2025-9-16 Board of Education meeting

001Good. Call the Germantown School District Board of Education meeting to order September uh 16th at 700 p.m. here at the PAC located the north end of the high school. Uh we'll call the meeting to order. I'll ask you to stand for a pledge of allegiance if you are able in a brief moment of silence uh as we reflect on some of the tragic events that occurred throughout the c throughout the country uh over this last week. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Thank you. Item 1A, official meeting notification. Dr. >> Yes. Public notice of all meetings has been given by communication from the superintendent's office to the public to

002those news media who have requested such notices and to the Milwaukee Journal Sentinel Northwest now express News and Westbend Daily News. Public public notice has also been posted in schools throughout the district and on the Germantown School District website. >> Thank you. Item 1B roll call. Mr. Barney >> Huert >> here. >> Brown >> here. >> Barney's here. Loath >> here. >> Pollock >> here. Hen Batham >> here. >> Byer >> here. >> Thank you. Item two, approval of agenda. >> Motion to approve the agenda. >> Second, >> Mr. Barney with the motion. Mr. Ber with the second. Any discussion? >> Hearing none. All in favor? >> I I. >> Any opposed? Hearing? None. We have an approved agenda. Item three, reports a district administrator update. Dr. Rey, >> thank you. Um, we are now

003in our third week of schools. We kicked off the school year preession. Had a theme related to shared mission. Thank you to the board members who were present um for our district kickoff where you heard from myself and other district administrators and the work that um and our focus for the year. Teachers were able to use the first two days of inservice time for getting their classrooms ready and prepared for the school year meeting with their teams and then Mr. Mizak and Mrs. poll um provided some professional development the following week and then we gave the teachers time uh the last day of profess of inservice to again be prepared for when our kids came September 2nd. Um, I think almost every board member was present for the first day of school to visit our

004schools and and tour and see the act the action happen. And as we stated, they showed up, the kids were here, and we were able to start the school year uh with few hiccups, a few busing issues. Um, but our sites and our principles and staff have rectified that with Rightway. So, um, we're off and going. Third Friday counts coming up. So, it's kind of crazy how fast you prepare all summer and then and we just get back in the game. Uh this year we have two representatives from the district taking uh part in leadership Germantown which is run through the chamber of commerce. I sit on that board as well as the committee that oversees that. Um many of us at this table have been graduates of that program. It's a great uh opportunity

005for district the district to have representation to not only hone in on leadership skills with those individuals which this year are Dave Smith our high school principal and Justin Marian our new communications manager. Um but it's also a great networking opportunity to better understand the community, the village, uh the businesses and the public sector of um Germantown. So we look forward to both of them. Um they last week Thursday was their first session. I was able to kick that off for the chamber um and welcome our 15 new um inductees into Leadership Germantown and they'll be working on service projects as well this year. And then last and most importantly, I'd like to, if you haven't seen on Facebook yet, but publicly um congratulate Eden Jones and Daniel Zoo for their um being this year's

006National Merit Scholars. Um that's a prestigious award. They represent Germantown and Germantown High School. Um it's related to their PSAT uh their I'm sorry, their PSAT and SAT scores. um they're up as finalists now for nationally and they'll look at um their their resume and repertoire of their academic excellence against others in not only the state but nationally for um possible additional scholarships for college. So congratulations just being a National Merit Scholar finalist is prestigious as can be. Most districts have less than a handful of kids and so to both of those students congratulations. That's what I have. >> Absolutely. Thank you. uh 3B village Germantown leaison reports. Um Mr. Pollock for parks and ranks please. >> Uh actually uh we did not meet in August so I don't really have an update but we

007do meet tomorrow at 5:30 at Village Hall. A couple items on the agenda is the fireman's park outdoor pavilion, the fireman's park fire station remodel and getting an update on the 2026 budget. >> Thank you. Uh Mr. Voyer Economic Development Commission. >> No updates other than an election yesterday. >> You were elected by the uh full village board, >> correct? >> Or approved, I should say, by the full village board. >> And our first meeting is October 14th. >> Fantastic meeting. >> Thank you for uh serving in that capacity with us. And planning commission uh for myself 98 uh September 8th at 6:30 p.m. we met. Um, one item of note, strong note for for us to to keep in mind was a discussion only topic of a apartment development looking to go in on

008the corner of Lannon and Meccoin, the south west corner of Lannon, Meccoin. Um, this proposal had come before the board before as a 42 unit um development. It uh has been reproposed as a 35 unit mixture of two and threebedroom rental units. Um I I will say it was exciting for me in the fact that not only did the village in their their presentation uh the village administration their presentation to that commission as well as the developer in their proposal and presentation utilize the MD roofer's um enrollment report of their own valition. So that tool that we invested in is being used not only by the village but also the developers of their own free will which is fantastic. Um I believe it's fantastic that that they've chosen to to utilize it in that manner.

009They were able to provide this development they believe to be about four students. Um, I would say this is more typical of kind of the older development style that we have that actually kind of received a increased or an inflated number of students given that it's two and threebedroom larger. Um, but they're right in with with what um the range that roofers would prescribe for this type of a development. So, it's great to see that um one we acted as a as a local municipality to have a research base to make this help make decisions for not only the district but inform the village but that now that people from outside the village the variables are going to stay the same, right? It's not their report or research report but we're grounded. So, it's great

010to hear that. >> Yeah, it's fantastic. It's just gotten that traction in that way. So, thanks for everyone involved in supporting that process because it's coming to fruition as a useful tool for all involved. Um, that's all I have in regards to uh the planning commission uh of note as far as impact on the uh school district. Uh we'll go to report uh 3C school board um president report that's for myself and on topic it says building leazison designations. Um, I'm going to call an audible on this and I've been thinking about this for the last couple days and and this is a project uh myself and Dr. Reutder have talked about for for probably about a year now. Um, and how do we make it work and what's the appropriate level of involvement? Um,

011and I'm I'm excited to bring it forward, but I'm going to autoload it to uh building ambassadors. So, it's board ambassadors to these buildings. Sure. >> So, each one of these board members um seated up here is going to be assigned a building to be an ambassador from the board and network with uh the local leader or the leadership within the building along with the community partners, PTA, um any other organizations um that that kind of come to mind or play into those buildings. Um so, the assignments are going to be as follows. For the high school, uh given its size, we're going to have two uh Mr. Loath and Mr. Pollock will will work in tandem with that building. I will take care of the middle school. MacArthur, we are going to go with

012Mr. Voyer and um given Mr. Pollock's long-term um enrollment and involvement in that building, he's going to kind of provide a bridge here for us. I think that's helpful given some of the current scenarios that have played out in that that manner. Uh county line have asked Mr. Barney, Rockfield will be Mr. Brown and Amy Bo, Miss Higin Bothotham. Um, I'm excited for this. It's it's simply to have these board members be present in these buildings with these leaders and kind of provide that uh connection of communication avenue um that I think we kind of need at this point in the district. So, I'm excited for that to take forward. Mr. Reutder, I don't know if you have any >> Yeah, I think um yesterday Mr. Eert and I um in our weekly meeting, we're

013on a rotation. We meet every Monday as I think all of you know as a board and we've shared that publicly as well. Um we we've decided not to meet just in my office but um weekly we're meeting at each building. We we have a rotation of buildings and we are able to stop in some classrooms talk with building leadership and then do the work that we need to do. Um but yesterday uh Mr. Eert was able to talk with Mrs. Garen and shared kind of the the vision of this work and she was very excited um to be able to open the doors not just on the first day of school to board members but to for Mr. you were being the uh ambassador now to be able to promote all the good that's

014going on in the building and so the board it's not just at presentations but in your capacity if you're able to connect a few times a year with the principal and and and really understand what's going on in that building and come back and we'll have this as a standing agenda item any reports of hey I went to this event at MacArthur I went to this I talked to the county line principal and this is the good stuff that's going on it's an opportunity for um board engagement with um our school sites Yeah, absolutely. Uh, any questions or thoughts on that? I appreciate everyone's involvement in that and we'll continue to >> Miss Higen does. So, I guess my question is is like the parameters the, you know, what does that actually look like as

015a board member? because this is kind of coming out now without a whole lot of information on what you're actually looking for because um obviously we all have different schedules. We have different ideas on what this looks like and again when we're talking about consistency so that one principal isn't saying you know mine's not doing this and another one saying well it's amazing. So >> yeah, I think >> you know it it's just trying to like nail this down to more of something concrete versus it being completely >> sure >> abstract, which is what it feels like right now. >> Yeah, I think we can talk about that that further. I think everyone's going to kind of own that role in their own way and build that communication level with within those buildings. >> But

016that would be the point. >> You know what I'm saying? You have, you know, seven different personalities up here, seven different ideas of what that looks like. And you have one principle that feels like, yeah, mine's doing great and another one be, you know, again, personality types, but not having the same understanding of what the goal is. Um, timets, there's a whole lot that goes into that. So, I just think having it more concrete on what we're looking for, what you know, and having the principles also how they're going to be using that ambassador so they understand what what that looks like also. >> Yeah, I think I think there's a lot of ways you can approach it. There's a lot of ways we can information share. I think I shared some of that with

017with the board in the process that I'm going to use in the middle school. Um, it just depends on on what that building has going on. Is it a matter of reporting back to us, hey, building X has these events occurring if if you can attend or would like to attend or hey, discuss some conversation with the PTA and there's concern around this and then we can loop that information back to Dr. Reutder, the rest of the board, uh, whatever director in the buildings that need it. It's just a simple touch point, right? and to build that partnership within the community of the district. >> I would say Miss Higin Botham, to your question, the bare minimum would be just reaching out to the principal and saying, "Hey, I'm your ambassador. What are some you

018do you have a few minutes to chat? Tell me about what's going on at Amy Bell. What are some of the big events this year?" So, if there's a possibility you it works in your schedule to be president, trunk or treat or whatever might be going on at that school, but and also be able to highlight and and report back monthly. this is what's going on at Amy Bell if you're not aware to the general community. I think that that would be the minimum just so there's a there's a connection from board to building level, >> right? Which is understandable. Again, it's just it's not like you're not trying to the bare minimum figure out like what this looks like. >> Yeah. I've worked in other districts where they've had these positions with board members

019and it's it's really is to the the level of um in depth you want to get into it. But it's just knowing that hey I'm this is kind of the school I'm >> I'm earmarking for the year. So because we're invited to every a lot of things, right? And it's hard to go to everything. This kind of gives you that for this year. I'm going to really hone in on the school that I've been designated. >> Any other questions? Thank you. Uh item four, citizen comment. I'm being told we have none. All right. Five, consent agenda. >> Take a motion. >> Motion to approve consent agenda. >> Second. >> Um Mr. Barney with the motion, Mr. Brown with the second. Any discussion? >> I will read the >> Donations. Mr. Barney. >> Thank you. Uh

020this evening we have a $750 anonymous donation to girl Germantown girls golf. A $250 donation to girls swim and dive from one Collision County Line. $500 anonymous donation to girls swim and dive. A $1,000 donation to girls swim and dive from Rine Toothtown Dentistry. $1,000 donation to Germantown girls swim and dive from Jack C. Moss Trunking Trucking Incorporated. $300 donation to girls swim and dive from Wisconsin Sports Performance. $500 donation to Germantown girls swim and dive from Lynch Motors Westbend. $500 donation to Germantown Palms team from Creekide Printing. $1,000 donation to Germantown Palms from Master Spaza Wisconsin. And a $5,000 donation to Germantown Palm Team from the Pollock Family Foundation. Thank you. As always, it's an impressive list. Um, just for clarification, consent agenda A, approval of August 19th, 2025 meeting minutes. B, approval of

021August 26, 2025 meeting minutes open session only for close session. C, approval of August 28th, 2025 meeting minutes open session for close session. Open session only for close session. and D approval of teacher contracts, E approval of teacher resignations, and F approval of donations. Any other discussion? Hearing none. All in favor? >> I. >> Any opposed? Hearing none, that passes six, teaching and learning committee. Miss Sigma, >> the teaching and learning committee met on September 9th. The meeting centered around a discussion on the 2526 professional development days. This year, Jake, Miziaak, and Katie Cole were able to structure the um professional development days in order to ensure certain topics would not be ordered or overlapped in order that all staff would be able to attend certain topics on pupil service training and also teaching and

022learning. First two days were light in order to organize and welcome parents and students. After that kind of concentrated on the importance of collaboration between the principles, administration and then teachers. Goals regarding academic achievement and growth were identified. Once those were identified, they created a professional learning community which included principles and teachers which teachers were able to collaborate effectively on what how what and how they wanted the students to learn. The ultimate goal is to increase consistency and expectations across all schools in the district, allowing parents, teachers, and students alike to be able to walk into any school in the district and have the same understanding of expectations. Staff was also given basic training on Next Path and its early use. The capabilities and use of the program will continue to grow throughout the year.

023Um basic medical training and information was given to all staff for the start of the year. Trauma sensitive training was broken into two parts. The first part um gave out background information on the impact and prevalence of trauma. It laid out basic strategies that strategies that can be applied to most students in order to pro um actively deescalate and crisis prevention. The second part of the training will be presented this month. In special ed services, focus was placed on college and career ready IEPs. The intent will set high expectations for students that are specific to their goals, accommodations, and their strategies. The district continues to keep cross-d district consistency a priority, well-defined goals, the collaboration of teachers and administration, cross district and universal messaging has been shown to positively impact students achievements and growth. And

024that was all information. We have nothing to vote on. That's all I have. >> Thank you, Miss >> uh seven personnel committee. Mr. Brown, >> the personnel committee met on September 2nd. Uh the director of human resources, Martin Castro, provided an update on teacher resignations, which there were none at that time. Uh Dr. Castro, then provided an update on teacher contracts. Uh there were contracts and they were brought forward tonight in the consent agenda. Um Martine then provided a staffing update. Um the new marketing manager of marketing and communications had started and the dean of students. Um, marketing communications is Justin Marian. Justin lives in the area and joins us from the Fondlac School District. I believe they have about 17 schools up there. So, he's excited to to be joining Germantown, which he has

025some connections with. And we, the new dean of students is at Kennedy Middle School. That's Mr. Ben Heagenbach. And he joins us after spending, I believe, about 12 years over in the Meccoin School District. um he's going to be doing dean of students which is a unique role because it kind of fosters uh promotion or opportunities for moving up within the within the district which is something that we strive to do. Uh then Dr. Castro led a discussion on the MacArthur principal hiring timeline. Um I encourage everybody to go out to the Germantown School District website, go to the board of education and play that uh play that video on YouTube because uh Dr. Martin and Martin and Chris all spent about 35 minutes going over a detailed uh timeline of the what took place

026for the Kennedy Middle School hire. And uh as of September 2nd when we held the meeting, that was Dr. Baron's first day on the job. So we we visited him that morning and looked like it was off to a good start and everything was information only in that meeting. So that's it. Thank you. Uh I would agree. I encourage anyone that has questions uh to go review that that video. Um it answers quite a few of them. So uh eight building and grounds committee. Mr. Con. >> Thank you. Uh we met earlier this evening, went through a handful of items. Uh Mr. Lord provided us his monthly work order completion report of which there were approximately 160 items. Three of which were high priority. All of those items were completed within or in fewer than

02745 days. He also gave us somewhat of a final report on the rainwater intrusion because of the historic rainfall from earlier in August. Uh we were very fortunate as a district in that uh while the rainfall did have impact on on majority of our buildings uh generally speaking the the damage was somewhat minimized um and somewhat isolated. So we did have uh uh intrusion in most of our buildings. We we were fortunate uh with a couple of buildings not to have found any issues. Um ultimately uh as far as the impact that it had as we approached the first day of school, there really was none. Uh if anything, there was one classroom, I believe, at County Line. It was an art classroom uh that that was impacted for the first day of school due

028to a floor tile issue, but was quickly resolved. Uh as far as the 25 26 school year readiness, we were all ready uh for the first day of school on September 2nd. But all summer long, Frank and his crew were working diligently to restore, repair, revamp facilities to to provide a safe, clean, and functional return. Um top to bottom cleaning, identify uh identification and repairing all necessary furniture, revamping interior, exterior spaces, those items like painting or general construction, etc. were all identified, were all worked on, prioritized and completed. Uh next next meeting, he'll provide a a project recap to uh to our committee. As far as operational expense projects, uh Frank introduced us to uh basically a new uh new report that he'll be providing us on a regular basis. Basically, what this will do

029for us is we'll leverage the facilities condition assessment priority level one crosswalk. will be generating or his he and his group will be generating a working document to identify those priorities and needs um and creating what what we're calling an operational expense or optics project report similar to our five-year capital improvement plan. Basically, this document will keep track for us all of those particular items, updates, other information, and basically help support and ensure the tracking of and progression of those uh those different maintenance and repair items throughout the district. Lastly, we reviewed the 2025 to 2030 5-year capital improvement plan, reviewing what's uh what is planned for the next handful of years as far as those major capital improvements that we are planning for. Uh ultimately, the committee discussed, asked questions, and and made a

030motion which was approved to send this item over to the finance committee this evening for their review and approval. And that would be it from buildings and grounds. Thank you. Looks like everyone's passed the buck on to finance to bring a few motions forward for us tonight. Mr. Loath, uh, item nine, finance committee. >> Yes. Uh, the finance committee met earlier this evening here in the PAC. The meeting began at 5:50 p.m. Uh, full board item 9A committee meeting update. Uh we we did the consent of vouchers for August and September. Uh Britney answered a few questions like she usually does. This isn't a a case of let's stump Britney. It's just uh we ask questions that we think the average citizen might answer if they looked through our vouchers and what the expenses are

031for. Next item is full board item 9B, five-year capital improvement plan. Uh we covered it uh very well in building and grounds. So I don't think there's anything more to cover here. Uh I'll just make a small comment on it that um each year for the next five years the uh we're trying to hold the five-year capital plan to under $750,000 per year. Uh it's interesting that a school could have that much maintenance or that many additions, but uh it does happen. You know, the uh maintenance budget and uh keeping things up uh as they need to be kept up is an expensive proposition. So that'll be just under $750,000 per year for the next five years. So, uh, we bring a motion with a positive recommendation to the full board of education to approve

032the five-year capital improvement plan as presented. >> Comes forward with a positive recommendation. Does not require a second. Any discussion? Hearing none. All in favor? >> I. >> Any opposed? >> Hearing none. That passes. And uh last item, we adjourned at 6:05 p.m. >> Thank you. >> You're welcome. >> Item 10, new business, a discussion only on the 2425 seclusion and restraint report. Miss Katie Cole. >> Um hello. Uh each year a report of the seclusion and re restraint incidences from the prior year has to be prepared and presented to the school board. So, I have that for you tonight. Um, in your packet, the first um page is what you have typically seen, which is just a chart showing the um the numbers for this year. And then what's presented up on the screen

033um with the help of my pupil services coordinator, we have the past three years just to be able to show some historical data along with graphs um so that you can kind of see what that's looked like over time. I'm going to start with the um data from this past year. Um just review the chart. Along the top are the schools within our district. Also, there are two um other columns. TRS stands for the Richardson School and that's a school that we have students alternatively placed. And then CISA is another um column and that's because we have um students in um a CISA building as well. So um for the um first row is the number of incidents of seclusion. Um so you can see that Amy Bell there were eight, county line one, MacArthur

034seven, Rockfield five and then the rest of the buildings had zero. Um we also look at the total number of students that those include. Um so for that eight there were three students um that were involved and all three of those students were students with disabilities. um for the one incident at County Line that was involving one student. Um that student also was a student with disabilities. Um the seven at MAC had was um involved with one student, again a student with disabilities. And then um at Rockfield it was two students and both of those students also um were students that have disabilities. And then underneath there are the number of physical restraints. Um so I'll go down Amy Bell. There were eight that involved three students and again um those three students are students

035that have disabilities. County line there were zero incidents. Nine at MacArthur involving one student with disabilities, three at Rockfield involving two students that have disabilities and then two at Kennedy involving one student um that student also has disability. And then Germantown High School had one physical restraint with one student and that student did not um have a disability. Um so we we track that data like you said in um the proceeding pages or what's um up on the screen. Um you can see the number of incidents last year. So those um total number of incidents have reduced um the number of students are is similar. It was six last year, seven this year. Um and those students also um from last year all but one were students with disabilities. Um and All seven of those

036this year are students that have IEPs. And that information is broken down again just like I shared. Um but again there's the historical data and then graphs that can kind of show what that looks like over time. Um just tried to include that. I know we had um a large number of incidents last year that I spoke about. Um so I wanted you to be able to see that comparison. Um and just a little context too based on having the number of instance we did um create a a plan around that. Um so I just wanted to share a couple of items around that. So with the universal instruction for all students um is where that trauma sensitive school training comes into place. So that is the training that counselors and the pupil services. Um

037myself and our coordinator attended that we are now providing training to all staff and uh strategies within that are you know deescalation um and different things that you can do for all students which is definitely what we want to put um those tools in the hands of our staff to help reduce um the possibility of these incidents. Thinking kind of like a tiered approach then for our students um with special needs. We do have um all of our special education teachers, our administrators, and then the building level pupil service staff, which would be our school psychologists, um uh social workers, our counselors. They all are, um crisis, uh trained. So, we did all of that prior to school starting in August. And then last year at our elementary, we provided deescalation training inhouse. Um so

038it's a portion of what that crisis prevention um training is, but the deescalation strategies are really what the important part is for our staff to have. So we provided that in two parts to our elementary special education support staff last year and that's something that will continue. We when we have new staff members, we want to make sure we review those strategies though. So those are some things that we have done and are doing this this school year. um just for you to to understand some of the the plan that we have around um the seclusion restraint. And then for student specific since those numbers involve such a small number of students, we do um have behav specific behavior plans for students. Um we our psychologists uh are trained in what's called functional behavioral assessment

039which helps us um figure out the function of a behavior and then we create behavior plans around that um and implement those um with consistency for for students so that we can teach skills around behavior. So I know I gave you a lot of information um but I'm happy to answer any questions. >> Mr. Brown, >> I have a question regarding the uh first chart that you you brought up and I'll take a look at the M MacArthur column there. Are the number of incidents of seclusion during the previous school year mutually inclusive or mutually exclusive of the number of incidents where physical strengths were re were were used i.e. there's seven and nine. Was it possible that of those seven they escalated up two? >> Correct. So, do we know how many of those

040physical restraint uh items were were strictly went right to restraint before seclusion or >> right? So, the incident of seclusion um for that specifically those those seven would include then restraint along with it like you were just stating. So it would not necessarily start with that but in within the incident both of those things occurred. >> Okay. >> Is that what you were asking? >> Yeah, it it is but I don't know if that leads to further questions regarding that number then because there there's two extra where just went right to physical restraint. Of the seven then how many of those ended with physical restraint? Do you know? >> Right. So that's not necessarily ended because within an incident it may not be that you start with a seclusion but yes the seven >> included

041within the nine seclusion the seven seclusions were included within those number that number. So I I guess then I'll rephrase the question and say then the incidence of seclusion do we do that to try to deescalate it before it gets to >> correct I can talk in general generalities um typically if a student is escalated and they're in a safe space we don't want them to leave that space so that may be when a seclusion occurs where the definition of seclusion is just not allowing the student to go to another space you're you're keeping them from leaving wherever they are >> right Um that would be a less restrictive least less restrictive than doing a sec a restraint. >> We're um we're minimizing movement, >> but we're not >> So that would be a step

042um to deescalate. Uh it could be a step to deescalate before it leads to a restraint, >> right? But but so we're not saying that all seven of the incidences of seclusion actually went to physical restraint, are we? >> Not necessarily. That's my question. Do we know how many of the seclusions ended well >> that they didn't go to a physical restraint? Is seclusion working? >> Um, I would have to dig into the specific student. We do have records for all of them. I would have to dig in there to see how many of them >> resulted in that. Seclusion isn't necessarily a um an intervention that I mean that does that can deescalate. Um, but there's other things you would do to help deescalate a student. That's not a strategy that we use to

043deescalate a student. >> Okay. >> It's a safety precaution. >> Correct. These are all these are both these this happens when there's a risk of safety. >> Okay. >> For for the individual as well as the others, students and or staff in the proximity of that student. >> So, we're saying that two of those incidences we didn't have a chance to seclude. No, you don't you don't automatically go to seclusion and then restraint. >> It's not it's not progression. >> It's not how something like this works. >> Case by case, >> correct? It's not a progression. And it may be >> not every not every one of those sevens turned to a nine and not every one of those nines ever involved a seven, >> right? >> But there could be both different tools in

044the toolbox given the situation. >> Right. I'm just interested how many of them did escalate to that or >> I just want to make sure that first of all they they were not mutually exclusive that there's 16 separate incidences. >> They could have both occurred at the same time. >> So they're not mutually used and and incident could check multiple boxes. >> Correct. You could have an incident where there was seclusion and a restraint that both happened and it would be counted for both of those columns. So it doesn't mean that those are doubled up. It could mean that, you know, five five of them are also part of that nine. I don't know for sure. >> Okay. >> Example that, correct me if I'm wrong, Katie, is if a student is secluded, but now

045they're trying to physically harm themselves. Then the adult would intercede and restrain them. That would be an example of seclusion that led to restraint where they are mutually exclusive. >> I don't think I would define it as seclusion led to restraint. It was during seclusion restraint was necessary. >> Correct. Correct. given actions >> where that would double up. Then >> we are the training seclude or restraint is the very last thing that you would do and you only do that if the student is going to be a harm to themselves or to others. Otherwise, we have we can allow a student to deescalate in many ways. That's the last the last resort if there's a safety concern. >> Yep. Got it. Thank you. >> Yeah. Is this the first year that we've started the year

046with professional development kind of um addressing the one the medical the the trauma sensitive training right at the start of the school year versus >> we did provide the medical training the same way last year as we did this year and um the crisis prevention training it did not occur in August we um we had a group >> previously previously >> correct previously This was the first year we did all of it prior to school. Um, last year we had a group that was trained in December and a group in March. With that being said, the training lasts for a period of time. So, um, you're not expired or lapsed if you don't start in August, but the philosophy is that we want to make sure all of our training is taken care of prior

047to students starting. Um, so that's why we moved for that to be in August this year. And um we have the ability with our people service coordinator as her trainer. She's able to provide that that training um for staff prior to school starting. >> Obviously we don't have a lot of data because we just started the um the training with the trauma sensitive um but we did start it and you said December >> that was for the crisis prevention. You are correct where the trauma sensitive schools training is brand new. So that was the first um August training on the 25th. That was the first training that we've done in the district for all staff um since I've been here. We might have had pockets of people trained prior, but not all staff. Um so

048that will be completed at the end of this month on September 29th will be the second part. >> Want to be interesting to see if the the impact of that throughout the district? >> Yes. Anyone else have some questions? If not, I do. Um, seeing none, um, let's start the conversation or continue the conversation here. Um, do we know the correlation of um, these incidents to students with prior disciplinary issues? IEPs. Um, and I will say IEPs of behavioral nature, not educational nature. >> Difference there. >> Yes. So, I would say there's a correlation with students. We can see there is with students with disabilities that would include um behaviors within within their disability, whether it's a an a disability related need where we have goals for that. Um, and so when we we have

049a student, I explained it a little bit, but um, when there's behaviors, we would have a behavior intervention plan for that student. Um, but if we start to see a pattern behavior, the first thing that our team would do would be to reconvene our IEP team and use um, that team to make sure that we have our goals and services aligned appropriately so that we are targeting the right behaviors to reduce those incidents. Would it be fair to say, Mrs. Cole, that after a seclusion and or restraint that the IEP team would reconvene to revisit that behavior intervention plan? >> Correct. So, anytime there is a seclusion or restraint, there is um a debrief afterward with the team. There is mandatory um communication to the family and then there has to be a follow-up action.

050Um that's part of the seclusion restraint form um part of what we do for the state. And if a student has an IEP, reconvening that IEP um meeting would would be something that would have to occur so that we are addressing the need for the student. >> So the initial debrief takes place with what members what team? >> Um for anybody who was involved within the the incident um which for for a number of reasons. when we want to kind of do a go through and see what potentially could have been done, you know, did we follow deescalation, you have to go through all those pieces of what was tried in order to to deescalate. Um, just look at the situation, make sure we were following plans. Um, it's really to make sure that there's

051consistency there and to make sure that um you the IEP team wants to get back together, like I said, to make sure that plan is appropriate to meet the needs. um if there's a pattern of incidents occurring that means we need to to do something differently or adjust something right that's why it's a requirement it's a piece of that >> can I just there's multiple teams involved there and the team would be as organic as whatever staff member were involved in the initial incident >> yes that would happen within 24 hours of the incident >> who leads that debrief >> um typically it's the building principal or um a pupil service member like a school psychologist um if there's a need, our department can come and assist with that. But really, it should be the

052building leader um leading that debrief because ultimately there should make sure that all of those behavior plans and things are shared with with all staff. >> And we're saying that happens every time and has happened every time. >> That should be the step that happens every time. it's marked on on the seclusion restraint form um >> that that the debrief occurred >> that the debrief should have occurred. Um I I do have all of I get those forms but um >> and secondary to the the debrief process, right? The analysis of incident. Uh there's an I if there's an IEP in place, there's a secondary uh convening of the IEP team. >> Yes. which doesn't happen that moment, but it should happen in the very near future that they're revisiting that student's plan. >> I

053think the key to when when revisiting those behavior intervention plans is to what Mrs. Cole said is there are steps for deescalation in that plan. And the key is that the team is revisiting almost like an autopsy that we follow those steps versus deterring from it because we have to ensure that the plan has validity to work versus we're doing something different. Now we have data that doesn't can correlate with what the expectation was. So it's the education, it's the LEA's responsibility. And when I say LEA, that's the principal who's in charge of the IEP from a legal standpoint as a representative district to ensure that those steps are are followed by all team members including themselves, >> right? That debrief's so important after the incident because if you see that something within the behavior

054plan wasn't followed, there wasn't consistency with it, that that needs to happen to Dr. Reuters, you don't want to change a plan that wasn't implemented properly, if that makes sense. So, you have to debrief the incident to make sure there wasn't, you know, invertly triggering something that we know is a trigger within that plan. >> Um, that we were using the strategies that we know to work for the student um and that that was implemented correctly. So, that's really important to look at that to see um because there can be an adjustment right there. >> Okay. So in that process I think there's a an opportunity to identify is everybody aware of what the plan is for a given student that has shown tendencies or trends or what how we want to look at that.

055>> Yes. And if members involved in in in the response to a given incident during the debrief, it's identified either they didn't follow it, >> right? >> Or >> didn't know of it to follow it, >> correct? >> Because I think both of those things are are things that need to be considered as data points, >> right? >> What that would need >> what happens from there? From there, if if we're if there's a debrief and it's found that there are staff members that who who need to know who have a vested interest in that student's education need to know that plan and don't have it, that has to be remedied right away. Um, ultimately, you know, our case managers share that information. It's the principal's responsibility to make sure that they are sharing those

056plans with all staff that need that information. That includes specialist teachers, music teacher, you know, art, um the support staff that are there with the child, people that are supervising, um all need to make sure that they they know what those behavior plans are. >> Have we monitored any trends or noted notated any trends of that not occurring consistent? We did have uh some meetings that our office either I myself or my coordinator came in to intervene to make sure that teams were following plans and then we did some follow-up training. Um Laura did some additional crisis training and deescalation training um with teams if needed. >> Were they identified specific to buildings or team members within buildings? We um it was specific to teams in in a in buildings. It would be student specific

057team, anyone that works with, you know, with a specific student or or a plan for that student. >> So, we collect all this data and we have a debrief and if IMPs are in place, we have another round of meetings in regards to that to ensure and if any I won't say I won't use the word fault but if if there's lapse in process in any of that there's actions notated and taken to provide the proper support for the staff >> to ensure that they are armed with the correct information and how to approach a given student or situation. >> Right? If we see there's incidents we'll check to see what's if there's something going on that needs support but building principles should reach out if they need assistance as well. um you know, they

058they're there on a day-to-day basis. So, if they're struggling with a student or their team is struggling, um our our district office team is is here to support. We can come in and provide guidance or training or >> which you did in this past year specific to one of our elementary buildings. >> Yes. >> And that communication goes both ways. I would assume it's the the building's responsibility to reach out, but it would also be our responsibility of, hey, we're noticing an uptick here. Do you need some help? Is there something going on? C >> can we come in and just meet? >> We we help debrief with the team and then from there we we can see if you know we just need to revisit some strategies. we need to do some dynamic practice

059with with some of these strategies or um you know it could come even down to if they need a resource or something like an item you know for purchase if it's something I can help with those things. I can I can recall on on a specific occasion being in one of our elementary buildings after an incident occurred, not knowing the incident occurred, walked in um the principal and staff were talking about it. And in that moment, given the severity of what occurred, I had them reach out directly to Katie, stop what they were doing because there was need from the district level to intervene and work with that principal and team in order to put um debrief not only the debrief process more concrete but intervention in place related to the behavior plan. >> Okay.

060In that given scenario and happen stance, you happen to be there. >> Correct. Are we confident that would have taken place had you not been? >> I I don't know. I I I had to make the recommendation. >> Okay. >> I think that's an opportunity for this this department to ensure continual touch points into the buildings from that standpoint of >> reminders. This is what we're here for. These are the processes. I'm assuming. >> Do you want to speak to what you do monthly? >> I'm sorry. What? >> Do you want to speak to what your team does monthly at each building? >> Yeah. Um, I just want to say there is a process that they have to put those seclusion restraint forms into a folder. Um, that is a folder that we take a

061look at to see um because we do need to monitor the numbers. Um, and when behavior plans for example are put into place, there could be incidents where things you know it takes time for things to be consistent like there there could be times when there is a safety concern and we want to make sure we follow those protocols. So sometimes the team like things are going in the right direction. um with the student. Um but we attend so every month at each building um myself uh the pupil services coordinator and um when available off our our office manager we attend um building level special education team meetings once a month. Um our we take over one of those meetings and that's for PD purposes. Um this year we are working on as um Kim

062was talking about our college and career ready IEP. So just this week we um had two elementary meetings and the high school meeting today um where we received feedback from therapy in August and then we are doing training within the building. So that's really responsive to what that building needs. Um we do have an overarching theme but that's an opportunity for us to touch base with the building every every single month. Um some buildings we we go to their bi-weekly meetings if they invite us. I I will go to both. Um, but we are there every single month meeting with the special education team which includes our pupil services um staff, the psychologists, the building principal. They're all in attendance to those meetings every month. I >> think we can get lost in the conversation.

063I appreciate you sharing that process is the amount of support that's provided into the buildings from your from your office. It's not a office of stat collection and no >> account accountabil accountability yes but >> uh not in the primary is support to the staff that are in these buildings. the our pupil services coordinator the majority of her time she is meeting with teams and helping assist them with a variety of of things whether it's student specific um she was just working with a lever level behavior plan with a team um she's meeting with them again on Friday like we whatever they teams need we'll figure out between us how we can come and help support them and if it's something that we we don't have and we need to provide for them we'll we'll

064figure that out but that's that's our role is to support staff to support kids Sure. >> Um, these are numbers that are never going to read zero across the board for for all sorts of reasons. >> Correct. >> Do we crosscheck our ouras incidents or volume of incidents compared to like districts? >> Um, that's I could see it being necessarily a slippery slope because it would depend on the demographic of students within those buildings. >> Yeah. I mean all of these things are are you know become public knowledge and they publish these things. I I think that year to year it's very student specific right it's very um so it can it's going to eb and flow like you can see um we definitely want to have the fewest number of incidents as possible we

065don't want um you know to get to that point but we also are going to maintain safety for our students all students um so making sure we have a lot of tools for staff around deescalation and trying to to get to behaviors before or they escalate is our priority um to keep everyone safe. But with that, if there is an incident or something that is going to be unsafe, then we're going to we we're we have people trained for for that so that we can keep kids safe. So, um I don't to your point, it's I don't see it being zero across the board, but we we are always looking to make sure that we're minimizing incidents and not we don't want patterns of, you know, we should be addressing those instance as they come

066up. Um making sure that we're putting supports in place. I think and just a a point for the kind of here in the public realm is when we see this they can look at this and say these are incidents of distraction for my student or their student or what right or incidents of harm potentially to another student or staff member and I think that's important to understand that that's why these event some of these incidents do go to seclusion and or restraint to minimize a injury threat of of injury and or disruption, >> right, >> within the learning environment. And that's a delicate balance. I think that's a lot of what your explanation is. I think some people might get lost in in some of that of of it's a balancing act >> of what's

067all right there. Um, so I appreciate appreciate that. I know we could ask you for >> probably a hundred more data points, right, and comparisons. I would strongly just from my understanding of the conversation not I would not want citizens to take this and say well surrounding district X only had this. The reality is surrounding district X may not have student with need X Y and Z or five students with X Y right we don't >> right >> years prior they may have and their numbers would look very different right I think year to year they look different because it's not exactly the same students every single year >> I mean I think I look at some of these numbers right total 2023 58 2024 251 right if I'm just looking at these numbers. So

068even within our own district it and we always selfanalysis on process and how we can improve and and do that. Um but it's interesting to see the eb and flow and and I know how these numbers are going to float into the public by some and used for whatever context they would like. I look at it and say these are when our staffs took appropriate actions to ensure the safety of not only the student but the surrounding students and the staff members involved in um I I'd hate to see the buildings get into a spot where they would not take action to ensure that and I don't think that's ever the case. >> Right. I I think that we the training that we provide gives um a lot of a lot of things that would

069be put into place before we would move to exclusion restraint. But if it's a safety concern, then our staff is going to follow the training that they were given um and make sure that they're following the safety protocols so that the kids are safe. >> Thank you. Any other discussion questions? I know I could go on, but I'm sure people would prefer I don't. So thank you Miss Cole. >> Thanks >> 10B discussion only 2526 title one report Mr. Mizak. Good evening. I'm here tonight to provide you with an overview of Title One and how Title One is uh used here in Germantown. Uh so what Title One is is it's one of the federal grants that we receive under the Every Student Achieve Act. Um and it's used to close achievement gaps. Uh one

070of the the goals of Title One is to make sure that all students receive high quality education. Um and it is allocated to districts based on student need from lowincome families. >> There are two different ways that those funds are distributed. So um schools can qualify under two um different ways. One of the ways is schoolwide programs. uh in schoolwide programs, they offer us a little bit uh more flexibility in terms of how we spend the title funds. Uh they can be used for whole school approaches. So, uh our response to intervention programs that we use within the school when it's a schoolwide program, uh those funds don't necessarily have to be tied to a specific student. They can be they can be designated for programs used to impact students who meet certain criteria. Uh

071again, it's the same purpose for what title one funds are for. It's to close the achievement gap, but the way in which uh those funds are distributed are slightly different in a schoolwide program in that it doesn't have to be tied to specific students. And then the other way is a targeted assisted program. and a targeted assistant program. Um what this does is uh slightly different to the whole school. This one is designed for specific students who meet criteria. So we use identify identification criteria uh through our RTI programs. So students who are scoring uh below the 25th percentile consistently on their math assessment, they've been identified as students who might need additional support. In addition to that, these would be students who also meet the criteria for um low SCES or that they've demonstrated

072economic need. Uh ways in which we can use targeted support. Uh it can be either used in push-in support from an an employee or pull out instruction. So students would leave the classroom to receive additional instruction. There are several flexibil that the program provides to school districts and how they identify schools. So, one of the ways in which we can do it is based on district poverty average. So, I'm not showing you all the different um iterations of how we can identify schools. Uh this is one that uh we've commonly used in Germantown. Uh and it gives you an idea of the schools in any given school year that could qualify as a title school. Uh so for example in 2223 MC Amy Bell Kennedy and German Town all fell above the district poverty average

073of 13.31. Uh so all of those schools we could qualify them as title schools and use our title funds at all of those schools. Uh when you do it that way if you if you choose to uh use those funds across all of those buildings. uh because of how much we receive entitle funding it creates challenges for us to use to to allocate those resources. So one of the ways in which we use these resources is to fund uh FTE or teaching positions that are specifically used to support students with the identified criteria. Uh if we were to for example qualify Germantown High School as a title school, there's an a minimum amount of that allocation that I have to provide per student at that school. And what that does is it creates a significant

074amount of funding that I then have to target towards GHS and it would take away from all the other schools that we've identified. Uh, one of the things that I take a look at when when we're thinking about how we qualify a school is the number of students who would meet those specific criteria in which we could use those funds for. Uh so for example this year when we sent students up to uh GHS from the middle school and you look at the number of students who uh would meet the criteria for socioeconomic status who also meet the needs in either literacy or math with um you know consistent MAP scores that fall fall below the 25th percentile. There isn't there isn't a large number of students that we're sending to the school that meet

075that criteria. So, even though Germantown High School uh technically could qualify this year as a title one school, when we're looking at students and the need at that school, it doesn't make sense for us to allocate a significant portion of those resources to that school. That doesn't mean that at German Town High, we don't look at what are the ways in which we can support students who might have or um that have academic needs. Uh we've consistently and we've talked about it at teaching and learning some of the different ways in which we've expanded programming to support students who have needs at the high school. It just doesn't make sense for us to allocate our title funds there because of the number of students there that would qualify or we could use those funds for.

076Um, if we were to shift some of our our classifications to a schoolwide program, in that case, it it might give us some greater flexibility to uh use those funds there. But again, that would then take funds away from in 2526, it would take funds away from MAC and Amy Bell if we were to identify those as title schools. uh because this is one of the ways in which we uh can qualify schools based on um title status. Uh this isn't actually the the method in which we use this year to identify our title schools. One of the things that uh in addition to need that I use to look at this is the consistency of the school. So, historically, for the last three years that I've been here, we've identified MAC and Kennedy as

077our title schools and used our funds at those two buildings. Kennedy uh this year actually just fell out of eligibility for title when we use it as district poverty average. Again, title allows us some flexibilities in how we identify schools. So, I can use grade level spans and look at the poverty average across a grade level span. And when you do it that way, Kennedy does qualify as a title school. So to con to create some consistency in that programming, uh this year we identified Kennedy as a title school using that that variation of how we can identify schools. If Kennedy going forward were to consistently fall out of title status and uh we looked at the building and and saw that there wasn't a need for that program, the program offers us in how

078we identify schools. Uh but you can see that MAC uh consistently always uh especially using this district poverty average as the the way in which we identify schools. MAC consistently falls as a title school. And we we then allocate resources at a greater degree to MAC because of the fact that they have a slightly higher um need at MAC versus our other schools. uh the services that we provide using our title funds, they're all linked to our uh response to intervention program. So they're used for both reading and math interventions. Uh and those funds are allocated for staff positions that we provide in those schools. So those schools have additional staff that they can use within our response to intervention so that they can provide students additional support in reading in math using uh intervention

079materials that are of high quality to again close the achievement gap. Uh there are different ways that we can monitor uh our progress and the needs. So how we determine those that fund allocation. So this year you saw that MAC and Amy Bell both uh could be qualified as title schools. Uh but when you look at and this is from our state report card the growth that occurred at Amy Bell last year along with the target group outcomes and the fact that Amy Bell kind of inconsistently falls into title eligibility. It made more sense to not identify Amy Bell as a title school this year. Again, we would monitor that over time to see if if there were trends that we noticed that, you know, maybe there was an increase in terms of need in

080that building and then then we could re-evaluate how we distribute those funds. Uh but again, because Matt consistently demonstrates that level of need, plus their their student data also indicates um a greater level of need there. We we chose to identify MAC as well, we we still have MAC as a title school, but then allocate more funds to Matt to support students there. >> Questions for me about title one? >> Mr. Lo, >> I'm curious where the numbers come from to say a student is in poverty. >> Uh, that's the I'm going to get this name wrong. It's the the free and reduced lunch program. So, it's the number of students who would then qualify for that that program. >> And do how how do we know the student qualifies for free or reduced cost

081lunch program? >> Uh the family applies for a waiver to become eligible for that program. They have to meet certain criteria that's approved. >> Okay. Thank you. >> Anyone else? >> That's the only data point >> for eligibility. >> Yes. And from the information you've just presented, it looks like you're intentionally due to MAC's consistence consistency in that range diverting all of our title one funds >> to MAC. >> Uh MAC and Kennedy. So Kennedy historically had been identified as a school. And then if you flip to uh that last slide uh based on growth and the target group outcomes and if you target group outcomes are students who are in our lowest cortile um across a number of measures given Kennedy's data I chose to keep them in u as a as a title

082school again there are criteria in which they're eligible to be a title school um so I kept Kennedy in again this year based on need and the academic performance to allocate some funds there. Proportionally, uh more of our funds go to MAC than to Kennedy. It's probably 2 to one. >> Title one funding, and I'm just going off kind of a question and answer scenario here. title one funding that this district receives, the more schools uh kind of a truth or uh fact or fiction I guess would be the way I'd ask to kind of go about this. Uh the more schools we identify as in need of title the title or qualification qualified for title one would we receive more money? >> No. So the the total amount that we receive is is a

083fixed number. So this year we our allocation was $103,491. So with that uh if I were to you know under different formulas I could identify this year as many as four schools I then would distribute that same pot of money across those four schools. So thinking about students that have those particular needs, the needs of the school, those are some of the factors that I take into consideration to who we're identifying in any given year. We could identify all four of those schools. Uh but again, the program gives us the flexibility to um not identify that school in a particular year. Uh one of the reasons I think is because of that that consistency factor where uh we hire staff to provide those services and if it's consistently changing uh you're shifting those staff resources

084around uh on an annual basis and that that may not create consistency in programming. And again uh the ultimate goal here is to impact student learning. And so if we're or if we're we're tying those funds to the places where we see the greatest level of need in students, uh that that seems like the the best way to use those funds. >> And I'll just I'll put it on I'm going to pick county line. If you chose to identify county line and divert funds this year, that mean that would be funding not going to MAC, who consistently year-over-year has identified as one needed. >> Correct. So in a in a blimp in in a blimp on the map year for county line instead of diverting that funding for one year you would monitor that and

085if now for some reason county line would continuously pop up then you would have those discussions of maybe we do need to allocate but not for a one-year scenario. >> Correct. So Rockfield would be the the good example of that. So if you look across the five years that we monitored Rockfield, there was one year that uh it exceeded the district poverty average and we could have qualified Rockfield in that given year for being a title school. Um but because it was that one-year blip in terms of our overall data, uh it wouldn't have made sense. And then in addition to that, if you looked at student performance at Rockfield and the level of growth that they've that they've seen, again, it wouldn't make sense to to allocate the funds and those resources to that

086building. >> I think it's it's just looking at this information clearly, we are diverting funding to MAC on a year-over-year basis, increasing their support uh from a financial uh capacity support the students within that building. >> Correct. >> Um that financial um um investment would manifest in support staff, uh teaching staff, resources, programming. >> Yep. Uh >> any all of them, any of the above. >> The funds are used uh solely for teaching staff. So there are two um.5 FTE positions that we're able to um fund for or partially fund for MAC. Uh that's a reading interventionist and a math interventionist. So it increases the level of intervention support that we can provide at that building. >> Okay. Thank you. >> Any other questions? Seeing none. As as usual, you probably covered most of it.

087I was asking some rhetorical questions there, but thank you. >> Perfect. Thank you. Thank you. >> Um, new business seat discussion and action on the Germantown School District School Resource Off uh officer memorandum of understanding, Dr. Reutder and myself. Mr. Reutder or Dr. Reuter, I should say. >> Thanks, Mr. Eert. Uh, Mr. Uert and I met with Chief Merin, our new uh Germantown police chief, as well as Steve Krekall, um exe village administrator, and Bob Solderberg, village board president, um this summer to review our SRO agreement with the village. Um I would like to high we had a very uh great conversation, I thought, discussing the qualities of the programming, the great relationship we have between the Germantown PD and the school district. Um however, if you look at number seven in the memorandum that's

088here, uh the village did propose an increase originally um at a we are we have been historically at a 50/50 split in our last two agreements. Uh the village did um after some conversation um propose an increase I believe originally at 7030. We had a conversation related to 6535 in year one of this agreement, which Miss Alton, correct me if I'm wrong, is in the increase of approximately $25,000 from what we're currently um costing. That would be on our our end with that increase from 50% to 65%. We did they they expressed their un reason why. Um we understand as all public municipalities and public entities are seeing you know everything is is more expensive these days and cost with less funding that is going towards those increases. Um so after discussion and sharing our

089data points on uh our belief of what the actual split has been over a 5-year look back aldorf shared that data with me as well as their um data. Uh we did we did discuss and came to an agreement here that in year one of this agreement it would be a 6535 split. However, at the conclusion of this current school year, we'd revisit and um we're going to be working between the two entities to have the same tracking of hours and time and process to do that because it was a little different. Their numbers were closer to 7030 and ours were closer to 5050. So we kind of met them in the middle at 6535 and at for year one and in year two we would revisit um what that percentage split would be. Did

090I capture all that Mr. Eert from the conversations? >> Yeah. Uh it was a great conversation from the standpoint of building understanding on on both entities needs. Um obviously it's a great relationship that we're going to continue. Uh it's kind of a history of it's been elevated to recently that and then decreased to that 5050. Um but >> time was 7525 and then back down. >> Um but ultimately we kind of agreed upon let's get a consistent data pool together of how much time are your officers spending in our buildings versus assisting the rest of the village and and whatever that comes out to once we can agree upon how we're going to track that data. Um we we do agree um we use an elevated number compared to the 5050. Um, so that's how

091we we we got to the 6535. Um, um, but we want to know if we're overutilizing the services at that point and if that's the case in year two, we'll revisit it for a potential different number. But currently it is 6535 for the two years. >> Yep. >> Um, >> with the with the addendum that it could be changed for year two. >> Correct. So that's that's the approach we took. I think that's the appropriate approach we we should take in it. Um, this one we're going to have to just invest in the numbers on it and and and operate from that standpoint. Um, they did bring and we we discussed this comparables to surrounding districts and what they pay and how many officers a district of similar size uses compared to what we use.

092All those topics came up in the conversation. Um, and those will all be considered um going forward. Um, from that I don't know if I've left anything else. >> No, that was the that was the only significant change. There's semantics that were cleaned up in this agreement, but uh item seven uh where you'll see in the I think the third sentence in the village of Germantown Police Department, Germantown school district will meet following the 2526 and 2627 school years to review the cost sharing percentages and determine if any adjustments are necessary. That was the biggest uh change from previous agreements >> besides the percentages. >> Could you >> I will make a motion for discussion. >> I'm sorry. Go ahead, Mike. >> I I was wondering if Chris could repeat that last part. I I

093just >> Oh, sure. Go ahead. >> Missed it. >> Yep. So, uh item seven, the biggest change was the second I think it's second sentence now. Uh the village of Germantown Police Department and Germantown School District will meet following the 2526 and 2627 school years to review the cost sharing percentages and determine if any adjustments are necessary. >> Okay. >> So there there in this contract there could be a scenario that it increases or decreases for year two. Obviously, if that occurs in either direction, both the village and our board would have to approve it. But we're basically entering in to the understanding that we will review it um mid-contract. >> Yep. >> And Chief Merin stopped by my office today. He was approved last night on the villages. >> So, you said that the

094came up with kind of two different percentages. They came up with 7030 and we came up with 5050. >> We were we were 6040ish, >> right? Is there is there like the discrepancy in that? Is there kind of something that was more glaring than >> Yeah, I think it's a matter of how we are tracking and they're tracking time in our buildings versus time out who when there's specific trainings are those district train for district purpose versus police vice versa. So, um, we'll we'll work with them on very sol solidifying when Officer Olsson or Officer LS are at X-Training, that's district time or that's department time or if um there's a need, what are the needs? Like, do we need our our SRO's at presession? This year we said no, that's not necessarily a need

095during inservice time. Is it nice to have? Yes. But so we're we're going to work on their total number of days and where they're physically placed. >> Okay. >> Um I think if you're looking at historical data trends too, you bring in a new officer, it requires some new training around the SRO. Well, usually that's that's on our expense. >> Yeah, we we paid for their time. So if it's folded in to that the next year, he's not that officer or he or she may not need that twoe course. So now that's two weeks uh generally probably in the summer right out of school to get that training done. That would be school time the previous year wouldn't be school time the following year because they'd be back in with the general pool. >> Right.

096And that's just my question. Is there some agreement as to what it should be and how do we go about making sure that that that is >> Yeah. Yep. An example is when the county um stopped providing DARE services at Rockfield and Amy Bell, we paid for officer LS to get trained so that he could go to those schools whereas officer Olsen was doing MacArthur and county line and we have the county sheriff's doing the other. So that was training time on our end which would elevate the percentage beyond 50%. As a practical example, >> right? But those are going to be outliers. That's not >> right. But let's say we have a new where some of this discrepancy based off of their historical data, ours. >> Sure. >> And what we're factoring in, >>

097it the reality is it was a fantastic conversation from an understanding standpoint for both parties. Um this has been an interesting I' I think this is the second time around. This is the first time I got to participate it directly in the conversation. Um, but it does seem to be a relationship that's in a really good spot >> from from understanding and some give and take. >> I can tell you the 6535 looking at some of the surrounding school districts, that's the minimum that they're they're paying and some are paying elevated above that. Um, so it's it's an interesting conversation that plays out with who bears the responsibility to provide those services, but how much service are we asking of the of the department above and beyond uh versus because at the end of the

098day, we're a a uh community entity just like any other business. um and they could have a problem business, right, that demands a bunch of their time and it's going to require some action within the village and potential charges could incur as repeat offenders and those types of things. And we realize the amount of security we're asking. It's a district that's firmly committed to that security standpoint. >> Sure. I guess training is somewhat of a gray area because no matter what you're training for, one would complement the other, I would think. >> Yeah. There's uh state there's there's four state um mandatory yearly trainings every law enforcement officer has to go through to to stay certified. Those officers are going to need to do that anyways. I don't see that being a district training, although

099they do need it to keep their certification. Ours are more specific to a DARE. There's a Washington County juvenile uh group that officer Olsen is a part of that helps connect us with the county and services that would be our time because it's service based. There's an SRO network through CISA. So, we're just looking at all those like what are what are the needs versus we could send just like teachers, administrators, trainings galore, but like >> what's the sole purpose of why we're here and understanding the days and we know the more they're visible in our schools, the better relationship they're having with kids, which dissipates bad behavior. I think the conversation stemmed around what is essential training to be an officer in general and that's theirs and what is essential training to be a

100school resource officer within our buildings >> right and I understand that but it's just like you said one compliments the other because you you will benefit they'll benefit out in the field whatever they training they have through the district the district will benefit from whatever training that they've had as an officer that's just my point like you know >> that's why it should be 5050 right That's what I said. >> Wrong. >> Uh I would have taken a motion for discussion, but I guess we jumped into that. So I'll take a motion. Then we can have some more discussion if need. >> Motion to approve the Germantown School District Resource Officer Memorandum of Understanding. Second. >> Now Mr. Barney with a motion. Mr. Voyer with the second. >> Any more discussion? >> Hearing none. All

101in favor? I. >> Any opposed? hearing none that passes. New business um 10 discussion action overnight travel training or travel request for ghs science Miss Stacy and I apologize on that >> Steeland and Miss Griffin Wel. >> Thank you for both coming and we've talked about this trip once before I think. >> Yeah. So, our goal is to kind of get students to travel abroad while they're in high school, you know, before they get sucked into all the demands of life and have to worry about PTO and stuff like that. Um, but so we've got a trip this spring break that we like started last spring. Um, and now we're proposing to do another one next year right away. um specifically for the purpose of trying to get opposite to when band goes on their

102big trip. That way students don't have to really make a choice between like um going on the band trip or going on this one. Like they could possibly go on a big event each year that way um instead of two big demanding events in one year. So that's our that's our ultimate goal is we'd like to do backtoback years and then we'd be every other year from here on out trying to offer up some sort of science education spring break trip. Yeah. Do I do you want me to go into anything? >> Yeah, it I I mean I'm sure there's some questions. Is it the same trip or is it going to be different? >> It's through the same uh tour company EF Tours. So it's the same in terms of we have uh a

103person helping us facilitate like the all the travel arrangements and we have like all the security and safety measures in place like they are our point of contact if anything goes wrong on the trip um but it's a different destination so this one would be to Bise um versus this spring break is Galpagus Islands essentially um but so yeah Bise would be more a focus on a conservation trip. Um they'll get to snorkel at the like the coral reefs. It's like the second largest coral reef in the world. Um so they'll get to go snorkel there and be a part of the um studies on the reefs and those ecosystems and how they're doing um over time and they'll get to help collect data and stuff on their conservation efforts there. Um and then they'll

104also get to do a lot of touristy things. We'll go to the Mayan archaeological digs um or sites. uh we'll get to, you know, go to the rainforest and zipline through there um and just be a part of the culture in place. >> Is there a cap as to the number of students or parents that can go or is open to everybody? Does something qualify or disqualify students from? >> So, ultimately we want to offer it up to current freshman to juniors. So, because it's next year, so that'd be sophomores to seniors. Um, actually going um the tour company has like what was it like >> 36 is there? like that's kind of their sweet spot in terms of a manageable size group and then actually getting like a group that size on a tour

105together and not not having to like split our school up and be like rotating amongst the different things. We could stay as a cohesive unit. Um so that's kind of their recommendation in terms of uh staying you know for traveling like the plane flights the hotel stays then and then the buses and the boats to travel we take a boat one day be very cool >> so and I I guess it would be a good problem to have if you have more than the 35 are you doing the lottery system first come first serve or >> I think it's first come first serve yeah it really is when we have our meeting we kind of talk about that like um and there's a good gau page of like this. This was our first time this

106year kind of going through the process. And it was a really good um view of how it worked in terms of people could mark their level of like interest ahead of time before we even had ourformational meeting. And then at theformational meeting like you could tell how many signed up right away and we could we could keep communicating whether like it was going to fill up really fast or not. Like um so that was nice. And then I guess my last question would be like student um parent to ratio or you know >> um it's automatically a six to one like adult to student ratio on the trip. Um >> yeah we we've done no parents just um I know she's been on trips uh with other school districts with her own children through the

107same thing. Um, and like parents tend to like focus on their one child and um and and have a harder time like I don't know seeing the big picture. Um, so we're trying to keep it like uh more a school environment I guess. Um, so >> Oh, I mean the trip of lifetimes for sure. >> I know. Like that's what I know. There's a lot of parents that want to go, >> right? Well, it just said parents and students at >> Yeah. >> Oh, dude. Sorry. Other questions? >> Actually have one. It's It's more for up here though. So, how does the board ambassador program fit into this sort of thing? >> Oh, you are assigned to the high school, but uh so is Mr. Los. >> I think you guys >> I think the

108board ambassadors are going to have to go on this trip. >> We need a board ambassador in our hydroponics that we started. Um, and what else? Backpacking trip. >> I I hear that. >> Yeah, our parkies trip would be cool. >> Um, how many students did we fill the Glacos trip? >> We did not this year. So, we're taking is it 17 right now? Um, >> maybe a few more. We have a deadline. I think this Saturday is our like deadline for um for signing up uh for a discount anyway. Um but uh a big part of that we like personally believe is the fact that band has a huge trip this winter break. So like trying to afford that and go on like a spring break trip like back toback like that is a

109lot for a family. Um and it's kind of the same pool of students that are really interested in traveling. So, >> and I know um that Eric, you had mentioned that the last time, you know, we were here is to try to get this trip opposite of band so more students could go and so we definitely took that to heart and did not want to interfere with their ability to travel. Um because the next band trip would be 20 28. Yeah. Yeah. And I that would be um domestic because they go every other year domestic and then >> international. So yeah, >> something tells me uh this first trip when these kids come back, you'll probably have a lot more signing up for the next trip. >> Yeah, I'm Yeah, I'm really excited about that.

110Yeah. Um so that's what I've done. a backpacking trip for summer school has been part of that process and that's what we've seen too is like the students who come back and then they talk about it and then every year we've got more and more interest and so it's really cool. >> Yeah, I would be shocked if it doesn't grow. That's for sure. But I do appreciate the approach of let's get it off years from the others so we can provide that opportunity um for the students to go. So >> Mr. Lo, I think did you have >> Oh, I was just going to comment that uh thank you for doing this. This sounds like a great opportunity for our students and I'm sure they'll learn a lot that they otherwise wouldn't have. So, thank

111you. >> Any further questions? >> Hearing none, I'd entertain a motion. >> Motion to approve the discussion by Germantown High School and educational tours with parents and students at GHS regarding a science trip to BISE. Second >> Mr. Voyer with the motion. Mr. Brown with the second. Any further discussion? Hearing none. All in favor? >> Any opposed? Hearing none. Safe travels. >> Thank you. >> And that brings me to one final motion. I'll hear. >> Move to adjurnn. Second. >> Mr. P with a motion. Mr. Voyer with a second. Any discussion? >> Hearing none. All in favor? I >> I. Any opposed? Hearing none, that passes.