06/23/2025 Regular Board Meeting

001Well, this is uh I call this meeting to order noticing a quorum and present the June 23rd meeting of the regular board meeting. Please rise and join me for the pledge of Iled to the flag of the United States of America. Mia minutes here. Dan Bolner here. Craig Wharton here. Charity Chandler here. Tammy Cornier here. Lorie Hoffman here. Diana Johnson here. Sam Alen here. All right. Thank you for that. As I as we preview the agenda, um is there any any adjustments to the agenda that need to be made? No. All right. Um for the purpose of the me of this particular meeting, I will be trying to regually adhere to the time boxing that we what we have laid out. I'm asking for the board to help me in that process. Uh so we

002can try to keep our uh comments brief and concise. That would be great. As well as respect the uh time boxing that we have in the agenda tonight because we have a pretty prepacked agenda. All right, that brings us to our first opportunity for public input. Uh, I would remind the anybody that wants to participate in public comment to uh fill out the uh the card that's in front of us as well. Uh, also please state your name and address for the record. Please also remember that we're going to try to keep our comments to a uh civil uh matter, civil and and decorum. And please direct your comments only to the board as a whole, not to any individual staff member, not to any individual board member as well. So is there anybody that's

003interested in public input? Please My name is Camille seasonless and I live on Northwater Street. I'm going into seventh grade at Riverside Middle School and I have a lot and I have a list of things I'd like to bring up regarding like the flags. I don't understand what the problem with flags would be other than the US flag, the Wisconsin flag, and the Watertown flag because there's world history class which obviously they need the flags from all around the world. and flags aren't really doing anything to anybody. Um, if people are from different like cultures, does that mean they can't wear things that have their flag on it, like Mexican flags or um flags from Spain? Um, and then on the anti-bullying part, um, I have had bullying in the past and there were reports

004that weren't followed up consistently and I read like the original thing and it said that they're supposed to be followed up. So, I just don't really understand that part. And then when it was like physical bullying, it was really taken into account and dealt with like immediately. But when it was verbal, it was never really dealt with. Bullying can include ignoring a person's pronouns with which draft C allows. Um, and then with the controversial issues, who decides on what is or isn't controversial? And shouldn't be the goals shouldn't be it be a goal for you guys to get kids to attend school and make them feel safe at school in other districts there's people that there's people when they struggle to get students to to come to school. So sometimes it kind of now it

005kind of seems like that's our goal to push students like away from us. And are the dress codes and the pride flags really our biggest issue? um especially with the failed referendum and staff being leaving or being pushed away. Thank you. Go ahead. Katie Vander Lindon, N8071 High Road, Watertown, Wisconsin. I attended the most recent policy meeting in which Sam praised the committee for only taking three and a half hours to get through a dress code policy. That's not praise, that's a waste of time. I remind you that not even 50 kids have broken the dress code in 5 years. 50 total and zero faculty, teachers, and staff. So what is it? You have to spend hours discussing something that isn't broken, that doesn't need fixing, and is a huge waste of time and money.

006Well, let's address some of the problems. You say Craig said that school should be professional dress. Could you please enlighten me on what a third grader's professional dress is? According to this quote, I am not professionally dressed yet. I wear this to work, the church, the YMCA, and Tre. Nothing is wrong with my attire, but you would find fault with it. It might be controversial because I only have strings, not full sleeves. But clearly, you don't exactly explain what controversial is. Is it what my kid wears to skills or what my daughter wears to GSA? Dr. Burke was very clear. Enforcing this code will be a nightmare, but you decide to keep going. I say there is an alternative. No dress code changes. Let's teach kids how to associate and respect those who are different

007from them. Kids go to jobs and see people wearing things that they don't agree with. You think their boss cares? You think their boss is going to cater to them, but actually no. They're going to encourage them to get to know each other and to actually connect with one another. The job of the school board, according to both the state and to Watertown, is to listen to students, parents, and teachers. So listen to us. Raise your hand if you want a new dress coat. Exactly. I have a teenager who is very proud of her body. I have a teenager who wears crop tops and tank tops because she's confident and because it's hot. Do you know what Charity said at the last meeting? She said, "If I had more confidence or felt better, I would

008show off my arms." Please direct your comments to the board. These are quotes on the board. From the board minutes to the board, please. I'm just commenting on what you all said. Numbers, I'm saying what you said in a meeting. I'm allowed to quote from minutes. I don't want my kid to grow up thinking that she needs to be ashamed of her body cuz her shoulders stick out. And furthermore, I have a son and you know what? He doesn't care whose shoulders show. He's going to concentrate on his work and his schoolwork and his studies. And you better start focusing on what matters as well. It doesn't matter what kids are wearing because nobody's having a problem with it. It doesn't wear matter what faculty and staff is wearing because nobody's having a problem with

009it. The only people having a problem are you. The ones who fought against a mask but now want join the meeting. Kids can wear hypocrisy at its finest. [Music] Anybody else for public comment? I'm Mark Weiss. I live 1118 Riverview Lane in Watertown. I'm going to discuss the joint finance committee because it affects this board and I'm hoping the board is actually taking time to advocate for their district. This is uh I'm going to read what I wrote to a staff member or Senator John Jaggler. On June 12th, the joint finance finance committee voted on funding for special education services in public schools. This vote does harm to every district in this state, to every public school student in this state, and the future harm to every employer in this state. I personally participated in

010a legislative action day that was organized by Wisdom, a faith-based organization. I along with another person directly spoke to the need to increase the reimbursement for special education services to 60% some sufficient. I am aware that other organizations also lobbyed the legislators for this increase. It seems that Senator Jaggler and his fellow Republican legislators have chosen to completely ignore the wishes of their constituents. Remember that the vast majority of students attend public schools in this state. Our state legislature should be advocating for and supporting the majority of students in their districts. Yet last year, Senator Dagler proposed and passed legislation that reimbures voucher schools 90% for special education services. Then this year, he refuses to support even an increase to 60% for public schools who educate the majority of Wisconsin students. How is this representing

011the needs of the majority of students? The Republicans are trying to frame this as an historic investment in education. This is more slight of hand manipulation. They are basing it on the fact that they are proposing to increase a high needs reimbursement rate. The catch on this is that only applies to 05% of students. It will only help approximately 62% of schools. Only three out of 100 special education students will be better funded while 97 out of a hundred will still be grossly underfunded. School districts will have a very slight sign but will still have a very significant shortfall in funds for special education services. This is not an historic investment when you look at the complete history of special education reimbursement in this state. In the 1980s, under Republican Governor Tommy Thompson, special education

012reimbursement was over 60%. The request to increase current funding is actually less than the historic high, claiming the proposal by the Joint Finance Committee is an historic investment is false advertising and unethical. The Senate also should be reminded that failing to adequately fund special education services hurts every single student in public schools. Whenever a district has a shortfall on funds needed to pay for special education services, they are forced to take money from funds that are intended to pay for such things as technical education classes, art and music classes, AP classes, etc. This short changes the education of every student in this district. These students are the employees of tomorrow. Short changing their education now short changes the businesses that will employ them in the future. How is this good for the state of Wisconsin?

013Comment, please. Okay. I'm hoping that every single board member has been talking to Senators John Jagel. If you have are not, you are not doing your job as advocating for the students in this district. Anybody else for public input? Good evening. My name is a Reverend Dr. Christopher Ross. I live in Cottage Grove, but I work and serve here in Watertown as the pastor of First Congregational United Church. What's your address, please, for the record? 432 West Clover Lakeland. Thank you. My pronouns are he, him, his. This year's Watertown Pride event has been scheduled for Saturday, July 19th from 10 to 6 at First Congregational UC. I invite you to come and see a wonderful and joyfilled day for families of all kinds. But know it is a safe place that honors the Christian values

014of diversity, equity, and inclusion. So, please leave any bigotry and false narratives at home. But do know that you also are welcome to come check it out and even to join us in supporting your community's youth and their families. Youth and families you all have pledged to serve. Thank you. We have time for one more comment if somebody cares to make sure you're filling out the cards, too, please. It's already filled out. Okay, great. My name is Shelby Keller. I live at 109 North Carol in Johnson Creek. I'm going to come right out and say it. I am here with an agenda. Because you see, I may be an atheist, but even I know a deal with the devil when I see one. And when this board aligned themselves with Moms for Liberty, they bought

015themselves a ticket straight to hell. People like to paint me as a political activist who turned her targets on Moms for Liberty, but in reality, I was just a concerned parent. Members of Moms for Liberty made me a target, and that is what turned me into an activist. In some ways, I owe the moms a thank you for making me pay attention. One of their missions is to get involved, is to get parents involved, and boy did they inspire me to do so. I started asking questions that no one around me was asking and quickly learned the moms don't like it when you do that. They say they want truth and transparency, but they run campaigns based on lies and deception. They pretend to care about kids education, but in reality, their goal is to

016keep kids from learning. They don't want children to learn how to be critical thinkers because that means the next generation is going to be critical of their actions. They create false narratives to instill instill fear in their communities because people are easier to manipulate if they are scared. But as Reagan said, evil is powerless if the good are unafraid. I cannot sit quietly and allow my community to continue living in fear. Some in this room would argue that this is what the people voted for. But let's not forget that the people also voted for Tina Johnson and Fred Yant and Mike Higgins. And even though she may not have won, almost 4,000 people in this district also voted for Charity Chandler. It's remarkable that Charity hasn't added herself to the list of people who can

017no longer serve with this board. She has been attacked viciously and relentlessly since her appointment, called names I wouldn't repeat if you paid me. And so, she shows up and participates proactively in conversation with an aim of neutrality for the sake of our children's education regardless of who their parents voted for. That is what the job of a schoolboard member is supposed to be. serving the students and staff and making sure their needs are met in order to cultivate the next generation of leaders. Charity has gone above and beyond the responsibilities of her role. 16 seniors received diplomas this year because the fundraising efforts of her small business cover the financial obligations for students who needed help. Despite her unwavering dedication, this board has essentially stayed silent in regards to things that are said about

018charity because it doesn't serve their interest to put those rumors to rest. We're we're not going to be commenting about other board members. Please direct your comments to the board. I said this board. I said this board. No, you're you're making comments about a particular board member. Okay. When letters began circulating calling out board missteps, the board was quick to release a statement condemning the author for pointing out difficulties that some board members have to getting with me to meetings on time. Astounding that that's where they decide to expel their efforts, defending people who need to be reminded when it's their turn to speak during meetings. Aren't you guys embarrassed? Because I'm embarrassed for you. Watertown is used as the example of how badly schools crash out when their boards are infiltrated by extremist groups.

019Is that really what you want your legacy to be? The elected officials who ruined education in Watertown for years to come. My goal is to prevent what's happening from happening anywhere else. Two more sentences. My agenda is to make sure that people are aware of who is in charge of their children's education. And my hope is that you remember that you are here to serve all of your constituents, not just the ones who voted for you. Thank you. I would have made it in time. All right, we are uh moving on to number three, the announcements and recognition communications in our agenda. First up is our student art purchase presentation. I get the wonderful distinction to talk about our senior art projects and I will tell you nothing makes me happier right now than to

020do that. Isabella, come on up here. and and Daniel K. Daniel, these wonderful pieces of art um were produced by various entities in the school district, the high school as well as the ESC. Uh and they will be displayed um to honor these students and their work. Isabella and Hunger of Technique as well as Danielle and Watertown Bloomberg. Uh, and I'd like you guys to each say just a few words about your piece of art and then I've got a wonderful check. I made my piece when I was doing my portfolio. It was like kind of in the earlier stages, but I felt like I was kind of lacking technique and like I wanted inspiration and so Paul's books Actually, the model is Danny right here. Yeah, I just felt like it express where my

021mind is at the time. And yeah, congratulations. I made mine in my drawing class with Mrs. Stroble. Um, the prompt was just give me something colorful. And my favorite color is to compliment colors and my favorite use of complimentary colors is orange and blue. So I thought of a blue bird which is my favorite bird and then just array of different shades of oranges and yellows in the background to complement that. Awesome. I'd like to thank Paul and the art school. Um, I I do have to say that um uh Isabella, Isabella, your art will be hanging at the uh Watertown High School office. Uh and Danielle, yours will be here at the ESC um just like these are here. I'm going to take the artwork outside for a picture now that it's not raining.

022Is it done raining? Yes. Eight. Thank you for that. Um, that brings us to the distinguished alumni award recipient 2025. Give it just a minute to follow up our presentation. Up next, I get to do another fabulous thing uh where we get to name for the public our distinguished alumni uh for uh the 2526 school year. Uh and um you may or may not know this person by their picture. Um but tell me when you're ready. Give me a second. And you're gonna have to excuse me because this is always one that I read because it's going to be a lot of biographical information and I want to get it right for all the public out there who maybe uh haven't seen uh the presentation. Okay. Yes. This is David Neil McMurray. David uh is

023a graduate of 1960s class at Watertown High School. He attended the University of Madison, Wisconsin, where he earned a bachelor's of science degree in chemical engineering in 1965. David then served as a Peacecore volunteer for two years in rural Kenya. Upon returning to the Peace Corp, he went back joined the meeting, went back to Madison uh for his mers of science and PhD degrees in medical microbiology. He then spent four years as a post-doate fellow at uh Tulain University International Center for Medical Research in Cali, Colombia. Uh in 1976 he was recruited uh to the new Texas&M University College of Medicine as an assistant professor and rose through the ranks to professor in 1991. David was named as the reasons professor in 2000 and a professor memerred in 2017. McMurray was a founding member of

024the intercolgate faculty of nutrition and served as a chair of faculty from 1993 to 96. During his 41 years on the faculty, he taught immunology, microbiology to every medical student who graduated from the college of medicine. David received several teaching awards and was inducted into the Academy of Distinguished Medical Educators in 2012. His research focused on the mechanisms of vaccine introduced resistance to tuberculosis uh using a high uh relevant guinea pig model for lowd dose pulmonary exposure. McMurray uh extra extra murals grant uh and contracts principally from the national institute of health brought in more than $15 million. One of his grants was funded continually for 24 years. David's many other accomplishments include collaborating for 25 years on the National Institute of Health funded investigation to elucidate mechanisms by which longchained polyunsaturated fatty acids suppressed

025immunal immune and inflammatory responses. Published more than 220 papers in peer-review journals. trained nearly 50 graduate students and post-doal fellows. Served on editorial boards of several scientific journals in his areas of expertise. Member of the National Institute of Health Study sections and ad hoc review groups. Served three years as a member of the VA merit review subcommittee on infectious diseases. Reviewed 40 manuscripts per year for several scientific journals. a consultant for 10 years to the World Health Organization and served as chair of the immun excuse me immunology of microacteria steering committee and the animal models task force. Traveled to Russia several times as a technical adviser to the US government to review US funded tuberculosis research programs. frequently traveled to other TB high burden countries such as India, China, Ethiopia, Vietnam, Russia, South Africa to

026consult with TB research groups. Was a member of an expert panel convened by the Academy of Sciences of South Africa to develop a consensus study of nutritional influences on human iminology, excuse me, human immunity in tub in tuberculosis and HIV infection. He was a member of the tur tuberculosis and leprosy panel of the US Japan cooperative medical sciences program for 20 years and served as chair of the US panel from 2005 to 2010. served for 10 years as a member of the board of directors of the Aras Global TV vaccine foundation that received more than $500 million from the Bill and Melinda Gates Foundation to take a portfolio of promising TV vaccines through preclinical uh development and into human trials. Uhoh. Okay. David and his wife uh Lanley uh reside in College Station, Texas. David

027is the father of four. Rusty just graduated high school and will attend University of Texas in Austin next fall. Christopher owns a lodge and outfitters up in Matwish Waters, Wisconsin. Mark works in retail sales in San Antonio, Texas. And Michael is a professor at the University of Colorado Medical School in Denver. There are six grandchildren. David retired in 2017 and enjoys fishing, reading, traveling, and solving several number of word puzzles each day. He also continues to participate on a couple of committees and give a lecture or two each year at the medical school as well as interview uh 30 to 40 medical school per applicants per year. I want to say congratulations again to David. He was so excited on the phone when I when I talked to him and we're excited for him because

028you saw that resume. Congratulations. Thank Thank you so much. Um it's it's a great honor for me to receive this. Yeah, we have him here. Go ahead and speak to us, sir. Okay. Thank you. Um in the interest of time, I'll keep my comments brief. I just want to thank you for this honor. Um it's a great honor for me. I I think of Watertown often, return, not as often as I would like to, but I sure would like to be there next fall at a football game. Um, my memories of football games in in Watertown are keeping my mouthpiece in my pocket so it didn't freeze to my lips as I bone in the marching band. Thank you. Congratulations. We can't wait to see you uh this fall. Yeah, I'll be there. Thank you.

029This brings us to the point of our agenda where we have a discussion, a strategic discussion and the first item up is Shur's AGR AOY report EOI report rather take it away Sarah or no AC. Um, hi there. My name is Casey Ro. I am the principal at Sher Elementary School. If you are unaware of who I am, I just wrapped up my first year as principal at Sharers. I know I'm biased, but I think we had an amazing year together. Um, and I'm really excited about the work that we'll continue to do. Um, we are going to walk through the achievement gap reduction program um, end of year board update. The state of Wisconsin requires us to report out twice a year on our participation in the EGR program. Um the EGR program is

030uh a program established through the state to address um disparities in student achievement um by providing a funding for schools who have a high percentage of students who are economically disadvantaged. Um you can see on the graph there um SH in blue is the number of students who are considered economically disadvantaged and that has remained fairly steady over the course of the past four years and beyond. we're right around that 70% mark. Um, as part of participating in that AGR program, every five five years, we have to create a set of performance objectives, including how we're going to work to reduce that achievement gap for our students who are economically disadvantaged compared to their peers who are not. Um, and just how are we going to work to uh improve that overall academic uh performance

031and uh long-term outcomes for our students. I think on a more personal level talking about SHRES um the participation in the AGR program really helps us focus on early intervention in those early grades. We know that our students um need to master those foundational skills and literacy and math by um grade three. Um and this really gives us some additional support and resources to focus our energies on early intervention. Um it aligns with our mission to serve all learners. uh we are really focused on promoting academic excellence in our district and this is just another tool another avenue uh for us to do so and to develop lifelong level learning u for our students and our staff. Um it really helps us remain rooted in uh making data informed decisions. Um we are as part

032of the EGR program having to continuously review our data and um report out to both you guys the board and the state. So, um, it's really kind of pushing us to be more intentional with our data and consistent in how how we use it across the board at SHERS. It also just holds us, uh, accountable to higher standards. Um, again, we're continually evaluating our strategies, um, our work within the AGR program, um, and how we use our instructional coach, who I'll talk about in a minute. Um but again it just um is an a valuable asset to us in the work that we do each and every single day uh to close gaps for our students and and to raise achievement for all. Um so I'm going to move on to page two. Um for

033the state there are three ways that you can use the AGR funds. Um as a district and as a school we have uh utilized an instructional coach um in grades K through three. This is a repeat of information earlier this school year, so it might look familiar to you, but these are all the ways that we use our instructional coach. And this position wears a wide variety of hats. They're heavily involved in our curriculum, instructional support, working with staff and our PLC meetings, um, helping grade level teams analyze data, make instructional choices, um, and just improve our overall practices schoolwide. Um this person works a lot with our data uh making sure that we're bringing data to our schoolbased teams uh to again inform our instructional choices and then working within our response to intervention

034um RTI system by again helping collect and analyze that data. Um, this person also works one-on-one with students um, from delivering um, assessments via u, the requirements of act 20, but also delivering tier three interventions of math and reading. This person also does that and then um is a a great asset in our overall professional development um, as a school and the overall growth of our teachers uh, in the building. Um, so that is the what what we do with those additional funds. Um, so how did we do this school year? Moving down to page three, um, starting with our youngest learners, um, our kindergarters. Our goal was that by the end of the school year that kindergarten students would show profic proficiency in their letter recognition and matching sounds. So we did use our

035district-wide letters and sounds assessment. Um, this asked our uh, kindergarteners to identify all 26 letters of the alphabet, both uppercase and lowercase, and then their matching sounds. Uh you can see in the yellow there that our goal was to hit 75%. Um by the end of the year um it's not really a spring color but it is that ugly gray there uh indicates that we did meet that goal. We hit 78% with our youngest learners. Um, moving then uh to the next page. Um, where we have a peek at our star data over the course of the past school year, excuse me, sorry. Um, our goal was that by the end of the school year, um, the percent of students scoring at or above proficiency on STAR math and reading would increase by 20 percentage

036points per grade level. Um, and I think it is very clear that we did not meet that goal in any grade. Um, we had really great growth um, in winter and then uh, kind of circled around here in spring and did not see the results that we were hoping for. Um, it quite honestly was a gut punch, right, to see that data and to um, see it not reflect the hard work that I know our teachers and our students are doing every single day. Um, and I just kind of had to sit with it for a little bit and and think about, you know, why I think the important piece that Mr. Bull reminded me of is that we uh cannot just take one data point that doesn't um accurately explain any picture. Um, so

037I did include in the below graph there, although it's not a part of our EGR plan, um, it was some important data to help paint a picture of what's happening with our students. Um, it's our latest ACT 20 reading plan data. Um so according to the data um in winter um in blue there you will see the percent of students who qualified for a reading plan this winter in grades K 1 2 and three. Um and then you will see in spring um the same number of students who qualified for a reading plan um in three of those four grades we saw a reduction in need of reading plans for our students. So we know that we're making growth um we know that we're making great gains. it did not show up in our our

038star reading and math results um in our spring assessment this year. Um I think there's a couple other things to consider when looking at the data as well. Um it was our first year of our bridges math implementation and we talked about that previously. Um but an implementation gap is a real thing. Um it's very um common anticipated to take a dip the first year of any implementation of a new curriculum. um our teachers are learning the curriculum, our students are learning the curriculum and it it takes time to increase their capacity of that. Um the introduction of the act 20 requirements this school year um it is an important piece of legislation but it did it took a lot of heavy lifting to en ensure that act 20 um was implemented to the requirements

039of the state this school year. um it was a lot of time creating um diagnostics and u conducting those assessments and then analyzing the data and creating their reading plans and then providing those interventions and ultimately what I'm saying is that was that took a lot of time away from our students. um our adults were busy working through the process of act 20, but as a result our instructional coach uh you know her time spent this winter was less time with students, more time trying to support us through act 20. So just food for thought it move we won't have to do that foundational work moving forward but it it did play a role um in our in the success of our year. I think assessment fatigue as well. Um our students uh experienced a

040high level of assessments this springtime. I think about our third graders specifically. They um took the Wisconsin forward assessment in April and then May they also took the STAR reading and math assessment and then they also took the Ames web Ames web screener assessment. Um that was exhausting for me to say that. So I think about those little third graders taking all those assessments. Um I think they were pretty tired by the end of that and I don't know if it was an accurate reflection of uh their growth. Um also just acknowledging the fact that our current curriculum um is not rooted in the science of reading. We have done a ton of training this year both as administrators and staff educating ourselves on the science of reading. Um and we know that our current

041curriculum um although you know fills many needs of our students, it isn't based in best practice. Um, and so we did the best that we could this school year with the knowledge that we have, but it really lends us to our next steps for the next school year. Um, we're really excited about, you know, the adoption and the full implementation of our new HM curriculum. [Music] AGR gets me really excited, guys. Sorry. All right. So, um, moving into our next steps before the lights go out again. Um, just that adoption and full implementation. We've already started the process. Our teachers have already engaged in a two-hour training. Um, administrators at Wednesday level. Last week, we particip or was it last week? Yes, I think so. Um, then we participated in the training. So, we're getting

042the ball rolling with that. Um, we are moving to an implementation of post-serve plan. Um that is something that is already occurring at the middle and I believe at the high school level. Um but really it is changing how we plan for instruction. Instead of teachers planning for instruction in isolation kind of alone um it's kind of forcing their hands with collaboration and bringing other players with different uh specialties and knowledge to the table. So, it's making sure that our special education teachers are part of the planning process, our EL teachers, our interventionists, our instructional coaches, so that we are really um making sure that our instruction is meeting the needs of all of our learners. So, we're really again um excited for that new implementation next year. We're also going to continue to develop

043ourselves as leaders. Both myself and our my instructional coach Carrie Dean will be participating in the impactful coaching academy next year through the association of Wisconsin school administrators. Um the hope is that we will build our own capacity as instructional leaders and work to continue to build a culture of continuous learning um and improvement within the withiners. Um we're working on developing instructional pacing guides. Um Jenny Boris has already had the ball running um in the area of math and putting a team together and then our instructional coaches in the district are really working on digging through that HM curriculum um and making sure that we have piecing guides for our teachers. Um this really works to ensure that we are aligned vertically um up and down across our grades, but also that we're consistent

044among our grades as well. Um we are going to be dedicating one staff meeting a month um to uh just focus on curriculum and instructional work um thinking about the idea that we have had two brand new curriculums in two years. Our teachers need time to become masters of the curriculum. And so just being in very intentional with our staff meeting time to make sure teachers are getting the support that they need so that when they walk into their classrooms they're ready to go and have a good understanding of what they're teaching. Um the last two just continued implementation of act 20. Um refining that process, really building our systems to ensure that we have a really good um high quality level of interventions in place that we're progress monitoring our data um and then

045making uh changes as we go to meet the needs of our students. And lastly, really looking to refine our student intervention team process. um just you know focusing on strengthening our tier 2 and tier three interventions um to ensure that our students are getting what they need in a timely manner. Um I know that I talked fast and that was a lot of information. Um so I guess now it is open up to you guys for questions that you might have on our participation in the AGR program. Any questions or None. Thank you for your thoroughess. We realize that uh you know despite our best efforts when you get into a situation where you got a number of different uh variables at play including uh exploring new curriculum and being uh acclimated to the role

046in the district that you know it's it's understandable that you know the data might not reflect what we always anticipate. so much. Thanks. Keep up the good work. Know that you're doing a good job. Well, thank you. Right, moving on. That brings us to the um part of our discussion about the adoption of the NE policy book. So, for just about two years now, we've been working to transition our current policies into a new format um using Neiola policies to help drive that uh discussion or format. And we are uh all but 60 uh some um policies away from getting that done, which means hundreds and hundreds of policies have been reviewed over the last two years. uh a job well done and well lifted. Uh I'd like to take the bulk of that work

047and um approve that tonight to uh take place starting July 1. So that way we know uh what next year entails. Uh the 60 policies that's any year's given work of re renewing, reooking at and moving forward. We can easily finish those policies um into the first couple of months uh into uh the next school year. Um, if there's any discussion, I'd be happy to open that up, but I'd really like to start off July 1 with our new book of policy work that we've done. Any discussion? This has been a long time in the process. Um I I would also remind board members that uh as we have been going through that process, we've been approving those policies. Uh July 1st is when um those policies will take effect take effect as as we

048had already approved. So is anything that goes through second reading tonight slated for inclusion of the book? Yes. Okay. And I I believe they're all in there. If you uh were to click on that link um that's uh in the public content area, you'll be able to see the policies as they will look scrolling through. But rather than scrolling through hundreds, I thought, but no, the the ones who are uh approved for second read tonight uh would be in there. Um and the the resolution itself tonight uh later on in the meeting is to just adopt all the work that has been completed past second read. uh uh through the board level, right? And again, there's 60 some left that are in various stages of first read, draft or um second read. That would be

049after tonight's meeting in for future second read. It's like all those first reads, they won't be in. They'll be in once they get passed through. Excellent. And it does it's not an inclusive list where there's there's definitely more work to be done. We're going to try to as my understanding we're we're going to go ahead and work through the remainder of the policies that we have left and then uh begin the review process of the book. Uh it's just an ongoing cycle. Uh we've uh we have other updates that come down from Nola for discussion. So moving forward after we approve the book we will have two bianual updates that Niola will give us. Um and that will be anything from new state law, new federal law, um requested changes from the DPI and other

050things um that will come in those updates. Um and then also every year we may have our own updates that we want to do based on how we want to govern the school district. So um that will also be continued work uh each year. So it's not like the policy committee gets to dissolve now. We just get to go back to the regular work of policy uh instead of this large lift that we've done over the last two years. And I appreciate all of the past and and uh present board members for all the contributions they've made. It's a big lift to do that. So, thank you. Excellent. Yes. Thank you for your patience and the long meetings at policy. You know, it's it's it was necessary. Unfortunately, it it it looks kind of clunky,

051but it was clearly it's still a process and we still may have some longer meetings, but it it's just the way of the work that we have from us. All right, that brings us to unless there were any other questions. No. All right, letter C, the econ ecampus contract discussion. Um, this discussion was had at the uh ED services committee and uh I asked I asked Dan uh to uh to see if it would be appropriate to bring it forward as a uh a strategic discussion because of the nature of uh you know the the contract language and and the extent of the contract. Um it's important for us to get this right because uh I I personally feel that we can't we can't not afford to move o forward with having ecampus as part

052of uh what we offer at a at the school district but also understanding that a um that it is also necessary for a uh five vote to move forward with uh with ecampus uh the contract. So, uh that that may also include a little bit of um uh discussion and potentially compro compromise moving forward with that particular uh contract. Um I I don't have a Did some Did anybody have any questions or concerns about the contract? Yeah. What was the problem with the five years again? Okay. Uh before I get into that, I'm sorry I forgot one thing. Uh our our action items actually uh for this particular contract also indicated that um that Sam would work with administration to put together a um like the some of the contract language moving forward. Um, as

053far as like the the goals, the measurable goals and things of that nature, Sam, did you have anything to share in that respect or? Uh, no. I'd be happy to work with them to uh create some measurable goals. I think that sounds like a great idea. Okay. Um, so that means we have to pass it if we're going to pass it as is because this has to be done by the 30. The 30th would be the deadline. So, um perhaps Jason, um I understand that you played a I I can I can go over the drafts that are offered in the document today for you that Jason did work on. Um so he worked on attendance. Uh the committee asked to see something on attendance and so uh there was an increased daily average attendance.

054Uh this is on page four the end of the boxes right there uh where it talks about that added an increased daily average attendance percentage uh by 3% each year uh 2025 through 2030. Uh chronic absenteeism decreased the total chronic absenteeism percentage by 3% each year 2025 to 2030. Um then uh there was uh an overall discussion. It says, "During the course of the 2526 school year, members of the eCampus staff will collaborate with the eCampus academy governance board and the WUSD education liaison to develop a comprehensive student achievement dashboard as a step towards the identification of long-term comprehensive student outcome goals that are aligned to the mission vision of eCampus and the WUSD strategic plan. Uh and that was another discussion point that we uh asked because we realized that uh trying to put

055together a goal without asking what data are we going to be looking through what what are our constraints just noting in the contract that we're going to hold uh our group responsible together by saying we're going to have WSD board leaison as well as their governance board work through our continued goals to try to have um you know more data and more goals aligned to the strategic plan of the district. Next, um and Jason, jump in if I miss anything on, uh page uh five, halfway through where it talks about uh equal opportunity procedures. Um we we changed the following to this language, it says the equal opportunity procedures, WUSD and eCampus academy will assure access for all students through multiple means, including the following. Uh and there was two outlines there um that were

056there. All district non-discrimination policies that WSD will be adhered to. Uh the charter contract specifically stipulates that e uh ecampus academy will not discriminate. Number two, enrollment is voluntary and will be open to all students from WUSD as well as through the state's open enrollment process. Um and then also a change uh to the vocabulary there that uh that says eCampus Academy Charter School will utilize a variety of strategies to achieve and maintain equal access to eCampus programming in a matter that is reflective to WUSD's procedures including but not limited to and then it goes into the main three uh which are education of eCampus programming through WSD website and all social media platforms uh two regular collaboration with all building leaders throughout WSD and three education of eCampus uh programming options through regular presence

057of WSD events. Next uh down the page uh to page nine about halfway down there is a guarantee of non-discrimination and it should it should read as this now uh the eCampus academy will not deny admission or participation in any program or activity on the basis of a person's sex, race, religion, national origin, ancestry, uh pregnancy, material or parental status, sexual orientation or physical, mental, emotional or learning. learning disability ecampus academy will evaluate all programs annually to ensure alignment to district non-discrimination policies. Targeted out outreach will be undertaken by ecampus leadership and ecampus governance board members to ensure equal access as needed. And I believe that was it. Thank you. Um and those suggested changes were from the education subcommittee. If there's anybody on that that committee that you know there's anything we missed that's

058what we put together. Any any thoughts or discussions on the contract so far? I do have some reservations about the measurable achievement goals um specific around attendance and chronic absenteeism. the uh chronic absenteeism of ecampus is uh at around 35% and 3% I feel that 3% of a percentage each year is is not a strong enough benchmark to try to um affect some change in that particular area. Uh I'm I'm impartial to to uh daily attendance. I think that that that probably should be a little bit more aggressive as well. That might my my suggestion would be 5% each year on attendance and 10% each year on chronic absenteeism uh until we get that uh closer to a you know a manageable level. Go ahead, Sam. Just a clarifying question and Jared or Jason maybe

059you can answer it for me because you're hitting on something that's kind of interesting there to me at least. Uh the 3% is that 3% of the percentage or is it a flat 3% decrease? So if it's at 30 does that mean that the first year it goes down to 27 then it goes down to 24 and so on and so on? Yes. Okay. Explain if that helps. Yeah, sure. Go ahead. But uh brick and mortar high school with uh chronic uh chronic absenteeism as well 15%. There was I would say a full court press on decreasing that this year and it went down about a half% that with extensive efforts. And so the thought was if we decrease it three 3% over five years we've got a spot that would be similar to the

060brick and mortar. As a follow-up question, do you find that it is more difficult to ensure attendance uh in the ecampus versus the brick and mortar schools? Um I don't think it's more challenging. I think it's Um I don't know if there's any support for a more aggressive uh metric in that respect. I think I still think that I I I realize that, you know, things are challenging to turn around chronic absenteeism, but that's pretty essential to what we do when it comes to education. We have 35% that's over a third of our students that are not attending class. And um I don't know. I don't even know how we can be effective at at learning at that point. Right. Yes, sir. Jason, I have a question. You said at that meeting that this was

061often the second chance for these kids because they didn't do well in brick and mortar. Would one of the problems they have had be absentism or Yes. Yeah. So, they already came in with that problem and this was their second chance. Dana, I stated this at the committee level. I know that not all the board members were there, but I'll state it again. Um, I worked at an online school for a year. We talked and we got data that how many of them are high risk, how many of them have issues, you know, in attendance in some of those other things that they may be running away from. Not all, but we talked about the higher number. And that was referenced, you know, with this. I'll talk I could talk about many students of the

062200 that I had in my class. I'll talk about one one student I worked from day one until right after Christmas break. That student never attended class. I called home weekly. We had multi levels of support. This is the largest online school in the nation and they couldn't get this kid to school. And finally, it took that long to get through the process and the programming with it. That's one kid. So, as much as I tried to wrap around, as much as others tried to wrap around, there's only so much that you can do. I appreciate the efforts here. 3% for for the chronics to me is large and you use the data. Thank you for bringing that. 1.5% in our brick and mortar where we have people physically wrapping around those kids that are

063there present. These are kids that you're trying to connect with by a computer that may or may not be attending that you try to call home. They may not answer. And so I would like to see yeah let's go with that 3%. We had talked about having some benchmarks throughout. look to see measurable. Just because it's 3% now doesn't mean that we might achieve it, we might not. And we we reflect on those goals and we might need to adjust those goals. It's not a oneanddone. Let's check in in five years. But with this, we have some concrete measures here. I agreed with your statement at the committee level and I'll agree with it here that I think we do need to do some additional things to kind of put a a thumb on some

064of the things that are happening with eCampus. But I don't think we need to stop the show to do that. And so I do strongly recommend that we move forward with this, that we connect back in, whether it be a year, two year, whatever, to do some revisiting, some refining. This is by no means perfect. It's improving. It has been, I hate to use the word neglected, but it hasn't gotten the attention that it probably should have gotten over the years, but you're going to hear me say this a lot of times. When Dr. Burke came on, we had a lot of things in front of us, and we still do. We had nothing really for a strategic plan. And that first year, the focus was math and reading, math and literacy, you know, although

065we have many other things that needed to be our focus. And then it became the referendum and and working through that and we still have those in our forefront. How many more things are we going to continue to put on the plate and not set, you know, without sacrificing those key elements that need work? I call them the big rocks. We've got some big rocks. This is a rock, but it's not our biggest rock. So, can we please move it forward? Take some looks into it down the road in a year, in two years, do some checkpoints. Um, that's where I stand in it and I don't think we cannot move it forward because what are we going to do for those students? They need a place. They need a way of learning. S go

066ahead. Uh, yeah. No, I really appreciate your comments, Diana. Um, I feel the same. I think that eCampus is a really valuable resource for students who uh want to try a different method of, you know, attending school. And I've known many students in my time who have benefited greatly from eCampus. So I do agree with you fundamentally. I hear what Craig is saying the importance of maintaining something something good there. I think 3% is a is a good shot but that kind of transitions to Jason. One more question for you. If we're in in the brick and mortar schools, if we're sitting at 15%, do you think that aiming for a 4% decrease each year would break the system or do you think that that would be doable even though it's a little bit higher

067than what you have set currently? I think it's always good to set goals that are realistic, but also stretch. And four would definitely be a stretch, right? Three is realistic and probably a stretch, but four is that we did on a certain work towards knowing that I think the most important sentence in this revised version is the collaboration right and understanding that as we collaborate throughout the year conversation would be had around the progress being made the action steps to get there and realistically where we are because my proposal would be sorry toward My proposal would be that if we were going to alter it, we would bring it up to 4% because over 5 years that would bring the absentee and uh uh attendance issues down to be comparable with brick and mortar schools.

068So yeah, I understand. Uh my question would be how much of that 35% is attainable to knock down to to a better level right off the bat? Like like for instance, and I hate to use this example, let's say you have a 300 pound person and you tell them to lose five pounds. That's going to look a lot different from a 150lb person trying to lose 5 pounds. Uh it's all it's all in in how you look at that particular uh level of uh metric that you're trying to attain. So, if we're trying to get down to, let's say, uh, 10 as an acceptable level of chronic absenteeism, well, 3% a year until we get to, you know, almost perfect. Um, yeah, I can I can I can empathize with the argument that yeah, this

069is this is it's a challenge to try to uh obtain, but 35% seems to be quite extreme for for a program that we're we're trying to verify um is is is doing the best that we possibly can for these students. And um I'm not sure we've had that discussion at uh at services. is I have my reservations on the data suggesting differently but um uh I feel like there there needs to be definitely more of an aggressive approach there. The other thing too is I am not comfortable with a five-year uh a five-year uh outlook on this at this point. I feel that because it hasn't been and I and I agree with a lot of everything almost everything what D of what Diana says. uh on this particular topic. Uh but I think we

070we disagree slightly on on the time frame. I do agree that yes we we we need to have ecampus. Um I do agree that we we need to have uh benchmarks in place and that we should revisit this on a regular basis for review. Uh but I I also want to make it my suggestion would be a two two-year contract so that it still gives the the uh runway for eCampus to get some of these things moving in the right direction, but then it also compels the board to revisit this and make it a priority two years down the road. So that that would be my suggestion. Go ahead. I have a question, Mr. B. What happens if you set your goal at 4% and you only hit three? Well, that's what uh in my

071opinion what would happen is that we we have that collaboration between the government's board of ease of endeavor and the school board leaison and then the larger school board about again the efforts that to were undertaken to achieve the marker. Um what is next similar to our AG report here's here's we're at. Here's what happened and we're here's the steps that we're taking next versus a conversation that we just didn't we failed. Right? I think the open conversation is what's important. Um, any other thoughts? Oh, sorry. Well, if anybody else I won't go again until somebody I actually have a couple questions. So, the contract I wasn't at ED services. The contract if we let's say hypothetically we do a five-year contract. It's can that be reconsidered if it's not being met or there's something

072wrong with the campus? Because I looked at the documents provided for ed services and I didn't see many performance measures um as far as you know children not showing up that's bad. But with the children that are showing up like if you look at the performance measures that's available they're not really great and I didn't see any perform wait let me clarify performance me measures that are in the wise dash local are not very great but even in the handout that the ed services received there was really not a lot of data around educational performance. So, I do have a difficult time doing a five-year contract if we can't regardless of attendance. If the results cannot be improved, something would have to change with the way the program is initiated with the students or uh

073how we help them if they are virtual learners because they they seem to need a lot of assistance based on the information. I guess I would say two things. One is that I think your question around the academic achievement was feedback that we received along the way and was the driving force behind having quarterly sessions with that services to bring that data for. So I think it was a gap in and we now have a a plan to address that. Okay. And then the second part is um if you look at page 11 of the contract okay and the top of page 12 there are some some guidance for how uh grounds for termination of the contract um could be a conversation but again I think that for me what's exciting is the level of

074collaboration communications will be increased including data Okay, I'm deferring to let charity. All right, go ahead. Thank you. Um, just a couple data points because I was kind of curious as to where we fell versus other areas. And in Michigan, um, they actually have an early warning intervention and monitoring system, um, that actually provides a seven-step process around data to help students be on track for graduation. their chronic absenteeism, they've been working on it dropped from 38.5% to 30.8%. And in a in another article that was in Rand, it says district tribe with limited success to reduce chronic absenteeism. Um, one in 10 districts reported chronic absenteeism levels of 30% or more. Another two in 10 had rates between 20 and 30% during the the 2023 2024 year. So unfortunately, we're not alone in this,

075you know, but maybe taking a look at some of these numbers might be helpful. And and to your point, whether it's looking at termination or whether it's looking at an amendment to the contract, I think we could always look at that if we need to. I guess I guess for me, it's uh what what is it that you say, Jared? Don't make good the enemy of or don't make great the enemy of good. Um, you know, I look at this and say it doesn't sound like anyone here is saying we shouldn't move forward with eCampus. So, do we have an opportunity here to say we're going to move forward, you know, as as it's written here and go for the five years. We have this established liaison. We have regular touch points that the board

076sets you know whether you know it's the quarterly that Jason was talking about and providing us data points and use that and use the data that we find to say okay do we need to course correct do we need to make modifications do we need to you know kind of take those steps now I think we're trying to figure out a lot here and none of it to me is we shouldn't do I'll go. Yeah. Mine was simply um at the committee level when you had proposed shortening it and I believe Sam or someone I think it was Sam said a year and you said two years and my question to Jared was Jared what do you think what would be a feasible amount I'm going to pose that question back again Jared what do

077you think in terms of a time frame to what's the minimal I should say amount of time that you think that we could um do some work with this and I guess I would encourage us to trust our superintendent whom we hired to do this job managing the day-to-day things and trust his guidance. I think before I answer that question, there's a there's a lot to unpack um just in the three years that I've been here around this contract and around the eCampus school in general. Um and and I think that each year that we bring discussions forward uh we're seeing uh new new light and we're discussing I think really important things and I think the review uh to this level of depth of this contract. This is the first time that we've gone

078to this level of depth and we've actually held ourselves accountable, not the ecampus or the ecampus board or the eCampus staff, but ourselves accountable to what we really want on that side of the contract, right? And to say what can we get out of that contract that we feel is important. I think that this is one good step really, not just a good step, I think it's an excellent step towards what that looks like knowing that it takes time to grow all things. a school district in itself. I mean, how long has this school district in itself been around? Hundreds of years. And we're still growing it, right? We're still trying to get it better. Um, it takes time and steps, right? Um, and for me, uh, you know, I would always say like when

079it when it comes to education in general and how how we can try to aim towards that, we can spend a lot of time each year on a yearly contract. we could spend this much time or more on a yearly contract, but the more time we spend working on the admin part of it, the less time we spend on the actual in-class and doing the work that gets us better and gets us to the actual outcomes and aims. So, I look at at least a three-year period that lets us get into that contract, start serving the aims and goals towards that contract, and be responsive to those aims and goals of that contract, goals, whatever else you want to call what we're aiming for here. because if not, you're just spending your time in admin

080responsibilities towards that and you're not really getting into the depths of the learning and the education. A five-year contract even gives us a lot longer runway, especially when you add in that clause that says there's going to be collaboration in actual review year-over-year. We didn't have that in previous contracts. That was one of the major things that Craig uh has been talking about for like the last three years about accountability and what how do we know what we're doing is actually making different steps and on eCampus side of that they kept bringing back data right but it was like this is good data this is informative but how does it measure where we're what we want and having a really good discussion and I think we've gotten there um at least for the for this

081moment in time to say we know what we want we we've got some things in place now. Now, let's give it back to them and their board to show us that that this is something that's viable and that we're looking to continue. So, those are my inputs. Go ahead, Dan. I'm not married to the five years, but I agree with the last three commenters that uh I don't want to do this every three years. It's we put in a lot of minutes at Ed Services. Again, we're talking about this. I trust the people to get their job done. I I'd like to go five years with that yearly review with a quarterly input. I think I think that would be good. Yep. You know, I guess Sarah and Jared, I'd look to you. Does it

082help if the contract is aligned to the budget bianial or does that matter? I wouldn't say so. Okay. Would you Sarah? I mean, right. Thank you. So, I I I hesitate with issuing anything over over to I could I could compromise with the three. I I what I what I fear is that uh I don't think that anything's gonna I'm skep sk skeptical that things will change in a meaningful way by which the board can can um hold this particular contract accountable. Uh because if that were the case, it would have been done. uh when you kick the can out another five years, there's a lot of breathing room for people to say, "I'm sorry, but you know, this is not no longer a priority right now at the moment. Two years out, it's a

083priority. We make it a priority because that's that's what we do." Uh I'm struggling with five years out. I I do I do understand that um it is the intention of the administration to um bring forward this information uh and review it and provide uh a better uh resolution to the board moving forward to show improvement. But I don't know that there's that level of accountability there with a five-year contract by doing the same thing again. Um uh right now chronic absenteeism uh it there hasn't been any comparative data to show that that is uh that that is acceptable or not. Uh when it comes to our achievement scores there hasn't been any comparative data to indicate that our our particular um uh online school is is doing well and healthy compared to other uh

084schools. So, we don't even have the basic information to to move forward with any type of level of decision-m. I'm certainly not comfortable committing to five years with that. I'm just I'm just not ever done a three-year. Have we done a three-year? No, we have not. So, we've only ever done the five-year contract. Correct. Is it possible to do a three-year contract with a clause in there that if everything is going you know, as expected that instead of having to write up a whole new contract that this contract would be extended for the next 48 months. I I don't know about school contracts if we can do that. I I would say this, like speaking from our lawyer standpoint, anything is doable, but it's not it's not what um is considered normal for what these

085contracts look like in DPI. And really you you're committing to another board, right? Their ability to educate students as part of our school district, right? And they they run that school, right? They have monthly meetings. I go to those meetings just like I go to the these board meetings um and uh have check-ins, you know, that's why on an annual basis, uh committing to a group of people, you know, on an annual basis, that gets really difficult. how how are they supposed to plan over the long term? Uh and so I just want us to think about I know what I know what we want, right? And and what we want um is to have a little bit more u assure, you know, asurances around things like attendance, assurances around things like other learning uh

086development uh according to learning plans. We're getting that in this contract. we've heard you and and we're putting that in and they're willing to continue going forward with that. Go ahead, Sam. I appreciate what you're saying there, Jared. I do think that's important and I agree with what Jason said about collaboration, having uh a board liaison involved. I think that that will help a lot. I think it will help both people on the school board understand what is happening in ecampus and I think it'll help ecampus have a clearer picture of what to aim for moment to moment. Um, with that in mind, I think that it would be a good compromise to uh amend this document so that it's a three-year contract instead of a five-year contract. keep the uh yearly evaluations and the

087quarterly check-ins that we were going to have uh and maintain a board leaison which I'd be willing to volunteer for in that case. I don't know if that's getting ahead of myself. Um I don't want to step on anyone else who has any further comments, but if no one else has any further comments, I'll I'll make a motion for it. Um let's hold off on that. It's actually a later part of our agenda and um it's in the resolution part discussion and uh the way that that might work would be that that's a that would be an amendment to the to the uh resolution. Was there any further comments or questions? All right. Well, hearing none, we will uh we will move on to our reports. That is you, Mr. Superintendent. Oh boy. So, just

088a fine picture of some of our graduates here. More to come later on in the presentation. Um, celebrations. Project Search uh held its graduation Tuesday, June 10th. Project Search is a training program designed to connect youth uh excuse me, young adults uh with uh special needs. Uh and um we work uh with uh those at Markwart uh to do that. Uh and um we had a number of graduates this year. Congratulations to them in the program. Ex exciting time. Uh another celebration, our elementary schools continue to host the annual senior walk. This year it was June 9th. Uh this is a tradition where our our graduating seniors uh go back out into the community uh to their elementary schools and walk through the hallways for they get cheers and parade around and uh all the

089kids uh like to look up to them. Many of the seniors who attended our local parochial schools also participated in the senior walks at the parochial schools returning to those elementary schools and uh doing the same. Uh we did uh have uh these are congratulations again to our graduates. We did have 285 graduates this year. Um, Shir Elementary School uh earned a state recognition for academic achievement and student growth and was named a 2023 2024 Wisconsin school of recognition school. Uh, this award was received for its high impact category. Uh, this distinction is based on the rigorous set of criteria including academic performance, measurable progress, uh, and the reducing achievement gaps uh, particularly among those with ed educationally disadvantaged backgrounds. So again, it's another um like you um like they said um in their presentation,

090you don't always want to look at one data point. This is certainly a wonderful way to celebrate them uh for the 2324 school year uh for that academic distinction. Uh also another good uh point for us is uh we earned the 2025 best uh community for music education again uh award by NAM. uh NAM uh is uh celebrates this uh annually with school districts across the nation. Uh this is our 13th consecutive year um and honors all these things robust financial support u fully staffed music program and diverse offerings. Uh, and I just want to say thank you again to our incredible members of our music department uh, in this uh, staff uh, districtwide uh, who help our musicians and I have uh, one of them uh, for sure uh, who's going into the high

091school next year who is just excited as I'll get out to be part of that program. So, congratulations to them. Uh and then an opportunity is our nutritional services again is offering free summer meals uh breakfast and lunch to children age 18 or younger uh while at summer school programs uh and while they're at um in session. The free meals are open to any child in the community uh enrolled uh they don't need to be enrolled in summer school. They could just come for the lunch. Uh and the summer pro program runs uh the 18th uh through uh the 18th of July. Uh meal sites are closed from the 3rd to the 7th. Any questions? Leap uh elementary fourth and fifth grade students visited Watertown City Hall. Uh they got to meet with their former

092teacher, now Mayor Stocks. Uh the students toured different city departments, learned about voting processes, visited TV, um even got to go into the jail cell for a little bit, uh and reconnected with their former teachers. It was a good time had by many. Not not in the jail cells. No, no, they actually got they went in and and Yeah, they But the former teachers weren't in the jail cells. No, no, no. They just got to experience what it was like to be in the jail cell, right? On June 2nd. And if you have never ridden in the back of a police car for fun, uh, try it out. Some of them on June because you don't want to do it for not fun reasons. Uh June 2nd, select members of the Gosling band joined also

093a number of fellow musicians in the Madison area for the world's largest pep band. They got to play the national anthem and and between innings for the Malor's game at Warner Park. I guess it was a great experience for them. Uh and then we want to say congratulations to the latest group of RMS students who received their Red Cross CPR AED first aid uh certifications. Uh and thank you to the RMS for granting those uh fund funds for the certifications for excuse me from the RMS PTO for their newest excuse me uh mannequin that they got. Uh and then also um there important reminders of a bunch of board meetings coming up. We've got two special board meetings the 24th uh as well as June 30th. The 24th is tomorrow night. It has to do

094with facilities planning. Tomorrow is also my youngest's birthday. So hopefully I can get out of here in a decent time. Uh and then June 30th is a school board meeting where we appoint a new member uh to our school board. Uh and then um of course the rest of them up there. We'll keep you up to date if anything else happens. Uh educational services center is closed for July 4th. The other thing I will say is that all board members uh received tonight a budget cycle handbook that we purchased from the WB. um WSB and WBO uh together work together to talk about and educate uh you as schoolboard members on the budget cycle and all things fiscal. Um but this was part of our our planning uh committee as well as our fiscal to

095uh take the first steps in really educating you all on school finance and at least the budget cycle. So um that's in front of you. probably could open at your leisure, but I know uh that uh Sarah um Miss Kelly is going to go through those kind of things with you. Any other questions? Nearing done. Sounds good. Thank you. Um before we move on with the rest of the your reports, uh just a refresher to um our board members here. Uh it the um meeting reports, minutes, surveys that um questions and concerns, the discussion, there's not really meant to be a discussion around those reports aside from correcting the information that might not be um indicated um properly. Uh so if if there's a comment in that regard, we'll keep it to that. The other

096the other uh item would be if you do have questions um uh or comments regarded regarding the report um we'll just try to keep those uh factual and to the to that particular point. Uh that is really the intention behind the uh reports and and the questions there. So go ahead uh ed services there was a lot of discussion and uh presentations at June head services the WSUD library media team continues to work towards goals outlined the future ready library plan included professional growth welcome and engaging spaces etc. Uh 270 students were heard from districtwide reflecting on their experience with curricula and perspectives on next steps. Uh WSD stakeholders were contacted concerning an assessment calendar and we hope to finalize that calendar this fall. 505 parents completed the parent engagement survey. Jason Bull and Chris

097Malloy will analyze these findings and bring their assessment to the board committee. And Desa Keeler. Okay. Desa Keeler shared as web plus data um lit literacy screener that will be used to develop reading plans. Anything else Jenny or Jason? Just a few. We had a access assessment update from pirate. Uh we had the technology future ready update that was presented and then of course we had a nice discussion about the ecampus contract. Thanks. Any questions for the head services report? All right. Fiscal management. Sarah, you got the review. Um fiscal met last Wednesday. There were no purchases that were over 20,000, but there was one purchase that was close to 20,000. So, the committee reviewed that. That was from Whisknet, who provides um multiple internet-based services for the district, including internet and also securely. Um

098the committee approved moving forward with that purchase, but there was no resolution needed. Uh the committee looked at the district's liability insurance renewal for 2025-26. property values increased just like most property values in the district and the rate for liability insurance increased slightly. Um work comp that rate went down. So um with the increase and the decrease the overall net increase was uh just over $7,500 for next year. The committee again approved moving forward and there was no resolution needed. Um we discussed again the budget and the potential referendum planning. Um the budget is on track um for 202526 with about over a million dollars of reductions identified. The committee was given an update on the state as well as the federal education budgets and what that means financially for the district as we know

099it right now. And um next month we will be taking a look at multiple different scenarios um for referendum planning as well as potential budget reduction. We look through the monthly reports for May. Next month we will look at the last reports for this fiscal year and um for future meeting planning we will be reviewing the budget and those scenarios um for potential referring to July. Next meeting is July 23rd at 5:30. Any questions? Thank you, Sarah. Human resources. Right. So, the human resource committee met on June 16th um at 5:30. Uh we had a consent agenda for staff appointments, resignations, and terminations as well as the summer school consent agenda. um those were pushed to the towards the end of the meeting after we had a robust discussion about uh the hiring process as

100administrators and certified staff. So the first thing that we discussed was the USI updates for health insurance. Um the advisor came and let us know what options would be coming available and when the board would be discussing that. Uh then we had um our attorney come in and discuss board member responsibilities and personnel matters to let us know what we can do um as an individual and how our actions need to essentially we need to move as a board as it pertains to any personnel matters. Uh then we went over the hiring process for administrators and certified staff. There was quite a bit of discussion about it. Um at the end of discussion it was summarized that résumés of all candidates selected for interview um for certified staff and above would be made available to

101the board members. The boards will be actively involved in the hiring and interviewing of dean positions and above. Finalists for the dean positions and above will be required to participate in a closed session board interview. Um then the administrator contracts will be a two-year contract for all new hires. Um Dr. Burke will meet with the board to discuss performance and contract renewals for all administrators. And then after we had that discussion, we did approve the consent agendas for this board meeting June 23rd. Uh we went into a close session um around 7:48 p.m. and reconvened into an open session again at 8:51 p.m. Uh there was some future meeting planning and we will be meeting again July 21st at 5:30. Thank you. Any questions for the HR board? Go ahead. Um, I posed this question

102to Tammy, but I'm going to pose it to the board as well. Um, and I understand your point, Tammy, but the question that I have is, um, it talks about the action items from was it number two for hiring process administrators post. I'm curious on what are the action items that are there. Typically, an action item, this is what's going to happen and this is kind of who who's going to do it, etc. Um, so I don't know if we want to have that discussion now or later. Like I had requested that the action items are located with currently they're located within the paragraph. There's over 1,200 words in that paragraph. And so I believe it was Sam a number of months ago had requested and we've kind of moved that to a procedure that

103action items are pulled out and very specific in there. And especially in something such as this where we're talking about changing a process where not only are we looking at the administrative piece, how we're involved in the interviews, but also looking at what's our process from the board level standpoint. Um some clarity around that. And so I'm asking again that those be pulled out so that they're easily accessible, easily referenced because we had had multiple at least two and I was guilty of it when I first started doing planning like hey they're kind of right in there but it was um the conversation was occurred and also points very well taken that it's much easier to have them itemized out. Are they done? Are they not done? Who's responsible for it? Etc. So I'm going

104to request that again and I don't know if that needs to come as part of the discussion piece later but if we need to pull this particular one out we can do that. The second piece is um number five talking about performance and contract renewal of administrators. I'm going to ask that that paragraph be struck al together and that be removed being that that wasn't part of our agenda for that. So if it's not an agenda item which one is it? It's performance and contract renewal of administrators. If that's not on an agenda to be talked about, how can we really take action or make decisions and things through that? So, I don't know what our process is. Um, if you can clarify that or do we just remove it? What what does that look

105like? We want we talk about transparency and we want to make sure that not only our board members have that opportunity, but we're going to be allowing for public input in upcoming board meetings. So if it's not properly on the agenda, how can we have that conversation or make decisions? I know myself, I wasn't present for this meeting because I don't remember if this is the one where my daughter was senior night um yet I did pose questions to what was on the agenda. If it's not there, how do I participate? How do I get to put questions out there? Um it's just there's a lot of questions I have around that. Hi. I would just like to know why you want to strike out number five there. Hold on. Hold on. Go ahead. This

106is not the section of the agenda for discussion. Uh I I'm hearing a board member that's potentially requesting an agenda item to be put placed on for board discussion. Um and we can have that discussion at a later time when it's appropriate. um basically during the consent agenda if you want to pull the item right and or and and or refer anything back to a committee at that time is the time to do that. So my question is through this that's where I thought this if it's making the changes do I just in the what the change is I guess this is a learn this has never been done in my three years you know some of the changes and things that way so this is new so I don't know please help me it's

107a learning process for all of us do we do should I have waited until we get to the point because you had you had said at the beginning of this that notify any changes So that's what I'm doing. Suggested changes. If that's not the place, just let me, you know, how do we do this? What we do better? So, um I think I think that you are partially correct in stating that the uh that this was uh a practice that has been somewhat lax. It started to slide over the years, but this is this is the this is how this is supposed to be addressed. And um the the best way to address this part of the agenda is to mainly ask like the type of question what you know I didn't gather from the

108minutes that this was discussed. Was that discussed? Yes. Okay. That's about it. you know, or there's this correction in the report or this the minutes that need to be changed. Um, based on my observation of the recording, um, was uh, can can we make that change? Um, this particular would be better later. Okay. would be either like for instance if you happen to have a uh desire to strike some particular language for whatever particular reason that would come in the form of a motion to amend that particular uh um resolution and that would be later that would be during the um consent agenda where the action item is. Got it. this you know the the report where it is reports it's it's simply that it's just reporting out of what happened right and having some

109quick clarification questions if there's action or a larger discussion then when it gets to that point of the resolution to take action you uh make a motion to pull it from the consent agenda for further discussion and that's where you can have those kinds of discussions was my original plan but then I got confused based on what said and brought it through. So I took it too literally. Sure. Sure. No, I'm I'm trying to find a way. This is this is learning for all. Yep. And this is this is why planning is looking to bring in uh somebody for Robert's rules border training and stuff like that, right? I mean, it's a fairly new group of people to a board, right? Any other questions on the human resource report? Hearing none. How about the planning

110report? There was no planning in this one. All right, sounds good. How about the policy report? There was a policy meeting this month. Took place on Wednesday, June 11th, started at 5:30 and we had quite a number of items on our plate. So, I'll uh move through them in a timely fashion. We started out discussing policy 2414, human growth and development. We made several adjustments, all of which have come before the board for first read tonight. That was the recommendation of the committee. We moved on to discuss curriculum revision. Um, we made uh an adjustment that was previously discussed in policy 2210, but we also discussed policies 2220, 2230. I got to find them. There's a couple of them in here. Quite a number. 2521 and 2510. All of those are coming before the board

111for first read tonight. So if you have further questions about the details in those, we can uh look over that during that discussion period. We moved on to talking about uh 5511 which is dressing grooming for students alongside um the companion policies uh 40 4216 and 3216 which are staff and dress grooming which are two different things. Um, we talked about making several changes to the student dress and grooming policy, which is of course coming before the board for first read tonight for further discussion. We talked about some of the changes that are being made to staff dress and grooming, which led into a discussion of our next agenda item, which was 2240 controversial issues in the classroom. Uh, we discussed that at length. Ultimately, it was recommended by the board to bring it for

112first read or recommended by committee to bring it for first read. We moved on to some uh discussion of clarifying language in policies 5136 personal communication devices and 5362 anti-bullying which both deal with cyber bullying um and uh certain other things that have to do with cell phones. Uh no substantial changes were made to the nature of either of those policies. There was a clarification added to 5136 about the intent of people using technology for the purposes of whistleblowing and how we do not want to discourage that behavior and that will be taken into account if uh if any sort of reporting situation happens in that context. It will be evaluated alongside with the rest of any evidence. We moved on to have a discussion about 5780 the student and parents rights policy. uh bringing

113in some other elements from Assembly Bill 510 uh the Wisconsin state assembly bill. Uh ultimately that did not move forward for first read. That's going to be coming back to July's policy meeting for a further discussion. We talked about the NEOLA policy 8000 group and we talked about um personal background checks, school calendars, the school day and school closure along with a variety of other policies which are coming before the board for first read. We had a brief discussion about uh policies that don't have a Neola match as well as policies that are still in the parking lot or that need some more process work and we talked about the development process and approving it uh approving that book at the board meeting tonight. Uh we concluded and adjourned at 8:25 p.m. and our next

114meeting was going to be on July 9th, but we realized that that's actually a scheduling conflict. So we're sorting out what the best day would be. I think it's uh Lynn correctly correct me if I'm wrong. It's 22nd or 24th. Correct. Yeah. So we're going to figure that out probably tomorrow. Any questions? Questions for the policy report? No, but I do have revision. Um 5136 personal communication devices. Um in the third line it says Dr. Burke shared some concerns from an email Diana Johnson sent as I was not able to attend. Um what happened? Dr. Burke shared that I had some concerns but none of my concerns on that policy were brought forth to the committee level. And then the sentence after that said she raised a point regarding enforcement questioning etc etc. That was

115actually Lori that brought up the concern regarding a point the enforcement as the next sentence. Miss Johnson clarified her concern again that was Lori that had done that. Um and later on so anywhere from the rest of that sentence where it said Diana was not Diana. Um so I guess my question here is you know yes I always read through these. That's just my nature. I did watch the the videos of each of them. When I was chair, it was a direction that our job as chairperson is to read through and make sure that things are accurate. I don't with new chairs right now, I don't know if that's something that's been communicated there, but that's the the primary respons. I hate having to be the one looking like the white gloves kind of a

116thing. Um, we do want to make sure that it's accurate. So this isn't toward anybody or anything. They're easy mistakes to make, but at the same time, you know, when community members will ask me about X, Y, or Z, well, that was, you know, so we just need to make sure that we're accurate. So, I appreciate um the comment um and uh I guess I would I would echo those concerns that um uh that it that responsibility belongs to all of us as board members to read through the minutes to also uh indicate how that's actually uh correct. But uh it's also more imperative that the the chairs of those committees are making sure of the accuracy of those meeting minutes. Uh and if it means that you're reviewing the the video as well. Um

117also noting that they're preliminary minutes. We're not perfect, you know, and and sometimes that uh we we can make mistakes. uh they're not actually official minutes until the board actually approves those minutes. Uh and that's part of the consent agenda uh moving forward. So um I think Lynn got the notes on I did it. Did I do it appropriately that time? Yes, I think so. I I appreciate the concerns on the minutes and um I think when we when we call out those uh consent agenda items for the minutes then uh we would just uh make a friendly amendment more or less just to u make those those changes to the minutes. Is that appropriate? All right, sounds good. Was there any other questions that you have? All right. Subcommittee and ed services policy committee.

118Was there a subcommittee for the ed services and uh policy committee? Well, we haven't met since May. So then 21st summary. This was the May 21st summary. Yes. Yeah. Sure. I I can read it. Uh we met on May 21st and uh I don't remember quite what time it was quite frankly. Um it was in the afternoon. I remember that. Uh but we uh yeah we met on May 21st uh I think around 3 p.m. It was uh myself, Dan Bolner, who's the chair of ED services and we had a variety of other board members present and we discussed uh the nuts and bolts of the human growth and development policy which is coming before the board for first read tonight. If you have any questions about that policy, we can discuss that during the

119first read of 2414 and its accompanying administrative guidelines. We adjourned at 5:46 p.m. All right. Thank you. Any questions for the um subcommittee uh report? All right. Thank you. That brings us to consent agenda number six. the um consent agenda resolution number 9410 which includes the minutes, the committee summaries, the personnel and staffing report, uh approval of the bill's first and second reading of the district policies. Do I hear a motion? So, this is where we move and we second. Then it goes to discussion. We have all that, right? Correct. All right. I I'll I'll second. All right. It has been move uh moved by Diana and seconded by um Sam. So then can I make a motion to uh pull out the policy minutes and amend them where it discusses uh what are we

120looking at? Where it discusses 5136. That's the policy on uh student cell phone usage. Yeah. 5136 personal communication devices to strike all mention of uh board member Diana Johnson from that from that first paragraph in 5136. So I guess I would say it would just be a friendly more of a friendly amen. We took that we took that under friendly amendment already. Okay. Gotcha. Got we want to make sure we get the minutes correct. Does that does that suffice to what you're Okay, sounds good. All right. Any other discussion? No, that's just that's not everything here including first read and second. That is everything that's under the consent to general resolution 9410. Okay. So, if you have an amendment that you would like to bring. Yes. So the amendment on that HR policy that I

121talked about and which policy is that? So sorry not HR policy that was from number five in there performance. No sorry you let me look. You wanted number five in the minutes page. Go back and look. And I think I misspoke. Hold on. Hold on. Because I'm looking at the wrong thing. It wasn't regarding contract renewal. It was Yeah. Yeah. Perform. Yeah, it was five. Performance and contract renewal of administrators. So whether we strike it or whether we refer that one back to committee. Okay. No. No. So no, I we need to hear a motion. Oh, sorry. So if you're I'll move to strike it. You move. Then we can have discussion and go from there. Right. You'll make an amendment to to the what policy number is it? It's not not a policy. It's

122it's the minutes. The minutes. So it's a So it's a minutes that minute like a friendly amendment to make change. Okay. Like we just did with policy. Got it. So I'd like to make a friendly amendment. Sure. to change the HR minutes to strike number five about performance and contract renewal of administrators. So now we have motion second discussion, right? Um not not necessarily but um do Yeah. So are we do do we feel like that accurately reflects the discussion? Can we do that without can we have a discussion on it without a motion and a second bill? Well, when we're talking a friendly amendment. Yes. And he he proposed the friendly amendment. You agreed to a friendly amendment. Got it. Just learn. And is there opposition to that friendly amendment? I I don't see

123why we're striking it. I'm I'm trying to understand. I'm sorry. Or friendly amendment or whatever it is. Whatever the appropriate lingo is. May may I try to accurately intervene in here? Please tell me if I'm wrong. Uh the discussion point that you're making is that that that discussion that we had went outside the purview of the agenda for the night. Correct. Which did not uh denote that we were talking about either evaluation of a superintendent or excuse me administration, right? Or contract of an administration. Is that correct? Correct. and therefore um contract renewal not she's suggesting we strike any mention of that because it shouldn't have happened uh as part of the agenda because the agenda was talking about hiring process you strike it in the minutes as though it it didn't happen. The um

124my my concern with that is if it if it was a conversation that did happen it should accurately reflect that in the minutes. We had to know um if it was an oversight for agenda that particular item then it should I mean if you watch the meetings it was fully discussed the hiring process even if it was a contract renewal. I suppose if I made a friendly amendment, I would just change the heading to say end renewal because that's how the conversation went. Everybody was involved in that discussion. Everybody except me. Well, that present. So, if we all are allowed to have voice in what's happening, you absolutely are allowed to have a voice, but we did not go outside of the scope of the discussion. Everybody was well aware prior to the HR meeting

125that we were going to have a discussion about how we were going to move forward as a board as it came to hiring staff members. And this was not regarding hiring. This is regarding contract renewal and performance. That's exactly my point. So what happens to that staff member if we do not renew their contract, Diane? They would get fired, would they not? Oh, no, no, no. Time out. We're not having a discussion about something that's not on the agenda. So, we have to be careful about that. But that's exactly what we're talking about, right? Had a conversation about something that wasn't on the agenda. May I make a particular meeting? May I make a suggestion for remedy, please? Suggestion for remedy would be uh to accurately strike from the minutes a discussion that shouldn't have

126happened based on the agenda. Then if that um discussion still needs to happen, a second motion to uh refer back to committee a discussion on uh that topic which would be in this case evaluation and contracting of administration right at at the next HR committee meeting have that discussion and do what you will um based on the members present at the committee uh and bring it forward as a discussion point to the next board meeting for approval. I like that. I'd love to do that. That would be probably one of the easiest ways to remedy and still have the com communication that needs to be had. Um, and also strike anything from an agenda that wasn't properly posted. If we don't strike it, we would have some liability and having endorsed conversation that wasn't agenda.

127Okay. Um, we'll make that friendly amendment. I guess I I am I'm I don't recall the nature of the conversation. So, uh I do remember we had an attorney present and uh that was a um part of the discussion to ask particular questions when it comes to board member responsibilities and personnel matters. But if it had gone beyond the scope of um you know uh making a recommendation or uh making a course of action other than that then I support the uh I support the friendly amendment and so we will make that change. So we need to make a second motion. Not not on that. No, no. To refer that back to committee, there would be I think the conversation does need to occur. I think that it's valuable. So, so do I hear a

128motion to refer that performance and contract renewal of administrators back to committee? Okay. Is there a second? I'll second. It has been moved and seconded by Dan to refer back to committee the performance and non-renewal of administrators for for further discussion. Roll call vote please. Carl Schwaresy. Yes. Dan Moltner. Yes. Craig Wartman. Yes. Charity Chandler. Yes. Tammy Fornier. No. Lorie Hoffman, yes. Diana Johnson, yes. Sam Owen Neil, yes. And the motion carries. We will be referring the back to the comm the HR committee the performance and non-renewal contracts for administrators. All right. Was there any other discussion on uh the consent agenda. Yes. Yes. If you want to go first, go ahead. I have a number of them. Um one would be a friendly amendment to 5511 dressing grooming sub point D. Sam, it's what

129I had emailed you about based on community feedback. There was somebody um that was talking about the the headwear um beyond religious and or sensory sensitivity for folks that get braids done. um people generally in black or African-American communities within the first 24 to 48 hours they typically wear something over them in order to protect them. So I don't know if we if we could amend that to just include um religious purposes, cultural or sensory sensitivity and maybe even just do an EG. We can also add health or safety. Okay. So So I I'm I'm trying to understand. Do you have a question about the minutes? No, sorry. I thought they were all all the consent agenda was They are consent agenda items. Is your I'm confused by the motion because in this particular case,

130you would need to make a motion to pull out a particular policy from from the consent agenda for further discussion. Yeah. So, you're not talking about changing the minutes. You're talking about Correct. So, uh, pulling the policy itself for further discussion. Thank you, Jared. Yes. And then possibly making an amendment to that for first read or whatever read it was. Yes. Then I would like to make that motion to move back to So, you're moving which policy is it? 5511. Okay. So you're you're moving to remove uh number uh 5511 for from the consent agenda for further consideration. Please and thank you. And what was the title of that one? Yeah. Dress and grooming student dress student. And that one is up for first read tonight. Yep. So we're taking this would be voting at

131No, there's no discussion or there's amend there's a motion on the table. Sorry. Is there a second? Second and I can ask. So it's been moved by charity and seconded by Diana to remove policy student dress and grooming from the consent agenda. Roll call vote, please. Have discussion. Um there's a motion. I'm sorry. Yes. Discussion, please. Sorry. I I'm just wondering why you're you're we want to kick it back to committee because of that. Doesn't that but this is first read. Wouldn't those suggestions the motion is to pull it off of the consent agenda for further consideration? Oh, got it. Have more discussion. I'm with you now. This is too confusing. This is the way it's supposed to work. No, no, I understand. It's just Yep. Yes. confusing in that. So is the So the

132discussion would entail why do you feel that it needs to be pulled off of the consent agenda, right? Because you feel that there are alterations that could be discussed now, right? Please. Is there any further discussion about why it needs to be pulled off of the consent agenda at this point? Hearing none. Roll call vote, please. Carl Shores, yes. Dan Bolman, yes. Craig Wharton, no. Charity Chandler, yes. Handy Forier, yes. Lorie Hoffman, yes. Diana Johnson, yes. Samuel, no. And the motion carries. We will pull 5511 off of the consent agenda for further consideration. Any other particular uh agenda uh any other discussion regarding resolution 9410? So if we want to have conversation about anything on first and second reading, we have to pull them off. Is that correct? Okay. So 2240, you can pull multiples

133off at once. Yeah, perfect. 2240 controversial issues. 5136 personal communication devices 8210 school calendar that's it. So there's a motion to take also remove 2240, 51, 36, and 8210 from the consent agenda for further consideration. Is there a second? I'll second. Has been moved by Diana and seconded by Charity. Roll call vote, please. Discussion. I'm sorry. Discussion. The reason why I would like those is I put forth multiple questions for each of those that I'm asking to be pulled off of which very few if any had been brought up at the committee level. So therefore, in order to have those voices heard, I'd like those pulled off so that we can hear those at this point in time. Again, I was unable because I believe at this meeting my daughter was playing in the state

134championship softball game or the state tournament game. So I feel my voice should be heard. Any other comments or questions? I I personally feel that um u a number of these particular um items that were on the consent agenda had a robust discussion at the committee um in including a number of different uh objections. uh and discussion. The purpose of uh the board meeting would be to uh have a better understanding of either whether you as a board have enough information to move forward with a decision or whether that discussion should be referred back to the committee. So if there are there's desire to have further discussion around that particular uh agenda item or th those particular consent agenda items that that's the that's the purpose of the discussion. So um otherwise otherwise we move

135forward with uh with what the committee is recommending. Um, but that's the reason why I would be opposed to pulling this out for further consideration. Uh, Diana, I would normally agree with you if all voices were allowed to be heard. I shared this with proper channels with the chair. If the chair doesn't share those, is there a different method that I'm aware unaware of? But if that's shared with the chair and the chair doesn't share that with the committee, then we're basically saying that those voices aren't welcomed, aren't allowed. That's how I'm feeling right now. Um, and I feel that I'm one of nine. We're each one of nine. All of us deserves to have our voice heard. If I didn't bring it up ahead of time, I'd understand what you're saying. but because I

136went through the proper channels to express these issues or um concerns that I have with it moving forward that if sharing that with the chairperson isn't the right means to do it. Is it a I still want addressed today. Um I'll still get those addressed if I have to put it out there somehow and have community members put it out there. I represent the community as well. And some of these are things that I've heard from community members. They have the right to be heard also. And so with it, I guess what's the best method? I'm learning. We're all learning. So if it's not to go to the chair, if it's to go to all members and it's all of our responsibility to make sure all questions are asked, then let's have that direction moving

137forward line in the sand. But for today, my questions deserve to have voice. Um, the community deserves to have some of the things addressed. Go ahead, Lori. Um, in my experience on other boards, um, it I found it, um, expedient for people when they can't attend, be it, um, you know, a board member or community member, they can't attend, that they write a letter or in your case, just bullet points or whatever, and then they add that to the agenda so everybody gets it, everybody can see it. And I think it's a better way of communicating than sending it to one person and having that person try to interpret what you're saying whereas we could all see it. I don't disagree. Our common practice in my three years on the board, this is year number

138four, has been gone to the chair. I have no problem changing that as a practice if that's something we agree. But this was practice up to this point. So we shouldn't change something that moving forward. No. Yeah, understood and agreed. Sam, go ahead. Yeah. So, I think I would actually agree with what Diana is saying pretty strongly. The only clarification is I think that if you're going to send those questions to uh the superintendent and the committee chair, you should do so before 9:30 p.m. the previous night on a work night. There's not necessarily enough time for people to go through that number of questions, especially when some of them are um pretty detailed said two days prior. And my second question was I I I'm not prepared to vote on something like this one

139way or the other um unless I I have details on what you have probably each one of these because just a general let's throw it all back to committee is something that um I I just don't have enough information to make a judgement on. But what we're saying is to pull it out and have conversation here tonight. It's not to refer back to committee is my understanding. Is that correct? That is correct. Okay. I misunderstood. I apologize. You did uh send that mail on 9:31 on Tuesday, June 10th, the night before we were going to have our meeting. Oh, okay. So, just for clarification. Any further discussion on the motion? All right. Roll call vote, please. Shores. No Dan Bolman. Yes. Craig Wartman. No. Charity Chandler. Yes. Forier. No. Lorie Cosman. Uh, yes. Diana Johnson,

140yes. Sam, no. And the motion fails for lack of a majority. Any further discussion on the uh consent agenda? All right, roll call vote on the consent agenda without the um what was it? Uh 5511 was it that we pulled out? Yes. All right. which was student dress and grooming. Roll call vote, please. Carl Schwarzy, yes. Dan Bolner, yes. Greg Whartman, yes. Charity Chandler, no. Tammy Fourer, yes. Lorie Hoffman, yes. Diana Johnson, no. Samuel, yes. And the motion carries. back to um uh policy 5511, the student trust and grouping. Um who sorry that was that was me. That was you. Okay. I said it was just there had been feedback from a community member um that that had mentioned another potential use case for for adding headwear. And so when I was when I was

141taking a look at the policy where it would make sense is there was a sublet letter D which was around um head maybe worn only for religious purposes or for sensory sensitivity and Jared you you put um put out the phrase health or health or safety. Yeah, there's a couple of different thoughts around that. Not only the one you mentioned, but um for uh athletes who have had concussions um or uh students who have need uh in health capacity uh temporary or or long-term or IEPs, I think it would be good to uh just add that language. It's an oversight that I think we may have missed. So, thank you for catching up. Yeah. So, does health health or safety cover your concern adding health or safety? Yeah, I feel if if we're putting if

142we're putting that forward for enforcement from the for from the staff that are in the schools and Jared, you feel based on your experience working with them that health and safety would encompass the I think that's pretty easy for us to delineate. Okay. Health and safety. then I'm open to that to make a motion to add um religious purposes, health and safety or for sensory sensitivity. I s So the there's an amendment to uh add that particular language to the policy. It was moved by charity and seconded by uh Lori. Further discussion? Yeah. Um, if I may ask, because your original uh statement was about the the use of certain things for keeping certain hairstyles in place, correct? And I'm not so I appreciate that as a proposal. I'm not sure does health and safety

143really cover that item. I would almost say that you would need to have a separate clarification just for the purposes of clear language of and for the purposes of hair styling. I think you would almost need to have that. Um, then the question is, are people allowed to wear pearlers while they're walking around school? I I don't know. I That's the closest thing I can think of. But, um, what do you what do you have any thoughts on that, Jared? Immediately, the reason I was going to health or safety is because I think it fits under the conversation piece that was brought up, but there are other health and safety reasons, right, for head covering. Um, especially if you're, you know, welding, you you want to have a helmet on, right? I mean that's that's

144a head covering that again we missed under a broad view. Um if you're uh you know in our family and consumer education class airenet might be reasonable for some people. Sure. Right. So I think that um when it comes to a student saying hey I I just had some of these done right and um not only my hair stylist but culturally it's recommended to have this you know on for 24 48 hours. Having that leeway with the building principal to be able to have that conversation and determine that and you know um being able to resolve that I think is would cover that. Sure. Okay. Yeah. Sound good. Thank you. Did you have a question? I is there more going with dress and grooming we can add to this or how does this work because

145I had a number of things in dress and grooming as well that were not addressing further discussion. So this would be the time we have to act on the motion first and then do Yes, that's correct. The discussion is about about the the amendment that she brought. That's what I'm asking. Mhm. Okay. So uh any further discussion on amendment? Okay. Do you have any wording to prepare for that? I think if we just say rel based on Jared's recommendation, if we say religious purposes, comma, health and safety or for sensory sensitivity, that sounds like based on Jared's conversation, that that would encompass what we needed to but the hair treatment for cultural purposes is not covered in that. Correct. Well, Jared, it's actually a health or safety question. The reason they do it is, you

146know, for the protection of that first, you know, for the protection of the hair. Okay. Good. All right. Thank you. Any further discussion on the amendment? All right. Roll call vote, please. Carl Shoresy, yes. Dan Bolner, yes. Craig Wharton, yes. Charity Chandler, yes. Hammy Four, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sam Owen Neil, yes. And the motion carries. Any further discussion about dress and grooming? Yes. All right. Go ahead. Do I do these one at a time and vote on them or do we can we blanket them please? Okay, first one. On page one, it talks about invading the rights of others. I don't remember what paragraph. I'm sorry. That one I didn't have written out. Uh you're talking about the first paragraph in bold, the second sentence on the second line. The board

147will not interfere with the right of students and their parents to make decisions regarding their appearance except when their choices interfere with the educational program of schools. Are you talking about in a different area? I see. I just don't understand what invading the rights of others means. But this is first read, so I can you guys can talk about that during second read. That's a minor one. Is I think that was language that we had there and it was I didn't hear any of that to be altered when I watched the minutes. I could have missed it, but I'll look back at that one for sure. All right. Number three. There was a conversation about the rib tank tops, also what Sam described as a shirts. I've never heard that terminology as a shirts. Um,

148as an educator for this is my 30th year in public education, um, those shirts you would find in the undergarment section. They are undergarments. Can't we just leave it at no undergarments? Plain and simple. if if parents and students don't know what a shirts are in that language, why have them there? We're talking about less than 1% of the kids that are doing that. So, I just think if we strike that verbiage alto together um because it falls under there's a more derogatory term and I agree with you that we don't necessarily want to use. Um, the first word is wife. There's a second one with you know I'm talking about the least offensive of the terms that we use that but those particular shirts are undergarments and we specifically state no undergarments. So I

149think we're covered. That would be my proposal. I can see where you're coming from. I don't I feel like that's in a little bit of a gray area, but uh I think that we were adding that for further clarification as to what constitutes uh inappropriate wear because it's a gray area item, but if we don't know what an shirt is, it's not providing clarification. I I'm not sure about that. I feel like uh if it's outlining what nature it is, if a person's uncertain about that, they could look up clarification. Uh but I think that the important thing about the policy is that it is laying out what is and is not allowed in that regard. I heard sorry I heard the comment made that less than 1% of the student body is would be

150wearing those would be wearing those and I don't have any evidence to to believe that or otherwise. Um do you have any belief or otherwise to disbelieve that? Do we have any data? We had asked the committee we had asked for data coming forward and then this was propelled after it went to a vote, you know, moving it forward that this was brought back without the data and things that Jared was going to work on. So we don't have data that says that that's false either. I I like the I like the language as is um in the sense that it it it spells out what it is that is not per uh allowed in the dress code. Go ahead. Shouldn't be taking these one at a time rather than like doing this bucket list

151and then we're have to vote on the listing one at a time. Yeah, this is this is one of them. It's so it's specifically under uh subsection three. Yeah. Number three. And Diana invading rights was under B. No, I I pulled that one since I didn't remember where it was and this is the first read. Rather than waste everyone's time, I'd look to bring that forward at a different. Any other comments on that? Okay. What's the next one? No, we're doing one at a time. I thought Aren't we voting on one at a time? Yeah. Well, that I mean, that would mean that I didn't hear I didn't hear an amendment to the uh to this particular um policy, nor have I heard any motion to refer it back to committee because there's further work

152that has to be done. So I I'm I'm looking at it from the perspective of are you making the case that there's more work that needs to be done on the policy? Yes. Or do we have enough information to move forward with this being a a policy under first read? I guess my question is with the other things that I I have other things to bring up that would say okay we can refer back to committee. I thought we were doing them one at a time. Yeah. And I feel like I need to say, okay, we'll make an amendment to remove the words a shirts. You know, I guess I'm learning. I don't know how to do this. This would have been so much easier had these comments been brought up at the committee level.

153So discussion could have taken place there as opposed to here. Then in in that case, what you're going to want to do is refer this particular make the case to the board that there's further work that needs to be done on this particular policy to refer it back to committee. And if the board doesn't I had confidence that it would this is the second month in a row that comments have not been brought forth at the committee level. Therefore, this then becomes I I don't know what else the So, so in this particular case, the board has to weigh whether or not the Okay, then I will go through the other ones and then we can weigh if if worthwhile going there. Um, another item I brought up was number seven. I foresee that this

154piece is going to be a part of the policy referenced often, especially with high school students. You said number seven, right? Number seven. It has the words LWD and vulgar. I What's the statement? It's It'sem G on the revised policy. Yeah, you're looking at uh item G. Letter G. It says apparel that has words or pictures on it is allowed so long as the words and pictures are not obscene, lewd, vulgar, indecent, or plainly offensive, or can be plausibly interpreted as promoting or depicting illegal activity, including but not limited to illegal drug use or underage alcohol consumption or in inciting violence. So when we look at the original Nola policy, it didn't have all of these details in it. These would have been things that would have been more administrative guidelines, whatever. My statement here

155is if we're going to have specific things in the policy, then they should be clearly understood by the majority of our public and the majority of our students. I don't believe that many of them know what LWD means. So if we my suggestion would be changing Lou to the words prude and offensive. That's what it means. It's plain pretty easy to understand. Vulgar. So what does vulgar mean? We're talking a fifth grader. They may not know what vulgar is. So can we simply say not in good taste? Plainly offensive. What is it to be? You know why is the word plainly here? What's the difference between plainly offensive? Offensive. What does it mean to be plainly offensive? I guess I'm not understanding there. What does plausibly interpreted mean? Can't we just say that we don't

156allow illegal activity such as but not limited to drug and alcohol loose use that um incites violence? So my suggested revision and although yes it had a lot of bullet points, I also had suggested revisions with it. So the suggested revision would read as follows. Apparel that has words or pictures on it is allowed so long as the words and pictures are not obscene, crude, offensive, or not in good taste. Period. Apparel cannot suggest or make reference in any way to illegal behaviors, including but not limited to sex, drugs, alcohol, cigarettes, or violence. So, in my opinion, the way that that is worded, most at least middle to upper elementary school and above students will understand the way that's written as opposed to what is presented in policy. Okay. Are there any other ones? Comment.

157Go ahead, Jerry. So, under G, the wording that is there, uh, it was, uh, proper by our attorney. those are uh legally defensible terms um that they would prefer us using. Just wanted to add that. You go ahead, Jody. Do we are we determining that sex is obscene, LWD or vulgar for the purpose of this conversation? And if we're not, do we include that based on what was just presented? Do we need to we talk about alcohol, drug inciting violence, you know? So, I guess I'm just wondering, are we calling sex obscene, loot or vulker? A public display of sex, anything, insinuation, hinting, graphics. Can you tell me a little bit more about what you're asking? Can you give me a little bit more information? Well, in human growth and development episode, we've talked about

158so from an educational perspective, you could have educational components of sex. So, we're talking about clothing. Yeah. This says apparel. Yeah. Just Yes. 5511. So, and that's why I'm asking for clarification because this might be a little bit more relevant for 2240, I think. Um, but in regards to a public display of sex on a article of clothing, can you give me an example of where that might not fall into the classification of obscene lwd obscene lw? If if somebody had a a photo of a naked person, but it it is showing all of the the medical names of their anatomy, for instance, which could be argued that it's educational, like a Grey's Anatomy kind of thing. And I know that it's very highly unlikely for somebody to wear a skeleton or is it an

159actual like skinned drawing of a man or a woman bully like in this vision you're creating because a skeleton I'd be okay with. If I'm going to see Well, when Diana said sex, that's what popped into my head was, okay, what is is are we just saying and and we're allowing the administrator, which is totally fine, then to to say, okay, that display on a shirt is not appropriate. Okay. I mean, you you have another question of whether or not this particular policy um needs further work. Okay. And can I clarify really quick? This policy is going to go back for a second read where it will be discussed further at the policy committee. So there is certainly up to the chair to pull that forward for further discussion if there's if there's more if

160there's particular concern about that. Sure. Okay. Um just going back to the the vocabul. Thank you Jared for the clarification on that. My suggested recommendation would be in parenthesis maybe then to put the clarifying LWD especially I don't think people understand you know just the clarifying language there. Um another one number eight sorry letter bottoms should be at least fingertip to length. So I sent each of you an email earlier today. Um I apparently missed the deadline to get that as part of board docs. I just went through as I'm sitting at my daughter's softball tournament in Indiana and pulled out pictures of I just went online shopping kind of thing. What does, you know, fingertip length kind of thing look like? I actually went into my daughter's closet today and this is a pair

161of athletic shorts, her athletic shorts, and they don't meet standard. We actually had a student here earlier today that um was here and hers wouldn't have met standard. But if you look at the illustrations that were there, fingertip length is different things for different kids, for different age levels. Um, so that's the first point. The second point I want to reference is if you think about the number of students, like if you think about what I'm wearing today and we're sending those kids to the office, one of my questions typically is what ramifications is that going to have con intended or unintended consequences? Number one, we're sending how many kids out of class? They're missing valuable instruction. Number two, calling parents to remedy the situation. Um, parent might not be home, so they're going to

162have to miss work or else the student's going to have to go home. What if there's no one there? Then they're sitting in the office all day. Number three, what I am wearing is very typical if you spent any time at the middle school, elementary school, high school. So now we're saying to parents length, if you think about where that go home and and look at kids, where is that length on them? Do they make those for girls especially? There was a young lady who um spoke to the board in public comment last month and said, "Is this discriminatory?" Because they don't typically make shorts that long across the board. So that's an added cost there. And the last one in that is from the teacher standpoint. No teacher wants to send a kid to

163the office. When you send a kid to the office, you are breaking down relationships. And so with that, kids don't learn from people they don't like. And if you're repeatedly sending them to the office, we're now inhibiting the learning. Um, we're making it more difficult for the teachers. So these are all different situations I would strongly advise us to not use that fingertip length. Um in the past it was and there's a verbiage in this document that says if it's not disrupting the learning environment. So my daughter came home when we first started talking about this months and months and months ago and she goes, "Mom, at the high school, it's pretty plain and simple. No boobs, no butts, no belly buttons. that would be disrupting the learning environment. And we have a the no

164belly buttons. Okay, that should the touch. No butts. Hey, your butt cheeks can't be hanging out. Plain and simple. No boobs. Got to be pretty I don't want to say conservative, but I don't think I need to paint a picture for y'all there. Um, so with that, I guess I'll just leave it with that. And then the last thing is we've spent a lot of time talking about dress code. We've got so many other things to be talking about. Um the one thing that we didn't talk about in the dress code yet we're talking about length of this and we've talked about tank tops. We don't talk about wearing costumes to school headbands, you know, with cats ears and devil's horns and tails. And those are things, you know, to me that's disrupting the learning

165environment. yet we're talking about other things that don't really pertain to that. So that these are multiple reasons why I think this needs to go back for first read not for second read. Thank you for that. Um there was a discuss there was a specific question placed to the attorney as I recall um about the the um language about uh length being utilized or measurement when it comes to the policy. And the attorney suggested that fingertip length is uh is language that other school districts use to enforce this particular policy just for clarification purposes. Um, there are some. It's not super highly common, but yes, there are some. Lori, we already have uh something about it here, so I think you're you're good there. Um, I when I got your email, I was literally sitting

166there wearing shorts. So, I got up and I was trying to figure out like where's my fingertips? Um and um being that person who doesn't always like to follow the letter of the law uh I decided to move my arms up right or down and you know kids will do that right and I found that fingertip was very liberal if you move your arms and um I think that the fingertip metric based on that is fairly reasonable. Um, if you, you know, make somebody put their arms lay down, you know, of course that's not reasonable. But, um, I I think that this being, uh, you know, something that is used as a as a metric. Nobody's running around with tape measures. Um, it sounds reasonable to me based on just just, you know, trying it

167out and seeing where where do my fingertips fall. Um, and if you move your arms a little bit up or down, it's it's pretty much what everybody's already wearing. So, I'm hearing you say that it's okay if they modify the length of their fingertips by not being honest and raising it up to the because that's the first thing my daughter said. I didn't doesn't say what you're doing with your shoulders, but it gives you latitude. I'm just We need to be clear because it's our staff members that have to enforce this. It's the administration that has to enforce it. I know as an educator in the classroom, um it's something that, you know, we want if we're making it crystal clear in policy, that's just I'm just throwing it out there for discussion. I I

168would look to Dr. Burke for clarification on on what's reasonable. And certainly and certainly there's there's a um a piece to this that would accompany it when it comes to administrative guideline. Yeah. You know, Carl, go ahead. I think we ought to listen to our attorney. Okay. Um Sam, did you have one? Uh no, I think uh I think that's all great discussion. Uh it's certainly something that I would take into account uh when it comes back to policy in July. um regardless of whether it's first read or second read, but I do think that, you know, given where we're at, I don't I don't know that it makes a huge difference. I think it'd be fine for it to go for second read. Okay. Uh was there any other concerns regarding the uh dress

169and grooming? No. Is this where I make a motion to have it go back for read? You You can make a motion. Okay. I'll make a motion that it goes back for Is it your motion? I mean, I just want to make sure I understand because is it your motion to refer it back to committee or is your motion to go back to first read because we've already read it. There's no there's no further discussion on the reading. I hear what you're saying. That's fine. I think one of I hear what you're saying. I think one of the best things that we can think about when we're when we're trying to enact um some kind of a action is to be specific with that action. For instance, if in this case, if you wanted to

170refer it back to committee because there were some other things to address, saying, "I'd like to refer this back to committee." I make a motion to refer this back to committee to address uh issues with finger length, issues with verbiage around loud behavior, and issues with then the committee knows their specific work, right? And you can see if the rest of the board has support for that motion or not. Okay? And then if that were the motion that was made and it were to pass and go back to committee, would it then move from committee to the board for a second read in that case? Because we've already done first. It would if if for instance it was directed back and come back then it doesn't go back to first committee, back to first read,

171back to first read. Right. Yeah, that's what I was and honestly that's what that's what we did do previously because people who were making motions weren't specific when they asked uh and weren't detailed in sometimes multiple asks. They were just like, "Well, fix this one." And then they read it again and went, "No, now I got another thing. No, now I got another thing." And that's not efficient, right? Because that just takes a policy over six months time. Uh and then people just get frustrated. We're trying to be as specific as possible, try to cover as much ground as possible, get the work done, and be efficient and bring it back. No, thank you for that. So, yes, I would that would be my So, you would move to refer this back to the committee,

172correct? With with the specific. Do I have to go through them all? Yes, please. Okay. I would say yes. So, the committee knows what we're fine, right? Yep. So, number one, where was that? So you're looking at right here. Yeah. First paragraph, letter B, specifically the words invading the rights of others. And then C talking about a shirts, letter G, G and D H G and H. G dealing with the words LWD, vulgar, and um these were all sent you know, so I don't need to repeat all those back again, right? Or I can send them to Lyn and you and what's that? She was she would like just uh say to to address your concerns on letter G uh with the verbiage uh in letter G. Yes. Right. Because you know what your concerns

173are. Yes. I mean because I have all the suggested things that they're already there. Okay. And clarification on letter H. Yes. Yeah. Okay. and letter H you're putting in there as well. Yes. Okay. Um is there a second? Second. Is moved by Diana and seconded by charity to refer it back to the committee. Any further discussions? One more question. If we vote if we don't vote to refer it back to committee, won't it just go back to the committee? Anyway, then then the direction to the committee would be to keep the language as is. Gotcha. Because we've had that discussion at this board. There's no further discussion to be had around that particular language unless it comes back to the second read and there's still an objection. Sure. Makes sense. So any further discussion on

174referring it back to committee? I uh I I'm not sure that the outcome is really going to change. Um, so that I would be in less of support to move forward with with this going to back to committee. I think that um I'm I'm happy with the the um changes in the language that's indicated I think is pretty clear. I think our attorney um even weighed in on several different instances of this particular uh uh policy. I'm happy with it moving forward. Any other comments? Roll call vote, please. Well, hold. What's a yes vote and what's a no vote? A yes vote would be to refer it back to committee. A no vote A no vote would be to not refer it back to committee. So, it just comes up for second read committee. The

175yes vote discusses the issues and concerns that I brought forward. Any further discussion? Roll call vote, please. Carl Schwarzy, no. Dan Bolner, no. Craig Wharton, no. Charity Chandler, yes. Amy Forier, no. Lorie Hoffman, no. Diana Johnson, yes. Sami, no. And the motion fails for lack of a majority. So then we have the motion then to for to be considered as part of the uh consent agenda. Um I guess it's still separate of the consent agenda but it moves forward as a first read. Uh is there a motion? First second moved by Sam, seconded by Tammy justice. Any particular discussion around uh dress and grooming as he um and is passing his first read with the amendment made uh by Men just just wanted every clarity on that. Yes. Thank you. Okay. Because that had support

176hearing none. Roll call vote please. Carl Shwey, yes. Dan Boltner, yes. Craig Wartman, yes. Charity Chandler, yes. Tammy Fornier, yes. Diane Johnson, yes. Lorie Hoffman, yes. Sam Owen, yes. And the motion carries. That brings us to our action items. Resolution 941, adoption of the Neola policy book. Do I hear a motion? Moved second. Moved by Sam, seconded by Tammy. Time out. Did we ever do the resolution for the entire consent agenda? That was just Yes, we did that first. Thank you. I'm sorry. Go ahead. All right. Uh, any discussion on the new book? Thanks for working on this so hard, Jared. It's been a lot of stuff. So you've you've done great. Honestly, it's uh takes a village as you can see. So I I agree. Every teacher, administrator, whoever helped work on it, it's

177been a long process. Any further comments? Roll. Roll call vote, please. Carl Schwarzy, yes. Dan Boltner, yes. Craig Wartman, yes. Charity Chandler, yes. Tammy Fornier, yes. Lorie Hoffman, yes. Diana Johnson, yes. Samino. Yes. And the motion carries. Resolution 9412 ecampus charter school contract. Do I hear a motion? Can I first make a motion? Okay. Gotcha. Gotcha. Okay. Just want to make sure I'll make a motion. I'll second it. It's been moved by Sam and seconded by Diana to um to approve the uh eCampus charter school contract discussion. Uh yeah, I I would I don't know if I just make a motion for it right away, but I think that based on previous discussion we had during the strategic discussion session, it would be uh good to amend the uh contract from 5 years to three

178years but maintain the yearly check-in uh yearly evaluation quarterly check-in and the board liaison. So those are already in the contract. So, I would I would accept the language as to amend the contract to a three-year per length of time. Sure. Is there a second to that amendment? There's a second to that amendment. It's first moved by Sam, seconded by Carl. Discussion on the amendment. and add a um an option to to continue the contract at three years if we're satisfied with the with progress. That's probably natural to the discussion. I mean that if if at the end of the three-year period that the board it doesn't it doesn't prevent the board from stopping to move forward. uh it doesn't prevent the board from moving forward with eCampus at that point. It's a renewal. Yeah.

179Sam, go ahead. And I think the I think the qu what the question comes down to is would that save any time with the legal side of things in the contracting? And I don't think it would, right, Jared? No. I mean, here's the here's the thing. You have the ability to extend any contract at any given time, right? You don't need to state we're going to do that, right? You have that option anyway. You don't need to add that to your motion. You already retain that ability to extend a contract should they want to extend it, right? Um and so there's no legal confines to the length of that. You just uh when it comes up as as a renewal portion, you just say, "Hey, we're happy with this." uh you know you instruct the

180administration to uh go forth and conquer with the same language and uh that's what they do. Yeah. So the motion on the table is to amend the contract by uh to a three-year period of time. Is there any further discussion hearing? None. Roll call vote, please. Carl Schwarzy, yes. Dan Boltner, yes. Greg Wartman, yes. Charity Chandler, yes. Tammy Forier, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sam Owen, yes. The motion carries. The uh resolution as amended 9412, the E ecampus charter school contract for 3 years is on the table. Any further discussion? Hearing none. Roll call vote, please. Carl Shwesy, yes. Dan Bolner, yes. Greg Hortman, yes. Charity Chandler, yes. Tammy Fornier, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sam Owen, yes. And the motion carries. Resolution 9413, summer the summer school program. It looks

181like this is an action item for certified staff approval. Do I hear a motion? So moved. Second. Uh moved by Dan, seconded by Sam. You got to get Sorry. Roll call vote, please. Carl Schwarzene, yes. Dan Bolner, yes. Craig Wartman, yes. Charity Chandler, yes. Tammy Fornier, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sami, yes. And the motion carries. That brings us to future agenda planning items. Do we have any uh future agenda items for further board discussion? Hearing none, we'll move on to the second opportunity for public input. And if there's same rules apply as before. Thank you. Um 56 Wedgewood Drive and um I just want to start by congratulating our new board members and also Craig Wartman for his reelection. Craig stopped at our house. Um if we can I appreciate Okay. Oh,

182don't do that. Yes. Let's try to keep it to no names. Just directly to the board, please. Oh, okay. I want to thank you for your hard work and um during my working years, now I'm retired, so I'm here. During my working years, I never went to a school board meeting. I'm one of those. And uh I see all the hard work you're putting into it, and I just want to thank you. And um I think the way some of the people talked at the opening session was very disrespectful to you and I don't think you deserve that. Um to call someone a hater and um because they have a different point of view or different moral compass uh is wrong. Um, I think it's a good thing to have a dress code and um,

183the company I worked for, we had casual Friday and on casual Friday you could wear shorts to work, but they had to be I can't remember the number of inches. Three or four inches above the knee was the, you know, where they had to come down in length. And if some of the ladies came to work in short shorts, they were sent home to change. And you know, I think that's a good thing. I I think that these young people can learn that, you know, there's a decorum and there are rules to follow. So, I think the dress code is a good thing. And I really thank you. That that must have really been a a tough one to go through all those uh policies. And I I just I like I say, I I

184just uh thank you for what you're doing and I have every respect for you. Thank you. Thank you. Any further comment? Is there anybody online? Any anybody else? All right, that uh concludes this section of uh public comment. We happened. Uh, do I hear a motion for a five minute recess before? So moved. This moved by Sam, seconded by Diana. All those in favor? I before uh before you go, I I think we should um make a motion to go into close session after that recess. That's what's agenda. Okay. Um, otherwise we got to come back in, right? Oh, thank you. I move to go into close session after the agenda. After the recess recess, sorry. All right. I'll second. Yes. Moved by Lori and seconded by Tammy to enter into close session for the

185reasons stated in the agenda. Pursuant to Wisconsin statute 19.85 851 C considering employment, promotion, compensation of any public employee over which the governmental body has jurisdiction or exercises responsibility. Roll call vote, please. Carl Schwaresy, yes. Dan Bolner, yes. Craig Wharton, yes. Charity Chandler, yes. Tammy, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sam Owen, yes. And the motion carries. So, uh, uh, any in, uh, any opposed to a recess? I don't get to that. All right. Motion car. We need that anyway. Uh, brings us to resolution 9414, the contract modifications for the secondary school administrator. Be it resolved that the Watertown Unified School District Board of Education approve the contract adjustments for secondary school administrators as discussed in close session. Do I hear a motion? Second. Moved by Dan, seconded by Carl. All right. Roll call

186vote. Roll call vote, please. Carl Forsy, yes. Dan Boltner, yes. Fred Wartman, yes. Charity Chandler, Tammy Bourne, yes. Lorie Hoffman, yes. Diana Johnson, yes. Sam O'Neal, yes. Okay. And the motion carries. Just so you know, we'll put out a communication package on Wednesday uh to let everybody know all those changes. Okay. Excellent. And do I hear a motion to adjurnn? So moved. I'll second. Moved by Sam, seconded by Tammy. Won't you join us? Uh, all those in favor? I. Any opposed? Motion carried. We stand adjourned at 9:30.