying to replace STEM into a one-hour special and that truly is is not the goal. Um, it is to evolve STEM into our spaces in all curriculum areas. You know, we were talking um about art the other day, right? And
110how iterative art your art design is and the the mindsets and thinking and concepts that you have to bring to an art space, right? So the way in which we just engage our learners is one thing I would just continue to ask for the board is how do we continue to communicate what STEM forall really means and that the discovery lab is in addition to it's an expansion of that vision um and not this isolated time where you walk in and kids get STEM and then you walk out and they don't. So that's just one thing that came to mind. Anything else? I would also think that it's also um there's a whole K uh K4 through 12 vision like of throughout the district. Um, and we've talked about making people more aware of the
111many different ways whether this STEM for all or discovery lab becomes a basis for a student to go into engineering or into um teched or um into teaching history or um or English that um all of the the pieces are part of this. So, thank you for your work. Any other comments or questions? Students, do you have any? We can't let you go back to to kindergarten and first grade, unfortunately. But, um, already signed. Yes. Yes, it's true. It's true. I My big question was why can't my kids have all this, too? But, you know, it's a it's a great new phase. I appreciate what my kids have had from the district. Um, just checking to see if you have questions or comments. No. Okay. All right, thank you. Thank you very much for being
112here to tell us more about Discovery Lab. Okay, we will move to agenda item number seven, strategic goal four, high quality staff. Um we'll give a moment to rearrange so Miss Zelzki um can come and tell us about um some staffing updates that we have. Good evening. I'm uh really pleased to bring uh a slate of administrative candidates uh for um uh for approval this evening. Um I'll begin with um the uh recommendation I believe a action to approve the 202527 administrative contract for Elizabeth Frri as principal of Watossa Monatory School effective July 1, 2025 for 229 days per year um at the annual salary of 120,000. Um, would you like to talk about this a little bit before we put the Would you like to have the motion on the floor? Have the motion.
113Sounds good. Yes, it is recommended that the school board approve the 2025 through 2027 administrative contract for Elizabeth Frri as president of or sorry, principal of Wawa Monastery School effective July 1, 2025 for 229 days per year at an annual salary of $120,000. And I so move. Thank you. May I have a second? I'll second. Thank you, Miss Bach. Please proceed. Thank you. Thank you. Um, Miss Fr completed um a very rigorous process uh for selection um to to arrive at tonight's recommendation. Um not only did she interview with staff and families of Monatory School, but she also interviewed with our cabinet team. Um I can say that uh Miss Frales a combination of uh operational expertise uh as well as curriculum and instruction acumen. Um, and I'm excited that Miss Fresh is with us
114here this evening as well. Would you like to bring her up? Thank you for taking the time to be here. Yes. Right. Thank you so much for having me here tonight. I know that you've seen my resume and have seen my experiences both as an teacher, as various levels of administration um, in various capacities around Milwaukee and the surrounding area. I am also a Wawaossa resident and a parent at Wawaossa Monasuri. So this position means the world to me. I was in this room last week to see the eighth graders present their capstone presentations which is a culmination of 10 years at Wabatossa Monasuri School and it was exemplary. They did a wonderful job and it highlighted how wonderful of a school community we have downstairs and I am fully committed and excited to lead
115it into the next chapter. Thank you. Board members, do you have any questions or comments? Okay. Um, Miss Miss, please call the role. Miss Bzinski, yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Hammer Rand, yes. Dr. Yes. Mr. Roier. Yes. And the motion carries. Congratulations and thank you for being here on to make sure the right page. Um yeah. You mean no miss um miss risky? No, Mr. Peterson. Okay. I get the um motion read, please. Thank you, Jason. It is recommended that the school board approve the 20257 administrative contract for Jeffrey Peterson as principal of Lincoln Elementary School effective July 1st, 2025 or 229 days per year at an annual salary of $130,000. And I so move. Thank you. May I have a second? Second, Mr. Morris. Thank you. Please proceed.
116Thank you. Um, I, uh, got to meet Jeff Peterson when we, uh, interviewed him with our cabinet team. Um, uh, Jeff captured the hearts and minds of staff and families, uh, from the Lincoln school community. Um, he, um, he arrived for his tour at the school with great energy uh, and really impressed the students with some Hershey's candy bars um, on that during that particular event. Um, and I think uh we can all agree that his ability to make connections and build relationships is outstanding. I think he will be an amazing principal um at um at Lincoln. And I would invite Jeff to step up this evening. Thank you, Mr. Peterson, for being here. 16th president. Thank you. I just I would like to thank you for the opportunity to share my gifts with the
117uh school district of Waca I or Wawaossa. Uh I've been there trying to help you with that one. Gave you a chance to recover. So he looked over at Mr. Pinion because they'd spent some time together. There's a connection there and and the W's just it can catch right. Keep coming. Yeah. Yes. Yes. all those it's but um I I'm anxious to share my experience and knowledge and I am so grateful for the opportunity. I'm sure you will soon see how my head and my heart are connected in service to students of this school community. I'm looking forward to start my service to this Lincoln School family, especially uh serving the families, the staff of course, and most importantly the students and their community that they will be growing in. So, thank you so much
118for the opportunity. I'm excited to get started. And for the audience who can't see it online, I I turned over Miss Hyman Raw, the social studies teacher and me came up. Mr. Peterson has a Lincoln a picture of the president of Abraham Lincoln on his tie and you also have the lightning bolt uh lapel pin as well. So well well placed sir. Thank you. Yes. Okay. Does the board have any comments or questions? I have no comments or questions other than u I'm a Lincoln parent. I've got three there. It is a special community that you have already seen. You've got big shoes to fill. Um but we are excited heard plenty of good things about just everybody the excitement of what that new change where it's going to go. Um there's a lot going
119on always and so forward to it. So excited. Thank you. Pleasure. Anyone else? All right. Hearing no other requests for comments, Miss Summers, please call the RO. Miss Bzinski? Yes. Mr. Bower? Yes. Miss Bach? Yes. Mr. Morris? Yes. Miss Rand? Yes. Dr. Worley? Yes. Sister Wadier. Yes. And the motion carries. Thank you so much for being here and welcome to the OBSD. Miss Elazoski, after we make the transition to appointing our having the board act on the appointment of associate principal at Walt East or we transition away from principles. Can you just talk to the board and the community through what is the the general process for selecting a principal and can you also give us the track record over the last two years of how the communities that have been involved in these selection
120processes uh have had the ability to select their top choice. Sure. Sure. Happy to do so. Uh so uh Wawaossa's hiring process begins with um uh uh communicating about the opportunity for uh for principal uh position. Uh we ask our staff and family communities for feedback about the competencies that they believe are most important for their school at the time that we're hiring that principal. Um based on the candidates that we receive, um our cabinet and administrative team has access to go ahead and view the applicants for the positions and indicate which applicants seem like they are most qualified uh for for the different uh positions. Um the once selected then uh uh families and staff um have the ability to participate on the interview teams for the candidates uh that are administratively chosen. Um
121all families and staff members are given the opportunity to indicate their interest for interviews. We try to accommodate uh as many of those as we can. Sometimes schedules are challenging. We typically host evening interviews where candidates participate in probably uh two interviews in in one sitting. Um and the participants uh the the interview team members at those interviews are asked to go ahead and give feedback on the candidates based on how well they've demonstrated our principal competencies. Again, knowing that based on what the school community has shared are the most important ones, those are the ones that we're going to uh weight most heavily in terms of um the skills that the candidates bring. Uh following that process, we review um the feedback from the interview teams again trying to match up strengths from the
122candidates with high priority areas for each of the schools. And then we look to bring back uh a round two uh candidates uh for an administrative interview. Um that uh this past spring included our cabinet members. Um uh visits to the schools with students and staff members. Uh and then uh I would say very rigorous reference checks uh in terms of um of the background that we want to have about candidates not only in terms of of their areas of strength but areas for growth and areas that they will um benefit from support in coming into the new position. Um so again while administrators are making selections of candidates who come to the interviews um the the faculty and the family teams are narrowing down the candidates based on their preferences and the in the
123um individuals who best demonstrate competencies in the areas they've told us are most important to them. And we haven't gone against what those stakeholder groups have presented to us. We have not. So we go through a process, faculty, parents weigh in, we we affirm it, but we have not gone against the number one choice of what school communities have presented to us over the last few years. Is that have not Thank you. I just wanted to clarify that fact. Thank you. Thank you for filling us in, especially as we uh not everyone's been part of one of these processes. So we appreciate that. Thank you, Dr. means um would you um like to move on to uh letter C and um Sarah do you have the All right. So it is recommended that the school
124board approve the the 202527 administrative contract for Christopher Larishki. Did I say that correctly? All right. Christopher Larishki as associate principal of Wawaossa East High School effective July 1st, 2025 for 221 days per year at an annual salary of $12,500. Thank you. May I have a second? Second, Mr. Bower. Thank you. Please proceed. Uh so, uh similarly, our associate principal selection process um is also rigorous. Um the uh the principal at the school is considered to be the hiring manager. Uh there are uh teams of interviews um uh teams of interviews that again look at the candidates strengths um and matching that with the with the other administrative team members uh so that they will have a well-rounded good fit um within that group. Um uh I believe the candidates I shouldn't say I believe
125I know the candidates also had a visit um at East um to go ahead and again and meet some students and get some additional feedback or learn more about them in the process. Uh and then Dr. Means met with uh the finalist candidates as well. Um I again I would highlight the fact that um our reference check process is is more thor more more thorough than most school districts that I'm aware of in terms of again making sure that all uh all signs are pointing uh in the right direction because we want the candidates to go ahead and be successful and really help support the growth of our schools. Um in particular Mr. Rishki comes with a very strong background in instructional practices um and growing uh the experiences that students have in classrooms uh
126so that all students can be successful. Uh I would be really pleased to invite uh Chris to join me here this evening. Thanks. Thanks for having me tonight. Um, I just want to extend my deepest gratitude that I get to join Wtosa East and and the Wosa School District. Um, it's process that that Sarah described and I got to have a number of conversations with Dr. Plank and his team and as well as several staff members and um, just serve to just further my excitement to get started. Um, really looking forward to July 1, getting my feet on the ground and getting going at East. Chris did not mention but Chris is also a Wawaossa resident as well. We did not this even our our revenue. Yes. Yeah. Thank you and thanks for being here.
127Board members, do you have any comments or questions? Yes. Well, looking at your resume, what I find exciting is um the partnerships you've established with uh area universities and technical colleges, and I think Mr. Eder will also find that exciting. Um I I think you do have big shoes to fill, but I think you'll have a fun time. That's good to hear. Appreciate you guys sticking on tonight. Spoken well by Tossa East, graduating senior. [Music] You can stop by as an alum. Well, yeah. Welcome back. Let me first tell you congratulations as well. Thank you. Okay. Um, hearing no other questions or comments, Miss Summers, please call the role. Miss Bzinski, yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Rolland, yes. Dr. Worley, yes. Mr. Wadier, yes. And the motion carries. Welcome
128to the Walt Disney School District. Okay, before we move on to policy, board members, would you like a few minutes stretch break? Yes. Um, should we say seven? Seven. Seven. Perfect. Stretch. Okay. So, we move on to number eight. Second readings andor action to approve policies. So, we're going to start with um letter A, policy 5136. And I'm going to at this point turn it over to Mr. Mr. Mach and Miss Bzinski. Um our policy committee members, Mr. Bzinski and Miss Bach um are going to lead us through this um next few moments of when we'll talk about policy. Okay. And so the this first policy that we're talking about is this is the second reading um in our actions to approve policy 5136 which is the personal communications devices policy. This was on for
129our last meeting. We asked to just get a little bit more time with this to become more familiar with the um the process and the and the decision-m that went behind making this policy because we know that it's going to be a a big deal to all all um to students and parents as well as it's it's going to be requiring work on staff members to make sure that it's a policy that we can follow through on. this being a no hands or phones away all day policy. Yes. Um would the committee like us to put the the motion on the floor? Um and then and second and then have discussion. Do we feel like we're at that point? Okay. Yeah. All right. So, it is recommended that the school board approve policy 5136, personal
130communication devices. And I so move. May I have a second? Second. Thank you. Um, Mr. Opinion, yes, sure. I will jump in. Happy to answer questions as well. This has been a a long journey and it will continue uh into next year naturally depending on the vote of the school board tonight. um all the way from our book study around technology and its impact on developing brains, mental health, the body of research behind that through to our survey that was done with the book study with our community, parent, guardians, staff as well as our students through a potential problem analysis, a series of meetings with administrators to predict what problems will happen and how to proactively plan around those as well as predict um or plan for contingencies when things do happen. How are we
131going to handle those? Then we had a three series meeting with a PCD committee, if you will, comprised of our lovely students sitting around me. Um, many parents, teachers, administrators to really answer the questions of where do the phones go, what happens when they're out. A lot of great conversations. Our students brought a lot a lot to the table during those conversations. Um outside of that, we've been scanning policies around Wisconsin policies in different states, developing and getting ready for a communication campaign, building FAQs, building a flowchart for um learning and consequences when there's a violations. All that is typically done after a policy change. However, this was a big deal and we wanted to get some headway on it. So, that will continue. We will be working with our administrators at our June 18
132meeting to really fine-tuning on the flowchart and some of these details. in order to get those in the handbooks by July 1st for registration and then a communication campaign will start into the summer with a lot of really great information, clarity, and the FAQ that will continue to be built moving forward. Um, so that's where we're at. It's been a lot um but a lot of good stakeholder input. Thank you, board members. Yes, Mr. B. Um, so I would like to just really quickly rehash the conversation that I had with Mr. opinion uh very briefly. Um I was a teacher once upon a time and that school that I was at that I taught at was a high a school for high schoolers that were at risk in Milwaukee public schools. Um so uh and
133when I walked into that school building for the first time in 2008, it was an away all day policy. Um and it required well here let me start there. Uh so what does success look like to me with this policy um is exactly what I experienced there. Right? All of the students there was always an an adjustment period when they joined us. But all of the students knew what the expectation was when they violated that expectation. As a teacher, I was the first person to say, "Hey, I need your phone. We're taking it away for the day." or um and if that were not the case, if the student uh attempted to keep the phone in any way, shape or form, that's when the administration was called. Um and it was just a very clear
134clear and smooth transition. Um at one point during my teaching, I ended up with five different phones in my pockets like that's going to happen. Um as a teacher, I also adhered to this policy. There are multiple occasions where I ended up giving up my phone to it to other staff members. Um, but that's what success looks like to me um, here. Um, and it really requires a lot of the things that Luke um, Mr. Pinion just walked through. It's going to require a lot of clear communication to both the community and then also that joint effort between teachers and the administration. Um, but the goal is always to allow students time in class to focus on what's important, which is their education. I have nothing else. Liz, go ahead. Um, I think the community
135feedback that I've gotten has, um, strongly supported this change in policy. Um, and as a parent, I support this change. I just um as I was doing some research into what other districts are doing and just kind of research on on the impacts of screen time with our students. Um I hope that as our district moves towards implementing this policy PSAS, we think about also like the amount of time they're spending on their Chromebooks and other instructional time. Um cuz I think we all think cell phones with this, but we know that students are touching less books and they're using way less pen and paper and with AI and all the different tricks that they, you know, students have online. Um I want to encourage us to not only focus on cell phones because screen
136time is is has shown no matter what the device is that it's not good for our kids. So, just as the academic team is looking at these changes, um our teachers and our staff, I just want to keep in mind and be cognizant of how much total screen time we're giving our kids um during the school day. Thank you. And that's been a constant piece of our conversations moving through it. And one reason we had our instructional tech coordinator a part of the committee as well so we can make sure because in some ways we may need to lean into the Chromebook a little bit more for communication that may have just over time really lent into cell phones. Um but we're looking at all those paths of of ways to communicate differently or flash
137back to the 90s of how we did it for decades. Um but certainly on our radar and then also just educating not on the policy change um but just I talked to a lot of parents who are really like involved in their kids' lives and they have no idea the different things they can do to restrict access for their kids on their cell phones and how you could even you can block the time during the school day so the kids can't even really use the cell phone. And just like little tips and tricks like that beyond what our new um policy will be if it passes. Uh I've had a vision for a while as this has unfolded over the last couple years of really doing like as we're in a few weeks in the
138semester or in the semester in the fall of some level of a digital safety night for parents to accomplish just what you said where we bring together maybe a couple keynote speakers about um you know current research impact and then hands-on support with our tech for our devices for or personal phones as well and actually walking parents through with hands-on support how to do that and thank you for all your work. I know you've been working diligently on this investigation. Yeah, Mr. P opinion, I I I want to just echo what Mr. Rollins stated. This has been a year in the making. Lauren, yeah. Uh my my question to you is regarding students with an individual education plan. How does the policy um attend to their needs and also students who have medical needs and
139may need to have access to their phones. Can you please speak to that bubble? Sure. So we knew out the gate if the if we were going in this direction, we would not only legally but ethically, morally have to have um exceptions for certain groups. So the policy does speak to IP and 504 plans. U we also know we have students that might rely on their personal device for diabetes management. So all along and in everything we've drafted development wise for FAQ and communication calls that out explicitly saying if your team has determined that that is a disability related need or health related need outlined in your plan an exception will be made. Um so we are planning proactively for that. Thank you. So, we had a public comment um from a parent who um
140has concerns about the amount of activities that have gone to relying on um phones and social media. um and wanted this sort of as be an opportunity um for us to not to put more on your plate, but for us to do more of a larger sort of like 360 of what is this um what's happening for the students whose families don't embrace that um and might be feeling excluded. So, I just wanted to put that out as well. Another piece of this puzzle um of figuring out the communication um among staff and students um in this potentially new era um in our schools and thinking about how to re-engage the students who may at this point be feeling left out because they don't use the same level of um of technology and social media
141as others. I think that was one piece the current policy was sort of creating and exacerbating inequities because we did lean into it in some courses more heavily than others and we were relying on students cell phone for curricular purposes which if you don't have the most recent updated phone or the newer photo or camera you know it was creating inequities for those that might have not had the same means um and if we're relying on it for courseware we should be providing it as a system district. Thank you. Any other board members questions or comments? You mentioned in the some of the feedback on there. Could you at least walk us through maybe the top two or three um of what you found would be potentially the immediate concerns or problems that would arise
142from the policy kind of it's in its early stages. I keep using this term and people are probably sick of hearing it, but it's that initial extinction burst. And when you read articles from districts or states who have done this already, um that's what they express is that initial hump of you're building new habits. You're setting a new way of being every day at school. You are essentially extinguishing an addiction for thousands of students in a period of you know seven hours of a school day. So it's getting over that hump and making it the new normal and being consistent. So that was one theme that came up in a lot of different teaming was the importance of adhering to this. And I kept hearing many teachers that were part of our teaming say it'll
143be easier for me now because we're not living in the gray. They don't have it's just it's more black and white. Um so some believe certainly not the perspective of everybody that it will be more more enforcable from a teacher perspective because we're not living in the gray. That's but that's been the biggest piece. And then um anticipating a disproportionate impact and how we need to educate and work with families. U making sure our families are working with us in this which they the survey and all the emails we're receiving are saying they they want to. Um but that might look different in practice. So really being prepared and having that that predicting the problems ahead of time are crucial for us as we really gear up to launch into this and learning from people
144that have done it before. We've been talking to other districts, reading a lot of research. The state of New York is banning it bellto bell, the entire state in the fall from what I've read earlier. Um, so this is happening. It's happening legislatively in different states. Um, I would prefer it be our decision versus somebody else making it for us. You mentioned a good kind of key word there, the the addiction. So this is a daytime addiction. I'm just trying to rebalance this from some of the I heard that word a few times in the community, but addiction doesn't stop. Mhm. It's like, so you turn it off at a certain point, you turn it on, they go home or they go after school, the addiction's back on, and it's at whatever time, you know,
145are you late night or you whatever time you go to sleep, then it's off. Are we helping? Are we or or is there or is this the policy trying to find that balance here on how to articulate in there where we're creating structures for self-regulation and not by just the removal of it creating other things that are already going to be create much worse habits as they go on. I have two things to respond to that for you. One is we're working with our library coordinator around the digital citizenship lessons to make sure those are strong in the absence of having a phone. are we teaching from a young age through adulthood specifically on how to use it, the the pitfalls, the dangers, the impact um and strengthening those lessons. And then second to that,
146part of the committee's work was talking about the flow of kind of consequences or learning when there are violations. And we're working on embedding an educational component at a certain violation so that it's sort of reinforcing or a tier 2 intervention, if you will, for those that are struggling. And then connecting to student services as well for any other support that might be needed. Yes, please go ahead. I mean, as a student who didn't receive or have a lot of personal devices at home until probably about high school age, um, I know personally it did take me a while to figure out kind of how to self-regulate. Um, and I have experienced kind of what you were talking about. Um, where there's a point at which you're like, well, I have access to this now.
147Like, I I can use it all the time. Right. And there may be a point at which students may be like that, right? In a lot of households where parents may report that their student is on their phone much more at home now because they're unable to be on it at school. But as um Mr. Pinion has said that as time goes on and we get over that hump, right, I think I think students will begin to like I know from talking with a lot of my friends that there is always a sense of like, oh, I don't want to be on my phone as much as I am. And I think some of that will be is that this policy will help provide the structure needed for students to be able to act on
148that feeling. I know I have that feeling all the time and I don't act on it at all. Very rarely. So I know like that would that is a great it's it's a good way to set up a structure for students to be able to say, okay, I have this structure during the school day. Am I going to continue it into my home life and learn how to structure my own time and self-regulate it and do my homework and all that and then spend a little bit of time on my phone? Right? And giving the students the structure and then allowing them to figure it out because there will be students that who will choose not to do that and in the end that will be their choice. You give yes. So, in the policy,
149it says that students are discouraged from using PCDs on school property outside of school hours. Is there like a tangible discouragement or is this just like a broad statement of what the district's position is? Good question, and that's come up a couple times. So, you look at the first section that introduced in the policy speaks broadly saying you can't use them during the school day. They're off your person. The section you're referring to is really about how you're using that phone outside of the school day, so on a field trip. So, it's not necessarily banning them outside of the day. And there are safety implications. I think a parent had reached out to me about their kids being at Six Flags and they're off. Like, they may need that for a true safety emergency. That
150section is really speaking about how it's used in those settings, recording other people, um, taking photos of people that you don't have permission of. So, that's really what that's speaking to when you do have it on you off of, you know, at different events where you might need it for safety. So is this there isn't necessarily like a specific point where this is communicated just a general like announcement of we will be ironing all of that out in the details before fall in terms of what does that look like are there certain field trips you don't are there certain ones you know we have to kind of give some guidance in that area but the general thinking is that the first section is broad during the day off your person that next session next section
151is getting more specific about how it's used so it's likely that like a student would receive more detail about this. Absolutely. The handbook. They have to. They will have to. Yes. Okay. Thank you. Yes. See if it'll reach like classes like photography like they need it like. So, good question that came up several times and that is where we will need to be working with departments that in good faith leaned into this gray policy and said, "Oh, well, since it's allowed, we're going to use it for different purposes." If we require technology for curriculum purposes, we cannot rely on students purchased devices to provide that. It's not fair to students who can't afford it or might have different versions of phones. Um, so we need to work through that. they will not be allowed if
152they um I just want to speak towards uh I'm someone who's I've I've gone through this process with with my own daughter and um while it was tough the extinction that you're talking about you can make it through it and to Mr. Morris's point, yes, it does get a little more heavy on the, you know, if it's taken away at school, then we've found that we just need to be a little more structured and what is what is okay at home. So, we have um we have just rules on screen time as I'm sure a lot of other families do probably a little bit more lenient than um than than some. But we also try to um again, and this is just it comes down to what your interactions are at home. We try to
153say, okay, your time is you finished your school day, you've done your work, you've done your job, you're back at home. time as your own um for the next couple of hours and um go ahead and use your devices but please please try to do X Y and Z as well or before you do use your devices do A B and C and then then it becomes a reward and I think that teaches good um digital hygiene as far as making sure uh before you get on something that is either addictive or equivalently to addictive traits. Um you've you've already taken care of all the things you've needed to take care of that day. Balance and prioritizing and and um it it didn't it took about a year to get there and in year two
154it's works for us. Yeah. This is also something I had kind of alluded to the ad hoc committee that was built, you know, and we had three sessions that I want to reconvene them a couple weeks into school and then a few months into school to look at the data at, you know, have the administrators and teachers there talk about how it's going and just keep a pulse on it as we move through it with the stakeholders that helped build some of the implementation. A lot of what we're hearing tonight is the importance of collaboration. How this is going to take the entire community, the students, the parents, the staff, um board support. Um if this is what we end up doing, it's going to be an an all-in um type of experience. Any other
155questions or comments before we move? Yes. Last question. Comment. The there are consequences obviously for violating policy. Are we extending those consequences to the other sides beyond the students? The students tend to have those things, but sometimes that exception needs to roll to the families and the parents. Make sure that there's buying on both sides. So, there's more collaboration there because I I I know from not in my home, but just relatives on there that I have some ants that would probably be on the other side like that jump into things with their kids. Oh, yes. kids are following but then that creates some of these other things because there's an a missing education component there or as Mr. Watki said the digital digital hygiene or the citizenship between the whole family unit. Can you
156rephrase your question just more specifically for me? What are the consequences for the family members that are not upholding those things that are keeping the alignment for? So we want to work with the parents first and foremost in a proactive positive way. Certainly we have now and we will have parents that will not be in bor on board with where we're going. Um and and maybe encouraging use or encouraging we will treat that like any other instance of a parent possibly encouraging something we don't want to see at school. Um that can include again partnering with bringing the parents in helping understand the why helping them understand the consequences and then all the way up to if it's causing a disruption in a safety concern there are other more formal actions we can take if
157needed. I would hate for it to get that far, but we've had to do that in the past for other issues. So, there's a continuum. I can't spell it out like completely black and white. And there are also some parameters or or some so you can only go so far, right, with consequent consequencing a parent if you're kind of calling it that. I'm not sure, but yes. Yeah. I mean, that's what I'm hearing. But really, we want to work with parents and and partner and help bring them along. Um, but it is going to take, like Dr. Willie said, everybody. This is not just a Luke thing, a principal thing, a I mean it's it's going to take the community and we know that years ago when we started this discussion. Okay, let's move this
158um to a vote. Miss Summers, please call the role. Miss Bzinski, yes. Mr. Bower, yes. Miss Bach, yes. Mr. Morris, yes. Miss Rolland, yes. Dr. Worley, yes. Mr. Wadier, yes. The motion carries. Thank you. And thank you, Mr. Pinion, for being a bold leader on on this. Not something I want to be the face of, but I'm happy to lead it and I'm happy to help. I think you're answering the call of our community, answering the research. Um, I will keep the board and our community as updated as possible. Community members, parents, you can keep emailing me. I keep receiving your articles. We keep filing the way into our bank of resources and uh we look forward to working with you. Thank you. Thanks. Okay. policy committee, you may move on to letter B. Um,
159issues like would you like to have the motion read first and then move to discussion? Okay, that goes to you. It is recommended that the school board approve policy 3310 employee expression in non-instructional settings and ISO move. May I have a second? Second. I'll give that to Phil. All right. Right. Policy committee. Um this is on on a second read because it went back for um more a few fixes. I think Mr. Bower um had a particular request. Um do you want to update us on what we should be looking at and any questions or comments that you want to make? Well, the the change was um in B refrain from expressions that would disrupt harmony among workers or interfere with the maintenance of discipline by school officials. And uh we got new language to
160change it to refrain from expressions that would disrupt the district's professional work environment. Thank you. Yeah. Uh as a person who asked this to be sent back, I'm very happy with the change. Thank you. Okay. Are there any other questions or comments? Okay. Seeing none, Miss Summers, please call the role. Miss Pzinski, yes. Mr. Bard, yes. Miss Bach, yes. Mr. Morris, yes. Miss Rolland, yes. Dr. Worley, yes. Mr. Wier? Yes. And the motion carries. Thank you. Okay. So we move on to our first readings. Are we just reading going through each policy and having a discussion about each one? So we will open each one and see if um people board members have any comments um or requests for the policy um questions that they might have. Um so we will start with um uh
1615411 third grade promotion retention. Um you don't have to read it to us. Um we just mentioned that this is what we're on and it's also up on the Zoom. Um reminder that it's the sections was green. Um except this one is a completely new one. So it doesn't have any green. There's a little cue at the top. Um, anything else you want to say about this? Look under code required by act 20. Yeah, I was going to say so this one doesn't have anything in green because this this is brand new. It comes along with the act 20 um legislation that we've recently put put into place in Wisconsin. And so it calls for having a plan in place for students who are not meeting their personal reading plans by the end of third
162grade. Right. And the law is very specific about how we have to do that. Yeah. So comments or questions? Yeah. Um Dr. Marble, would you say that this policy aligns with what other school districts in Wisconsin are are doing and pretty closely? Yeah, this policy comes directly from um our guidance from Niola and what other school districts are doing per state statute. I found it a little bit confusing. That's why I wanted clarification because I was like, okay, there's so many different scenarios. So maybe I'll have like a one-on-one with you and we can you can help me better understand it. Thank you. And can I just so I mean I act Act 20 says third graders who aren't reading at a desirable level could be retained before instead of being pro promoted to fourth
163grade. But we know that it's not desirable to now start retaining a bunch of students. So there are alternate plans in place and ways that we're going to work together to provide additional supports to kids so that they can continue to move on in their education. That is accurate. Okay. One of the things that I noticed was it gives four possible ways to either promote or retain a student. But one that I thought of that was possible and I'm not sure how much this is what we have in here is absolutely required. Um, but what if the district recommends a student be promoted, but a family does not agree? Is that a possible scenario that could happen? That's a scenario that existed prior to act 20. So, um, yes. And we have a different process
164in which we work through those situations. Any other comments or questions? Any question? Dr. Marble in here reading the definitions in here and I'm assuming because this is a state statute in here regarding the personal reading plan these are basic standards W to the way that we handle these things we obviously I feel like are there other things that we have in our process that's beyond what's just the kind of the basics of the state stand we are following state standard to the to the letter yes okay so I don't hear any um substantial changes to this. So, we'll send it back to policy. Um and unless something comes up in the meantime before it comes onto the board agenda, again, this is the type of policy that the policy committee would then put on
165the consent agenda. Okay. Okay. All right. Great. Um, so we want to make a request to swap, but we'll need a vote to do this the next two because it's our understanding that the grading policy um 5421 is on the agenda because the policy 5430 is on the agenda. And so we thought it would be hard um to talk about the grading one first um since that's was added because of the intersection of those two policies. Um, so do I have a board member who wants to make that up off their heads? It would be um, uh, reordering the agenda so that policy 5430, class Frank, is coming before policy 5421. I move to rearrange um, the agenda item 9 C to be discussed before agenda item 9B. Thank you, Liz. May I have a
166second? Mr. Morris. Thank you for the second. Um, Miss Summers, please call the RO. Mr. Zinski, yes. Mr. Bower, yes. Miss Faul, yes. Mr. Morris, yes. Miss Rolland, yes. Dr. Worley, yes. Mr. Wier, yes. And the motion carries. Thank you for being willing to do that. Um, Dr. Marble is passing out a um document to board members that ask to have available as we talk about policy 5430 um class rank. Um this is something that was the the four points um not one two three four in the middle of the page were read at the last policy meeting but not all the board members were there um and they outline housemates decisions are being made and I thought it would be helpful for you all to have um those as we talk about um this
167policy um this is a first read um policy committee did you have anything that you want to put forward before we open it It's my understanding you didn't have any changes to request. No. Okay. So, any other board members? If I may for context, um the this policy was updated back in the fall and the only difference from previous policy to this policy is item D recognition of heavier burden of certain coursework classes um or certain work classes, coursework, etc. And um the handout that you received was the communication explaining to students and families uh what the criteria was to um identify uh which classes are rec being recognized for heavier burden um for their um for the work that's listed there. Um this is not set in stone into perpetuity. We will continue to
168review uh the courses that are recognized for heavier burden um annually uh in preparation for our publication of our um course guide our our course uh catalog. I will say that for the 2627 school year I do not foresee any changes as um we will not have yet had a whole entire annual year to implement anything for us to make any changes. So, um, we we will be a couple of years out of making any modifications, um, should that be the case. Thank you, Dr. Marorrow. Mr. Morris and I were on the policy committee when this was asked to be considered again. Um, and just to update everyone, that the request actually included specific courses. Um but the discussion and policy um and one of the reasons I want you to have this um this
169list of criteria um was for the committee to be educated about um how the courses are being selected and why the ones that do count right now count and how the ones that were being proposed don't meet all of these criteria. They might meet some of them um but not all of the criteria. Okay. All right. So, um I don't see any other comments or Yes, go ahead. Um so, one of the criteria is that they're accessible to all students at both high schools. Um I does this include like like if there's um an application requirement or if it's like a capstone class, is that considered accessible to all students? So an an application process um that's offered inhouse. No. Um if you're referring to the APSI class um that is has not been recognized.
170We also asked our social studies teachers whether or not ABSY should be recognized and uh the vast major so 80 80 plus% of them said no. And then I would imagine that capstone like if you take AP research that would you also receive um that f too AP research has an accessible pathway to all for all students right because so currently Dr. Mar just review AP courses and um uh uh dual enrollment courses. Yep. So, it uh any of our advanced placement courses, the dual enrollment courses that we heard um at the public comment this morning that with the partnership with W Green Bay, um those are all part of the classes that will receive extra extra weight. Yes. Go ahead and clear. This is just kind of a hypothetical. Um, but what would happen
171if you were to have a course that would not, say for at East, they don't have enough students to run a course at East and then there's enough students to run one at West of that same class. Would that be still considered accessible to all students? Then just like hypothetically schedule-wise like I because technically you would you could argue that it would be because that would mean that students at East would still have been able to select that as a course. But if you had five students at East say they wanted to take it but 30 at west then the students at east may be unable to take it due to the school not being able to provide a section for it. Unfortunately we can't with having two separate high schools and having a limited
172amount of students that are um interested in say an advanced physics AP class for example. that is a risk that we we do have where it can only be offered at one school because financially that's what makes the most sense. Um and that is the reality of us having two separate high schools and not being able to fully um attend to all of the desires of our students. And Claire, I think you're right. I mean the it is still accessible. There's haven't been enough that has signed up unfortunately. Yeah. So thanks for asking that though, Malik. Um, are all the AP classes offered by the district meeting these criteria currently? Yes. Thank you. Yeah. And one other point that came up um was that classes that students can enroll in college credit courses um at
173other institutions, but those aren't necessarily accessible. Um they do often require transportation and so that was taken into consideration as well. So, it's the dual enrollment courses that are in um in the schools um and taught by our teachers that are the college credit ones that do fit this um waiting process. Yeah. And then if a student were to take um an online AP class through WATSA virtual academy, is that considered taught by a WASA teacher? No. students come up with good questions. Yeah. So again, back to the the comment that we have these criteria. Um we're almost through the first year, but not quite. Um and the intention is to learn from that and hear these questions and then um correction, we have not implemented this yet. Um the fall will be the first.
174Fall sorry. Yes. So fall will be the first but it it's been in existence and then we need to do some learning um that first year of having this um waiting happen. Thank you for that correction. Great question. I'm sure that the wheels are turning um to think about you know what what the options are. Okay. So thank you for that. Um we can move on to uh 5421. grading which um we can look at but it was also on the agenda in order to be crossch checked with the one that we just covered policy committee any comments other than that questions or comments from the board members okay then in interest of time we can move on um policy 2266 non-discrimination on the basis of sex educa in education programs or activities. This one
175has been around the block a few times with different administration um all federal updates and procedural changes um on the investigation side. We also had a policy that was rescended um along these lines. And basically what I learned was that this this process these policies now have us at the 2020 version of the um title 9 requirements. So we're in alignment with the federal government. Correct. Questions or comments? Um we just had one uh question come in uh this week. Um this is solely speaking to when there is a suspected case of discrimination on the basis of sex. This is how we handle that that is silent on all other topics. Yes. Say say that one more time. Um so this policy is if there is an episode of suspected discrimination on the basis of
176sex. This is the policy that we would then look to to execute an investigation and figure out what should happen. Correct. There may be other applicable policies. Generally, when I get a complaint, I talk parents through all of the potential policies that might intersect, discrimination, anti-harassment, title N, bullying, etc. Um, and we kind of figure out what paths make the most sense based on the circumstances. But it is silent on um all other anything else. It is solely just how we deal with the investigation. Correct. Any other comments or questions? Okay. Thank you. Um, thank you, Mr. opinion. Um let's move on to policy committee 2341. was is um overnight field trips and um that is to be rescended because it is um I think it's merging with and 2340. So overnight field trips will
177be covered in all district sponsored trips. Okay, so resend is for overlap. Any questions or comments? All right, we can move on. So the next one 2455 um it is resented because it's indicative of another policy. questions on that? No. Moving on to Okay. Policy 2260.02. It this is replacing an outdated policy. Um you can see that there are some changes to the language in there to update it with our the language that we want to be using in our policy step that we've now make sure we also do the 2340. So many pages. It's a lot of pages. Okay. Thanks for your patience. So policy 2340 is the one that Heidi was talking about is the updated policy that merges 20 the old 2340 and 2341. Thank you. Any comments or questions? Sorry to
178make you back up. No, thank you. Okay. It did have a question on that. uh something it seemed when I read the it seemed like it was it was like a a race condition uh where we by definition something up above said that uh yeah so in the be in like the first part the part um about field trips and we you struck a board and so everything must be approved by administration. And then on page two, um we've got something about the or does not endorse support or assume liability. So, uh would that that be board or would that be administration? Because if if the if the board cannot authorize any field trips um why is the board uh then I'm sorry um says the the district who takes students on trips not approved
179by the board or superintendent. So the trips not approved by the board or superintendent. By definition, we wouldn't need the word board because up above and be the second paragraph we've already said administration explicitly. May I? Yes. If I'm interpreting your question correctly, I believe the way Neiola had this set up for us as they merge to where we struck the board were sections that were optional to say where does like the approval process lay or land in terms of that actually paperwork coming through for approval versus the section I think you might be referring to where it says the board recognizes um that speaking to just general coverage for the board because it's their policy. Right. Your second part is the one that's under the heading trip approval process and after all the cross
180out or actually general trip provisions, right? Yeah. General general the long longest paragraph is under that. Yeah. Yeah. The paragraph with the with the highlight green. Um okay. I just want to make sure if it was redundant language, we might as well get rid of it and clean it up now. But if it doesn't matter, then that's okay. I think it's the difference between approval and liability. Okay, good question. Thank you. Policy committee, you can move on. Um, did we go over 20 455 yet? Just the rescending of that. We did and we didn't have any questions. And then the 26 2260.02 is replacing 202 60.01 01 and as I remember having sat in on your meeting that a big piece of this was the terminology by which we're referring to to students and how
181important that is to the district what terminology that we're that they're administrative staff is using is being reflected in the policies that we have correct any questions from board Okay, seeing none, we'll move on to the next first read. Okay, so 2260.01. Yep. And so this one again, we're replacing some outdated local policy with with an up with updated language and information in there. Um and so this is for this is about pro prohibition against discrimination based on disability with the most current language and information in there. Any questions or it's about that is the numbering right on H it says replaces 2260.01 1 and then I is 2260.01 which replaces 2455. Think it's because the 2455 is a local recruit policy. Right. If I'm reading the notes, this is a a replacement or is
182it an update? It's a replacement. Okay. So, we Yeah, we're not updating 2455. We're replacing that with a new policy. It's more aligned with the Yeah. But um so I guess I can look what what is the current 2260.01 that is getting replaced. It's not what I'm looking at here. No, that's the new one. 2260.01 is the new one. It's replacing. We don't have a 2260.01 yet. I believed it is taking place of 2455. Right. That's what it says. So because we had an individual district policy, it had a different number. So when we moved Yeah. Yeah. So in the agenda, it says that the 2260.02 2 is replacing 2260. So HMI I was confused about that. I have question marks by that as well. Um I was wondering if it was maybe just a
183difference in numbering. What's the dinner? We have 2260.02 and 2260.01. Oh 2260.01 is currently that is the English language. Yeah, it doesn't make sense. Yeah, but we're also the Yeah, if you look at the paint and cadence chart does say that 22, we're also saying 2260.01 is the 504 ADA um which is a pretty big policy. So I I don't want any confusion on numbering. So just kind of I don't know looks like we're combining multiple steps into one thing here. Yeah. Does the committee want to take this back? Mr. Opinion, do you have We should take it back. Yeah, let's take it back. Make sure the numbers are correct. Thanks for asking that. Because they are two very different topics. So, I think we want to resend the old one old number first and
184then we could add the new I actually think it might be a numbers issue because I don't think that they're very different topics. So, I don't think that's replacing that. I think it's that that the that the one is replacing a local and then the other one is updating is replacing an old version of that same policy. So I think it's a numbers question but we'll let the policy committee and thanks for for flagging that. Yeah, thanks Mr. Ross here. There's something different. We'll talk a little bit more next time. Right. This is where a group process can be really helpful. Yes. Could I still ask a question about the Absolutely. So it sort of makes the it sort of like less clear in a way. Um it's it replaces uh the recording of AP
185meetings is permitted to may be permitted that then it like removes the criteria under like why it may be denied. Um is there like like under what reason would that be denied? And then also like it says um that it would be preferred that the LEA of the IP meeting would be notified at least two days before. But could that is that actually like how concrete is that? I can speak in here. So, this policy in particular was brought forward by our director of special education to our parent group uh the leaders who are our great engaged parent um leaders around our guardians of students with disabilities. We they really revamped um in collaboration with director Clem to really meet the needs and try to meet in the middle. Um certainly we would never want
186to get in the way of a parent recording an IEP meeting. Um but open feedback we think it can be stronger uh while still honoring the intention of the leaders group who helped provide feedback to this. So as far as I understand the intent is to expand the parental right to take away barriers from recording. Correct. So, is there any is there any foreseeable reason why that would be prohibited? Why the recording would be prohibited? There's always different reasons. It could be. Yes. as someone been processed several times. Um I can definitely say it would have been very helpful to have reporting and and years ago when I went through it that it really I don't even know if it was an option. would be think to ask. Um, so I think this is kind
187of laying it out there saying here here's here's what as a parent here's what you're able to request and um I think we're it's a it's a very good thing to that that way as a parent when you're in an IEP meeting there's a lot being thrown at you. There is and there's a lot for the staff as well. um everyone involved in those meetings um a lot has to get done in a very little amount of time. So having a way to go back and review things I think would be beneficial to all. Um my only addition would be like if I were in Mr. Wier's position and I were a parent reading this policy, I guess I wouldn't um know like what to actually expect like what sort of criteria I should have
188to fulfill to um be able to record this meeting. And if the the recording is if the LEA denies that recording like what sort of next steps I have it would be very rare to deny it yet we can't write it blankly to say it's never possible right so I prefer to keep it as liberal as possible to encourage and allow it and then if some extenduating circumstance it would just be hard to spell that out in a policy I think I'm thinking of like a custody issue or where there's legal guardianship questions like where you would maybe not or online sometimes because you can't control the confidentiality. Like there may be different reasons. It's hard to name them all. You may not even have an IT person in that day to be able to
189record it. And then is this like including the parent themselves recording this or is just like if they want an actual like official like Jamie type? No, this is for the parent to be recording it themselves. We would certainly if there's a barrier to that help facilitate the need. So is the question right now why it why it's changed from a recording of a IEP team meetings is permitted versus may be permitted is is that yeah that was the core concern question. Yeah I have a question above the same question. I think if you want the policy to committee to go back to and is permitted, then we do have to try to name the times that it's not and that might be something we want to do with our leaders again who helped inform
190this policy. I mean, as the way I understand it right now, it seems like maybe provides more parental rights than is. And I would imagine you would share that opinion too, Mr. Pin. Yeah, I think if you had the recording of IP meetings is permitted is and may are very different words, right? This is leaving some discretion for certain circumstances. Again, I hope people are presuming positive intent. We want to encourage this wherever possible and and I really want to honor the feedback that came from the group that this impacts the most, but I'm happy to take it back to them if there's um further requests. I because I got a um a question from a community member about that change. So um I guess I want to honor that as well just to make
191sure that um I I trust that you are um are have positive intentions definitely. But I want to make sure I'm understanding the consequences of both of those options. Sure. And some of these, you know, I maybe maybe that people see is as the wider, but what we're hearing is that maybe is actually the the wider opportunity. I'm not sure. I'm I know you worked on this already. Um so if you have I mean I think it's a good question. I I think that it probably is wider um to say it maybe given that we'd have to put the list of ways unless it's a list a little bit more a list within other is permitted in accordance to state law or any law like like I know because I know there's there would be
192scenarios where there may like let's say like a custody issue or some like some scenario where it legally couldn't happen. And that I think that's probably what we're more worried about. And if it's the parent recording, putting their phone down on editing report um or maybe somebody in the room has some sort of restraining order or something out there. They don't want to have their face recorded. Like I think we have to respect the other members of the IEP team if they I don't want their faces recorded. So I I don't know. I think I see kick it back out just to try to it is a little confusing. So just take it back to committee. Yeah. Yeah. Part time enrollment 5113.03. This is a resend old local policy out of date wrong code. Any
193questions or comments? D136.01 electronic equipment. Again, this is a resend unnecessary for handbook issue. Any comments or questions? Chair, did we skip? Do I skip one? I'm sorry. I think we're at the 5113.01 new Oh, I'm sorry. 03. Yep. Yep. Yep. Yep. 0. My my apologies. Part-time enrollment updated. Also, it replaces the 5113. Okay. Sorry about that. Too eager to get home. Comments or questions on this one? Um, sorry. What policy are we on right now? We're on 5113.01, the updated old 5113.03. So, we did the resend one. We talked about that the bottom of the page and you flip the page over if you've got paper or you just go through the next arrow. And so, 51131 part-time enrollment updated from the old 5113.03 03 which we just we just talked about it being
194on the agenda. So the one that was on the agenda before it was to resend that one. This one replaces and updates it questions or comments. Okay. All right. 5136. Now electronic equipment. Do we send that one questions or comments? Okay, I'm I believe I'm back on board with where we are then, Morly. I'm not now. So now we are at the third one, the page at the top at 51. You already have a 5113.01 course options program. Is that so does that need to be rescended with is that you're saying we're updating 0.03. It looks like a numbering is upful. is rescended, right? And then we're it's replacing that with 5113.01. Do I have that right? 5113.01 that we already have is staying there. And this is it's being updated. This is thing and
195being updated at the same time. Part of what we're doing sometimes is realigning with the numbers that we might have gotten off with. Right. I think this is one of those cases where so I I guess my confusion comes in when we change a number and move a a name the exact same name over to the other number. So what it says um about 5113.03 03 and the pace and cadence is that we have to resend it because it's old local policy out of date and the wrong code. Sure. I I get I get that part. Yep. And so then we did that one and now we did the one that is the 01 is now the one that replaces that for part-time enrollment. Okay. So, it's it updated 51301 and renamed it at the
196same time. Remembered it to be in alignment. Okay. I haven't heard any requests on that one. Are we ready to move on? Sure. Um, next is 5136.01 electronic equipment. We are rescending um unnecessary or handbook issue. Um questions on that. Right. Is some out of date. So out of date that it no longer Yeah. And you just approved um a similar personal communication device policy as well. So it's it's outdated. So does the new policy cover boom boxes? Yeah, it does not. They can't communicate at the committee meeting when we talked about that. Yeah. Thank you. But now that it doesn't it would cover pagers though. So boom boxes are now back on the table. Make notes. People any ideas? Thanks for bringing that up, Dr. Means. Yeah. Yeah. Okay. So, then we're go we're
197ready to go on to policy 5460.01 and this is resended. This we're rescending this because it is redundance of another policy of the civics test. Okay. Questions or comments? And then this next one is the same number, but it's a different policy. Different policy. We're using the number. Outlining ourselves with the rest of the state. So, the new 5460.01 is the diploma deferral. Um, it's required by law. um as soon as a student receives their diploma not access further district services. This ensures that students in the next steps program can continue their services um as they transition, right? We don't want them to have to we want them to be able to to celebrate but not have to give up the what they have access to services they have access to social graduation. Just because
198you're in year four you finish year four of high school doesn't mean right you necessarily have earned your high school diploma but we would like that the student to be able to celebrate with their classmates and and walk down graduation. Yes. Correct. All right. Um Q reviewing policy 55 14.01 student use of motor vehicles. It is rescended and to be replaced by policy 55 which will be up next. I have a question about uh 5515. Okay. So let's have that after we talk about we're on the resend. Any questions we send? Okay. Okay. So then moving on to 5515 student use of motor vehicles with updates and replacing the 5514.01. Go ahead. Um what is the purpose of striking the the line that requires a student to possess a valid motorcycle safety education certificate? And
199what what is the purpose of a motorcycle safety education certificate anyways? And then in addition to that, are students no longer allowed to drive snowmobiles to school? That's a concern of mine. It's been taken away, especially since we haven't had too much snow in a couple of years. Um, so you'll get there on a snow day if you could drive. So it wouldn't happen to snow days anymore, right? Um Malik something I'm understanding it when we get our get policy language brought to us through Niola it gives um some suggestions of pieces that um we might language that we might choose to use and we hold on to the stuff that we like and we cross out this the the stuff in there that perhaps isn't relevant to us and perhaps It's just not relevant.
200It's not that we don't want people to be safe on motorcycles and to be operating them and snowmobiles and snow snowmobiles in a safe way. We But this is perhaps irrelevant to to our situation. So this is not that we previously had a policy on the usage of snowmobiles and motorcycles. It's just that we don't want what they're right. Yes. The offered language is we're saying no. Thank you. You still have to have a license to operate. I'd hope so. Yes. But not a snowmobile. But the but the school district is not regulating that. Yeah. Right. ATVs. Yeah. about like us having some rule on driving past I mean dune buggies aren't on here and maybe horses horses. Yes. All right. Just keeping a track of our time. Any other questions or comments? Thanks for
201getting that clarification for us. So there's there's typically in the process um the administrative staff person who knows the um the school and the policies the best will work with um the policy committee to decide which of the possibilities and it just does gives you a really nice insight into the variety of culture across Wisconsin and and the language park a motor vehicle is pretty inclusive of the legal motor vehicles that that are allowed Sure. Yeah. This doesn't cover bicycles. Okay. Next is 5530.01 the chemical irritants. Um we are rescending that um because it is redundant of policy 5772. 5772 is our weapons policy. Um and it's broadly applied so it's covered there. Um then what do we have 55? No, just 5860 schoolboard representatives to the school board rescending that because it is duplicate
202of 0141.1. So it belongs in our bylaws which is what the zero 0s are is it falls under bylaws for the board rather than under um academic policies. Makes sense. Yeah. Okay. And then going on to um Oh. Oh, I forgot to wait for any questions on that. Comments or questions? Nope. Okay. Go on to 58.95. All right. 58.95 student employment. We are rescending this is a uh rescending this because it's just it's something that is no longer legally required to have work permits issued through school. Issued through school. That's the key part. The student or the 15year-old for example has to seek that work permit. Now the family has to do that out of date. Okay. Bringing us to letter V. Um we view policy 7440.05 05 assisted assistive technology and services and this
203is an updated policy looks like it's language language yeah and adding software to make us to be more inclusive of all things might want access to and we need all I mean that also goes in conjunction what we just voted in on personal communication devices those in terms of when they're allowed right this category questions or comments. Okay. All right. Well, many thanks to the policy committee for bringing all these forward. And the good news about doing the hard work here and asking the questions in this meeting is that many of these, unless something else comes up in the meantime, will go to the consent agenda the next time that we have an opportunity um a board meeting. So, we need to move on. We're getting close, folks. We need to move on to number
20410. Um, board governance a action to approve the recording of all committee meetings. Um, Mr. Morris, could you read that? Is recommended that the school board approved the recording of all committee meetings and I so move. I have a second. Second. Thank you, Mr. Bower. Um, discussion. This is a followup to a previous discussion we had. Please, go ahead. Um, when I was first, well, we were first asked to consider this, I thought it was a pretty easy yes, I guess. But then after, sorry things, but then after um we heard from Jamie at our last meeting with all the obstacles um with not having um sufficient equipment to do this without pulling staff away from potentially and most likely um supporting our staff and students. Um until we have the equipment necessary to make
205it so that we don't need to pull staff. Um, I guess that changed my mind to know this. Um, thank you for sharing that other board comments questions. No, I'm just thinking like we have a potential committee meeting that will is going to last for a whole nearly a whole work day coming up this summer. I does that mean that someone would need to be available to do that? I think that that's it just seem it it seems not financially feasible right now. Dr. Beans, what is typical that you know of course? We called around to school districts that are similar size and it was split. Some districts record all their committee meetings, some do not. um the LAC uh we had a conversation in our last meeting uh we correct me if I'm wrong
206uh are in favor of doing this and we hear Mr. crisis concerns. Um the way that the LAC is generally set up is that it's two or three of us, right? Three of us uh in any of those meetings. So, we would just need a Zoom call. That is not likely going to be the case for the other two committees um or subcommittees as it were. Um, so it might make sense not to have it required by the school board, but as an optional cuz I know I found it very helpful to have the finance recorded. It is not a technologically heavy lift to have the LAC record. Um, but then it becomes a question uh with policy, right? Do we want to do that or not? Especially use Zoom and you would do it
207but not allow participants. That would be the plan. another whole level of requirement if we right I don't know if that's as easy or plausible um I I just have a suggestion perhaps that I I think Jamie could maybe use some clarity and I could too on what level of recording it is we're looking for um certainly something like this is far more labor intensive than the committee chair just hitting record on on an iPad um And maybe I'd suggest that the board table this while we investigate what opport, you know, what options there are. And what I'm hearing is we'd want to limit staff time, um, that that might come at the expense of the quality. Um, but if the intent is to be able to provide a recording that is pretty good, um,
208I think there's there's probably something that's less staff intensive. So you're talking about like an audio recording for example. Well, you know, even a video recording that doesn't necessarily track who's talking or you know or you know if it's sent way back at the room and it's one camera I guess I think about was something like the reputation of our district like if that is the meeting report that's the trade-off that I don't know that I support that. The other component is just keep in mind when you have presentations and you're switching from recording to then displaying the the slide deck that you're relying on whoever's in the room to help coordinate it. We often see very skilled people defer to query and the rest of the team from our tech department if you are
209in that space. So there could be an instance where the LC the legislative advocacy committee may have to display something if they're also reporting they'll just have to be adept to to it. Um and that's some of the risk that you take on. Well, we I was we get some idea of what it would take technologically and where if there's a point at which we think we could be there in terms of both budget and access um that might help to inform whether we Dr. Wley now or pause. Yes, go ahead Jamie. Um as um Mr. Eer and Dr. Means mentioned if and and I think Mr. B is referring to this. If the committee itself is capable of starting its own Zoom session and sharing screens, there's no need for technology support at all
210if that's of sufficient quality. You're welcome to even though they're on Zoom. It's just a Zoom. Yeah, we can we can spend time training committees and pol, you know, the board on on how to conduct those recordings themselves. Jason, to your point though, we're not talking about having public in those Zoom calls. We're talking and people being able to come. But proposal is just the recording. If you want to be, you know, in the meeting watching the meeting at in real time, that would be in the room. Correct. The Zoom would to only be as a recording device because Zoom can pick up transcript and all of that. So, would would voting on this now then? So if we voted no, would that then prevent us from or or do we we can to say
211something else if we have an idea of what? I I personally feel that uh G given our continued upward good trajectory uh with with finance and where we're going with the budget. Um, I think us being able to point back and say, "Here is the last year's worth of transparency. You can watch it everything." I think there's value there. And I will I would be wary of of taking the recording from the the FNR away right now until the community is at a com more comfortable level. Um but I also don't want to to say that the other committees are not also not deserving of the same levels. And just to be clear for the discussion sake and we've invested staff time, right? So so while we record the finance and resource committee meeting, we
212we're very purposeful in having staff available. And as I recount and think about those meetings, we needed staff there. There there are times where we toggle and we go between presentations from staff to discussions and if staff were not present, we would have hit some roadblocks. So I I I I think actually what you're lifting up, Mr. here is is actually reinforcing what Miss Himerand is putting on the table, which is if you're going to do this appropriately, not even well, if you're going to do it at a at a reasonable level, the best model is to have staff available. Now, we can make staff available, but to Wiz's point, that the trade-off is that staff, those staff members will not be available to help in schools um and help teachers for that one to
213two hour time frame. And regardless of when the meeting is, it doesn't matter because those staff members get those hours. Like, if we were to meet at 5:00, they would they would be there. But they would get those hours flexed. So they're still at some point taking away from I don't know if they're always flexed. I mean I I'm looking to I'm looking to the sky with Mr. Mr. Price. Um there sometimes where we're we're asking people to stay beyond their eight hour day. So they're either working additional additional time or we're flexing it and flex is taking away from being available as well. Yeah, you know, we call the like I in fact Worley asked a question, what are other districts doing? There's one school district that they they've trained students to be available.
214Um, but I don't know what their I don't know what their proximity is to meeting rooms and um that that availability. We don't have that because typically we're meeting here uh at at at the district office. Um, and we we've had this discussion, but our our current I think Mr. Price would tell you our current technology setup for this room is antiquated. Um, and there's, as you see, every meeting there there's a lot of effort um, just to make sure that the recording here is done well to be even more remote for committee meetings. One thing that Mr. Price, we would invite you to weigh in. I think one thing that we talked about that could be um a solution or strategy is to then just ensure that all the meetings for any committee is
215held in this room. So that's Mr. President I would invite you to weigh in. Yeah. That's a positive. The downside is this room is used often for professional development and so if it is utilized for committee meetings um whatever the committee um stands for then then it it would limit use. But Mr. Price uh that's all that set you up to weigh in. Uh thanks um Dr. Means. Uh yeah, this this room where you are now, it was set up to record. I mean, we haven't updated the equipment in in the room that you occupy now in I think about 10 years, 8 to nine at least. Um and it was only ever set only ever intended for recording. We've modified it to accommodate streaming. Uh but even like you've seen our closed sessions uh
216even the closed session that we had earlier um we can record closed sessions. So if a if a committee meeting is held in this room um but is is not open to the public uh we could have a tech on site to initiate the recording and then they can leave and they're not there for that 3 hours. uh if that's during the workday then they're you know attending to to um technology support or facilitating technology support but if it's say a 5:00 meeting um at least they're only staying late until 5:00 and usually they'll take flex time and leave an hour early whereas right now for example what's the time now 10:00 we're looking at 5 or 6 hours for Cory in the room there that he's just not going to be here on Friday.
217However, um the equipment in this room is designed to record. So, we can initiate that with minimal technology support necessary just to start it. The issue is when we have it in the other rooms because then we're using really plugy material that's just been thrown together. you know, al cams that we're grabbing and different laptops, etc. in an environment that's not meant for that purpose. Does that make sense? So, if there's a commitment to this room, it would be a significantly less burden on the technology operations department. Um, but that's a logistical challenge that we couldn't address. So, a lot of the comments that have come up have been about the technology piece. So, is there a way to edit or make an amendment to this that would say um it's recommended that the school
218board approve um if technology or necessary technology is available the recording of all committee meetings. Is that something that we want to explore? See technology available or say if this room is available during or a room with approp with recording technology. If you want to get a room with appropriately installed recording technology in this room, Dr. Worley, I'm I'm not trying to be negative, so you know, don't I'm just trying don't think that we're not um I'm fighting against this. Uh we we could implement a solution that would be completely turnkey and would provide a high quality uh recording of all committee meetings whether whether they're in this room or other locations but that's going to require a significant investment right in material. I um I wouldn't support a policy that was so gray with
219it because then I think we run the risk of some in our community saying that we're intentionally scheduling some meetings and so I would for me I would like something that is like this is what we're doing and definitive and consistent and our current practice is that committees And if it if it seems important or useful, committees can make that request to see if it's possible. And I'm not getting the sense that the the the seven governing board members are against reporting. It's just the obstacles to do it effectively um and and to do it from a financial, you know, from a fiduciary standpoint that you're you're you're being reasonable. That's what I'm hearing. And if it's policy and we don't do it, I I think we put ourselves at risk for that, too. If
220something just happens out of human control and it's explicit in a policy, unfortunately, that puts us at risk. But I agree. I think that I if we had what Jamie just explained, it was like any one of us could just push a button and it would be this great quality recording, then I would fully support that. So, we can get a fantastic donation of this event. I think I say that say that seriously. I think that's what it would end up taking to other comments or questions. I did have a wonder. So would this motion that you are looking at taking tonight, right? Would that be like a definitive Okay, we're going to record all community. Okay. So, I was just I was wondering if there was a way that you could like vote in
221a way that you guys are talking now that's saying we want to pursue an option towards recording all committee meetings knowing that that may not be an option in the now and present but in the future we want to ensure that this occurs be kind of the idea. I just don't know I don't know if it's possible. Yeah, great suggestion. Thank you Claire Molen. Um just from the community rhetoric I've seen over the past well 14 years I guess um I think that fiscal responsibility even at like a fine tooth comb level should take priority over something that I think you said like you just looking at like the public comments in um I can't remember which was it the fiscal yeah like you had one person in the past six months and how How
222many vista view? I just looked like some meetings have 22 views and I'm not dismissing that at all and some have 40. So again, not dismissing the idea of this. Just thinking about it pragmatically and being fiscally responsible, which we've been asked to be over and over again. Yeah, I don't I think the 22 kind of the the price of that would outweigh a limit on this and like as opposed to saying here's the policy going forward until someone decides to change it to each want to say the next school until the duration of the next school year. Here's what the policy is. we're going to record them or not record them and leave it up to We already have a policy on recording. That's kind of what we're doing now. Sorry to jump in
223again, Dr. early. But um you know, even though I'm really pointing out the pitfalls here, I do think it's important to say that uh you don't want to block yourself off where you can't record something if you felt it's really important because if there is a very very important meeting that you really feel needs recording, of course, you know, we make the resources available to do that. Uh so if you do determine no we are not this is not going to or the policy is we are not going to record them you know don't block off the opportunity to record those really important ones either the the question here is whether we move to a all are going to be recorded compared to what we are doing now. Yes. If if I understand right then
224a vote of no would would default the policy in place which is the committees can request they can request to be reported and if a resource is available then it gets reported right which I I think I'm comfortable with that level. I don't know that I'm I don't know that I'm comfortable on the fiscal side of saying yeah everyone every time and and we're going to guarantee it because also what what if we have what if we don't have an uh someone available at scheduled time then we have to reschedule the meeting in order to follow policy right it sounds like it's the desire of the board to work towards having the technology and the capacity to record meetings more regularly than we are, but that we don't feel we're at the place right now
225um to have a policy that says all committee I'm just kind of reiterating what we've heard. All committee meetings must be recorded which is what this one's asking. We say we'll take the lesser and fewer recordings now so that we can save up few years we can get the technology to do all of them. So taking the lumps now in order to make it better in the future maybe. I mean I have no idea when when and how much. I'm pretty sure David would love to have that technology. Well and I I apologize for the rise smile. I think you while we're talking about recording to demonstrate your governance, the conversation around so what are you going to invest in is at the height of the the complexity of governance because one person's view of
226an investment can be a worthy investment. Someone else would say that's a waste of money. You should invest it somewhere else. That's the complexity and the hard part about doing this highwire act of making hard decisions in public. There will be someone who will say, "Of course, you should invest in the technology. We want the committee meetings to be recorded." And then there will be other people who will say, "What a waste of time. You should invest that money in children." And any dime that you invest in recording this meeting and you should just wait until you can do it yourself. And and so so I really am thankful for your thoughtful conversation because it highlights how complicated this work is. And while there are a million opinions and they're all worthy, at the core,
227you have to make a decision on what's going to align us best to our our strategic plan, our mission and vision as an institution. And sometimes that runs contrary to what others believe and think in our community. And if we're making decisions to do the best for students, transparency is very important. Obviously um but our meetings are open. People can come people can record our meetings. People can come and too. Yes. So um they record them and and and candidly when you read the policy uh almost four hours ago um at the start of the meeting and I don't get a recording or a a call to say well the recording be will it where am I supposed to set up my camera? You know, there there's no none none of those policies are are
228adhered to. Again, showing the complexity of policy and governance because while the board and administration's held to the highest standard and we should be held to that highest standard of how we should engage, there are certain policies that require the public to also adhere to policy. That's not happening all the time with the recording. Nonetheless, we never stop and you know we never stop anyone from reporting because that's within their their their right. Anyone else? All right, Miss Summers, please call the RO. Miss Pinski, no. Mr. Bowers, no. Miss Bach, no. Mr. Morris, no. Miss Hammer Rand, no. Dr. Worley, no. Mr. Wigger, no. The the motion does not carry. All right, we made it. We crossed. Before you adjourn, yes. I would just like to thank you guys for being so welcoming over the
229past well, for some of you only few weeks, but meeting. Yeah, it's kind of it's been a few it's been some fun Monday nights. Every other Monday. Yeah, it's some of them. Well, first one was until like 11. that one. But thanks for being so welcoming and patient and uh fun usually. Um and um I guess I'll see some of you guys at graduation. Oh, and could we get a picture after? Sure. And uh for those who who can, please do stay for a picture. And I think that we could say as a board how much we appreciate the immense amount of volunteer time that our student board members put in. Um your preparedness um your questions, your willingness to engage um and help us to walk carefully through many of the considerations that that
230we have. It's been so important to have your perspective um this year and um we're glad that you served and we hope that uh you encourage the next group of applicants to get in there and apply so they can have this opportunity. Thank you for bringing that up. I appreciate you. Thank you. Okay, so the time is 10:02. [Music] May I have a motion to adjurnn? All right. May I have a second? Mr. Morris, please call the role. Miss Summers. Miss Bzinski? Yes. Mr. Bower? Yes. Miss Spock? Yes. Mr. Morris? Yes. Miss Hammer Rollins? Yes. Dr. Worley? Yes. Mr. Wier? Yes. And the motion carries. We are adjourned.