0016:30 p.m. Um, if could stand for the pledge of allegiance, please. 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. All right. All right. Thank you. Um, Norah, could you do roll call, please? Kate here. Rosanne here. Paul here. Taylor. Marlo here. Peter here. Noah here. Thank you. Thanks. Um, all right. The next item on the agenda is citizen comments. Norah, did we have any? I think so. All right. Then we will move on to reports. um board members reports on workshops or meetings attended. Anyone? Okay. Um for the board governance and community relations, we um met and really talked a great deal about the um content that we heard in the Wisconsin
002the Southern Wisconsin Association of School Alliance School alliance meeting. Yeah, it's a lot of letters. Um but we we talked a great deal about that content from the meeting. Um basically what they did in that meeting is they dissected what transpired in the um bannual state budget that was approved and how that is going to impact school districts. And what was really interesting is hearing about how other school districts are actually um going to be working with their budgets in light of that. So very informative. Anyone else? All right. Thank you, Kate. Um, next on the agenda is superintendent report. So, I will turn it over to you. Thanks. Hey, pretty short this month in regards to what's been happening from July till now. Um, just a couple things to bring up and um, keep
003you all breast of. One is just in relations to buildings and grounds. That's kind of the main work of a lot that's been going on this summer uh in in regards to trying to make sure that the buildings are all ready for the start of the school year. So, the team has been doing an awesome job uh really taking care of all of the buildings across the school district and we're really pleased that there's such strong deep cleaning efforts taking place and it's really successful and there's been a completion of the work at Dyer Cooper and Waller schools. projects are continuing to take place at Winkler. So, if if you remember me saying earlier that we are converting some of the closets into uh teaching areas out at Winkler. So, they're still working on making
004those those adjustments there. And then at BHS, the lobby, these are pictures from the lobby at the high school. Uh they are they had a really significant refresh. So, uh, this involved recarpeting, painting, and strategically relocating the main office, uh, to make the the space just a little more functional, but also feel like you're part of the BASD school districts. It's the only building that when you walked into it didn't feel the same as all the other buildings. So, now it does. Uh, and just a reminder, we really held to a really shoestring budget with that. The material that's behind us, this wood wall, this was all coming from Carter when we built it back with the capital referendum. We still had some of that wood left. So that's what we're using on the wall
005at the high school. And then because of the closure of Lions, the cabinetry and the countertops and stuff from Lions has been um moved over to the high school. So even in the cabinetry was all things we already had. Um, so we just had to uh get some um purchase some money for some carpeting and also some painting. And then also with uh the closure of uh gateway lease, they left quite a bit of furniture. So we were able to update some of the admin offices and things like that at the high school as well from some of the furniture that was uh left by Gateway. So really fortunate as it was a very shoestring budget and didn't cost the district very much to make those adjustments and can't wait for all of you to
006step into the main office of the high school. Um so just expect it to look different once you once you get there. Looks pretty nice. Not quite done but it will be before school starts. And then the last thing uh just with a uh quite a few caveats here is that school is coming. like uh I can't believe it, but school is super super close and uh I feel like we have so much more to do before that happens, but it's going to come no matter what, whether we're ready or not, right? So, online registration opened at the beginning of August. So, families are able to start registering for the start of the school year. We also have on-site registration for interpretation services this Wednesday, August 13th, from noon to 7 o'clock p.m. It's here
007at the district office. We also have new certified staff that are going to start next week. So, they come for three days, spend most of their time with Kristen Dixon, our director of teaching and learning, uh, in order to prepare for the start of the school year. Just so you know, in total we have 27 new certified staff uh across the district. That does include administrators um and some other positions like that as well, but there's 27 new certified staff. All of these positions, just you're you know as well, are all replacements of positions that we already had. Um with the addition of those three positions that if the operational referendum passed, we would be adding three positions. So those that we were that we added is the grant writer, a whisk teacher because that
008program is growing and then also a monastery teacher level one through three because that program too is growing as well and we needed uh to add a one through three teacher. So those were the three positions that we added otherwise the 27 are all replacements. Then all staff are going to return on August 25th and spend four days together in preparation for the start of the school year. The schoolboard annual meeting is on Monday, August 25th, and it starts at 6:30 and it is going to be here at the district office. Just a reminder, you're probably used to it in the BHS auditorium or at Carter in the gym. We are going to hold it here at the district office. So, just a reminder on that. And then open houses um are going to start
009on Wednesday, August 27th. Uh you're welcome to come around to any of our schools and observe open house if you want to. Um uh it starts anytime between 4:30 and 6:30 at night across all of our schools. So they are staggered so that if I'm elementary, I can go earlier and then I can still go to Carter and to BHS, but I can get it all taken care of in one night. Um, so again, August 27th, 4:30 to 6:30. Our buildings are open for open house. And then the first day of school is Tuesday, September 2nd. Okay. For the start of the school year, we do have a staggered start for some of our grade levels. So 4K and 5K utilize a staggered start the whole first week of school. So that just means that
010um in 4K for example only maybe a couple like eight eight students or so would come to school on a Monday and then a different eight on a Tuesday to just try to acclimate them to the school. There's kind of a lot of stuff that they have to bring those kind of things. And then the same thing happens for 5K. So that's staggered start for them. Otherwise through 4th at the elementary level is all coming to school on Tuesday the 2nd. In middle school, we also have staggered starts also because fifth graders are coming to the building for the very first time. So, fifth and seventh graders come on one day and the following day, sixth and eighth due and then um they all come starting on that Thursday. And then at the high school,
011we also have a stagger there where the first day is only freshmen that attend uh with our driven students and then after that all students attend starting on Wednesday. And then additionally, bus information has already been sent to all families. That usually is a question that we get at the district here in regard to how do I know my bus routes and my bus times. Uh information has been mailed to all of their houses. And then school guides and communication from principles has already taken place as well to all of our um parents across the district. School guides are kind of a nice little booklet, if you will, uh of everything you'd probably need to know for the start of the school year. so that parents feel like they have all their questions taken care
012of. So, that's been shared. And then last but not least is our changes to communication. So, as you know, you've gotten some uh texts or emails from us in regard to Parent Square, and that's how you've been receiving them. That's how families are going are already starting to get uh communication from us as well is through the platform Parent Square. So, we're really trying to use one platform moving forward so that there isn't confusion for families so they don't have to learn class dojo and s'more and Seesaw and all these different programs across the district. It's just one and then it'll be consistent K12. So, if you hear of anything, just a reminder, Parent Square new communication platform that will be starting um or have started, but parents will really start to notice it more
013as the school year picks up. Uh, and that's it for my superintendent report. Any questions? Because I thought about it. I'm like, the next time that we have a board meeting, like an actual monthly board meeting, school will have started. Crazy. Just saying. All right. Thanks, Jill. Um, the next item on the agenda is the consent agenda items, which covers board meetings. I'm sorry. Board minutes items brought forward from committee meetings and other consent agenda items. I will call for one motion to cover minutes and other consent agenda items. So moved. Second. Having the motion seconded. Um is there any discussion? Hearing none. I'll call for the vote. All in favor say I. I. I opposed hearing none. The motion carries. Thank you. All right. Next is items for discussion and information. So we will
014start with health services end of year report. And you probably have to turn the mic on. Jill. Hi. Can everybody hear me? It's on. You might need to hold it. Yep. Just for more the live stream people. Hi everybody. There I can hear it. Hi. Hello. Hi. Um I am happy to present our end of the year report um based on our last school year that we just finished up. Um I present a report to you guys every year with our wrap-up of data. Um so this is um what we've been busy keeping keeping busy with this year in health services. Um I just wanted to review for all of you like what um our health services team is made up of. So, um, obviously I am a year-round employee, um, covering everything. We also
015have a half-time school nurse, Molly, um, who works with me. And then we have four health aids that are also full-time, but during the school year. Um, Molly also, um, is only during the school year. And then we have two positions that are dual positions. they are um you know kind of half-time administrative assistants for their school and halftime um doing the health aid role at their building and again those positions are full-time during the school year and then we do have um an administrative assistant Erin is here and she is full-time year round um but her position is shared also with buildings and grounds and she is the receptionist here at the district office so she keeps very busy so that is our team um just a Quick um note on our enrollment here
016at BASD. This come I get this data from our immunization report that we have to submit to the state in fall. So I know sometimes Ruth when we look at the third Friday numbers they're slightly different but they're close. So these are the the numbers that I get off of that immunization uh report. Um vision screening. We do vision screening across the district. 5K, first grade, third grade, fifth grade, and seventh grade. Um, and this year, um, the number of students screened and the referrals sent, and it's about a 9.5% referral rate. So, just just under that 10% referral rate. Um, we're also doing hearing screening across the district. That is done at 5K, first, second, and third grades. And again, the total number of kids screened and the referrals we sent and that is
017about a 6% referral rate. I think it's 5.9 a 6% referral rate. And then I also want to highlight at the 4K screening that we do in spring um for the students that are planning to be new incoming 4K for fall. We host a screening day for them in spring. So we additionally screened 75 students at that screening for both vision and hearing. So very busy with that. Um our seal smile numbers again across the district. And then those with urgent dental needs that had to be referral. These are kids that have absesses sometimes more than one abscess um in dire need of of dental care. So about an 11% referral rate across the district. Um and then just um again a shout out to all the other health programs that we do across the
018district. So we are doing um oral health really tooth teeth brushing um to all 5K classrooms. Uh we do a handwashing and germs presentation to all first grade classrooms. Um a hygiene and body basics to fourth grade. Uh fifth grade classes have their puberty maturation talks. Um and then the seventh graders have um the nurse there for two days for reproductive system/sexual health talk that's done in conjunction with their science class. Um they go through the body systems in seventh grade science and their last um system is the reproductive system. So we come in as guest speakers and and um give a little more information there. And then um the ninth grade sexual health classes previously that was freshman decision-making. So that has um changed and now um it is just nth grade sexual health
019and it's done during their PE class. So uh fall semester classes and also the spring semester classes. Um new this year um we did a car seat clinic. Our district nurse, Molly, is actually a certified car seat technician um through Children's Hospital. And so she um volunteered to do this in an evening in conjunction with um Dyier's uh family night. And so she was able to help a few families make sure that their car seats were installed properly. Um, she also came to the 4K screening day and had a display and handouts and she talked with families about car seats and what, you know, proper car seat their child should be in for their ages and their weight. Um, and so we would like to continue this again next year and grow this program. Um,
020our students with documented health concerns. Um, it's nice to sometimes compare numbers, right? So um you know through the years um what are our numbers and then it's also based on how many students do we have here in the district at that time and then what percentage of those students had health conditions. So that's that last column. So, um, if we look at, you know, this year for the 24-25 school year, we had 1,16 students that had health conditions. Um, and our total student population, 2901, is a 35% of our kiddos have health conditions um, here at school. So, we continue to monitor this um, you know, every year. So, it's interesting to see how the numbers have gone up and they're coming down a little bit. We'll see where they go next year. Um,
021but it keeps us very busy. Um this talks about health room visits. There's a lot of data here and again it is comparing um the last um really six years. On the very far right that's our COVID year. So that's where school stopped abruptly in April. Um so with the 13,000 health room visits and then the following year was the year that we were um hybrid if you remember that. So that's why we had you know about 7,600 visits there. Uh the following year 2122 we came back to school full-time but we were you know very much people who were sick stay home. We really tried to limit um who was coming to the health room to those with true need. So those numbers were again um a little lower. Uh the 22 23 school
022year was a little bit more back to normal. So those numbers started to go up and then last year and this year. So, um, we just continue monitoring those. Okay. Uh, medications that are given out across the district, uh, prescription medications and over-the-counter, those are how many students um, take those meds, but then how many total doses of meds are given. Um, so you can see those numbers. How many students have EpiPens, um, diasad or anti-seizure medication, inhalers? How many of our students um, have diabetes? And that would in and then also is how many doses of insulin were given and how many health room visits were for those diabetic students. Um just of note the column that has Wisco um those are the students that attended the enrichment day at Cooper. So they really
023could be added to Cooper's numbers because the Cooper staff was helping take care of them. But um you know those are those are our numbers across the district. um our communicable diseases that were reported for the year. We do keep um data on this and again most of this is parent reported. Every once in a while we get a physician report. Um but I want to highlight those three with the um arrows. So influenza, pneumonia, and RSV. Um those numbers were up this year and they were up across the nation this year. It was um really one of the worst flu seasons in the last 15 years. Right, Noah, it was brutal. If you remember back in January, it was brutal. It was really, really rough. So, I wanted to highlight those numbers. And um
024just note that total communical diseases were 370 and that compares with 301 last year. So, those numbers were up. um our immunization compliance. Um again, each school, look on the right, 100% compliance. Amazing. Amazing. I cannot say enough to Aaron, all the health aids for their extraordinarily hard work to get this. Um it is amazing. Um we do have to turn this in to the state every year, our data. Um and really the the biggest thing they're looking for is that column that where kids are behind or we have no record from kids. Um those are the ones that um the state's concerned with and that would cause our percentages to go down. So we were able to to get every kiddo accounted for which is amazing which is amazing. So um also want to
025highlight our students with mental health concerns. This is an area we've started keeping data for about the last six years. Um, you can see the graphs there. Um, starting on the far right at 2020, those numbers went up. 21, 22, 23, and then all of a sudden in 2024, those numbers went down. And I wasn't really sure what happened. We reran the numbers. We double checked. Um, they were accurate as far as we were concerned. Um, and then now this year they're back. So, um, I'm not sure what happened. We graduated a bunch of seniors. I don't know. I'm not sure, but the numbers are back up to, you know, pretty much where they were. The students with depression are, I think, a couple cases higher. The students with anxiety a couple cases lower than
026um 2023. So, we'll continue to monitor that. And health services sees these students. Um they often come to our health rooms. They have um complaints of headaches and stomach aches and not feeling well. And really, they're battling anxiety and depression. So, um, you know, our health services team, um, does their best to fet that out from them and then hook them up with their school counselor, the school social worker, um, to see if they can, um, have some assistance that way as well. So, we work all together with people services. Um, this chart I just put on there, um, so you can see it really in the middle there, the 911 calls per school. And on this chart, I only compare the LA this year and the previous year. So this school year, we had
027nine 911 calls across the district compared to the previous year of 11. And then those two far right columns are student accident reports and student head injury reports. So the numbers were certainly up this year compared to the previous year. Um, one of those reasons is we do have a new health aid. So, I do think that um some things are being more accurately recorded and documented and so um we will see how these how these numbers go. All right. Um as far as our staff screenings, uh we do offer a staff biometric screening every year and this past year we had 135 students staff participate in that and that's pretty consistent um for the last three years around the same numbers. And then our staff flu shots. Um we offer um two opportunities each
028fall which are afterchool hours. Um we offer one at Dyer and we offer one at BHS. Um this year we're adding a third. Um so those two are after school and we're adding a third one that is going to be early in the morning 6:00 a.m. at Carter. So we're going to see if any staff um are early birds. So we'll see if we can get some more. Um, we also offer CPR and first aid training to our staff. We alternate years. Uh, one year we offer um, in the even years we offer CPR. In the odd years we offer first aid and you can see how many staff come to those trainings. Um, of note on the bottom there, uh, myself and Molly are working to become CPR instructors through the American Heart Association.
029I just passed. I just got everything completed. Um, I can't believe how much work it is. Um, Molly has a couple things. I'm going to check in with her this week and see where she's at and hopefully uh we will be finished with that. And that will hopefully give us more flexibility that we can offer a few more classes and get more staff trained. Um, I know we'd like to work with athletics and the coaching staff as well. Um, and it would be great if we could get all staff trained. I would love that. So, that's our goal. Um, another big part of what we do, um, are attend IEP meetings, um, so that we can help with any students, um, who have health needs and are going through the IEP process. And then, um,
030IHPs are individual health plans and EAPs are emergency action plans. Um, and then also the 504s. So um you can see in there we have 129 students that have 504s across the districts. The case the school counselors are the case managers for those and nurses are a part of the team. Um and this year um you know we get called in when things are really um health related that we need to be a part of. Um and 129 504s is up from the previous year of 119. So those numbers go up. For health plans and emergency plans, we have 136 across the district. All of those are written by the nurses um for students with everything from anaphylactic reactions, seizures, um bleeding disorders, all kinds of things. um anything that we need a a health
031plan or emergency action plan for um we get those things in writing so there is a plan in place and then the staff are aware and they know what the plan is for the student and that is up from 114 the previous year. All right. Um we did add monthly newsletters this year for staff and for families. Um Erin works super hard on that. Um we are going to continue doing those. Um we also are working to continue those heart healthy school requirements. Um you can see all the banners there. Those are going to be um by the start of the school year installed across every school. So those will um let everybody know the schools are heart healthy. We continue to offer all staff stop the bleed training um CPR training offered and we
032run those mer drills. Merrals are a medical emergency response teams and we um that is a part of heart healthy schools um requirement and we run those with local uh police and fire and they send people out to observe us to assist to offer advice and it's been a really great collaboration with police and fire. So they've been wonderful to work with. Um I also have spent this summer working on new policy and protocols for adding Narcan to the schools which will be starting this fall. So that is um new. And we also now have Nephi available. So we've had stock epinephrine for quite a long time. Stock epipens for um an anaphylactic reaction for students who maybe we don't know they are allergic to anything and now they eat something and they have an
033allergic reaction. So we have stock epipens. Well, Nephi is a new epinephrine that is available not in an injection but in a nasal spray. So, uh we were fortunate that their um school health uh was going to provide this opportunity for schools to get those free of charge um because the EpiPen program provides them. They have a school program that we get them free of charge and we're thrilled that they have done that for Nephi. So, we also have added those to each school. Um, let's see. We talked about the Narcan that will be at our August inservice. Um, we're going to be working with the new district daycare, right? So, we are going to now have to have protocols regarding infant and toddler immunizations, um, their medications and their health conditions um, on any
034kids that will be attending our new daycare. Um, obviously, we're going to continue to offer our annual staff wellness activities. Um we do several through um our be well platform and that is for staff that are on our district insurance. Um but I offer one each year that is for all staff whether you are on insurance or not that everyone can participate in and um do a wellness activity. So we will continue to do that. Um again hopefully increase how many CPR classes we are offering. And um just a note, BHS, Carter, Dyer um they will continue with their full-time health aids. Winkler and Cooper have that dual role position, right? Um administrative assistance plus health aids. And um Waller's health aid um is actually going to be halfime at Waller and then halfime more
035of a district health aid. And she is going to be helping out um a lot with Medicaid billing. She's going to help me out with that. She is going to help be my assistant for a lot of vision and hearing screenings. She is going to enter a lot of the vision hearing seal a smile data into our Skyward system. Um so she's really going to be um helping do a lot of that work across the district um and fill in when wherever we need her. Any questions for me? I had one um about the accidents and head injuries. I know you said that there was a new health aid um specifically for dire that's just such a increase. Is that that's where the new health is? Yes. Is that the only attribution or is there
036anything like that was associated with um the only other thing aside from a new health aid who is pretty diligent is that there were some real high need students with a lot of behaviors and they did cause a fair amount of injuries. So that also factored in. So good, good question. Just just kind of jumped out a little. It's a big jump. Yes. Do you run into any parents that object to having their children have the immunizations, the young children? Because I think it's coming. Oh yeah. Um it's been here for a while. I think it's going to get louder. Um Wisconsin offers three waivers um if parents do not want to get their child vaccinated. So parents can choose a waiver for um religious reasons. They can there can be a medical waiver and
037that is if a kid has a true um reaction to one vaccine and they're never going to give it to them again, the doctor would sign off. Or some of our students who are going through like cancer treatment and cannot get their immunizations, the doctor would sign the medical waiver. Um and that requires a doctor signature, the medical waiver. or there is what's called a personal conviction waiver. So for personal reasons, parents can sign a waiver. Okay, the number of personal conviction waivers is going up. And you'll hear talk about that on the news. Wisconsin is a state that has a pretty high personal conviction waiver rate and so we're dropping below that 95% of people being vaccinated. And so it lessens that her immunity um where we get breakthrough disease. So um you're right,
038it's coming. For the injury numbers you gave, is that is sports related injuries involved included too or is that separate? Yes. So a lot at the high school are um sports related. Yes. What's the I don't know if you have a breakdown for that, but has that number increased or is that staying the same or you know that's a really good question. I don't know that I've sorted this accident reports that way. Um, we do keep data on those concussions and we do monitor like did they occur at home, did they occur at school, um, were they sports related and was it like sports a private club or was it school sports? We do keep that data on concussions, but I don't know that I've broken down the accident reports that way, but that's a
039good great idea. I could I think I could do that. Yes. Yeah, great idea because I mean it might help with coaching on certain sports like football like proper tackling and stuff like that maybe if we see injuries like skyrocket or Yes. Yes. And we do work very closely with the trainer. Um he's been really good at communicating with us. You know, if it's a Friday night game and treat somebody um he will shoot an email and let us know um what's been going on with some of these students. So very good communication with the trainer. But yes, we can we can start breaking that out. Good idea. Okay, thank you all. Yes, thank you to Jill and the health services team and all of our staff. That's a lot of data, a lot of
040behind the scenes taking place that health services helps support students on. So, thank you. Thanks. Thank you. Have to stop. Okay. All right. Next up is teaching and learning curriculum development report. Mrs. Dixon, all you see this will go perfect. All right. Okay. So, um, how's it going? Happy Monday. Um, okay. So here to talk about the policy uh 2210. This is around curriculum development. Um just kind of giving you guys an update as to what our curriculum cycle looks like. Just super brief and then what's coming up this next school year. Okay. Um okay. So the first thing um that you will see on our district website that is new um last year was our 10-year curriculum review cycle. So, previously we did not have a curriculum review cycle um and we were just
041reviewing curriculum kind of as need presented itself but weren't really strategically thinking about how long we were going in between adoptions. So, um we felt the need to kind of be more strategic about this um and come up with a plan for when we're going to review certain subject areas and whatnot. Um we came up with a 10-year curriculum review cycle. Um I did a lot of research around how many years a few other districts you're going to see six years, seven years, five years, nine year cycles, lots of different um cycles out there. And we landed on 10 years um after a lot of research and um talking to some of the gurus in education. So um the first reason and 10 years seems like a long time. It's a lot of people like
04210 years that's a really long time to wait until you're going to adopt something new. But there are reasons behind the 10-year mark. Um first, um is that it's more costefficient. Um I don't know if you guys know this, but curriculum is really expensive. Um it's not a cheap adoption, especially with durables at the elementary school and some of the different curriculum areas of like science and STEM. Not cheap. So, it's more cost-effective to not keep re um purchasing new items over and over again. So it kind of uh reduces that financial burden on the district. So trying to be more strategic about that. Um and just less frequent purchases. So just kind of keeping what we have. Um the next part is more stability and consistency. Um when you really think about it, um
043how long it takes for a teacher to get a new curriculum, implement it, try it for the first year, and then the second year, and finally feel good about it after those second and third years. um if you're adopting a new curriculum at year seven, they're only really teaching that well for maybe four to five years. So, you want to give time for teachers to really hone in on their craft and do well with it for more numbers of years instead of having to constantly flip and change and re adjust if that makes sense. So, it kind of creates that stability and consistency. Um let's see. Um, we also want to minimize fatigue on our educators because, um, especially at the elementary level, they teach everything. So, um, if we're having them adopt a new
044ELA curriculum one year and then a new science curriculum the next year and then a new math curriculum, that's a lot of fatigue on a teacher to have to constantly be putting, um, new material in front of their kids and then in front of themselves. So, that's too much fatigue on them. Um, the next part is just having more longitudinal data. One of the trickiest parts of like curricular adoptions is if you have constant changes, it's really hard to pinpoint why those changes occurred. So, we want to have more longitudinal data. So, if you have 10 years worth of using a resource, you can really tell what it's doing, if it's doing what we want it to do. Um, if we switch too frequently, we we're not going to see that. So, it provides some
045more data for us. Um, another point that's kind of important is it's aligned to standards. So when you see the next screen or if you look on online um the way we have it set up is that the the adoptions are based upon when standards are reviewed and adopted. So we don't want to be adopting a new science curriculum 2 years before uh new standards are reviewed because now we're maybe not in compliance anymore. We have to rethink our what we're doing. So, we want to make sure we're adopting a curriculum after new standards have come out and the curriculum is uh up to date with those new standards if that makes sense. Um, okay. So, that 10 years seems like again a long time. What we're not doing though is just saying, "Hey teachers,
046like here's new curriculum. Good luck for 10 years. We'll see you in 10." We're not doing that. There's a lot of intermittent checks in between all of this. Um, and you'll see that in the next slide, too. So, it's not like we just give them a new resource and we're just like, "Leave them be." So, we do a lot with them as well. Um, okay. So, this is kind of a again a screenshot. There's more on a second page, but I couldn't fit it all. So, this is what the um what it all looks like. And there's a lot of different colors on here, but I'm just going to walk you kind of through what these phases look like. Um, let's see. We have one, two, three, four, six stages or six phases of this
047whole 10ear cycle. So, like I said, we're not just letting them go for 10 years. There's phases within the 10 years that occur. So um if you look at down the line for 202526 so just look down like this line for me. So if you start at the top and you see WT monitor that means walkth through monitoring. So that's a year where we're just strategically making sure we go into classrooms. We're checking on how things are going. It's the year after they've implemented and we want to know what do they need from us? Like how are they doing? What PD do you need? So it's really strategically going into classrooms making sure. So this year we're going to ELA and we're really looking at ELA across our district to see how that's going now
048that they've done it for a year. How is it going? Um then you're going to see those two blues. Those are the explore phases. So like business and uh face those are um explore years where we're looking into materials if we need them. So based on need, if we just if we decided like, hey, business is really out of date, our accounting class is really out of date, their textbook is not what we want it to be, then we're going to go and explore accounting textbooks, accounting resources, whether they be online or in a book form, but we're going to explore those that year with that team. Um, the pink reddish tone is the evaluate year. Those are almost always the years that there's a standards review. So that's the year that we look at
049our curriculum we and we say based on the new standards is what we have working is it up to date or is it really off? If it's really off that's like a pretty red flag like hey we really need to get something obviously um and we evaluate what we have and what we need. So are we missing just digital? Are we are we needing textbooks? Are we needing consumables for kids? We just evaluate what we have what we need and how it's going I guess too in the data. Um the yellow is just kind of the monitoring. So those are the years that we kind of take our hands off a little bit and um from the district perspective and it's more about the principal monitoring. So they're going into their own classrooms doing their
050regular e and they're just monitoring how things are going in general. Okay. So those kind of sum up the the gist of those phases. So there's a lot going on with every department or every uh with every area every single year. So for this year like I said we have ELA being monitored with walkthroughs. That's K10. So, we're doing a lot of walkthroughs. We're evaluating some science curriculum for 612. So, all of secondary science is being looked at and that includes middle school science, but biology and chemistry and all the different avenues of high school science. Um, we're also evaluating some of the tech in STEM that we have going on. Luckily, we have a lot going there, so that should be a light one for us this year. Um, we have walkthroughs around music,
051world language, and art. Again, those are often areas that are often forgotten about. in a district because it's not ELA and math. We want to make sure we don't forget about some of those other areas that are also important. Um, some PD is happening for our science, tech, and STEM teams as well because they are in that phase of evaluating curriculum. So, we want them to have PD so that they know what is good and what to pick that they're relevant. And then the standards reviews are occurring for science, computer science, and health education this year. So, those are some upand cominging things as well. And that's kind of the gist of what's happening in the world of curriculum. So any questions that you guys have for what's coming up this year. What is FACS?
052Um that's like our faith class. So uh family sorry family and consumer sciences. So cooking home I guess is maybe what people would think of it as is home but no it's culinary culinary. It's like the child care classes. Gotcha. Yep. Interior design. Yeah. Okay. Thank you. Yeah. I know all of the abbreviations are fun to try to figure out in education. Yeah. I'm getting most of them. Yeah. Any other questions at all? And just so you guys are aware too, if uh you notice on the first slide, she put that this is policy 2210. So this is um coming up here on a first reading with the policy committee that uh is being talked about tonight. But at the policy committee, we talked about this uh specific policy and really uh the changes to
053the to it and are in relation to us having a 10-year cycle, but then also having um Kristen or director of teaching and learning always come back to the district or to the school board annually to share out on this uh information, right? This the policy committee felt like it was important to hear like what's going on, right? So now you kind of know, oh, science, STEM, you know, are under the PD cycle. We're evaluating how ELA is going, right? And then next year she'll review like, yep, we move forward a year. How is that going now? Um, and this is Kristen's put a ton of work into this, a lot of research into looking at what other school districts are doing. And she did a great job putting this together in order for us
054to ensure, again, like she said, we're not leaving anybody out. Historically, I think um that was more of a um a situation that could have happened, right? So, when you don't put all of your departments on a cycle, then there's a chance that you never look at um the art curriculum for 20 years because you're you aren't intentionally putting them on the map, if you will, in regard to when you are. So, she started this last year and um it's been going well. One question I did have. Yeah. So, is this based on subject matter or like where do the different grade levels come in? Are they all on the same? So, they're all in the same cycle. It's a little bit tricky sometimes because like elementary has a lot of them. So, um sometimes
055with elementary it's uh we do more updating of additions so that it's not a brand new if it's going okay. It's like say we have math for bridges, right? You might just say, "Oh, we have the first edition. We're going to switch to the second edition. It's the updated one. We love this. We love what they have. it's all relevant. It's just now updated with new standards. So, they might do it that way. But yes, all of these are subject matters that are the full thing. So, when we say art, we mean K12 art. We're looking at art across the whole span of the district. Um, we did try a few times to kind of break it down, but it just got really um really complex to try to break it apart by like elementary
056and secondary. So, we just were like, "No, this year's a science year. Everyone's everyone's getting science." So trying to think about it strategically too um because there's only one of me and a couple other people supporting it. So trying to also think resource-wise how we're going to do that too. So how do you make the decisions? Do you bring in staff members to Yes. Yes. Okay. So yeah. So during the explore phase that blue phase that's the year that um I work with a team of teachers. So like that would be the year like this year, you know, it's like business. Like I come to I already talked with business last year. We evaluated some stuff. We know what we need. So now this year we're we're digging in together. So there's like a little
057team of people that come together to work work on that. So like with ELA, we had that team that um you know dove into all the different vendors and we saw presentations and we talked through it. We did a whole different we had a whole rubric and how we evaluated them. So yes, teachers are very much involved in that that phase of it. So, but Kristen does a lot of vetting of the materials first to ensure that they really align to state standards and they're vetted at the national level um a lot of times and that it's not just um for example teacher pay teacher, right? So, uh, there could be curriculums that are not really, uh, considered strong curriculums out there and we, so she does that first and then only brings in vendors
058that are truly aligned to the standards within the state and things like that. So, that we don't want teachers falling in in love with something that um, isn't aligned to the standards yet. So, she does a lot of that upwork. Um, so I do that work like the evaluate year. So the year we're also digging into data, that's the year that I'm also in the background doing pre-work to the explore year. So that I can start the year off and already have that ready to go. So I already know kind of the two or three that are going to be the best three to present to the staff. So that happens in the background as well. So, and she did a nice job putting this together too where the PD is listed all the time
059uh to ensure that all staff gain professional development at some time throughout the course of that because historically it was more like people who raised their hand got to go to conferences um and then sometimes it'd be like oh the same people are going five years in a row right and ensuring that we're really uh being more intentional that all staff receive professional development um at some point. Yeah, they're they're kind of excited. They're like, "Oh, I'm up. I get to go to something. We get to do something." So, um we don't have necessarily some a huge PD budget for like everyone to be able to do something cool every year. Um so, we're trying to spread that wealth, I guess. Also to note on here, um when I talked about like cost effectiveness or
060cost efficiency, um spreading out certain subjects is really important with a curriculum review cycle. So, you never want to have like a math and ELA backtoback because it's so expensive to adopt a big math curriculum and a big ELA curriculum. Those are your two biggies. And then STEM. So, it's like how do you how do you um space things out so that you don't have multiple years in a row of huge financial burdens, I guess, or the feeling of that financial burden. So, we did that as well to kind of space things out so you could afford it reasonably. So, yeah. Anything else? Anyone? Very good. Yeah. Thank you very much. You'll see her every year. Yeah, you go see me every year. And some. All right. Um, next item under items for discussion and
061information is pupil pupil services. I cannot talk today. Um, act 12 reporting requirements. Mr. Wines. Appreciate that. you. Yep. Okay. So, I am back uh to update on my initial presentation that I had done on act 12. And so, just to summarize again, act 12 is a state law that's going into effect um this school year. um we got information that that was happening in May that a report needed to be into the state um by Jan or January July 31st and so at that point in time I didn't have completed numbers when I presented at the last board uh meeting and so I said I would come back with the actual numbers and see if there was any feedback or wonderings um after we had presented at that point. So if there's any questions
062uh please feel free to speak up. Um, so these were the numbers and I will try and make that a touch bigger for y'all. These are the numbers that in collaboration with uh PD um that we had pulled out as far as citations that were provided um on school grounds during school hours or during an afterchool event or the other criteria point was um on district provided transportation. Um so you can see there that we have a few areas um that citations were provided um those being aggravated battery uh possession of a controlled substance um and then uh violation of a municipal ordinance relating to disorderly conduct. Um another piece to note is that these are all representative of Burlington High School um and that we didn't have anything um that came from our other
063secondary schools. uh Wisco uh Project WIN or F FRC which also um educate uh high school age students. Um next slide I just wanted to uh just explain a little bit further what those areas that we're reporting on are. Um, so just to walk through those, I have up there battery, um, and then the difference between battery and substantial battery, um, possession of alcohol or a controlled substance, and then disorderly conduct. Kind of what what is a a basic definition of those so everyone had an idea of what we were talking about. Um, final statement. As I as I was looking over these numbers, I was thinking about this just um I I just wanted to say that it in BASD uh we hold our students to a high standard. Um we we expect a
064lot of our of our kids here um we expect them to be good humans. Um and and I want to explain that in the way of we expect them um to treat others with respect. That's one of the pieces that we um talk about that we speak about in our schools. Um, I've I've spoken about that several other times in different presentations here. Um, to be prepared for their school day and for the responsibilities that that holds. Those are important things that that we hold for each of our students. Um, and then just as an administration, we we work with not only that student, but the family um with our progressive discipline framework. That's a piece that that we work on each year. we collaborate with other administrators to make sure we're on the same
065page and that we're following through um behavior or situations in the school consistently. Um those are pieces that that we hold as as special and meaningful to um ourselves as a staff. Um, so I just wanted to make sure that I said that before um I opened it up for any questions. And hearing none, then um on a yearly basis, you can expect me to come around this time of year, report out on these pieces, and then if there's any questions or thoughts, always feel free to reach out and we can speak further. You know, before you go, I'm sorry. Um is there any particular months that seem higher than others? I would say in the data that we had pulled out um we had seen um kind of bookending the year. Um so we
066had seen higher numbers in the beginning and at the end as far as citations go. Um and I would say that when we look at uh our secondary schools that at the beginning of the school year we tend to see a little bit more behavior. end of the school year as students are preparing to leave school, we see a little bit more behavior. Okay, so th those would be the higher points, but I didn't see any spikes in the middle of the year that drew any attention um or any means for us to um operate differently. Um but as I'd stated previously, we're going to be looking at this quarterly and then trying responding to what we're seeing um uh with solutions that make sense. Thanks. Okay. Thank you. All right. Thank you. Thanks, Chris.
067And the next item is going to be the ongoing policy review first reading. Paul, so these are the following policies that we covered um for first reading. The first one is 0168.1, which is the meeting minutes. Um mainly this was technical corrections to titles and locations. Um there's the the documents are going to be permanently maintained and accessible at the district office. Um and then the important thing here is the minutes shall show only date, time, place, board members present, members absent, and any decisions made at the meeting open to the public and the purpose or purposes for which a closed session is called. Um additionally, we're no longer posting them in the newspaper. uh that was costing us about $3,000 a year um and is not necessary. So um took that out of the
068policy as well and they are available to the public uh if they so wish. The next three that I'm going to talk about are all basically the same policy. It just affects different um working groups, I guess you could say. Mhm. Um policy 1130, 3230 and 4230 are ethics and conflicts of interest. Uh the main intent of the change prohibits employees from engaging in any employment, consulting, advising, or professional activities within organizations outside the district during contracted hours. Um this restriction applies regardless of whether the employer receives compensation for the activities. The employees though can uh or must first obtain approval from the superintendent before engaging in any of these outside activities. Um also one major point was no direct supervision of a relative employed by the district or contracted by the district. So those
069were the two major changes to that policy. Uh the next one we actually discussed just prior to with uh 2210 which is curriculum development. The main thing here is the 10-year curriculum plan and the progress reports to the board annually. We discussed that quite a bit during the meeting and that's where we settled on the annual update. Um policy 2270 was religion and curriculum instructional activity shall not be permitted to advance or inhibit any particular religion or religion generally. Teachers shall forward requests for religious accommodation and instruction to the principal. uh a student or parent of a minor student may indicate that lesson content or activities conflict and the parent through written request may have student excused from the lesson. Um parents and students shall be provided an annual notice regarding the contents of this
070policy. The next one is 2271.01 which is the start college null program. A student is not eligible if identified as a child at risk per policy 5461. The district will cover course fees and book costs for the technical college courses as long as that course is not similar to the one that the district already offers. A student/parent are required to pay for the amount paid on the student's behalf if the student receives a failing grade. The next one is policy 2416 student privacy and parental access to information. Um the purposes of this section personal information means individually identifiable information including a student or parents first and last name, a home or other physical address, um telephone number, social security number. It does not apply to the collection, disclosure, or use of personal information collected from
071students for the exclusive p purpose of developing, evaluating, or providing educational products or services for or to student or educational institutions listed below in those in the paragraphs. I didn't list all those, but if you're interested, um, the next one is 2440.01, which is the summer or interim school attendance. Uh, it's a new policy, so everything is new. The board may establish minimum attendance requirements for classes taken during summer, and parents must notify school when a student will not be present. Policy 9270 is a homebased private or tribal schooling policy. The main change here is the board may allow any student who is being educated at a private school or at a tribal school within district boundaries to participate in the district's extracurricular programs provided that there is space available. But BASD students will are
072always given priority. So it basically allows the homebased private or tribal schooling students to participate in our extracurriculars. That's all I have for policy updates. Okay. Any questions? Good job. Thanks. He always does a nice job. Right. Okay. So, now we are at the items for action portion of the agenda. The first up is um the 2025 2026 academic standards. Yep. This is uh super quick and easy. If you want to get ready, uh, cue yourself up, Bridget, you can. This is just every year the school district has to come to the school board and have you approve that we do use the DPI adapted academic standards in for all of our courses across the district. So, it's kind of in alignment with what Kristen was just talking about. So, DPI puts out standards for
073every subject area. We're saying, "Yep, we follow those." So, this is needing board approval that we align to the Wisconsin academic standards for the 2526 school year. That's it. So, we need approval of that. Oh, were you presenting? No presenting. I move to approve academic standards. Thank you. I'll second it. Um, the motion has been seconded. Any discussion? Hearing none, I'll call for the vote. All in favor say I. I. Opposed. Hearing none. The motion carries. Thank you. Yeah, no problem. I'm sorry. I'm sorry. Yep. Okay. Next is uh certified staff and or I'm sorry, certified staff sub rate update for the 2025 2026 school year. Thank you. So um what I have on the slideshow is what you also have in your board document. I just put it on a slideshow so you had
074for purpose of visibility. So I want to share a couple um data points with you before we talk about the recommendation. Um and this came out of conversations we had with staff as we talked about attendance and had other conversations this year and what are some of the things that they're looking for us to help provide. And one of those was um more quality subs to fill in for them when they have to be absent. So the thing I did want to share um because we talk about absence is that overall the district rate of absence from the 23 24 school year to the 2425 school year it did actually decrease. So you can see that first um section is the overall absence rate. The next section is of the people who were absent, how
075many required a sub and then of that you notice the number does not go down quite as much for the percent of change from who needs a sub to was that opening filled. And then you see in the final column the increase of internal subs. So what does that mean? External subs I defined as a substitute teacher that we've hired for that purpose. Internal subs are teachers subbing for each other. So if you think about a period sub giving up a lunch or a prep time to come in and cover for a colleague who has to be absent. So we saw an overall decrease but we saw an increase in teachers subbing for each other. The other piece I'll share with you which you see on your document is you think about the stabilization of
076the subpool. So the blue um run line shows us the previous school year 2324. You can see there's pretty good stabilization of what is represented here. Subs coming in from the outside as substitute teachers and subbing for certified staff who require a sub. as compared to the red line which is this past school year lot of variation right so you see um sometimes where the sub rate was below what we were looking for and so you see that there's that up and down which is a problem because that means we don't necessarily have a lot of people in the system to fill in for the people who are absent questions on any of this so far those are just the subs that you've already vetted or are on Yep. Yep. These are all the subs
077that we have in our Red Rover system. Yep. Correct. If we ever thought of uh having a contracted subs, I know a lot of school districts do. Yep. That is something we explored. Our feeling was this year. Um that change is probably going to be too much. We want to make sure we're um Kristen was referring to that earlier with curriculum. So, that's something we'll probably look at for next year. You're right. A lot of the um districts around us use um like teachers on call is a subservice that's out there, edge of staff. Um that is something we looked at. Um but for now, we'd like to just make a recommend recommendation to raise our sub rates, increase the subs that we have in our pool and then perhaps move on to that for
078next year. Thank you. Yep. So despite less need for subs, we weren't feeling at as high of a rate. Yes. Okay. So, it's sort of like if you think about um less people were absent even with a really bad flu season. We had a lot of people gone um but we had less people gone overall but still had a need for teachers to sub for each other which is what our current state is. That's there's some instability. Um you'll see from the next slide and from what you have. We do not have a lot of subs who work more than 29 days in a school year. Um, so you know, we had that increase in that internal fill rate. So, we're coming to you with a recommendation. What are we looking to do? Increase more
079subs coming in, stabilize the pool, reduce having to mandate teachers subbing for each other. And then also, you know, our absence rate did go down. And so, part of what we want to do is say we recognize that and we want to offer, you know, more and that quality of substitute teacher that we're looking for. So when people do have to be out of their classroom that they feel comfortable and confident they have someone who is qualified and is a good sub. We have that now. We just don't have enough of that. Okay. So finally um you can see there's a lot of information here. Um I used the 2324 numbers because that absence rate was overall higher. So I wanted to make sure we had a little bit of a cushion what we thought
080that impact would be. So, um, the first yellow column is highlighted. We have three different sub rates we offer. Um, $125 a day to which was, um, almost the lowest in our conference. If we were comparing ourselves to other districts, that's actually pretty low. Um, and then next up, we had $145 a day. if you did 60 days or more. And then we have some um substitutes who do long-term subbing, you think, for you know, someone who's out on parental leave or things like that. I'm I'm sorry, I had a quick question. Yep. So, if I work is it you have to work those days consecutively or just that many years out of or that many days out? They tend to be right now they they tend to be consecutive because they're they tend to
081be subbing for individuals who are gone for a certain amount of time, but it does not have to be that. That tends to be what the pattern is right now. So you can see right, you know, if you look at that 23 24 data, a lot of our subs are 29 days or less. Would it only be for that slot? So let's up to 29 days you get 125 and then from day 30 onward or so for the way we have it now, once you hit 45 days, your wage goes up. But until then, it's only the $125 a day. So, what I'm recommending is that we take that base wage, make it $135 a day, but after 30 days, you make a jump to 155, which that would actually put us towards the top
082of the conference. Um, and is, I think, a palatable number, but that will make us more appealing and incentivizes someone to say, well, I'm not just going to stay for 29 days. I'm going to stay for, you know, up to 60. And if they choose to go beyond that, we have the rates go up accordingly. We have about three or four subs who are here almost every day. So then in contrast, the starting salary for a certified staff member this year works out to $271 a day. So we're still below what you would have what you will see from our permanent staff. So overall impact with this recommendation off the numbers from 2324 which if if you recall were higher than what we saw this past year a little under $50,000 which is right around
083in the range of one certified staff member at the beginning of the salary schedule. So that seems like a reasonable impact given the increasing the potential to have teachers not having to give up a prep time or a lunchtime in order to sub in for a colleague. And then part of this recommendation also includes applying that 4% increase. If you do need to fill in for a colleague or we do have to use a period sub, we also wanted to recognize that that hourly rate should go up by that 4%. So overall impact is about, you know, $51,000. What's that last part, Bridget? Say that again with the the 4% increase. The 4% increase. So we do have a wage that we offer if a teacher does have to get mandated to sub in for
084a colleague, they get that hourly wage that's up there. There's difference. This is an average of that. So that 22.92 there, that's under the current rate slash day at the very bottom, the $22.92. So if I have my prep period and I'm a teacher at the high school and we don't have enough subs in the building, the secretary calls you and says, "Hey Paul, I need you to sub seventh hour for Kate." Um, and I have I give up my prep to go cover for Kate because we don't have enough subs in the building. But we pay teachers to do that. So, they're getting that 22.92 to go cover for that classroom. Are they given a choice or does it um Yes, we try really hard to um do choice um always. Uh what tends
085to happen back I even think like as a former teacher myself, uh Lois at the high school just knew I would do it. So, if you get down the line and it's like, oh, we'll just call them because we know they'll do it, right? So, there's certain teachers that for sure will always do it. Um, and Amy at the high school did try to put a system in place where there was a rotation um so that the same people weren't always getting asked and trying to rotate it to make it more fair. But again, yes, we don't really um we we strive not to mandate it um and more so have teachers say, "Yep, no problem. I'll cover." We have some staff actually that intentionally do that where um when they know they're going to
086be gone, they already lined up their subs with each other without needing a sub. Um which is great that they're doing that, but it also taxes our teachers, right? Because they're not getting their, you know, 50 minutes in an 8 hour period where they're not um with kids. So, um, that's what that that's what that rate is referring to. So, what Bridget just said is the proposed is to increase that from the 2292 to 2384 by just mimicking the 4% teacher uh increase that we gave for CPI. Well, can my my comment was if we can't get anybody they have classes together, haven't they? Yes. piano student that told me, "Oh, we had, you know, 60 kids in our class today because there wasn't a sub, so we all had to be together." And I
087thought, "Oo, not much." You know, that's tough. Yep. And if they take a double class like that, then they also get paid this the rate, the 22.92. So, anytime a teacher does that, and they could do that systemwide, it's more common 612 or 512, I should say. Um, at the elementary, it's not very common to see that. I mean, it's rare that you would have first grade teachers say, "Sure, I'll take 60 K first graders." Right. Um, but when the high when the secondary is willing to do it a little bit, it does free up subs a little bit to help at the elementaryaries more. Um, so that in the location where you could have teachers covering each other, it works at the secondary level, not so much at the elementary level. Um but again
088not something that we want to sustain over time because we know that it's a burden on staff but we do yeah but we do want to acknowledge that they should be paid for for doing that. Did we recently increase the um sub rate or did we just talk about possibly doing it? I can't remember. Yeah, good question. So we have talked with the personnel committee probably couple times in the last 6 months about increasing it but we had not in we did not actually increase it. This is bringing it here now to do that but yes we did bring it up that we think we need to move in this direction. I feel like we just talked about this not that long ago, so I Yes. Okay. I'd like to make a motion to approve
089the recommendations for subpay changes. Second. The motion has been seconded. Any discussion? My only question is um this we're able to fit this into the budget with no concerns or issues. Correct. Awesome. Okay, don't worry. We ran that by Ruth. I already approved. Yeah, definitely. Ruth approved. Yes, definitely Ruth approved, but wanted to put it out there. It's a fair because it's a good question. Great question out there. So, um, so no one can come back and ask a question later. So, all right. Um, hearing no further discussion, I'll call for the vote. All in favor say I. I opposed. hearing none. The motion carries. Thank you. So, keep an eye out for advertising because that means we are looking for substitute teachers and we have a new improved rate. So, spread the word. Thank
090you. Thanks. Thank you. All right. So, we will do um committee updates and I'll start to Noah. uh for personnel. Yeah. Uh we met this past Wednesday um for personnel committee discussed resignations, terminations um and appointments for certified and non-certified staff. Um and then our next meeting is going to be um September 3rd is next personnel committee. Thanks, Peter. Yeah, the finance committee met on July 28th. Um, we discussed a number of topics, um, including the long range future operational referendum. Since we're only on a three-year operational referendum, we already need to start planning for the next referendum. Um, it's difficult right now to make any um definitive plans because we have such incomplete information. We discussed the impact that the state bianual budget will have um with no increase in general school aid and
091this is going to lead to an increase in property taxes and it's going to be important that the public knows this um and this is partially offset. there will be an increase in special ed aid, but it's still the the overall increase of or the uh effect of the no increase in general state aid. Um, inevitably lead not just in Burlington, but around the state's going to increase property taxes. And this is despite the state having a $4.2 billion surplus right now. Um, so it's kind of hard to to hear that information. Um, and increase in voucher funding. So, it's it's kind of a it's it was it was interesting meeting. Um, we're going to continue discussions at our next finance meeting on on September 15th. And then there's there'll be a board workshop s
092shortly thereafter as we get further into operational referendum planning and um getting ready for our annual meeting. Thank you, Peter. Um, the buildings and ground committee has not met um in a couple of months. I think we'll get that on the schedule for Yep. We were just waiting for Mckinstry data to come in still. So Mckinstry is the strategic planning group that's helping us really uh look at all of our buildings and figure out how much everything costs us and and putting everything on the map right in regard to how much money should we be spending when. So we are continuing to wait for that uh in order for us to meet with buildings and grounds. Keep you updated on that. Do we know how far along we are with the assessment? I'd say we're
093only like a month in. So um the they estimated uh about 3 months to get the full data. Mhm. Right Paul. So we met uh July 24th for the policies that we just going to review today and then we have another policy meeting on August 21st where we have like 30 some policies to review. So next meeting will be exciting. Rosanne teaching and learning nothing school year is coming so we'll be doing something exciting then and Kate and board governance and communications we had our meeting um on July 15th we did talk about the SWSA membership meeting content kind of reviewing all of the um impacts to the state budget and we're also talking about um what the impacts of the state by annual budget will mean for communication. So, more to come. Thank you.
094Um and then there are the future meeting dates. Um a lot have been mentioned already, so I won't um repeat those, but I did see um the SWSA membership meeting for September 9th, but we do have one here in August as well. At least that was what was on my calendar. No, we do not. They do not hold a meeting in August. Okay. I'll look at your calendar and make sure that we're accurate on that and email you back or nor will drop in off office hours. I don't know. Oh, that's just drop in office hours. Yep. So, that one's because we're new members. Okay. If you want to drop into that meeting and ask questions of them like, "Hey, how does this meeting work?" You know? Well, um, then you're welcome to do that,
095but it's only for new members to the group. Is that meeting on the on the 19th? Yes. Okay, that'll make sense. I want when you pulled it up. Thanks for the clarification. No problem. All right. Um, I have something I want to say about meetings, if I may. Sure. Uh, September 23rd is region 13 meeting for WSB and it's going to be held in Burlington at the Vets building and it's wonderful for schoolboard members to get together with other school boards in this area. There'll be several several there. There's a workshop beforehand if you want to attend and there's a dinner and then the meeting from region 13. You learn a lot. So, I wanted to say that. And then if I could just say one more thing that has nothing to do with meetings,
096but you all get the magazine for WB. Well, in the magazine is my article about declining enrollment. And that was written by a graduate from Burlington High School who now is a member of the staff up there. And I happen to have him in second grade. So, that even makes it more fun. But anyway, he's doing a great job and I thought it might be fun just to know that that he's doing a lot of the articles. So, and the one this Yeah, the one this month is on declining enrollment. It's a good article. Thank you. Thanks, Rosanne. Rosanne, do you know when the meeting is on the 23rd? Pardon? The meeting on the 23rd. Do you know the time the workshop and the meeting started? It's coming up. You didn't get anything on it
097yet. The letter or I'm If I did, I didn't see it. Rosanne. Okay. Well, can send I'll take a Yeah. I'll I'll get I'll get that. It's here in Burlington, too, right? Pardon? It's in Burlington. Yes. Right at that building. Okay. And they'll have it um catered by Stools who never have a bad meal if you like to eat. So, uh it should be fun. You learn a lot. It starts at 4:30, Peter. And then 6:30 is the dinner. Um I get the email came on Monday, August 4th. August. Roseanne. It's Roseanne's the one that sent it. Excellent, Paul. Thank you. So, I hope we can all make it because it's not far for you to drive. All right. Anything else from anyone? Hearing nothing. I will call for a motion to adjourn the meeting.
098So moved. Second. The motion being seconded. Any discussion? Hearing none, I'll call for the vote. All in favor say I. I. opposed hearing. None. The motion carries. Meeting is adjourned. Thank you. You have to register for that or you just No, you have to register. Yeah, you have to register for that meeting so they know how many