001[Music] Okay, we have 3:00. I'm calling this meeting of the ED services subcommittee July 14th to order. We have present Sam O'Neal and myself Dan Wolner as uh sub committee members of ed services Lori Huffman and also present Jenny Borst and Sarah Tarpley. Sarah. >> Okay. Oden. Yeah. >> Hovven. >> Oden Hovind. >> The old home. Old home. Is that what that is in German? Old >> Oh, I don't know. >> It's Dutch. >> Dutch. Oh, you >> is probably also old home in Dutch. >> Okay. >> I'll look it up. >> All right. Let's start over. All right. >> So, uh Sam, you um I'm going to start with you. I know you have something to uh >> talk about here. >> Uh yeah. No, I was uh I just wanted to meet and
002go over some of the materials that we use in the classroom. Um as well as uh the materials that we have maybe for teaching or for guidance for teachers. uh when it comes to career planning specifically in the areas of citizenship how that's defined and how that's taught as well as the social emotional learning aspect of the career planning job. >> Awesome. My answers are pretty easy. So when it comes to citizenship, it's not really explicitly taught like a poll out with ACP. That is something done within like our social studies department in preparation for the civics exam. >> Sure. >> Um and as regards to like social emotional learning, same. Um, so I'm on the Waterton High School website and if you scroll down where we have those blue buttons and you click on
003academic career planning, it'll lead you to a um I think four different links and the first one is our ACP website. Um, and so on this district website, this is u anybody in the public can access this, but there are some features that only students in our programming um and educators that have their atmywc.org org can access through Zello. Uh so when it comes to Zello links um like these wouldn't work uh for out of the district but the extra resources that we've shared with teachers and we have done some professional development in regards to how like ideas if teachers want to embed this within maybe an ELT or within their own classrooms. So these uh this link would take you to the Zello website again accessible by anybody and they have some ideas of
004how you can incorporate lessons within different subject areas. Uh so if you were like uh let's say a math teacher and you're kind of thinking hm what is math relevancy or careers related to math they have PDFs here of different um activities lesson plans that range from like two to three minutes if they just want to see like a a video on different uh math heavy or focused careers all the way to like 45 minute uh lesson plans. And then when we're thinking about ACP specific uh at the high school level, I mentioned how we embed a lot of those within our financial literacy as well as our health sciences classes. Um but this is again accessible to anybody. Um the lessons by grade level. So we have 612. Um the way that Zello works
005is you have to assign a grade level different lessons. So this is just what the state is suggesting as or Sunni Zello is suggesting as grade level and we have moved them around like sometimes we're like oh you know we're actually talking more about this in seventh grade or in ninth grade. Um so at the high school level we actually make all lessons accessible to all students at any time. We find that sometimes uh there are organic happenings within a classroom and a teacher might be reminded of a lesson that's in here and want students to access it, but if they're not assigned at that specific grade level, they might not have access. So that's why we do that. So the one lesson I thought of that was kind of social emotional skills. Remember when
006I talked about at the last meeting, it's about like communication, eye contact, those types of uh social emotional skills. We're focused on an ACP. Uh so this uh is a less example of work life balance. Uh having seniors think about, okay, once I'm starting to be in the world of work, how do I balance that out with other parts of my life? Um, so it kind of gives you a summary of the lesson, some discussion prompts, vocab, and then they give you that full lesson, and it's really easy to click on, and they will break it down. Again, they have recommendations of grade level. Um, and then you can go into the different activities. It's just like a very verose lesson plan. Um, so when it the student goes through it and I'm not going
007to log on to Zello because then I you can access the student information. Um, but it it's prompted and it's it looks a little bit nicer than you know what lesson plans look like for teachers. Um, so that those are where you would find those lessons. >> Sure. >> So those can be done by individual students through Zello or they can be taught by a classroom teacher. >> Yep. Uh so uh we do have some lessons that are kind of we felt like are more aligned with our financial literacy uh class, some that are better aligned with their health, and then if there are some that maybe aren't falling into those. So what's kind of interesting with academic career planning is it's everybody, even though I'm here speaking to you today, everybody, every educator is
008involved in academic career planning. And so yes, this is accessible to students at any time. They actually can have it up to five years after they graduate. Other districts and uh and Zello will say to students, "Hey, enter in your personal email to have access to this after you graduate." Our district, a benefit to our students is we the way that we changed our emails for students, they'll have them forever. So like they'll have access with their same email. So, they don't even have to put in their personal email if they don't want to. Um, so up to five years after they graduate, they'll have access to that, which is, I think, very smart because if you're thinking, okay, maybe a student wants to go through an apprenticeship, sometimes it takes four or five years
009to do that or um maybe they're planning on getting a bachelor's degree in something, then after that fourth year, that fifth year, they can continue to use this. >> Sure. Sure. Sure. So you don't have any actual set outside of Zello. You don't really have a set of curricula that you use for >> No, it's ongoing based on like needs. So we do have uh for example like the career fair would be an academic career planning activity and we have our students um explore our career fair website um and look at all the companies that are coming, make a plan of who to visit and uh create a resume. Um but otherwise, yes, we utilize Cello. >> Sure. Sure. Okay. And so, and this kind of goes back to part of the reason that I
010wanted to have this additional meeting and dig a little bit deeper into what resources we're utilizing is because one of the original handouts that was included when we were discussing the academic and career planning subject was the ACP connections PDF. >> But where did we get that PDF and why was it included for the purposes of our discussion? So, I was asking insight from our directors and they suggested that we or excuse me that when I'm presenting about academic career planning because I can be so talky to really focus on like visuals that would make it easy for people to understand and that was something I found on the DPI website and I was like I think this PDF really shows okay these are the components of ACP this is what we're thinking of so
011that's why I chose that document >> and yeah and So that's kind of where a lot of those questions came from because it seems to me that DPI certainly has an interpretation that they run with when they look at the state statutes, when it talks about citizenship, and when it talks about social goals. Uh what you're telling me sounds quite different from what's on the DPI website that is being linked in this handout that you're giving us here. And so some of the concerns that I had were uh just to start with one of them the subject of global education. Uh DBI says that they are that Wisconsin has a working definition for global competence and that they're working in cooperation with the what's called the Asia Society. Then they have a pretty lengthy document.
012It's 37 pages long about global competence in a rapidly changing world. And it seems like there's some pretty strong uh political leanings in that. And so when I read through some of that, I thought, my oh my, I think that people would want to get a second look if we are incorporating many of these elements into our academic career planning. And if that's spread across all of our academic uh our academic pursuits for students in the in the district, I suppose to what degree do we engage with these resources that DPI is putting out? I give you I have to like filter. Uh I doubt that there are many teachers who'd like to explore the DPI's website for resources. And if they do, it's maybe for trainings or linking to those types of professional developments.
013Um, but for me that was a visual that I chose to use because I thought it would show kind of those components pretty easily and I could understand if you're digging into something and it kind of links and links and links into different things where it could be confusing. But to reassure you, our students when it comes to academic career planning, if we're thinking about global citizenship, if you remember, I was talking about how we are uh endorsed as uh path uh pathways Wisconsin Pathways Wisconsin. to kind of like give you an example of that. Um, advanced manufacturing for our academic career planning website. So, I just went under Water Buttertown High School because this can only be at the high school level because it includes college credit and certificates, things like that. So, when
014they're thinking global, I like to utilize this as an example. They're just kind of showing you this is at the state level. These are some careers and you can click on the links and they'll go to job descriptions. And at the bottom of the chart, it'll show you um how the uh jobs titles that have a little red star. That means that we're seeing an increasing demand in those careers. And then the one with like the little circle next to it, it shows you that Zello um speaks about that career. So, you can like dig even deeper using that tool. Um, and then at the bottom, this shows specifically what's going on in our school. So, it lists all the CTE classes that's related to advanced manufacturing, other recommended courses, um, are CTSO related work-based
015learning. But here in this industry credential option, I mentioned this before, our only certificate that we offer currently, and maybe hopefully we could offer more, is the seal of literacy. That kind of ticks that box, so to speak. Um, so we have our students who are multilingual who can uh pass a test to prove that they are by um literal and then they can utilize that on resumes to help them get jobs for example. >> Sure. >> So I have a question. >> Um, so the uh the state statute requires uh requires us to teach uh promoting good citizenship. That's the actual word in the statute >> statute. And um global citizenship seems to come out of nowhere. Where does that come from? >> I mean, I think you'd have to ask DPI, but this
016is what I'm interpreting it as based on my expertise. >> We are moving forward in a world that we have more connectivity than ever before. So when I am making a phone call, you know, there I don't know the details, but something I think goes up to space to a satellite and comes back down. There's a lot of us working together either directly or behind the scenes in a global capacity. So knowing this, we want to ensure that we prepare our students that they're able to work in a world where you got to be ready to work with all different types of people from like different places. So just as an example for myself, some of these professional development events, I meet people from other countries that show, hey, we teach this way and I
017can learn things from that. Um, but that doesn't mean I'm explicitly trying like in ACP we aren't teaching civil uh citizenship I think was the word used. >> It said uh >> global citizenship. >> Well, this says global citizenship. The state statute says promoting good citizenship. >> And the definition I got from from AI was civic awareness and responsibility. teaching students about their roles and responsibilities as citizens in a democratic society, including understanding civic institutions, laws, community involvement, >> ethical decision-m, workplace and social skills, community engagement. Um, I'm not seeing any of this here. Where are we filling fulfilling our state statute? >> So, I appreciate I appreciate Sarah's uh deferring some of the DPI information to ask the questions through DPI. And I do think that like our local website um which Sarah just
018showed us how to get to is probably the best source for us to be if we're asking about our own plan. Lori, I guess if I could ask clarify >> if you could clarify your question. What is your question again? So where are we satisfying the requirement um from the state statute for promoting good citizenship? Because that's clearly not in the definition of global citizenship. Where is it? Where is our lesson for that? >> Oh, so I appreciate the question and when I asked Sarah to prepare for today, what I asked her to prepare for were sort of things beyond the curriculum that were being taught in other areas. To her point, like when she said like the pieces of that citizenship are coming through in the social studies curriculum as we're preparing students for
019the state civics exam. So to Sarah's point, there are a lot of things that are being taught um that have to do with careers. In fact, her entire class that she teaches about uh her child care preparation is not what I asked her to focus on for today. It was more about the specific plan and what we're doing in the um like sort of pull out as she described plan for ACP. Does that make sense? >> So in other words, >> yes and no. >> Okay. So in other words, to clarify my question. Okay, I've got this this ACP connections >> thing here, right? And earlier I I I was watching I wasn't here at the last meeting, but I was watching it online >> and I noticed that um some of these are, you
020know, to fulfill the requirements of the state statutes, >> one of them being good citizenship. So is this part of the ACP uh curriculum or is it like somewhere else? >> So help let me help explain by defining ACP. Excuse me. So academic career planning um is something that we're doing all together. For instance, the student handbook I would consider a tool that and a resource we provide students and families as a guideline of those types of things or in our social studies class teaching about our country and civics for that civics exam. What I help oversee is I uh essentially audit. Okay, where are we doing these things? We're offering world language. We're offering other classes that can be used outside of just, you know, our community. Even though I am really focused on
021promoting economic development in our area, um students could benefit from learning what they're learning in an English class to, you know, those communication skills of writing to some other place in the world. So e the globaleness might sound like uh that we have to do something explicit to maybe identify us as an individual from you know as a citizen from here but it's not an ACP lesson that we like have pull outs and we talk students specifically about that that's something that's embedded throughout the day when teachers are you know helping students remember you know to put phones away or how to be responsible or respectful. Okay, >> those types of things. >> How do we teach uh students about their roles and responsibility as citizens in a democratic society including >> that is not
022part of my role. So that would have to be a question for I'm assuming either Jenny or for a different topic because it's not explicitly a pull out that we do since it's >> really not we're really not fulfilling this. >> No, we are. It's just not within the pullouts that I'm responsible Are you are you saying that it's being fulfilled in other specific classes that you're more of a coordinator of you're you you work in cooperation with other classes to incorporate these elements into their classes and then you focus on the economic development in a sort of local sense and building those soft skills for jobs >> and most of our teachers they're super experts in their curriculum area that they've been doing this before we were legislated to. So that's something that's like
023within our curriculum already. So it didn't need to be. So even though we're able to check it off, it's not like I have a home room day where all students are learning a specific skill set related to that since it's already done. >> And I'm sorry. So, I do want to follow up and I think that like uh kind of Sam pointed to and Sarah pointed to perhaps that's a bit outside the scope of what we're discussing today, >> but I am excited and I've shared this in the past that the process that we're going through as far as the curriculum review process and the curriculum guides that we've outlined, I think we'll be able to get to better address the question that you have there um once we work through the process with our
024teaching staff and compile those and bring that through the board um in the process that we outlined outlined through the policy committee. I think you'll get a better sense of those pieces. So, it's coming and I feel like I wish I could say like look right here on our website, but we will get there and so I I don't want to go too far outside of the scope of what Sarah was prepared to discuss today. Um but certainly it's some that we'll be getting there. And then and then getting back to the global citizenship curriculum um according to the DPI that's um that's laid out by the Aegis society which um is uh comes up on influence watch as a a a CCP influenced organization. How much are we using there? >> I don't know
025what CCP is. I'm sorry. >> Uh Chinese Communist Party. >> Okay. So >> I I'm using Zello. >> Okay. And Zello is it's the link is on here. That's why I'm ask asking. I you know it's if you if you go to global citizenship on your connections >> and you click on the link, you go to the DPI website. >> DPI website says this is where we get our information and it goes to the Asia Society. >> And so and again to clarify the point is not I'm not coming at you. I'm just curious about what you teach in cooperation with this because I understand and this is something that I've talked about a few times uh over the last year or so. Uh there is what a district does on a local level. There's
026the guidance that DPI gives. There's the instruction that DBI gives and there are the statutes. And what we're trying to find out is where exactly does that influence from DPI come in? To what degree is it followed? And to what degree is it incorporated? because the phrase uh critically examining issues such as poverty, trade, migration, inequality, environmental justice, conflict, cultural differences, stereotypes, um as well as looking to uh appreciate different perspectives and worldviews. And then when we're talking about that in cooperation with being willing to act constructively to address issues of sustainability and well-being, these are all, you know, these are all phrases that go together and they typically come from a a specific political point of view. And while I'm very happy with helping students to think critically and encouraging them to get a
027better idea of the world that they live in and learn how to have civil conversations with other people, I think that's incredibly important. I think that sometimes those terms can be used in different ways because DPI is promoting a group that is promoting these ideas that I mean I didn't know about the CCP connection. That's really interesting because DPI is promoting that. That's something where we go whoa let's be careful because it was on the handout that was included in that initial discussion. We wanted to make sure that we weren't bringing things in to kids career planning that was coming from some of these sources because and it's I suppose neither here nor there to talk about DPI's influence on that, but that does not seem like something that people in Watertown would be very
028happy with having. >> Yeah. uh coming down to their kids, especially again, and this is not about you, but under the guise that DPI has it in where they say it's career planning and then all of a sudden we're talking about sustainability and environmental justice, which are all very politically charged ideas. >> Okay. See, and I'm when I think of that, I think of like forestry because I'm just like so career focused. I'm like, you environmental science. This class is why >> Well, environmental justice though. I mean, are we talking about like the trees having their day in court? I mean, what are we talking about there? It sounds like uh it sounds like a feminist reading of glacial glaciology. I think that's what it's called. I read a I read a study once that
029was that had that title. It was very >> very curious. >> With respect, I understand what you're saying. >> And what my response to that is we are meeting the components that's required by the state for ACP. >> Sure. >> What they're linking to doesn't necessarily equal what we are doing. And that doesn't mean that those ideas aren't appreciated by other institutions. It's just this is what we are doing. And to somebody's question at some point, I just uh wanted to show that under our ACP website, we do show like our staff training. And in April, we um CIS 6 came in and there were nine other school districts that joined and they um we came to Watertown Public Library. that came here um and we talked about, hey, this is what we needed to
030do to make sure that we're aligned with um our legislation for E4E and ACP. And so during that training, there was no mention of those pieces to us. And so to me, that's why I'm like, I have no idea what you're talking about. And I get it because and I'm sure there people can relate their their websites and and supporters. I think I saw, you know, like a Tik Tok ones are like these are the billionaires who own everything and you think they're all individual companies. So, I get that there's partnerships that I'm not aware of um because I'm focused on my students. I'm not really focused on those other pieces. So, in regards to us, yes, we're meeting those components. No, we're not using whatever that resource link to this. >> Okay. And when
031we review the um the curriculum, we'll see what we're actually using is what you're saying. >> Zella. Yeah. And you know I you're talking about the broader process of doing the curriculum with you guys. >> I think the other class, right? >> Yep. I think the other piece that I just want to emphasize too is though we may share the PDF from DPI because it's a nice visual. What I would like us to focus on are like the website that Sarah has created. Um, and then as well as what we eventually need to do is approve the um the the plan which I have linked in here, the education for employment plan. Um, and so I'd certainly well I know that like the link to the DPI resource page is there. I would focus in
032on the um the pieces that we have included in that as it relates to the approval that we are. I'm not on the screen anymore. I know I was scrolling through that. >> Um take a look at those pieces and if we have any questions related to that because at the end of the day that is what we're asking for the board to approve. I know we did discuss um having this meeting just for followup which is >> very much appreciated. Um and I know at times there's like an urgency to get it approved like that same month with the board. um we would be comfortable moving into August if we needed to if the if the uh committee felt like they needed some additional time if we wanted to bring this to the August
033ed services meeting as well. Um and we just want to make sure that we're answering your questions about what's happening here in our district um and the work that our ACP team has done. And while we appreciate the concerns about the the links on DPI and whatnot, um to Sarah's point, I don't know that most of our teachers have time during their day to explore the DPI website for those pieces. >> I know I go to the DPI website to answer questions often, but I don't know that our teachers have the same time to do that. So, >> yeah, my my concern um you know, I I I've got the global citizenship when I was in college. You know, they're like, "Oh, wow." You know, China's gonna buy our stuff. Hey, you know, uh but
034um the thing that I'm most concerned about is that uh uh people, average people in town graduating from high school still don't know how our government works. And this this uh legislative requirement, you know, it mandates that we teach our kids how our government works and we're not getting there. And I'm looking for the missing piece of the puzzle. So, um, you know, that's, you know, I saw the glo global citizenship thing and it went down the rabbit hole. I'm like, "Oh, wow. Okay, not what I was looking for, but that's something to ask about." But um uh I was more interested in what are we teaching? >> Are we teaching it? >> Gotcha. >> Yeah. So um so that was to my point and that makes sense. >> Maybe not a discussion a full
035discussion for today >> but I I needed to ask that question somewhere. >> Yeah. Yeah. That makes sense. >> Yep. Absolutely. >> And I do think like that process where we bring forth those pieces. You know, the other piece that I would encourage you to take a peek at and I can get you a copy, too, is the um high school graduation um or not, the high school course book and also like the graduation requirements. So, you can kind of take a look at what are the pieces that are required for a student to graduate here from the district. Um what courses they're required and then also I know out there is also the um Wisconsin uh assess uh uh gosh now I'm missing the name of it. The high school test that they have
036to take civics. I don't know why that escaped my brain. >> You can take a peek at that, too. Um, and I can get you links to that while and we are currently going through the process of uh some social studies updates and revisions. So, this is actually a a great time to talk about that. We we got a little bit of an update from Jenny on the ETH uh that morning meeting on the ETH. So, that can definitely play in there. Um, yeah, and that was that was the main thing I wanted to clarify was I wanted to see what if any kind of uh material we were using or we were providing as a resource. Um, I think that uh moving forward we should be careful about what resources we're providing uh both
037for teachers and for students. Just again, it seems like some of this is fairly loaded. Uh, and that's I'm not putting that on you guys specifically. Um, but the the share I just shared that with you guys just as an FYI as a visual. The uh like visual I use a lot of time for teachers and students is those four stages that it's on the website. So, yep. I >> Yeah. No, I think the website looks great and I really appreciate the uh I really appreciate the clarity with that. Um, so yeah, moving forward, as long as we're not promoting um >> as long as we're not promoting uh a specific worldview or a specific philosophy. Gotcha. >> Um, that's the main thing I think, you know, it's really important for schools to truly stay
038uh values neutral. And unfortunately, I think the DPI is actually maybe unintentionally, but it seems like they're pushing a pretty specific philosophy or ideology with some of the resources that they're putting out. So, if as long as we ensure that we're staying away from that and we're keeping it a values neutral environment, I think that's great. And I think that the work that you're doing as far as far as helping kids get jobs and making those connections with businesses is really awesome. So, thank you. I really do appreciate that. >> Oh my gosh. Yeah. And like I said, it's so many other people. I can't remember. I don't know. Sorry, Lily, if you're watching, Lily, the RMS teacher. How do you say her last? I can't say it. I I think it's French and it's
039very beautiful name that I cannot pronounce. Um she had mock interviews in her hospitality class this spring and one of the um uh groups that came in was the Bank of Lake Mills and from that they talked to other branches and they reached out to me and are now interested in hiring a youth apprentice. So it's like >> there are these things that are happening like even if there are in pockets it's connecting us all together and it's so exciting. So yeah, I I appreciate your appreciation. Um, and yeah, any other questions you have, feel free to let me know. Um, and then let me know what next steps are. Um, is that >> So, yeah, I would I would I would recommend that we move it forward for approval at the July board meeting.
040>> Okay. >> Yeah. And then a little side conversation. Um, so I've been learning all about the things that you've been doing in academic planning and uh it's it's pretty darn amazing. >> How are we promoting that as a district? And you may not be the person to be asking, but I have to start somewhere. >> I try to and you know, if I could have I mean, everybody needs more time and more support, right? But I know Melissa does a really great job, we try uh Leny, who um helps coordinate our marketing. So whenever my our CT teachers or other teachers like when um I had a financial literacy teacher bring in um somebody from the bank that they met at a career fair I mentioned last meeting um I emailed that said Melissa
041I was like hey Melissa she was coming today I have free time at like 10 to come in and take a picture of this happening. So those are the ways that we're trying to promote them. Um, and sometimes it's really like on the cuff and then other times we are planning um, uh, in advance. Like for instance, each year we recognize our seniors in our youth apprenticeship program with their employers and families and we do a a breakfast recognition. Um, and then that's also shared out with the community. So, um, we try our best to partner with Do you have like a a website for parents looking at the district and looking for different things >> for like like for like a like a menu like a parent might want to you know a certain
042apprentice apprentichip program say in welding right >> and you know they're in the area they're looking for a school and >> Yep. >> Do you have that? >> Oh I got you. So on the ACP website um under WHS you can click on the school to career program and then there this is just like the description and the course guide um but when you click below uh we have different uh basically I I put a lot of different um opportunities under school to career. So our youth apprenticeship and cooperative skills is our work-based learning program and so parents can access this website. I also um during our fall college and career planning night give uh a presentation on youth apprenticeship or school to career program as well as um uh in the spring for all
043families who are interested and we share that via our s'more. Uh but this links directly to our county youth apprenticeship program and then it it's it's such a great website um that our county uh coordinators put together but it just shows hey students and parents you're interested in this. How do you get started? There's also a YouTube video that helps explain it that I share um with families too because sometimes websites maybe aren't the easiest to navigate. Um and then the same uh we have an employer facing site as well. So if employers are looking um they're accessing that that way too. Um so and then I post it also on our ACP website, our now hiring board. Um not so much during the summer. I will email students who I know are looking for
044specific jobs. So, I even get community members who are needing help with yard work and I'll put that on there and I'll I'll specify, okay, some things, you know, uh aren't qualifying for an apprenticeship per se, but that I do identify if they can qualify for an apprenticeship. Um, and what type of student can or they're looking for in that position. >> Sounds good. >> Yeah. And then we have a physical now hiring board too because sometimes people don't like websites and they'll see kids will see things and then >> on the TVs. >> Oh yeah. The hallways the TVs on the in the in the high school will post >> what jobs are coming and then it'll flip through which jobs are hiring so that they know what to do. >> And fun fact
045those TVs were bought for sponsored by companies that participate in a career affair. So each year I'll like put a little, hey, would you like to sponsor? And and that I noticed when I would go into other schools, I'm like, "Wow, that is a really good communication tool. How come we don't have those?" And with And I thought it would take me years to do. I think it was just two years. We got 12 TVs. >> I was just blown away. And our tech team is awesome, too. So they made it really easy to navigate. >> Thanks, Tyler. And next year your um your apprentichip breakfast can't fall in the same morning as ed services because this year we missed out because it was during ed services. >> Yes. >> So next year if we
046can coordinate our meetings better then our board can come and participate because I know that's a huge celebration. >> It is so awesome. One of my favorite days. >> Yeah. >> Excellent. Okay. Thank you for that clarification, Dan. Uh so you got any thoughts? >> Well, no. I I agree with Lori. I'd like to promote that because uh I was surprised to hear that other schools were looking at us as an exemplary and uh we got to promote that and in fact I'd like to have some sort of uh posters we could put at every township. >> I know. And so I also posted on this website u for our staff trainings um just in case you guys didn't know Fort Atinson this year reached out to us. They're right underneath us when it comes
047to enrollments and youth apprentichip. They got a lot too. Um, but what they wanted to strengthen as a district in is advisory committees. So having industry partners uh team up with educators and so they toured our facility this past spring um and u met with teachers and students and we had discussions and like okay how do you create advisories? How do you ask? Like it's awkward for public educators to ask for money, but when we're having to train students for careers and we need a piece of equipment that's thousands of dollars. We know we can't fund it with our budget. You know, it's it's those partnerships and the industry values that because they see we want these kids trained for the job after they come out of school. So yeah, I agree. I do my
048best. So yeah, I I agree. If we can highlight that as much as possible, that'd be awesome. >> Very good. >> All right. So, I'm hearing move forward with a resolution at the July board meeting. So, we'll have that on there. Um Sarah may or may not be able to join us virtually that evening. Um but I will do my best to answer any questions that may be come up between now and then. Um and then on my next list is to get Lori some of our materials as it relates to our high school course book and the graduation requirements and a copy of the civics exam as well. Any other action items from this afternoon? >> Um, no, I don't think so. Uh, a future agenda item maybe. Um, just as a note, I
049think we talked about this previously, but if we could do an update, I think this is more for Sarah. If we can do an update on the uh, uh, behavioral response plan or whatever we're going to call it uh, with the schools, I think um, I would like to see some detail about maybe like what the If we have a standard response to standard behaviors, I don't know something of that nature. Obviously, everything is taken on a case by case basis, but if we have some of that detail, I think that it would be helpful for us as a board to understand where we're going with that, and I think that it would help us to be able to make some moves to help support you guys in doing those things. Awesome. Cool. Thank you.
050>> Do good. >> Okay. >> Oh, yeah. It's everything for me. >> Are we really going to adjourn at this time? >> We got >> It was one item and it was >> I know. I know. I know, but I Okay, >> let's not be too impressed. >> So, we are adjourning this meeting at 3:38 p.m. >> Okay. >> Yes. Thank you. Thank you for coming in, guys. I really appreciate it. >> Hope you have a good rest of your >> Yes. You, too. I realize I have