001Call the Germantown School District Board of Education meeting to order. July 15th at 6:30 p.m. item one, open session A. Roll call. >> Eert. >> Yes. >> Brown >> here. >> Arie's here. Loath >> here. >> Pollock >> here. >> Higenboth >> here. >> Item B, approval of the agenda. >> Motion to approve the agenda. >> Second. >> Mr. Barney with the motion and Mr. Brown will give it to the second. Any discussion hearing? None. All in favor? >> I. >> Any opposed? Hearing? None. That passes. Item two, close session A. Board of Education will entertain a motion to go into close session pursuant to Wisconsin state statute 1 19.85 sub one subc to consider the employment promotion, compensation, or performance evaluation data of any employee a Germantown High School assistant principal candidate. So moved.
002>> Second. >> Roll call. Yes. >> Brown. >> Yes. >> Barney is yes. Loath >> yes. >> Paulac. >> Yes. >> Hotham. >> Yes. >> Voyer. >> Yes. >> And we will enter. We are into close session at 6:31 p.m. And we will be back. [Music] Good. It's 7:01 p.m. I will call the Germantown School District Board of Education meeting to order. July 15th. Um, please stand if you're able for pledge of allegiance and a brief moment of silence. >> To the flag of the United States of America and to the stands nation for all. 1A official meeting notification. Dr. Reutder. >> Thank you. Public notice of all meetings has been given by communication from the superintendent's office to the public to those news media who have requested such notice and to the Milwaukee Journal,
003Sentinel, Northwest Now, Express News, and the Westbend Daily News. Public not notice has also been posted in schools throughout the district and on the Germantown school district website. >> Thank you. OneB roll call. Mr. Barney >> here. >> Brown >> here. >> Barney's here. Lo >> here. >> Pollock >> here. >> Pickoth >> here. >> Voyer >> here. Thank you. Item two, approval of agenda. >> Motion to approve the agenda. >> Second. >> Who would second there? Mr. Boy. Mr. Barney with the motion. Mr. with the second. Any discussion um under reports and this is my mistake uh we missed the uh liaison village leaison so we'll have to do that next month unfortunately but uh no further discussion all in favor I >> any opposed hearing none the agenda is approved item three reports
004a district administrator update Dr. Reutder >> thank you Mr. Um we are in the thick of July which means we've rolled over fiscal year at district office. All departments are have either concluded or in the final stages of urine reporting whether it's financial special ed reporting um civil rights reporting student data information to DPI or from the human resources um our big report on lensure and all of our staffing um that takes place. Uh we also had in the past few weeks our auditors on site for our an annual audit that you will see this fall. We're hopeful we're 100% clean again like we were last year. So they're on site for a week. They were on site for a week um working through with our finance department as well as um reaching out to
005directors as need be to look at last year's expenditures and process. Um I'd like to welcome Dr. Castro, our new human resources director. He's officially in week three this week and he's made a big in impact already in the three weeks he's been here in Germantown. So, welcome tonight. You'll hear from him um during the consent agenda as well. And I know if you Mr. Eert, you've met with him, Mr. um Brown, you've met with him as um vice president and overseeing um personnel committee. So, welcome Martine and we look forward to a long career together. Um also, our principles are here tonight. Um my next report is our disciplinary data report. I plan to little um and allow the board to um ask questions directly to our principles regarding um the data and what
006the implications are and work we're doing in our buildings to continue to improve um student behavior as well as engagement of kids. Uh a shout out to officer Tony Olsen. She was awarded the DARE award, a school resource officer DARE award for the state level um this past month. And so we're very proud of her. She's taught there for many years here in Germantown School District, been an employee of the Germantown Police Department as well as an SRO. Um, anyone that comes in contact with her knows she's her heart and soul are dedicated to not only this high school but this school district. And um, this is long overdue for her. So, congratulations to Tony. >> Summer school ends on Friday. Feel like I just said this to you guys that, hey, we're starting a
007new school year, summer school year. This Friday will be our last uh, week of summer school. Thank you to all the families that entrusted us with their kids over the summer, the teachers for their programming um and support staff to make sure that summer was fun for our kids, even if it was credit recovery. And to our principal team, uh I don't know that you all know or the community knows, they trade off weeks being the standin administrator um throughout the summer. So, our principles work year round as well as our assistant principles and they uh kind of divide and conquer who the point person is for any disciplinary needs, clarifications with staff or needs from parents. So, thank you to our principles as well. And today around 4:00, depending upon where you fell in
008the alphabet, the school year verification form went out. So, we're already planning for in the process for next year get to Target because the signs are up for summer school supplies. Um but there hopefully and Mr. Pollock can I remember after my first year you made comments related to this and every year we've done additional refinement to our process through Skyward. I I actually went in as a pretend parent at all three levels and practiced and made sure as the final touch that there weren't any major hiccups based on feedback we've received from the parents in the past. Um I think it's the smoothest it's been since I've been working here. Uh thank you to Melissa Timberman and Kathy Swanson and Jake's office. They did a lot of heavy work and lifting along with our
009IT department to try to make it as smooth as possible. One thing that you is a major change in it so that people are aware that are watching or listening and you know as a board is we changed to um residency verification every year now for every grade level. It used to be at transition grades and then we did it for every other year. Now, it's every year so that we are very clear that the students that are coming to school here, our students that are either here through open enrollment or taxpayer students so that it um doesn't become a month into the school year and we're trying to get verification and we find out a student isn't our student, we lose funding or we're using funding in the wrong aspect. So that is a
010major change um that families will see as they go to that verification and it clearly states what documentation needs to be uploaded to verify that annually and if you live where you say you live it should be very easy. >> I did get that email so I'll let you know. >> Yeah, you're my you're my my rubric over there, Mr. B. So that's um I think all I have for this month of July. >> Awesome. We'll let you go right into B disciplinary data report. All right. Like I said, um, this evening, you'll see in your packet, and I just have a the charts by school. Um, I don't think I'm going to go through each one and and read the numbers to you as as you can do that. Anyone viewing from home can
011access this as well in the packet online. Um, some work has been done in the last three years. We we log disciplinary data through our uh CIS, which is a Skyward program, um, which we use for multiple things. financials like I just stated in my last report um online verification of students or of residency as as well as the enrollment process. Um the admin team has engaged in the last three years. I'm really trying to be consistent when it comes to the categories you see outlined at the bottom of any of the disciplinary charts by school and then um trying to scale down. uh three years ago we probably had over a hundred different categories and as you know the more categories you have the more discrepancy there is in reporting as well as the
012vaguess of where you fall and what the understanding is of each category. Um so the admin team has worked the last three years to scale down and and build consistent categories K through 12. But for example, um a a a category at kindergarten like disruption may mean the definition of that might mean something very different than disruption in the classroom at the secondary level. Um so the work that the admin team will be doing um over the ne over the next school year now that we have consistency in reporting and um terms will be def defining that deeper and at an elementary, middle and high school level and continue to refine so our data can be as accurate as possible site by sight but then we can look longitudally across um the system of where
013are the areas of concern that we continue to see growth over time that then Katie's department can work through the pub service lens on um proactive measures on how to steep that data in order to make sure that um that those behaviors u minimize over time. So there's still work to do, but we are much further along than we were um three years ago when it came to reporting out annually our disciplinary data. And I believe my first year this became a mandatory annual report out in one of our um wasn't bullying policy but it was a different disciplinary policy that was added during a policy committee. So um I July is the right time to do this as we've concluded the school year. So you can see all of our six schools um the
014categories and the number of instances as reported through Skyward. So I'll leave that open that up to the board principles. I know a couple board members may have questions. So, as they ask if you come up to the mic, that would be great. >> Mr. Barney, >> um, not specific to Amy Bell. You just happen to have it on the screen here. >> Um, >> sorry Lindsay, it's alphabetical. >> All the acronyms on here. What is P A P H Y A G major? >> That could probably be physical. if you come just come down to the mic and I think you're the perfect person to ask. >> Yeah, Alex, I think Alex had spearheaded a lot of this work to as her role of dean and now hopefully assistant principal at the end of
015this meeting um to try to scale scale the work so that um we're um a little more consistent. So, Alex, could you talk to kind of the process, how we got here and then maybe to the acronyms? So in terms of process, we used, as Chris had stated, we had probably over a hundred previous codes. So as a district leadership team, we met and discussed what codes we felt would be most representative of the scenarios we see within the school setting across levels. And then we narrowed it down based off of that. In terms of the threeletter um abbreviations in front, They're simply just an abbreviation that's uh coded within the student information system. Um there is no meaning behind them other than to to simplify um within the system because it won't always show
016the entire title. >> The text box, Mr. Barney, are very small in Skyward. So like vandalism shows up as Van as the qualifier and the qualification as vandalism major. >> Got it. Thank you. And I do have a question too regarding uh because there's at least a handful I think of different labels for inappropriate behavior, theft uh uh that have major and minor. So whether it be a specific example in one of the categories or or a more general explanation, what what are what defines the ma minor versus major type of type of incident that may have occurred? >> So that's definitely something we need to iron out of what the major versus the minor and each of these codes look like in terms of definitions at each level. But an example of let's go
017with theft, major and minor. Um did you steal a friend's pencil out of their pencil pouch in elementary school or did you physically go in someone's locker and steal their cell phone? That'd probably be a major. So, I I think that one's fairly clear-cut in terms of, you know, the maybe the monetary value of the item associated with it. But, we certainly need to iron out what each of those looks like at the various levels as well as defining them in general. Any more questions? Mr. Los? >> Yeah, I'm wondering um Amy Bell just happens to be up on the screen. Um >> we can change it. >> AS scroll assault. So what sort of things come under assault? >> Again, I think that's going to look very different at the elementary level versus the
018the secondary level. So speaking from the secondary level, um I would view it as a student who was physically attacked by another student at the elementary level. >> Elementary principles, does anyone want to share an example of what that could look like? So when we yeah countying line so I would I don't have any assaults but I would see that an example of like if you see the physical aggression minor that would be in my eyes like um flag football is outside and instead of using a gentle touch we might have accidentally pushed someone. So when we talk to the student we kind of find out more about what happened first what made you do that. So, it's really getting to that root cause of what occurred. So, each situation might look different, but then
019you'll see like physical aggression is the category for that, but um oftent times that might be something that happened at recess. >> Yeah. So, you think about rough housing as a minor versus I'm b in the hallway pushed a kid against the locker or the wall at the elementary level. I think one thing that would be helpful besides defining kind of maybe even consolidating some of these because we may find assault and physical aggression are kind of sort of the same thing based off of a definition that we create is to also give these labels uh not a priority but but kind of a a red is like this is bad versus agreeing where it's a it's it's something that maybe falls more it's still a discipline item but it's also one of those things
020where when we look at this if we see you know I'm just going to throw it disruption you know it's it's not the worst thing in the world versus like a physical attack versus something like that just so that when we look at this you know some of these bars look really big but it's also Well, it maybe would fall into that green category where it's like it's still something that needs to be addressed, but it's actually kind of age not appropriate, but age related that those sorts of things just so that we have a better idea when we're looking at this what's what falls under that that not so great category. And also just for the general public, too, so that when they look at this, I could see people looking at some of
021these things going, "This is really bad." But it's it's also grade school, it's kindergarten, it's you know those sorts of things where kids still have to learn from it. But but it's going to happen. >> And I think that will be the maturation of this report that next year you'll see definitions of what's the difference between major minor at each of the levels. And then um correct me if I'm wrong principles, but when things are majors, they do often end in detention and or suspension or bigger things. when it comes to that. >> Yep, that would be a fair assessment. And to the point you had made as well, we did also spend time as an administrative team um doing just that and ranking each of these on a scale of one to five. Um
022and so we're working on organizing that information as well to be able to share that out so that it is more clear of the severity level of each. as well as I want to point out that some of these codes that are in here are required for DPI state reporting and assault happens to be one of them. So that might be why there may be overlap in some of the codes um because some we are we are we have to report to the state versus state reporting and then the others may not be as severe so we may not report on them. Yeah, there what seven categories that are mandatory state reporting. I believe >> that sounds about right. >> Yeah, there's a drop down that automatically comes into Skyward that we have to report
023on. Um weapons in school, certain levels of physical aggression, um racist remarks, those type of things for civil rights reporting as well as school safety that are automatics and those usually are automatically majors with sus always majors with suspensions. So every incident that we have is only in one category. It's not like you could have a physical aggression with a theft minor. You know what I'm saying? Is it just every incident just falls under one category? >> Yes, that is correct. There would be only one offense assigned for each disciplinary um referral. So, I know that these are being ironed out and I don't want to go and break down every category, but could I have an example of just on Amy Bell the difference of a disruption and a disruption plus? So, we don't
024call it disruption plus, but um so I think there's a little bit of context that I can add to this as well. I know as you scroll, you know, you're seeing like the physical aggression is the the bars that look quite high, right? But one thing I I always want to point out to people is that when it comes to anything physical, it's a very black or white behavior, right? So it's like you see it you know even across the recess playground I can see it. Um so the importance of documenting that because I physically saw it it kind of rises to the level whereas things like disruption or even language to a certain degree there's a little bit of ambiguity with that and so sometimes I think depending on the teacher depending on the
025situation depending on the student it's like I don't know if I should document or not or if it rises up to the occasion where physical aggression definitely always does. So generally with behavior data, those bars are usually pretty high and that's the reason why is because it's very clear-cut. This happened, I need to document it. So I think that's important to add context to that. When I'm thinking of disruption like a minor and especially thinking about, you know, like in in Amy, for example, we have four-year-olds in the same building that we have 11 year olds. When we think about the development of students that are four versus students that are 11, it's going to look very different. Um, one thing I always take into account is their intention. Like is there intention with disruption
026that I want to disrupt the class or I want to draw attention to myself or is it that I need I need I have a need that's not being met right now or I'm frustrated about something I'm not sure how to manage my emotions. So it it's all of it could be all of those things. So disruption minor could be you know a 4K student that had a rough morning, didn't have breakfast and just had a rough time. Um but it's something we want to document because if we notice a pattern of that, we definitely want to support that student. If it's a if it's a third or fifth grader that is yelling out something inappropriate in front of the class, there's obviously an intention behind that and that would probably rise to the level
027of a a major versus a minor. >> Got it. Thanks for the clarifying. >> I I've got one for you as long as you're you're here. Um, I'm just curious of an example between uh an example of inappropriate behavior major and an inappropriate behavior behavior minor. What What are examples that you're you see and report on? >> Yeah. So, um I would say like a minor in in my lens it usually is repeated behavior that we're seeing. Like maybe we've tried to give a a reminder or we've tried to have them redirect a behavior and now we're seeing it consistently. So now I just want to document it because remember like when you're documenting behavior, it's not a gotcha. That's not the action step. It's really just for us to look at our data and
028go, what are our areas of need? What day of the week is our biggest struggle? Um what area of our school is having the biggest concern right now? So it's really for us to look and make decisions on. Um, so inappropriate behavior, again, if you're looking at a 5-year-old that maybe did something inappropriate during their choice time, and we want to document that because it's becoming a pattern versus like um, you know, something that happened on the playground or they were doing something, like I said, an older student. So, like I said, again, we always look at intention. We always look at age and that really differentiates a lot of times major versus minor or if it's repeated, then it generally moves into the category away from minor into major if it's a repeated behavior.
029>> Okay. I'll pick on uh Kennedy. Um all the schools seem to have this, but fiveday absence letter at a count of 545. Is this like twothirds of your students that are taking vacation or is this uh that many kids that just throughout the year accumulate five days? >> Yeah. So, um, every year students get to miss something like 10 days of school from the state of Wisconsin. Um, so as they get close to that 10 day mark, once they reach five days, there's an automatic letter that goes home just letting parents know you've reached five days. Um, once it gets to 10 days, same thing happens. Automatic message goes home. So whether you're just keeping a kid home for being sick or want to take them to a Brewers game or whatever it might
030be, once they reach that five days, that automatically goes out. So >> non-medical excuse. >> Yeah. Non-medical. Yes. >> And that's in our attendance policy. Okay. How how many students >> uh at Kennedy around 875 to 900. Okay. >> Depends on the year. >> Just I always find it interesting. We're trying to trying not to compare the buildings and it's more so for elementary here because they're all different. Every one of your buildings is different grossly. The cultures are different. Students are different. The parents, the teachers, everything's different about them. >> Um in your case, obviously more students. So I think that's where we see some of that elevation. Um, I one thing that I I've heard and just since this has been published and a concern from parents around Kennedy is are the numbers
031accurate? >> Are the numbers accurate? And and I and I say that from voices that I'm hearing going that's not represent I don't feel that's representative of what my student experienced within those walls. Are you speaking just to the attendance piece? >> I'm ex uh all the numbers across the board. >> So just in general. >> Okay. >> Um I I'm assuming they're accurate. Um, I think the first thought that happens is but this is one of those sticky reports that we have, you report out and enter the data, we get it, the community gets it, and nobody wants it to be poor portrayal of the building. Um, but the more accurate and truthful it is, the better we can attack whatever that issue may or may not be. um can you help me put
032some of those concerns uh to rest for any of the community that may be watching that have expressed that concern? >> Yeah, so I feel one of the most important things is and I I would say our staff believes this as well is to make sure we're documenting as many things as possible. Um it was kind of mentioned earlier that when we document things like this, we can discover patterns and and then do more things proactively. So I would say our our staff does a very good job of wanting to document these things. Um, so I would say from my experience that these numbers are accurate. >> When it comes to documentation of it, what's the process? Is it the individual staff member? Is it your role? >> It's a walk me through individual staff
033members. So at Kennedy, we have something called the classroom discipline cycle where we really want teachers to be able to handle more of the minor behaviors that may be disruptions, things like that in the classroom. Um but once they've gone through that process of retaching those expectations to the students, contacting parents, even issuing like maybe a lunch attention on their own. Um then once they go through that process, then it gets sent to us. So um I would also say anything that is like a major, so it's fighting or weapons or things like that, we don't expect them to go through that classroom discipline cycle that that comes right to admin. We deal with that right away. So, um, so yeah, we really want to try to work with the kids first, but once we've
034tried to do that, then then that's when we have Skyward referrals and document what we've done. >> So, Brandon, would there be an example to maybe answer Mr. Eward's question that teachers possibly could be working with the student but not documenting? Therefore, the perception that this data is lower could be because they're working through without but once it reachs a point reaches a point of documentation they do that. >> Yeah. I I would say yes absolutely. >> Okay. >> Thank you. >> And obviously it's going to depend on each teacher and their relationship and things like that. So I think some individuals you know you might try working with them a little bit more than others but um >> and how long has Kennedy docu had staff document? >> Say that again. How long has
035Kennedy had staff document in Skyward? Has that been for a while? >> Ever since I've been there. >> Okay. >> Yeah. >> Hey, as long as the middle school is up, um I think assault looks quite a bit different in middle school than grade school. What What is an assault in a in the middle school? >> Again, it depends on each of the situations. Obviously, you know, I would say an assault at the middle school would be maybe one kid coming up and hitting another student. Um, it just depends on each situation >> and the severity. So, um, if there's an injury, things like that, that's all part of how we go about analyzing and assigning what's the appropriate label. >> And given the age, um, the SRO would be involved as well. That might
036be an assault citation. >> On every physical altercation, we make sure officer Lois is a part of it. So looking at Kennedy, looking at Rockfield, looking at MacArthur, and looking at County Line in Bell, um Kennedy is the only one that doesn't have an other. Can I have an example of what other would be? >> That might be >> because some are pretty high and Kennedy is the only one that doesn't have an other. >> Kennedy's got two pages. The second page has another. >> Yeah. Is it what? What would an example of an other be? >> Yeah. >> So, >> I'm just trying to find a >> trying to find an example of how something wouldn't fall into. >> Yeah. So, I I think that is an important highlight here and for this team
037as building administrators, it it sounds like you've already been working on this and it's definitely been a focus um to really start dialing those types of things in. And it's not an I got you question. It's just somebody made the decision of another. I don't know if it was staff or your office, but we would need ultimately be able to figure out what that other was. And with each of these referrals, there is a description of what the the incident was. So for us administrators, you know, I know I can speak for know the high school as students come up, they want to know what exactly happened in that situation. So um there is more detail provided. >> You can pull a student's log and read their history. Um and I think to your point,
038Mr. were too. This is a continued work in progress and this isn't an exact science that will continue to innerator reliability, right? Because whether it's Dr. Croy doing summer school and it's for middle school kids, she needs to understand middle school behavior or Mrs. Garren's doing summer school and disciplining elementary kids or people are asked to come to other buildings based on need. We have to have that interrator reliability. Um and then and you're asking the questions. I hope principles you understand this the board this is public we're this is per policy that this is this is um reported annually and I I think transparently this is a great report that our community sees our board gets questions and they're asking you tonight because they need to go back to their constituents that elected them
039to provide clarity that they can or people watching at home. So again to Mr. Boy this is an I got you. This is educational in respect to our community. >> Yeah. I think I'll double down on that. This was a large transparency portion. No. Right. We came into this. We hear all this all these things are going on in these schools across the state, the country, wherever, right? And and is it being documented? Right. Our behaviors being addressed and our expectations and outcomes coming from that. Um, and those are the questions we get, right? >> That's great. Can I respond to the other part because you wanted like some examples? That' be great. >> So, when we went through this process, as Alex had said, we dialed down so many different categories >> and other
040remained, which even at our own school sometimes we're like, we got to get rid of other. But part of it is kind of through that growing process of like there was other categories that we used at our elementary school that maybe others hadn't used or um the middle school or however it was. So I don't remember exactly why we kept the other in but I think it was kind of that rational that sometimes things don't always fit in here. Part of that is because we are still calibrating and making sure we understand it. So one thing that we had used up until we switched to this specific group was disrespect. So our teachers are pretty conditioned for looking for disrespect. So sometimes it's like that disrespect comes especially well at any age really but it's
041like we've talked about this. This is the expectation. This is how we walk in the hallway. This is what you need to do. You looked right at me and then you ran. So is that inappropriate behavior or is that other because we don't have a disrespect anymore. So sometimes we were catching that our staff started entering other as that disrespect catchall. So we caught that after a little bit and said, "Hey, let's talk about what that means." But again, we had to also fit within the categories that we had. So or like I mean inappropriate. So we would the inappropriate behavior kind of became our catch-all and again then what we take as a school is we take time to dissect that and say what does this inappropriate behavior look like? Is it the same?
042you know, and it's not the same because you have a whole bunch of kids and what inappropriate is is different for every kid. Um, but what we don't see on this chart is all of the descriptions. So, when all of this is entered into our system, there's always a narrative. And so, it's not pulled up in this chart, but we always have that to look at. So, we have that answer for what other is. So, we go through and say, "What's going on? What is this?" Um, another example of some of that discrepancy, you know, it might be, um, oh, there was one example I was going to give, like a throwing food, you know, in a cafeteria, that's, you know, if if it's a kid who like tosses something and it flies off the
043table and now creates a mess, that might be a minor, but then you've got kids who are starting and they're throwing food after they've been told, well, we might document that as a major. It all just depends on that. It's all relative to that, too. But the big thing like Brandon had said is we want to make sure we're documenting it so we can track it. Um, and so even like some of the numbers too, like we're really heavy at our school about tracking. So we have a lot of minors because if we have students where we do what's called the retach, we teach students what the expectations are from that behavioral spect perspective. We may retach and then when we get to that point where we say you know what to do we'll still
044go forward and retach and have those consequences have that restorative practice but we document it. So we h we're pretty heavy on our minors and then we go through as a committee and we look at it and say what are our trends we're seeing or is there a specific student where where is this happening and we take time to dissect that. That's why it's really important to document is then we dissect is this happening in a specific um setting. Is it happening at a specific time of day for this particular child or are we noticing a specific setting that we're having more of these disruptions or these actions happening that we need to hone in on? What is it about that? If we're noticing a lot going on on the playground at a specific time
045of day because we have different times of recess, then we want to process, okay, what's happening at that time of day? What type of what group is it? How do we work with the teachers? How do we work with the students and retach? So, we use this data regularly to to monitor. >> Thank you. >> Um, just since you're there and you kind of explained something already, Rockfield does have some higher numbers with the uh inappropriate behavior minor at 196, physical uh aggression minor at 197, and then the disruptions. There's two categories. one's 106. Um I think and just from hearing you explain some of what's going on, you've told us what's going on in your building. Um and we look at it from curricular lens when we talk about cross district alignment and maybe
046some of that approach needs to be applied here to clean this this up. And there might be something you're doing fantastic in your building and we're just reporting it all. Right. Um the the other scenario might be that different buildings doing something differently but in order for us and while the buildings are different the culture and it's different this is kind of one of those things when I look at it it should be very similar to curriculum the approaches that these students are being addressed with because they all end up at the same middle school they all end up at the same high school with all the same expectations when they get to those and if if yours isn't right cross district aligned with the other three elementaryaries and then they're not vertically aligned with
047what the middle school is expecting the expectations are for there and they're not aligned with what the high school's expectations are and then we're kind of setting ourselves up for a little bit of failure and it's not with an ill attempt or or no attempt at all to address the issues. It's just that we're all coming at it from different directions. And I think that's where this is going is this will eventually be as a group of building leaders addressing this with your staff to address it similarly across those buildings. And I think we're seeing this report in its infancy. So that's why it's kind of skewed different across the board. Right. >> Yeah, definitely. And previous to this year, we we've entered majors in into Skyward in the past. This is the first year
048that we've been entering the minors into Skyward. And previously, we had a different program that we would enter minors in. So, it wouldn't be something that would even come to your attention. It was something where our teachers have gotten really good about documenting tracking so that when we come together as a committee, we know exactly what's happening. So, if a teacher feels that they retaught something, they've called home on it, let the parents know, have a plan in place. We still want them to document so that we are all on the same page. When I say we, that means the school counselor, the school psychologist, myself, our social worker, and then the couple team leaders who are part of this committee so that we can make sure that we're supporting the teacher, making sure that
049they have what they need. So, it's really that tracking system with the minors. >> Thank you. Usually how we look at it as the minor is like when a teacher is making those contacts um or a staff member that can do the reteing and then it goes to the teacher and then they're making that contact and letting parents know when it gets to the I need to make that call to the parents that's when we're looking at majors. So that's how we delineate things. But again to your point that's why we're doing this so that we can calibrate and I'll try to be on the same page as a district. that unified front is important and I know Jess and Brandon have asked for that as well that we're all working together and trying to
050to honor that work um at an elementary level so that when they get to the middle school that that they're all the students know what's expected at the middle school. It doesn't matter what elementary school they come from. I think if the the work is continued to be grounded in that direction, we're going to see a more not more detailed but more consistent report here that we can actually say, "Oh, I can understand what's going on here more." Right now, we have a bunch of numbers. It's good we're being it's out there, the information's out there, but it's not dialed in um across the district in the same manner. And I think it's really what's evident. Now, I get the phone call, but what's going on at this school versus that school? Okay. It's being
051potentially reported a little differently, right? And the definitions are different. Um, and this is I'm going to open this up to all the administrators out here. What are what are you doing in your roles to ensure that the staff feel supported in their decisions about reporting um to ensure behavioral change outcomes within students. Um so they have a work environment that's conducive to education not only for themselves but for the the other students in those rooms. >> Okay. So specific to Rockfield and I know you said it open up to others but so for for our school we have our um we have a tier 2 meeting or a tier 2 team that talks about like tier 2 like interventions and supports that students need. So that's where every 3 weeks we we were meeting
052every two weeks, now we're meeting every 3 weeks. And so as a team, the the counselor, myself, we have a special ed teacher on the team, we have two teacher leaders, um we have a special ed aid, and then we have the social worker and the psychologists all attend this meeting. So this every three weeks where we look and we flesh out the data. We have the the notes attached to of what happened, what is it? We we analyze everything and then we um sometimes if we're noticing a pattern of behavior for a student and with that that teacher we'll invite the teacher in too. Um or we always end the meeting with some action plans for reaching out to the teacher to find out what do you need from us? How are you doing?
053Um and then we look at what the student might need. So our student can get intervention in different ways depending on what it is. So the types of interventions that we use at the elementary schools would be maybe the student needs a mentor um like another teacher or somebody else to connect with that's not their regular teacher. Um we look at some what's called SE groups. So they have like six week groups that will work with a counselor. So if we notice some students who are um some of our physical aggression things might be some of our littleer kids who are struggling with their their body, their hands and space and they're real touchy. So, our school counselor has done different groups uh with certain students that fit that profile to um kind of keep
054their hands and feet to themselves. Um there's been sportsmanship groups if we're noticing a heavier uh group of numbers of kids who are really struggling um with that. So, that would go to and so then and that's why we ask for that data too. We ask our teachers to really track it so that we can see is that support working? Is that enough? The final thing that we offer specific that's um that we do monitor the data for is check-in checkout. So sometimes we have students who um they check in with a trusted adult which happens to be our library aid and in the morning and they set a goal for the day and then they have a little chart that recognizes it breaks up the day into the different increments um six different parts
055of the day for the morning and the afternoon and then their lunch and recess. And then they check in with their teacher to to just reflect, get some positive feedback too about how they're doing and then if they're being safe, respectful and responsible during that time. And then we're monitor monitoring that and that chart goes home to parents every day so that they can see that and then as that team that I talked about when we meet we reflect on that and and we look at the trend of how they're performing with that check-in checkout program. Um is that enough? Are they doing well? Is it time to graduate them? And then the parents are always involved in that dialogue as well. So that's what we're doing to support our kids. It's a few items
056>> um at the middle school that teaching is very hard as it is everywhere and so we really focus on supporting the teachers. We do some tier one things over the announcements about kindness and things like that. We do a code of conduct meetings for the students and the teachers to hear so everyone's on the same page so they know what the rules are, so they know what the expectations are so they can follow them. We've got the classroom discipline cycle like you said which is a non-verbal warning, a verbal warning and then a talk in the hall and then phone call home. Those things that's a whole cycle that we go through. But if those don't work then what we do is we do a huddle system which means we get everyone on the
057team in the same place. Before that we have house team meetings, coordinated arts which are electives they meets as well. Um we have student services admin team meetings. We have a lot of meetings where we'll talk about things but if those are not working or there's that there's a high need for a student or they're communicating through their behavior that they need something that we're not providing, we do something called huddling. And what huddle is is you grab everyone on the team. So their house teachers, their counselor, student service, any other student service representative, an admin, and we get together and it's like none of us are as smart as all of us. We get together, we decide what we're going to do, what our next steps are. We assign roles for everyone and then
058we don't stop until the teacher feels supported and the student gets the help they need. >> Thank you, Mr. Rooney. >> Good evening. To echo what Jess and the other principles have said. Um, supporting the teachers is a huge part of the culture uh in the high school. The leadership team prides itself on handling all of the referrals very swiftly. Um, and we take them very seriously. As Jess just said, we do coach all of our new teachers and just remind all of our staff of kind of the general process they should be following. If there is a classroom issue, have you met with the student? Have you called home? Have you met with parents? Um, once the teacher writes the referral, I don't want to put a a numerical value on this, but I'd
059say 98% of the time we're giving a consequence to that student. The 2% of the time that we aren't, we're having a conversation with the teacher to say, "Here is why we may handle this differently than you expected us to." >> Thank you, >> Mr. Gonzalez. >> Yes. Um, just to kind of echo what Jess was saying, another thing that we do is we debrief after major incidents and we create what's called a behavior intervention plan or sometimes crisis plans um to determine what we may need uh to help support the teacher, help support the student. So, as Jeff said, we all come together collaboratively to figure out what is the best course of action. A lot of times when we look at those behavioral intervention plans or those crisis plans, we want to make
060sure we're following it and we want to make sure we're seeing any trends and making sure we're making appropriate adjustments and modifications for the students. Anyone else have any different approach that they're using in their building? And I asked that question with all sincerity. We've seen received recent communications um from staff that have felt not supported. Um I understand there's complex scenarios at play in some of those situations and I think a lot of that's continuing to be discussed and that's Martine's office now and Dr. Reuters's office and and we're going to work on all that. But I think all of that plays into what we just talking about, right, as far as being consistent across these buildings because we're going to have staff that can go from one building to another and some are
061going to be expected to go from one building to another on various days, but if they're not feeling supportive and they're dealing with I don't want to say the students always right mentality, right? Because it's a kind of a customer service scenario, but um we definitely know the student might not always be right. And sometimes the parents not always right. Um, and that staff member very well may be seeing things and we need to make sure that that those concerns are being taken care of. We also need to make sure they're complying with certain other uh policies and and other items at play, IPS, whatever it happens to be. But um, I think the other portion of that is building out understanding within staff of what can or can't be given certain scenarios at play.
062So, I think a lot of those communications we've received recently are concerning, extremely concerning from multiple standpoints, not just the information being provided, but more the root cause of some of those scenarios. Um, I would really make sure as a team you guys are working on figuring out a way to make sure that that st those staff are are heard and felt and supported uh when they're dealing with difficult student situations because we know as much as you do the staff want to ensure the best education for these these kids, but we can't do it if it's continuous disruptions um that that are allowed to to repeat themselves. Um, we think we all had students in a class at point if you have a child that if experienced the the class either gets shut down
063or the class has to leave while while behavior is being addressed and that's a safety concern and that has to happen. Um but there's a lot of things at play uh for the staff, for the family, for the students. It's not an easy thing just like this report isn't because we we do hear like Dr. Reer said a lot on this without a lot of understanding behind it and that's all we're trying to create here. So, uh, we look forward to the progress that's going to be made. I know there's going to be continuous changes, continuous work around it. Um, I'm excited to see it. I think it's only going to make the district stronger. But, uh, as long as we're truthful about the numbers that we're seeing and then aggressively pursuing solutions to some
064of those things, we know none of this will be zero. It's not possible. Um, so I don't think anyone should ever look at having to report this and say, "I maybe it should be a minor just because I have too many majors." I I don't think any of you are uh it' be an unethical approach to and I'm not worried from that standpoint, but um it's a tough look in the mirror, I guess, at some of the situations that we have. And it's always one of those what can we do better? We don't always have a perfect answer, but as a team and this team that's sitting in front of us, I think we can get some good answers. I don't know if anyone else has anything else for this. >> I just thought what
065was interesting is that really in all of the elementary schools we had high numbers of behavioral issues. When we got to middle school and high school was all mainly tardiness. So I guess is the takeaway one do we know like the number of kids that are in each of these reports? So we have 195 incidents. Is that five kids doing that? Is it 10 kids doing that? So then when they, you know, is what we're doing then in the m in the elementary schools working because we're not seeing those same behaviors when we get to the um middle school and high school. So that would be obviously a positive. Um so I guess that would be one of the things and I don't know if we can put that on this report like again some
066of these higher incidences where we have you know 195 incidences how many kids does that reflect? Um, and then is it maturity that is kind of changing things once they get to middle school? Because that's big, but also is it what we're doing in the middle school in the elementary schools being diligent in writing up incidences and working with these kids that is that why we're being more successful in the um in some of these categories when we move forward. So that's just something I guess interesting and I don't know how you track that but again just knowing if you have just a certain number of students that are having these issues following them once they get to um the middle school and high school just to see you what we're doing is working. So,
067and again, just it's hard to say, you know, What are you putting in this category right now? Because I know that's what you guys are working on, which is, you know, so it'll be interesting like, you know, Russ was saying to getting consistency across the board so that every student knows the expectations when they get to each um one of the different levels, but obviously when you're seeing a big change going from elementary to the middle school, that is a big deal. So, I guess kudos on that. You bring up a really good point that we do when we break this information down, we disagregate even more than a lot more than what you're seeing up here. We're always looking at the number of students and the number of incidents. So if you look at
068that number, it you're right. It's not 271 students, it's 271 incidents. So when we see students, when we flag students who have more incidents happening, that's when we start working on that process. And it goes from tier one to tier two to tier three until we solve that problem. That's a good point. And you can the true and see pieces, the attendance pieces, you can correlate that to number of students because you can't get a fiveday letter twice, right? So there's certain things that >> fall >> that's the act exact number of students where others could be multiple incidents for one student or two students. >> Then we obviously have to work on our um attendance issue. >> Yeah. Uh yeah, I think the five days is interesting. I've I've received them for some of
069my students. Uh and it's it can be uh an unexcused sick, right? And multiples of them and we've seen that where these kids are getting knocked out for a week, not just a day or two. Parents are being a little more cautious coming out of things. Um that's all that's great. They should be. um we can avoid some of that if we take the time to get those excuses, but then that also requires the parent to get into the doctor's office and get it. And there's there's a lot more that goes on with that sometimes than usual or maybe in the past. Um yeah, when you start getting to the the further days though, that's when it I think it the fiveday I think I can kind of understand and we can all look at
070and get. But when we start getting down down down the road uh into some of the the more extended truencism andism or the tardiness, I'm sure those are repeat offenders on the tardiness. Um I I guess I don't have much more to say about it other than this is another attempt for this district to continue to be transparent. The data is there. We're going to refine it uh in a way that makes the most sense. We're going to support you and your mission to support your teachers and the students. That's our our job from this this position. Like I said, these numbers are never going to be zero. Uh they're going to always raise more questions from the community, but we don't have a problem standing here and addressing those. That's that's why we hear
071it from all different data that we we report out like this um that some other districts don't. And and I don't have a problem If we can explain or build out understanding around it, fine. It's not a not a not a big deal for us. I don't if anyone else has Mr. Lo. >> Yeah, I'm curious. Uh just two categories yet. Uh not to pick on the middle school, but the numbers are maybe a little higher. Uh, can you give me an example of a tech violation minor and a tech violation major? Since I didn't carry a laptop computer K through 12 when I was in school, I'm I'm thinking this is laptop related. >> Uh, yeah, Chromebook related for sure. U, so a technology major violation minor actually might be kid playing games on
072his Chromebook, um, watching YouTube, things like that. >> That That's a minor. Yeah, I it could be, you know, um the majors are more dependent on causing damage to their Chromebooks or using the internet >> extremely inappropriately. Yeah. >> So, >> okay, now I know uh we could continue talking about a lot of this. Um if anyone else has anything, absolutely. But otherwise, we'll we'll move on since we're on item 3B for our evening. Yeah, thank you principles for answering questions today. I think it brings clarity to the board as well as the community on many things and again it's continuous improvement and we can always do better and you heard tonight how we're improving. >> Absolutely. >> And can I absolutely >> clarify a point and these are our categories that we're looking at.
073the state requires us to do certain ones and those numbers will be compared with other school districts. >> When does that come up? >> I don't know that it's I would have to look into that and get back to you. I don't know that it's published by district on DPI, but it's um it might be internal reported to the federal level, but I'll look into that. >> We've seen that before, >> haven't we? As a board. uh it plays out in the report card at some point but not transparently. >> Correct. >> So I'll get more information for DPI's head. >> We do a lot of reporting to DPI that we never see what the why we have to do those things. So I'll get that information. I'll get clarity on that. >> Anything further?
074Seeing none, we'll move on to item four. Thank you again for coming. I appreciate it. I know Chris, Dr. Reutder and I talked about it and I know it's the middle of your summer, but it really does help lend context to the conversation. Um, I think for any parents that out there listening too, please reach out to them. They're the leaders of your buildings, your students are in, and they have no problem answering questions specifically around this. You'll probably get a faster answer from them than you will from us. We will always find that answer for you. But by all means either contact them directly ourselves or both of us and we will all learn from the situation. So thank you. >> Thanks principles. You guys if you have evening plans feel free to take
075off >> the 8:30 dinner plan. I guess >> uh item four, citizen comment. I have no one signed up. I'm assuming nobody showed up since we collected this. No hands. No hands. It's going once. It's going twice. Item five, consent agenda. Consent agenda A, approval of June 16th, 2025 meeting minutes. B, approval of teacher contracts. And C, approval of donations. >> Motion approved consent agenda items A through C. >> Mr. Barney with the motion. Miss Higin with a second. Any discussion? >> Yeah. Can I hear a highlight of the donations, please? >> Uh, yes. I'm sorry. Uh we have multiple donations again this evening. MacArthur Elementary PTA 1,200 I'm sorry 12,97861 cents for admission and busing for multiple field trips for students at MacArthur Elementary. anonymous donor. Um, $5,100 from German for Germantown High School
076general football program needs MGS, $1,000 to the Germantown High School pal and dance team. Alt I imagyery photo studio, $500 to the Germantown High School pal and dance team. And RNR Insurance, our consultants services, $500 to Germantown High School Pal and dance. >> Awesome. as always every month. >> Yeah, another $20,000 donations. It's awesome. >> I just have one question. I think I know the answer to it, but if we can just uh crosscategoral teacher, we have one at county line, one at middle school, Kenny Middle School. What does that encompass for the >> That's a special ed teacher. Cross categorical means they're across multiple categories of support whether it's reading support. They oversee IEPs for math goals, reading goals, behavior goals. >> Okay. >> Right. Mrs. Cole, >> right there with students with any
077disability as far as like positions that were either retirements or >> Sure. Thank you. Um yeah, looks like we had four hires. Um are we expecting more as we go through the summer? >> Yeah, we do have a few more that we're looking to Is this on? >> Yeah. >> Can you hear? All right. Yeah, we do have a few more that we're looking to hire. We're looking to hire still one more special ed teacher cross category at the middle school. We are going to be looking to hire a face teacher at the high school and then obviously >> middle school >> or middle school. Sorry. Nope. Face is at the high school. >> Is it? Yep. Oh, no. No. Middle school. Sorry. Sorry. Middle school. And then the last one will be obviously upon
078approval then the dean position as well. So pretty we're in a pretty good position. We do have a number of aid positions and support staff, but we're using a lot of different avenues to pull in candidates. >> I know I know we've been a little more aggressive this year. Started earlier. We had our um staffing plan outlined earlier this year in order for us to be able to do that to kind of go after the best qualified candidates. I met with two different principles today and part of their monthly meetings with me, they both had to do hires this year and they're staffed and they said the drastic change to us being more aggressive this year and moving our timelines and being more diligent allowed for deeper pools >> than summer hiring. So, we're going
079to see the benefits in the quality of candidates we brought in. >> I think we're going to continue obviously to to to go down that path and be more aggressive. >> And I think That's your new role. So, >> that's my job. >> Perfect. Uh, any further discussion? Seeing none, all in favor? >> Any opposed? Hearing none, that passes. Item six, buildings and grounds committee. >> Yes. Uh, we met earlier this evening, went through a few different topics. Uh Frank gave us an overview of his work order completion report which uh he begun his monthly reporting on that went through and explained what some of those longer term items as far as uh those work orders taking a little bit longer uh more than 45 days to be completed. Uh everything else looked good and
080we're we're continuing to be in good shape for for the summer work. Uh we also uh went through a brief building tours update uh back earlier this month. July 1st, we did visit MacArthur and Rockfield. And July 8th, we visited Amy Village online as part of our uh summer tour um going through all of the different buildings and grounds based off of our our the work that was done earlier this year as far as our facilities uh condition report. Uh we do visit Kennedy Middle School next week, Tuesday, July 22nd. In July 29th, we'll be back here at Germantown High School to do the building tours. All are welcome uh not only in the committee, but also board members, but also members of the general public to to take advantage of the opportunity to see
081our schools in different ways than than maybe you're used to or if maybe it's been a while since you've been in these schools. We're highlighting all of the all the future needs. uh but also the things uh taking a ch look at the things that we've recently either approved or or added to or whatever the case might be. So all are encouraged. We also did a couple other topics uh that we passed along uh with positive recommendations to the finance committee. Uh we did discuss uh and approve for that positive recommendation the 2025 district asphalt services and we also passed over to finance the district office refresh project gave our stamp of approval on that and that is all building >> fantastic no that's right I'll go into finance okay thank you uh item seven
082finance committee Mr. else. Yes, the finance committee met earlier this evening at 5:30 p.m. here in the PAC full board item 7A committee meeting update. Um we went through the uh consent of July vouchers. Uh Britney answered two questions for us. Next item is full board item 7B 2025 asphalt services. Frank Lord went through the projects that uh he chose to do this year. Mostly uh ceiling and striping of parking lots, one parking lot uh being ground and repaved. Uh so we have a motion to move forward with a positive recommendation to the full board of education to approve the 2025 districtwide asphalt services using Johnson and Suns paving company in the amount not to exceed $158,030 funded out of the fund capital improvements budget >> comes forward with the positive recommendation does not require
083a second. Any discussion hearing? None. All in favor? >> I. >> Any opposed? Hearing none. That passes. >> Okay. And next item is full board item 7C, district office refresh. Uh in 1991, the district office was established. Uh not too much in the line of upgrades have been completed since 1991. So it's in in need. Um, we have a motion with a positive recommendation from the finance committee to the full board to approve the district office refresh project using JL business interiors for the furniture not to exceed $37,291 and premier flooring for carpet not to exceed $37,500. forward with a positive recommendation does not require a second. Any discussion? Um I just have one I tried to be brief comment on that. Uh this is one of those scenarios where we tend to hear why
084is the district spending money in an area that doesn't affect students or doesn't house students. And I would answer that very simply with we have our administration team and their team and their you know the their assistants that deserve a quality work environment and I would not describe that building as that. Right now you have a $61 million budget that we're trying to run a school district with employ professionals and keep them within our buildings. I can tell you this building is nowhere near comparable to some of the surrounding districts facilities as far as an administrative staff goes. And the least we can do is ensure they have working air conditioning, some fresh carpet. When I hear things like the the air filters when we take them out, there's an air quality issue in there.
085Um, and they're black every time. These are concerns. these these working professionals deserve an environment um that supports the work they do, which is supporting all of the building administrators that were here and all the staff that they support. Um this is the least I think we could approach that building with at this time. So, uh I guess that's all I have to say on on that topic. Um anything further from anyone else? Well, I think uh we'd hate to lose good talent because someone came in for a job interview and saw the building condition and said, "I'm not going to work here." So, we've got a great new HR director right until I got the title correct. Fortunately, he didn't look at the torn carpeting and said, "Well, I don't want to work here."
086So, welcome aboard. >> And uh I think uh we're happy to to fix this up. This really isn't a lot of money for uh what the uh private sector sometimes spends on uh office uh facilities, cubes and carpeting and that sort of thing. >> Yeah, 100% agree. Nothing further. All in favor? >> I. >> Any opposed? Hearing none. That passes >> and uh the finance committee adjourned at 5:43 p.m. >> Thank you. >> You're welcome. Item eight, new business aid discussion action to approve academic standards. Mr. Mizak, our yearly conversation. >> As required by state statutes, each year annually, I uh the we must the school district notify parents and guardians of the academic standards that the school board has adopted. Uh that will be in effect for the school year. We're required to do
087that in the areas of mathematics, science, reading, writing, geography, and history. uh the statute states that we may post that electronically and that's what our past practice has been. So on the school district's website you can find a link to the academic standards that had been in effect for last year and we would continued forward with u the same posting of our academic standards. Uh very similar to uh what we did last year again we identified the specific section of the state standards that the board is adopting and that's section three of the academic standards. So, at that point, uh, in the standard documents, you're going to see all the standards that, um, I referenced during the teaching and learning committee that we brought in May, where you can see how we take one of
088those standards and then, uh, utilize that to articulate what students are learning in their classrooms. >> With that, I'll entertain a motion before discussion. A motion to adopt the expansion academic standards for the 202526 school year in the areas of literacy, math, social studies, and science K through 12 as presented in the attached annual notice. >> Second, >> Mr. Okay, Miss with the motion. Mr. Pollock with the second. Um, if anyone's ever taken the time to actually look at this document, and I know most these actually I know everyone on this board has, uh, they'll notice that it comes in multiple sections. Uh, and the way we post it is simply the standards. The the, uh, it's not a matrix. What's the term I'm looking for in, um, >> table? >> You mean what what
089comes before? >> Section three. No, I'm talking about section three. It's a it's a table of standards. Um, and that is simply that is the only as we post it. That's how we post it. That is the only section that we are looking to approve. We are not looking to approve sections one and two of that. We've done that for four years. No, this will be the fourth year now. Um, the the motion language is definitely cleaned up and I appreciate that. I think there's some confusion sometimes by that longer motion we originally used. Uh but if this community is wondering what are we are we blanketly approving all of the state standards the answer is we are we are approving the standards to be used within the district UBD and your office take care
090of along with conversations what's being prioritized and taught out of those standards we have to approve a standard we could technically write our own the the labor that that could incur is astronomical. So, we take what's good out of this and apply it within our buildings. Um, and that in this scenario, we we in the past as a board have been a united front and that means we do not accept sections one and two of DPI state standards. Matter of fact, we wholeheartedly disagree with the lens they attempt to put on the standards uh uh that are being applied in these classrooms. And I think we're going to continue to do that tonight and moving forward. Uh we will continue to advocate that DPI get back to stripping this down and using it as a
091document that's intended to be a guidance for the minimum needed for these students in these areas. um and then raise that bar from there. Not shed a light or a direction or a lens or whatever they would like to discuss it as um to p provide u cont their their context to how these standards should be worked through. Um that's where I'll leave it at that. If anyone has further questions for me on it, they can reach out to me directly. Wonder if anyone else on this board has anything else to say. Hearing none. All in favor? >> I. >> Any opposed? Hearing none, that passes. >> Uh, was there I'm sorry. Was the motion read? >> Yes. Okay. >> Yes. >> Okay. Y spoke to it. >> Yeah. I'm missing a uh B. Discussion
092and action to approve 2526 supplemental contract. Miss Katie Cole. This is K. >> Hello. Um, I brought these supplemental contracts earlier um for school psychologists and counselors in May. This is an additional supplemental contract for a new hire. So, we hired um an additional school psychologist. So, he was not part of that um May set of contracts. So this is for um the the school psychologists are part of um pupil service activities before the school year begins um specifically around planning and providing uh professional development for our staff. Um so they have some hours that they um are needed for before school starts. And then at the end of the school year in June, we have um paperwork and things that we we work on um that they have to finalize. Um, so this is
093for our additional school psychologists for that uh supplemental contract to do some of those pupil service activities. >> Thank you. U entertain a motion before discussion. >> Motion to approve the 2025 2026 supplemental teacher contract for Andrew Sabinash. >> Second. >> Mr. Voyer with the motion. Mr. Barney I believe with the second. Any discussion hearing? None. All in favor? I any opposed? Hearing none that passes. Um 8 C discussion action to approve administrator contract Germantown High School assistant principal Dr. Rider. >> Thank you Mr. Eert. Uh this evening Mrs. Alex Fischer is being brought forward to you. You had a chance to meet her in earlier um close session meeting to um talk with her about her beliefs and philosophies. Alex has worked with us now for two years. Prior to that, she was a
094math teacher at Oak Creek High School um in grades 9 through 12. And she was then hired to be the dean academic career uh coordinator for the high school as well as she spent time this previous this past year um a semester plus time at Kennedy Middle School. So, she's seen the scope of dean working with um kids in grades 6 through 12 and with behavior attendance um some aspects of the assistant principal job. Alex rose to the top as our top candidate um not only from a standpoint of her skill set and ability but her familiarity um with our school district. You've seen multiple presentations in the past two years from her on her development of the portrait of a graduate our ad for employment plan all aspects of academic and career planning that
095has taken us from very minimal work in the district to exceptional work um in this region. So this evening, it's um my recommendation to approve Mrs. Fischer as our next assistant principal at Germantown High School. >> I'll entertain a motion before this. >> Motion to approve the administrative contract for Alexander Fiser presented for the 2025 2027 school years. >> Mr. P with a motion, Miss Higinbath with a second. Uh I have one One question. Will this align her with the current cycle? >> Well, we have some people not in cycle with all at the same time. She will be with one other administrator. >> Okay. >> You know, we we always have a conversation about that. I think we always offer them >> the ability to to eventually get aligned. >> Yeah. I will just
096It's not a practice I've seen necessarily anywhere else that every administrator is on the same cycle. It's based on when you were hired. >> I I just know it comes up as a topic. >> Yeah. >> Um >> as as per state statute, administrator contracts can only be up to two years. That's usually a three. We don't want to give a one. >> Correct. And a one is you're now a duck. And >> most people would not accept that as the norm. >> Okay. Um, I think I would echo everything Dr. said. We had great conversation. We closed. We'll keep that there. I will bring one thing out. Um, this dean position always seems to lead to a new position, an expanded role within this district. It's an opportunity for the district to grow as
097staff member. And once again, it seems like that's the case. I'm confident in knowing you're here because you're the right candidate at the right time for this position. Um, not just simp in house in a convenience scenario. Um, Dr. Reutder, I know for a fact, will not allow us to not bring in the best candidate available for any of these positions. Um, and this board expects that, he expects that, administration does expect that, and I think it reflects that as we see some of these roles that are either expanding, I think Miss Cole has expanded her role recently, and we're excited to see you do the same. Um, your impact has been noticed at the high school. We've heard from students, families, um, as well as the middle school last semester. Uh, so we're excited
098to see it to grow in that. I don't know if anyone else has anything further hearing none. All in favor? >> I. Any opposed? That passes. Any any words of wisdom? I I don't know if I have wisdom, but I've appreciated the opportunity to learn and grow in the district over the past two years in my Dina students and academic and planning coordinator role. Um, and I appreciate the board approving me tonight, as well as Dr. Reutder and Mr. Smith for entrusting me in this position and I am looking forward to growing in this new capacity and serving the Germantown School District. >> Fantastic. Congratulations. [Applause] All right. D discussion action to approve girls wrestling coach Dr. >> Good evening. Um we are here tonight to um ask for approval to add a girls wrestling
099coach at both Kennedy Middle School and uh Germantown High School. Um this would last year the WA approved um wrestling female wrestling as an official sport. Um they have their own schedule, their own state tournament. Um, so we're looking to add a head coach at each school. We do have female wrestlers at at both schools. >> Fantastic. I'll entertain a motion. >> I'll make a motion to approve the head girls wrestling coaches for the 202526 school year. >> Mr. Ber with the motion. Any discussion? Mr. >> Just wondering when that season starts for girls. >> It's in the winter. Okay. So So I I saw there wasn't any that that person is not in >> correct. So we have time. >> We have time. Dr. Castro is going to post it on we can uh
100tonight and uh we're going to hope to have that person in place when we bring the winter coaches to you in a couple months. Yeah. >> Yeah. I think it's a sport and WI did the right thing here. It's been a long time even from when I was a youth we would see girls participating in it. very interesting situations when you're talking about wrestling and the physicality that goes on there. Um I've always it's been interesting I guess at least but now to have it finally as their own sport and they can take ownership of it and compete on a level playing field for them is fantastic. So thank you and any further discussion hearing none. All in favor? >> Any opposed? Hearing none that passes. E discussion action to approve fall coaching contracts. >>
101Uh we are here again uh tonight to ask for our fall co-curricular coaching contracts to be approved for both Kennedy Middle School and Germantown High School. >> I'm just trying to scroll through. >> I'll entertain a motion for discussion. >> Motion to approve the fall coaching contracts as presented. Second Barney with a motion Mr. Pollock with a second open up. Any discussion? Seeing none, all in favor? I. >> Any opposed? Hearing none. That passes. Thank you. F. Discussion action to approve 20 approve the 2425 fund 146 capital improvement trust. >> Is that your years correct on that? Okay. >> Yeah. >> Um, first I wanted to give a little background on fund 46 so the board is just aware of um what fund 46 is and why um the district is funding it for its
102future capital improvement plans. So the state of Wisconsin created fund 46. So districts similar to us which are negatively funded in the tertiary level the ability to put money away to be able to make future larger capital improvement purchases. Um there is something called shared cost which if a district like us would make a large purchase such as um a million dollar capital improvement of some sort, uh that would basically tell the state that we have enough funding to be able to spend that money every year. which then they would say you don't need as much aid because your share of the expenses that year was larger than what the state's giving you. So, um, to not have one year with, uh, a large expense to then decrease our shared costs in the future years.
103Fund 46 allows school districts to fund small amounts throughout the years, which then the deposit into the trust is part of our shared cost and not the large expenditure years down. Um, so if if a district is financially responsible, they would do small equal amounts over the years and to to to then save up for a a future expense. Um, so annually we try to put money towards um it doesn't have to be a specific expense. We do have a 10-year capital plan and whatever the 10-year capital plan states that is approved by the board at that time is what we have to spend this money on. So, um because now we have this new long range facility plan, um Mr. Lord would be coming back to the board to update our 10-year capital plan
104because the last time we got it approved was when we created uh the trust in 2020. So, um because we have this new document, he'll update that. So it when we do decide to spend the money out of 46, we would use our updated capital plan. So as of um June 16th of 24, we had about $500,000 in fund 46. We are asking the board today to put in um 400 additional 400,000 additional dollars into fund 46 which would give us obviously about $900,000 towards a capital expenditure in the future. And it doesn't have to be one capital expenditure. It can be obviously multiple ones that add up to that total. Um, the key to this is, um, when we first started it in 2020, we put $1 into it because it has to be
105created for a five-year period before you can even spend out of it. So, um, we can't spend out of it until December 21st of 2025 if we if we choose to. You don't have to, but that's why we put a dollar in there to start the the quote unquote clock before we can spend um out of it. So, um, annually it has to be done by July 30th. It allows school districts at if at the end of their fiscal year they have funds available to be able to not just put it in their general fund balance to put it towards um a trust. So, they give us until July 30th of the of the next year and then we'll charge it back to the previous year. That's why you're approving it for 2425 even though
106you're approving it in 2526. Take a motion. >> Motion to approve the deposit of $400,000 into the capital improvement trust bank account fund 46 for future district capital projects. Second, Mr. Pollock with the motion. Mr. Boyer with the second. Any discussion? >> Uh, so this scenario could play out. capital improvement plans can change but it has to be on the 10-year in order for this funds to be spent on it. >> Correct. So we have as you know um fund 41 which is capital um expenditures. Uh the district levies annually for that and that is for the expenses. So for example this coming up year it would be recommended to the board at the annual meeting to levy $600,000 on our revenue limit. Uh that is for annual expenditures. This is for long range expenditures.
107So um we do have a five-year capital plan in which we use for the fund 41 and this would be a 10-year. So which would take the fund 41 and extend it for a 10-year period of time. So yes, >> so both both the 5year and the 10-year are adaptable yeartoyear based off of rising needs, >> anticipated needs. Um, in this scenario, u given a lot of the conversation with what we've been discussing with the village and developments, if there was a need, and I'm just asking of this scenario, if there was a need to expand a building, this these funds could be used for that. >> If it's >> if it was on the capital improvement plan, >> correct? >> Uh, and that would in that scenario then allow this district to pre-save for
108those types of expenditures. Um, and I would assume, I don't like using this, but the referendum scenario would come up. This funds could be used to offset the totality of any potential referendum in the future if chose to be used that way. >> Correct. >> Yep. >> And neither neither these funds or referendum funds count towards the shared costs. >> So, and I think that is the ve very key portion of it. Do we get dinged for each year that we put in? Will we get dinged for this 400,000 or >> well dinged? Yes. Um >> but versus 10 years from now, let's say we choose to spend out of this fund at a rate, call it $3 million, $4 million, $5 million, >> right? >> We wouldn't be penalized for that expenditure just for
109the year-over-year if it was 400,000. 300,000. >> Correct. and and 300 400,000 is minimal in the big picture things of the percentage that we would be dinged. >> I was going to say hurt. >> It's the best I that's >> we're spreading the penalty over time rather than just the one time. Well, but it's Yeah, it's >> But then your one time if you if we if a district did do that and they had the one time, your tertiary aid would >> would be so negative that it would be a long-term effect into the future. >> It would be severe funding issue. >> Mhm. >> So, go ahead. Go. No, go ahead. >> No. For clarity, Salt Derk, when did the state allow fun depository to begin? you know off the top of your head.
110>> Uh yep. Because I created fund 46. You're awesome. Uh so I went to the state legislation and had them create fund 46 and the district that I was in because we kept getting our negative tertiary aid kept getting larger and larger and larger. And so it was in 2015. So, and I and to your point, having worked in other districts, um both Miss Altonorf and I and I'm sure other administrators on this team have seen how districts who utilize that immediately in 2015 and had their worked with their boards to make a concerted effort for annual deposit. we're able to offset referendum costs or um do long-term capital um improvement whether it be add on to a school, add a gym, redo safe, secure entrances, those type of things. So, we're a little behind,
111but I it's as you know, these have been part of our concerted efforts um to build this up to your point, Mr. you were that we look on that long range this all of this work you see you know but I hope the community knows how it's inter colliding together um to support the school district as well as support taxpayers long term >> yeah I think that's that's the key right and the only way we can reduce the burden for them in the future is to be smart with the investments now this allows us to do that I think the one thing we do battle from the constituents is why couldn't you do x y or z right now you just put 400,000 in or you couldn't do it right for whatever expenditure has to
112be whether it's staff building improvement whatever doesn't matter and the answer you've just provided us is if we do it that way budgetarily we will be severely restricted in the future >> um with real consequences to the taxpayers because then we're talking about operational referendums to just recoup that operational budget that the state would technically reduce >> right our ability. Um, so this is a strategic move for the future. It's going to continue to be that way. We're going to expect deposits probably similar to this range every year about this time a year would be my guess. >> Um, and continue that long forward vision for the district and our taxpayers. >> Correct. >> So, thank you for paving the way years ago and uh making sure we're taking advantage of it now. Any further
113discussion? Hearing none. All in favor? >> I. >> Any opposed? Hearing none. That passes. >> Um item nine, close session. We'll go into close session here. A motion to enter into close session pursuant to Wisconsin state statutes 119.85 sub one subc to consider employment promotion compensation performance evaluation data of any employee. A employee reviews and concerns. >> So moved. >> Mr. Pollock with the motion. Mig with the second. Roll call. >> Yes. >> Brown. >> Yes. >> Barney. Yes. Loath. >> Yes. >> Pollock. >> Yes. >> Both. >> Yes. >> I do see we have a reconvening to open. >> Yeah. >> Is that we would have to since it's on the agenda. There was talk of a different another topic but >> okay >> so we will be we'll reconvene to >> adjourn okay
114we'll be reconvening to adjourn no action as of right now >> okay right thank you for coming if you want to hang out I don't know how long we'll be in close so get comfortable [Applause] Okay. 9:37 we'll reconvene back into open session. Uh I will entertain. We have no action coming out of closed. So I will entertain one more motion. >> Move to adjourn. >> Second. >> M with the motion. Miss Higinath with the second. Any discussion? Hearing none. All in favor? >> Any opposed? >> Hearing none. We are adjourned. Thank you for coming. 9:30 >> 38