BASD School Board Meeting - January 12, 2026

001Are you still in those? >> No, there won't be any in the consent agenda >> because we're doing those right now >> cuz there is a group for tonight. >> Yeah, that's right. Maybe we would. Yes, we'll have to put those in the You're right. We'll put those in the consent agenda, but then moving >> forward after that, we're done. >> So, we'll have second readings in the consent agenda, but we'll also have second readings in the items for action >> next month. >> Yes. And then after that, they'll only show up in the [clears throat] >> Y. All right. >> I was just going to text him. [laughter] >> Well, it's already 6:30. There's the one right there. >> There he is. He's coming in. Write [cough] that down. >> Ready, Erin? >> Oh,

002she's ready. I just got you. [laughter] It's like anytime that we don't have dinner seems like it come closer. >> Yeah. >> Anybody got the Jeopardy music? [laughter] >> We can. >> All right. >> We good? >> All right. Um, I'd like to go ahead and call um [sighs] the Burlington Area School District um school board meeting for Monday, January 12th, 2026 to order at 6:33. Um, first up would be the Pledge of Allegiance. I pledge algiance 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. [clears throat] >> Thank you. Um Erin, if you could go ahead and do roll call, please. >> Kate here. >> Roseanne >> here. Paul >> here. >> Taylor. >> Marlo

003>> here. >> Peter >> here. Noah >> here. Okay. And just um to let everyone know, Taylor is not present today because he is feeling under the weather and I suspect that with the bug that's going around, it's probably best that we isolate as much as we can. So, um the next up would be [laughter] citizen comments. Um do we have anyone who would like to address the board? Okay, not seeing anyone. The next would be um board member reports on workshops, meetings um that may have been attended. >> All right. Then next will be Jill with the superintendent's report. It's really quiet in here. [laughter] [snorts] [laughter] Look at that cute little peanut right there. [laughter] Uh, okay. So, just wanting to go over since uh what has kind of happened since uh just

004the beginning of December. Um so some some exciting things have been taking place across the school district. So we'll first start out with at BHS. Um Miss Leavonian, our high school principal, has engaged a student group in regard to our student survey results. As you know, students across the school district take a um a a survey in order for us to gain feedback and it's in alignment with our strategic plan. She pulled a really good representative group of students who are reviewing and analyzing those results in order to identify trends, strengths, areas of growth, and they've done a really great job sharing their insights and thoughts about uh what could be some root causes and areas to work on. And they have some followup follow-up conversations coming up with the teaching and learning uh team

005of teachers as well in order to continue that work. So that is awesome that they're engaging in in that up at the high school. Also, our Educators Rising Club at BHS, Educators Rising, as you recall, is the club of students who want to be future educators. They collected 91 winter clothing items for Love, Inc. and families in need, which included hats, gloves, boots, jackets, sweatshirts, and uh all other items that kind of support the winter season. And we just want to thank them for their generosity. and also to those who donated towards the cause. Additionally, BHS has a new student club that's called uh Red Gen. It's a resilience education for the next generation. It's a new student-led mental health club focused on peer-to-peer education using the roots for resilience curriculum. Students will build leadership

006skills and promote mental health awareness and support student well-being. There's also the driven students were engaged in December to spread some holiday cheer. They uh went over to Arborview assisted living and engaged in activities and performances. They also had we had over 100 BHS students that carolled and rang bells for Love Inc. And they were also able to rise raise a record $3,149 for Love Inc. And again, that was the record that we've done so far. So kudos to our driven students up at the high school for their engagement in the community. Additionally, we had some concerts taking place across the district and our orchestra held a really nice holiday performance in December for our parents and the community. When it comes to athletics up at BHS um within our Demon Wrestling program, we want

007to congratulate Landon Jacobs. he was able to accomplish his 100th career win and he is still working on increasing that. So just kudos to Landon Jacobs for that. Um big feat to win over 100 matches. We also want to congratulate all of our fall sports teams on achieving a cumulative grade point average of 3.37 during the fall season with 282 student athletes participating. And also a huge shout out to our girls volleyball team for achieving the highest GPA at 3.52. We also engage in the SLC Southern Lakes Conference um leadership conference. It took place in December. We had 22 student athletes from BHS attend the annual Southern Lakes Leadership Summit with over 160 total athletes and 20 athletic directors and coaches were in attendance. There was numerous breakout sessions and roundts focused on the importance

008of leadership and in even engaging sometimes in what it mean how challenging leadership can be. We also have an ice fishing club as you are aware and the team just says is starting to get underway now. The team has um been practicing on local lakes and they will travel across the state to compete against other high schoolers uh across the state um during the the winter season. We also have an alumni spotlight that we just want to recognize. U Molly Brezawitz was a graduate in 2023 from Burlington High School and she plays defensive specialist in liberal for the University of Kentucky. uh University of Kentucky ranks second nationally. She has played a pivotal role in the team's success this season and she started her collegiate career at Marquette and then transferred last winter. She was

009an outstanding student athlete with multiple allconerence and all state performances while she was here at BHS. But just want to recognize her because right at the start of Christmas break they were battling for the national uh championship uh against um >> Texas A&M. So pretty cool to see that. Kudos to Molly and her team on that. [snorts] And then as you know we are highlighting just one other school in the district each month that we come together. So this month is is Waller. So just wanting to kind of uh share some things that have been happening there. So students within project rise um are successfully transitioning to the uh search instructional model which strengthens students communication and emotional regulation skills while planning while applying them through positive community engagement and showing what they know about

010being a good human. They also had a Paul Bunnian breakfast for the second year in a row for second graders and they participated in that breakfast that went handinhand with the lessons they're learning in our new Amplify ELA curriculum. Additionally, this fall at Waller, we had our varsity football buddies. It's one of Waller's favorite partnerships and has always been with their football buddies uh on the varsity team. Ourers get a chance to pair up with a big kid and make a fun craft and play outside together. Coach Redmmer, who is our head varsity football coach, always does a great job of including all of our students in the cheer and a huddle at the end of their time together. While our students and staff always look forward to this every single year, additionally around October,

011our Waller PTO planned a wonderful trunk or treat event and kickoff for Red Ribbon Week as well. student students spent the days leading up to Halloween with dressups, costume parades, and reminders of the importance of being kind to all people. Also, as you know, we uh celebrated Veterans Day across the entire school district, but this is a highlight on Waller and just wanted to to share that they did a really nice tribute for veterans on Veterans Day. Miss Lisa Shu, one of our first grade teachers, did a phenomenal job coordinating and organizing not only a program of honoring local veterans, but also a service project at Waller uh for students to participate in. They engaged in a change war to benefit the Veterans Memorial in Union Grove. Uh, additionally with uh Waller, this was pretty

012cool. something our our schools at least that I'm aware of have never participated in in the past. This spring, Representative Robin Voss was grac grace grace grac gracious enough to nominate a waller to participate in the national Christmas tree lighting in Washington DC. So we had students spend time exploring Washington's landscapes, cultures, wildlife seasons, traditions from our dairy farms to pine, all of our pine trees, cheese curds, cherries, and our beloved badger mascot. So they learned about all of those and then our second grader uh second graders with Anna Abbott facilitated the project and celebrated our awesome state. They colored ornaments that were then transformed into real ornaments on the Wisconsin tree for the annual America Celebrates display in Washington DC. And then what's really cool is we have a former teacher who now lives

013out in Washington DC and went and uh took pictures of this uh display and then sent them to our staff at Waller so that they could see the tree um on site. So, this is this is pictures from Washington DC taken by a former teacher of ours. Just want to say thank you to Representative Robin Voss for this fun opportunity for our students at Waller Elementary School. And then lastly with Waller, it was holiday spirit week. Of course, across the whole school district, it was spirit week uh leading into the holidays, but um Miss Phillips always usually t tends to take it up a notch. as she was elf on the shelf for a day. She was able to get the fire truck there. She was the elf up in the fire truck as as

014students were entering the school asking for some help. You can see her over on the right um in the back uh just being an elf. She was all over the school sitting in the kitchen like just in her Miss Phillipsness um all over school that um that day. So that was that was really cool. Students really love that. but also students got a great experience in week full of holiday spirit and cheer um leading into winter break with lots of different dressup days and then also a really nice lunch with our Burlington Police Department and it just really helps with the holiday spirit. Again, same type of atmosphere happening across all of our schools. Um and just highlighting that at Waller when it comes to some things happening in our elementary instructional coaching. They have

015been focusing on supporting teachers on implementing the science of reading and high lever small group strategies through modeling, co-eing, and co-planning. Sarah Faiser and Stephanie Wample will participate in keys to adolescent literacy facilitator training to further strengthen our literacy practices upper elementary and into the middle school as well. So that is a new endeavor that we're taking on at the moment. And then when it comes to our health services, we had some screenings taking place. Um, and our nurse Molly completed 859 vision screenings and 637 hearing screenings for a total of 1,496 elementary and middle school students. And then additionally within our health services, they provided education uh by teaching proper handwashing and germ awareness to first graders across all of our schools and also age appropriate reproductive health lessons in seventh grade science and

0169th grade physical education classes. And then last but not least, um our health department also achieved 100% state immunization compliance for the second year in a row. super hard to achieve. They also expanded our stop thebleleed uh kits. We now have 105 new kits across the district and we've also certified our nurses as CPR and first aid in instructors for our own in-house training. So that is my superintendent report for the month of December. >> Thank you very much. >> You're more than welcome. So, next on the agenda is the consent agenda items which include board minutes, items brought forward from committee meetings and other consent agenda items. Um, and we will have one motion to cover minutes and other consent agenda items. Um, this will include um board minutes from December 8th, bank statements

017and bills, appointments, resignations, retirements um are Yeah. Yeah. Right. Yep. >> Terminations, donations, um an international field trip and Neiola updated policies for board approval. Second reading. Um if the board members had a chance, um the international trip is to Denmark. So should be really fun. >> Yeah. I move that we cover that we uh accept these all of it. >> I'll second. The motion has been seconded. Um, any discussion? Hearing none, I'll call for a vote. All in favor say I. I. >> I. Opposed. Hearing none. The motion carries. Thank you. Um, as far as items for discussion and information, first up is the school action plan for um, Burlington Alternative School. >> All right. Hi everyone. Um, I'm Katie, principal over at F FRC. Uh, [clears throat] Mr. Wedding is here with me

018this evening, as well as some of my amazing students. They're all nervous. They think they have to talk. [laughter] >> And just a reminder, we do have to use the microphone. Yep. Oh, uh, not so much for people in the room, but in order for those on the live stream to hear. >> Got it. >> So, if you are speaking students, everyone will have to use the microphone. You'll do great. >> No. She's like, no. All right. Um, just a few things for F FRC this year. Last year was a really big year for us. Um, if you remember, we kind of came in and wiped the slate clean and started fresh with everything over at F FRC. I think we started the year with about eight PBLs. That's that project based learning. That's how

019our kids get their credits. Um, we are up to 56. It's pretty cool. So some of the things that have kind of taken place over this year and end of last year, the community connection. So uh Mr. Wedig goes out to the kids' jobs and he meets with their bosses and he talks to them and says, you know, how are they doing? What are they doing? Where do they need help? Where can we help with school? How do we make that connection? Um it's been very positive for the kids. It's um eye openening, I think, for the staff to see how the kids are out in the community. Some of them are a little bit different um at work sometimes in a good way. Um but it's been nice to have those connections as well

020with the community and we can kind of look to build more on that. I believe second round of visiting starts second semester. Oh yeah, fun times. Um as I said, we have an expanded list of PBLs, so we're up to 56 of them right now. Some of the new ones are a film analysis. Um, there's a lot of clothing and fashion designs and marketing PBLs right now. That seems to be a big push for the kids. Um, lots and lots of cooking PBLs as always. That's one of their favorites. And then, um, Mr. Wedig has done a really nice job with these different food PBLs. There's a green thumb one, which he'll get into a little bit more in a minute. Um, from farm to fork, culinary careers. It seems to be another big area

021of popularity for the kids. Um, let's see. 23 credit pathway for all of our students. Um we'll talk more about this on the next slide, but that's um a new thing this year. We used to do 17. Now starting next Tuesday, we're moving to 23. Um expanded opportunities for our students. So [clears throat] ya, we have actually just got that officially approved today, which is nice. Thank you, Jill. Um, one of our students is going to be doing the welding academy at the high school next year. And then we are continuing to explore different certifications for the kids. One of them that we do have kind of as an option right now is a lighting certification through NEMCO. We haven't had anybody interested in it right now, but at least we have it to offer.

022And then job requirements for students. So again, on the next slide, I'll talk a little bit about our schedule and how the job requirement kind of controls when the students have to come to school. It's not an every day of the week thing anymore. We've adjusted things to include not only seat time in the building, but mixed with their work experience time as well. All right. So, the 23 credit pathway we found last year coming in that everybody had always traditionally been on a 17 credit pathway. That works when they're second semester juniors and seniors. We're noticing that we're getting a lot more sophomores and 17 credit pathway leads to very very early graduation which is not necessarily what we want. Um so we're moving to a 23 credit pathway for all of our kids

023except those that are currently attending. They only have to do 17. Okay. They were a little nervous when if you see the picture on here the stairway to success. It used to end at 35. Now it goes to 50. So they were a little freaked out for a minute going hold on I have to do all of those. No you don't. they're grandfathered in. Um, and then this is just a copy of our schedule. So, kids that are unemployed and no matter how many credits they have, come 10:30 to 1:30, 5 days a week for a total of 15 hours. If they are employed and have above 25 moving into the second semester, if they have above 25 PBLS, then it kind of shifts around and dictates a different time for them. So those that

024are at the 26 to 35 PBL range um are coming 4 days a week for 2 hours. Three days a week for two hours is the 36 to 40 range. And anybody over 41 PBLS, which is the closest to graduation because they'll need 50. Um they just have to come two days a week. The only way that can happen is if they are also working because they have to make up the difference in those hours. So at least we total 15. Um, all three of ours in here have jobs and have had for quite a while. So, all three of them do a great job. There's actually not a lot of kids that don't have jobs um right now simply because if you have the option to come to school three or two days a

025week and all you have to do is get a job. Kind of a no-brainer for most of them, right? Like, let's go to work. Um then there is a focus time that used to be Monday, Wednesday, Friday, but we found that Friday afternoons are rough for everyone. So now it's going to be Monday, Wednesdays, and Thursdays from 2 to 3:30. That's kind of a time where there are significantly less students. Um it's almost [clears throat] like one-on-one with the teachers in there. It allows the kids to focus a little bit better on their PBLs. Um the kids that we have had in there this year have made tremendous progress um very quickly which has been nice to see. All right. And then some success this year to celebrate. So so far we've had 11 kids

026graduate this year. There are currently five more scheduled. Two of whom are sitting in this room right now. Um we'll graduate within the next two to three weeks here. Um that brings us to a grand total since we started last year of 41 graduates. We are projected to hit 59 by the end of the year. We need one more to hit 60, but we got 59, which is pretty cool. I think for basically coming in and saying we're starting fresh, right? Um, when I created this presentation early last week, there were 267 PBLs that have already been completed by the students this year, which is 133 and a half credits that have been recovered. So, it's pretty neat to see the progress that the kids are making. Um, I think they really do buy into

027the PBLS. They see value in them and we're seeing a lot of progress with the kids and just an excitement for education now. It's just kind of all about them. So, all right. Mr. Wedig is going to share a little bit about some of the specific PBL that we have. >> Yeah. All right. Um, a few cool things we've been doing this year. One, we did get a garden grant from the Burlington Area Garden Club for 500 bucks. Um, thanks to to Laura Kramer for helping and facilitating that. That was really cool. Um, our south room, I assume you've all you've been in the building, but the windows are really tall and we got a lot of sunlight on the south facing. Um, so it's actually really been great for uh putting in some of

028our gardening stuff. You can see on the on the screen, we got some small planters. Actually, a couple of students donated um that their parents wanted to get rid of, but we're growing some herbs. Um, the big one on the right side is a potato that uh grew largely over break. Um, but anything the kids feel like growing that grows quick. Uh we have a green thumb PBL where they learn about how to uh plan a garden, the science of how garden works, how to use things that you can grow in your garden and through it they have to grow something. Uh we have a few kind of faster growing things that they have to maintain a log for. Um doing research on like how to get rid of garden pests. Um hopefully something that

029they try doing as they become adults. Um another favorite PBL that the kids have to work on, we made this required this year was cooking on a budget. um is one of the favorites. Uh it's one of my favorite ones because I get to cook with the kids, but we have a a full kitchen in the basement. We go to the grocery store with the kids also. Um and uh it's I think something really helpful. They haven't many of them go into the grocery store and shopped for themselves ever. Uh we spent a little bit of time walking through just where things are placed in a grocery store, how not to get uh ripped off or fall into, you know, buzzwords that they find on labels, how to read a label, how to find something

030that's, you know, half the price and with the same product. Uh which has been really productive. Um I think you can see me here talking to one of our students about what potato he should be getting. Um but I think it's been really productive for them and and something that a lot of kids or a lot of people think they, you know, they walk into a grocery store and and they're like, I how hard could this be? and then they walk up to the onions and they go, "What's the difference between vidalas and and yellows or whites?" So, um, something that that's been really productive and and fostered really good conversations at the store and down in the kitchen. Um, and I think the the end result a lot of times has been kids being

031like, I'm going to go make this at home. Uh, which good for them because we've made some really good recipes. Um, one of the ways that we have funded some of the things down in the kitchen and we're going to continue to is um, some of you may have ordered some of, but uh, Dubai chocolate was kind of a viral like gourmet chocolate craze last year. A student asked if I'd ever seen it. I hadn't. Um, but we got the the molds and the ingredients to make it and people from around the district ordered some from us uh before Christmas break and um we filled 29 orders and uh we raised almost $400 for the kitchen um which is going to go a long way especially because we require cooking on a budget. So we

032want to make sure that we can actually provide funds for kids to go to the grocery store and buy their groceries. Um, we will likely be doing another one for uh Valentine's Day. So, be on the lookout. I'll take happy to take >> It was really good. >> Did you like it? >> I did. >> Okay. Wonderful. Good. [laughter] >> So, that's all we have for for that aspect. You probably >> That's what we There's That's what we have for F FRC this year. Um, just a continuation and expansion of what we've been doing. Um, it's been pretty exciting. So, there you have it. Thank you. >> Does anyone have any questions for Katie in relation to a Burlington Alternative School, specifically FRC? >> I think it's a great program. >> Thank you. Thank you.

033>> Um what local businesses have you partnered with for um the YAS? >> Um right now, so it's just brand new. So, I have a student that's coming to me at semester this semester and he will finish out his um coursework with us and then we worked it out that he will kind of be dual enrolled with the high school to do the welding um academy over there. So, that's kind of where we're starting right now. But, um I have met with Ben Hendricks at the high school to kind of talk with him about what that all looks like. Uh it's new to me. I'm not as familiar with YA, but am learning and looking for ways to expand and provide more opportunities for our kids. So, >> what are some of the places where

034your students are working? >> Um, Redmer Recycling, that's a big one. Allied Plastics, Walgreens, McDonald's, I think KFC, Taco Bell. Where are you at? You at KFC, right? Um, Town Fryer was one for a minute. Brew and Ali's. Um, Walmart, >> Dollar Tree. Yeah, there's one at the car wash. One of the new ones. Is that the car wash? Um, kind of scattered all over the place. I mean, oh, TJ Maxx in Lake Geneva. [laughter] >> Mr. Rolandberg said, "We didn't know we had a maxinista in our house." I was like, "Apparently we do." [laughter] I didn't know that was a thing either, but yeah, they're kind of all over the place. So, they do a nice job. Oh, yeah. Yeah. Um, Trendsetters, the beauty salon that's right downtown. They have one there, too. So,

035yeah, >> that's awesome. >> Perfect. Thanks. >> Well, thank you. >> Thank you. You all are welcome to stay for the rest of the schoolboard meeting if you want to. Otherwise, this is a time when sometimes when schools come to present, they exit. You're not offended. >> Not much. [laughter] >> Um, okay. So, next up is administrative contract templates. and Jill. >> Yep. Just uh in executive content, you'll see there's three different templates in there. We just uh having talked to our legal counsel, wanted to clean up our administrative contracts a little bit. Um so you'll see that there is a one-year admin contract, two-year, and then a non-extension contract. So, you have to uh get contracts to your administrators by January um and inform them if they're continue or not continuing moving forward. And

036just wanting you to know these are the new templates that we're going to be using uh in working with our legal counsel to ensure that it's written the way that we really should have them. So just a process component that we're cleaning up and then moving forward every time in December, January, uh admin contracts will come to the board for approval and then all administrators will receive their contracts in January. It's a different time frame than our certified staff. This is the normal time frame for administrators [clears throat] to receive a contract. Any questions about that? We'll talk about individual um administrators specifically in close session. [snorts] >> Okay. No comments, no questions. Okay. Next up is school board niola and ongoing policy review for the first reading. Paul. All right. So, um first policy

037is policy 0100 which is just definitions. Um the main takeaways from this is we updated the term parent to include foreign exchange students um that were placed with a party or a parent here. Um the next one is personal communication devices was updated to include smart watches and wearable technology because that's more prevalent now. Uh school district classification was updated to define common school districts. So we are a common school district. So that was the main takeaway from that policy. Policy 0144.5 is the board member behavior communications and code of conduct. Um there was clarifying language added to several of the POS provisions as well as a direct reference to what a conflict of interest is. State law that says that schoolboard members must stay in the district at least one night every 60 days.

038Uh the next one is letter A and I through S. Um most of the districts have these policies. We didn't. Um they are suggested by NELola to be in the policy. Uh letter T is new and that's disclosing any actual conflict of interest. Um new language is also added that board members must also protect and not disclose records consistent with and governed by the family education rights and privacy act. This is mainly referring to closed session items. And then there was some technical corrections under the heading formal letters A through F policy 01. Uh additional options have been added usage. Um so the first also kind of affects how we're going to do our policies going forward. Um, most districts that don't have committees have a first and second readings at the board meetings, but

039then the districts that do have committees use the committee as the first reading and the board is the second reading. Um, basically this is because the committee will do like a deep dive and really understand the changes that are being made to the policies and then the members of the committee were chosen by the board to make these decisions. So then once gets to the board it's as a second reading. Um the big key takeaway also is that if there is any concerns it can be removed from the consent agenda and for or not consent agenda but it can be removed from the actual sec and then added to a a later board meeting. Um, so any board member can request that the item be removed from this, you know, second reading and then defer

040it later for more action or discussion. >> Is that request have to be unanimously voted on or just a request and then it's >> the the thought was that any board member could make a request and then we can table it for the next time. Okay. >> Can I ask a clarifying because you mentioned consent agenda. Right now we do second readings. I assume then you'd probably going forward wouldn't put it in the consent agenda. You'd have it as a separate line. >> We were actually gonna explain that at the bottom of this. >> So, no, it's okay. >> Yeah, we'll circle back to we'll circle back to that because that's important for everyone to understand that change. >> But main takeaway is if you have any questions or concerns, it can be removed and

041and put into the next meeting. Um, next one is policy 1461 which is unrequested leaves of absence and fitness for duty. Um, basically more enforcement language has been added and then cross references to policies had been updated. Um, basically policies 3161 and 4161 already had the the verbiage that we added, but basically it said should an administrator as defined in policy 0100 definitions rules refuse to submit to examination requested by the superintendent, such refusal shall be subject to the the administrator to disciplinary action. Um, also if the in the event that it is the superintendent that is the subject of the policy, then the board president shall direct the appropriate actions uh pursuant to this policy and policy 1260, the incapacity of the superintendent. And then policy 2440, summer or interim school attendance. Uh basically

042it was updated so that we could have additional options for establishing attendance and other requirements for summer school. Um basically Nola said that we should have the language in there that says authorizes the superintendent to and then also removing on the students second day of absence. So this kind of allows the superintendent to set the attendance requirements for summer school. And also remember, anytime that the superintendent is capitalized, it always means superintendent andor designate. Just as a reminder, >> then policy 2522 is the libraries. Um, basically we just removed the assistant superintendent and put superintendent in there. So it was just a grammatical change. Policy 3120.04 employment of substitutes. Um so basically the revisions were done as the following. It's removed annually and then subject to issuance of reasonable assurances to the substitute teacher regarding

043intent to provide substitute teaching assignments in the subsequent school year whether in the same or different assignment. This was updated so that we include a reference to the in issuance of reasonable assurances notification to void the possibility of long-term subs qualifying for unemployment compensation between school years. So, it's a letter that will be given to subs. >> Um, also you'll see this in the next policy too. Um, the letter is so that they can't put in for um unemployment compensation before between school years. Yeah, this is this is coming up a little bit. We already uh across some other school districts where they have had some staff that are substitutes and or coaches applying for um unemployment. We always have given letters to our pair of professionals uh that are because because we aren't we

044don't have all staff that are 12-month employees, right? So, some of our support staff are only with us during the nine months we have school. So we have to issue them a letter of assurance saying that we are going to we do plan on having them come back in September. So then therefore they can't qualify for [laughter] employment in those months in between. So we will be doing the same process now moving forward for substitutes and also extracurricular staff which Paul will talk about in the next one. But just wanted to kind of clarify that a little bit. Um and honestly historically we have not been giving it to coaches or substitutes but moving forward it will be the practice that we're going to be doing >> which is the next policy 3120.08 uh employment

045of personnel for co-curricular extracurricular activities. So basically it's the same thing where we'll issue a a letter to say that they'll have a position available for them so that they can't take unemployment. Um, so at the end of the school year, all the coaches and adviserss that we intend to employ for the next school year will get a written notice um, saying that there's a reasonable assurance of continued employment. So, same thing as prior. Um, and then you'll see that policy 3431 employee leaves and policy 4431 employee leaves are grouped together. um just different classes of uh employees but same basically it's the same exact policy so that's why they're grouped together. Um but the policies have been updated regarding testifying in legal proceedings to have a clarification there. Also there's a new statute reference

046that has been added stipulating that no employer may discharge an employee because the employee is subpoenaed to testify in an action or proceeding pertaining to a crime. Um, so basically [clears throat] we added staff members are eligible for sick leave as specified in the employee handbook instead of according to another policy and changing this from another policy is recommended. Also adding that if the proceeding is unrelated to matters arising within the employees course of employment, the employee will need to use the district process for requesting use of paytime time off or leave without pay. Um, numbers one and two in the leave to testify section refer to the employee testifying not related to the district. Number three is if it is jobreated. Any questions on that one? Okay. Um, the next two policies are 3432

047and 4432 which is employee sick leave. Um, both of those will need to be rescended. Um policy 4124 is notice of reasonable assurance of employment. This revision clarifies that benefits are not available based on such services performed for the district. Claims by an employee may be made based on discontinued employment for another employer other than the district. Policy 4140 is termination and resignation. This revision offers optional language allowing employee to resign before termination. This revision is recommended for those seeking comprehensive options, but it is not required. Um, also added support staff employees subject to termination may be given an opportunity to resign. Policy 4213, student supervision and welfare. Additional language has been added regarding the expected standard of care for support staff, which is consistent with that of professional staff. Um, also support staff should

048not volunteer to take on responsibilities they're not reasonably qualified or able to perform. Uh, voluntarily assuming such duties carries the same level of accountability as formally assigned responsibilities. Uh, that policy policy 3213 which is kind of the co- policy already had that language. And then regarding the how we're doing policies going forward. Um so basically what we will do is the items for action will be done wait >> okay I got it um so the first reading will take place in the actual policy meeting so when we look at the policies and kind of see what we want to do going forward in the policy meeting itself um we'll make that decision and that will count as the first reading and then the second reading will occur at the items for action with the full

049board meeting Um, so basically what this does is shaves 3 months off of the process so that we can improve our policies. Um, that way we're not lagging behind. And a lot of the policies usually we need them to be in place right away because it's something that allows the superintendent to [cough] do their job duties. Um, also it's important that once again if any board member has any questions about a specific policy, um, it can be taken off of the approved list so that we can discuss it further or um, move it to another meeting. >> Does that make sense? >> Yeah. Uh when talking to WABA and even legal counsel about it, they did say it very very normal when a school district has a policy committee to use it as a first

050reading. Um it's more so first reading, second reading for school districts that don't have a policy committee in place. Um so again, this will be no longer moving forward will we see policies in the consent agenda next month? Next month we will because the the ones that Paul just read will go into consent agenda. But then after that all the policies read by the policy committee is first reading. So then the board will only see second readings all the time. That's how it will be always be listed and it'll always be under items for action so that you can approve them all at once or as Paul said if there's a specific policy you want to pull out then a board member just says that and then it's it gives it more time to be

051able to review that policy. Yeah, and I get it's a trade-off um efficiency versus, you know, we've had two readings in the past for deliberation purposes to make sure we don't rush into adopting a policy. So, I you know, it's a balance between those two things. I do think we do need we have a policy though that addresses how we amend policies. We probably need to amend that policy. I'm looking at 131.1 because it does talk about um in here uh let me read the relevant section. proposed bylaws and policies which are not dictated by statutes or rules of the DPI ordered by the state superintendent or a court of competent authority may be adopted, amended and repealed at any meeting of the board provided that the proposed adoption amendment or repeal shall have been

052proposed at a previous board meeting and once proposed shall have remained on the agenda of each succeeding board meeting until approved or rejected. So, I think we need to amend that policy then to allow us to take action without going through another board meeting. So, technically we probably should bring that up as a first reading next >> next time. >> Yeah. >> Like if everyone agrees with this, talk about it again in February, we're good with it, then it goes into practice in March. >> I think that's >> to follow this policy. When I listen to you, that makes sense. >> Yeah. And it does go on to say there's a compelling reason exists. You can do it without a second reading. But >> yeah, >> I don't think that's the plan, right? >> No,

053that's the plan is so that it's still out there and everyone has a chance to comment and look it over before anything is passed. It's it's not to hide anything, but it it it is so that we can keep current, too. >> Yeah. Yeah. And I think it's a good idea, Paul. I mean, to let's get a little more you can be more efficient on this. >> From my perspective, it concerns me that that take can take three months and then we're probably, as you notice, we'll have large amounts of policies coming through and there's but then we're waiting on another whole stack of policies that we need to review because we're not we're we're falling behind almost on review because we're not trying to push too many forward at the same time. But if

054we're a little more like we can go um then I think we'll be in a better cadence moving forward without so many uh coming to you at one time. I I lost >> but so I hear the desire for this to following policy 1301.1 to bring this back in February and then if it's an agreement there 131 >> 131 does that sound good? And then if everyone agrees in February, then it'll change in March instead of changing in February. >> Okay. [clears throat] >> Thanks, Paul. All right. First on the agenda for items for action is business services 2024 2025 final audit report with Tyler Gedstead our director of business services >> officially for the first time too. >> Welcome to the I mean he's been on the team but this is the first one

055in front of the board so that's exciting Tyler. So, um, we're going to talk about the financial audit. Um, don't know if it's your exciting topic. I'm excited about it. [laughter] Um, Whitfully completed the audit this year, uh, with an unmodified clean opinion. Uh, there was no material weaknesses or instances of non-compliance, which is always the top mark for an audit, which is great to see. Uh the general fund had an increase of about 400,000. Revenues hit 48 million 48.4 million. Uh major source was the state with 25 million. Next up was property taxes followed by federal and other sources. expenditures 20 or 47.7 million made up majority of institutional services with 31 million and support services 16 million kind of a district-wide financial position the net positions grew to 24 million increase of 3

056million from last year uh capital assets stayed about 55 million um [clears throat] so great audit report kind of the only thing that um to keep on monitoring is the state aid as it fluctuates and enrollment. Any questions? The full audit report is uh in the packet. >> No, no. >> All right. Thank you. Thanks, Tyler. >> Nice job. >> All right. And the next item, >> so we do need a motion to approve that final audit. >> Yes. [laughter] All right. Um I'll call for a motion to approve the um 2024 2025 final audit report. >> So moved. >> Second. >> Um any discussion? Hearing none, I'll call for the vote. Um, this has to be a roll call vote, I believe. >> So, Aaron, >> sure. [snorts] >> Kate, I Roseanne, >> I.

057>> Paul, >> I, >> Marlo, >> I, >> Peter, >> I, >> Noah, >> I. >> All right. Motion passes. Okay. Now, next is open enrollment approval for the 2 2026 2027 school year. >> [snorts] >> Good evening. >> Hope we're all doing well this evening. I have some open enrollment updates uh for you all this evening. So, we'll be looking at both special education and general education uh open enrollment um statuses as we get started here. So, um this is one of two presentations that I do each year um as far as timing goes. The first is in the uh January, the second be over summer where we talk a little bit more summer towards uh the beginning of the school year. Okay. So, we wanted to make sure that when talking tonight and

058then when presenting that we're always linking back what we're talking about to our strategic plan and how that links and uh open enrollment numbers definitely have a play in one of our goals and that being increasing our overall student headcount and we feel that some of the strategies and some of the programming that um we are working on in the district is going to help increase that headcount and so um just keeping that in mind as we move through. Okay. So, when we're looking at special education and whether or not we will be accepting open enrollment uh into the district, um have developed a process based on uh DPI and what they have offered in the past. Um so each year we meet with each special education teacher and service provider in the district and

059we look at their case loads and we go through a process of determining um severity of the needs that that student has. And then um based on that we we we basically uh score each case load as to the severity of that case load. And that helps us look at um overall numbers as far as um a case load that sits at 10 versus 17, but the case at 10 could have a higher severity rating based on the needs of the children um that that teacher has on her case load. So those are all pieces that we factor in and analyze as we're making this determination. So it is not just as simple as just saying, oh that they have 14 students on their case load. There's a little bit more that goes into it

060in making that determination. Um, so when we look at our numbers in the district, these would be projections based off of uh information that was pulled from WISE data on December 23rd. Um so we break it down and we look at early childhood in 4K uh support services at the elementary specific middle school, Burlington High School, uh speech and language and then we also look at our occupational therapists, physical therapists um students um who are attending at the pack house which is our 18 to 21 year old program and then at project win which would be our uh significant need school in the district. Um and so when you look at each of those areas, uh you can see that not only um case load wise are we over in in each area as far

061as what our DPI guidelines um would tell us. Uh but also in the sense of the severity of those case loads um we've looked at that and then and then looked at the um what types of disabilities and needs are present on each of those case loads. Um and from that uh from that data, from that analysis, um we would determine that um we would be closed again this school year in terms of special education for open enrollment. And that brings us into the next space is uh my board recommendations as to what I would recommend based on what we have put together. Um in terms of general education, we're proposing no space limits. Um we feel that by doing that that again we are supporting our strategic goal um to increase headcount in the

062district um by leaving our uh general education open enrollment open at this time at all levels uh for special education. We propose that um we have zero spaces open um at this point in time um in the second half of the school year or in the second half of the open enrollment window which is uh September through December. we have the ability to adjust uh that um that decision and to consider uh open enrollments in the area of special education in that window if we see that we have uh openings um during the beginning of the school year for the 2627 school year. Uh but for the remainder of this school year we would remain closed in the area of special education. So again open in general education but closed in special education. Um would

063you have any questions um in regards to that Kate? >> Yes. Um so on the previous slide you had indicated um hard data numbers regarding the case load total available staff and the DPI guidelines with the exception of OTPT pack and when um why are we why is why is the data be presented there so vague >> vague um that that was simply for space at that point. Um I do have a full report uh that I can share with the board. Um I can tell you that case loads in those areas uh specifically when we were looking at occupational therapists that we were um above that area. I more than happy to share that report with you. Um and PT was the same at pack house. We are over um what we would um

064when I say over we we have more children there than what we would expect for one teacher and three paras. Um, but because of the way that that system works and the programming and scheduling that takes place, we're able to meet all the students needs. So, uh, Amy Anhold, who is our coordinator there, I know works diligently on the schedule to make sure that all students are met during those five days of the week and when our staffing allows. Um, at Project Win, with us having one certified teacher this year, we have four students there currently. Um and and that would be uh right at the the threshold that we tend to look at as far as in our significant need school. We'd like to try and keep uh population in that building at about

06510 at our max. Um so that that would be why I have that bag was more for the space within the table, but I'm more than happy to share the report with you. >> That would be great. Thank you so much. >> No problem. [clears throat] Anything else? I'm sorry. What was the DPI guideline number associated to? Again, is that just a formula or was that >> the DPI guideline is something that DPI uh provided um from my knowledge early 2000s as to what the guidelines for their uh case load should be. And so I've used that guideline that was provided in the past and then um through consultation with other uh directors and different districts have created a process that I've used for the last four years as far as meeting each year with

066every teacher um looking at severity ratings of students and then adding those together to look and see what that total number equals to see if the case load is over or under what we would consider to be full or not. And when Chris is using the term case load, he's talking about case load for a special education teacher. So that um EC4K support example, the DPI guideline is that you can have 10 students per EC4K special education teacher is the guideline. We're at 14.3 students per special education teacher at that grade level. >> Oh, okay. Okay. So the the number 10 would be how many >> students they could handle. >> That's the that's the suggested number of students per staff member. >> Mhm. >> But then you could see our case load total there

067that Chris has in like column B if you will key that 14.3 16 14. Right. >> No, that that makes more sense. I was just wondering what the the number meant like >> yeah what 10 meant. >> Yep. No problem. I know that we meet monthly with each team at the building with it with their administrator. Um, and these are things that we we bring up and we talk about as far as case load numbers. What's that looking like? How are referrals looking in the building? So, we're monitoring that as the school year goes and our staff's ability to um service and support um the the children who are a part of their case load. And I think a good reminder too uh in regard to when like so kind of getting at your question

068a little bit Kate is when is our program that we have here in the lower level of the district office and it is a hu we've had it five six years now maybe uh that we've had win in in the district and it is intentionally in place because the students in that program would normally have to go to an outsourced uh location and for us to pay for that as a school district is at least 100,000 to 150,000 per student. So by having us house them in our program here, it saves the school district approximately 400 to $500,000 per year to operate that program here. So that's where it can fluctuate because it sometimes is very dependent on the type of students that are in the program. Sometimes we can have eight together. Sometimes four

069is kind of ideal because it just kind of depends on the severity of the students in the program. It's not to say that sometimes we still have to send students out of district, but we try very hard not to do that to help us with costs. >> Okay. Any other questions [snorts] if anything pops into your mind and and feel free to to send an email and let me know. Okay. And Kate, I'll make sure that the report is shared with Aaron and she'll make sure that everyone has access to that. >> Thank you. Appreciate it. >> Thank you. No problem. >> Thank you. [snorts] >> All right. So, as a board, um, I'll call for a motion to propose no space limitations on general education and no open spaces for special education open enrollment.

070>> So moved. >> Second. >> The motion has been seconded. Any further discussion? Right. Hearing none, I'll call for the vote. Aaron >> Kate I. Roseanne I. >> Paul I. >> Marlo >> I. >> Peter >> I. >> Noah >> I. Okay. The motion passes. And the next item is um Educators Credit Union BHS branch. So, this, if you remember, they came and spoke with Amy Leavonian, principal at BHS last month, um, where Educators Credit Union here in town, wants to entertain the ability to have a open branch at the high school. they would engage in a remodel that is next to the activities office close to our commons area and gym where they would um there's like a little room there right now that's pretty small and they would convert that into that um

071space where students could could engage in banking on site uh and then over time students would be able to work there things like that as well. Um, in order for them to move forward with it, they do have to have proof of minutes from the school board that is saying you approve the go-ahead of them being able to move forward with this. Um, it is a great opportunity for our students to engage in furthering their financial literacy understanding at the high school and also the entire remodel would be taken care of cost-wise by Educators Credit Union. Um, [sighs] right. question on that. Would we have any like liability if they had are they going to have cash there available for students or >> Yeah, it would be like their own little branch if you will

072in another section. So, they have their own liability. It would not fall on us. Yep. Good question. [clears throat and cough] >> Um, interesting. And this is going to be located across the hall from the gym. >> Yes. >> So, that's tied to the auditorium. Yes or no? >> No. There's like a little Well, right now there's like a little room that is used right now for fine arts, but it is not necessarily for fine arts. It's just a little There's just a little space. It's not very big. >> Okay. It's not like classroom size. >> No, it's not classroom size at all. Nope. >> [clears throat] >> It's maybe like the bathroom like here like small. >> Okay. Um so let me go back here. Sorry. I call for a motion to approve um

073Educators Credit Union um opening up a branch at BHS. >> So moved. >> Second. >> The motion has been seconded. Any further discussion? What would be the hours of operation? >> I'm not sure. I Amy's uh hope and goal when talking to them is definitely during the lunch periods when they are there um and maybe into the afternoon a little bit. Um so that's something that they would really work out with Amy once they get further in the process. So they too have to go through their approval on the educators credit union side in order to even have the branch of the school. But in order to do that, they have to first have permission from us to be able to have it in the school. So that hasn't been completely worked out yet. >>

074So even if we say yes, it might not be there. >> Correct. >> Another question that I have is what um [clears throat] banking services would be available and executed on site. Um, I feel like he had shared they could bring in, you know, the things that I would imagine anyways is that students who have checks from work, things like that, they can deposit, withdraw, they can um put money in their savings, you know, like those kind of um pieces is what >> we're not talking about like loan services or anything. >> No, no, >> no. >> I just want to make sure. [laughter] >> Nope. I don't think a 16-year-old can get along that way. >> I knew I knew where you're going [laughter] semester long. Go to high school and come home with

075a car. >> If I still had kids in school at that point and that happened. [laughter] Yeah. >> I'm going to go to school and I'm car. It's going to be great. No. >> Repossession. >> I'd be there before it opened. >> Yeah. Mom, did you know I just bought a house? [laughter] What? >> I got another credit card. >> Yeah. Amy, if I recall um listening from the presentation they had provided, what's nice too about having them in the school is they're also then willing to partner with like the business department and things like that and come in and have more conversations with students about financial literacy. So, I just think it opens the door for more conversation about what it all means, right? So it when it comes to loans, the only thing

076I would imagine is that they might have a conversation with classes about what are loans like, what is what is interest rates, you know, what what is all that mean, right? So that students have a better understanding of that and it's not just our staff talking to them. >> Okay. Any further discussion? >> Okay. Aaron >> Kate I Roseanne I >> Paul >> I >> Marlo >> I >> Peter >> I >> Noah >> I All right. Thank you everybody. Um the next item is schoolboard election 2026 ballot order selection. All right. So, I have the names here and I will read them off and put them in our nifty 3D printed little bucket here. Roseanne Han, Benjamin Puffer, Mario Denotto, and Andrea Brewer. Are you recording the order? Thank you. Mario, Andrea Brewer. >>

077Benjamin Puffer, and Roseanne. Thanks, Peter. >> Thank you, Peter. And good luck, everyone. All right. Um, and then the last item on the items for action is WASPA resolutions. I believe that is for Paul. >> All right. So, I think everyone got a packet um through their emails of what the resolutions were. Um, and these are just kind of I guess suggestions or, you know, kind of a synopsis of which way we could go. Um, I'll provide the stuff that Jill and I spoke about on which way we should go with these. Um, but once again, it's your choice on which way you would like to go with those resolutions as well. And then just as a reminder, Paul then would be representing the Burlington area school district school board at the delegate assembly at

078the state uh schoolboard convention. So that's where based on what you share and if you agree with him or not, that's how he would vote. So that's the importance of going over this tonight. >> And I did want to add that when before this all started, I'm on the state committee for that. So we've gone over these and over these and over these and narrowed it down to this many. Uh and I will also be voting but not in behalf of the board. I'll be voting in behalf of the you know the state committee. So >> So jumping right into it, the first one is opposing the removal of caps from the Wisconsin Parental Choice Program. Um, and kind of uh what it's about is the WASBA supports maintaining an enrollment cap of 10% and

079an income cap of 220% of the federal poverty level on participation in the Wisconsin Parent Choice Program. Um, we're recommending to keep this cap in place. Um and basically some of the rationale is that uh they're trying to consolidate public schools. Um but private not being asked to do the same thing. Um so the rationale is that we would try to uh keep these caps in place. Uh I'll just pause after everyone to see if there's any discussion or whatnot. But >> does everyone agree with that? Do we need to vote >> on these as I go or >> I probably I think in the past we've just kind of gone through them and if somebody had an objection then we can raise it because this could take a while >> for the first one.

080It's we're all in agreement to try and >> Yes. >> keep this. >> Yep. >> Okay. >> The next one is uh revisions to the school district uh and school report card process. Um, so basically WASBA calls on the state superintendent of public instruction and the legislature to collaborate and amend the school district and school report card process. Um, so if you look at the packet, there's a A, B, C, D, and E. Um, so the A is the student achievement and growth should be valued equally. Um, we say no to that. Um B is eliminate the practice of waiting student proficiency based on free and reduced lunch population size. We also would say no to that. Um C is take into account schools with a high degree of advanced placement international balorate dual credit

081career and technical education and in extracurricular offerings. That one we'd be okay with. Um include fiscal efficiency in the report card scoring. We didn't really cover too much of that. Um I mean I guess as a district we're probably fiscally efficient I would think so it probably help us. >> Um any changes to the report card scoring andor relevant statues should be considered with input from school leaders from all seasons in the state and we definitely would like to have input on that. So we want that as well. Um but overall it's we don't want to revise the school report cards um and the process because then we're basically chasing our tails trying to keep up with what they're looking for. >> Yeah, it's a bit frustrating. Every year I feel like they're making adjustments

082to the score report card. So it's never actually good trend data because they keep changing the target. Um, so, uh, I feel like it is at a good spot when it comes to achievement and growth data and and with free and reduce like why keep can we just stay consistent for >> couple years, right? >> So, basically, we'd be voting to not revise the report cards at this time. >> Yep. Very good. Okay, the next one is amendment to resolution 5.22 funds distribution. Um basically it's W was recommends that the state education agency be assigned to the jurisdiction to supervise the distribution of all funds intended for educational programs serving use in of elementary and high school age uh in any school system receiving public funds in Wisconsin. Additionally, WASPA WASB supports state education agency

083supervision and distribution of all federal education funds if federal funding from the US Department of Education is changed to be federal block grants or funding sent directly to states from federal agencies. Um, this would be to keep the existing um model that there is right now. >> [snorts] >> The next one is a amendment to resolution 1.26 authority to schedule a referendum. Um so right now the amend existing 1.26 authority to schedule referenda. The WASB opposes limits on scheduling referenda further. The WASB opposes any limitation on duration, scope, frequency or effect on the school referenda. And we'd want to do this as they've laid out because if we're being tasked with coming up with our own school funding, we should be able to decide how, when, and where we want to do it. >> Yes.

084This one's >> absolutely. >> Yeah. This one's so frustrating because it's like, wait, so you're expecting all school districts to now use operational referendums. That's your expectation, but now you want to limit how school districts how school districts can use referenda, right? Can you do non-recurring, recurring, how many years? They want to restrict how many years you could maybe ask for a referendum. I just feel like if you're if operational referendums is the now expectation for funding, why restrict how school districts can do that? Like if you're letting the board decide, let the board decide. >> Next one is substance abuse disorder and treatment aid. Um, the WB supports legislation to establish new categorical aid to fund and support school-based substance use disorder prevention and treatment related services. This aid should be comprehensive in order

085to fully fund necessary resources and staff staffing that districts may need. Special provisions should be included for small schools to address issues with econom economies of scale. Use of these funds should be identified and prioritized at the local level. Such use may include but are not limited to contracting with service providers, employment of specialists or other professionals, training for staff, and any other additional resources as needed. Um, we said yes to this one. Next one is vocational transition for students with disabilities. Um, they want to amend existing 2.31 section F funding for children with disabilities. The WASB supports the use of federal, state, and local resources in collaborative manner with the Department of Vocational Rehabilitation to support transition programs for students with disabilities to achieve better employment and post-secondary opportunities for these students. And that

086one we support as well. Next one is universal state covered meals. Basically, they want to cover meals for all students that aren't covered by federal programs. Um, we kind of think that this should be a no because if you're able to pay for your own lunches, you should pay for your own lunches and not put it on the taxpayers. >> I agree with that. >> It should be a no. >> Public education endowment fund is the next one. Um, the WB supports legislation that creates a public education endowment fund to be invested on behalf of Wisconsin to fully and equitably fund public education across the state. The big question in here is why do we need another fund uh to give money to? Um we're just saying give us the money that's already supposed to

087go to the districts. So the big question is why create another fund? >> So it would just be like a privately funded thing that would get divvied up to different school districts. um >> kind of like our uh like BASD >> foundation >> fund that we've created but just at a statewide level. >> It it sounds like >> yeah it's just the I guess the philosophical like why not just follow the constitutional expectation that states fund public schools because if the state funded public schools you wouldn't need an endowment fund. I think it's like it's a public endowment funds. I mean paid by the taxpayers. >> Oh yeah. >> Yeah. So which I agree. What's the point then? >> It's another tax for the schools but >> just give us more >> then they can

088decide. >> If the state just gave us more aid, you wouldn't need stuff like this. >> Yeah, that's right. >> What's the point of the fund? >> There really isn't one. It doesn't seem like >> so that the state doesn't have to provide more funding because they could say use this instead. Maybe >> seems like it's unnecessary complications. >> Yeah. It it just doesn't it seems like it's a way for them to distribute money based on if you didn't pass a referendum or something because they talk about that in here as well where it says 421 districts had referenda but then you know some of them were able to to achieve that. So I don't know if it's trying to redistribute some to the schools that didn't pass. I don't know. So right now we

089we just why add another fund. >> So then we we basically wouldn't support that legislation. >> Uh next one is amendment to resolution 3.241 early childhood education funding and public private partnerships. Um basically it amends 3.241 241. Uh, the WASB supports state funded public school 3K and full day 4K for all Wisconsin children. Also supports a collaboration between public schools and other public agencies and programs, private child care providers and Wisconsin institutions of higher learning. The WASB further supports district discretionary use of expanded title one dollars to earlier grade levels by districts meeting the benchmarks for national school lunch program direct and categorical participation and 3K and 4K student households meeting income eligibility. So we said yes to this one because it's good to support the earlier development of the kids. Uh number 10 is

090supporting decoupling of public and private school funding. Um the WASP supports legislation separating funding for par parental choice and independent charter schools from the public school equalization aid formula and instead supports the state taking full responsibility to fund payments to these schools. Uh we oppose this or the idea is to oppose it um just because we've seen that the state feels that they need to fund private schools higher than they fund public schooling. Um they do [snorts] >> so we definitely oppose this >> and just remember too when we talk about the term decoupling there is some misinformation around that. So decoupling is only in relation to the per pupil dollar amount. We would still whether if we were to decouple. The only change on that is that the per pupil dollar amount for private

091school vouchers would be taken off the top at the state budget and not within local dollars at all. And then the state could make adjustments to the per pupil dollar amount for private schools and not make any adjustments to per pupa dollar amounts for public schools. But when we use the term decoupling, it does not mean that we would not still have to pay for all of the transportation. As you know, we pay for private school transportation, um special education services, um reading intervention, those kind of components. Like if we were to decouple as a state, those pieces are still expected to be covered by public schools. The only decoupling is actually with the per pupil dollar amount. Okay, just to clarify that >> I could add something to that too. I know there are

092a lot of people in the state that feel that in the tax bills there should be a note saying how much uh for education is going to private schools and how much to the public school and this is they don't want to do that right now. So that's that's kind of involved in this decoupling also. But a lot of people feel that we should know that as a taxpayer but that'll be another year. Also, that kind of feeds into the next one, which is opposing decoupling of public and private school funding. Number 11. Um, the WASB opposes legislation separating funding for parental choice and independent charter schools from public school equalization aid formula. Instead, supports publicly funded schools being funded by a combination of state and local tax dollars. Um, we did oppose this one

093because we don't want to send any money to private schools. Um, and then we also said that a voucher should be if the district or school doesn't meet expectations on the state report card. So, the only time you would get a voucher for a student would be basically because your school or district doesn't meet expectations. Yeah, I think it's it's important to remember the way that um private school vouchers started back in about 2015 was in order for parents who were uh close to schools that were failing to meet expectations on their report cards for them to be able to have parent choice and use a voucher to go to a a different school, right? Um, we exceed expectations on the school report card. So, we're not a failing to meet it expectations district. So,

094why can a voucher be given to someone to get to not attend BASD? Because the intent of this initially when they were first developed was to for you to be able to have your student not attend a failing school. So, that was interesting. It came up in the Southern Wisconsin School Alliance group that we were in. Um they had brought that up and I was like, "Oh yeah, that's a really good thought, right, to be the intent of a voucher is in its truest form, you can understand in some ways, right?" But when you're in a situation where the school district you're not attending meets expectations or exceeds or significantly exceeds expectations in our case, why would you be able to have a voucher to avoid that? >> I'm a little confused because 10 is

095um supporting decoupling of private and public school funding. We we all agree we don't want decoupling. 11 is opposing decoupling. So why wouldn't we support 11? I'm confused because it is the resolution that that simply the four lines on top the crate. >> Oh yeah, you're right. >> Yeah. Yeah. >> So yeah, we we want to >> Yes. >> Good catch. So we're not looking at like the Nenina submission or the Wawaossa. We're just looking at supporting that top four. >> Am I reading that right? I mean I guess I'm confused. >> No, you're right there. which we also in that um S SWSA was like why are you put why are they putting forward two two different uh resolutions that literally are saying just the opposite of each other because if you're if you

096support one you don't support the other so >> I guess there's no resolution on the subject of decoupling they want some statement so it's going to be one or the other >> so I think we should support 11 and not support 10 >> yeah that discussion might go on an over longer. Be prepared. >> Oh, yeah. I Yeah, buckle up, Paul. That one's going to be fun. >> That's fun. >> There was even some conversation from some districts to uh suggest to not vote for either one of them to try to make a statement that like we shouldn't even be engaging in decoupling conversation in the first place. Um >> that might have been where our >> decision came to oppose both was that we just shouldn't be. So, but yeah, if we can support

09711, that's >> I I thought it was interesting in if you look at the Wawaossa um rationale, the last uh recital, whereas they talk about Florida and Arizona >> are projecting billions of dollars of budget deficits because they're heavily vouchured school or states. And that's the trend that Wisconsin is going to. We're we're coming up. We're going to create two different school districts or two different school systems here. Mhm. >> And where does that burden fall? It's the state taxpayer. >> Mhm. >> So hold on to your wallets, Wisconsinites, because >> move. >> If vouchers keep expanding and if it gets decoupled, >> I you know, we're going to have public and private schools essentially. Two, you're going to have two different school systems. Yeah. >> Yep. The other interesting data point that the SWSA

098shared with us was that 70% of students who have a private school voucher were students whose fans were paying for private school prior to vouchers being uh known to them or in place. Um and I don't think that was the intent of a voucher, right? Um, so I think that's uh an important tidbit for people to be aware of too. >> So the next one is um number 12 which is encouraging schools to participate in WIA policym uh the WB encourages its members to schools to participate and engage in WIA policy processes when necessary and appropriate. Um, we would like to say yes to this one. Um, I guess that's pretty much it. And then that's all of the uh ones up for vote, I guess, at the convention. Okay, I'm making my way back

099to the agenda. [clears throat] So, um call for a motion um to approve >> accept >> or accept >> um Paul's recommendations um >> I'm sorry, >> the board's recommendations. >> The board's recommendation. Um [laughter] I'm so at a loss for words. um for the WASPA resolutions. >> So moved. >> A second. >> The motion has been seconded. Um any further discussion hearing? None. I'll call for the vote. Aaron, please. >> Kate. >> I. >> Roseanne. >> I. >> Paul. >> I. >> Marlo. >> I. >> Peter. >> Yes. >> Noah. >> I. >> All right. The motion carries. >> That concludes items for action. Excuse [clears throat] me. >> Okay. >> So, next on the agenda is school board committee updates. I will start to my right with Kate. >> Updates to share. >>

100And >> we're meeting soon. >> Yes. >> What committee is that? >> Uh finance committee meets tomorrow and we have the SWSA monthly meeting virtually tomorrow. Um, and then we also have board governance and communications on January 20th. So, >> Rosanne. >> Okay. I'm teaching and learning committee. Is this what we're doing? Yep. I'm sorry. I was my mind was just a minute. Uh, we had we met on December 11th [clears throat] and we were greeted by the principal at Waller. And it's kind of fun because whenever we go there, it seems like some little kid gets away and hugs the principal. And I think that's nice that they feel warm enough that they want to hug the principal, they can. [laughter] And Annie is so good about that. But we visited several classrooms. Started

101out with Monica Biggins and that was a 5K. And they were talking about numbers and it was real practical that they were using the calendar and they were finding the date and that sort of thing, but they were also adding numbers and adding a couple of the dates together. And so they were using this activity to do many different kinds of math and the kids were all really engaged in it. It was fun to see and they did they worked with patterns too. Then then we went to Lisa Shu. She's a first grade teacher and they were talking about phonics and um writing certain words and again they were very engaged um good storytellers and um it just it was a great experience. Then we went to Katie Dickinson's room and that was grade three.

102And this was very interesting because the kids were talking about pharaohs. See, we have a new program now for reading and it's not just reading, you know, just a story. It's bringing up history and science and things that the kids are just fascinated with. We It was fun to hear them talk about which pharaoh did this and they knew all that from reading these stories. Um it was great. I we enjoyed them a lot and again they were very engaged and the new curriculum in those three books is I think fantastic. It really is >> very heavy in science and social studies. >> Yes. Mhm. >> And Terry Crowley was next, third and fourth. Uh let's see. Yeah, she talked too, we were talking about the the ELA uh books and so forth and with

103the science and um social studies and it was another great uh a great experience to see the kids so engaged and uh that's what we're here for is to make sure that the kids are getting a good education and what what I saw that day certainly showed that they were and they were very engaged and happy with it. And next uh meeting will be on the 28th at Cooper. We're going to observe the Monasuri program which will be interesting because I we used to get when I taught we had a visiting day and I used to go to Rine and watch the uh Monasuri there. I got to know the teacher well. She had to at that time they had to study in Italy you know to get the true monosur um things. So it'll

104be interesting to see if it's we have a monastery type or if we have a true monosuri. I'm anxious to see that. But anyway, it was a good uh a good experience. >> Thank you, Paul. >> Uh so, actually, we need to schedule our next policy meeting um and get it on the books, but we'll have no one we'll have to figure out when people are available. [clears throat] All right, thanks Paul. Um for buildings and grounds, um we are meeting on the 26th of this month. Um, and I suspect we will kind of get a report out on the training with uh within the >> Yep. we'll start to dive into the tool that we have um to assist us with strategic planning for uh facilities. >> Mhm. >> Um should have enough time

105to be able to speak to the work order program that >> Yeah, he can. Yeah, if you want him to look at the work order one too. Yeah, I'll tell him that. >> Pretty interested in that piece as well. Peter, >> uh, we haven't met for a while, but we'll meet tomorrow night. >> Finance committee >> and Noah, >> uh, policy committee, we met, um, this past Wednesday, uh, the 7th, discussed the new appointments, uh, resignations, retirements, and terminations in the district for both certified and non-certified staff. and then we will be meeting um virtually next [snorts] on February 4th. All right. Thank you. And the next item is future meeting dates. I will highlight our schoolboard meeting for February 9th um at 6:30 p.m. here at the district office. Um and as we've gone

106down the list, most everyone has mentioned um future meeting dates. So that will include um finance committee, board governance and communications, buildings and grounds, teaching and learning, personnel committee, um and then policy committee. Um one other note is that the Southern Wisconsin School Alliance monthly meeting is tomorrow at 7:30 a.m. and that is virtual. And if I'm not mistaken, all board members can attend. >> Um so if we need the link, um Aaron can definitely get it to you. >> All right. So that concludes um the schoolboard meeting. Um and now we will have to go into close session. So I'll call for a motion to move into close session pursuant to Wisconsin statute 19.85. 85 1 C and F for the purpose of discussing individual administrative administrator contracts and the employee disciplinary and an

107employee disciplinary matter Wisconsin statute 19.851C for the purpose of discussing the superintendent's performance evaluation and wow that's a mouthful Wisconsin statute 19.851F 851F and G and 118.125 for the purpose of discussing proposed agreements involving individual students. >> So moved. [laughter] >> That was short. All right. Um motion has been seconded. Um all in favor say I. I. I. >> Oppos? Nay. We are in close session. Thank you everyone. >> Thank you. Have a great night. Wait, wait, wait, wait. [laughter]