DASD Regular Board Meeting - May 11, 2026

001In accordance with board procedure BP5, this meeting will be livereamed and recorded and can be viewed on the DASD YouTube channel. So, it's six o'clock and I'll call the meeting to order. Rebecca, was the meeting properly noticed? >> Yes. >> And Ann, can we have a roll call, please? >> Sure. Janberg, >> here. Brian Coker, >> here. >> Sue Esser, >> here. Jeff Han, >> Linda Lenhard >> here, >> Gassy Lewis >> present. >> Gail love >> here. Stephanie Sar >> here. >> Megan Taylor. >> Thank you. Brings us to 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. >> That brings us to the mission, vision, and equity

002statement. >> All sitting in front of me. The mission of the deploy area school district is to provide an excellent education and engage, challenge, and inspire all students to pursue their full potential. The vision statement is that a fourth school district is committed to a culture that honors knowledge, instructs individuals, demands excellence, fosters lifelong learning, and supports relationships that strengthen individuals, families, and community. And our equity statement is we believe every student can learn and deserves equitable access to high quality rigorous and engaging learning opportunities. So we will ask questions, foster relationships, manage resources, and create systems to increase and sustain access, equity, and safety for all. >> Thank you. That brings us to approving the agenda. Would somebody care to make that motion? Okay, we have a motion. Do we have a second? >>

003Second. >> A second. All those in favor say I. >> I. >> Any opposed? >> That motion passes. That brings us to an announcement by the chair. The board of education may convene into close session following the regular board meeting for the pro purpose of deliberating or negotiating the purchasing of public properties, the investing of public funds, or conducting other specified public business whenever competitive or bargaining reasons require a closed session in accordance with Wisconsin statute 19.851E and 19.85 821 contract negotiations. That then brings us to item A in board business, board education on roles and responsibilities of board members with attorney Tess O'Brien from Running Lewis and Lacy. >> Hi Tess. Thank you. >> Hello. Thank you everybody. Um it is first of all certainly a pleasure to be here and um thank you

004for accommodating the schedule tonight and my daughter just graduated my last and final uh daughter just graduated from the University of Miami in Florida and so I am in the process of moving her out. So um I appreciate the flexibility and being able to talk to you from Florida where I will say the weather is awfully nice. I'm I'm thinking this might be a good idea for for all trainings and um and meetings, but I I'll see how long that's indulged. Um it is always my pleasure and and I say that honestly to to come before the board to spend time with you to talk with you about your roles and your responsibilities. Uh I have such an incredible amount of admiration for individuals and school districts, certainly board members. Your tasks are hard. The

005issues are challenging. I know that. Uh you're in the public eye. You need to know the law. You need to know the uh finances and budgets. You need to have information about your district. The tasks are really great. And and so I just want you to know that that I appreciate that. And um and I'm really honored to be trusted with your legal work and to be presented to you tonight. So, I want to start out and and I I know in the past as we've gone through a lot of these, some of these are the same things that you've heard before and I and I will spend some amount of time on those. I also want to touch on the legal updates as well because as we know there have been lots of them

006that have certainly a lot of new legislation that has uh come forth from the legislature and I want to hit on that as well. I also want to talk about a couple of issues that I think come up time and again for all boards just in terms of closed sessions, confidentiality, uh communications, walking forums, open meetings, those are always an issue and always things individuals have questions about. So, so I want to spend some time there as well. the basics. Um, just talking about the basics. Obviously, when you come in as a board member to a school district, an elected physician, you come in and you take an oath of office, and it seems like a sort of a procedural thing that that board members do, but it's important. It's important to know that when

007you become an elected official in on a school board, you swear to support the Constitution of the United States and the Constitution of the State of Wisconsin. and you uh you agree and you promise to impartially discharge the duties of the office to the best of your ability. And I don't go over the term impartially loosely. That's a tough task. Everybody comes to the board as a member of the community. You've got interests. You've got opinions. You have uh things that you want to see happen in the district. And and oftent times you are called to sit at a board table where there are a lot of different opinions, right? And you are asked to consider information to be apprised of what the state of the law is to know what your role is and

008to discharge your role impartially and impartially for every single child and student in your district. And that's particularly challenging. And I know when you come on to the board as a parent or you come on involved in some other matter that that you represent all of the interests in the school district and you are called upon uh to discharge those duties impartially. I have no doubt you do, but I do like to just stress it because certainly as as we've talked about before and when I've come to you before and spoken, these are tough times, right? There are differences of opinion that span a gap that's larger certainly than I've ever seen. And I I feel like I've been doing this a long time in almost my 60 years of life. Uh and and it's

009there are really strong opinions on all sides. And I know as we've talked before, it's so important to come and listen and keep at the forefront the students that are in your district, the interests of your school district. You are also trustees, school board members. You're trustees of the school district. You have to act in the best interests of the district and never for your own personal interest. And the statutes require that. Certainly, there are statutes that we'll that we'll touch on here where when you've got conflicts of interest or you've got monetary interests and things, you have duties to assess those, disclose those, and step down when you've got a conflict of interest and you can't exercise your duty impartially. or you can't exercise your duty without giving the impropriy or the appearance of

010impropriy. You are dealing with taxpayer money, right? You've got the public purpose doctrine. You act in the public purpose. And so, uh, as trustees, you owe an undivided to the public to serve in your position. And that's always I know that I've come before the board and we have talked about conflicts of interest. We recently talked about uh incompatibility of offices. Those issues come up all the time and and they are issues that you have to think about, work through and and make sure that that you can when you are acting as a school board member act in the best interest of the district as a whole. Along those lines, when you act in the best interest of the district, it's always important to remember you don't act as one, right? The action of the

011board is reflected in your minutes. And the action of the board is the action that the board takes as a majority or as a supermajority. In some cases, board members don't have the ability to speak for the board as individuals or to make decisions or act as the board. The board has to act as whole. The president isn't authorized to exercise any authority as an individual to supervise or direct the superintendent in your district as you have your governance model. It is the board acting as decisions. You can delegate certainly uh you can delegate tasks but it's the board that acts and the board that that acts with the superintendent and directs the superintendent. You have policies, your GC7 and your G GC8 which dictate the conduct of the board in terms of coming to

012board meetings, serving in your capacity with knowledge, keeping up to date, uh looking at what the mission of your district and the governance structure of your district. You more than many districts in the state of Wisconsin, you absolutely don't get into the we needed the day-to-day operations of the district. You have a a board governance. You delegate that to your superintendent and those operations really are carried on by your superintendent and the staff and administration um that that she hires. You have a number of different functions as a board. You function in a quasi legislative function. So you you develop a budget, you do policym, you do quasi judicial functions, you handle student expulsions, non-renewal of teacher contracts, grievance procedure decisions. When we talk about impartiality and one of the things that your district structure

013is really lends itself to is being the neutral arbitrator of decisions because you aren't part of those internal investigations, those day-to-day operations that really getting into the weeds of things. You sit as the neutral governance body that is called on oftent times to make decisions about whether you're going to expel a student, whether you're going to nonrenew a teacher, if you have to go through a grievance procedure. And the way that your model is set up, it it lends itself to making that easier certainly than than in other districts. But at times you are called upon to be that impartial and neutral arbitrator in various quasi judicial functions. You also have quasi executive functions, your GC3, hiring and evaluating your district administrator, monitoring your student achievement. So, you wear a lot of hats in the

014district certainly and as I said, it's a it's a big task, right? And keeping up with all of these missions and purposes and laws and regulations. Uh it's important to always stay a breast of those. A school board we say certainly when we talk about it is a creature of the statute, right? You are born of the statute and the statute gives you your powers. So the powers that are enumerated in the statute are that you are able to do all things reasonable to promote the cause of education including establishing, providing and improving uh school district programs, functions and activities for benefits of the pupils. You lead and you serve and act on behalf of the citizens in your district. As we talked about before, the schoolboard officers, you've got officers of president, vice president,

015treasurer, and clerk. And each of those officers has a distinct role in your district. You also have governance officers. And we've talked about this, I think, at the last board training, you talked quite a bit about this, that your governance officers have a unique role in your district. And those governance officers kind of have to have a strong constitution, right? because they are oftentimes called upon to ensure the board stays focused on those appropriate governance operations during schoolboard meetings. So if board members go off task from the agenda items and what's been posted and put on the public notices, they go off task and and begin to talk about things that aren't properly noticed under close session. Your model states that the governance officers are supposed to to to speak up and bring that conversation

016squarely back to those agenda items. The governance officers are to help with agenda planning, to mentor new and existing board members. You may have one or two and they may share those duties. Uh identify activities, professional development, educate board members on coherent governance, guide the board in policy review. Nobody likes to do policy review, right? It's a task that I think everybody sort of oh this collective side when policym it has to happen at any level but certainly an important part of that role. Uh participate in agenda planning to ensure that student results are the board's focus. Um and then you can see the the others in there but certainly they are what I consider as sort of your compliance officers, right? They are tasked with ensuring that you've gotten professional development, if there's new

017development to be had, that uh you've got an agenda that is focused on the things that the board focuses on, that you stay on those agenda items and that that you um remain in compliance. And so, uh again, a really those are unique positions in districts. And I think it's uh important to have somebody in that position that that knows the compliance requirements and rules and really can speak up and and talk about those. You have board committees. The GC5 states that you can create committees if they're deemed helpful to the board in the performance of your responsibilities. Committees, again, committees don't take the place of board action. They don't direct, advise, assist, or oversee staff. They don't speak or act on behalf of the board, but they are tasked oftent times with doing kind

018of that work at the at the grassroots, that beginning work to bring up to the board for the board to have a an efficient and a productive discussion out of the committee. The district administrator in your district with your governance model, the district administrator is the board's single point of connection to the district. The only point of connection with the operations of the district is your superintendent and you direct the operations of the district through that superintendent. Rebecca, Dr. T is a big job. That is a big job to oversee all of the operations and and and charged with uh overseeing all of that and being the one point and the one liaison to the board. Um also charge she's charged with the administration of the board policies. So when you talk about your policies,

019you've got a set of policies that direct the board and then there's a set of policies that directs the operations in the district. She is charged with administering those, with reviewing those, with determining if additional policies are required in terms of uh the boards certainly in your model and I I I represent a number of school districts across the state and boards. It is amazing how different boards interact with staff with administration and sort of the governance model. Again, your model it it does lend itself to a little bit easier and it it mitigates the possibility that you are going to get mired in the day-to-day operations of the district. I see that at times uh community members will call a board member and ask them to sit in on their students IEP meeting or

020community members will call board members and ask what's going on with a particular student or staff member that they've heard that is happening and and the board member will call superintendent and dictate that an investigation begin or things occur. Your model really places all of that squarely in the hands of your superintendent and the administration and the staff in the district. And so all of those day-to-day operations, those functions that are required, investigations, uh discipline, um administrative policym all of those things are are squarely in the hands of your administration. And that's how your board has set it up. That's the model that they have created. In terms of um when you talk about you as a board and your actions that you take as a board, two of the most important things to keep

021in mind and to always keep at the forefront are the open meetings law and the public records law. So Wisconsin has open governance model, right? The statutes have a default to open governance governance and transparency among elected officials. So when we talk about the open meetings law, when you think about a meeting, the opens meeting law, the open meetings law defines meeting pretty broadly and and the showers test, which is a test that came out of the Wisconsin Supreme Court, essentially has uh two pieces of it that we look at when we talk about is a gathering of board members, is that an actual meeting under the open meetings law? And why does it matter? Because if it's a meeting, you've got to post that for the public and let them know, give them notice

022ahead of time that you're going to be having a meeting and what you're going to be talking about on whether you're going to be taking any action. So, two ways to tell. The first is, is there a purpose to engage in government business? That's the purpose requirement. And the second requirement is what is referred to informally as the numbers requirement. and that there have to be a number of members present sufficient to determine your board's course of action regarding whatever it is that you're proposing to be discussed. So if you've got a gathering of one half or more of your body's membership, it is rebuttably presumed to be a meeting. So when you go to the state convention and you may go and people travel in a car, you may go and have members at

023the state convention, uh you post a notice saying we anticipate that there may be a quorum of board members in this particular location or in this particular meeting. The board is not hosting this as a meeting because they do not intend to take any action or conduct any official board business. Certainly there are times at retreats at um again state conventions and other times when the board is together but because there is a presumption when you've got one half or more of your board members together that it is a meeting you post in advance and let the public know that you may have a quorum of board members present but you don't intend to take any action or discuss any district business. There's a recent case that just came out of the court of appeals

024that talked about a negative quorum. And a negative quorum, and it's an unpublished decision, but gives some instruction about this. A negative quorum is when you've got enough board members together that they aren't a quorum to enact business, but there are enough board members together to block business. And so just like uh a a forum of board members who can come together to talk about and potentially affect the board's business, when you've got enough to come together that potentially can block the board's business, that's considered a negative forum and can also be a violation of the open meetings law. what the Great Lakes case that's cited in here, what that case uh essentially stated is that there has to be at least a negative quorum to constitute a meeting. So, if you've got nine members

025on your board and it is a majority vote and you have two members who are on a committee, it's not enough to constitute a negative quorum and it isn't. If those two members on the committee or if those two members on a uh on meet to talk about something with the district administrator, it will not be presumed to be a meeting of the board because at least it's not it's not enough to be in a forum. Um when you talk about uh board members and you talk about a meeting, a meeting we don't talk about just when you're all gathered in one room. You can have communications between a quorum of school board members through technology that may be considered a meeting because you are gathering those members. You're communicating to do official board business.

026I know that I give this sort of warning or caution all the time and what I say and and I'm certain that an I know an is great at this and I know that uh to the point to say do not reply all when she sends I mean Ann's been doing this a long time and boy does she know herself when when she sends out notices or communications to the board and says don't reply all because the open meetings law right also takes into account that that there are times when individuals try to circumvent the open meetings law they may not gather as a board but somebody puts out a note about a topic and board members reply all and how there is communication about official board business between board members and that communication can

027affect the board's business. So they call walking forums occur when you've got board members that are engaged in a series of communications with each other. You also and send something out and say okay just just respond to uh just respond to the president of the board. Then the president of the board gets what your response is and then contacts the next board member and tells them what your response is and asks for their response. So when you think about what those communications are, if if whatever your communications are that aren't taking place at a public board meeting, you always have to be mindful of a walking forum. The actions that the board takes, communications about district business between board members, things that can affect a board's actions and votes has to be done at a

028properly noticed meeting under the open meetings law. There are also uh times when communications between board members may in fact not be a violation of the open meetings law but give that perception of impropriy and and I want to talk about that just for a minute because I think we are seeing more and more when we have uh phones right when we've got cell phones when you've got individuals on computers um and you are conducting official board business. You can't be having communications with other board members via text message during meetings. You can't be having communications where you're sending out emails and board members are communicating during during board meetings on emails. You may not be doing that. And I will say I have no doubt that that you any any of you sitting at

029this table tonight don't do that. But I think one of the things you you think about is the perception that the public has when individuals are texting during board board meetings and they are board members when they're emailing and the potential that there is a perception that board members are having communications either between each other or sometimes even in closed sessions what I see are board members texting or on their uh emails or on their computers and boy I I I get really nervous about that. So I always caution be very careful about engaging in any sort of electronic communication while you are acting as a board member in your official capacity and conducting board business. And we'll talk about closed sessions in just a minute too. Um when you talk about uh the open

030meetings and and electronic communications or phone calls, the courts when they look at did this violate the open meetings law, they look at how many participants were involved in the communications, how many communications were there regarding the subject, what are the time frames in which those electronic communications occurred and what to the extent of sort of that conversation like interactions are included. included in those electronic uh communications going back and forth. Those are kind of the the things that courts look at when they determine was there really an intent to conduct Dr. George outside of an open meeting. The consequences and there are consequences for violating open meetings laws um it can first and foremost in terms of district business it can result in the voiding of actions taken at a meeting upon an action

031by the attorney general. So if action is taken and and the action is taken at a meeting that's not properly noticed uh or is in violation of the open meetings law, those actions can uh be voided by the attorney general. In addition, board members who knowingly violate the open meetings laws. There are forfeitures. You can forfeit between $25 and $300 for each violation. And districts cannot reimburse the member for the the fines. Although in that situation, the district can provide a defense. So, if the district has to lodge a defense and defend board members and and uh against an open meetings law violation, lawsuit or uh complaint, they can do so, but they can't pay the fines. So, if you're determined to have violated, those are individual fines that run to the elected official. One

032of the other important things to keep in mind as a board member are public records. People ask me all the time, is this a public record? And I always say any record that you create in your role as an official board member and you maintain is a public record. It doesn't necessarily mean that ultimately as we walk through the assessment of the public record if somebody makes a request that in the end it will have to be disclosed. But you start with the premise that a record that is maintained by a board member and pertains to official district business or district business, you start with the the premise that it's a public record. And when we get requests for public records, emails between board members, text messages, uh notes that are kept, documents that are

033kept by individuals or in the district, there's a whole series of questions and kind of an analysis that we walk through under the public records law. We say, okay, first of all, do the records that somebody is requesting, do they exist? That means oftent times trying to locate records. It's a tough task sometimes and that sometimes means going to board members and saying, "Do you have any notes on this? Have you kept any documentation? Do you have information on your phones, your your personal emails?" At the end of the day, the record, the substance of the record is what's important. It doesn't matter where it's kept. So if the record pertains to district business, it could be kept in your personal email. Can be kept in the drawer of your desk at home. It can

034be kept in the office, the district office, on your phone, on your computer. If it pertains to district business, it is and maintained by you in your capacity as a board member. It's a potentially a public record that we have to look at and determine if it has to be disclosed. So is the does the record exist? Is there any basis under the law that says we can't disclose it? Right? There are lots of them. Confidential student records, you can't disclose. Uh personal employment information about personal information about employees, you can't disclose. There are a whole host of other things and we walk through that statute to determine it. And we also look at are there laws in place that require us to disclose it. And then we say, okay, if if we hit all

035of those, now with this record, the balancing test, is the public's interest in getting the record, does that outweigh the district's interest in keeping it from disclosure? So, it's a it is a process that we walk through, but certainly you start with the premise that that record is potentially a public record that's subject to disclosure. Um, one of the things I think that oftentimes is misunderstood is that if you have a community member who writes to you about their student and they write to you and they include 10 other people on the email, they include other board members, they include uh people over at DPI, they include their next door neighbor or the head of some committee wherever, the fact that they have disclosed information about their child does not mean that you can reply

036all. It doesn't make a difference if a parent or an employee or whomever it is discloses their personal information. Your responsibilities and roles are still your responsibilities and roles to keep information confidential. And so always keep that in mind as well when you're talking about um confidentiality of records. We'll talk a little bit more about that too. Um, I I'd like to say when I talk about public records is, and I I say it to staff certainly when I do training, is it states to the board as well and administration that if you don't want to see communication up on an electronic screen in a courtroom or a hearing room with an ALJ, don't write it, >> right? Don't put it in writing. And boy, I I tell you, I underscore that over and over

037and over with clients because I'm the one who's often tasked with sifting through communications and I think this just isn't going to be great, right? And so keep that in mind and and it's easy to sort of shoot off an email or shoot off a task a a text. Um but but oftent times maybe take a day and think about it. um and and go back to it and determine if it's really something that you want to put in writing. Um a purely personal message, you send a message right by happen stance on your board email address to your child and say, "I'll pick you up at 4:00." That's not official district business. It's not going to be subject to the public records law. Um, so purely personal messages are not public records, but messages

038that contain any material that's relevant for the governmental functions and responsibilities are public records. You not only have an obligation potentially to disclose them, you have an obligation to also retain them and not destroy them. If you are a blogger, your personal blog entry can be a record. um your Facebook, right? There's a a Facebook group can be a public record if you discuss matters within board authority, even if it's set to private or to friends only. I will say this, do not post on social media with regard to district business if you are a board member. I I you have the right to speak as a citizen. You don't drop your first amendment rights at the door when you become a board member. But that line is so blurred when if you've got a

039personal Facebook account and you are posting about official district business, particularly business that you may be tasked to take action on to consider to be an impartial arbitrator with regard to it becomes really hard then to make the distinction between are you speaking as a private citizen and are you speaking as a board member. and and there is a when we get down to the social media uh part of this there's a a decision that came out that we'll talk a little bit about I know I've spoken about it before um that's right down on sub E of the the outline um before we get there and I don't know why I didn't put the social media before the public participation but um but public participation it surprises a lot of people to know it's

040not required you are not required as a board. Open up your meeting to the public and and allow them to speak to you. You are required to open up your meeting so that they can watch your deliberations and watch the actions that you take and have access to your meeting. But you are not required to allow the public to speak at your meetings. I don't know that of a board that does not allow it. Obviously, that's you're part of a community. you want the input from the public, but certainly it isn't something that is required under the open meetings law. Okay, let's talk again then about social media. So there's the the um the Lin Key versus Free case that was a US Supreme Court case that came out in 2024. And the issue that

041came up in that case is is a board member the wasn't a school board but had talked and and talked about official government business on their social media account. And when individuals started writing in about it, they started blocking them and deleting their messages. And you can't do that, right? Because if you're talking in your capacity as a board member and there is a perception that you have the authority to speak on it uh then you will you may violate others rights to be able to speak on that topic as well. So the US Supreme Court said when you're talking as a public official, you are talking on behalf of the government if you possess both an actual authority to speak on a particular matter and you purport to exercise that authority when you are

042speaking in relevant social media posts. That gets dicey right when you are talking on social media particularly I've watched it in other districts where someone will post something and then another board member will comment on it members of the public and it gets to be somewhat of a heated heated uh discussion online. If you are going to post on social media uh and you've got a personal account you're going to be talking about board business or district business. I would advise you to clarify on each and every single post that you are communicating as an individual, as a community member, as a parent, and you are not speaking in your capacity as a board member. More than that, I would just advise you not to post about official district business on your social media accounts.

043I think it really um it ultimately I I think it can undermine administration. Um, I think it can lead to discussions that you don't want to have in the community uh with community members and I I think it really just poses a lot of risks. So my advice is don't post on social media as a board member. But if you are going to, I would advise you to clarify in each and every post that you're speaking as a citizen, as a community member or as a parent. Um, confidentiality. Boy, you have a you get a lot of information as a board member and you are entrusted with that information to keep it confidential. And that applies to student records, right? In personally identifiable information about students, personal information and employment information about staff, information about

044individuals that can harm the reputation of those individuals. when you are talking about matters or when you are considering, deliberating, making decisions about things, you've got you get a lot of information as board members and it's important to recognize that you've got confidentiality requirements in a number of different areas of the law. Disclosure of confidentiality can result in prosecution, misconduct in office. Uh it can be set up to a felony um if you do commit a criminal act or doesn't have to or the district doesn't have to defend you. Um there's also a privacy statute which gives individuals a right to bring a claim for a violation of privacy. And and I oftent times when I say these things I I I see board members and I can't see your faces now, but I do

045know that individuals are I I know that people think, well, what would we be disclosing? You know, we're obviously we're not going to be disclosing those things, but boy, when you talk to neighbors and they're talking about uh an issue that's going on at school or you're having communications with another board member as you're standing in a parking lot or you are talking to the superintendent about something and others can pro potentially hear around you, keep in mind that those discussions about confidential information need to be kept confidential. That information needs to be kept confidential. um when you go into closed session, right? We've talked about tonight where uh Gail read and notified that you, the board, may be going into closed session to discuss and consider things. When you go into close session, you

046always have to remember that you've got to start in open session. As Gail did, the presiding officer has to announce it, has to announce the basis for the closed session under the statute. uh you have to take a uh there has to be a motion, there's got to be a roll call, a motion second, a roll call uh vote, there has to be a majority vote to go into the closed session. There was a case that came out of the court of appeals last year where they were talking about bargaining and negotiating and the the board member didn't feel like they had enough opportunity to have a discussion about the basis for closed session. it didn't have enough opportunity to to put their point forward that they didn't think this was proper closed session. Um,

047and so in that case, the court said there may be circumstances where you actually have to allow board members to have a motion, a second, and then a discussion about whether or not this is a proper matter for a closed session, particularly when you're talking about bargaining and negotiating. When you go into close session, and I know it's it's tough sometimes because discussions sometimes can encompass a lot of things. When you go into close session, your discussions, your voting, right? It has to be only with regard to the topics that you have notified the public that you're going to be talking about. So, your discussions in close session need to stay to those agenda items that you went into close session for. And that's where your governance board member comes into play, right? You start

048going off into discussions that don't that go beyond what's on the agenda. That's when the governance member should step up and say, "This is going beyond what's posted. We need to come back and and focus on what the the reason that we've gone into close session." Voting in close session doesn't happen often. It can. The statutes allow you to vote in closed session if voting in open session once you come back out would compromise the purpose of the closed. So if you are going into close session to handle an expulsion, you're not going to come out into open and say we are expelling so and so made that decision. Or if you go into close session to talk about negotiations for the purchase of property, for example, and you authorize the district administrator to uh

049make an offer at a certain amount or that you'd only go to a certain amount or whatever it is that you may be discussing or authorizing, those votes may be properly done in close session. Keep in mind, if you're going to take a vote in close session, it has to be noticed on the agenda. So your agenda has to say we're going into close session to discuss and consider these things and the board may take action on the matters discussed in close session while still in close session. So that has to be included on your notice. In addition, if you plan to come out of open in close session and take action in open session, your agenda has to state that. So, you've got to state that the board may reconvene in open session to

050take action on matters in close session. So, you've got to make sure and I I I say this knowing full well again that Ann knows all of these rules backwards and forwards and so I don't worry about divorce. Um but certainly certainly good things to always keep the forefront um when you're talking about the confidentiality of closed sessions. um closed sessions. The reason you go into closed sessions is that you can have discussions that are candid discussions with board members and and it's it's sort of a it's a sacred place right in closed sessions where you're having these discussions. And it's important really important to keep in mind that the discussions that you have in closed session are meant to stay in closed sessions. You don't have the right to record closed sessions. Uh you

051don't have the right to tell people what happened in closed sessions. The con the information that comes and is shared in closed sessions, those deliberations, those those discussions are meant to stay confidential until the board makes a determination that they are no longer confidential. One thing I do want to note um is that things can happen in close session and that that are kept confidential. But certainly if there is a lawsuit, the board gets in involved in a lawsuit where the board is a party to the lawsuit, the law does allow in discovery litigants and parties to ask about what the board talked about in closed session, information about closed session. So closed sessions aren't kept off from discovery although we fight it. Um but but in discussions that happen in closed sessions certainly there

052may be possibilities that they are not kept confidential if you ultimately get enga engaged in litigation. Um obviously number six and seven on here when you talk about close session it really does undermine um the trust and board member willingness to discuss items. So, it's it's really important to keep the close session um closed. As I had talked about before, I get nervous when I see individuals texting in close session. And I think for a number of different reasons. I I think it just the the appearance of it. I think sometimes it can chill discussion if other board members believe that you're texting somebody outside of that close session and providing information. Um and so I I'll also would be very very careful about that. And and when I see that in a meeting, I

053I I just oftentimes will remind board members and I'll say, "Boy, you know, it's I would advise that you you don't text while the board is in the middle of a a post session." >> Um consequences for failure to follow board policies. There's misconduct in office when you perform an act knowing in it's in excess of your authority or it's forbidden by law. There are criminal consequences. There are monetary consequences. Um there's censure right there is a board. If a board believes a board member is acting outside the scope of their duties, not in the best interest of the district, certainly they can bring what's called a public center. It's a par parliamentary procedure essentially where the board formally announces to the public, we are reprimanding one of our members. individuals are elected officials and

054I I sometimes will get a complaint that says you need to kick that person off the board and I always say they're an elected official. We we don't have that authority. No board member has authority to kick another board member off as an elected official. The public can do a recall. There can be a removal for a from a judge for cause. Uh but board members you talk about what what's the board's recourse for a board member that is acting either outside the scope of their duties or improperly. Uh are are various steps. You can create small committees to make decisions that don't include that board member. You can take those board members off of uh take them off of the executive committee or or don't allow them to be officers. Can't take them off

055of the board. Um, so your recourse really is to just publicly reprimand them and let the public know that you don't agree with what you need. >> Um, okay. I want to talk a little bit about the legal updates. Boy, there's there's a lot going on at the legislature. I'm sure you've seen certainly that Governor Ivers and legislature came to an agreement on uh the surplus funds and that included uh some amount of the tax rebate. it included some amount to general uh general aid and then it included I think it was can't remember exactly 300 million or >> some large amount for special education. So um certainly that was big news today as that comes down the pipe. But there's a lot that's come out of the legislature. Um there's a lot of decisions

056that are important and I'm I'm sure I'm not hitting all of them, but I wanted to talk about ones that I know are big discussions. Um, one of them being uh the state of Wisconsin versus KRC. It was a uh a case, a Supreme Court case where a 12year-old was questioned by school officials and SRO's. And that's always right. We we talk about that and in the DOJ has a safety manual that they talk about when do you step over the line and when does an interview of a student become a custodial interrogation such that you'd have to issue that the police officer or the SRO would have to give somebody their Miranda rights in order to uh preserve that evidence. And in this case, the 12-year-old the court decided was under custodial interrogation for

057purposes of the Miranda um when he made statements to law enforcement at school and his statements have should have been excluded from his criminal trial. Um in that case, it was it it was an interesting situation, but I think ultimately the prevailing thought was that the police officer stood by the door in in that last interview of the student. So, the student was potentially the uh was potentially the the individual that engaged in um in criminal conduct and the police officer stood by that door and the student believed that they didn't have a right to leave. But there are situations where I know in Title N and we talk about police officers come in or your SRO sits in and does an interview of a student with the title N coordinator or with the investigator.

058sometimes and and depending upon the age of students it you know students may feel that they don't have the right to leave. So there's always that that kind of gray area and and so be aware of that. Um in terms of SRO's uh and in terms of an investigations and I think I'll just say I've worked with um Miss Cavage a lot in terms of of investigation that she's done and and certainly that's always she's always mindful of that. Um and it's kind of walking through of the investigations and who's conducting them and when are you conducting them and um and things like that. Certainly, I think that gave a chill to everybody um when that when that case came out. Um another important thing that came out is ADA accessibility. There was going to

059be a requirement that your websites uh things in terms of the your streaming um had to comply with the AP accessibility rules. That date has been pushed back. Um the date's been pushed back. So for for entities of population of 50,000 or more, it's been extended to April of 2027 and less than 50,000 extended to April of 2028. That can be a big task. Let's just say that when you look think about your district website and making it there's WC A, it's called the WG uh standards. Um those weighing standards can require uh closed captioning. They can require um things so that screen readers can read documents uh can describe pictures there. There are requirements for individuals who are visually impaired to be able to turn contrast down on screens. There may be voicetoext requirements.

060Um, so those those are big tasks and and it's interesting that was a huge issue about 10 years ago with the Office for Civil Rights where individuals were filing complaints and people were scrambling to be all of their their district websites and links and everything accessible. Um, and that slowed when the Office for Civil Rights said there's no way in the world we could monitor this and keep up with all of these. So they sort of went by the wayside. Um, but those ADA compliance requirements then came back up and I think um, you're realizing that they're pretty big requirements. So, they have extended the timeline for making sure that your district is in compliance. So, I'm I'm guessing that you're your IT are well aware of that and are working on that. Um, and

061making sure you're in compliance. Um 2025 act 42 another big one the use of prohibiting the use of wireless communication devices during instructional time. It requires school boards to adopt a policy that prohibits students from using the personal wireless communication. So from using their cell phone devices and other things during instructional time. You've got to have a policy by July 1 of this year and by October of this year, you have to submit your policy. And then every year thereafter, October of 2027, um, and every October one, you have to notify if changes were made the prior school year to your policy. Act 57 is the parental notification of alleged sexual misconduct um by a school staff member. It requires school districts of charter schools, private schools to notify the parent or guardian if they

062receive a credible report of alleged sexual misconduct by a school's staff member. The notification has to be provided by the end of the day on which the credible report is received and applies to pupils alleged to be victims, targets, or recipients of alleged sexual misconduct. uh to satisfy it, you have to provide the notice in person or by phone, including a voicemail. If you get a report on a school day after the end of your scheduled instruction, you have to notify the parent by the next school day. And then the act goes into more detail than what I provided in here, but it does specify those conditions under which a report is considered received by a school. So certainly a a big requirement. Um, act 89, policies on appropriate communications with pupils. It requires school

063boards and the governing body of each independent school and private school to adopt a policy on appropriate communication between employees or volunteers and students by September of 2026. It has to apply to communications that occur during or outside of school hours and include standards for appropriate content and methods of communication. also that policy has to include consequences for policy uh violations and and I'll say this is an issue that comes up over and over and it it comes up more than I would like it to certainly and I I spend a fair amount of my time involved investig in investigations where staff members um are having communications with students that that are arguably not appropriate or are at times of the day that are not appropriate or not squarely focused on the district business or

064what's happening with regard to the student at school or in school or pertaining to school business. and and I've been a big proponent, even though I know it's challenging, of giving pretty strict parameters to staff to say, "Here are the platforms the district has vetted for you to communicate with students on, platforms that the district has the ability to see what's being communicated." And that's not just for the for the students safety, but for staff. And it it's really hard to to dig your way out when you've got communications after communications after communication with a student. You sort of presume that those are not proper and then staff have to have to be able to show that they are and it's just a situation no one wants to be in. So I'm as much as

065all of these these various laws are more requirements and can be tedious, I think the basis for them is is really a good basis and something that both keeps in mind staff members interests and students interests. Um the act also requires DPI to develop training in identifying preventing reporting grooming and professional boundary violations and make it available to schools free of charge. You've got to provide training to your employees in identifying, preventing, and reporting grooming and professional boundary violations. Again, really, really good requirements in terms of talking about this, providing training, giving examples, making things clear. It's a hard time to be a staff member in districts, right? It's hard to be a teacher and individuals who care a lot about students. Boy, they get, you know, people get into education because they want to

066make a connection with their students. And sometimes making that connection is having communications and listening to them and and sort of being their mentor and walking by their side. And it's tough. it's tough to to kind of make those um kind of discern when something moves into a category that that is just a improper or at least gives the appearance of impropriety. So I will be interested when we see that training and what comes out and and how DBI identifies grooming. There's not a perfect definition, right? It includes a lot of different factors and it certainly includes some discretion and looking at all of those things and making that determination. But I'm I'm hopeful that there'll be some clarity with it. Um the 2025 the act 88 creating a crime of grooming a child. It

067is now a crime of of grooming a child and it is a new crime in state statute punishable by felony specific to grooming a child for sexual activity and it prohibits any person from engaging in a course of conduct. A pattern of behavior, a series of acts with the intention to condition, seduce, solicit, lure, or entice a child to engage in sexual intercourse or contact, produce, distribute, or p possess depictions of the child um engaged in ex explicit conduct. Keep in mind that you don't have to prove that this course of conduct was for the purpose of conditioning, seducing, soliciting, or luring. It allows you to look at a series of conduct and say, "Boy, all of these things, a staff member has given gifts. They have been alone. They've given personal rides. they've uh

068violated policies that require uh professional boundaries. And when you look at all of those things together, they it allows you to make a determination that the acts when they are all put together indicate that uh it is likely they are for the purpose of fing. I I have been involved in a number of different cases now, more than one, where police have said we don't aren't going to charge for this behavior. uh because or the staff member's conduct, but right now because the statute hadn't yet gone into effect, but had it been in effect, we certainly would have. So, I think we we've already seen um at least one case where the staff member has been charged and I think we are going to see more. I did include a link for you in here

069or at least a um just thinking you're printing these out, but Ann has as well. um the DPI has a great document with all of the the new legislation and gives links to it and gives information regarding it. So um so I did want to just hit on all of those and and bring your attention to that happy to take any questions but on any particular issues but >> do you have any questions for tests or clarifications needed? It's a lot of information. I know it's a lot of information all at once and I'm sorry. I was gonna try to keep it to 30 minutes or 45 minutes as I told Ann, but once we start getting into all of it, I' never let a lawyer speak. >> If there's no questions, we can certainly

070let Tess go. >> Okay. Have a good night everybody and thank you very much again. >> Okay. All right. That brings us to item B, presentation and possible approval of board policy OE10 learning environment. We 10. >> Yay. >> All right. I'm g start with the learning environment. Oh, we 10 to navigate. >> I got it. All right. So, >> we're gonna figure this out. >> All right. >> So, O10 learning environment in in the next one. So, some of the things that strengths in the board report is our we did overall we have below the state average and we also increased our participation on the student engagement survey from the previous year. um opportunities to grow are still looking at the chronic absenteeism while our overall is below the state average continuing to look

071at the subgroups and additionally looking at the some of the subgroups for disproportionality when it comes to suspension data. We did have overall 12 indicators on the report that were above the benchmark, six that were below the total 18 indicators. This chart outlines all of them. go through and read them for you. Sorry, you do it. I don't know why I'm trying to. All right. Um, there's a lot of different data that we pull in for this report for report. So, as you can see, suspension, expulsion, student engagement, participation, we have the PBIS walkthrough tool, there's reports from HR, student handbook, Skyward, a lot. So, there's a lot of different data points in this report. Right. So, moving on to thinking about action plans that we had put into last year's board report and where

072we are now with that. >> And so, as Kate mentioned, we've done a lot of work around our attendance. And so, um, there was a a focus on providing proactive communication to our families and having them understand like the comparison of where their learner might be in comparison to their peers like within their school, within the district, and within the state. And so, we've been able to push those out. We've really utilized parent square this year to be able to get kind of like that back and forth to better understand with families. You know, if we are communicating that they're absent or if they are tardy, being able to either hear from families like right away if like, yep, they had an appointment or things like that. So, just being able to keep that proactive

073communication going. >> Uh, with the student engagement survey, we really worked hard this year to try to increase participation. Um, one of the strategic action steps we took, um, using our new administrative assistant in the instructional services department was to work really closely with building, um, administration and building staff to help, um, identify which students hadn't taken it yet um, and come up with actions on how they could still do it. If if flex wasn't working or advisory wasn't working, what are other ways that we can get to those students to make sure that they were able to participate? Um, so you will see we made a noticeable jump specifically at the middle school. went from 83 um to 95% um participation rate and high school I think jumped up 2 or 3% as well.

074Um so that's something we're going to continue to do and continue to um find different ways to engage with students um so that they can um complete the survey so that is more accurate. Um, in terms of extracurriculars, um, we talked last year about how we're going to identify barriers, um, and really look for different ways to engage maybe our under reppresented groups. Um, and so there are three examples on the board of different, um, extracurriculars that we started this year. Um, adaptive sports league started last year. Um, but Adaptive Sports League, Best Buddies, and the Disabled Student Union um are three examples um that we're able to put in place and and get our kids more involved with. >> Can you describe Best Buddies a little bit? Um yes, it partners um students with

075disabilities with general education peers and um to just uh provide and kind of like explore opportunities for like just general high school activities that maybe students with disabilities might not be able to participate in, you know, on their own. And so, um, just opportunities for that kind of really focused and, um, supported interaction that it's kind of starts at the Best Buddies like club meetings, but then it happens everywhere like at basketball games and but it starts to build that relationship really kind of meaningfully. And so, they've done a a lot of really fun things this year. >> Disabled student union is that >> Yeah. Um, I actually had an opportunity with meet to meet with them. Um, right now they're really focused on on some advocacy and they're working on building some professional development

076um for teaching staff. I think that's their goal is to be able to provide um doing some of that advocacy to the high school staff about what might how we could improve and how we can better meet the needs of our students with disabilities. >> So this is all high school high school all high school. Yeah. >> All right. So our next set of slides are um focusing on our areas improvement the indicators that we didn't quite meet the benchmark. Um, and you will notice some overlap and action plans on these, um, because some of these do overlap. So, I just want to name that up front. Um, first one I sort of talked about already, the student engagement survey. Um, especially looking at um, our students in all subgroups and really trying to be

077strategic and intentional about how we're following up with students and how we're meeting students where they're at um, in order to complete the survey. Um so really working with our administrators, working with our teachers, um we see these students every day and trying to find the best way to support them through that process of completing the survey. Um the next part is um at least uh students who participate in at least one activity. We did see an increase from last year to this year um up a couple percentage points. Um and some of that's due to the increased um extracurriculars and co-curriculars we're able to offer students. Um but also one action step that we want to continue to be really uh mindful of is having conversations with students whether it's during flex um the

078student su uh superintendent student council um that we meet with and really um find ways to make sure that we are meeting the needs of students that we're understanding what are the things that they really want to see um that would get them involved. Um we do a survey every year called the career and technical education survey. Um and one of the questions we ask students are what are some activities or um things that you would be involved with if we had them as an offering. Um so we take all that information um and then we we work with our staff to really see if if someone's willing to leave that out, what that looks like, what the commitment is, and really try to offer as much uh programming to students as we possibly can.

079Uh the next one's very similar. Um looking at our subgroups um and so this is where we can be really um intentional about putting focus groups together of students um to make sure that we are meeting our needs. Um and I think the examples we shared earlier is a good start. Um however, there's always opportunities for us to grow um and find new ways for students to get involved as well. >> Right. The next one is regarding our parents. We about 100% of parents signing and guardians signing an agreement that they read the handbook when they registered. And so while we have increased from last year and we're very close to that 100% benchmark, we have not met it. We are hopeful as we move to infinite and campus all families are going to re-engage

080with registration on a different level because of the switch. So there'll be a lot of support for that. So that will also help us grow in this area. Um this next area is really focused on our student groups within um our attendance data. And so we continue to partner with our families that are, you know, are part of these student groups and helping to identify this individual needs or maybe a disability related need that might be associated or you know kind of leading to that chronic absenteeism. Um, like I said, we some of all of those individual conversations and those attendance meetings that we've been having at all the levels, we've been able to really develop some creative solutions like some unique transportation opportunities like so we're just really hearing and partnering with our families

081to try to improve those attendance. Um, spec specifically looking at our um suspension data and our disproportionality across our student groups. Um, you know, we continue to work with our administration and our staff about what are those alternatives to suspension and so kind of are there more restorative options or more targeted learning opportunities. In addition, we're using um some of our monthly learning opportunities that we have with our case managers to really focus on those behavioral intervention plans and developing like programming so we can maybe prevent incidences that might lead to removals specifically for our students with disabilities knowing that's one of our most disproportionate subgroups. >> Uh so next we're going to talk about our additional steps. So things that we want to work on moving forward and how that helps with this report.

082Um the first one is we've made a lot of gains over the last couple years with our extracurricular activities. Um with Emily Hendris taking on that role um within the ACP coordinator. Um we've really worked hard to streamline processes um and put things in place to help make sure that our our groups are supported and they're also following certain processes and guidelines. Um so one of the thing that one of the things that we want to look at next year um is that idea of code of contact code of conduct for activity groups um and really leaning into other districts um to make sure that we have something in place that's um that's very firm um and also very supportive of our of our groups. Um I just kind of mentioned that we are continuing

083to look at those um alternatives to suspensions, but one of the things that we're going to be implementing next year are our social emotional learning curriculum, seven mindsets at the middle school. Um they developed a new kind of pathway on the to that curriculum tool and it's called um seven wellness or seven mindsets wellness. And so they have like targeted learning that's being provided and they have lots of different topics like around bullying or um cyber bullying, vaping, anger, depression, healthy relationships. And so like being able to use that rather than ever removal potentially be able to fill that into some of the learning that we could provide um for students to then hopefully shape behavior moving forward. >> The last one we highlighted is reviewing the student engagement survey. Um, every year we always

084look at the questions and I know we've talked a lot at the board table about the the alignment of those questions with the indicator. Um, we want to spend some time doing some deeper work this next year um, leaning into our um, leaders uh, and our students and our staff to really help understand if those questions are meeting the mark um, and if any adjustments need to be made to make sure that we are hitting those indicators um, not only as on our board but getting us the information for our schools to make sure that we're able to best support students as well. Um so the next part is our potential um indicator revisions. And so the first one on there is what I had already brought to you all at um when we went

085through R4 is to to remove the attendance knowing that that really feels like a result. So removing it from OE uh 10 and moving it to R4. >> Okay. The next one is looking at yes. So for indicators 10.1 indicator one and 10.1 indicator 2 that is the student engagement participation. If you notice we gave you the participation rates at the elementary school for second and third grade. As we've referenced in previous board reports we now use sabers and my savers at the elementary levels for students to reflect on their social emotional learning. And so at kindergarten and first grade only sabers used and sabers is when the teacher does a self assessment of the students. The students do not actually do a self assessment. So it's not actually a teacher does an assessment a

086review of the student not self assessment. Um but in second grade is when students start to do self assessment as well. So we gave you the participation rates for second and third grade in that self assessment that they take which is my sabers. It's kind of a tongue twister. >> So therefore wanting to essentially just remove the kindergarten and first grade levels from this indicator since that at this point is being done through sabers which is what the teachers do. >> Uh the final indicator revision that we wanted to bring forward is looking at our participation in extracurriculars um adjusting it from 90% to 80%. Um part of the rationale from that when we think about back to the learning we've done around PBIS um and just that idea of tier one they say 80%

087is a really makes for a really healthy tier one um and that additional um tier 2 15% tier three 5% is really digging in to figure out what are the barriers that are not allowing students to participate. So we feel so we feel like we're sitting at 80% we have a healthy tier one and then it's really leaning into students to figure out what are those challenges or barriers that are causing them not to participate. Um and something that I learned this year sitting in a lot of ACP presentations is our students are also involved in a lot of things outside of school. Um and just because we aren't measuring that because it's not in our system, students are also very involved in other things too. So there's a lot of different reasons why they

088may or may not be involved. Um, we feel like 80% sort of hits that mark of like we're maintaining a a healthy percentage moving forward. >> That's a relatively new indicator. And when we we literally pulled the first percentage out of the sky because we at the time we weren't um keeping track and skyward consistently of all of the groups. So that is something that we knew we might need to change that um benchmark. Um so for that reason we find this report in compliance with exception. We've made some growth but we still have areas that are a key focus. >> Okay. Thank you. >> Make a motion to accept the report. >> Okay. >> We have a motion. Do we have a second? Second. >> We have a second. All those in favor say

089I. >> I. >> Any opposed? We now own the report. We can ask questions. But I'll let people No, go. >> Seems like people are still processing. You're ready. Uh 10.2. Would you give me a better understanding of the 5%? What's that? 5% of the like. So should that number be higher or lower? Like so the student population is this the percentage of S&T is you just explain in detail what that 5% means. Is it 5% of the 7%. >> Yeah. Um no. Okay. So, if we're looking for like a representative population that are experiencing kind of whatever we're looking at. So, here is we're looking at chronic absenteeism. So, let's look at that first kind of line there. Two or more races. So, students who identify as two or more races make up 6.35%

090of DeForest's population. And so the percentages of the bucket of students that are chronically absent, we'd want it to be within 5% of the 6.5%. >> Ideally, we want it to be lower. >> Exactly. So, so like let's go to one of the ones where we are disproportionate where we're at. So, it said like Hispanic, our students who are Hispanic, they make up 7.75% of our student body. >> Okay? >> So, that's the the bucket our of our student body. But now if we look at just the bucket of our students that are chronically absent, they make up 13.68% of that bucket. >> Okay, I was okay. >> And so we are so that 5% is kind of what the our state indicates is disproportionate and so if there you know we wanted everything we

091would want it to be lower in this situation. In other situations, we want it to be higher, you know, like more in W day with that's something else that we look at disproportionality, you know, things like that. Here it they're more representative in our bucket of students that are chronically um absent. >> So in uh 10.3 indicator one, that's >> exactly this as well. >> Yes. Um, it would have been nice to hear more because we had two indicator 10.2 and indicator 10.3. It would have nice to hear more detail and plan on those because they're not they're not compliant and you presented a report of of complant with exception and I don't see where the exception is in this the these two. I'm thinking compliance with exception. Oh, um, you know, our school flooded

092that day and we couldn't get students in which dropped our our attendance rate. I would say that's compliant with exception. There is an exceptional circumstance. Um, but I didn't see or I didn't hear maybe I wasn't given. >> I could be wrong, but they state them as not in compliance. So when you look at OE10 as a whole, those represent two out of eight chunks. So they're saying that's where the not with exception. So they're saying like majority of the report is in compliance, but we have two that they called out as not in compliance that they're noting. So back to this is how it's always tricky and it's something we debate and >> as a team quite often is what are we going to mark the overall report. >> So you can see on

093the left side those are the ones that met that are in compliance. The ones on the right side are non-compliant which is why we put the middle of the mark for the overall report. You are correct. This slide was extremely helpful for me because when you go through each one even like reading it like there was one I had to read like really bad like three times because it was like >> I I feel like it was just worded funny. Where did I say it was like indicator two somewhere that I was like what is >> and I will tell you even within this chart there are parts that are compliant >> and parts that are not compliant. So even this little markup here is one that we struggle with because well part of part

094of the population is in compliance, part is not, but we we're not okay with like we could have put you know compliant with exceptions but we didn't because we're like this isn't good enough for us like we want it. I just think when I hear when I heard the presentation, it talks about the survey. It was talks a lot of talks about improving extracurricular activity. I would have loved to hear okay more about these two areas that >> you know yeah there are some improvements but I would love to hear more of the stats besides if we're going to continue since we are >> so one of the things that Diana brought up is that I want to revisit so we can make that connection is that um and you'll see the data has improved

095from the year before about the number of out of school suspensions has significantly ly decreased the number of those the number of inschool suspensions has gone up from the year before and what Diana is talking about when she says we are using less exclusionary practices we have found that in school suspending kids is way more impactful than out of school suspending them shocker that sending them home when parents are probably working they're watching TV on their devices we're we're better off keeping them in school and then Diana described the lessons that are being developed to teach about vaping. Um I don't remember what you said. Um bullying. Um we're better off keeping them keeping them, you know, excluded from their class unfortunately, but teaching them what did they do wrong? Like if they were vaping,

096we want to teach them about the importance of being healthy with about vaping. I don't know if you want to add to that. >> Yeah. I mean, and I think that and also like restorative is always a part of it too is like is there instead of a removal for an entire day, could we just do a partial removal, you know, for a time where like restricting privileges versus removing privileges completely? So, maybe they aren't going outside for recess and you know, we're coming up with a different plan for a while and like innately we're teaching them what they should be doing at recess or something like that. like using alternatives to those typical suspensions. And I think one of our biggest disproportionality areas in suspension is around our students with disabilities. And so I

097think a lot of that is around is is that programming work is to to build our capacity about how to have to manage um and support behavior before it rises to the level where we're needing to remove or or that's what would be a response on that continuum of of consequences that like the district has done a lot of work around is like we do have a wide continuum. And so how do we find ourselves in the more re least restrictive kind of consequences when we're seeing those behaviors and hoping to correct or change or teach or whatever it takes at that point before we have to get over here to the more restrictive with lots more removals and things like that. And so it's about you know building our capacity. And so working with

098our case managers to build behavior intervention plans to understand the functions of behaviors and things like that. in addition like working with outside supports too like maybe there's learners that we we've tried a lot of things and we aren't successful and there we're still having to remove and so we've brought in different supports to teach ourselves and I talked about in our last board meeting too about how we're teaching our support staff too knowing that our support staff are the ones that are our educational assistants are the ones a lot of times supporting our students um that have more significant behavioral needs that might lead to removals and so giving them the understanding around behavior um around that brain science and being able to kind of spot things again before we get to that level.

099>> Is the board interested in hearing more about behavioral practices that are they're integrating within the schools? I know I'm I just had a note on mine personally that that behavior in seems to be a consistent thing if we're talking within the community, whether it's bullying, whether it's, you know, whatever. Like behavior seems to be misunderstood. And I know that there's certain situations where it's that big continuum where every single situation and student is different, but maybe perhaps if the board also understood what that continuum looked like. Um maybe then we would help ambassador to that to the community because I think there's still some >> it's a consistent I I hear it all the time. I'm sure people all also hear it too that behavior across all levels across all >> subgroups is it's

100definitely something that's misunderstood I think within the community and perhaps >> agreed we we hear a lot about it as administration of course as well and you know we are constantly working as a team to try to figure out you know sending this child home is what sometimes the community what whoever that is quote unquote wants that is not in the best interest of the community overall because the child's not learning anything most often. And so we're constantly trying to figure out, okay, we know that we may need to remove for safety, but we have to teach. We have to teach. That is the key to this. So, um, otherwise the behavior never changes. Like if they get to go home and watch TV, that's never going to change the behavior, right? So, Gussy, I'm

101sorry. >> I just want to ask and maybe you covered that already. So the students would I know they all have we have they all have different needs different levels. Are we do they have adequate staff you know to like be with each student depending on how much attention they need you know how much care to be with them all the time. >> Yeah. I mean so like the level of support and you know if it's additional adult support or you know like um ensuring that the response to you know like if that is what is needed you know we've got teams that wrap around um at the buildings if someone becomes like in a behavioral crisis or if the learner needs support so that like to prevent a behavioral crisis so all of those

102decisions are IEP team driven and so they make you know the IEP team decides what level of support is required in order for that student to be successful and like right Now, we are staffed. We are We don't have >> And we just made a decision for next year's budget because the budget is tight. We are moving a district level coordinator position back into the building for a dean position to help with behavior. Um, we know that that's a need. So, we're trying to we're always trying to listen to our staff and to the community. And I hear you that you probably hear that at the board level. And so, I think the more we can give information about what we're trying to do, the better for everybody. um include most important the kids like

103we want the we all want the behavior to change and be the best it can be like we're all on the same page community board staff administration so just a matter of making it happen >> I can't find it but I I know I seen we hired behavioral specialist correct >> like a behavior support coach >> and then there was another I I can't find >> the PBIS coordinator >> so we hired two that's just a stipen though Yeah. So then Okay. Yeah. So the the behavior Yeah. >> Have they are they like in their roles and actively working with them and we just haven't seen like results or are we seeing results now from this? >> We are seeing results. >> Yeah. Definitely. And so I think uh that what I think the the

104model of that is to to be part of that pro problem solving and that programming and kind of like the let's come up with the plan, let's work the plan that and this person has has the capacity to be able to come into that building and stay there and support the team and kind of keep tweaking the plan and do that work that's that's challenging and takes a lot of capacity in order to kind of do that and get to know the kids. And so we definitely have seen the results that like our learners that are um that are requiring that high level of support. She's absolutely in there and supporting the teams and providing that high level >> and that just started this fall. >> Correct. Okay. >> So maybe we'll see. >> This

105is last year's data. >> So maybe we'll see something a little different because we have the extra supports. >> We're hoping. >> I mean that would be the hope >> we're working towards. Y well we have seen in like a decrease in out of school suspensions an increase in in school and that is leading to more time for learning um now we need the behavior to right improve >> but if I'm hearing correctly your inschool suspensions are very structured right that's what and we're looking to to increase this like continue to increase that structure so that there is a strong learning component so the good thing about in school suspensions too is that they have access to their learning you know what I mean? So, we're able to bring the learning to them when they're

106in that alternative space. Um, but then in addition, >> um, not just like the classroom learning, but like learning targeted and shaping or changing behavior. >> I know this is defined in the report. Extracurricular includes sports and >> the clubs I want to say. Okay. >> Yes. >> So, what do we do to promote those? Like, how do people know? cuz I sat in on ECP presentation and students were telling me of clubs I've never even I didn't even know we offered. Right. And so I think about I'm sure the exit survey or whatever you're doing as far as people being engaging with the school and engaging the students asking about that is it something we don't offer or is it truly that they just didn't know it even existed? >> It's hard to say,

107right? Like we do a we definitely prioritize our incoming nth grade students with great start um with other opportunities for them. Like for example, our eighth graders came over in the spring um and they do an involvement fair. Then um Emily Hendrickx has worked really hard on building a website that houses all of our extracurricular activities and she's also built a calendar on there that um those groups are able to add to it of when they're meeting. Um so we're trying to raise awareness of what we offer. Um, and we do have a wide variety. Um, but that is something that we hear from students all the time. I didn't know we had that. Like youth apprenticeship is another example of like I didn't even know about youth apprenticeship. Um, so we're really trying really

108hard to to close that gap. Um, we use advisory. Um, we have a specific lesson that's on extracurriculars and shows them the website. Um, but it's and some of it's just word of mouth too. >> Oh yeah. >> So I it's definitely an area that we can always grow. Um, but I think like the presence on our website's going to help and just students being more involved will lead to >> I think it's it's only been two years that there's been a club fair during grade start. The last two years has been where >> it's been at great start longer than the last two years of our eighth grade transition. >> What I'm thinking of is the eighth grade spring where they're where they go over during the school day. >> Yep. and go through

109>> been at like or what we called orientation or you know picture day whatever you want to call it it's been there for a while I think >> but I know that the high school and Emily has just been a champion of us is always willing to take ideas thoughts about how to >> how to make sure kids know about it >> another thing over the last year uh or so we've revamped our Narski mentor program which is studentled and they go and talk to students about different opportunities so as those students are involved they can then share their experience or connect them with another student who may be interested in something similar. So, that's something that I think we're going to continue to see as a positive as well. >> I um I have

110to say I was impressed with the um the changes in attendance. I think that communication was definitely working. Whatever we did was working. >> Um it's not where we want it to be, right? Obviously, but I think it's a vast improvement from where we were. Um, so kudos to you guys for that. Um, I honestly thought maybe 10.6 like when we think about um, additions for stuff is that like we heard Tess talk about that too like um, just protecting ourselves. You know, when we talk about tolerating any behaviors or actions or attitudes by adults who have contact with students, I think about parent square and m and that being our tool of communication for volunteers and staff and and protecting staff and volunteers and students from from the grooming, from you know, the sexual

111misconduct, whatever it may be. I just wonder if that's something >> that we want to potentially track like somehow that all >> whatever extracurriculars or whatever are using parent square as their means of communication >> like another indicator. I mean I like I just feel like it might help also be prevented like proactive in in answering the additional like the question that we're asking right now is like do all behav like are we are we monitoring that enough by just saying that um the misconduct is reported to HR. >> Yeah. So, I guess maybe another way to think about it or ask it is is is there an explicit policy that staff and volunteers and uh activity leaders are not allowed to have one-on-one contact with students that are not their children. I just I

112I thought about that but then I was like I don't know if I want to limit it to just because I imagine teachers use email right to students email >> but one-on-one that's and and parents go it's never one-on-one. Right. >> Right. So I do think what I'm hearing from the board is an interest in um administration taking the 10.6 six and thinking about an indicator that helps maybe match to the legal update that we just got and that we come back with a recommendation of a tool andor an indicator or measure and I see Nate taking notes what this could be and we just caught each other's eyes and Kathy Williams and Russ like we since the legislation came out we have been ready to jump on exactly what that needs to look like

113in the employee handbook um coaches handbook coaches training, you know, all of that. So, I think it's a good one to explore. It gives us a little more um like >> teeth. Yeah. >> Um and and I think it's that's very relevant to 10.6. >> I just I I mean, again, we talk about all the things that we're hearing, right? And knock on wood, that hasn't happened here, but we hear about it happening in other communities and other school districts. And and I feel like we have like there could potentially be tools we're already using that we could >> monitor and make sure that we're being proactive about that not happening. >> That sounds good. It matches with where we want to head as administration. So, it's a good alignment and we'll bring it back

114as as something for you guys to be. Does that make the MA, you know, does it match what you're thinking in policy as well? >> I I do um I know Sue kind of chimed in this too. I do really want to highlight this like >> that was nice. This is really helpful >> because we all do it when we're looking at you know we all go through well which are >> like a plus or a check or whatever you do like to make sure like like reading it is this am I reading this like we are in compliance or we are not and each indicator is very different and very unique and sometimes we get wrapped up in the hole and you're like wait a minute I read it said compliant but this this

115isn't we're not meeting the mark and so um this was extremely helpful >> um to view as an entirety for their support. I think >> other questions. >> Um I wanted to go back to the extracurricular and you said some of them were um they had activities outside of school >> and like can you give me some examples or >> Yeah. students being involved in their church um or uh uh for 4 >> was a big one that I heard students >> some club sports I heard. Yeah, sports high school um working. So you'll notice like the subgroup that we think about a lot is our students that are e considered, you know, economically disadvantaged or students that might qualify for free and reduced lunch. They're working every day and it's like they can't do

116a club after school. So that's another one that like well they're still like really involved and committed and you know. So those are the things that that's why 90% maybe doesn't feel right because there's a lot of good in all the things we just said. >> Well, and my because it made the thought I had was um including those sorts of things in our percentage or in what we're doing. So does it need to specifically be what's provided by the school district or are we just concerned that they're involved in something >> like surveying them or something? it' be hard to track the question. >> I mean, if we right so if part of your survey and if you know there's number I don't know how you do it. >> Um, you know, but if

117you're not involved in a a school-based club or activity, you know, why not or >> what do you do? I don't I >> could you ask it like too like are you involved in one or more activities whether they be in school or out of school? I mean, if you're not concerned with >> um it being a provided school activity, right, >> is it, you know, >> and that is something we promote to students through their ACP is that involvement doesn't just meet the school. There's a lot of different ways that you can be involved. It's just really hard to track that because we track all of these things through Skyward. We're able to pull it out. >> When it comes to those others, it's it's going to be hard to try to gather all

118that and really sit together. I'm trying to think of like when my own son was in high school, he would call I'm involved. I'm with an online gaming group. You know, >> I don't know. >> I have a question on the capacity building. There was asked for continued funding for growth in our co-curricular and extracurricular activities. I don't know that I personally know that how we fully understand how they're funded right now. >> And so I wonder if if you're if you're asking the board for capacity building on additional funds for them, maybe we understand how they're funded now. You know, I think we all see the fundraisers that go out for different groups they're funding for. What does the school actually provide that you would need more for that growth? >> That's a great

119question because it's a really misunderstood I see Kathy Davis smiling back there. She would love to provide that. >> I mean, if you think about like all of the clubs that we offer, right? How do they get their funding on that? Do you need more funding from the board? Like what is that? What does that look like? Yes, >> I would say majority comes through funding the advisor, the paid advisor and then there's tons of fundraising efforts that come to our fund 21 gift account that almost every activity club participate. >> So basically the district pays for the advisor. Everything else is required by fundraising. And this is true like across the state. This isn't just a divorce thing >> and it's required to have an advisor. >> We can get bring back more education

120about that. So >> it's just not if we're if we're looking for additional funds to go in certain buckets as we look at the budget. Does that >> for capacity building does that an understanding of that? >> I think that's fair. And yeah, the purpose of this was to talk about funding advisors and as we continue to grow and and um increase our programming that means increasing stipens. Yeah. the numbers and I know we've spent a lot of time um on that over the last couple years trying to wrap our heads around that process too because we are growing going quick. So, >> you know, we just we just did the retirement reception where I think Mrs. Bernard said I can't even list how many things she was an adviser for, right? So, you think

121about as our clubs continue to grow and we need more and more advisors. Um, >> yeah. Okay. >> Any other questions? >> Yes, I I do have a one about students. So, what if the students or the groups that don't feel that they're I guess that they have voice that it's being heard? That would be um the 10.4. Yeah. >> Oh, when we fall below the average >> segregated groups. >> So I do we have an idea. I mean it seems consistent that some are falling below. >> Got better from the year before. And in the area that still stands out is students that are black. um went to two from two two when 2.89 to 2.83 as a score. We don't really have an idea why um at this point like I don't I

122don't unless you guys have dug in at all. We do have the BSU at the high school. We could ask more at least of that group a little bit more to dig in. We are pleased that you know some of our other groups also you know improved. >> Yes. >> From the year before. But aren't these really small groups? >> A little shift shows up as a bigger issue. I still think your suggestion would be the smart thing to do if we're I don't want to say seeing a trend but two years in a row at the data but if you continue to see that it's worth asking that particular group to to see if they feel the same way that their voice isn't being heard and if it's not why or what can you

123do? Other questions hearing? Not then. Entertain a motion on this report. >> This is in your norm acceptance of >> approval >> as present. >> Approval as present. Okay. We have a motion. >> I'll second that. Do we have a >> All those in favor say I. >> Any opposed? That motion passes. Um we are on to item C, reviewing the potential indicator changes and they did go through um these in their report. Is there any questions on there was two of them, right? For this particular one. Oh yeah, because it was Yeah, same thing but just Yeah. My only question revolved around we're just removing K1. We're not adding potentially adding a K1 with the savers information. >> Well, because the teacher completes it for the student. So, it's 100% because they students whereas

124starting in second grade the student >> it's a self assessment. >> Yeah. That shows up in three. >> Yeah. their self, their rating. Yeah, not self. I say self because you said it, but yeah. Okay, any other questions on the indicator changes, suggestions? Okay, input for the summary statement. A lot a lot of conversation. Yeah, there were a lot of good questions. Is there any thoughts from either of the governance officers or you have enough or you recap? You're good. >> Jan has plenty. >> Okay. Jan has plenty. You're good. Okay. All right. Thank you very much everybody. Or are you staying for 11? I was like item. Sorry. Item E, presentation and possible approval of board policy O1. >> Hey. Um and so OE1 our instructional program here. So you can keep going Chris.

125There we go. So the strengths of this um report is that um our standards alignment, our high school electives and our state assessment participation, continued opportunities to grow in our visible academic and social emotional learning targets, supporting our high school students in setting ACP goals and the documentation of our tier one differentiation. Um, so this is there's eight defined expectations with 23 indicators. 15 of those indicators met the benchmark and eight indicators are below the indicated benchmark. And then here you see that chart which kind of delineates those met indicators and the indicators that aren't um not met. So the evidence that we're using here is our curriculum review cycle. We utilize gradebooks, schedules and rosters from our Skyward system. We are using educa educ smart forms, our educational educator effectiveness feedback, um our report

126card assessment participation, our district continuous improvement plans and survey data that we get from all of our building leaders. And so now we're going to talk about our prior year um capacity building action plans and outcomes. All right, first one we talked about the change to the high school schedule. Um I think the biggest impact that we saw that would be this report is the addition of a class for students. So taking eight classes instead of seven. Um what we noticed uh with that and not surprising but it increased the amount of programming that students have exposure to um in terms of electives um and then especially Latte as well. So we saw an increase in LA. Um students have more opportunities to take courses which gives them more opportunity to take classes that may

127be LA. >> Next one. And we talked about standardsbased feedback and really thinking about the standards defined by the state and having a feedback focus on that. As you know we we're really going into standardsbased learning and grading this year also known as evidence-based learning and feedback. We've been learning with staff and professional development days. We have time with st to collaborate on those days to get into the work and really think about what the standards are, how are they g gathering evidence and how are they providing feedback to students. We are continue this learning next year as well to help continue to support our staff with this. Um, and then we talked a lot about our continued work around our MLSS system or our m multi-level systems of support and um, we continue to

128do a lot of work on updating our district handbook so that we continue to have continuity and calibration across our system of how who needs to be provided additional services and support, what that additional services and support looks like. And then we're being really cognizant about building behavioral response into that multi-level system of support. So our handbook really um supports um the work that we're doing at all of our levels. All right. So next we're going to break down the areas of improvement. So going through each indicator. Um for this you will see act some action plan items again being on multiple slides. So um first one being the professional development plan. So, as we look at the prioritized standards focusing on the high school, um we saw a nice increase from 81% to 93%.

129Um not quite to 100 yet. Um but this is part of the process of our um grading for learning work as we work with teams and really dive in deeper. Um we've been able to get more teams on board. Um which has helped increase that percentage um of our 143 courses. we still have some to go um to get that up to 100%. But as we continue that work with teams and really diving into the standards and skills that are most essential for their courses, um we're going to cons continue to see that percentage increase. The next one is around learning targets for social emotional learning lessons. um the indicator above that as well even though it was not listed here because we did meet the benchmark when it comes to PLC's when you think

130about learning targets that what this is is about making sure that you know the learning outcome and what it looks like to meet that outcome and you communicate it to students and so while the indicator above this 11.2 two indicator two talks about how staff are really it's represented in their PLC discussions the time when they're coming together to collaborate about learning it's really about this is making it come to the student so this indicator on social emotional learning how are we communicating the learning outcome to the student which is the ultimate next step in that and so you you will see the professional development plan on there because as I said we're continuing that learning next year as Chris referenced and really trying to make sure that learning is visible to our students Uh,

131next one, 11.3 middle school grade books align to standards domains. Um, we this did dip below 100% this year. Um, and part of that was in due to the middle school changing their schedule. Um, created a lot of change in their elective offerings. Um, so for example in art, instead of just having one art option, they had two art options. Um, with the creative expressions, it went from having one option to three options. Um, so there was a lot of choice that was expanded in our offerings for middle school. So as we continue to do that work with staff, similar to that that I mentioned with high school, it's just going to be making sure that everything is in alignment with those courses and those new offerings. Um, even though areas that we are able

132to expand over time. Um, the next one is the high school version of standards domain. Again, we did see a percentage from 90 to 95%. similar sentiment as we continue this work with teams um team by team, class by class. Um we're going to continue to see this increase as we align all of the this work together. Um next one 11.5 indicator one um students setting ACP goals. This is something that they currently do through their advisory class. Um this is something similar to the student engagement survey um that we need to make sure that we're collaborating with leadership, collaborating with teachers to make sure that we are following up with students to make sure that they are completing the goal setting activity. Um however, there's a lot of different things that students are doing

133to set their ACP plans. Um and that's starting in fourth grade all the way up to high school. But it's really just making sure that we're getting this information documented um because the students are using that information as they continue their ACP that leads to ultimately their presentation at the very end of their senior year. Um 11.5 indicator 3 L um we still have um subgroups. We had two subgroups students with a disability and students who are economically disadvantaged that aren't within that 5% that we explained in the previous report. Um, so this is something that as we continue to look at course selection, as we think about our offerings, it's really important that we make sure that all of our courses are accessible to all, that we are um sharing information with students and

134families in a way that makes sure that all students have the ability to access them and be successful. Um, we're also looking at um increasing the number of latte options for our ninth grade students um which is something that we haven't really done previously. Um, so that's something that we can get students more exposure to early um, with the idea of making LA just part of the track that they're on. >> All right, the next one is regarding our multi-level student support. And so the indicator is around the smart forms which is essentially just a document inside of Etiimer where staff indicate how they're supporting students and they indicate how they're supporting students during the Norski block but also during the classroom instruction. And so the area of improvement or our action plan to support

135that is we have reconfigured the multi-level systems of support district team. So historically we have had representatives K12 come together periodically throughout the year to review our system with the handbook that Diana had mentioned and really trying to define the system. What we have found is that it wasn't always the most efficient process and so we have decided with leadership we have worked on reconfiguring it. So we have a micro and a macro team and the macro team is that larger group. It also has added teacher representatives and they only meet twice a year, but their role is really to look at our our data and to make sure is our system truly supporting our students the way we wanted to to help us really check the health of our system. The micro team is

136really working on defining and refining the system and they meet more frequently monthly to really dive in and it has smaller representation from all the levels, different roles to really hone in on our system and really refine and tweak it along the way so that we are more consistent. >> Um, last one 11.7 this is our educator effectiveness. Um, so we really focus with our leadership teams on giving feedback around Danielson 3C, which is engaging students in learning. Um, so when we're pulling this information, we want to make sure that our leaders are giving feedback to our staff on the engagement that they saw in the learning environment. Um, and so one of our action steps is bringing this back to our leadership team and making it a consistent item that we continue to come

137back and we talk about what does engagement in the classroom look like? what are those elements and how do we give really strong feedback around those. >> All right, the next part is talking about additional action steps that we're going to be taking. And so um we kind of referenced quite a bit the professional development plan and some of the work that we are doing this year is really focusing on those standards and our collaboration practices and um and co-design with our case managers. And so the plan for next year is kind of combining all of those things together. And so we sort of learned the what of all of those things and now it's about the how. How how do we design instruction that's based on standards that's really accessible to all of our

138learners. And so that's kind of going to be the learning that you know is since we if all of these things are aligned, we'll be able to continue to see growth in all of these indicators. And then referencing again the reconfiguration of the multi-level systems of support team is something that's going to also help us when students may need extra support or enrichment or support with behavior. How are we providing that support in a systematic way as as a K12 and really coming together operating in a more efficient team. So now thinking about future potential indicator revisions, there are two and I will say that um these were referenced in last year's board report and we're bringing them forward again because sometimes where we are with our learning things have to kind of pause and

139I say that when I look at this one. So this one we had put last year as well. Um when we're looking at revisions for 11.2 two and three we had referenced collaborating with leaders on is this the best evidence and that's when we're talking about those learning targets for academic learning social emotional learning and in reality as Diana just referenced we have done so much learning at the K12 system about defining the what this year that the next step is how do we get students there and part of getting them there is them knowing the learning targets which is what these indicators are so continued learning as a leadership team and calibration on our educator effectiveness. We may have revisions to this. So, we don't have anything to bring forward to you now, but

140we want you to know that that is a continued conversation for us to think about how are we giving you the best data and is this the best way to get it to you. So, that is one. The other one is 11.6 indicator one. We actually again don't have a new data point to bring to you but it is something that we brought forward last year and we don't have a great answer for as well but when we think about the reconfiguration of the MLSS team I think we have a really good avenue to have a lot of eyes and thoughts around this and this is that indicator where on the edge plan smart forms staff have to indicate how they support students in their regular classroom tier one as well as in rescue time

141and in reality in order to get that data. For example, if we have 700 students in intervention, our a staff member has to open up every single smartphone for all 700 students to determine that to get that data. That is a lot of time and is it the best indicator for what you're asking for, what the policy is. So, one of the things we would like to have happen is when the macro MLSSP team meets this summer is to have them help us think of what could be a better data point to help support that policy. And with that uh so for that um presentation and the report uh we've marked it in compliance with exception. Okay. >> Make a motion to accept report. >> We have a motion. Do we have a second? >>

142Second. >> We have a second. All those in favor say I. >> Any opposed? Right, we can ask questions. >> I guess I'd start by saying it's very clear there's continuous improvements on healthy front here. So, thank you for that. You can tell there's a lot of hard work that goes into this. >> Can you explain 11.6 six indicator one like the evidence that you brought forward. What does it mean when it said they had notes that called out the classroom >> in we have a smart form and in it there's various things that we do to restore how we support students and one of the things in there is a variety of ways that teachers indicate how they support students in their tier one classroom. So, for example, if I am a second grade

143teacher and I'm teaching my students and I have some students who through data we have determined need additional support in literacy because they are showing that they're not quite reading at second grade level yet. We're going to determine their intervention, how we're supporting them during Norski time, but then what also am I doing in my tier one classroom? What am I doing when I'm teaching the everybody every day? how am I supporting that student to know and give them access to that tier one curriculum. So they have to indicate that in the smart form. So then our staff members when it's when they determine who is getting an intervention, they go in and they create a form, a smart form, an edge for every single student that is determined needs that support. So we can

144document the support we're getting. What data what do we use to determine that? What intervention strategy are we using? How frequently are we meeting with them? what assessment probe are we using to see if it has impact but then also what supports are we putting in place in the tier one instruction so that that is what that is so they have to indicate in that smart form what are they doing every day in the classroom to support that student outside of nor 10 >> that's where progress monitoring sits too right inside that >> in the smart form we have it pulled in we have the systems connected >> to uh fast bridge >> correct paraphrase to make sure I understand >> absolutely Absolutely. >> Basically, tier one intervention is inside classroom intervention. Tier two is

145a higher level of intervention where they're getting extra support outside of the classroom and tier three is kind of the highest level of intervention. >> Yes. Tier one is what everybody's getting. Yes. And so like the form, so like let's say I was receiving intervention, my form that Kate kind of mentioned that our a staff person pulls and sees it says like Diana's receiving tier 2 intervention. Here's the tool that they're using. So like Horton Gillingham, it's going to be three times, you know, three times per week for 30 minutes. We're going to progress monitor using this probe. And then there's a spot where we want teachers to say, and this is what we're doing when she's in the classroom. It's that spot >> and that spot only 76% of the time has anything in

146it for those tiered that receive extra support for tier two, tier three. It's not that doesn't mean it's not happening in the clear in that form which is why it's something where is that the best indicator >> correct >> because when I read your policy I we understand what you're trying to get at and and that is a way to define it but is it the best way >> and we've had that indicator for I inherited it in 2018 um it's something we've had a long time I don't think it's moving the needle well enough I don't think I just like how you worded that. I did not that is not what I got out of it. So I'm glad that I asked the question to explain what was actually happen because I'm like >>

147I we're only helping 76% like what what >> rightation. >> Yes. Just documentation wise that >> I'm appreciate too how you paraphrase because I know we throw a lot of >> Yes. versus what she said. >> It was easy. So is yours your example of you that you shared is that you you'll be taking the blue box back to the MLSS smaller team. >> Yes. >> Well, smaller and bigger team bigger team is meeting in June and but yes the smaller team will also interact. I the bigger team will hopefully provide us some really good ideas. They will because when teachers see this, they always come up with ideas that would that are >> um better representative >> and representative and also impactful more impactful. >> Um Chris, can you explain on 11.5 like our

148ACP goals? Like how often are they checked for when you say that they're set? Are we checking them at certain points in their high school stage? >> Yeah. So they're done annually. >> Okay. Um, so this is something that students would interact with at the beginning of each school year. Okay. >> And it's something that through advisory, it's not it's not something that we monitor, but it's something that they also they go back at the end mid year and ending year end of year and check their progress and make adjustments. >> So this number would be fall of 2025 for all 9 through 12th graders. >> Yeah. >> Not including 8th grade, just 9 through 12 at school. Okay. >> Okay. I have one more question on we're doing evidence-based learning. >> How is that

149possible if we don't have standards for every class? >> Well, there's evidence of student >> evidence of student learning is still evidence of student learning. The standard is defining the outcome. >> Correct. It's just >> mostly at the high school is what I see, right? Some of it's at the middle school. It's something more traditional, >> right? >> It's more the documentation of it. This the teachers and and PLC's are interacting with it. And so like the recommmitment to the evidence-based learning is helping them go back into their standards and really help define what are the outcomes that they want to see from students. But if they don't have them defined, then how did students know that they're achieving them or how to achieve them? >> Yeah, that's a good question. Um, so I can

150tell you like >> I was just confused. I thought it was a dumb question. Okay. >> Okay. Right. >> It was dumb. I was like, wait a minute. >> They're still getting things like a percentage on a test versus a percent. Right. >> It's more shifting it to the model of assessing them based on the standard and skill, >> right? Whereas like some curriculums like that. Yeah. you're you're giving a test and it's it's not always defined in terms of what the outcome is and we are really working hard with teams so that they can define those outcomes so they can give specific evidence back to students >> right >> and so I think it's it's a lot of it is reggrounding but then it's also um there are a lot of teachers that are

151singletons that teach a lot of different courses so it's really going through like we're spending a lot of time with teachers and teams 143 different courses at the high school to make sure that we get all of them correct >> um and So it is a little bit of a process >> going back and doing stuff too, right? >> Yes. >> I just worry about too you said that even like >> like so say we had creative expressions at the middle school and we added two more so they had more options >> but we added them without having standards in place. >> Do you know what I'm saying? So like wouldn't you wouldn't you have the standards and then add the class? >> So that one that I talked about was it was a great

152book. Okay. >> It wasn't a standards issue. It's just that how it was being reported didn't align with um the other class that was already in place. And so that's something that was just an oversight based on like said the new options and something that we're going to go back and make sure is corrected. >> And if I was reading the report right, it is 100% of middle school. It's only 10 courses in the high school that are left. Yes. >> We've gone from 96 to 93%. >> There's been significant improvements. Yeah. I just I just I know that there's been a lot of talk around evidence-based learning. And >> I think if we're going to explain it to like here's here's the standards, right? And here's what you expect out of the rubric from

153the students. Here's what you want to see if you're at this level, this level, this level. It's really hard to have that and then or not have that but then grade them based on parts of >> It has to be. >> Yeah. Yeah. >> Okay. Do you feel like I mean given the rate it looks like it's is it reasonable to assume that you guys are on base this coming year? >> I think so because one of the things that we're taking to teams next year is a new way to document all this information. So their skills, their standards, their outcomes. Um and so that's something that we are going to use to then audit annually to make sure that that information is accurate and they can take back to teams. Um, so that is

154a a specific action step that we're taking with all of our 712 teams to make sure that that information is clear and it's also available, which I think you're getting at 2.0. >> Other questions? >> None. I would entertain a motion on the report. Make a motion to approve the report as presented. >> We have a motion. Do we have a second? >> We have a second. Those in favor say I. >> I. >> Any opposed? That motion passes. Thank Well, we'll keep you guys here because the Oh, you don't really have any review of potential indicators because you don't have any to bring forward, but just noting maybe in their summary statement that they're potential indicator changes to come in the future. Maybe next year we'll be ready to actually All right. Thank you.

155Thank you all. Thank you. Um input for the summary statement. Good. >> Sounds good. Okay. All right. That brings us to public input, which I have none. It brings to board consent agenda. Would somebody care to make that motion? >> To approve the board consent agenda. >> Thank you. We have a motion. Do we have a second? >> Second. >> We have a second. All those in favor say I. >> I. >> Any opposed? That brings us to superintendent consent agenda. Would somebody be care to make that motion? >> I'll move approval of the superintendent's consent agenda. Okay, >> we have a motion. Do we have a second? >> We have a second. All those in favor say I. >> Any opposed? That motion passes. That brings us to our reorg meeting. So, I think

156Ann graciously printed off the reorg election process for each of you at your spot. Does anybody have any questions on that? We reviewed this at our last work session. There any questions before we get started on the process? It wasn't changed if that matters. Lots of papers. >> She does have it. >> Any other questions on that? >> No. >> Okay. >> Are there any nominees for president of the board of education? We >> nominate Gil H. Do you accept the nom? >> Yes. >> Okay. If there are no more I'm sorry. >> Um, are there any other nominations for the president of the board of education? Are there any other nominations for the president of the board of education? Are there any other nominations for the president of the board of education? If there

157are, now it's time. If there are no more nominations, nominations for president are now closed. Gale is now the president. Now I'm better. I'm better off without declared the president of the board of education. >> Thank you. And thank goodness I get to turn it over. >> All right, I will call for nominations for vice president. >> Any nominations for vice president? >> I'll nominate Brian Poker for vice president. >> Okay. Do you accept your nomination? >> Um I also have a nomination from Megan Taylor, so I'm just gonna say that. Um, but um, I want to because there's two of you, I want to give you guys time to speak. Megan has sent me like two sentences to to read out loud. So, if you wanted your two minutes um, are there any I

158should ask if there's any other nominations for VP? Can I say VP? Yes. Okay. Any other nominations for VP? Oh, I thought you were Any other nominations for VP? >> Okay. >> All right. Nominations are now closed. >> Yeah. So, I guess I'm I'm interested in becoming the vice president because uh I feel like I've got a fair amount of experience on this board at this point. I'm comfortable sitting in the spot of president when needed. And I think that um from succession planning standpoint, I'm willing to step into the role of president if Gail decides she's not interested in taking that on next year. So, I'm willing to step up and do that. >> Um, I will read what Megan wrote. She said, unfortunately, she can't be here. She is at her first graders

159music concert tonight. So, know that she wanted to be here but couldn't. She said, "Vice president is her first choice. She is grounded in communication, accountability, and collaboration and committed to continuing to help our board evolve and include all board members in all roles. this position is not one that she has held yet and she's also interested in using this as a way to gain more knowledge from the president of the board. Um, we continually talk about succession planning and I would love to use this as an opportunity to learn and hopefully one day serve as president. >> All right, now on to our ballots. secret. We don't have to sign it. >> You don't have to. >> No, I just >> Yeah, I think so. >> I don't know, but >> I feel like

160we have too. >> Yeah, >> for something. It might have been something else. >> Yeah. >> Something that was a yes. No. >> Yeah. >> Okay. I'm going to read them and Ann's gonna tally. >> Yep. >> Okay. Brian. Brian. Ryan. Brian for Brian. Okay. Seven. >> Um, now I will take nominations for clerk. >> Nominate myself for clerk. Do you accept your nomination? >> Any other nominations for clerk? >> I'll just throw out I'm willing to serve in any capacity. I just didn't tell Ann so I'm not okay. >> So are you nominating yourself? >> No. >> Oh no. >> But but I will say that I work close by and >> available available. >> So is that a nomination for yourself? Do you want somebody to nominate you? >> I can ask but

161okay. >> Any I have a nomination from Megan has put in for clerk as well. >> So just hear the speeches. Yes. After after I say do are there any other nominations? >> Three times. >> Still have another >> any other nominations. >> Also indicated that she was interested. >> Yep. You interested in the clerk? >> Um >> do you accept your nomination? >> Yeah, you accept. Well, I asked her, she accepted her nomination. >> Well, then that's how we're getting Megan, too. Megan expressed interest. Right. >> You can nominate yourself. I just want to make sure you >> guess you change your mind. >> Um Okay. >> Yeah. Okay. Okay. Any other nominations for clerk? >> Sure. You don't want to nominate yourself, Jan? >> Uh no. >> Okay. Any other nominations? >> Did

162I say it three times already? Any other nominations? >> Okay. >> Hearing none, the nominations are now closed. We will do a ballot. Oh, no. Two minutes. >> Start. >> Yep. >> Do you not Do you want them to start? >> Oh. Um, hi, my name is Stephanie. >> I'm interested in the clerk position. I previously had the position. I enjoyed it. Um, there was a lot of things that we learned together, me and Ann learned together, the changes. And, uh, whoever gets the position, I just say you have to really pay attention. It's not just about um you have to really be vigilant in in looking at all of the data and being present. So, whoever gets it, uh that's just my my thing. Um I don't know if there's any more changes that

163happened, but it was it was fun. It was it was it was a good experience and I enjoyed it. >> And you're talking about the board of canvasers, right? And you serve on the board of canvasers. That is one of the duties of the clerk is to serve on the board of canvases. So yeah, that we did learn a lot. >> So it's it >> yeah that is I think that's the most interesting part of it. And then you just you sign papers but I um I enjoyed the position. That was one position that I did enjoy. >> Okay. >> Oh, and everybody's trying to look at me. >> So I'm actually not running for anything this time. So, this is my chance to actually serve in that role, I think, and actually fulfill it

164and do the board of canvasing. You know, this is my shot. I haven't held this position before. And um I would think it would be um something that I could fulfill, you know, something that I could do and a way that I could serve the board, a way I could get more experience doing something different. And like I said, this it happens to be a time when I'm not on the ballot, so I can actually count the >> right. So I guess you know, >> did you have to give that up one time? >> Huh? Were you clerk one time and had to give up? >> No. Okay. >> I had to give it up. >> You had to give it up when you were running. Okay. Okay. >> Interesting. Okay. I um Thank you.

165I will read um Megan's. She said this is a position she has not held yet. She has the availability to support it and she'd love to see the position rotate um to all members of the board. >> All right. So speeches are over and we can vote. We have three people. We just reverified the rules. We need a four a majority of four. >> Yep. >> Um other otherwise we'll do a re we'll do a a recount. Yeah. >> A revote to say a revote. Stephanie. Okay. Stephanie. Bessie. Megan Stephanie. Okay, we're gonna have to re >> I can step out. >> Well, you're at the highest. >> Oh, >> I mean you can step out if you would like, but >> so >> Oh, you have >> if one of us steps out then

166it's still vote between two. >> Yes. Okay, >> let's I'll step out because I did it before. >> You sure? >> That's your decision. >> Okay. So, we need to revote between Megan and Gussy. >> Oh, okay. >> I can come back. That's right. because I thought >> the first >> a second vote will be cast for the top two candidates receiving the greatest number of ballot withdrawn. >> I know but >> before that >> we were talking about including all three again. No, we were okay. Sorry, I misunderstood. So you turn your back to pull out. So it would have had to have been I don't even know how you drawing she. Okay, this is the second round for clerk. Megan, >> Megan, Stephanie. >> Oh, >> one for Stephan. You have it. >>

167Congratulations. >> Yes. >> So is Hey, >> okay. That brings us to nominations of treasure. Megan has nominated herself for this position as well. Any other nominations? >> Stephanie. >> Do you accept your nomination? Yes. >> Yes. And your name was also on there. Are you accepting your original? >> Well, I don't think you can just went across. >> Any other nominations? Any other nominations? I lost counting it. Is there any other nominations? >> Okay. All right. Hearing no other nominations are now closed. We can vote. Oh, speech speech. Hi, my name is Stephanie. I never held this position. It would be interesting to see what this role entails. I'm excited the whole system. Good. Thank you. Um Megan also said she has not held this position yet. um she has the availability to support

168it and wants to um see the position rotate to all board members. All right, we can vote. >> That's why the Neola um I used to do Neiola prizes for we would do policy. How fast can you find the policy? >> We should do that. >> That was back when I was energy. But yes, >> bring that back. >> Yeah. For Kathy's quizzes. >> Do it with the board. Okay. Are we good? >> We're good. >> Okay. Um, one for Stephanie, >> one for Megan. Stephanie, Megan, Stephanie, >> congratulations. >> Great speech. >> All right, that brings us to Election of Governance Officers. Sue has put her name in the hat. Do you accept your self-nomination? >> I do. >> Okay. Any other nominations? Oh, I'd be willing to continue. I've been doing another nomination.

169Any other nomination? Any other nomination? I'm just You're the last one. That doesn't happen. I'm just making sure you don't feel left out. Any other nomination? >> They have to be here to accept the >> Not if they self-nominated. >> So, like we wouldn't be able to nominate Jeff or Megan if they're not here to >> I don't think so. >> Clarification. Yeah, that is a correct. >> Yeah. >> All right. Nominations are now closed. Would you like to say a speech? >> All right. >> Congratulations to both of you. >> Item G, schedule regular board meetings, daytime place number per month. I would entertain a motion. move that we make um meeting the second Monday, second and fourth Monday of the month at 6:00 at district office in the boardroom. >> Okay. >> Thank

170you. >> All right, we have a motion. Do we have a second? Second. >> We have a second. All those in favor say I. I. >> Any oppose? Item eight, cancel regular board meetings due to school breaks. So we have one suggested in July um December which is winter break and spring break. >> Motion to cancel the regular board meetings due to school breaks July 15 2026, December 28th, 2026 and March 26, 2027. >> Wow, you did that really good. I would have screwed up a year. Thank you. We have a motion. Do we have a second? >> We'll second. All those in favor say I. Any opposed? That motion passes. Appoint fiscal depository for the district. >> Is it DMB? It is DMB bank. >> We have a motion. Do we have a second?

171>> Second. >> We have a second. All those in favor say I. >> All those opposed. That passes. Appoint school district legal council. We all met. Tess O'Brien from Renie Lucy Ren Lewis and Lacy. I would entertain a motion on that. >> I would move that we appoint Ren Lewis and Lacy as the district's legal. >> Thank you, Jan. We have a motion. Do we have a second? >> Second. >> We have a second. All those in favor say I. >> Any opposed? Appointing the school district official newspaper. Currently, it is the Star. The only newspaper we have >> that we appoint the school district official newspaper to be the star. >> We have a motion. Do we have a second? >> I'll second. >> We have a second. >> Regrudgingly favor. >> All those

172in favor say I. >> Any opposed? That passes. That brings us to appointing the delegate and alternate delegate for the WASB 2027 delegate assembly. Anybody >> might be willing to do it again. >> Interesting. >> We need a alternate or we need a >> I could be alternate or primary, whichever. >> Oh, let's see. Last year, Stephanie was the >> primary and I was the alternate. >> The alternate. So, I don't I would like to give other people opportunities knocking down the door. Do you want to be a primary or an alternate? Because I think he's >> I'll be >> an alternate. So Brian as the >> if there's no one else to never done that. >> Okay. >> I'm willing to do it. >> No. Linda. No. Correct. All right. So I would entertain

173a motion to appoint Brian as the delegate and Stephanie as the alternate. Would somebody care to make that motion? Can I make >> that motion? >> Okay. >> We have a motion. Do we have a second? >> We have a second. All those in favor say I. I. >> Any opposed? How about appointing a CISA 2 delegate? You've done that before. Did you enjoy that? Sure. Would you be interested in doing that again? >> Okay. Is anybody else? >> No. No birthday parties. Okay. No. If you're going to do it, >> I don't even remember. >> It was yours. >> No, I don't. >> No. We had a last minute birthday party last year. So, >> I think it's the 13th. >> Oh, okay. Okay. Would somebody care to make a motion to appoint Linda

174as the CISA 2 delegate? >> And we need an alternate. >> We do. >> Yes. Yes, we did. >> That we appoint Linda as the Okay. >> Primary delegate. Whatever. >> I can alternate. >> It's always It's always an interesting. >> Okay. Okay. >> We have a motion. >> Okay. Yeah. >> We have a second. >> I'll second. >> We have a second. All those in favor say I. Any opposed? How about appointing the WIA delegate? >> Oh, we need to appoint a board representatives. >> I don't have that. >> What is it? >> W is appoint board representative to the greater Dane County School District governance. >> I have NSA. >> Oh, yeah. Just in the agenda. I'm sorry. >> Agenda. Sorry, I didn't add that. >> That was my error. My apologies. >>

175Okay. Okay. >> You know, >> so that's not Is that supposed to be in there? >> It is supposed to be in there. Yes. >> So, >> does everybody know what that is? >> Yes. >> The Greater Dane County Consortium. Is anybody interested in being the representative? Brian, I know you were doing it for the advocacy committee for them. >> Yeah, but they never reached out to >> Interesting. Would you be interested in being the representative for it? >> I could. >> Does anyone else want it or a ticket? >> We can. Do we need an alternate? >> Well, I think it's open to anyone. >> What was happening was we >> showing up. >> So that's what I wanted. So this is new on here this year. >> Yes. >> Yeah. >> So if

176we appoint Brian then we have someone there for sure. If anybody else would like to attend, they certainly can. But then we have representation >> as the board representative. If I can't make it, I will let the board know so we get someone else to go. >> That sounds good. I almost I almost always attend as well and I would be willing to be the alternate for that. >> Okay. Okay. >> Okay. I will make a motion. She g me the side of the greater county school and >> thank you. We have a motion. >> We have a second. We have a second. All those in favor say I. >> I. >> Any opposed? All right. Now that brings us to the WIA annual meeting. >> It was Rick. Would somebody make a motion for

177>> I will make a motion um that Rick Henard be the delegate to the WIAA annual meeting. >> Okay, we have a motion. Do we have a second? >> Second. >> We have a second. All those in favor say I. >> I. Any >> opposed? So I'll take it. Um now we're on to the determining the date of the annual meeting. It has been presented as September 28th, 2026. Would somebody care to make that motion? I'll make a motion that we both hold the 2026 budget hearing and annual meeting on September 26th 28. Sorry. >> All right, we have a motion. Do we have a second? >> Second. >> We have a second. All those in favor say I. >> I. >> Any opposed? That motion passes. That brings us to press verification. And they

178are not here. That brings us to convening into close session. Would somebody care to make that motion? Yeah, we we'll go into the other room. Yeah. >> Do you want to go into 221? >> 21. >> All right. >> Motion to go into close session. >> I'll make a motion to go into session. >> Okay. We have a motion. Do we have a second? >> Second. >> We have a second. Roll call. >> Yes. >> Berg, yes. >> Coker, >> yes. >> Esser, >> yes. >> Lenhard, >> yes. >> Lewis, >> yes. >> Love, >> yes. >> And Sar, >> yes. >> Thank you. 221. Is that the same one we were in last year? >> Somebody taking off Thank you. Is there any further discussion or action related to closed business? Hearing none >>

179or debrief of meeting two questions. Hold them down so I remember >> and not everybody has to answer. I'm not going to go around. This is our new like this is quarter one monitoring. So we're monitoring board performance GC3 job description. So if you have something to say I welcome that and if not no worries. Did we stay focused on governance policy and outcomes or did we drift into operational details? >> I think we drifted a bit because we got into the indicator heavy That would be mine. >> Okay. >> We asked some questions about the report. Yeah. >> Any other thoughts? >> It's also hard to stay at a higher level, >> right, when you're presented with details with the data. >> Can I ask a question about that? Is that okay? >> Sure.

180>> Um, so I noticed that and I tried to draw it back out to say administration will, you know, bring it back. Is that helpful when I recognize it and I jump in and say >> helpful when anybody recognizes jumps in. >> All right. Because we're always trying to like make sure we're all We want the best for the district together. So, it's just making that happen. Okay. Cool. That that that feels right for the moving the work forward. >> Absolutely. >> Okay. >> All right. No other comments. I would entertain a motion to adjurnn. >> So move. >> Okay. Second. >> We have a motion and a second. All those in favor say I. >> I. >> Any opposed? Meeting is journed. Thank you everybody.