001Good evening everyone. Welcome to the Franklin Board of Education meeting for Wednesday, September 24th, 2025. Uh the meeting has been properly posted. Can we have a roll call, please? Dr. Beer. >> Yes. Mrs. Yank, >> here. >> Mrs. Wakowski, >> here. >> Mrs. Serski, >> here. >> Mr. Sprag, >> here. >> Dr. Khan is excused andor arriving late. Mrs. Larson is excused. I am present. >> Thank you. Can we stand for the pledge of allegiance, please? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. I'm looking for a motion to approve the agenda. >> Second. >> Motion was made by Mrs. Wakowski. Seconded by Mrs. Yank. All in favor?
002>> I opposed. Motion carries. Thank you. CRC presentation, Mrs. Yank, please. >> Um, can you hear me? Is this feels like it's not on? Is it on? Okay, sorry. Um, so, uh, just little preface. Um, while I know many people would perhaps feel a bit intimidated or find it depressing to work at the community reintegration center, I feel very confident in saying that the four staff members, one of whom is here, um, would not want to educate students anywhere else. And after attending the most recent graduation ceremony, I can also say that the students were invested in their educational experience, were personable, engaged, and ready to move forward with their lives in a positive fashion. In other words, they were students that Franklin School District should be proud to call our own. Uh today we
003have Mr. Isaiah Rebert. He's a crosscategorical teacher. He's in his third year with the district. Also want to acknowledge uh Michelle Pink. She's an educational assistant in both the CRC and Franklin High School. She is in year one of her tenure. Uh Miss Mila Acasta is a school counselor and if you care to be impressed, read her bio, her profile on the website. Um she's been with the district since 2023. Um she was a high school counselor. She um was an SEAL administrator uh an elementary school counselor um and also has a certificate in substance use disorders as well as a master's in counseling. Um Todd Serpic has been with the district I for 26 years. That's what Okay. Um he's been a special education teacher has supported grades 9 through 12 math classes along
004with biology and physical science. He's also an adviser for the Eco Club and Best Buddies. Um, and then Mr. Joey Jonas is the associate principal Franklin High School and oversees the staff at the CRC. So, I'd like to introduce Mr. Robert and Mr. Jones. >> Thank you. Thank you. >> Thank you, Mary. That was great. And and Todd was going to join us, but he is with the Eco Club tonight. So, where's his hat? So that is actually what he's doing. They have one of their first activities as a club outside of school time. So that's where So we're very thankful to be here tonight. Share >> share a little bit about the work at the CRC that the staff does. They're very accomplished staff. They've done a nice job of adjusting every year and
005continuously improving to meet the needs of the students that they work with. We do so under the mission and vision that you see here. And just to to bring attention to a few of the key terms words, when you're in that space, it is a space where the students feel a sense of belonging. That's no different than the goal we have at the high school or any other classroom in our district. And the students there are welcomed. They want to feel like they belong and that their learning will be done in a nurturing way. Um, and Isaiah and his team do a great job of that. Additionally, continuing to look to exceed what they believe is their potential. We're matching that teaching and learning vision that we have for all learners in our district with
006through the extension of our students at the CRC as well. So continuing to to live under some of those same values and that mission and vision. >> And then if we go to the next slide just to highlight some of the work that was done last year still in the early stages of 2526. So you can expect more data as we go throughout the school year but continuing efforts around not only graduates but engagement in school. We know that even engagement for a small amount of time will be beneficial. Um when Isaiah works with a student, even for a day or two before they may move on, that's still going to provide benefit to that student, provides them connection. And a lot of what you'll hear tonight is there we go is um some work
007around how we support students as they leave the CRC and exit back into life. And so what we can do regardless of graduation status or not will be increased when we can work with students. So when we see data that shows we're working with a higher level of students or higher number of students I should say that's impactful. And last year able to get consistent staffing with Todd at the CRC in the second half of the year full-time consistently after you're able to fulfill his position at the high school really allowed for an increase in second semester. And Isaiah could probably share more about how we're recruiting already at the beginning of the year now to try to get as many students in the classroom as we can especially after that summer lull. Trying to
008get students back in as soon as we can in fall as a goal. Um we've also partnered with MPS um building connections with their staff and Isaiah will share a little bit more about that but that helps with recruitment and also that communication and efficiency to support the students. So our building goal um we're continuing to work on this into the 2526 school year and it drove a lot of the work for last year as well but looking at creative ways to maximize credit attainment. You'll hear a little bit about the how in those ways and how we can be creative to do that. We want to help students individually. So much of what a student needs in the CRC is personalized. So, it's a challenge for Isaiah and his team to do, but they
009meet that challenge. Really think through how they get to know the student, really meet SEAL needs, meet the needs that they have as they transition into that space, whatever from the previous days or day brought them to that. Get them to a place where they're ready to learn and then help them learn. And then instill that passion for learning so that when they leave the classroom, the learning doesn't stop. Often students are able to do work outside of the classroom, bring that in to really accelerate credit. They don't do that unless they have adults that believe in them. and Isaiah and the team do instill that belief in them. Um, and more again more around how this goal is being met from the prior year and then into this year as well in the coming
010slides. And I'll turn it over to Isaiah to speak to that a little bit. >> All right. Absolutely. So, one of the things that our students have um always stressed to us is that need for long-term support um when they reenter society um particularly as it relates to social, educational, and vocational supports. Um and one of the ways we do that is through a partnership with MPS. So, we have a strong partnership with Milwaukee Public Schools through a dedicated central office worker that collaborates to ensure that any MPS student currently incarcerated in Franklin has the opportunity to enroll in Franklin Public Schools and complete their high school education. Through that reliable connection, eight former NPS students have successfully enrolled and graduated with us. Many of these students arrive having already completed over three years of
011coursework, and this partnership provides the pathway for them to finish their education and earn their diploma. This part partnership also allows for a smooth transition back to NPS as most of our students are NPS students um and if a student when a student is released. So we're able to figure out school interest before they're released and the school social worker is able to help enroll them on the information um we gather from our students. Another big thing we've been working on is our toolkit and our mentorship. So whether through graduation or re-entry, students who exit our program are required to complete a comprehensive re-entry plan and that's designed to help them navigate life on the outside and hopefully to prevent and reduce recidivism. So another thing our students have uh expressed is that need for
012ongoing mentorship to keep them engaged. So, as part of this process, we've established relationships with key individuals and organizations, including but not limited to Mike Lozano of MATC, um, who is also formerly incarcerated, and our very own athletic director, Cordell Smith. Another thing we're excited to be working on is we've secured a DOJ grant in partnership with DPI, and that will offer mentorship and other wraparound services to address the unmet needs of formerly incarcerated youth. This collaboration is particularly beneficial for our special ed population uh who really does struggle to develop it marketable skills and secure gainful employment upon re-entry. Next slide, please. So, one of the things we're really proud about is the number of graduates we've had in the last three years. So, in the 2020 to the 2023 gra um year, we've
013had seven graduates. 23 24 11 and 24 25 we've had 27 graduates which is huge. That's we're really proud of that number. Um and just to share with you guys a little bit about our recruitment process, what that looks like. So for us, our recruitment process is a year- round process. So at the start of each year, we visit the dorms um to identify students that are interested in enrolling. Referrals also come from program sergeants in our NPS partnership or by word word of mouth from current students. So we intentionally keep numbers smaller than in the past to provide more one-on-one support which has also contributed to the increase in graduation rates. So, one of the things that we've kind of struggled with is because we're an alternative education program in a um detention facility,
014our capacity to find meaningful elective opportunities is is um has been limited. But one of the things we're really trying to focus on is expanding our elective course offerings through internal and external partnerships. So, for example, this summer we had a um a storytelling workshop with XFabula, which was really awesome. And our students were able to earn um uh uh English credit for that. And for example, a lot of our students actually participate in our local Shakespeare prison project. So, just trying to find other avenues for us to increase those opportunities for our students so they can have more of a typical or traditional high school experience. And then our continued focus on SEAL. This is more of Mila's um wheelhouse. However, since because she couldn't be here, I'll cover this part as well. So,
015our focus uh goal focuses on beyond credit attainment. So, while earning credits and graduation uh graduating are important milestones, equips students to envision a successful re-entry into society and reduce recidivism. We emphasize self-care and development, long-term care, uh long-term career and education goals. So by aligning SEAL and state standards and tying it directly to credit attainment, we help students see both immediate success in school and sustainable pathways for life after incarceration. So with that, I'll leave it um there because I wanted to leave time for questions um that we can answer. Oh, I forgot. So we also had some uh quotes. Really proud of our quotes and our our students and they talk about their experiences. Um, so a quote, some quotes from our our students. Says, "I was able to graduate. It was hard
016because I've been trying to get my diploma for a long time. I learned new things I did not know before. I thought that I would never finish school. Most days when I wanted to quit, the staff wouldn't let me. Guilty." I had to push myself to get work done. And the last one, uh, even though I am in a rough environment, we can always push forward and get our goals done. And our thought there was we we can't bring our students to this board meeting, but often a school report would. So, we wanted to bring their messages and their words to it. And then the last slide as well has some of those words of encouragement that they share after they graduate. So, as they're at their graduation, >> that's that's a really meaningful part
017of this um this work to me is just hearing from those who graduate and finding ways for them to encourage our current students. That means a lot not only to us as staff, but also um to other students that are there. So, one of those quotes is keep trying, don't give up. I was once where you are and I thought I couldn't do it. It's not possible or pardon me. It's not possible if you put your mind to it. Uh it's not impossible if you put your mind to it. Uh no matter where you are in life, it's never too late to get on the right track. But the only person that can get you there is you. So believe in yourself. Never give up. It can be hard at times, but it can be
018done. Stay focused and don't give up. It's all on you. And just to close, I would say again like I'm I couldn't be more proud of our students. Many of them often tell us that this is the first positive school experience they've had in their whole academic career. Um we've gotten so many beautiful letters from from former students that continue to to uh um stay in contact with and tell us how meaningful um this work is that we do in the program. So with that said, thanks for your time. >> Thank you. Thank you very much. Anybody? Andy, please. Uh thank you for your time as always. Um impressive work and you continue to grow the program every year. So I hope you're proud of yourself because we are proud of you. I'm just curious
019>> how many are is there a community of peers that you are able to call on who are doing work similar to yours and if so what lessons have you learned from them andor what lessons have you been able to impart to them or are you sort of forging a path completely on your own? So, honestly, the best way I can answer it is yes. And yes, there is a community peers because every year we have the I can't really exactly it's called, but it's the Wisconsin um Correctional Education Association has a conference um and I went this last year and that's always been um very nurturing for us just to hear the stories um understand what the latest practice is in correctional education. Um so that's been been been wonderful. Um, one of the
020things we've been talking about with our team is actually starting to present um at one of those upcoming conferences because I do believe even though we get a lot, I also think we could give a lot um to um to those conferences. So, you know, we it's it's a niche, but I found that um we do a pretty good job and we are at least doing um what every other um correctional education associations or or institutions are doing. But um we it's it's a niche. There there are there are a few of us, but there are definitely others. >> And even in house, there's teaming with MATC because students can receive MATC credit. So they're just right down the hall. So we can learn a little bit about what they're doing in house, too. >>
021So what you are there? So those are those are those are different questions, right? So in our program right now, I believe we have currently enrolled there are about 40 um students that are enrolled. Um we could probably in terms of eligible students, I would say there's probably I would say roughly 60 or 70 eligible students. But the thing is because our students are adults, they can choose whether or not to enroll come to school or to enroll in school. And as we recruit, that's one of the things we ask them is first of all, have you already earned a high school diploma? Um, and then, you know, how old are you? And if they meet the age criteria, if they've not earned a high school diploma, then they're ours. So we can't meet we
022don't meet currently meet the need of the entirely the entire need of um all of our um people who could be eligible but unfortunately or for fortunately um they have that um that free will to decide whether or not they want to come to school because they're of age. How long have you built that? >> That is the most difficult, most challenging part of the job because you you build these relationships, strong relationships and meaningful relationships, but we have no idea how long they're going to be with us. We have students, some students that are with us for as little as a week. We have students, some students are with us for a couple of years. And it just all really depends on their cases, what that looks like. Some of them are transferred up
023north. Some of them some of them are released and some of them stay with us for a little while. >> They're all >> correct. Yes. Yes. So, we do have um just speak to a little bit more. We do have some 17 year olds. Uh most of the 17 year olds are actually either downtown or at Vel Phillips. Those are 17 to to um I think about 14 are either in Vel Phillips or 14. Um I'm sorry 14 to um 17. However, we do have a couple of students who are 17 at the CRC right now and they are part of Huber. So, they get work release and school release. So, the 17-year-olds we have right now are continuing to get um their education in Milwaukee public schools through Huber. >> Welcome. >> Just I
024sorry because this question comes up a lot. So more than half of the students generally have IEPs which means they're eligible for service till age 21. So that's why that age cut offs matter. We service kids with IEPs till age 21. So that I don't want to say that changes the rules but they're under a different set of rules and more than half maybe even pushing 60%. I haven't looked recently but for sure half. So >> yeah I would say that's fair. >> Yeah. Um have IEPs so they'd be eligible for service till 21. Oh, absolutely. You know, we Yep. Absolutely. Definitely implement whatever IP they have and then we revise it and for whatever their needs are at the moment. >> Anybody else? >> Thank you. >> All right. Thanks a lot, guys, for
025your thank you for your time. >> All right. We'll move on to community comment. I didn't see anybody signed up. Um Mr. Mr. Jonas, is there any any cards in the basket? Community comment basket? >> None that are filled out. >> Okay. Thank you. >> Thank you. >> Mary, I know you came in late. Did you want to say something tonight? >> Oh, thanks. >> Welcome. Good to see you again. All right. Uh All right. We will move on to the consent agenda. Then I'm looking for a motion to approve the consent agenda. >> So moved. >> Motion was made by uh Mrs. Seperski, seconded by Mrs. Whitowski. All in favor? >> I opposed. >> Motion carries. Thank you. School board calendar board policy committee meeting Tuesday, September 30th at the ECC at 10. Homecoming
026parade is Wednesday, October 1st at 5:30 um near the high school. Regular board of education meeting Wednesday, October 8th, 2025 at the ECC at 6 and also October 22nd at the ECC at 6. Uh district administrator update, Dr. Bennett, please. >> All right. Good evening. So, a couple updates this evening. Uh, first, congratulations to a few board members that are going to be recognized October 2nd for their professional development award winning at the WSB or through WASB. So, and Misski for a level three, Dr. Beard for level two, and Miss Yake for a level one. Uh, so that's the regional meeting that takes place October 2nd and also be recognized on that. So, thank you for continuing your growth with WSB. Uh the education foundation this Saturday is hosting a glow run. This is the
027first time they're hosting a glow run. It'll be held at Forest Park on the property. So registration or check-in starts at 5:30. You can register ahead of time. It's open to anybody in the community. Uh they have a whole variety of glowing items and vendors that'll be there. It's been fun to watch Cordani pulling together everything as she's working hard to get this event off the ground. Uh so hopefully we'll see a lot of people there. It's a competition between schools also. So staff at the winning school can get a lunch and a special treat for the students during an upcoming assembly. So looking forward to that. It kind of replaces the run that they did um at Ka out of Kayla's place sorry Kayla's playground last year. Uh congratulations to our marching band. They
028hosted the saber invite last Saturday. Uh so there were many challenges which I'm sure some board members could tell us about. Uh moving indoors with weather. Uh but it sounds like it went off well and that's a big that's a big lift for the whole crew um and the parents and everybody else helping out. Uh next week's homecoming week, so that's celebrated across the district and the newsletters. You'll see a variety of dressup days going on at each level, elementary, middle, and high school. Um President Spreg talked about the parade on Wednesday at 5:30. Don't be late, you'll miss it, but it's real quick down 51st finishing at the high school. Uh then we have some powder puff football going on. Um, and then the football game Friday is against Kenosha Trevor next Friday, I
029should say. For that at six o'clock, they'll also have a Hall of Fame induction prior to that game. Uh, next Friday. Speaking of athletics and activities, um, the marching band invites, the big activity that was going on, most of our clubs and things don't start up for about a month yet once we kind of get later in fall into winter. But sports are well under the way. Football's in first in the state at the moment. They play undefeated Kosha Bradford this Friday. Uh swim won the conference relays last week. Golf is going in going to compete for their 12th straight conference championship. Girls volleyball is in second. Boys up against the first player plays the first place team this coming week. Boys volleyball's in first along with boys soccer uh in the conference. So a
030lot of really successful things going on with our athletes. Uh that's exciting for our community. standings for boys and girls cross country and tennis are always harder those kind of post results and scores later um in the season different than other sports. So, a lot of excitement at the high school and hope to see everybody out there. >> Thank you. All right. Uh schoolboard liaison reports. >> I can >> please. >> Um I met with Mr. Vololo at the high school as that is my liaison school. Uh we met last week and had a great conversation. learned a little about a little bit about their goals this year. Um, one kind of overarching theme is around literacy um and what they're doing to kind of reach some new different levels with literacy. We talked about
031their um they did some testing earlier than they have before to kind of get some baseline information for students so they can more uh specifically tailor instruction and things like that this year to kind of um meet those needs. So, that was an exciting thing. Um, and then we went out and visited classes and I'm just always impressed. I remember being a student in school and somebody, you know, ask you a question and you maybe are like, I don't know. We walked into a classroom completely unannounced, unprepared and every single kid that we talked to was able to give a completely like coherent, really exciting talk about what they were working on. And I just was really impressed with that with our students that, you know, in the second week of school, they could speak
032so clearly and passionately about the work that they were doing. So, just a really fun day. Always fun to go see students in classrooms. So, um that's my high school report. >> Thank you. Let the records show that Dr. Khan arrived at 623. Uh, anybody else? School uh board reports or school and community engagement reports. I think quickly that I did the consignment sale and then spent the better part of the day watching a master in action of just manage >> weather related issues with the invitation with and grace and just excellent day even despite the weather. So kudos kudos to >> thanks Mary. It was a team effort definitely and a real saber pride to see the community come together. All right. Thank you. Uh reports, presentations, and other board business. Uh seclusion and
033restraint report. Mr. Ecman, please. [Music] Good evening. Good to see everybody. I am starting with I have two reports tonight. Um I think this is working. The uh first report is the annual seclusion restraint report. Um I'm going to share a few comments about the report and then take questions. So um first of all, this is last year's data. So um the report covers our instances of seclusion restraint um from the previous school year. Um this is annual report required by DPI. um were governed by Wisconsin Act 118, which went into effect in March of 2020. And so the reporting requirements are that we report the information to the local school board as well as to Wisconsin DPI. And DPI has um increased the reporting requirements and the visibility to seclusion and restraint for the
034purpose of um hoping to limit its use um because we're required to report to parents, local government, and also the state. So um that's the theory of action the state has in terms of trying to address this issue in schools. Um the report covers under the history situation not only the reporting requirements but some of the other requirements in the law that we've had to meet um through the changes um several years ago. So there's definitions in the report and then um also important um to share some of the steps we've taken to try and mitigate the use of of seclusion and restraint in our schools. Um this is a good year for numbers reporting. Um if you've seen the trends, it does uh go up and down, but uh we're optimistic about some of
035the work we've done um with the non-violent crisis intervention course. We've been uh training that more widely with um three trainers. We have three staff members that have been trained in teaching that course. Um there are uh student services professionals, instructional coaches, and um we've been able to to train educational assistants, um teachers, special education staff, and student services staff. So, we've really increased the number of staff we've been able to train. Um we also um have worked with um some consultants and worked on improving our process of functional behavior assessment and behavior intervention planning for students that have um some behavioral needs. The idea is that if we are proactive and teach skills to students and also work with staff to be proactive that we can reduce the instances of seclusion restraint. And additionally,
036we've had a district-wide focus this year on teaching self-management and self-regulation skills. Uh we launched that work in the uh in early August at our leadership summit. And each school has a goal through their improvement plan through their SIP team to uh help focus on teaching um and addressing those needs um for students. And it seems to be off to a good start. So, that's some of the work we're doing in this area um that I wanted to make sure to highlight and I'm happy to take questions. >> Any questions? >> All right. Thank you. I just want to um thank you for the proactive approach we're taking to not just not just the u to teaching training people to try and stop these things before they happen but the um I noticed the first
037edition of the newsletter for special education students um we're being proactive in a lot of ways which is what special education families asked us and really all our families asked us to do. So I appreciate the communication. So thank you very much. >> Thank you. Um and um we will move on to uh health and nursing report um with uh Miss Yang and Miss Plus please. Okay. So um a few colleagues that have joined me. Um why don't we start with introductions? I think you you know me at this point. from Leo Ecman, director of student services. I'll let our uh our nurses introduce. >> Hi, I'm Laura Plouds. >> I'm Chongy. >> And uh we are here to present the Health and Nursing Services report. Um and I'll just kick things off with a
038few remarks from um the board situation report. Um the Health and Nursing Services Report, again, this is last year's data. So you'll notice um that it covers uh the activities and the data that's collected through our um health program um that's that's run by Laura and Chong and um they do a lot and you can see that there's a lot of different information in the report. Um so this does kind of provide a scope an overview of what our health program covers. It's highlighting some of the key interventions and assessments that were uh that are in place in our schools. And it does kind of give an overview of what are some of the uh medical and health related needs that our students have um that our health team is caring for on a a
039day-to-day basis. So, um as you might imagine, the health programs evolved over the years um in recent history. we don't need to revisit, but there's just been different asks over time for the health team in the schools and um and that's that's raised the bar uh in terms of expectations from from school staff, from the board, from the community. Um and so the report gives visibility to um what we're doing to address health needs in the schools. Um, but in a sense what I'm trying to get at is it's really broadened what um what we're what we're being asked of as as schools in terms of caring for kids with health needs. So, um, with that, I'd like to turn it over to, um, Laura and Chong to highlight a few key points for the
040board and then, um, we'll go from there and and take some questions. >> Yep. So I just want to say that our district, our students are generally very healthy. Uh we do have some sick kid that comes in obviously with the season changing too, but everybody is pretty um healthy and relatively stable. Um the scope of health needs continuously evolve from high severity even sometimes even low. So we kind of get a a variety of in um from low to high. Um, school nurses as Laura and I, we aid in evaluating and guiding unique diagnosis from families. Um, we get new things every day and it changes all the time. So, we can't be set on just saying, "Hey, today we're just going to focus on one diagnose." It's always changing. So, we are ready
041to handle and support students and teachers and staff in that. >> Um, one of the diagnoses that we are seeing more and more of and it's becoming more prevalent is the diabetics. Um, and we just want to highlight that they do require a significant level of nursing support. And even though it's a delegated task that we give to our um, helpers and office assistants and aids, it is one that we are routinely being asked for to continually evaluate. Um, and we kind of project that that's just going to continue to grow as the years go on. >> So, in addition to diabetes, we also handle concussion. So, we always know that sports are always really active. We're great in that in this district, but we do get a lot of concussion that's sports related. Um,
042I would say that it's usually primarily seen in secondary level. So, high school is our number one hit there, which I deal with a lot. Um, I communicate with the athletic trainers, they communicate with me, I communicate with parents, and then students along with all the staff to make sure the accommodations are matched there. Um, in addition to that, our critical role is addressing and managing emergency response. So we do have um emergency response team for each building and also in ACC here. We train them um at the beginning of the school year and then we do drills um with our fire department two times a year. >> And although a lot of what we um handle is a known condition, we do see a lot of unknown conditions. Um, but one of the ways
043that we help our known conditions is we are continually seeing IEP meetings and 504 plans that we do go with those families and we report a medical update on that. Um, and we just make sure that we reach out to the families to get the most upto-date information so that we can pass it on to all the levels of speech therapists, teachers, all of that. >> And then with that being said, also it kind of just wraps around as a big circle. We train our staff when new things come up and even if it's not anything new, it's always a good reminder that we train our staff with like everything at all times. So, at the beginning of the school year in August, we plan with all our health room staff, whether they're office staff
044or they're trained to be in the health room at all times. Um, health room training and then we go and spend time with them every day. We we try to at least be in the health room at least once a day. um even for like 30 minutes to an hour, especially with how big our district is here. We can't spend all day, but always calling, emailing, checking up on them, and making sure we're available to answer and support them as anything comes up. >> So, before questions, I just want to take a I don't want to forget to share this with the school board. I just want to make sure to that I communicate a very high degree of confidence that I have in Lauren Chong. I count on them um for ongoing communication with
045uh the staff in the health room and with me and with our medical adviser. Um they make they connect a lot of dots in our system. Um I just want to make sure that I communicate my confidence in the work that they're doing. >> Thank you, Leo. >> Angie, please. >> Um thank you for coming tonight and thank you for the report. >> Two questions. one, I know last year we had a spirited discussion on the nature of um severe food allergies and I just noticed that last year that there were no incidents of severe food allergies reported. Can you comment on how that was achieved or was it just a lucky year? >> I would say it's just a lucky year. I think it's just a lucky year and we hope that it will
046just continue to be like that. Um we do stress the fact of allergy plans. So our health plans when parents send that in as soon as they get it to us we do put it into power school and send it out in communication to all the teachers >> and I think every level of education so elementary middle high school they're really starting to become more aware and realize that it is just an ongoing issue and so um I know in the elementary level there's just so many factors of making sure that the tables are cleaned kids are washing their hands to avoid any sort of crosscontamination. Um, and so I I feel like the more knowledge we put out there, we're trying to kind of lessen the risk of what these kids could be exposed
047to. >> Thanks. My second question has to do with the data set you provided regarding the number of office visits for each school. And I'm wondering if you can address sort of just the theory of the case of why decreasing the number of office visits is a good thing or a goal. So obviously we want to keep our kiddos in the classroom as much as we can and so there is a big discrepancy on some of the office visits from a schoolto school profile. Uh one of the things that we have really tried to enforce this year is letting teachers know what their comfortability should be with keeping the kids in the classroom. So, so for example, sometimes we have kids come and they just have a bloody hang nail and it's like we're trying
048to prevent that from being a health room like evaluation where they can wash their hands in the classroom. All elementary classrooms have sinks. So, we're providing the band-aids to hopefully prevent them from having to leave the class, come to the health room, possibly take up time from a student who might be a little bit more severe. Um, so that's one of the ways that we're trying to reduce some of the health room um, visits every day. And so far we've gotten pretty positive feedback from the teachers. I know we're only like a month in, but they're feeling more of, "Oh, I didn't realize that we could do that in the classroom." Um, so I think just providing that education and making sure that they're comfortable and knowing how to do a mini triage in their
049classroom will keep them in there. >> Brenda, please. So just um [Music] >> so they're part of our nurse subpool. Um and so anytime that we need additional help with just having two nurses in the district, some of our students require nurses to go on field trips with them. And so then we would kind of take in one of our subpool nurses if they have the availability to go on that field trip or go on that activity so that Chan and I can hopefully stay in the district where we're where we're needed to. Um so that's more on that level of that they're in our subpool. >> Also they will support in case one of our staff members is absent um unexpectedly, they will jump in and help and support the health room. Please. >>
050Are you involved in the rec department at all or what is involved with school here? Are you at all? >> Yep. So, we um are involved in the rec um department. I help facilitate the AM kids club and the PM kids club so that every they call them kids club supervisors. They get a list of every kid that has a health condition so that they know what to what to expect if a kid potentially has a reaction to something. Um, it is not affiliated with our school in the sense that they have access to our health rooms. So, it would be up to the parent to still provide, you know, any of the emergency medication they might need that they give one to the kids club um as well as our health room. Please. >>
051Um, I just wonder if you could elaborate on the student wellness committee. It sounds like a fabulous, you know, undertaking and just a couple sentences here. I'm wondering if you can elaborate on what what they do and how they said the focus is on maintaining physical and mental health of students. What does that look like? >> I would say for right now, we are still working on that wellness committee. Um we're always here welcoming students, greeting them and making sure they're they know like we are a safe place in the health room to support them in that way. >> Absolutely. Please >> you know with 25 students in the district with type diabetes >> especially um the younger one in the elementary school >> who are sometimes new to the disease. >> Do you guys
052have any um contact with the parents about possibly monitor Most of the time the younger students are not already on the pump because they they prefer the physicians prefer and an I think will uh I have seen that most of the pediatricians prefer the younger kids to take the insulin and only when you are more little bit mature middle school and all this stuff then go to you know a pump like a device. Have you guys seen any change in the like more and more students are getting on a bump even at an earlier age and if they are then are you in collaborating with the parents able to monitor their devices because sometimes young kids you know what is my number and you know >> to avoid any episodes of hypoglycemia as such >>
053I would say that the um new reg regimen is that kids are getting transitioned to the pump a lot um sooner than they have in the past >> uh of all of the elementary level diabetics, all of mine are on a pump. So, um really shying away from that typical injection before meals or injections just to do a uh a correction. So, yeah, I haven't seen really anyone without the pump unless it's a brand new diagnosis and then they wait usually like a six-month transition period and then they're going to the pump. Um, and so in your other question, they do have the technology now that there's a follow app that parents can give us the right to follow. And so, uh, every health room has a tablet that if parents give us permission to
054use, then we monitor the kids numbers. Um, and so it's one of those that we do try and partner with the family to know highs and lows and see how we can kind of prevent a low from happening or vice versa. So, it's definitely a evolving system and it's continually kind of keeping us on our toes. But, um, yeah, it's something that I think we're going to see more and more poems. Yeah. And I would say that in the secondary level, even though we do have the tablet that keeps like if parents give us the rights to follow, we do promote, at least for me, because I do middle school and high school, I promote a lot of independency. So I push parents and students to be really independent and preparing them to actually like
055when they graduate to not rely on us too much and like trust them and encourage them to do that. >> Thank you. >> And please >> um I just want to say thanks for all you're doing. Um I've listened to this report for a number of years and every year I'm just a amazed at everything that you guys do as a nurse myself. I've never had 200 patients in any one given shift that I've worked. And so just the the scope of what you guys are doing and all the different um talents that you have to use of your own to manage all these things, manage the communication, manage the diagnosis, the treatments, the trainings. I just want to shout out again from the rooftops how grateful we are for you and all that you're
056doing and thank you for taking care of our students. >> Thank you, >> Mary. Please. >> As the parent of a daughter who struggled mightily with anxiety, had a hospitalization and what have you. I know mental health isn't delineated here in any form of fashion, but does that compromise I mean comprise um any substantial amount that kids come to the health room? I mean or do they know that's a place they can go if they're feeling anxious, depressed, other mental health? I guess I can chime in on that a little bit. Um, we uh just to remember that we have other student services professionals available that um have training and um are available to see students with mental health concerns. Um but Lauren Chong do get visits um as you can see in the data
057get regular visits that are consistent with what you're describing, Mary. Um but yes, our students are looking for adults to connect and support them when they have a need and mental health does show up in the health room. Mental health needs, student needs show up in the health room. >> I would say to answer that too for the secondary, they're kind of middle school, so six, seven, eight, they kind of don't know where to go yet, but they just know that they need to go to the health room because they're not feeling good. So they come to us, if they're crying, we know how to properly assess them. And then from there we be like, "Do you want to talk to your counselor or find someone else that can actually address that?" But obviously if
058it's medical related, we'll be doing that. >> And then in the elementary level, I'd say the health room visits are more of a frequency. So if we're noticing noticing an uptick in the same student, always coming in with a stomach ache or always coming in with some sort of ailment that let's say happens to be during math, then we're it makes us take a deeper dive to say what else could be going on here. And then that's when we would reach out to some of our other peers to say, "Hey, we're really noticing that this student is coming in. We're potentially seeing like an anxiety level here." Um where either we can alert the parent or like our peers would kind of take over at that point to say these are the trends that we're
059noticing. >> Thank you. Thank you everyone. Thank you. >> Thanks. >> Thank you. And we'll move on to board policies. Personnel 3000s, community and recreation 4,000s. Finances 6000s. Community relations 9,000s. This is an action item. Mrs. Suberski, please. >> Thank you. So, our committee, our policy committee met a couple weeks ago. We had a couple hours of discussion around all these policies, which I'm sure you've all read um in detail, and we um feel that they are ready to be approved. So, we're just looking for a motion to preliminarily approve the policies. As you recall, we will bring all of the policies, all these batches back together um for a final approval in February. >> I'm just to get the motion up there. Oh, >> please. >> I move to preliminarily approve personnel 3000s, community
060and wreck 4,000s, finances 6,000s, and community relations 9,000s in the policy manual. >> I second that. >> Thanks, Max. >> All right. Motion was made by Dr. beer, seconded by Dr. Khan. Uh, further discussion. Mary, you had a question. >> I just had a quick question. Under the personnel, um, I can't remember which one it was, but it was something about staff and there was a point system for having people come in pedagogic and technical. Is that our is that DPI's rules or is that something that we um came up with as a district? >> No, it's not district specific. I'd like to bring up finance area and I discussed this quite a bit in our review and understanding what that means. And um I did do a little checking in our audit report and
061I noticed language consistently in our audit report that says the legally adapted budget and budgetary expenditure control is exercised at the twodigit subfunction level for the general fund and at function level for all other funds. reported buds originally adopted or is amended by school board resolution and I just feel that that as a policy belongs in that section it is back what we are being audited it out so I'd like to suggest that maybe we take that back we don't need to discuss it at this time and take it up again which number are you talking about 6231 correct And which document are you reading from, Linda? >> I'm reading from an audit report. Um, I think it's pretty consistently in all of our audits. I'm reading the audit report ending June 30th, 2024 on
062page 39 under budgets and budgetary accounting is where I read that information. This is fairly >> please. >> This is a fairly broad policy and so I'm wondering if you could help help me to understand what part of the policy you're specifically asking to amend. I'm just asking you to add what is currently stated in our audit report and what is what our budget control is. I want specifically to know what how we can that's my >> I guess I feel a little bit like the policy as written does that already >> I don't think it quite captures the um the way it's in the auditory it's very clear at what level the control is at and it's it's our policy that's might as well be audited so why would possible. >> This one's driven
063off of state statute and I need Richard drop that off when we did our committee meeting too. So I think at this point it's if there's you know a second to pull it out of the packet is probably like move on these and make motion to pull that out of the packet if there's more board interest to look at adjusting the language according to an audit. Audit has to come to the board annually anyway. So you're still going to get that report whether it's in a policy or not because that's you approved a different policy that talks about DPI required reports and bring them to the board. Audit is one of those that's required to be reviewed by the board annually. >> But this isn't about audit report. This is about budget control. >> That's
064what >> agreed. I'm just saying you'll have that anyways because you've already approved a policy saying audit will come to the board annually as required by >> the language you're talking about is in the audit window. It's in the audit report, but it's about the legally adopted budget and what that means. That's what the subject matter is of this language. I know it's in the but it's not about the audience about the budget. >> I forgot to take pictures. >> Did anyone else Does anyone else want to pull 6231 out from the approved packet for further review? All right. >> I mean, it's in our audit report, so it's referenced the legally adopted budget. Why wouldn't that be in our policy? What does that mean? >> But that's because our >> based off state statute.
065That's why it's not in there. So you'd be adding language specific to just a want of the Franklin Public School Board and you would still get the audit report because it's required by DPI annually and you've already preliminarily approved a button or any policy that requires us to follow DPI requirements. >> So you can add it like any policy. >> It seems redundant. >> I think it clarifies. >> Thank you. Uh all right. Uh any any further? >> All right. Um >> we're seeing we're not interested stuff we're saying. I want to hear what people are thinking here. >> I'm I'm not >> You made a motion. You made a motion and you made a motion. I think >> not even a motion. You >> All right. >> So there's a motion to approve the
066policies and you >> I would suggest the pool and no one has agreed with. >> Well, thank you for support. All right. Uh motion was made by the motion was there was a motion that was made and seconded. Uh all in favor I >> opposed. Motion carries. Thank you. All right. Uh treasurers report is available in the board docs library. >> I do have a question >> please. >> I'm wondering how we handle purchase card transactions. Are they listed >> in terms of that report? So that is only pulling checks. Um purchasing cards, those do not funnel through Skyward like an individual purchase. So we get a US bank upload. We attach all of our receipts to it, but it only comes up in Skyward as US Bank. >> So just one transaction. >> Yes.
067>> All right. Uh future agenda items. Forest Park Middle School presentation, community and recreation department report, preliminary budget review, Wisconsin schoolboard recognition week, WASB 2025 business honor role, spring 2025 early college credit and start college. Now request approvals. 2526 staffing update, budget approval and tax levy, new courses, uh board policies program 2000s, um and district administrator goal setting close session. Um and uh I'm looking for a motion to enter close session pursuant, excuse me, pursuant to Wisconsin state statute 19.85 851C district administrator goal setting uh info 19.851D district safety plan uh and goals review and threat of violence drill uh review uh action and conferring with legal counsel with respect to litigation 19.851g uh bon reason info uh >> motion was made by Mrs. Yang. >> Seconded by Mrs. Seperski. We need a voice vote,
068please. >> Mr. Sprag. >> I. >> Mrs. Wakowski. >> Hi. >> Mrs. Yang. >> Hi. >> Mrs. Serski. >> I. >> Dr. Khan. >> I vote I. Motion to pass this. >> Thank you. Uh, we are in close session time at 6:53. Thank you. All right. The board the board took no action during close session, but we do have a couple of items to vote on. >> Uh I am I move to approve the safety plans as presented in close session. >> Second. >> All right. Motion was made by Dr. Beer, seconded by Mrs. Superski. Any further discussion? All in favor? I opposed. >> Motion carries. Thank you. I move to approve the filing of an appeal relating to the conditions the city has imposed on the construction project. >> Second. >> All right. Motion
069was made by Dr. Beer, seconded by Mrs. Seperski. >> Uh, do we need a voice vote for this? >> Let's do a roll call vote. Mr. Sprag >> I. >> Mrs. Wakowski. >> I. >> Mrs. Yang. >> I. >> Mrs. Seperski. >> I. >> Dr. Khan. >> I vote I. >> Motion passes six to none. >> Thank you. All right, that uh >> so I move to adjourn the meeting. >> Second. >> All right. Uh all in favor I >> opposed. Motion carries. Thank you. >> We'rejourned at >> We are journed at 8:36. >> 8:38. Yeah.