TLE & Pupil Services Committee; Regular Board Meeting - 7/15/2025 (5:00 p.m.)

001Cool. Did I put that [Music] Thank you so much. [Music] It's off. >> Oh. Oh, I see. >> Yeah. Me, babe. It's me. Got it. Holy [ __ ] All right, it is 50:01. So, we are going to call this meeting to order. The TLE meeting um for July 15th. Um Miss Shopee, can we get a roll call, please? Yes. Megan Miller cannot be here with us this evening. And I'm sorry, I'm drawing a total blank. Is it Juan? >> Okay. Juan Romero >> here. >> Joanne Rue >> here. >> All members are present except Megan Miller. >> All right. Then we need to approve the agenda from our last meeting. >> I move to approve. >> Second. All in favor? >> I. All right. Um approval of the minutes. I move to approve the minutes. >>

002Second. >> All in favor? I. >> All right. So then we have an um update on advanced learning um in our district tonight. Um Terresa Mortech is going to be presenting. Good evening. Thank you. Sorry about that delay. I had to pull up the slide deck. Um I also have Christy Champion here with me. Uh she's our lead advanced learning specialist. um and does a lot of the work with the team um in planning all of this um wonderful opportunities for our kids. So um I'm going to kind of kick it off and then Christy can talk through some of the work uh that the team's been uh doing. This is uh makes up our advanced learning team. Uh we have Christy, Josh, and Fthia. Um and they are spread across all of our schools

003uh to service all of our students. A few years back, we started work um that was in alignment to our strategic plan. Um and we thought about how this work in advanced learning aligned with uh academic achievement, addressing inequities and then uh student engagement and belonging underneath uh equity engagement in the whole child. So then um we worked with uh a grant to look at the um service model that we had in place for students um in identification of students with advanced learning and um partnered uh with some other districts across the states. And kind of this is some background knowledge about that work. Uh and this really created the leap pad for the work that the team's been doing um the next you know last couple years or for the last couple years. And

004so Wisconsin over time has expanded its definition of advanced learning um to these five areas uh specific academic, general intellectual, creativity, leadership, visual and performing arts. So this is really the work that the team um has been focused on um in in order to make sure that uh we recognize that the whole child has uh strengths in many areas. Um and these five um are areas that the state has identified as um being opportunities for advanced learning. Okay. Then um we looked at this model uh to think about um what was the cost uh the alignment the sensitivity and the access. And so then we began to think about how we were going to build out um our assessments and kind of like criterion for uh recognizing students and we looked at our data. Um,

005and I'm going to, this is a good point for me to kind of punt to Christy, um, because I think she really has an understanding of the work, um, that they were doing when they were looking at the data. And the thing that I really want to highlight is a lot of times when we talk about the work of equity, we don't always think about the systems and structures and the processes that we have in place. and um really rethinking the way that we do things. Um and this is an example of that. And so as she goes through kind of some of these slides and you can see the outcome data that we've had over the past couple of years, you can really see how we were addressing disproportionality in in systems of inequity

006at making um this whole part of our uh programming much more equitable. Yeah. So this is a lot of data up on the screen, but what I want to point out is um this uh study really looked at how we are identifying students in general intellectual. So you can kind of see where we have uh students were taking a Kogat test. Um and then we look at our MAP data also for the specific academic students. And then the Torrance test is the test that we use for um identifying students in creativity. So the research team took that data and then they looked at our demographics throughout the the district of which students were identified and um you can see that if we would look at our identification system just a little bit differently how the

007demographics would change. So, if we were looking only at national norms um for some of those tests such as uh MAP that comes back in national norms, if we were to break that down into looking at the 95th percentile in our district or building or schools um how our demographics would change. Did you want to add to that? I think the most important thing is as you look at the what we changed was the criteria not the expectation of the level of rigor of the of the activities. So pre and post um change of criterion our students are still um performing at level despite who was um labeled prior and then labeled post. Um I think is a really good point. There wasn't a watering down of expectations so to speak. Um and then also

008we've expanded the opportunities as well. >> So we were looking at um building norms um in the 95th percentile. So when you look at the breakdown of those um students who would have been identified, keep in mind this would have been just looking at the the K8 students that we would have um used the map, you know, looking at map data and the Torrance and the Kogat. And you can see where the breakdown of our students were um you know black, Hispanic, two or more. Um and then you can see over time to 24 25 um where our data is most recently. But I did want to um bring to your attention this is kind of like our overall identification for numbers um and it's much more aligned with our district demographics. >> Sure. Um

009and I just to backpedal here too. Um so you can look at for example our EEL students. Three years ago we had only 2.5% being represented as advanced learners. Whereas today 30% of the overall group of advanced learners are EL population. And that's because if you're only looking at a national norm criterion reference and looking at, for example, you know, potentially students that we wouldn't expect to be at that proficiency level in English because they're an English language learner, but we also know that they have um advanced learning capabilities. And so by doing this um change, we've really uh made it much more equitable in the way in which we're identifying students and opening access to advanced learning. And then this just highlights um many of the opportunities that we have um throughout the district

010for our students. Um and if you look at the list, you can see like all of the different opportunities where we take students about how many kids were involved in the different programs. Uh we belong to two different networks in the state. Um one out of Madison, the Greater Dayne Advanced Learner Network, and then we also belong to the um Southern Lakes one out of like the Whitewater area. So between those two um networks, they provide many of these opportunities. Um some of which I'm a chair for. Um and we're always trying to expand our opportunities for our students within the district and within those networks. And then this is just a good overview of thinking about like um the multi-tered system when you think about um you know special ed students or all the

011way over into the advanced learners and um the differentiated needs that they would have those five to 1% students um performing in the 99th percentile to the 95th percentile. Anything you want to add or no? And then this was just um you know going forward like I said just trying to continue to offer as many opportunities as we can for our students um and just making sure looking at you know what can we be doing in the classroom. We've done some work on aligning um some activities that the kids can be doing in the classroom um when they need extensions um when we're not available to be working with kids. And this is a nice overview of a lot of our students that participate in some of our programming. >> And I just want to

012flip back here from a curriculum instruction perspective. Uh the concept of enrichment for all. So we have students in the district that are identified and participate in advanced learning opportunities. But in addition to that, there might be days as a classroom teacher where you notice someone is excelling, for example, in a math lesson. And um being in the classroom for many years, I I know that um in that moment sometimes it's hard to find things for our advanced learners. You know, the the classic I'm done. What's next? Um and rather than doing more of the same, what are some activities that are in alignment to the scope and sequence of learning that a teacher can quickly grab and say, "Okay, these are some of those advanced learning opportunities." And so they worked uh last year

013to build out the math amatics um enrichment for all activities and we'll be working through some of the ELA. Um we had talked about uh looking into project-based learning in PBL um so that when we have advanced learners or just students that are really getting a concept um from the day-to-day instructional sense uh in the classroom what are some things that teachers can pull uh because you know as teachers we naturally gravitate to our striving students and sometimes we neglect our advanced learning students. Um and so this is a recognition of enrichment for all because you may have strengths in certain areas of mathematics or you may have areas of strength within uh literacy. Um and so we're building out those scopes and sequences. Um and then you know we'll be providing that to the

014teachers um which is in our curriculum warehouse uh so that that's more accessible to all kids. Do you have any questions for Christy or myself? Juan, do you have any questions? Nope. Uh, I just want to say it's so good to see that we're changing our criteria criteria and how we're accepting kids into the program. It really felt like a gatekeeping kind of problem before. And you know, teachers would recognize that they had students with with exceptional abilities, but it was really hard to get them into the program sometimes if they just weren't able to >> take those, you know, if they didn't take the standardized tests the way that other children are able to. So, thank you so much for doing that. I appreciate that and it's good to see our district moving in

015that direction. All right. Thank you, ladies. Uh, next on the agenda, >> thank you. >> We have our end of the year school health report. We >> have Michelle Bablus, the director of school health, helping us with that. Oh, and Missy Beavers We're having a little bit of a technical difficulty. Just one second. If you go to enable editing, Nope. It's not going to do it. H Well, I guess should go through it like that. Is that okay? >> Is that okay to see it like that? Are you guys You can see it. Okay. I don't know why we've got new computers, so we're having a hard time figuring out. So, um Okay. So, I'm I'm here. Here I'm just introducing Michelle Babilius. She's the director of school health. She's here to um um just

016inform the committee um of some of the uh workings of the health office in her end of the year report. She's going to cover topics um including the roles of the health office staff, emergency response teams, data on sto school school health services provided, emergency nursing responses, chronic conditions um managed time allocation, financial impact and reimbursement through Medicaid. Um so it's it's there's a lot of data in it. We talked about do um does she want to wait for questions afterwards? If you have questions for a certain slide, feel free to interrupt her or or you know, raise your hand and she's happy to answer questions as she goes. So, I'm going to pass it over to Michelle. >> So, Juan, if you have questions, just go ahead and >> ask them because I can't.

017We are on opposite ends for some reason. >> I'll shoot a flare. >> So, um, thank you Missy for introducing me. I'm also happy to see that we have a couple of our health staff members here from the district who are available and able to come and support our department and what they've done this school year. Um, so starting off, I will go over my role as a director of school health. So I do review policies and procedures to make sure that we're in compliance with state statutes, regulation, best practices. Um, we want to make sure that we are giving the best care that we can to our students. Um, this school year I was asked to participate in the Wisconsin improving school health project where I worked with other district nurses from all over

018Wisconsin to update our injury and illness protocols. Um, so I was able to provide feedback and some of my recommendations were implemented in the updated form which is great. Um, and again, it just makes sure that we're in compliance with other districts in alignment with other states and it gives us protocols on when to send students home and when to keep them in class. So, it just optimizes the amount of time that students are spending in class because of that. Um, I also work closely with our medical director just to our medical adviser to make sure that we are staying in complian with what they are doing in health clinics as well. So again, we're just being consistent across the board in our um city and with our state practices. I also develop emergency action

019plan templates so that way nurses when they do have students that require emergency action in case of an emergency um they can utilize the template instead of having to recreate new plans um consistently. While we do have a lot of plans already in place, there are times that we'll get a student with a new health condition that does require an emergency action plan. So, I will research to see what best practices are for how to manage that emergency in a school setting. Um, I also run reports at the beginning of the school year. So, it will the nurse will get a list of all the students in her building for the upcoming school year that had medications, emergency action plans, or significant allergies last school year. So, it kind of like weeds out all that

020information for them. It will also show them which students are in compliance with immunizations, so that way they know which students they need to follow up with to make sure that they're in compliance with the Wisconsin state statutes. Um I also run or I also coordinate disease tracking. So um this last school year I did work with the Rock County Health Department to um give deident deidentified student information on absences and the reason for the absences. So they help me then um do some statistical data so that I could share that information out with buildings if we did see certain trends of certain health conditions by grade level also by building level. So that helped me provide information to the building admin on what they could help or teach their staff to do to keep

021their students more um in a safe environment, healthy environment and also with our district nurses so that they could also kind of um look around to see what things could be different and implemented to help in their building specific for that. Um I also do the staffing for the district. So I will allocate staff based on acuity per building. um just looking at what the needs are for that specific building, especially if we do end up being short staffed. Sometimes we need to pull from one building to another building. So, I just want to make sure that we're being safe when um we have gaps in staffing. Um I'm also part of the interview team. I do the evaluations for the health staff and making sure that their performance is in complian with the district

022policies, guidelines, and best practice. Um next on here, I have school nurses. So, our school nurses do a lot of the day-to-day building activities. So, they do work with they do see students for first aid. They see more of the complex students as the health room assistants are usually seeing the more minor moderate issues in their buildings. But the uh nursing staff will do see the more severe students that are coming in for injuries and illnesses. Also, they'll be responding to those emergency calls that are happening in the building. They work to review IEP information. So, if a student is going to be up for an evaluation for an IEP, the school nurse will work with the families. They'll call, get that um full health history from the family, and then they will coordinate so

023they can get the medical records from the providers. The reports on average are about 50 pages that the school nurse is weeding through to find out what information is significant and I need to know for school staff so that we can build a plan for the student so that they can um work and be academically successful. Um but sometimes those are up to like 500 pages of medical information depending on the complexity of the student. So that they are again having to look through and kind of just pull the relevant information for school health staff and also interpret that data because sometimes staff are not aware of what a certain health condition is and how that impacts the student in their school academics. So they're there to provide that information and resource for them. >>

024Sorry, I got to turn on my mic. Sorry. Um so you work with identifying absences due due to health issues like you're mentioning. Um so does that include uh working with identifying the mental health issues as well as the physical health issues. >> So yeah so any the re it depends on what the parent shares for those absences. So again when we were looking at absences and the reasoning for absences it was pulling that what parents reported. So if unless we know that specifically that the student was having a mental health issue, which if if they're in a inatient, we're going to know that information, then we would put that on there. But if the parent doesn't report that it's because of anxiety or it's because of some other mental health, we may not know

025that. So again, the data is only as good as information that we're getting from families, >> right? Okay. >> Um Okay. So the nurses again they also will um work with the students independently. So for students who have a chronic health condition, say a student has diabetes or they have seizures, they will help that student learn how to manage their um health condition and their families because sometimes their families aren't fully aware of everything that um they need to be doing for their students because it could be a new diagnosis for the family and they're still kind of trying to gain that skills and experience. So we work very closely with the students and their families to make sure that they are able to manage their health conditions so it doesn't impact them and they

026are able to be present in the health office and and they also coordinate for school sponsored activities. So when they are going to be going to um say if they have football games or they are going to an overnight field trip, they will work with the families to make sure that we have all the medications that they have because sometimes these are after school or outside their normal school hours. So that school nurse will then need to coordinate to find out if there is medications that are usually taken during those times. And if they there is then they need to coordinate with the provider as well so that we can get those orders on file and then they coordinate with the staff member so the staff member is aware of how to manage those situations

027especially if there are emergency medications or just medications that are taken as needed. So the staff member is fully confident and able to give those medications when necessary and how to document that they gave those medications and any follow-up that's needed as well. And then we have our health room assistants and they do a lot of those face-toface visits. So the students that are coming in to be seen because they have some kind of illness or injury. Um they are the ones seeing that those students. They're also the ones who are administering the majority of the medications. Um unless again if they're emergency a lot of times the nurse was already involved in that. But for the regular routine medications and those as needed medications, um they're giving a lot of those administering a lot

028of those medications. They're also doing a lot of our vision and hearing screenings. Um so a lot of our students, especially if they're going for an IEP or if the teacher is recommending that they get a vision or hearing because they are seeing issues in the classroom, then a lot of times our health room assistants will be doing those initial screenings. Um they also do a lot of those follow-up calls. So, if a student was referred because they didn't pass their vision or hearing screening, they'll follow up with the families on a regular basis to make sure that, you know, there's not any barriers, that they have the resources that they need, and, you know, that they gave us any outcome from those uh referrals. They also report to the school nurses if they're seeing

029trends because they are seeing a lot of those initial students come in for illness and injuries. They'll report to the nurse if they're seeing trends. So that way the nurse can follow up with an action plan on how we can reduce those numbers. And then we have our emergency response team. So every building has a medical emergency response team which refer to as mer. The mer team members are required to be CPR first aid AED certified. Um I do do those certifications through Red Cross which is beneficial to the district. Um, right now the average cost to get CPR AED first aid certified is about $110 per person. Um, through the district with my training, it's only 30 or it's only $28. So, we do save a significant amount of money for training our staff

030members in district. Um, we last year we had 10 training courses that were offered that staff could come and that are on the team could come and complete. I do review the expiration dates. So any staff member that is up to be expiring or is requiring it because they're new, they do get email notifications letting them know dates and times that we're offering the training. So they can come as long as they're available. Um we trained 68 staff members last school year. So they will get a two they did get a two-year certification on that. That is good for the next two years. Last Oh, go ahead. >> Sorry. when when is the next available date for training should someone need that? >> Okay, so it'll be in August. I haven't um put the specific

031date because I'm waiting because it's going to be for admin. Um so I'm kind of waiting for them to uh fill out their other admin duties before I kind mine's more flexible because I'm doing it in-house. So I just want to make sure that any outouse training for admin is on the books first and then I'll go ahead and schedule that. >> Okay. Um, we had 68 SE Oh, we had 31 calls to 911 last school year for the district. Five of those calls did require administering stock emergency medication. So, we're very grateful that we have medication, stock medication in our district. Um, those EpiPens that we give, they are free to the district. Um, I also coordinate to be Narcan in our district, which is also again free to the district. I just recently

032received a grant to also get stock asthma um albido in our district. So again, those are all cost savings to the district um with coordinated efforts. >> Hey Michelle, a question also regarding the Narcan. Uh do you guys have something in place to monitor the child after after administering the Narcan? >> So any stock emergency medication and a lot of other emergency medications that are given, it requires a 911 call. So we will be with the student until 911 um until EMS arrives just because they are at high risk for um going into relapsing or going cardiac arrest. So we do have not because of the NRCAM but because of the situation that you know got them there. Um so we do our nurses will stay with the student and the mer team until EMS

033arrives and takes them. >> And that's across all the >> Yep. That is part of our um policy for the stock medication is for them that they have to call 911 as soon as as right away. >> Gotcha. And they're and they're properly trained all >> Yes. Every like I said every MER team member is trained. We also do two drills every school year in every building to make sure that they are following those progresses or those processes and procedures. And usually, so at the beginning of the school year, we kind of make it more not as stringent, but we'll do like a aniflactic one, which everyone should be aware of how to handle those situations and how to get stuck epi. And then usually the second drill that we do for that school year

034is going to be something that they have in their building that they might not see as frequently. So like for example, like a student having a seizure. So again, it just makes sure that they know how to respond and that they know how to administer those medications and they know how the follow-up care is supposed to look like. >> Good. Yeah, that was going to be the next question is how frequently you're going to do that. But don't think >> they're unannounced. >> Yes, they're unannounced drills. Um, yes, with a mannequin. So, it's me and the school nurse will coordinate um the ones just to make sure again that we are being consistent across the whole district and then um we will watch observe time and do times to make sure because we are all

035project atom certified. So, it's a certification that the state gives um if we are in compliance, which we are, and you have to like be able to your first shock should be within two minutes of calling the person becoming unresponsive. So, again, we always time those and then make sure that they follow every check mark. >> Do we we have some I'll call it a crash cart just for just for >> So, yep, they have first aid bags that they take with them. They don't take all of the stock medications just because we don't want them to get lost in the confusion. Um, so the stock medications, they do have some in their first aid bags, but they're also stationed at different locations in the building. >> Cool. Thank you, >> Mr. Henkins. Did you

036have a question, too? >> Yes, I do. Thank you. Thank you, Michelle. >> Yeah, >> please uh enlighten me because I really don't know. and just reading through the perusing through the exit interviews interview survey. What is the procedure for staff and we I know we're talking about the students but staff and there's some complaints in there that they can you address how staff and nursing do they can staff use the same nursing as a student does and does somebody have to to excuse them from you know if they get sick during the day a staff person how that works. So, no, like we if there's staff having an emergency in the building, yes, of course, we're going to respond to that. But for in regards to like illnesses or anything like that, like anything

037minor that we would refer them to their primary provider to get that care. Um, just because the district doesn't want us seeing staff on a regular basis for like those regular like office visits that they should be referred back to their primary provider. Thank you. >> Yep. And that's that's just from HR perspective. So, >> sorry got lost my Yeah. >> Okay. So, I'm going to move on to our next slide which is the emergency nursing services. So this is just a graph. So you can see um the number of times 911 was called in the different buildings and then also the number of times that stock medications were given and in which buildings. Um this is with the high school is pretty consistent. So the high school is always the building that has the

038most 911 calls and they're usually the the building that has the most doc medication administered. Um, so they do have a higher number of students population in general there, which may be why you see the higher number of emergency 911 calls. And then this is a graph of health conditions throughout the district and it goes from the highest number to the lowest number. Um, we have 3,000 over 3,000 health conditions in the district for students. um which is up from 2,666 the year previously. So the number of students with health conditions is increasing. Um there have been significant increases with students that have muscularkeeletal, gastrointestinal, asthma and allergies in the district. There have been no significant decreases in the district. Um health staff every year will reach out to these families to get updates on

039the health condition. Um they'll want to make sure that if there's any changes in their treatment plan, if there's any changes in how it impacts them academically, with their learning, and then they'll also if they are no longer getting treated for something or something has resolved because of treatment, we will inactivate them and they would not show up in this number or count because they're inactivated. So this is just the number of active health conditions in the school district for the school year. On our next page here, um this is kind of just some raw data. So the peach color is the um activities that only nurses can do. And then the color in green is a more shared responsibility that nurses and the health room assistants coordinate and do together. Um, so you can

040see here that uh emergency action plans um have a high number on here and they require the nurse to create a plan for every school year. Again, they do have templates for that, but they are still entering um a bit of data in regards to personalizing it to the student because every action plan is going to be dependent on the student's treatment plan and what the follow-up would look like, what the health condition in that specific student looks like because we can have general information about each health condition. But if we already know what a specific health condition looks like for a student when they're having an emergency, we want to make sure that we get specific and enter that information in the emergency action plan. The school nurses also send that out every term

041just because classes do change. They send it out more frequently. If they are informed that uh there has been a change in class, but that is something that they do on a consistent regular basis for all of the over 300 students that they have emergency action plans for. Um, and they also have to send it to anytime a there's an extra school sponsored activity. So any of the before or after school programs, um, if there's co coaches, um, other instructors, band, any other activity, they're sending it to them as well in addition to the principles and our MERT team members because our MERT team members are trained to administer all of the emergency medications for their building as well. Um we had over 11,000 medications administered. The number of times medications were administered is over

04211,000. Um they also had over 18,000 office visits. For those office visit it they only document it if they are doing some kind of intervention. So if a student just came down for a band-aid and it was like we'll say for like a paper cut and they had to hand them a band-aid, we we would not chart that as an office visit. Um, we also do give teachers at the beginning of the school year a first aid kit which has like band-aids, it has Vaseline, it just has um the like the tooth boxes in case they lose a tooth. So, so a lot of those um things can be managed in the classroom and they're not needing to miss out on class instruction. So, we're again seeing more of the things that need more intervention

043from a medical assistant or a nurse. Um, it does have calls on there as well, but only there's less than 10% of that number is from calls. The majority of that number is from face-to-face contact with students. Um, field trips, we had over 400 field trips. So again, all those steps that require for the nurse to be coordinating and training and relaying that information to um, school staff is part of that. In addition, they're are checking emergency medical dental forms to make sure that we have the most up-to-date contact information for emergency contacts, that the parents authorizing us to call an ambulance if, you know, something were to happen, and for them to treat their child as well in case there was an emergency offsite. Um, and then also for diabetic encounters, there was over

0442,000 diabetic encounters. So, with that, um, they are checking what the student's blood sugar is. They're counting calculating their carb intake based on their meals which is different dayto day because they we have different meals and even the carb count from this month to next month could be different for the same thing just because they get a different manufacturer or distributor. So they are calculating um those to get the final numbers of the dose of insulin that needs to be administered to those students. Nurses will also intermittently work with those students um individually so they can help work on their math skills because again they want them to be more independent and also so they're able to calculate it when they're out with their friends or they're you know they're not with a parent or

045even again just to reinforce to the parents too on how to manage those health conditions that are not always easy to manage. Um field uh sorry um okay I think that's it for that page. This is a graph of how nurses spend their time. So this graph was actually received um from the US in regards to a study conducted in 2021 on how nurses on average spend their time. Um I did talk to our district nurses to see if this kind of correlated to what they do. They did say that care coordination so that on the right side is significantly more. So they said that they probably spend about 75% of their time doing that and that's because the stuff on the left hand side is primarily done by myself. Um they still provide input

046and do do some of those things but it's not to the degree that some of those other um nurses have reported. They did say that they spend a significant time on IEPs in attendance and preparation for that, which is consistent because we do get yearly audits that we do have a high number of students with IEPs and that um qualify for Medicaid. So, and that just has to do with our poverty level. Um it is consistent with other districts with similar demographics would be reporting. So again, that is it's explains why our nurses are spending way more time in that care coordination area. >> Michelle, >> yeah, >> a question for you. Um, when it comes like the care coordination and and the leadership advocacy, um, roughly about how many um, how many of the

047staff have you have you trained for CPR in the past year, if you would be able to >> 68. So that was on that other slide that there was I think it was 68 or 65. It says >> I missed it. I I didn't probably >> 68 staff members >> 68 okay >> that were that received certification not how many were there's um more staff that were currently trained that's just how many staff got either certified or reertified >> okay >> within the past year >> and then um if if it's need be do you end up filling in for RNs if if need be at the >> Yes. Yep. So and that that happens quite a bit. So, um I do fill in regularly for school nurses or for a health room assistant because

048again if if we have a need there then I will just work remotely. I inform staff so that way they know because a lot of my job too during the school year is triaging helping nurses and other Hres kind of triage because you don't always get straightforward cases that walk into your health office. So a lot of times they're calling me just to figure out what they should do in certain situations. >> Gotcha. Thank you. Mhm. So then on this um next page um there is a it kind of lays out what the graph on the previous page said this and it's highlighted differently. So this one for the orange is primarily my responsibility and then the things that are highlighted in purple are primarily the nurse's responsibility and then the stuff that's in green

049is more of a shared responsibility. So it just kind of details on um who does what for the district in regards to the health office and then reimbursement for health services. So as the director I do oversee all of the um Medicaid billing and reimbursement for the district. So I that requires making sure that we're in compliance for continued reimbursements and then also training of staff so they know how to submit their billing and what they need to do for billing. Um also I review the trends. So if I notice that there's a specific class or person that might be has a significant amount more or less than other people in similar situations. then I'll take a look at that closely and provide training if necessary and that just makes sure that we're are in

050compliance and that also we're getting max the maximum reimbursement that we can get and then the next slide is just um what the our direct health offices are getting reimbursements for um in which again I also have contributed to a a bit of the number for reimbursements because again I will fill in for nurses is not only just in a day-to-day but also for like the short term if we have gaps and I have attended IEP meetings prepped for IEP meetings and then uh submitted for services for those reimbursement costs as well. Um but here is a breakdown of how much reimbursements they are getting um for each building as a group. So it is separated by the depending on the nurse billing because the each nurse bills for her all of her buildings. So

051they're kind of grouped together, but those are the groups that we have. And then student impact. So um as a director, I do review the district strategic plan and try to incorporate that incorporate that into the nursing goals for their school year and help guide them make decisions on where they should be focusing their efforts. So I know like this last school year a big focus for the district was to improve academic performance and their attendance. So the goals that uh nurses had picked were to improve student knowledge of epilepsy and diabetes and the self-management of those skills. They had a huge success with those goals this past school year. Um their students ended up being able to have less time missed from school. Um, one of our students, their MAP score increased from 197

052to 219 for reading and then for math it improved from like 191 to 281, which was a significant increase, which obviously the teachers had a big part of that too. But the nurses, they were able to reduce the seizure in that student by 75% from the previous school year, which is a significant amount because obviously if there is a student that's having, especially the student that was having absent seizures. Um, it makes it difficult for them to get all the information and teachers and staff might not even realize when they are having an absent seizure. Um, so they could even miss and think that the student is present even though the student really isn't cognitively present. And the same thing happens with diabetes. if they're in the high range or a low range, they might

053be in class, but their ability to get that information is not going to be as well as a student that was not having those complications. Um, so again, focusing on how to manage their health conditions so that they can be present and able to focus and concentrate on their schoolwork. And my last slide is just for immunization compliance. So with the Wisconsin state statute, we do have to make sure that our students are in compliance with the immunizations that they have set forth for the state. Um otherwise they do require us to exclude students for 10 days starting in October. It's after the 30th day. We started the school year, this last school year with 752 students that were not compliant. We brought that number all the way down to 20. So, we did have

054a lot of free health clinics for families to come to on site at the high school. We had them on different ends of the district as well on the east side and west side so that families could come and get their immunizations um at the schools. We did some um after school and when school was not in session and we also did it when school was in session. So that way you know at least for the high school students they would actually be able to go and get their physicals um and immunizations without requiring their their um parent to leave their their work or their job. So we try to make it as easy and as smooth as possible that so that way students can get what they need and parents we can eliminate barriers

055for parents as well. So, and that's all that I have. Is there any more questions that anyone has? >> Why do you have any more questions? >> Yeah, I I do. >> Sorry. >> Um, it it's one of these topics that like I can get a little bit easier. Um, when do you do you do all the evaluations for the nurses and the health aids? >> Yes. Yep. I do get input from so I kind of uh do a 360 model so I do get information from their co-workers I get it from their um the building admin secretaries and I kind of get their input as well for some of the things that don't require like nursing assessment or anything like that but from their building administer and their co-workers who are not staff members

056I'll get more of like the comm how well do they communicate and how well do they explain things and that sort of thing but in regards to assessment there are key pieces on there that um the state requires RN to evaluate, >> right? And and also so the evaluation structure is a 360 model. >> Yep. >> Okay. And um for the for the immunization compliance. >> Mhm. >> Is there a specific let's say the child's not immunized? Are they are are we just saying, hey, you need to go see your primary care and go get immunized or do we have a company to immunize them ourselves here or do we do it oursel? I mean, >> so um yeah, like I said, we coordinated um several on-site um immunization clinics. So, our district staff doesn't

057give the immunizations, but we have coordinated with um the Rock County Health Department. We we coordinated with SSM for a their mobile vaccination clinic. We've um coordinated with Boy Area Community Health Center, and they've come to our district as well to give those immunizations. So, and like when it gets closer to that end time, we do make regular calls to the families to find out like, you know, what is any barriers that they have so that we can try to help them to make sure that they get those vaccines. Like I said, a lot of those on-site ones were absolutely no cost to the families at all. >> Okay. All right. And also, just one more thing. So, for um for the gastroenteritis, >> a gastrointestinal >> Yes. Um, it's I've had teachers report to

058me that they've sent students out of the classes for issues like that and they've just been sent back to class, but they're vomiting and things like that still and they're having issues and they're being sent back to class. But I know I know specifically my my child was at frozen. I know I saw the sign there says that these are symptoms are happening. They need to send them home. Do you know why that? >> So it has to do more with the why. So why did like we've had students come in cuz they got sent down for vomiting and you've asked them why. One of them I can clearly remember he said well he's seen someone pick their nose and stick their finger in the mouth and that made them vomit. So again it kind

059of depends on is it illness related or is it a situational related. A lot of those times too it can be like constipation issues. So a lot of times we will try to ask like when's the last time you did have a bowel move moment like you try to do some interventions first like have them drink some warm water like if it is a student that we know some of our students um don't like having bow moments in the school building. So sometimes we try to work with them too to get them more comfortable um using our bathrooms especially in the health office because they are more private bathrooms. But again, it it goes back down to like what's the why reason? Like is it truly an illness related or is there some other that's

060not a communicable dis disease. >> So if it's illness related or not and the child's thrown up and they're still throwing up and they still have they held on. >> We would not send a student back that's had that's having persistent vomiting. No. Like if they vomited more than one time, we would not be sending them back to class. >> And if they did stop vomiting and they have it on their clothes, what's the protocol for that? Do we have light? >> So, all of our health offices are have um donations that we have been our community has been really good to help us have like a donation closet. So, we if the student doesn't have clothes, we will usually have them swap out and use someone, you know, the donated clothes. And then we

061usually will either wrap their clothes in a bag so they can take home and get cleaned or we will launder their clothes so that way they can get their clothes back. So if if the protocol is not followed and the child is still being sent back, um what what resources there for the teacher to either report or what would be the next thing because obviously it's kind of like what what would happen? What should happen? >> Um then the staff member should reach out back out to the health office and either you know if it was the H that did it then they would want to speak to the nurse or vice versa. And you know if it seems like that something's still not getting resolved then they should reach out to me. Okay. All

062right. Thank you. >> Any other questions? >> Yes. >> Following up on Juan's question about um I'm sorry, Mr. Romero's question on the immunizations. Do our school nurses not do that because it's a state statute or why why can't >> we would have to try to allocate those vaccines then? And if we already have resources that are willing to come in and give those vaccines free, um, we would usually use them just because we are not insured to if something were to happen, not that I think anything would, but like if something were to happen, we're not insured to actually administer those vaccinations. >> Okay. Thank you. >> Any other questions? >> All right. Well, as a parent of a medically complex child, I know how much I appreciate my son's school nurse. And so,

063thank you so much for all that you do to help keep our children safe and healthy and um able to learn. Thank you so much for sharing today. >> Thanks. >> I'm sorry, Michelle. One more thing. >> Are you on site for all the mer drills? >> For the drills, yes. Okay. >> Yep. Me and the school nurse will, like I said, the school nurse is the only one who does get uh she schedules the mer with me and then I come to the building and then we we do the drill. >> Okay, cool. Thank you. I promise that's the last one, guys. >> And we are fortunate to our middle school and high school, we do have um our SRO are there, too. So, we kind of get that coordination and then this upcoming

064school year, we are going to be working with EMS to also be present during our virtuals. >> All right. And with that, we are back to Missy Beavers with our uh universal social emotional learning resource renewal. Yeah, thank you. I'm here bringing forward a request to approve the renewal of the universal social emotional learning resource, the seven mindsets, which exceeds the $25,000 approval threshold. Um, this resource supports students in grades 6 through 8 and includes an embedded SEAL screening tool that we will use across GA grades K through 12. That expanded use comes as we discontinue the Sabers screener due to our budget constraints. So that's included in our price. Um, this is an annual renewal that has historically been covered by grant funding. Um, the state expired the mental health grant that has sunseted.

065It's no longer competitive grant, but now it's a per pupil allocation. So, it's just distributed differently. You don't have to compete for it. You get it depending on how many students you have in your district. So, um that's what we would be using to cover the cost of uh the renewal and schools are required to teach this to the social emotional competencies and this resource continues to align well with that mandate. And so our request is um to approve uh the renewal of seven mindsets for $115,000. >> Do we have a motion? >> I move to approve. >> I second. All in favor? Oh, I'm sorry. Discussion. >> Yes, Miss Tia. >> Thank you. Um Mrs. Ms. Beavers, do you know how much the state funding is per pupil for the um mental health >>

066per I don't have per pupil, but last year it was right under 180,000. >> So if I had pupil, >> no total. >> Okay. Okay. Okay. Okay. Thanks. >> I don't have to do the math for you, but it was 100 It was like 179,700 last year. >> Okay. Wonderful. Thank you. >> Yep. >> I have a question. Um the mindsets does that go along with at the elementary level is that the I forget what is >> Purposeful people. Yep. It's the same company. >> Uh it's not the same company, but it's the upper grade level universal um resource. >> Okay. All right. All in favor? >> I. >> Any opposed? Oh, motion carries. And with that, thank you, Mrs. Beavers. Then our next thing, um, our next meeting will be August. Come on. >>

067Thank you. No, Tuesday, August 19th for this. >> Oh, I'm sorry. >> Yes, we only meet once a month. Um, and so that being said, do we have a motion to adjurnn? >> Motion to I move to adjurnn. >> And I'll second. All in favor? >> I thank you so much. Have a great night. We'll get started in just a minute. Good evening. It is 6:04. I am calling to order tonight's regular board meeting, Tuesday, July 15th. Mrs. Shopee, may we please have a roll call? >> Yes, you may. Joanne Rue >> here. Megan Miller is unable to be here this evening. Brian Nichols >> here. >> Tom Henkins >> here. >> Amy Levy >> here. >> Juan Romero >> here. >> And Tia Johnson >> here. >> All members are present except Megan Miller.

068>> Thank you. May I get an approval of the agenda? >> So move. >> Second. Motion by Amy Levy, seconded by Brian Nichols. Any discussion? Hearing none. All in favor? Oh, I'm sorry. >> Oh, that's just the agenda. >> Yeah. Yep. I'm approval of the agenda. >> Okay. Um, if I have to pull something from consent, is that later? >> Yep. >> Okay. Sorry. >> No problem. Any other discussion? Hearing none. All in favor? >> I. >> Any oppose? Motion carries unanimously. Tonight for the pledge of allegiance, we have principal Mala and vice principal Klette with us tonight to introduce students from the Converse Elementary Summer School to lead us in the pledge. Okay, tonight we have with us Gwen Lubberta and Leila Anderson and Ariana Cooper. And they are in our Converse summer school

069program and they also attend Converse regularly. Are you ready? Okay. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Nice job. [Applause] Thank you so much for coming out and to the parents for being out on this wonderful sunny s summer day. Thank you Mr. Clint and Mrs. Milot. We appreciate your efforts as well. Next up is the president's report. This past weekend, WASB, the Wisconsin Association of School Board, held its summer learning symposium, practical solutions to real issues in Stevens Point, Wisconsin. This was a good opportunity for schoolboard members to learn new information, refresh our memory on some old information and talk to new board me talk to board members from

070other districts about practices that are working well and what needs improvements in their districts. In the legislative update sess session, Chris Kulo, the WSB director of governmental relations, provided an overview of recent changes in education legislation, such as raising the special education reimbursement to 45% by the second year of the budget cycle, the additional funding for mental health support and transportation aid. There were no increases in the general aid. Other state updates discussed also included restrictions on referenda, state funded vouchers and decoupling, equalization aid payment, timing, curricular policy mandates. The keynote presentation of leading together for student success discussed how school boards can build trust. I attended the session of rural schools challenges and opportunities. Although we are a small urban district, many of the current challenges facing rural districts are the same as urban

071districts. Declining enrollment, limited resources, and faculty retention. Some solutions proposed were to engage community in discussion about the district, including what's working and what's not. To work on continuous school and district improvement, listen even when it's not what you like to hear. learn to handle the uncomfortable conversations have provide free before and after school programs that are funded through fund 80. The school finance 101 and financial benchmarking was an introduction to and general overview of the Wisconsin public school finance recommendations were to use the nine-part WSB finance 101 series. I will talk to Treasurer Henkins later if he's interested in exploring this. There was a panel discussion. You've just been chosen to be your board president. Now what their suggestions are? Lead by example, pursue servant leadership, stay above the fray, maintain professionalism, learn, attend

072conferences, listen, focus on student achievement. Another one that I attended was leading with efficacy board president roles and responsibilities. Here we discussed agenda preparation, parliamentary procedures and legal responsibilities of board presidents. Are there any board pre board members who attended the WSB summer symposium that would like to share their insights or reflections? Mrs. Levy, >> thank you. Um, just want to say thank you to the district for supporting us attending this and of course thank you to WB for putting on another great um, learning symposium. I just wanted to point everyone's attentions, board members and community members alike. If you go to wb.org, or one of the events on the banner is this um year's summer learning symposium. And if you click on the agenda, um you can see all of the sessions that were

073available and I think all of them with just very few exceptions have the presentation materials. So those are really great resources. So you can look through the decks that were presented to us. Um, and one thing that I found with WASB organized events is that um, the speakers for those are very open to folks reaching out with questions um, that pertain to the slide deck. So, I would encourage everyone um, who wants to know more about what we learned or to reach out to the presenters to ask additional questions um, do feel free to do do that. Thanks. >> Thank you, Mrs. Levy. That concludes my president report for tonight. And next up is the upcoming events and announcements. Board clerk Romero. Thank you. Good evening. These are the announcements for Tuesday, July 17th. There

074will be no summer school this Friday, July 18th, and and the last day of summer school is Thursday, July 31st. Have you had popsicles with the principal yet this summer? or chalk the walk. If not, you can do both at Merryill Elementary this Friday, July 18th at 2 PM. There is also a movie night at Todd Elementary on Thursday, July 17th at 5:00 p.m. If that time works better for you or your family, feel free to go. Who doesn't like ice cream in and food trucks? I mean, come on. If you do, stop at Aldrich on Friday at on Friday at 3:30 p.m. for both. If you're a trivia buff, come out to Fuszen on Friday night, July 18th at 6 PM for trivia night. And finishing off July on the 31st, you and you

075and Flick and Float with the BLA and BHS at noon. There will be a food truck there, too, because food trucks are good. There are several fun things happening in August as well, so save the following dates: August 9th for the first annual car show and August 23rd for the third annual community health fair. More information will be coming soon. As always, please visit our district website at bitechools.net. Our future board meeting dates include Tuesday, July 22nd, there will be a governance meeting. On Wednesday, July 30th, the ad hoc student success and support committee will meet at 5:30 in the training room at the KAC Education Center. Tuesday, August 5th, beginning at 5:00 p. p.m. the business operations and finance committee, followed by the regular board meeting at 6 p.m. Wednesday, August 6th, will be

076the policy committee beginning at 4 p.m. This concludes the announcements for tonight. >> Thank you, Mr. Romero. Mrs. Schop, are there any public comments? >> There are no public comments. >> Thank you. Our reports to the board. The first is a teaching, learning, equity, and pupil services committee report. Chairperson Rue, yes. Uh, tonight we heard about our advanced learning opportunities in our district. We also had the end of the year school health report and we approved the SEAL resources for the middle school and high school along with a screener. And that's it. >> Thank you. Our next report is the legislative update. Treasurer Henkins. >> Thank you, Board President. Uh I'll be brief. You kind of covered a lot of the things that I was going to talk about and from what I I'm reading

077and um a lot of the things that the banual budget, state banial budget are in flux. And from what I've read, yes, some things went up, but maybe the other things went down. So maybe a wash at the end of the day on funding for the school district. Um the biggest uh bigger part and I'll ask Mrs. Elwood and I haven't asked this yet but the 72 million that is frozen by uh Trump for the state. What kind of percent would that mean to Bo? I mean 72 is is the state uh total. Do you remember like what kind of percent would have gotten that and how that would affect me? I'm not trying to put you on the spot. I just don't know that. >> And >> it's not title one. >> They're frozen.

078>> Also, if you don't if you don't have an answer now, maybe they could get back to you. We can get back to you. I didn't mean to. >> We get we receive about 4 million in title funds, but that's all title 1, 2, 3, and four. So, what's been put on hold is titles 2 and three. And so, that's the number that we can get back to. And then also all of the funding for our afterchool um and before school uh camps, CLC camps that are at Fusen, Aldridge, and Todd. >> Thank you very much. So, there's a lot of Stay tuned. We don't know yet. Thank you. >> Thank you, Mr. Henkins. discussion items tonight. First, we have Mel Elementary School continuous improvement plan. With us is Mrs. Mallister, the Merill Elementary School

079principal, and assisting her in the presentation, Theresa Moretch, executive director of teaching, learning, and equity. The purpose of this is to provide information regarding the goals, strategies, and efforts at Mel Elementary in order to have continuous improvement in academic performance. Good evening. I'm Regina Mallister. It's nice to be here with you guys tonight. So, tonight we're here to talk about the continuous improvement plan for Mir Elementary School. Um, so we're going to talk about the goals and actions and strategies for improvement. >> Oh, maybe arrow. Yeah. Okay. So, let's talk about our student and staff demographics. So, um the 2425 school year, we had about 270 students enrolled. Grade served was 3K um head start and 4K through fifth grade. Um, so economically disadvantaged, we're running at about 85.6% in our school. Um, the race

080ethnicity that we serve, black African-American, um, 53%. Hispanic Latino 29%, white 13.7% and multi-racial 11.1%. Um, English language learners 11% and students with disabilities are running about 18.5%. Um, we have about 36 staff members and 12 are classroom teachers. So about our history. So our vision statement is to become the top school community globally and foster excellence by empowering students to become self- assured critical thinkers with the love with learning. We aim to inspire creative expression of their knowledge while equi equipping them with the tools to impact their community and the world positively. So some points that we wanted to um um point out our community partnerships and family engagements are huge at Merrill. Um, we have a diverse and dedicated staff. Uh, we did have the Ron Clark Academy House System, uh, which is

081community and collective responsibility. >> Mrs. Mallister, do you want questions slide by slide or at the end? >> Sure. >> I've got I have a question on the >> um, foster excellence by empowering students to become self- assured critical thinkers with a love for learning. And this just just resonates in my heart because this is, you know, I I was so fortunate to have a parent that also loved to learn and I, you know, caught that bug from her. >> What What are schools doing? What can we do um to achieve this or get closer to achieving this for all students? And I know this is a loaded question. Um, and what can we as board members do to help you in that pursuit? >> So, one of the things that we've talked about at

082Maryland, our staff meetings, is that we don't want to give students the answers. We really want to help them build that critical thinking because that's a skill that they can use now and later once they finish school and go to career or college or wherever they choose to go. Um, we want to challenge them to be able to think about processes and be able to work through solving problems. And I think that's something that we need to get back to. That's something that we used to do uh a lot years ago, but I think we need to get back to that. And then with the love of learning, um the reason why I think that that is so important to me is because um Merryill is a family school. Um so a lot of our

083families are two and three generation uh students. So some of our students that are now their parents and grandparents attended Merryill. I was a Merryill elementary student. So um I lived in that community. Um I lived in that neighborhood down the street from Merryill. I grew up and so I know a lot of the families and a lot of the kids that are now I know their grandparents or I know their aunts and uncles. I went to school with them. So it it's awesome to be there. But I just think the love for learning comes for um being able to build with our families. And then we have families that actually love that building. So we're we're working very hard to get our family engagement um up and uh moving. So we do have a

084lot of families, but we want to continue to build that. that I think is going to be the heart of how we get our students in the building cuz our attendance was low, but we want to get our students back in the building and I think just working with our families is going to be one of the big answers for us. >> Thank you. Any other questions? >> Mrs. Levy, >> thank you. Actually, um, one question and another one that sparked with your response, so I'll start with that one. Um, when working on attendance, is Merryill a part of the, uh, community school bus or the walking school bus? We are not, but we are for the 2526 school year. We've talked about creating that. Yes. >> Okay. Perfect. And then back to my original

085question. Um I'm not familiar with the Ron Clark Academy um house system. Could you explain what that is, please? >> Yep. So they have four different houses. It's a red, blue, black, and the greenhouse. And the houses are all the students are selected to go into the houses. We spin the wheel and then the students are going into houses. So the houses are about unity and and love and um uh collaboration. And so the the the houses are built on different um aspects, but basically what the houses are is to kind of rally our students up into um making them feel like they're the best. So every house we talk about is the best house. But I really think that the house system is for students to be able to foster care, to understand how

086to be students, to learn about learning, and just to continue growing. >> Okay. Is does scheduling play a role in that? like you may be in classes with your housemates or is that separate? >> It does. So, we do have the house system and usually when we have the uh the scheduling for the house meetings, we do that on Fridays and so it's already pres-scheduled so it's into the schedule. So, usually we do that around 2:00. >> Thank you. >> You're welcome. Any other questions, >> Mr. Romero? >> Um yeah, sorry. You mentioned uh you got 36 staff. >> Mhm. uh 12 of which are teachers. >> Um ratio wise that puts it about roughly what 22 22 kids per class roughly. >> Is that is that about right? >> We were running about 18

087to 20 in a class and we had a couple classes that were over that because we had a couple classes that were actually two classes in one because of staffing. >> All right. Yeah. I was going to ask you how if you felt like maybe more you would need more teachers you think at that school you think or what would your opinion be? Um this year in our staffing plan, we do actually have a little bit more um with staffing coming into the building. So I do think that that will help us. Absolutely. >> Okay. Thank you. >> You're welcome. Any more questions? >> Okay. All right. So let's talk about our continuous improvement plan. So we had some goals for our SIP goals. Um one was on literacy by literacy foundational skills and then

088math and then social emotional behavior. So, I'm just going to talk about the SE goal right away because uh we have a lot of students that have faced a lot of traumatic situations at Merryill and at all the schools and all the schools across the world. But in our building, we noticed that social emotional behavior is something that is very, very important for the success of our students. So that's something that we really honed in on the last part of the year is that we really worked with our EMLSS team to work on making sure we provide those strategies to help our students work through um so social emotional behaviors. All right. So the Mel state report card for 2425. So the score summary for 2425 was 54.7 in comparison to the 23 24 school

089year when the score was 25.6. This is contributed mainly by the value added and growth scores that were not included for that year when they were in a K3 K through three building. So we were a K through three building then we changed to K through five. The state is rolling out new report cards for the 2425 reporting year. So our literacy foundational skills goal um so our internal benchmark so by June 2025 the percentage of students reading at or above grade level as assessed by Earl will increase from 30.5% to 45% with an at least 30% of our students experience a 1.6 or more years of growth. In addition mirror will increase the number of students in the advanced exceeding grade level expectations from 12.8% 8% to 17% as shown by the ERA from

090spring 24 to spring 2025. So our literacy state forward data and action step strategies. So 5% meeting, 27% are shown in approaching and 68% are in developing. So action steps that we and strategies that we were going to use to help move our students more to approaching and meeting um literacy learning walks with data cycles focused on implementation and practices. And we did have a lot of um literacy walks um from our district level staff that came over and we did literacy walks um act 20 a commitment over compliance um and that's just making sure that we are committed to the program and not just doing it because we have to do it. Morning message with 4K through second grade um independent reading accountability with third through fifth grade. >> Okay. So early reading foundations

091>> is leaving. >> Sorry. I'm sorry. >> No, no problem. Could you go? Yeah. Perfect. Um, do you, and I'm not looking for exact numbers, but could you give us an idea? So, we have 5% meeting the expectations, for lack of a better term, for the 2024 forward exam, but then that category of, excuse me, 27% approaching and 68% developing, how like what does that mean with respect to the gap between approaching and meeting? Are they really close? Are they so if the meeting score is 10 like where where are they at in the category of approaching and developing? >> It's a little bit further in here. >> Oh, okay. Thank you. >> I think so. Yeah. Otherwise, we have to look deeper in the data. >> Second >> cuz that's for forward. >> Oh,

092then then don't fast forward. I I can just wait until we naturally get there. Thank you. >> Yeah, I think it's a little bit further. If not, then I I'll make sure we get it to you. All right. So early reading foundation's data grades K through three internal benchmark for ERA. So end of year um 33.9% of our K through third are meeting the benchmark in comparison to 32.1%. This time last year the end of the year goal for literacy is 45% in regards to the school improvement plan. There was an increase in overall proficiency. However, the goal was not met. There is a concern in regards to the decrease in the percentage of third grade students this year. The largest grade level to demonstrate growth was in the first grade. All right. So, independent

093reading levels assessment or ERA. The ERA informs basic reading foundational skills that allows teachers and students to develop power goals to develop power goals as an area of focus as they are working toward mastery in small instructional groupings. The current data reflects power goals that have been aligned with foundational skills at MER and these are midyear. Okay, so let's look at reading fall, winter, and spring map benchmark for grades 3 through 5. In fall, approximately 10% of students were at or above average in comparison to 13% in the winter. This shows 3% gain from fall to winter. In spring, 10.4% of students were at or above average. Overall, there was a decrease in the number of students in the lowest quintile from fall to spring. Future action steps should include explicit efforts toward increasing growth

094from winter to spring in the 2526 zip plan. All right. So rating winter map benchmark by grade level. So at or above. So third grade was at 10%. Fourth grade was at 13.1% and fifth grade was at 16.2%. and reading spring map benchmark by grade level. So third grade was at 9.3% at or above. Add or above for fourth grade was 12.2% and for fifth grade 18.3% which is increased from winter to spring and our math goal. So our math smart priority goal. So during the 2425 school year, Merryill will engage in nurturing students math identity by establishing a math community that incorporates meaningful questioning, discourse, and visual representation of conceptual knowledge to increase the number of students meeting growth targets as measured by the assessments from fall to spring by 17% in the area

095of number and operations in base 10. So by June 2025, the percentage of students making proficiency in math in the area of number and operations at grade level as assessed by the Imagine Math benchmark will increase from 37% to 42% with at least 17% of our students experience a year's growth. All right. So our MA math state forward data and action steps and strategies. So 2024 forward data. So grade three proficiency was 12.1%. Grade four was at 3.2%. Grade 5 was at 15.6%. And overall meeting exceeding was 10.4%. So some action steps and strategies that we've using is math learning walks and implementation tools. So Eureka math squared improving our overall graph uh growth score math classroom discourse and facilitation math identity development journals and exit tickets. >> Mrs. Mallister. Yes ma'am. Can you briefly

096explain what a learning walk is? >> Yep. So, we have our district team that comes in from TLE and we walk with them and we kind of go through the classrooms and Teresa, if you want to step in with this. >> Oh, sure. >> Yeah. >> So, um we have literacy and math ones. Um and the cadence is we visit the schools three times a year. Um and each time uh we have a different uh protocol. So the literacy uh department has a uh protocol that they use looking at data um to kind of lead the discussion. Usually in the elementary schools it's ERA um and map data um and then math uh they pull um like their imagine math data and then benchmark data. They have uh look fors that they're looking for. So

097the ARC materials actually have implementation look fors and then they track data on what they're seeing um in the schools or in the classrooms. and then come back and debrief. Um, and same with math, we have an implementation rubric that we've been utilizing. Um, and what's been cool about that one is we're watching along the rubric the level of implementation of materials and instruction practices change over time with our year 2 implementation. Um, the other piece that's been um, I think effective and beneficial is pulling teachers into the learning walks. Um we have had uh kind of the traditional way of doing learning walks where it's um an administrator and a person from TLE or you know in districts in general but we leave the teachers out of the walk and then we come back

098and debrief and have a great rich conversation but they're not there and then we leave that for the principles to kind of refer back to for their staff and that has a that has an intentional purpose but I think there's been a value ad this year with our teachers. Um, we've had teachers literally literally say like, "I've been in this building for 16 years and I've never been in my colleagues classroom before." Um, and something that my hopes are is that that'll help to fuel uh richer, more robust conversations during their professional learning communities. Um, so that's kind of in a nutshell the work that we've been doing with learning walks. Yep. >> All right. So math uh math map benchmark for grades three through five. So in fall approximately 11% of our students were

099at or above average in comparison to 11% in winter. For spring 12.8% of the students were at or above. Overall there was a 1.8% gain throughout the school year. It should be noted that there was a decrease in the number of students in the low category. Additional efforts to provide a strong system of tier 1 and tier 2 instruction should be implemented in the 2526 continuous improvement plan. All right. So, math winter math benchmark by grade level. So, at or above. So, third grade was at 13.2%. Fourth grade 20.5%. Fifth grade 14.6%. Math spring map benchmark. So, at or above third grade was at 14.1%. So, there was an increase from winter to spring. Fourth grade was at 18.2% 2% and 15.3% was fifth grade with increase from winter to spring. Social emotional behavior goal

100by the end of the 2425 school year will decrease the number of calls for behavior support by 30% as measured from November to May using the MER call support data tracker. We will enhance schoolwide social emotional behavioral support by aligning buildingwide expectations and implementing a consistent positive reinforcement. Grade level, classroom, and subgroup data will be analyzed. All right. Percent of daily office referrals by month. So office referrals increase from fall to spring at Mel during the 2425 school year. The data will be will need to be analyzed further to determine potential grade levels and or demographics that require the most support. Daily attendance rates for 2425. The district's daily attendance goal is 95% and Merryill's average daily attendance rate is 86.9%. All grade levels will continue to work towards meeting this goal. The data provides

101evidence of no significant diff difference across racial and ethnic groupings. The white students have the lowest daily attendance rate at Mirill 83.6% in comparison to the other groups. So, attendance absenteeism rates trend data from Merill. This graph um defines chronic absenteeism as below 90% attendance. So, our current absenteeism rate was 52.6%. Um this is not exactly the same way the state measures it. So, for the 2526 school year, there should be explicit efforts to improve chronic absenteeism across all grade levels, specifically for K5. Chronic absenteeism affects the overall attendance performance of students at Merryill. So note all data reflects current data specific to Merill. And I just want to add here. So for attendance, we we kind of did some wraparound um services. So we did have a school psych and a school counselor in

102the building. We did um implement some home visits which kind of helped us to improve our attendance rate a great deal. Um we did a lot of meetings and referrals with parents um just trying to find out um what could we do to help parents um in our school district there's a program called LO of success um so we don't we were trying to get that up and running at Mel we don't have it fully running yet but that is um some of the concerns that parents was having is that we don't have clean laundry we don't have transportation in the winter time a lot of our parents even though they live in the community um their children had to walk because they didn't have transportation so they didn't want their children to walk in

103the winter time. So, so social emotional behavior action steps and strategies. So, we using a calming corner or opportunity desk in every classroom. Buildingwide behavior expectation alignment using the house system. Social emotional strategies with the essential 45. Any questions? >> Any questions? Mrs. is leaving. >> Thank you. Um I have a few. If we could go back to the social emotional behavioral goal, um the smart priority goal for this school year that just ended. Um the notes here says that that you're using the Merill call support data tracker. So I'm assuming that's like calling on the walk for assistance. So as they're calling, we have a our school secretary. We're um some some of them are calling radios because we don't have radios in every classroom. So they would call in their telephone and they

104just say, "Hey, I need assistance." we'd have the secretary doing a tally like who's calling at what time so we can kind of track like when these things are happening and if there's a h if they're happening over time and then if there's happening in a specific classroom if it's continuous so we need to know like if this is something we need to go um do we need to support the teacher and how to address if it's something that's classroom managed or is this something that should be managed in the office >> right but then the next slide says percentage of daily office referrals so unless there's something I'm missing those are two separate things one of them is a call for in-classroom support. Another one is a referral outside of the classroom to the

105office. Um, so I'm not Was that goal met um >> for using the call support for that to be decreased I believe by 30%. >> No. >> Okay. Um and so is there a connection between that and the next slide which is the outside referrals or h how is that data connected? >> Well, there is a connection because the referrals continue to go up. You can see that over spring our referrals went up. So that means that um we were actually calling the office for more support. So that's something that we need to lean into with our EMLSS team. We were looking to see like what are we what what's driving referrals um what what supports do we need to give to the student to the families and to the staff. >> Right. So the

106data that you collected which I think is great. I guess one of my other questions is is the SIP plan complete for the 2526 school year or is that something that's still being developed? >> We're still developing. We hope to have that um finished up sometime in July if not early August. >> Okay, perfect. And you're using the the data collected for this to inform that. Yes, ma'am. Perfect. And then um one other question. So, and this is a big assumption. So, assuming that the benchmarks for like state testing remains the same and how report cards are calculated, um I think we were at 54 for me the 54.7. Um, one, what numerical score is tied to meets expectations? Um, and do you have an idea of with the SIP plan um, that's going to

107be in place for the upcoming school year? Do you have a projection when I'm not going to hold you to it in this moment, but do you have a projection of when you expect Melo to meet expectations? So, is this like two years from now, one year from now? I would like to honestly I would like us to meet that within one year. Um I I don't think that I don't think we're that far off or that we can't. I just think that we where we we looked at our SIP goal from last year and we're we're refining it um to make sure that we're actually putting some specific things around what we want to do with our building. Um but I think within a year we should be able to meet it. >> Okay.

108Thank you so much. >> Thank you. Just to kind of clarify for you because I know um so kind of for you rock your world a little bit Miss Levy. So I think it's um I think the cuto off is 60 if I if if I remember correctly it's either 58 or 60 for the for meeting. Um the benchmark cutoff scores are not going to change but the um state is currently looking at the actual report card algorithm and report cards for reporting out. So for this past school year, uh what are we in ma'am? 2425. Uh that report card may look different in November when we see it in fall because they brought a committee together to look at uh the makeup of the report cards. >> So you're saying that the report card

109for the school year that just concluded >> might look different. >> Okay. So this 54.7 grade score could change and it could be that Merryill is considered met expectations. >> It could for this past >> it could go either way. Yeah. And I don't know, you know, right now the way that the report cards are are working is uh there's those kind of four big buckets. One being uh the growth score and the overall academic uh cut score. And the weight of those scores is determined by the level of poverty. And so the higher the poverty and MEO being the highest poverty uh school in our district uh has the maximum weight on growth. And so that's why their growth score is so important. Um we want an overall academic achievement, but we also want

110to know that the kids that are starting at Merryill and ending at Merryill are growing over a period of time and they measure that from their start score in third grade to where they end in fifth grade. Um and that's value added also. It's called that. And so we're not sure based on um some of the communications from the state if that type of algorithm for determining uh the way in which the overall summary score will be determined will remain the same or if it will change. >> Thank you. >> You're welcome. >> Mrs. R. >> Yes. I would like to um know a little bit more about the program. I'm not familiar with was it essential 45? >> Yep. So those are some different skills and strategies that we use with the students. So

111we talk about courage, we talk about um different strategies with them daily in our morning announcements. So each day I'll I'll put a new one up for the students. And so we kind of I'll talk them through it and then this is something like I have the teachers to talk through while the students are having breakfast. >> Thank you. >> You're welcome, >> Mr. Romero. I just uh something you had mentioned when you were giving your first of all, thank you for the information. It's very well put together. are like that. >> Thank you. >> Um, you mentioned that uh sometimes uh or some of the classes don't have radios. They use their phone to call in. >> Is that to me it's it's quicker to click a radio than it is to make a

112phone call, wait for it to go through and here you go. You know, >> you some someone could say seconds or whatever, but it's could still be detrimental. Do do you guys still need more equipment to make that happen or is it just because I mean are you short equipment to I don't want to basic I want you to have all the tools you need basically is what I'm getting at. >> I wouldn't say we're short equipment um because I think we have them kind of centrally located within the classroom. So um like for example say that a teacher doesn't have a radio if um usually I have a special ed teacher or have pairs and support that go in the classrooms and they do have a radio. So, not every classroom will have one,

113but usually there is one not far. Um, and I think the ones who need to make a call, they they they usually just call the phone. So, I don't I'm not sure that we need more radios. Oh, >> okay. All right. I just want to make sure you had all the tools. Also, um I was looking at here the percentage of the referrals like you mentioned for some reason it's in May that they're higher. >> Um I was trying to I was putting that correlation too also as well and I'm thinking well what could be happening there? Do you think maybe it's a some sort of a testing burnout by that time that the students have gone back? >> Absolutely. Kids are getting excited. They're ready to be out in the summer. The the weather's

114warm and they're they're more energetic. They're moving around. I'm not saying they should get referrals, but >> Right. Right. >> Something's driving them. >> I'm just wondering if there's maybe something that um maybe we can look into or I'm not saying already. >> Yep. That's something that we're looking at with our emails team is to look at this data to see, you know, what is driving these referrals and like what were the referrals? >> Yeah. or like maybe a strategy that say, "Hey, you know what? We know it's probably because of the let's let's see if we can help this with help." You know what I mean? It's just some some kind of >> absolutely >> um little program thing or something. >> Um also, uh are there is there a family advocate at Mel?

115>> We do have a family advocate that we share with Gaston. >> Okay. >> So, share shared with Gaston. Okay. >> Yep. She's in our building um opposite two three days every other week. She's in our building same as at Gaston. >> Okay. All right. Thank you. >> Thank you, >> Mr. Nichols. >> Thank you. Um, Mrs. Mallister, a couple of things. Number one, you did a great job. This is a very good presentation. I know some of I know some of the numbers are hard to present, but you did an excellent job >> and I feel good about where you are and I want to congratulate you on your promotion. >> Thank you. >> And I'm glad you clarified the referrals. Thank you. That's that's that's good. So, >> thanks. keep uh you got

116a few you got a few weeks to to get wound up and ready to go. So, use the time wisely. I know you will. >> Thank you. >> Any other board questions, >> Mrs. Mallister? Um to echo Mr. Nichols, uh thank you for stepping up and taking on this this challenge. And please um feel free to to contact any board member if you have any ideas or suggestions for how the board can help you um achieve the meets goals and exceeds goals. What you know we um our ears are open and our hearts are open. >> Thank you very much. Thank you. Thank you all. Next up, we have an exit, excuse me, an exit interviews update. Mrs. Amandereas, the executive director of human resources is presenting to update the board members on exit interviews

117from the 2024 2025 school year. Mrs. Amanderez. >> Good evening. Members of the board, I'm presenting a comprehensive analysis of the exit interview data that we've collected from staff who've left the district during the 2425 school year. The presentation aims to offer a transparent overview of why employees are leaving the district, how they perceive the district's climate and leadership, and what patterns are emerging that can help guide strategic retention efforts. Oh, this light's not up. Let me do this. Bear with me. Okay. Technical difficulties here. I'll be brief. Can you because I'm having a hard time getting it into the thing. >> Sorry, I just got a new laptop so I'm still learning to navigate this one. >> Thank you. Okay. So, um, slide two talks about the purpose of, uh, the exit interviews. So,

118some of the key points on this slide are the responses being collected both through online survey interviews as well as inperson. The representation varies, teachers, specialists, coaches, etc. and we are seeking to understand again why we have our staff leaving and what their experience was. The responses include a range of instructional and support staff. It includes teachers, social workers, and instructional coaches. Our goal was to better understand not only why individuals chose to leave, but also how they perceived the district's culture, leadership, support structures, and their feedback that was collected has offered us invaluable insight into retention risks and where we need to focus our improvement efforts. On slide three, we look at um part of the motivation behind this which is district goal number four that talked of uh spoke to recruitment and retention.

119So these exit interviews are providing us with critical feedback on their experience and identifying systemic factors contributing to turnover. For this school year, we received both inerson and online online exit interviews and these responses reflect consistent trends in areas that directly affect retention, morale, and district climate. And you'll see that the breakdown identified by FTE category that is exactly as what was presented during the previous board meeting uh last month actually and the exit interviews are based on those same uh numbers even though they've increased since then at this point. Slide four, we have the uh quantitative summary of key metrics. The highest metric that we scored on was the 3.47 school level leadership. The lowest metric scored was feeling valued by the district at 2.76. So, there's definitely some work to be done with

120recognition. Um, as we summarized the responses uh to a series of questions rated between one to five, the highest average score was 3.47 47 and the uh school level leadership uh scoring indicated a moderate level of satisfaction with principles or direct supervisors and suggest some building leaders are seen positively. However, the lowest score the 2.76 was uh for the statement quote I felt my work was valued by the district. This highlights a disconnect between staff contributions and how appreciated they feel. So, their employee effort and recognition area. Other areas such as district leadership, compensation, and tools to perform their jobs scored in the three to 3.2 range, suggesting that there is still much room for improvement. For slide five, when we asked employees why they were leaving, several common themes emerged. First and foremost, many

121cited concerns about leadership either at the building level or the district level. Others expressed that their workloads were overwhelming and that they struggled to maintain work life balance. Some described a lack of clarity in roles or frustration with follow-th through accountability. A few left for personal reasons like retirement or relocation or due to credentiing requirements. There are many notable quotes throughout the open-ended question section. Um, and so I took some of the um the ones that were the most consistent throughout, but you will see in slides six through nine, uh, these are the quotes from those open-ended responses. They do paint a deeper picture of the employee experience. Some staff reported feeling unsupported by administrators with specific comments about lack of preparation or accountability in leadership meetings. Others describe toxic environments and a breakdown in

122building systems. Staff in special education particularly voice stress from the high case loads. And while these comments are challenging to hear, they do reflect patterns that we will be addressing proactively. For slide 10, I know we're just scrolling right through. Thank you. For slide um 10, we asked about uh the rehire potential of each of our separated employees. 76% said they would consider returning. 25 said would they would not return. Despite the concerns raised, the majority of the respondents indicated that they would consider returning to the district under different circumstances. This shows that for many their departure was not final. Comments attached to these responses suggest they would return if leadership changed, if there were improved systems, or if their personal situation allowed. This gives us a pathway forward to rebuild trust and potentially re-engage

123talented staff in the future and hopefully be able to attract them back to our district. Next slide. Some of the suggestions that were made by our departing staff um include um clear job duties, more accountability across departments. There were repeated calls for building and district leaders to be more visible, more responsive, more consistent for those in the bilingual or DI language immersion roles. There were specific concerns about the district's commitment to the programs and they're all action items that we certainly can address in our planning processes. And lastly, um, slide 12. Based on the trends, I'm offering four key recommendations. First, we need to invest in school and district leadership development, including coaching and performance feedback systems. Second, we must improve how we recognize staff contributions and provide them with opportunities to give input. Third,

124for high demand roles, especially in special education, we should conduct audits of case loads and build in wellness protections. Lastly, we should introduce midyear stay interviews to proactively identify concerns before they result in resignations. In closing, we will use data to inform a sustainable retention plan, implement leadership development cycles, and revisit exit processes for continuous feedback. I want to emphasize that this analysis is not just a look back. It's a tool for moving forward. We will use these findings to inform a retention strategy for the coming years. Our HR team will also revise how we conduct exit interviews so that we gather consistent actionable feedback from all employee groups and we will bring a leadership development framework forward in the fall for district-wide implementation. >> Thank you, Mrs. Alanderas, Mrs. Levy. >> Thank you. Um,

125thank you for pulling this together and presenting it. I think there's a lot of great information here. Um, I love the idea of a stay interview. Will those be randomly selected is who has the opportunity to participate in those state interviews? So, my goal for the upcoming school year, and I say my goal speaking for HR, the HR department, um, is to be strategic with how we roll out surveys. We certainly don't want survey fatigue, but my goal is to roll out a leadership survey in August upon the return of all of our administrators, followed by an October uh survey for all staff of what they would like to see differently from our department once they've had an opportunity to come back and get all their needs met. Then in November, follow that with our

126annual climate survey. And then when we get into the new year, what used to be the fall and spring surveys, I would like to utilize that springtime to start looking at from the climate survey, have we done enough to rectify and have individuals stay? And so I'm looking at after the new year doing a stay uh survey as well. >> Okay. So those will be more strategic and less random as Okay, perfect. Um my next question um with one of your first recommendation with leadership and accountability provide mentorship and coaching. We have buddies and mentors and it's my understanding that anyone who feels that they need one can get one. Do you feel like that's not effective? Um so the uh leadership development is the piece that I feel with as many new administrators as

127we have coming on, we do a great job with our teachers and aligning them with mentors um and also aligning them with buddies. But when we go into the administrator level, and again, we're trying to also promote from within, we do have a gap that we need to address to ensure that we're providing our leadership with all the tools that they need to consistently apply all of our policies and processes across the board. And that's the focus that I want to have. Okay. So, let me just make sure I understand this correctly. for teachers. Um, whoever wants a a mentor or a buddy can have that, but it that I thought that applied to admin as well, but are you saying that's not currently the case? No, we do not have and Teresa, please chime

128in if I'm mistaken. We have not I've been fortunate enough since I've been here that we have not had administrator turnover. So, if we did have that, >> they get a year one OSA mentoring opportunity. So they get a year one OSA mentoring opportunity. >> Okay, perfect. Thank you. Um and then I think my final question, what was the response rate? It looks like we had no actually two questions. Um 129 separations during this past school year. Um what was the response rate for this interview? >> Obviously not as great as we would like. Um and again going back to survey fatigue, right? we keep sending out surveys for all sorts of things and individuals just uh are not as willing to participate. Um and also uh historically speaking or statistically speaking, individuals are more

129likely to respond to any survey when either the experience was extremely great or it was really bad. And so I always say you know we have to take into consideration that oftentimes the participants had an experience that is not down the middle. I want to um so as of right now the rate of response for the online has been 31 out of 129. So we can do that >> about 36 people responded. >> Um >> I just did some quick math. Yeah, 31. And then we've had the ongoing in-person exit interviews that um so we started the in-person exit interviews before we issued the exit interviews directly from us. We used to use a third party. So, the discussions, the questions, and the responses received from the in-person exit interviews don't 100% align with these,

130but where they fit, we've included them in the final analysis. So, we are probably at about 45 to 50. >> So, the information that you just presented is anywhere from 45 to 50% of the 129 separations. It's about 45 to 50 of the 129 that separated. Yes. >> Okay. And then my final question, um, one of our district goals was to reduce, I think, the separation or turnover by 20%. What benchmarks are we using? So, it seems like for this school year that just concluded, we had 129 separations. And and board president Johnson, maybe you can help with this. Are we going back to pull that number from the 2324 school year or are we going to compare this school year to next year's school year with respect to whether or not we met that

131goal? >> I ideally I would have liked to have seen a comparison to the previous year. Um but if the board decides um in the next few weeks when we do our uh next set of district goals if that's something that we want to work on, we can certainly clarify that from the get-go. Okay. And I'm I am not expecting you to know how many separations we had in the 2324 school year, but if you could get that to the board, that would be helpful for me. and you if if you don't know off the top of your head, please don't try to look for it now. I'm just I'm curious to see kind of where we are. >> Absolutely. And I do believe that in the June 17th presentation, there was a comparison through

132the years. Um but I don't want to mislead anyone, so I was hoping that I can pull it up real quick, but yes, I can definitely follow up uh with those numbers otherwise. >> Perfect. Thank you so much. >> Of course. Thank you. >> Thank you, Mrs. Rue. Hi, thank you so much for this information. Um, let's see. First off, I'm so glad that people are filling out the exit interviews. Um, I know I spoke to quite a few um, people that were leaving the district and encouraged them to do that and I I see their responses in here. So, I'm so happy they did that. Um, I do believe that we'll get more people willing to do the exit interviews as they see that we're using it to make decisions. Um because a lot

133of people would say, "But nobody reads them or why fill it out." Like because I'm gonna read it. I know I'm going to. And I know that, you know, like we we do see that there's definitely some common themes through this and um things that we need to work on. I do want to say though that there were definitely some staff members that were given a shout out. Missy Beavers, um Liam Malot, and Benji Clatt were all given a yay. Way to go. So, I'm glad to see those. Um, and then, um, the thing, um, I I had a lot of people ask, wait, are we do do we have exit interviews? So, maybe, um, I don't know if there's a I know for myself personally, when I left the district, it was very confusing

134the steps to go through. And so like if we had something where you know so you're leaving the district you know like these are the steps you go through just so that people make sure that they have everything taken care of before they leave. >> That's a great suggestion. Uh we do have internally an offboarding, but to make it accessible online, um when we receive a separation notice from any of our staff, we respond with an email that also lets them know that they could either take an electronic exit survey or they can schedule to meet in person. Um I know if you're on your way out, you're probably not reading all those emails anyway, so I do like your suggestion. >> Yeah. Any other questions for Mrs. Alanderea and the exit interviews? Thank you,

135Mrs. Almondas. >> Thank you. >> Next on the agenda is the consent agenda. Typically, there is no separate discussion of the items unless a board member so requests in which event the item or items will be removed from the general order of business and considered in their normal sequence on the agenda. Are there any board members that would like any items removed from the consent agenda? Mrs. Levy? >> Yes, thank you. Items C as in cat through G as in Gary, please. >> C through G. Mr. Romero, >> I was going to want to pull items D, E, F, and G. >> Okay. Okay. Can I get an approval for the meeting minutes of July 1st? This is consent agenda item B. >> So moved. >> Second. >> Motion by Joanne Rue, seconded by Amy

136Levy. Any discussion? Hearing none. All in favor? >> I I >> I. >> Any oppose? Motion carries unanimously. The first item then is C approval of the meeting minutes of July 8th. >> Mrs. Levy, thank you. Um, just two two small things. Um, Miss Schop, if you could correct the spelling of my name at the top of the second page and if the time that we adjourned is available, if we could have that added to the minutes, please. >> Absolutely. And I'm sorry about your spelling. >> No problem at all. And if no one had anything else, um I would move approval of the minutes from the July 8th minutes meeting um with those additions. >> Second >> motion for approval with the uh changing of the spelling and the addition of the adjournment time

137which I believe was 9:09 if you need that. And seconded by Juan Romero. Any discussion hearing? None. All in favor? >> I I >> I. >> Any oppose? Motion carries unanimously. Next we have policy 185.4 policy committee proposed title policy and human resources committee second reading. Mrs. Levy. >> Thank you. Um the first thing is just a grammatical question in the purpose. I believe we want to add back and to that because I believe that the idea is for it to read ensuring district policies and human resources actions and support the district's strategic priorities and goals. Um so if we could just add that um under policy review process um question for number one it speaks to a five-year rotating cycle. Um is there a plan to create that five-year rotating cycle? >> Mr. Nichols,

138>> that's to be done. >> Okay. Um thank you. And then uh if we jump down to what is proposed as human resources recommendation review um looking at 2 A through C, I think that we should remove item 2 C which says that basically that the committee has the ability to deny the proposal with justification um and amend to read recommend amendments to or denial with justification of the proposed recommendations. So that may seem small um but what that will do is still leave the power to review and either um approve, edit or deny the original recommendation of the administration. If we leave C in as it reads, the threeperson committee is no longer making a recommendation. they can just deny something from the admin's recommendation and it will never come to the full board

139and I don't think that's appropriate. But I think if we make the adjustment again I'll repeat to to 2B to say recommend amendments or denial with justification. That original recommendated slate still comes to the seven member full board but that committee if they are interested can have their recommendations reviewed in addition. Um, and that could be to approve, to amend, or to deny with recommendation. So, I guess I'll pause. Did Did that make sense? Or does anyone have any questions? Are there any questions about what Mrs. Levy is proposing? Any concerns or objections? Mr. Nicholls, >> I I believe the way we spent a lot of time on this in the in the policy committee uh last week and uh I believe the I believe the way that it's written u is is ex is

140good and we we all we all moved it forward. So I'm I'm of the opinion that leave it the way it is. >> Thank you for providing that context. Um so here's my concern. If memory serves me correctly, one of the reasons this was sent back to the policy committee is that there was consensus that the full board wanted to see that original recommendation from the administration and that we were open to also entertaining the recommendations from the threeperson committee. So from my perspective, the committee has the same three options for recommendation as the board has for action. So again, the committee could recommend, yep, we think you should approve this or we think you should edit this or we think you should deny this in whole or part. And if that was the option

141that the committee chose, they would also provide justification. Um, again, I'm very concerned that if we approve this as is, we are giving three board members the ability to to reshape an admin recommendation before it is even seen by the full board and that's something that I'm not comfortable with. Um, so if if it's okay with you, board president Johnson, if we could kind of get feedback from board members who are available to see where they stand with that. >> Yeah, I'm I'm good with that. That's what discussion is all about. Are there other board members that have an opinion on this? Mr. Romero, >> I just uh want to clarify what is what is the role of a committee? Is it an advisory? Is it is it to set like does it have authority

142to set things? I mean what is the actual role of these committees >> to bring recommendations to the board? >> So it's just it's just recommendations or is it >> No, it's not just recommendations. I we could get into a long discussion about what does a committee do? uh they do research, they uh work with each other, they work with the uh administration to come up with new ideas, changes, suggest changes. Um >> so I guess I guess what I'm what I'm asking is what what authority what what authoritative power is a committee for? Is it is it force? Hey, we we're we hear your recommendation. We don't think it's it's we don't think we should bring it to the board because XYZ whatever the reason would be and that's it. Or is it do

143they have to take it to the board? That's where what what authority is each committee and that's not just for policy that's for every committee. What is that? No, they they certainly don't have to bring things to the board, but they decide whether or not they want to bring things to this level for us, the seven of us, to take action on. >> Okay. >> And I'm I'm sorry if I'm not quite understanding the question. >> Um I just I'm just trying to see because what I'm what I'm gathering from Mrs. Levy's question is it's it's more of a a power of three taking the power of seven away. Is that kind of what it's getting at? >> May I respond? >> Actually, it's the power of two, >> right? >> Replacing a full board

144vote of seven where you would need a majority of four. So, if the administration recommends person A, for example, and two people on the committee say, "Nope, take that person off." And and it says they will provide justification. Um, person A will never make it to the full board for a vote. They will be omitted because if you look at number four, it says all recommendations made by the committee will move forward to the full board of education for a final decision. That does not say that the original slate proposed by the administration will move forward to the full board of education for a final decision. In my opinion, those are two completely different things. Um, and even to step take a step back further, I I I have no idea why we need to

145do HR and policy and to create additional meetings. If if the if the decision making ultimately lies with the full board, all seven of us are going to have a chance to review and to weigh in. So to create an additional meeting because also in here um this modified committee will meet twice a month instead of once a month two days but so if I'm on this committee I'm going to see it on Monday and then I'm also going to see it again the at the next regular meeting I that just seems like unnecessary rework but that's just my opinion and final point I believe that Dr. Garrison mentioned in a recent meeting we have had collectively 133 and forgive me if I have my number slightly up 133 meetings and school is in session

146192 days that is not the sign of an high functioning board for us to have to meet that often and we are now creating more meetings so we're either letting two board members replace the decision making of seven board members and I just there's no way I would agree to that. >> Thank you. Um why I wanted to have the human resources put back with policy is because we need to have uh strategizing and oversight over human resources. You know, we're in a national crisis looking for uh keeping our building staff. We're fighting with rural schools for teachers. I it's not I I I I I would encourage everyone to move away from the sole purpose of human resources is to um hire and present exhibit A because they're much more than that and I

147think they deserve more of the board's attention and I I think the numbers, you know, kind of speak for themselves in terms of how we're doing with um retention and turnover in in our numbers. >> May I ask you a question about that, please? >> Certainly. >> Okay. So, are you suggesting and please correct me if I'm understanding this incorrectly that the board have a hand in HR further upstream than the recommendation? Because from my perspective, and I would love to be wrong or just not understanding this fully, adding another meeting but not moving us further upstream just seems like doing the work twice because we're still at the point where the process has been completed and here's the recommendation whether it's seen by a committee first and then goes to the full board or

148so that's kind of like option A or are you saying I I want this restructured and the board has a hand in activities that are further upstream like recruitment and interview. And if that is the case, which I'm not saying it is, I'm asking I think that's inappropriate because I think >> Okay, I'm going to jump in because I just finish. No, that's not what I said. I said we're not I did not say we're going to have a hand in. I said strategize. We need to hear from the HR department what we're doing wrong and what we as a board should be doing to help our district. We we need to know is is there better software out there? You know, is are there better ways of doing HR? This is not we are

149going to do this or have a hand in it. We are going to get feedback from the HR department at the committee level so the committee can start asking these questions so that we can get better. This is so much more than just exhibit A. I will say I like your recommendation to put C in with B. I think that makes sense. It makes sense for the full board to see all of it. But we we do have a problem with having our buildings appropriately staffed and you know we need we need to get better. I I believe that that will having HR in with policy committee will open the door for us hearing other ways of doing things. >> Okay. And and just for the record I I never said that you said that.

150I was just asking a question because I wanted to understand um so are we moving forward with can with removing C and adjusting the language and B and if yes I think four becomes a moot point um or does someone object to that? >> I will open the floor for a recommend uh for a motion. >> Okay. Um, so let me put the proposed language because I don't want the motion to be too long and then because my motion is going to be as amended. All right. So again my recommendation is to rem under personnel well human resources recommendation and review to remove number four to remove 2C and replace the current to 2B with recommend amendments or denial with justification of the propo of the proposed recommend. recommendations. Um so with that being said,

151um I make a motion to approve policy 185.4 as amended. >> Mrs. Levy, would you mind rereading that? >> No, not at all. So again I am proposing under human resources recommendation review to remove number four because in my opinion if we adjust two then four becomes a moot point to remove also C and to adjust to B to read um recommend amendments or a denial with justification of the proposed post recommendations. And again, for context, that would give the committee the ability to recommend approval as covered in 2A or amendment or denial with justification that would be covered in 2B. And then the original slate with these recommendations would go to the full board for final decision. >> Is there a second? >> I'll second. >> Brian Nichols. Oh, no problem, Mr. Romero. >>

152Yeah, I just um I can see I can see where where that sentiment would come from. However, I don't I don't feel that that's what the spirit of this is to deny the proposal. I mean, how many how many things and I'm not saying everything's going to be frivolous, but how many things could come up that would make sense not to just waste or not waste spend more time, I guess, at the board level when it could be handled at committee. That's why I'm like, well, it wouldn't make sense just to go ahead and handle that because it's not everything's going to be uh, you know, something severe enough or or something that can't be worked out and brought to the board or something that's just misinterpreted. It could be also as well. So that

153that stuff can be worked out as well at in the committee level. And also, it's not just a matter of hiring and firings. It's a matter of what we're doing, how how to hire, how we're firing or how we're compensating, you know, how in in in regards to the HR in into positions and whatnot and what how are we creating the positions and what's going on. So, there's more to it than just just like a uh exhibit A, you know, sort of deal. there's more to it in my opinion from what I've seen um just by going back and looking at the past uh board docs that that I've looked at uh for the past years up to like 2016. I think I was looking at 2015 14 or before. Um but that's what I

154was gathering what what this whole model was based off of as well. So that's where in my opinion I would I would go for as written. >> Thank you Mr. Romero. Mrs. through. >> So my question is so uh how would this change what exhibit A is right? That's what it would it would be it would affect that, right? May I answer? >> Sure thing. >> Thank you. So let's say that the look at tonight's slate of exhibit A. If the committee reviewed that and decided no, we and I'm sure they would provide justification because it's outlined in policy. we don't think this person is right for this position. We want to deny that. Then the exhibit A that the full board sees could be augmented by two people on the board and we would

155never see the original recommendations from admin. Okay. Can I ask if so what we went through earlier this spring with the assistant principles and that coming back multiple times would that have helped that process go faster? >> That's a that's a good question. And the idea of having the human resources combined in with the policy committee is to get some of those things ironed out before they get to the board level. >> Mr. Romero >> just in a little bit in response to that. That's also another process that I'm looking at just in the future about changing that particular thing as well. At the learning symposium, I did learn something about how different districts in Wisconsin are doing things. And I had a really good idea about about um how the information is portrayed and

156if we can model to something like that. And as soon as I get it ironed out and everything, I'll bring it up. But I'm thinking I see a light at the end of the tunnel when it comes to that. Especially especially when it comes to exhibit A's. And that m that format can be applied to exhibit A's could be applied to any anything we got to deal with from building maintenance, an issue with building maintenance or we're approving on a new curriculum or anything like that. it that model will fill into that and it'll answer a lot of questions that can be handled at committee level and without the fear of of gatekeeping so to speak. So that's that's just how I see. >> Thank you Dr. Garrison. You know, I want to say there's

157a lot of work that goes on behind the scenes as it pertains to, you know, getting to a point of a hiring recommendation. And once we get there, naturally, it comes to the board for, you know, approval and or, you know, some other type of conversation. My hopes is that the board recognizes that getting to that point is already in months, months, and months in the work. one could argue and it's a hard space to get to if there's going to be questions around if this a person should not be moved forward based on the recommendation of you know again two board members who may not have all of the information around how we got to that to that point. Um I would highly advise the board uh to to to understand Mrs. Leby's thought

158process u which I actually agree with. Um it's perfectly fine for the board to you know let's say not move forward and and of course as the policy is written it does state that it will of course provide you know some justifications to that but not but to hold it there also provides some additional challenges because again the rest of the board hasn't heard all of the conversation that this committee may have you know been able to to to experience and that's why things do come back to the full board for consideration. And so I just wanted to make sure I put that out there. You know, one of the go hopes and go we don't want to bring anyone to the table that is not prepared to do the job. Um but we have

159worked through many situations internally where we work with those candidates to keep keep those candidates moving forward. And so I just think that that's something that we we we just need to kind of understand in this space, especially when it comes to exhibit A. Mrs. Johnson said it very clearly as well. You know, there's other things that we can look at. Um I know this is taking um its space in the conversation. Um but as the policy outlines, it is hitting in that exhibit A space a little bit more versus these other spaces. And so that's why I believe this conversation is definitely needed. Thank you. Mrs. Sh, can we get a roll call on this, please? >> Sure. >> Juan Romero, >> what are we voting on? I need to know. >> Oh, I'm

160sorry. We're mo voting on the motion to approve the policy 185.4 policy committee um as amended with the recommendations that Mrs. Levy provided getting rid of item four and moving uh item was it C up into B. Is that correct Mrs. Levy? >> Yes, it is. Okay. Nay, >> could I clarify real quick? Is this for second reading as was posted? >> Yes. >> Second second reading with the amendments proposed by Mrs. Levy. >> Okay. Um All right. Amy Levy. >> Nay. Tom Henkins. Oh, I'm sorry. Uh, Brian Nichols, >> nay. >> Joanne Rue, I >> and Tia Johnson. >> I motion fails 3 to two. [Applause] Item E, policy 151, board policy development, second reading. Mrs. Levy, >> thank you. Um, so some of you may be wondering why I voted nay for a

161policy that I uh motioned and provided amendments. Um, and I promise it's tied to what we're going to be discussing now. I believe that my amendments made that motion better, but I am not in favor of merging HR and policy. So, that was a overall nay for me. Um, with this, I have some concerns. Um, one, I appreciate the change from the policy chair being the sole arbiter of what gets on the agenda that the superintendent is also included in that. I think that's appropriate. Um, I appreciate the two business days to reply to someone I believe the 14 days to yield a decision. Um, but I'm not comfortable that there is not a mechanism to appeal a denied request. Um, and I'm recommending the following language be added to the policy. Um, a denied

162request may be reconsidered by the full board at the next regular board meeting if the request is submitted by a board member to the board president and superintendent. Um, a previously denied request that is approved by a majority vote of the full board will be referred back to the policy committee to be reviewed at the next scheduled meeting. Um, and again, if you look at the portion of the policy that already exists, um, there are several different categories of folks that can propose um, a a new policy or a policy edit. So that includes board members, staff members, citizens of the district. Um, but it doesn't provide again a mechanism to if your request is denied, what do you do? So I guess I would pause if it's okay with the board president and ask

163if anyone needs me to repeat my proposed language. And don't worry, Miss Schop, if the board is good with it, I'll email it to you quickly. Um or if anyone has a question if that's okay with you. Board President Johnson, >> please repeat. >> All right. Absolutely. Um so again, I think that we need to have a mechanism to handle denied requests. So I don't have a problem with anything that's talking about the current process. Um, I would recommend that we add a denied request may be reconsidered by the full board at the next regular board meeting if the request is submitted by a board member to the board president and superintendent. A previously denied request that is approved by a majority vote of the full board will be referred back to the policy committee

164to be reviewed at the next scheduled meeting. And the reason I selected that language is although again several categories of folks staff members, citizens um or board members can make the request um if it's approved it's no problem. But if it's denied um let's say I'm a citizen and my request is denied. Um if you reach out to a board member and the board member agrees, you know what, I want the full board to look at this. I think board members should have the right um to at least have the full board consider that request. If it's denied by a v a majority vote of the full board, then you know what? We looked, it was denied, we looked at it, and then we move forward. So hopefully that provides some clarity. >> Yes, thank

165you. And I just noticed the title also needs to get changed. It's board policy development dash after board and comm. I think the that >> after the dash comes off. >> Any discussion? Further discussion >> actually. Yes. Thank you for pointing that out. Um I actually don't understand the title. Board policy development after board and comm is that comm for community. >> No, it's it's a notation for me to keep these different readings straight. So it means after board and committee because this is one that the committee had. It went to board the board sent it back to the committee. So it's been to the board and committee. >> Okay. So that's not a proposed title change. The the title is board policy development. >> Correct. And if there's a proposed title change, then I

166say proposed title and put that there. >> Thank you. Just like if you look at one of the other ones, it there's two attachments and it's the last revised copy and then there's also one that says dashfal. That's to tell me it's completely cleaned up and ready to be put out online. >> So it's just a way for me to track the things. >> Thank you. And then board president Johnson, once we get clarity on this point, I do have one other point on this policy. Please >> are there is there any discussion >> Mrs. Levy go ahead >> so am I clear no one objects to what I am proposing and I should email that to Mrs. show. Okay, awesome. Um, my next one in in my opinion is slightly uh less important, but

167all right, here we go. Um, to me it doesn't make sense to specify the number of meetings a policy needs to be reviewed by the policy committee. Um, and the reason I say that is that the policy committee might be in a groove and they review something once and they feel like it's ready to go to the full board. I have been in policy committee where it has taken us a few reviews um before something is going to the full board. So I would actually remove kind of that qualifier. I think a policy should stay in committee until it's ready to go to the full board. That might be one review. That might be more than two. Um and then the opposite side of the coin. I don't see the value in omitting first readings.

168So for those playing along at home, which I hope there are many, that last part of this policy is the that is proposed is the policy proposal shall be studied by the policy and human resources committee at two policy committee meetings before being sent to the full board for final approval. Um and as we have experienced in recent meetings, several policies have been sent back to the policy committee um because they have not been thoroughly reviewed and there were several questions once they came to the full board. So one, I don't think it's necessary to designate how long a policy needs to stay in the committee. It should come out when it's ready to come out. And two, I am not comfortable with having a oneandone on policy. people who are not in our seats

169have lives and they might notice something. But I like having the first reading and the second reading. So community members are able to say, "Okay, I saw that. Let me go and read and digest it and I want to provide some input or public comment or etc." So again, I'm not comfortable with omitting that first reading. >> Thank you. Any other board members have any discussion or questions? Mr. Nichols? >> Yes. I move to approve the policy as written. >> Is there a second? >> Well, may I ask a question about that? We just agreed that everyone was fine with my amendments. So, is that has that changed? >> Um, I didn't agree and agree and it's not a vote. >> Well, I just asked was everyone fine and should I email it to Miss

170Schope and the understanding I got is that we were good. So, if that's I just need to know if I should email this. I just made a mo I just made a motion. >> If you cannot interrupt me, that would be great. >> I will entertain a second. >> Second. >> We have a motion by Brian Nichols and a second by Juan Romero to approve policy 151 as it is written. I Is there any discussion? I'd like a roll call vote, please. >> Mrs. Sh. >> Joanne Rue, >> I Brian Nichols, >> I. >> Amy Levy, >> nay. >> Juan Romero, >> I. Tia Johnson I. Motion carried 4 to one. >> Thank you. Next we have policy 860 visitors to the schools for the second reading. Mrs. Levy, >> thank you so much. Okay,

171so a few items. We'll take this one paragraph at a time. Um, in paragraph one, I'm assuming the start of the green highlighted portion which lists 102.13 parent 35 is referencing a state statute. Um, and if yes, could we put state statue in front of that? So, let me pause. Is is that accurate? >> That is accurate. >> Perfect. And then my question because that's not what's crossreerenced at the bottom. Is it 102.13 parent 35 or is it accurate at the bottom and it's 120.13 parent 35. >> Mr. Nichols, >> I'm pretty sure it's 120, but I I mean um >> Let me look it up. >> Lauren is shaking her head. Yes. So, I would >> Yep. >> All right. I trust Lauren. Okay. >> So, if we could include state statute so people

172know what those numbers mean and edit that or correct that to 120.13 parent 35. Uh if we move on to paragraph two, um it says, "Additionally, state law requires sex offenders to comply with the reporting requirements under state statute." It lists the number there. As a part of the reporting requirements, sex offenders are not permitted to be in any school premises unless they notify the school's administrator or designate. I think we should omit designate because I don't know how a person who needs to notify would know who the administrator's designate is to notify them. Is there something I'm missing? >> Mr. Nichols. >> Uh I believe I'm pretty sure we ran this language through through the legal department. So um I I stand comfortable with the way it's written. >> Okay. So I I don't

173think it's illegal and that's what legal checks for, but this is more of looking at this through a practicality lens. If there is a sex offender that is also a parent or guardian and this policy is saying that you need to notify someone at the building of your desire to enter the school building for this reason on this date at this time. One, I think we should change administrator to principal. I think it needs to be in the language of the folks that are using the policy especially if they are expected to engage into so the a lay person may not know who the school administrator is but most people know who the school principal is and along that same vein if we are expecting a community member to comply and do something and this

174says notify the administrator which again I think should be principal or designate If the principal is not available, I think we should put secretary or dean or like something because I I as a lay person would not know who had been labeled as the designate and therefore wouldn't be able to follow this policy. >> Mr. Nichols, are you okay with changing that to principal? Yep. I'm fine with that. >> Perfect. So, I would recommend that we omit or designate and if the person reaches out to the principal, then it's then the principal's responsibility. If I'm not going to be in the space to impact this, I need to notify whoever my designate is and the principal handles it from there. Is anyone opposed to that? >> No. >> My my Oh. Oh, I'm sorry. My

175only concern with that is um the does the principal then notify Collak that this is happening? What's what's the next step? So two things one I think that part can be handled in admin rags for policy. I think it's important to capture the the kind of the the personfacing information. So, a person who is a sex offender that wants access to a bill because they're a parent or guardian, the it's their obligation to reach out to the principal and then the behind the scenes stuff like the principal needs to notify Collak or whatever. I think that would be best suited for admin regggs. Um, but that's just my opinion. If other people object then we can edit the policy. >> No, I I'm good with that. I just want to make certain that we know

176somewhere that that next line of communication is going to happen and you know whether you guys do it in um here or admin rags I'm okay with. I just want to make certain that everyone is on the same page. Any other discussion on 860? Oh, I I do have other items if that's okay. >> I see Mr. Romero. his hand up. Mr. Romero. >> Um, yes. So, I after hearing uh Mr. Turner. At the end of the the the meeting, I went through with the video again and started started asking asking different things because at he presented at the at the policy meeting and there was other concerns that I came across and the whole intent of bringing this forward to have this put in is because we needed something to start the year with

177which yes we do. And it brought up a lot of different different things that I I figured we need more clarity. We can't just have something vague like this. I don't want to see I my my I I I want to see a zero tolerance policy for this. And I've brought together put something together here and I gave each member board member a copy of it to go through to try to try to look at revising this. This would eliminate for example it would start by taking the in the second paragraph where it starts with additionally the sentence that starts with as part of re reporting requirements from that sentence to the beginning of the um to the beginning of the last sentence that starts with any. those those two sentences in the middle would

178be eliminated along with the sec with the next paragraph and the paragraph after that. Um my my reasoning is for more clarity on the safety of this of this matter. I I'm proposing to um to add uh amendments to add subsections to this uh subsection for staff implement implementation protocols for visitors with criminal histories and for the zero tolerance policy for register registered sex offenders. Um I've passed a copy to each each board member. I've given a copy to Miss Schope. Um, again, I do realize this this does need to be held in policy committee at the committee level. However, the time frame between now and the start of the school year, I'm trying to bring it forward in hopes that it'll go through to be able to give our staff enough time to process

179and and um implement as needed to give them more time. But I understand because of the nature of things how it's supposed to go. If it doesn't, it doesn't. uh reading through this this would this would come into play and be placed in after the current policy where it says number two students wishing to bring guest to class must have prior approval and then I would start with subsection 2.1 staff implementation protocols the superintendent shall ensure that administrators building principles and relevant staff are provided with written protocols and training to implement this policy with fidelity these protocols shall include but are not limited to proced procedures for responding to required registered sex offender notifications. Steps for documentation and internal review, guidance for how to handle emergency or disruptive situations, appropriate communication with school uh resource

180officers or law enforcement, and discretionary tools for managing work risk in real-time situations such such as but not limited to restricted access hours, designated entrances, increased staff provisions. The proposed subsection number two is visitors with criminal history with conditions of for access. The board authorizes a superintendent or designate to deny or condition access to district property for any individual with a felony conviction, active probation or parole status or a documented history of behavior that poses a safety concern. Access determinations shall be documented and based on factors including the nature of the offense, time since conviction, super supervision status, and the purpose of the visit. Conditions may include denial of access, restricted access when students are not present, escort requirements, or immediate immediate departure following the conclusion of the business. All such cases should be must

181be reviewed in consultation with the district administration. Annual training should be provided to ensure consistent enforcement. These provisions shall in these imple these provisions shall be implemented in a manner that protects the safety of all students equally and with extreme fidelity. The subsection 2.3 for zero tolerance policy for registered sex offenders. School districts shall enforce zero tolerance policy prohibiting any individual listed on a state or federal sex offender registry from entering the district-owned property, attending school sponsored events, or using districtwide provided transportation. This includes but is not limited to school buildings, offices, grounds, effects, or athletic fields, playgrounds, and parking lots, off-campus, school sponsored or district affiliated events, all forms of student transportation operated or contracted by the district. No exceptions shall be made for the visitors, contractors, or community members who are not the

182custodial parent or legal guardian of a currently enrolled student. In the rare cases where the individual is a custodial parent or legal guardian and no alternative exists for drop off or delivering or retrie retrieving their child, the following conditions will apply. The individual must remain in their vehicle at all times unless prior written approval is granted by the building principal. If permitted to exit the the vehicle, it must be at a designated location and only for the purpose of drop off or pickup. Entry into school buildings or participation in activities is prohibited. Physical access shall not be granted unless fed federally mandated or explicitly ordered by a court of law for a defined school purpose or school related purpose whenever possible. School related communications for example parent teacher conferences, IEP meetings, disciplinary conferences, they shall

183occur virtually. This policy will be implemented consistently across all district properties to ensure the safety and well-being of our students and staff. That's what I what I'm based off of there also. by reading the Wisconsin statute that states um the 102.135 that the board of education has a power to restrict access to district property and establish the requirements for the people entering remaining school property. This would be the establishment of those of of those requirements. >> Thank you, Mr. Romero. At this time, I would entertain a motion to postpone this item until the next um regular board meeting. Um I appreciate the feedback that we are receiving. We are spending way too much time at the board level on policies and I would appreciate if if we can get feedback before the meeting so that

184um we're not using so much time. Is there a mo motion to postpone? >> So moved. >> May ask a po policy 860 visitors to the schools until the next board meeting. We have a motion by Brian Nichols. Is there a second? >> Can I ask a question? If if we wait >> is is it about postponing? Okay. If we wait, will we have enough time to implement the policy before this school year? Like it will be implemented as soon as the board votes on it. And >> I want us to come next time. >> I want everybody to be prepared and I want us to move forward. This is this is >> I can second then. >> Okay. Thank you. We have a a motion to postpone until the next board meeting by Brian

185Nichols, a second by Joanne Rue. Any discussion? >> Oh, is my hand right? >> Mrs. Levy, >> thank you. Um, I am happy to send the remainder of my notes. Um, unfortunately, uh, policy occurs at a time when I am not available to attend. um and there is a disconnect between reading someone's note in an email and having a discussion about intent and language etc. I I just would like clarity as a board member. If we have a policy committee member who is coming to the full board with pages of edits, I that I'm like I can't attend policy, but that I'm not sure why why that wasn't covered in policy. If I could get clarity on that, that would be >> I appreciate your your question and I am going to ask that you

186guys um that Mr. Romero answer that um in an individual conversation. And I appreciate not all board members can attend all board meetings, but all of our information is posted and board members pick up the phone, call each other, have these conversations before we get to the board meeting. Uh Mrs. Room. So, if I have questions about this policy, I can call Juan and talk to him and that's okay. >> Are you on the policy committee? >> No. >> Yes, that's okay. And furthermore, it is okay to talk to him. What's not okay is trying to influence a vote or ask um ask a board or another board member to vote a certain way. If if if it's um you know that's not >> um >> if if if you guys are a quorum of

187a committee that's that's not acceptable and >> okay follow-up question. So in my conversation, if he decides to rewrite something, then is that like when things are changed on the board doc? Is that how that procedure works? >> Well, this is a special situation here where we have a proposed policy um change and some board members have um some recommendations and others have another recommendation. I would appreciate it if um we could get these uh suggestions to the superintendent and have the superintendent disperse the information to the full board so that we have time over the next couple weeks to absorb this and do a sideby-side comparison because right now is not the time to do that. >> Thank you, Mrs. Levy. >> Thank you. Um, I just want for clarification, are you recommending that

188this come back to the regular board meeting or this should go back to policy so all of those things can be ironed out? Because if there are if people let's say people email suggestions, they're going to be doing the same thing at the next regular board meeting and it won't be happening in policy committee. That's that is true that we will have a discussion, but we won't be receiving information at this. We will have time to think about what your recommendations are. We'll have time to think about what Mr. Romero's recommendations are or if somebody else has recommendations. I'm sorry. right now. There's a lot here to process and digest and I think it's unfair for board members to have to do do that right now on the spot. You all have great recommendations and

189I want to hear them, but we have other business we need to attend to. I absolutely agree. So, I'm actually going to propose a motion uh an amendment to the motion that this policy, let me get the number, policy 860, visitors to schools, be referred back to the policy committee where all of this can hopefully be hashed out there. Is there a second on the amendment hearing? No second. the amendment, the motion for um dies. Uh Dr. Garrison, your hand is up. Okay, >> we have a motion >> clarification. >> Yes. >> Okay. So, what I'm hearing you say, and I just want to make sure I'm right, is that everybody should submit their revisions to the superintendent's office, either to me or Dr. Garrison. I'll prepare them, and then we'll send them back out

190to all board members, so all board members can see like these are the suggestions from one board member, these are the suggestions from another board member. They'll both the policy will go back on with both sets of revisions or if a third set of revisions comes in and then the board can work from there to determine how it will actually read in the end. >> Yes. And board members get your suggestions in to Dr. Garrison in a timely fashion. Okay. So that we can all be on the same page, have time to review this and think about and do our research on this. Mrs. Levy, >> thank you. Very quickly, so are the compilations of all of our suggestions going to be reviewed by legal? >> I just want to make sure that all of

191the recommendations that we've kind of overviewed this evening um are appropriate legally speaking. So, is that part of the plan? >> I think that would be in order if I may. >> Okay. I I will make certain that that happens. We have a motion and a second. And if there's no other discussion, did anybody did somebody say they wanted a roll call on this one? >> Okay. All in favor? >> Repeat the motion. >> The motion is to postpone this item until the next full board meeting. All in favor? >> I >> Any oppose? >> Name. >> Motion carries 4 to one. Next is policy 345.6 Six, rule four, awarding of high school credit for demonstration of subject area proficiency, Spanish. Mrs. Levy, thank you so much. Um, so just a few points of clarification

192under policy statement um when it says school district of boy board of education authorizes the awarding of high school Spanish language credit through demonstrated proficiency based on course completion. Do we want to add like a certain grade that should be achieved? Because you could complete the course with an F and the way this policy currently reads still get credit. So I'm just is that something that the committee discussed? Because it just says based on course completion, standardized assessment, and performance-based evaluation. So I guess two-part questions. Was that supposed to be a and or in some combination? And do we want to put a grade threshold? Because again, the way the current policy reads, you can complete the course with an F and still get credit, which is not the way we currently do credit distribution.

193>> Madam President, I just need to mention that we need to vote on the time extension. >> Oh, thank you. It is 8:01. Can I get a motion to extend the meeting half an hour? >> So moved. >> Second. >> Motion by Amy Levy, seconded by Brian Nichols. Any discussion? Hearing none. All in favor? >> I. >> Any oppose? Motion carries unanimously. Um, Chair Chairman Nichols, can you answer Mrs. Levy's questions? >> Well, actually, I'm going to defer to Mrs. more attack because this came from the TLE committee and we want to make sure we want to make sure that in this in the spirit of transparency with the TLC TLC TLC TLC department we get it right. >> TLE Yes. >> But we all need a little TLC, >> especially the TLE department. Okay.

194Um, Miss Levy, I'm sorry. I was still swoop swimming around the policy that we were on and then we moved to this one. So, I missed your beginning of what you were saying. Um, can you point to where it I hear what you're saying and we of course wouldn't want to give students credit for failing a course. So, I'm hoping that it's just an oversight on our part and we can fix it, but can you show me where that is? >> Can I just check board president? I know that all questions are supposed to go through you. I kind of have a list of concerns. Is it okay if we do this more conversational and I can kind of go down my list and get clarity? Is that okay? Or do you want to handle

195it differently? >> Yes. If it's going to be brief. >> Well, I hope it's brief, but this wasn't handled in committee, so I'll I'll do the best I can. Okay. Okay. under policy statement. Um, all of the words I just said, credits will be, um, language credits through demonstration, uh, demonstrated proficiency based on course completion, standardized assessment, and performance-based evaluation. So, I guess my first question is, is that supposed to be some combination of andor? And then two, do we want to put a grade threshold because I can complete the course with an F and and according to this, I'm still eligible to to be awarded credit. So you're right. It is an and or because when we do the graduation credits that other policy the the reason we wrote this policy is because what

196we're saying is is you can pass an assessment and we're going to identify what the assessment is to get the credit. So so there is an andor in there. >> So theor I can get an F in the class but pass the assessment and still get credit. What this is saying is that the students may not have ever taken the class and they can get placed. So, for example, our students in the DLI track may never take Spanish 1 and two, but when they get to high school, they may take a placement assessment and place in Spanish 4, and then that could retroactively then give them the credits >> for Spanish 1 through four or Spanish 4. >> What they're placed in would be the class that they would take. So then they would get

197one, two, and three. >> Okay. So if I'm understanding you correctly, if I take a placement exam and I'm placed in Spanish 4, >> yes, >> and I pass it. >> Yes. >> I would get credit as if I had taken Spanish 1 2 3 and four. >> The class that you're placed in is the class you would take. >> Yep. >> So all of those leading up to that. Yes. And that's what this is saying because the state statute says that you c the the district can determine an assessment for placement for students to receive credit. And so we have different situations where students have a proficiency that's above um the need to take those other courses in that sequence. So then this would place them where their Spanish proficiency is and then they

198would earn credit that are before that placement. So, I could take Spanish 4 and get credit for four classes >> if you if you pass Spanish 4. That's correct. >> Okay. Then I I think the the policy needs to be or Okay. The wording does not reflect that. So, do you have recommendations? because this says um awarding credit awarding high school Spanish language credit through demonstrated proficiency based on course completion. But that doesn't speak to if I'm taking Spanish 4 and pass it, I get credit for Spanish 1 2 3 and four. >> What the where you're see where we are saying we're trying to illustrate that is in procedures number two. they may be considered based on Spanish language proficiency as determined by the Apple assessment or the heritage language screener. And so then

199when you go down and you see the credit award matrix, that's what we're trying to indicate there. So when they take the Apple assessment based on their score, that's where that that score is um Apple like intermediate five or advanced one and all the domains. That's the assessment. Then those are the credits leading up to it that they would earn. >> Okay. So I think this can be an easy fix for that portion. Okay. If we put um a a passing Okay, where is it? >> Based on course completion with a passing grade. >> Yes. >> Okay. Um and and again I see there's another hand up. Do you want to like double dutch this? Should I continue? >> So did you get that Michelle show? >> Yes. >> Okay. >> Sure. Mrs. R. >>

200Okay. Okay, if we go down to procedures, um, and it has A through D. So, A, submit the SDB Spanish pro proficiency proposal to declare intent. Does that need to happen before the student enrolls in the course? And then who are you submitting it to? Does that refer to D? Um, submit required documentation to the high school principal and registar. Yes. >> Okay. Are you comfortable with omitting D and say prior to enrollment? Submit the SDB Spanish proficiency pro tongue twister. SDB Spanish proficiency proposal to the high school principal and registar. >> Yes. >> Is anyone opposed to that? >> What was it again? >> I mean it's okay. Yep. So, if we're looking at procedures under number one, there's a A through D. Um, I asked the question, she answered, and I believe the

201way to streamline this is to omit D and then augment A to saying prior to enrollment, submit the SDB Spanish proficiency proposal to the high school principal and registar. because one that answers the question, do I need to submit this before I can enroll and who do I submit it to? All of that can be handled in one bullet point in this case item A unless someone's opposed to that. >> I can I >> Mrs. R. I think that gets wordy and like for high school students looking to follow the steps, I think the way it's laid out right now is easy to understand. you know, I do this step, I do this step, I do this step. And um so like if if we need to add something, I think just putting um submit

202the SDB Spanish proficiency proposal to the high school principal and registar under a would be clear for high school students. >> That's what I said. The only thing that you omitted that I included is prior to enrollment. I >> I mean I You think those three words make it too wordy? >> Because because A happens and then B happens, right? And then you said something about eliminating D. >> Well, here's the thing that I wanted clarity on. I I don't know if these things need to happen in sequential order or if these are just the things I need to do. >> The submitting the proposal will most will happen with the principal and the registar. So the the student will more than likely get support from their school student counsel or their school counselor to

203fill out the proposal and then that can be submitted to the principal and then they can move to B and they can enroll and then they can complete the district approved standardized assessment. Sorry, my screen just disappeared. And then you don't really need D because you've moved it up. You've you've started the process with submitting it versus ending the process to the principal. Any other discussion? >> Yes. Go ahead. >> Um I I don't have clarity on how we're changing A. If we're changing A, if we're omitting D. >> Mrs. Ro, >> I think the way it's written right now makes sense. So, do you think we should keep D? Yes, because that's after everything else. That's after you complete the class. Um, complete the assessments. And that's the last step. Then, it's actually not

204a step. It's explaining A. So, A says submit the SDB Spanish proficiency proposal to declare intent. So, if you want to assume people know to do that first, that's fine. But then you wait until D to tell them who to submit it to. >> No, D is I've done all the things. A is like permission to do it. And D is okay. Now I've done it and I'm showing you that I've done everything. >> So who do you submit a to? >> Well, you like Mrs. Mortex said, you would be working with your school counselor. And so I mean I don't know. I guess we could take out submit required documentation. We could take out high school principal and registar there because you'd probably still be working with your counselor at that point too. Or

205I don't know. What do you think, Mrs. Martekch? >> Um I think what's best is is what's most easily understood. And so these are steps in order that students should do and in each step along the way you are submitting it to the principal or the registar. So if you start with A, you could simply say I mean it's redundant to say it each time. Um or you could start with it and say you know following steps B and C. I mean that's another way right to do it. Um it's a little bit of a potato for me. So I'm okay um either way with it. Um I do understand because we don't identify the person in A. So we could identify it in A and then and get rid of D. I think in

206its originality why it was written that way is to to what you're saying um Miss Ru is that you did A, B and C and then you submitted the documentation of all three of these things to the person. But you do have to submit it to someone in A. So um honestly I it to me I'm more about the the intent of the policy. So, I'm okay with the wording. >> Could I ask Could I ask a question, Mrs. Morttech? Um, who's going to provide them with the Spanish proficiency proposal? The teacher, >> the instructor, >> it'll be their counselor. So, when they're picking out their courses, >> so their counselor knows that it needs >> Yeah. You could say like school counselor or support staff or classroom teacher. >> Okay. >> You know, it

207>> Okay. >> Yeah. They help them pick out their schedules and their courses. So, I mean that makes sense to me as the person that would be the most supportive in that. Um, we also have like a world language department chair. You know, sometimes students go to different people um and help them get what they need. Uh, so I think the counselor is probably the most appropriate. >> Any other discussion? Mrs. Rue, >> is this a document that they would be filling out? Yes. So maybe on the document it says return this to whoever it is. >> Yes, it could. >> Any other Mrs. Levy? >> Yep. So um a similar concern with successful completion. B says enroll and successfully complete eligible course. Did does that mean to to complete with a passing grade or

208is something else meant by successfully complete? successfully complete meant with a passing grade. >> Okay. Is anyone opposed to us stating that? >> I'm not. Any anyone else? All right. Um and then complete the district approved standardized andor performancebased assessment. Again, does the outcome matter? Because I can complete an assessment and fail it. Does that still count as I made that step? Then I think we need to Okay. So complete the district approved standardized and or performance based maybe pass or >> meet criteria. >> Say again. >> I think it's meet criteria because down below it's saying what the criteria is. >> Perfect. So, if we could specify that unless someone is opposed to that level of clarity. All right. Hearing none. I'm going to assume that's good. Um, for number two, eligibility criteria, AAPL.

209So, I Googled it and I came up with assessment of performance towards proficiency in languages. One, is that correct? And two, that doesn't account for one of the A's. And if we could just kind of spell that out the first time we use it so people know what that means and maybe I don't have the right nomenclature. >> Yeah, I need to look it up. One second. >> Is it okay if I move on while she's looking that up? >> Yes. >> Okay. Um C, uh placement for DLI 8th grade students. SLA is that kind of like ELA but SP uh Spanish language? >> Yes. >> Arts. Okay. Um and then so I guess my question now are there domains for the AAPL available to link at the end of the policy? So that when

210you're looking at well actually I guess that should be three. It says C right now Miss Schopen unless I'm missing something. placement for DLI grades. So what is currently CA and CB which again I think should be three when it's talking about the SLA for one and two it's talking about the domains but we have no idea what that is. Is that document available to be cross referenced at the end of the policy? >> Sure I'll send it to Miss Schul right now and then she >> is opposed to that. >> All right and then if we move to the last page I'm almost done. Um, so when we're looking at the credit award matrix, is this connected to the SLA domain or is this the AAPL or is this something separate? >> That's the

211assessment. And so the Apple breaks down into four domains. And so that's parts of the assessment. So the the people that implement the assessment know what that language means and what those domains are. So that would be a conversation that they would have with their counselor. So when they take the assess just like the ACT has multiple domains or the forward exam has multiple domains, this particular Apple assessment has different domains and then that's what that criteria is saying. So to the person that knows the assessment, they know what that means. Is anyone opposed for us just labeling that as Apple assessment credit award matrix so people know that that's connected? Is anyone opposed to that? >> I don't understand. >> So on the last page it says credit award matrix and we've talked about

212a lot of different things in this policy. So my question to Miss Moretch was is that credit award matrix associated with the Apple with the SLA and she has indicated it's associated with the Apple the AAPL. So, is anyone opposed to us naming it that so people know what it's connected to? So, Apple assessment credit award matrix. >> Where where would we put that? >> At the top of the last page where it says credit award matrix. If we could adjust that to Apple assessment credit award matrix. I don't think that works because for advanced placement Spanish, it's an AP score 3 plus and then for Spanish 4, >> that's when it starts the apple. >> So, could we put credit award matrix and then in parentheses put apple slash AP? >> I'd be okay

213with that. >> Advanced placement. Yeah. So my question in the matrix the advanced placement Spanish language and culture is a grade of B or higher or a AP score. Could we just keep that language consistent three or higher cuz some people might think there's a score of three plus that you can get. Um and then my question is AP scores are released in July. So if I get a C but then an AP score of four, do teachers automatically go back and like how does that >> work? So I'm so sorry. If I don't pass the class, >> this would this scenario makes sense. If I don't pass the class, but I get a three, four, or five on the AP, does something automatically happen that the teacher or the counselor will go back and

214give me credit? Well, someone that has that interest in that form, they're going to be aware of the students that are at that high of a level taking the world languages courses. So, it'll they'll be aware of that student. And so, that'll trigger that when they're in that course if they want those credits. >> Okay. And then, uh, two more things >> because the enrollment process starts in the in the spring, but they certainly can shore up assessments or like master scheduling, you know, can happen over the summer. So, someone's tweaking their course or their credits coming through. That can happen over the summer before school starts. >> Okay. So, my question was, if I've taken the class and I didn't pass it, but then my AP score back comes back and I get a

215three, four, or five, I should retroactively get credit for that class. >> Well, what does it doesn't it say on the matrix though that they have to have a grade of a B? >> So, you have to have >> it's not andor. have to have a grade of a B and an AP score of a three or higher. That's what the plus means. >> Thank you for that clarification. Um, >> okay. So, under additional provision, credits earned based on the proficiency placement will appear on the transcript towards graduation requirement with a note. Credits earned are for electives without the Is that what you're saying? that if I pass Spanish 4, I could retroactively get credits for one through three, even though one through three never appeared on my transcript. >> Correct. And then it'll just

216say that. >> Okay. And then the ADB stamp, I like I don't know what that is. Could we just spell that out before the first time we use it? >> Oh, Apple. >> No, for tob the avant and then it's all case stamp. >> Yes. I'll need to look that up and share it with Miss Shop. >> Okay. So, I think the only remaining things are the apple, if we can figure out what that means and spell it out fully the first time, and then the same for advent stamp. >> Thank you so much. >> You're welcome. >> Mrs. R, >> if we're spelling things out, do we need to spell out DI the first time too up at the top? >> Sure, we can. So, the dual language immersion, >> then everything's consistent. >>

217Yep. And then Miss Schop, I sent you the um link for the Apple proficiency. So then it's um assessment of performance towards proficiency in languages. That's what Apple stands for, but you can find it on that link. >> So why are there two A's? Just curious. >> Um I'm not sure. >> Okay, thank you. >> Yeah, I'm not as familiar to to know. It just says assessment of performance towards literacy and languages. Um, I can look more deeply and find out why it's a double A. >> No, ma'am. Spend your time. >> Any other any other questions? >> Hearing none, I will entertain a motion for policy 345.6 rule 4. >> So move. >> Can can you can you can you expand on that motion a little? >> As modified. >> Thank you. I think

218you're moving to approve it. >> Yeah. Oh, yeah. >> So, you're >> to approve. Yes. With modifications. >> So, we have a motion by Joanne Rue to approve policy 345.6 rule 4 as modified. Is there a second? >> Seconded by Amy Levy. Any discussion hearing? None. All in favor? >> I. >> Any oppose? Motion carries unanimously. Thank you, Mrs. Morte. >> Thank you so much. >> Next, we have the HR committee report employment recommendations exhibit A. Are there any open session questions for uh the exhibit A? Are there any close session questions? >> Yes, please. >> A motion may be made and a vote taken to convene the board of education into close session pursuant to section 19.85 parent one parent C of the Wisconsin state statutes relative to considering specific personnel recommendations. Is there

219a motion to go into close session? >> So moved. >> Motion by Amy Levy. Is there a second? >> Second by Joe and Rue. Mrs. Shop >> Joanne Rue >> I Brian Nicholls >> I >> Amy Levy >> I >> Juan Romero >> nay >> Tia Johnson >> I >> motion carried 4 to one. The board of education will reconi may reconvene to public session in order to take action if any on items discussed in closed session. Employment recommendations exhibit A. >> So move >> I'm I'm sorry. Can you repeat your [Music] >> certain the entry for Jack needs to be a standard contract that is offered for the position, not limited term contract as expressed on exhibit A. >> Thank you. >> I'll offer a second if we can amend that to as modified.

220>> I I didn't even hear the I didn't hear. >> Was there a motion? >> Okay. Do you um do you accept the amendment? >> Yes. >> Okay. So, we have a motion by Mr. Romero and a second by Amy Levy to approve the HR committee report with the modific with the uh changes. Any discussion hearing? None. All in favor? >> I >> Any oppose? Motion carries unanimously. Next we have on the agenda executive session. A motion may be made and a vote taken to convene the board of education into close session pursuant to section 19.85 85 parent one parent F of the Wisconsin state statutes considering financial, medical, social, or personal histories or disciplinary data of specific persons or preliminary consideration of specific personnel problems and section 19.85 PAR 1 PAR B of the

221Wisconsin state statutes considering results of an investigation pursuant to section 19.85 85 parent one parent C of the Wisconsin state statutes relative to employment promotion and evaluation and section 19.85 par one parent G of the Wisconsin state statutes for conferring with legal councils. Is there a motion? >> So moved. >> Second motion by Brian Nichols, second by Amy Levy. We will be going into close session to cons uh discuss prelim preliminary consideration of personnel concerns, investigation results, and follow up with consultation with legal superintendent evaluation and approval of close session me minute meeting minutes. Um is there any discussion? May we get a roll call, please? Yes. Juan Romero. >> I >> Amy Levy. I >> Brian Nichols. >> I >> Joan Rue. >> I And Tia Johnson. >> I. >> Motion carried unanimously. >>

222Thank you. The board of education may reconvene to public sess. That's a hard word for me. Session in order to take any action if necessary on items discussed in close session. Thank you so much.