001commercial. >> Yeah. >> Good evening and welcome to the Franklin Board of Education meeting for Wednesday, September 20 uh September 10th, 2025. Uh the meeting has been properly posted. Can we have a roll call, please? Dr. Beer. >> Yes. Mrs. Yank >> here. >> Mrs. Wakowski >> here. >> Mr. Sprag >> here. >> Mrs. Seperski >> here. >> Mrs. Larson is excused. Dr. Khan >> here. >> And I am present. >> Thank you. 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. >> All right, we'll uh u start with community comment. Although nobody's signed up, does anybody wish to comment? Going once. Going twice.
002>> Jenny comment. >> No. >> All right. Um I'm looking for a motion to approve the agenda. >> So move. >> Second. >> Motion was made by Mrs. Wakowski, seconded by Dr. Khan all the way over on his island over there. Uh all in favor? I opposed. Motion carries. Thank you. I'm looking for a motion to approve the consent agenda. >> So moved. Second. >> Motion was made by Mrs. Yank, seconded by Mrs. Seperski. All in favor? >> I opposed. >> Motion carries. >> School board calendar regular board of education meeting Wednesday, September 24th at the ECC at 6. Uh board policy committee uh Tuesday, September 30th at the ECC at 10. Homecoming parade Wednesday, October 1st at 5:30 and a board of education meeting on the 8th of October here at 6 PM. District
003administrator update, Dr. Bennon, please. >> All right. Good evening. Nice to see everybody tonight. So, exciting updates are that the school year is off to a start and we've had bus routes running um on time relatively after the first few days typically um and all the routes are filled. So, those are things we couldn't say a few years ago. Uh so, we appreciate that. We've had a lot of our open houses in the schools. Um, our no cell bellto bell has been going well. Uh, 612. Uh, it's actually been really neat to get some of the pictures from the middle school of students interacting and playing games at lunch and uh, just a lot of positive things. And at the middle school in particular, the student services department has really taken over having something on
004the screen every day about mindfulness or different question of the day and things like that to just continue to to build the social emotional learning. That's the real reason behind, you know, not having the phones out and and interacting with people in front of them. Uh, high school excitement has been that this is the first year we've done the pre-ACT and the ACT testing in the fall as like a practice round. Uh, so they did that today. So, a big shout out to Mike Vololo and his whole team and all of his support staff is that takes a heavy lifting to get everything ready to go um and set. So, this will give us data points for staff to use right away to continue to work with students to better get them set for those
005bigger assessments coming later. What was also neat is we could have just said 12th grade, you don't need to come today. But instead, uh Joey Jonas really led with his team a variety of like uh choose your own way kind of adventure with the seniors. So looking at technical colleges, uh learning about writing college essays, um creating a LinkedIn account, just a variety of different sessions they could do that are going to help them set up for either college technical or just getting ready for whatever comes after graduation. So really exciting things going on at the secondary buildings, elementarymentaries. Um just the excitement of meeting their teachers and getting settled in uh has been really really great. The education foundation is also our great partner, obviously supporting staff initiatives in the classroom. So they have
006two of their bigger events coming up. So this Saturday it's the consignment sale um at Forest Park. And then on the 27th they're doing a glow run which will also be at Forest Park. So it's open to district districtwide family, staff, community. It's the first year they're doing a glow run. Uh so sounds like something exciting uh that they'll take on. Other events we also have with the district, we have the Saber marching band invite. So, we host this annually. That's on the 20th um at Sullivan um the Sullivan Stadium starting at 3 going till about 9 at night, I would say. We have a couple band parents on the board, but it's a variety of different schools performing. Uh so, if you are able to come out on Friday the 26th, couple weeks away
007yet, but we have our first professional development day of the year. So, Dr. Moe's gotten out the gear up sessions. We're continuing for the fourth year some of those uh options that staff can pick for two of the sessions in the morning. uh to learn and grow professionally, take care of their own well-being. Um and a lot of sessions based off of feedback we get from staff. And then the following week, we come back and it's homecoming week, so activities and dressup days across the district, but obviously a plethora of activities taking place at the high school all week if you need anything to do. Um and then we have the parade for all board members that are able to march on the 1st of October. So, we'll line up at 5:15, march at like
0085:30, and then we just need to see who has a vehicle that's available that can drive along with us for all the candy. Uh, Franklin Forward updates, that that's been a challenging um take. Uh, so Franklin Forward referendum work. We should at this point have fences up at the high school property. We should be moving ground around to the north side of the school and we should be getting ready to demo the pool in a couple weeks. All of that's kind of on hold. We've had a variety of conditional use um and NRSE items at the city level that have been tabled, brought back and looked at um and some changes that the city's arbitrarily made to those uh despite the district meeting and even going beyond city expectations through that work. So, we're continuing
009to work with them to kind of see what those next steps are, but that unfortunately does delay our work at this point. I would say at minimum our site plan approval which is the final piece we need to have to really move forward is November uh maybe with common council uh there's a plan commission in between there potentially. So we we have a variety of work we're doing in communicating with the city right now to understand what the next best steps are um and where some of these recommendations have come from or what substitent evidence they have to make the recommendations. So we'll continue to work to partner. We've been proactively meeting with the city the first Thursday of every month since February to understand what we need to do for the project to keep
010everything moving forward. Um, and at this point we're kind of pivoting to where do we go next with some of the different things that are taking place. So, we'll keep you updated, but that's basically where Franklin Ford is now. We were scheduled for an update. We had projected out for October at the board table. Kind of held off on that one for now until we have a significant update. Then we'll bring that forward obviously to the board right away. >> Thank you. >> Question >> please. Linda, >> just want to know how the wreck building is going. >> Rec. Oh, excellent. So, I've given some updates and Friday board updates quite a few to the board about the CIRC building, but it is on on track ahead of track a little bit. We should have
011the wreck department moving into the Circ building uh beginning of November. Uh we the clinic is set to be open by January of 2026, but we expect that that'll probably be over earlier also, maybe even December, but we're trying to, you know, under promise overproduce on that. But that's kind of what our internal conversations have been. Um so yes, everything taking off there. Exciting, I think, and seeing the playground going up. So we should be having some I don't know if kiddos will be able to play on it before everything opens up to be able to get on site, but it's exciting to see some of that coming into place. Um but yeah, good progress on that. Thanks for asking. >> All right, thank you. Uh board liaison reports. Does anybody have anybody anything to
012report? >> Um I shared with you guys the email from the SWSA meeting yesterday. Uh big focus just on state budget and how we can continue to advocate with legislature uh around that which I think you could see in the email and the slides if you went through that. Um, always interesting to hear different perspectives from different school districts that speak on that meeting. Um, but yeah, that's >> still Zoom. >> Pardon me. >> Was it still Zoom or did you >> Yep, it was a Zoom. >> Okay. >> They're talking about doing some hybrid um meetings where you could go in person. They tried one in June. Um I don't It was my birthday. I didn't go. So, I'll let you know. I think they're thinking about maybe in November. So, we'll see. Anybody
013else? I did attend the PTO meeting uh the first one of the year at Pleasant View as my liaison school. Um it's nice to have about a dozen people there um and meet some of the parents of those uh those families at Pleasant View. Um uh school and community engagement. Linda, please. I did meet with um principal at Grubbinwood, kind of a get to know you meeting. Uh the the building was heavily under construction. Obviously, that was a focus for a lot of projects, so that still was about a week before school was going, so they had a lot to to get together yet. And um we just chat about, you know, stable staffing and I don't know if she was real clear on the goals. And um I did learn you could volunteer to
014play with the kids on the playground uh over lunch. Anybody can come in, play games with the kids. >> Absolutely. We'll always take volunteers on the playground. >> Anybody else? >> Went to the um >> Please, Mary. >> The uh teacher welcome at the Saber Center. >> Um which is so fun. It's like it you just see so many people. How do you possibly say hi to everybody? But it was so fun. Um really like that day and I went to a couple football games. >> Yeah, the energy is nice at the welcome. >> Yes. I mean that's that speech is just so inspiring and so just I don't know. I I'm sure people walk out of there just uh energized. >> All right. Anyone else? >> All right. We'll move on to reports, presentations,
015and other board business. Uh so Ed for employment update uh Dr. Mo or um a motion to uh recommend approval if there are no questions. >> I recommend uh I move that we approve the 2526 education for employment plan as presented at our last meeting. >> Second. >> All right. Motion was made by Dr. Beer, seconded by uh Mrs. Seperski. Any further discussion? All right. All in favor? I opposed. >> Motion carries. Thank you. Uh school uh summer school report. Uh Miss Bombian, please. And Miss Juel. >> Okay. So, crazy to think that, right? We're starting the school year again. Um but it was my third year overall leading the summer school um programming and another successful um year at Sports Park. Um families recognized me during year three felt more I felt they were
016more like oh I have a great one and like let go and it was an easy transition. Um students remembered the building and were able to help the younger kiddos too. Um couple highlights. We had increase um in elementary and middle school enrollment um and a minimal decrease in the credit recovery. So less kids need a credit recovery than next year. So hopefully we can continue to see that trend go down for high school. Um we added Susan Cassidy who was recognized by the board for um Maddie the therapy dog. So, she joined, Maddie joined us twice a week and we had a rotation in classroom bits and then she went out for the middle school um break. It's like a quick 15 minutes in between their two sessions, but that was a big morale
017booster. And the sixth graders this year were like, "Oh, I remember you from Countrydale." So, Susan and Maddie were welcomed on a a weekly basis. So, that was really um a positive ad for the programming this year. So, I was glad to be able to make that happen. and I'm joining more on the back end of things. So, I work mostly on like the setup of our summer learning um K12. So, uh working with Janine from the K8 side, working with the high school associate principles from the 912 side just to put it all together. So, um like she said, it was a great year. We had um good success with students um attending our credit recovery program, making up some credits that they may have been missing. Um as well as that at the
018high school level, we also have some enrichment things happening there. Um it was also refreshing. Um our high school associate principles took on the role of summer school admin at the high school level this year. Um and really have lots of ideas moving forward about how to continue to increase some enrichment opportunities for the high schoolers. Um and then just finding small tweaks that we can make to our credit recovery as well to make that um the best opportunity for students in the summer. So, that was exciting work that we got to do. Um, and then I'm working with lots of different people here at the ECC just to try to figure out how do we create um that cohesive um summer learning program moving forward. So, we're already start starting to talk about more
019of a partnership and communication with Wreck so that families really get an idea going forward about what opportunities are there through Wreck for their children over the summer, what opportunities are we providing, and trying to bring some collage there. So had a great year and looking forward to some of the things to look forward to next year as well. >> Thank you. Any questions? Andrew, please. >> Um, are kids from outside of the district eligible to participate in our summer school? I just don't know the answer. >> Non-resident. >> And students who are residents that don't attend. >> Linda, please. >> So, you did have quite a bit of growth in the middle school. So, what do you think made that work? I think you went from 193 to 249. What do you >> Yeah,
020I would say um potentially families looking to get their kids in the middle school ahead of time to get used to the building. >> Um anytime I talk with a fifth grade family um if I'm at school or in parent meetings, I obviously I recommend the program because right, but also it does help with that angst of like the big building and am I going to get lost and all that. So um there's not one thing but if I had to guess it potentially as well that >> thank you >> you know please >> for the high school offerings uh especially for integrated math IM1 IM2 and IM3 is it all recovery or they were also students who had taken the courses for first time because it says credit recovery or first time credit courses.
021>> Yeah. No um our math is only credit recovery. So the courses that we offer for firsttime credit would be um intro to PE and health >> and students who take uh the junior senior health is it advantages to them to take in summer so that they don't have to do the gym in the academic year then is that how how does it function? >> Uh I mean yes and no. I mean it just means they potentially have the first opportunities during the year but like that same thing with like the intro to PE like students who take that usually it's because then like as freshman intro to PE is one of the only courses that they take that is a half credit and so then by taking that over the summer they now have
022an opportunity to take a full credit course that's year long. >> So it's just >> students figuring out what's best for their schedule and what they're interested in taking. kids who already were looking at another half credit course might not have the same consideration. >> Thank you. Anyone else? >> Thank you very much. >> Thank you guys. Thank you. [Music] >> All right. Uh discipline matrix bullying report act 12 information. Dr. Mo, please. >> Thank you. So this is several um items kind of combined into one. You can see in the report. I just want to provide a couple of highlights and then I'm happy to take questions. Um the first thing is the discipline matrix. I I know a couple board members have asked about this is actually our second full year of implementation.
023So as I explained in there, the one thing to start was to get the matrix done, but the second piece that we added was to get power school aligned. So when we call a behavior entry or behavior log. So when a behavior serious enough gets referred to the office that's logged in power school. So the second big step that we had to do is make what was in powers school match what was in the matrix. So now we actually have what we would call cleaner data to move forward with and plan with. So when I wrote this I realized maybe people who don't live and breathe this every day like what is a behavior law? What's in power school? So when something makes it to the office or a student's going to be suspended or
024we've contacted a parent or any number of reasons, things that are managed by the office get logged into P school. So it becomes a record. Parents can see it in their own child's parent portal like it it gets documented perhaps differently than um a math teacher becoming upset that a kid forgot their pencil. So, that's probably not something that's going to get logged into P school, but um more serious um a cheating or having a physical altercation or something on that matrix that's office managed gets logged in. So, when we're talking about that being set up now, those things match. So, we know that across K12, um all the schools are um I don't want to say every single situation where every single kid is the same, but we're a lot closer to an applesto
025apples comparison. The other piece of that is we would often have parents frustrated sometimes if their child had a conflict and they would say, "Well, I want to know what happened to the other kid. I want to know what the consequences were." And by law, we can't share that. But what we can do is share that matrix with the parent and say we can't tell you specifically, but we can tell you for um name calling this is the list of consequences that we follow districtwide. So that alone I think has been um that's not the whole reason we did the matrix but likely something anecdotally I would report that gave parents a little bit more trust in our system. So I just want to provide clarity on that. Um kind of the second chunk that
026we included in there is the procedures for pre-expulsion meetings. So these are not expulsions that would come to the board but these are our serious behavior infractions where we want to ensure that we're bringing a team of people around supporting a kid. So, what it does is trigger a meeting. It includes me. I run them. They happen here at the district office. Um, usually a member of student services, parent, student, administrator. Um, as much as you might think of that as a not great thing to do, it's actually been one of the things I think as a system we're most proud of because students that go through that process, the plan is tight on the school end and the the expectations are clear for the student. And we have had, you'll see on there, roughly
027over three years, we've done about 40 of those meetings. And less than two students, so um there's some anomalies there, have what we called reaffended or not responded positively to their plans, which means yes, you made an unfortunate choice, but also yes, we're now going to rally around you and make sure that we can get you graduated and successful and supported in the way that you need. So, um if you click on that link, that is in there. And then the third big chunk is um bullying is something that you hear quite a bit about. In fact, I think Mary sent an email today. It's something that I know she shared that the board used to hear more frequently from parents than they do now. Um so I shared in there when we put our
028bullying policy into effect, we created a form that anytime that word is used or anytime a a bullying accusation is made by a parent, by a student, um by a teacher, anybody, we document that. Um, you can see on that report on page two, far fewer events actually constituted bullying than were documented. But the part I really wanted you to hear in that that does not mean that there was no intervention or no consequence or no followup. Just because the behavior wasn't found to be bullying doesn't really release our obligation to make sure that kids are well taken care of. And in nearly every case, it probably means a meeting with student services, a meeting with parents. could even mean exclusion from school, right? Depending a situation doesn't have to be bullying. So, I just
029wanted to make sure that chart was clear that just because you see zeros in that second column isn't suggesting that it wasn't documented or there wasn't follow through. In fact, I would say in probably 100% of those cases, I never usually say that. So, 99.99 without looking each one up, there was some sort of follow through that was documented. So, I just want to make sure I explain that and then I'll take questions. Angie, please. >> Two questions. Yes. Can you remind me whether um students who go through pre-expulsion proceedings are counted in um the um coherence plan aggregate data under the I believe it's in is it under wellness? No, >> they are. So, in nearly every case there would have been a suspension along with that pre-expulsion. It's usually a serious enough behavior
030incident and we track the number of students that have received two or more suspensions. So, they all would be counted as having been suspended. Yeah. And then my second question is more of a philosophical one and I know you I've heard you speak on this before but I'd like to hear it again for the benefit of everyone is just the idea that I think sometimes people think that having low numbers of actual expulsions means that we're not that somehow that we're failing. Do you know what I mean? That we're not taking things seriously. And I think that what you've demonstrated through um the plans that you've put in place and shared with us today is that no, it's just that there are so many steps along the way to try and intervene on those students
031behalf. I'm sure you can say it more eloquently. >> I mean, one thing is the state is really crystal clear and very tight on what you are even allowed to bring a student forward for expulsion for. So I'm not trying to blame the state or saying if it wasn't for them we'd expel. That's not I mean but there are very very strict rules and very strict reasons on one even can come forward for expulsion. So before I explain philosophically there's that we could not bring forward endless amounts of kids if they did not meet one of those five criteria by the state. So just so we're clear um you can look on the state website. They do overturn expulsions in recent years. they've been really um they adhere very tightly to those five categories and
032there really has not been a lot of wiggle room and they've been um pretty open about saying these are the reasons. Um I would say for us when I start pre-expulsion meetings what I always start with is this is a plan to hold the school accountable just as much as it's going to hold the student accountable. So, um, that's resonated well with parents in terms of the steps. Like, that doesn't mean that we're going to give up on a kid. It also means if the kids reaffends and does one of those expelable offenses that we will follow through with that, right? I I think you have to state that both ways to the kids. it it doesn't being put on a contract or having a plan doesn't mean that we would not change course if
033one of those five um categories should occur if that makes sense. Um I think for us it's it we were always doing behavior meetings for lack I don't want to say that that idea where you would sit around with a team of people and plan around a kid was not happening before this procedure that would not be true because it was. I think the difference is there's a different feeling with coming up here to the district office and having the assistant superintendent run the meeting. I think it felt different to families than just having another meeting at the school. So if I would say what is the difference that probably is the feels like quotient I often refer to like it's scheduled to come back people are here your principal's here we usually have five
034six seven people sitting around a table and it feels different to families and I think maybe that helped students to see the seriousness even though we're not going to expulsion I usually say we are in territory that you don't not want to be in like we are trending the wrong direction in terms of your choices So that's what I'd say if that helps. >> I appreciate your frankness with us and I'm sure that that um carries through to the students, right? You you don't sugarcoat things. So >> good job, >> Linda, please. >> I I look through the the procedures document. I don't see a lot about the pre-expulsion contract as far as what's in it and what it looks like. I mean, it doesn't even really >> it's different for every student. So it
035depends what the offense is and what the student needs. Some things that are typically in there would be one, we usually do an administrative referral to Aurora Family Assistance Program. So, we can't force you to talk about a certain thing with um a therapist or a counselor, but we can say one of the the pieces of your pre-expulsion is that you call this number and you hook up with a therapist and take your four free sessions. So, that is something that's typically in there. Um, sometimes it's use only of a single bathroom. So, no more access to group bathrooms. Um, that tends to be something we would put in if the child's had a vaping offense, for instance. Um, that that's more controlled their access to unsupervised areas. Um, we often put in a weekly
036meeting with student services. So, you don't have a choice. We want you checking with in with us with student services staff weekly. Um trying to think what else is typical. >> There's a lot of things they have to do. Not do these things again. It's more you do these things. Correct. Not not just all about don't do this. >> No. I in fact the first line is usually you're not allowed to break our rules again. The don't do this. The whole rest of the contract is proactive things that we are going to do and you are going to do to make sure that we're back on track. Yeah. >> Related to the offense. So, like I think you're getting at that, but very tied to like what was the offense? So, what's the problem we're
037trying to solve, right? Like what's the issue? And >> you know, Dr. Mo alluded to a lot of times it has to do with the vape. So, getting different sessions or understanding, you know, like what can happen with that, helping inform parents. I think that's another piece is that you meet the family um and you figure out if there's services or supports that maybe the family needs also. So, it's I think the the difference to it is that it goes on in a building. it comes to a higher level like Dr. Mo says when it's at a district level. So that's why we implemented it three years ago. Um and it just gets you to more resources, more minds thinking around what else can we do to help this child because we're going to get
038them to graduation, right? And there are certain things that are expelable, like you said, five things that will end up at the board table. Um but short of that, like our job is to get them across the finish line, make sure everybody's safe while we do it. And so they're still going to be educated, but it's going to be looking different, right? Sometimes that can lead to class changes. Um routes in the building could be different. You know, it all really depends on what is what is that learner struggling with in the moment? And so what can we do to help them find success? Will they work through that so we can get back on track? >> Thank you, >> Mary. Please. >> So, as you know, my focus was kind of on bullying. Um
039very nebulous question. And maybe it's not even answerable, but is there anything that we do when kids first come to the district um to just implement a culture of acceptance, tolerance, not bullying? I know we do. Um but I'm just wondering if there's specific things that are implemented in in the elementary schools so that we can just build that culture on the front end. And then obviously we're doing great on the on the other end. So we must be doing something right. >> The most tangible I would say thing is the second step curriculum is K8. So every kid gets that in terms of what resource, what curriculum. Um but I would say the other part is just our culture that we build districtwide, right? That that teachers kids watch what you do. Um, and
040I used to say when I was a principal in a building that the one thing that I'm going to call a teacher out on every time is is like how they treat kids and how they talk to kids and how we expect kids to treat each other. Is it perfect? No. But you kind of see at this beginning of the year things there's I was thinking of Ben Franklin's. He's got cartoon Bobcats saying the Ben way with these magnets, you know, like all these positive reminders. If you've seen it, it's like a cartoon Bobcat. It's new this year and there's three of them each telling reminding kids what to do and it's on t-shirts. It's on stickers. That's not saying explicitly we don't bully here. But what it is saying in the positive way is
041here we the Ben way, right? Here we do the Ben way at Ben Franklin. We do these things. Bullying is not one of them. Read between the lines. So I think it's almost stated positively in the other way. I also think I I would guess that our principles have hundreds of conversations in a week redirecting really small behaviors so that they don't become bullying. So I think it's having that eye. Um teaching games at recess, you go to K4, there's a lot of time spent on how we take turns, right? That's not by chance. That's because that's a skill you have to learn to be successful all the way through school, right? It's conflict resolution. It's peer mentoring. It's you read about the middle school which tends to be the the place where there's some
042hiccups in social development and learning what's acceptable and what's not. Typically, they now have a group of kids and a principal's cabinet and they really through their work through some unfortunate things that happened last year, right, that we weren't happy about. They dealt with it head on and said, "You know what? if you want to be at a place where kids are not using this sort of language, you need to be part of the solution. So on the older end, it's like we need you when you see that, here's how you call it out. Here's how you report it to somebody. Um, so that's a little bit later, but taking turns politely and then being a someone who interjects and and stops an event from occurring are kind of on the same thread, if that
043makes sense. It's just age appropriate for for what kids are talking about. Um, I also think it's little things. So, like you think technology wise, like if kids are using, for instance, we've had some kids say unkind things over Google chat for instance. Well, you're all done with Google chat till we do some work, till you meet with the counselor or you meet with the social worker and figure out this is what happens when you say these things to people. Yes, you have a consequence, but more importantly, here's how we're going to teach you, right? That perspective taking in those things. So, it does happen. We are not perfect. We spend a lot of time every day stopping kids where they're at and interjecting and redirecting it. And >> I think also adding like so
044parts of that too in the elementary schools, right, we have calming corners in all the classrooms and teaching students what to do in a moment where they're maybe not in their best moment, which is when we tend to maybe have outbursts other people, right? Like that's pretty typical even for adults. So trying to teach some of those strategies and then we've talked about a bit with our coherence plan this year and across all seven of our schools. Um, part of our social emotional learning piece also is that we're looking at self-management, self-regulation. So, not just building that with students, but then also like, you know, building that with staff, building that with families, like growing together and what does that mean? How do we define that? What are strategies we have? How can all of
045the adults working with our our youngest learners help them? And even our middle and high school know how to how to cope, how to deal with things. So, I think it's creating common language, too, and starting to get that into, you know, what are we sharing with our families, you know, and how are we talking to each other as staff all helps to that, too. >> Our staff is great. I'll just say like I say that all the time, every chance I get because I've been in several districts by far. This is the strongest group of principles for sure I have ever. And I I you know, I don't sugar coat. I don't really mince words. So, I wouldn't say that, but they're really good at knowing where to interject and weave. And we're very
046very lucky that way. And when you have strong principles, you have strong teachers. So I think they make a really hard thing to turn a corner on look easy. >> But our teachers do a great job in the classroom, right? You do have students that are bubbling to the principal level. Y >> it's maybe a few that you're working on with some deeper strategies, but there's so much more that >> um how teachers are making such a loving environment for the learners to be ready to learn and feel like a bel feel of belonging. That's making a lot of difference to just what's going on in the building, too. >> All right. Um, Linda, did you have another question? >> Yeah, I'm uh I'm question is on Wisconsin Act 12 data. I didn't say too
047much about that, but this is required, I'm guessing, and >> it's a brand new requirement. Yes. >> And we would have um trend data as we accumulate more information each year. You would see >> this is what we have to report each year. Um it's kind of a strange requirement because most of these things are protected by law. So like we don't when a student we don't know what a student is charged with unless we're involved in the incident if that makes sense. So um in fact we are advised like well I guess you can ask they might tell you they might not tell you report what you know. So most of this is protected information. So we have to do a good faith effort to report the incidents that we know about which if
048it happened during school we know about but there's plenty of other pieces that we would not know about nor we do we have a right to know about and legislators just came up with this this year. So like we've talked about through the policy writing that there's all these DPI reports. This is another DPI report came out of some legislators and and I think Jess did a nice job describing. They're also minors, so you're not going to know what the outcomes are. >> But I just want to understand the this doesn't necessarily happen on school grounds. This can happen anywhere in their life. >> They are looking for things that happen on school grounds, right? Obviously, I would hope I'm not trying to be silly, but if a homicide occurred on school grounds that we
049would be aware of that I'm not trying to talk silly or non-serious. So some of them are um but if police respond to an incident, they don't always give us a print out on exactly what the charges were for everybody are involved. They're a minor. So the advice that we've been given by legal is report on good faith effort on what you know and this is our good faith effort going back incidents and and saying this is what we're aware of. In fact, it almost seemed kind of funny. So like obviously the kids at the CRC are in corrections. So, they committed some sort of offense, but we don't >> I don't know what that is. >> I'm just going to leave it at that. Like, it it's just a strange conundrum. So, those are
050all zeros, but obviously we know that something happened to get them to the CRC. And again, I'm not trying to talk silly, but we're not privy. We're not given a print out at school of exactly what each of them is charged with. And we can't know that. Most of them are adults. So that we're not privy to that information. >> So a school resource officer would have access to that information though. Correct. >> Maybe, maybe not. >> Okay. >> Yeah. >> Angie, please. >> What I'm hearing you say is this is required by law. It's perhaps not the most useful data set for you to track because it doesn't necessarily reflect policies or actions that you've taken. >> It No, it does not. >> Yeah. >> All right. Thank you. Um anything further? All right,
051we'll move on to item D, board policies. Um so, uh this is our first um this is our first time using the uh this is our first um uh policy set of policies coming forward from the policy committee. Um and uh the policy committee will be the first read and then this is the second read. Um as we're converting to Neiola um all our policies will be moving over um and they will move over by what is the what is the date? >> Yeah. So the process will be five batches will come through the board. So this is our first this evening that the board would approve preliminarily. Um and then we'll do the same with the next four batches. And then at the February 4th board meeting, the board will do a final approval
052of the whole book of policies from Niola as reviewed by the board committee and the board effective July 1. So all the policies you read for tonight and as we move forward, they all go into effect July 1. So in some of them, I'll add that you'll see things that are referenced for reports to the board at certain times a year. So all of that will start for the 26 27th school year. Um, and what goes into this before the policies come to you is that the district administrative team reviews them with our Neola representative. That's a like today was a six-hour meeting, right? That's typically what each batch is. And then they come they get set up through production and then they come to the board policy committee. Uh, so for this batch it
053was four hours of meetings to review all those policies. I think the committee did a nice job having deep conversations and looking at them with depth and bring through what they believe is uh ready for the board to do the preliminary approval on. And I would say in this one batch there was policy 167.3 for public comment was the only one that was earmarked that the committee wanted the board to have further discussion about. >> Um all right, great. I >> also believe 123 was also Mike, can I just add just for um essentially for Mary and Mox and for you too, just to reiterate that whatever we approve tonight, this is sort of your preliminary approval. And once we have the whole batch um completed, there will be a then we'll be able to
054compare and say here's the things from our old set of policies. This is where they've moved to in the new set of policies if anything's left. So just okay that's got it okay >> 5 I mean I think the one batch was 55 policies >> all right so >> so we'll go forward like this um so first a big thank you to um to Linda and Angie and Ann the policy committee um who's done a lot of work and um also an uh Annalie and um team for all the free work. I mean, it's it's a lot of work doing this. Um, which of course we knew going in, but we really appreciate all the all the leg work done. Um, so Linda, you said so we said 167.3. You had also mentioned I'm sorry,
055what number was it? >> 123.0. >> What was that about? >> It was about uh >> No, two. >> It's not in our policy. >> Is it not in there? Let me just take a look. >> I don't have that as a number. >> Responsibility of the district administrator. >> One, two, three 0. 1 2 3 0 1 2 3 0. That's what I see. >> Why don't we talk about the one that we do know the correct number on and while Lindy figures out the number on the >> I'm looking it right here. I don't know what am I missing. One, two, three, 0. >> Oh, yeah. One, two, three. >> All right. So that's in this other packet. >> So that's in the 100,000s. Yeah. >> All right. We'll we'll start with um
056167.3. >> So I think that the question um >> yeah please Ann go ahead. I believe the the question on this was there is um >> letter H >> in this policy that says participants shall address only topics listed on the current meeting agenda. So that would be a change from our current policy. So someone coming for community comment currently can come and comment about anything they want and we listen but we can't always respond unless it is something that's on the agenda. Um the change in this policy as suggested by Niola would be that people who want to come to community comment are only allowed to speak about something that is on the agenda for that night. Although something that's you know publicly posted as being on the agenda, you can't just come in
057and say you know whatever that's not related. Please, Angie, >> we had a we had a pretty spirited discussion about this um just because it is it is a change and um we could see the the value of both sides. Um I initially was against the the change to our current practice. Um but I came around to the idea of supporting the way it's written um due to the fact that um oftentimes there people who have a concern are would be better served by being directed to the appropriate person who can who can actually address their concern um rather than um coming before the board. And it may be something that that is board actionable, but by far most of the things that we hear that that come before the board that are on the
058agenda are things that um would should be directed to like the principal level or the district administrator level. And it can it can create an an a very uncomfortable situation where we can't comment on what was said and sort of correct the record if what they're saying is frankly incorrect. So, but yeah, the other the other thing to to note is that this um policy would officially codify what our practice has been of allowing any um district employee to speak even if they live outside the district. >> That would be the other major change my mind >> would be that yeah, anybody affiliated with the district would be able to speak. >> Linda, please. >> I I don't think there's a need to to make that change. I feel that um this is the citizens
059only opportunity to really come to the board and say what they want to say and all we have to do is listen. It's only three minutes and um it doesn't they may come if we don't if he changes they may come and then be told no you can't speak and that would not also be very awkward. We can just they can come like they've always have been speak and then we three minutes later they're gone. I think we owe that to the public that we should um we should honor that we honor that public voice. We should value that and that's what I wish I want um I would like us to go back to what we had originally. And I'm also I think we should rethink the um having employees speak if they don't
060live they shouldn't you know if they're not in the district they shouldn't be speaking. I that was also what we did before but we never ever enforced it and I think um I think it's time to do that. >> I'm sorry. So you want um to clarify you would like it you would like um also like employees for instance not to uh so to the the current policy basically >> correct. we should enforce what we currently have written in the last uh >> yeah we always have we always feel like we have to be nice or something but we shouldn't we should not do that. >> Okay I I I will um respond to that. Um, one of the one of the things that I've heard um in uh in WB meetings is that um
061uh what they're what they're directing people um their attorneys are directing people to say is if you are a taxpayer of Wisconsin um you do pay you do pay taxes to the schools. Um, I also think it's it's it's valuable in sometimes to listen to um, for instance, employees, what they have to say um, at at a at a board meeting. Um, that that's my opinion. Um, I don't know. I don't know how others feel about it. >> We're not saying we won't listen to employees, employees live in the district. We're going to hear from them. >> Well, we we're not saying no more employees. That's not what we're saying. We're just saying employees live in the district. >> I understand. Angie, please. I >> also just want to clarify that all of the um
062sort of the guiding principle behind um what we're bringing before you from the policy committee is the notion that we want to be in a position with a set of policies that best protects the board and the district. And so I just want to gently um push back on the any arguments that are based on this is the way we've always done things. I think you make good points, but I would I would dis I would hesitate to keep something in place merely because it's the way we've always done things. >> That is not my rationale for you. >> That is absolutely not my rational. >> I didn't say it was your complete rationale. >> Did you have a do you want to comment Mary? Um, so is there a way would you announce then
063at the beginning of the meeting and say participants community comment should only address topics on the current meeting agenda. Is that going to be like a prelude to community? >> Yeah, there will be a yes there will be there will be a pre prelude to community comment um based on the policy. >> Okay. I mean when I used to speak I don't know that I even knew there was an agenda available nor would I have had the foggiest idea where to find it. So I would come up and talk about whatever not necessarily gerine to the agenda. So I just want to make sure that you know people are aware that they're how to access the agenda. Yeah, I would I would say that the um the community comment um the prelude that we use
064now um has changed a fair amount just in the time I've been on the board. Um I mean it changed a lot during co certainly um and um and and it will and it it and it will it will be based on policy. The same thing I think if we were to if we were to leave it as um >> as it is currently. If we choose to adjust the policy and leave it as it is currently. So basically remove that letter H. We would probably have something in the community comment there be a new prelude it would change again. Um kind of reiterating the idea that you might speak about something that's not on the agenda. We can't respond and we will be directing you to the appropriate place to take that concern. like
065your concern will be heard, it will be dealt with, but like we can't, you know, just kind of reiterating that that we as a board if it's not on the agenda can't respond to it. So, there could be change either way to how we would handle community comment like what would be said before um you know before the community comment period. >> I guess Mike, what kind of changes did you have you seen on community comment? You talked about a lot of changes happen on that. I think we've always run through the same thing. >> I can say from when I was sitting in the audience and community commenting, I don't know that I was ever held to a three minute um time limit at all. Like maybe that's because I was the only person
066in the audience and I you know was I don't know what but like I don't remember ever having a timer and I think you know when you get into more um more robust discussions you know we have to have our timer. I don't know if you can think of something else, Mike, but I don't think I don't think it matters to this conversation. What we need to decide as a board and I think everyone, you know, is able to share their thought about what you think is, do we want to have, you know, are we going to have community comment that you can speak about anything or are we going to have community comment that it has to be only agenda items? That's kind of the question on the table. Yeah, I think at this
067point I was going to say we we could perhaps take like a an informal vote on whether or not to remove item H unless people have more questions about it. >> Mary, did you have another question? >> You referenced WB. We're obviously working with Niola. I mean, do they those two entities have any recommendations? I mean, what is the standard practice kind of across the board? >> Well, there I don't I don't know that there's a It's it's our policy. It's what we believe. It's what we want. It's >> what we want. >> It it's up to us to make the decision. >> There's no place to get the answer. You have to >> figure it out. >> Yeah. >> Um Yeah. Richard did comment that whereas many of our policies are very strictly controlled.
068This this is one where there's a pretty broad latitude. >> Got it. >> Yes. You'll find districts that do both things and it really is a matter of what you know what do we feel? I I will add I did talk to somebody from Greenale. What they do is they have two public comments, one on agenda items and one open. >> That's interesting. >> And you they have the open one at the end of the meeting. >> So >> that's interesting. >> So they have that at every meeting like >> I I don't believe it was I don't know the details of that but that was um something was shared with me that >> Thank you. M please. I think you know as a community we owe them the opportunity to come and speak at
069the board. Of course, it will be more beneficial if it is related to agenda item as such. If they're for example tax levy or health insurance or anything like that talking about the agenda item because you want to hear about their input you know on that uh but at the same time restricting them not to talk about anything else other than the agenda item will I think deprive the community from talking about for example although for example right now we don't have the health insurance but if someone is very passionate about talking about health insurance what we are doing right or wrong if he has a passion and as a community he wants to come and talk about it in his 3 minutes time I think we must give him the opportunity because although we
070want to it will be beneficial but at least at the same time we must respect the community in giving them an opportunity to come and talk about to the board anything what they want talk about relating to the school district of course they can't be talking about national politics but what is rel to the school district as such because we are the board and we have to give that opportunity for the community to talk about. Of course, again, it'll be more beneficial if it's related to the agenda item, but it's not agenda item, but still some some room for them to talk about X, Y, and Z to the school district. >> I actually tend to agree with that. I've gone back and forth on this and I can truly see both sides. Um, I
071think from a community perspective, I would appreciate having the opportunity to speak about um things that are not necessarily on the agenda. I think the the trick there, not trick, that's the wrong word, but like the the caution I would say is that we as a board if somebody is saying something that's not on the agenda, we've never heard about it before, is really keeping the open mind and understanding that it will be addressed and that, you know, the it'll go back through the proper checkpoints or whatever else and that, you know, as Angie said, you know, there can be things that are just truly false that are said and we have to understand that we need to hear truth. before we can, you know, render any decisions or anything. Angie, >> um I'm getting
072the sense that we're that people are moving towards striking letter H. I wonder if the board would be open to um when we approve the packet. um perhaps some options in in administrative rules that might be similar to something like what Linda said in Greenale where perhaps it's you know every other meeting that you can speak on anything you want or at the end of the meeting or separating those two batches of comments um so that there's sort of I don't know >> that that separation between business versus open forum would the board be open to that >> I think you know even for example just to because sometimes our board meetings are late you know and put in the >> uh so sometimes and expecting the committee to wait till the end of the
073one. So maybe uh one thing is that first you know kind of just committee comment related to the agenda is there anybody there? No. Okay. Anything committee comment relate to the you know open if you anybody has any specific concern maybe if you want to just be also you want to be if time conscious uh and management of the time of the board maybe if you want to just rest it hey we are open to three open comments something like that just put a number of something like that just to if you want to be very effectively and time management so you can just have three open committee comments if any wants to do it if not please go on the next next item I think in that way it serves the community that we
074are here to hear them at the same time we are being productive >> in time as such from a board perspective. >> So you're saying limited time slots. >> Yeah. >> It could also be that we say if you want to speak about something that's not on the agenda you have to already have reached out to somebody in the district about your concern like start at least started going through the right steps. I mean there's a lot of different ways that you could manage it. I you know and perhaps as somebody who did start by coming to the board meeting and having community comment like I I think it's important to hear from the community but I do think there are maybe some guard rails that we need to put on it. >> Yeah, I
075like the idea of guard rails um in that it in that it keeps the process moving forward. We are different than school boards are different in function than than for instance the city council where people can come and voice their displeasure about and about anything. Um, and we we are by law a by law our meetings are um are open to the public, which they should be, but they're um but there are meetings, right? They're not public they're not public hearings. Um and um it's difficult if that process gets disrupted for um when there's when there's no real advantage when there's no real advantage to doing that um for for citizens and for um and for us. But, you know, we certainly don't shy away from difficult topics on the agenda because we don't want
076people to have something to say because, you know, we are here for the people. That's that's who we are. We're citizens as well. >> I was just going to say it's I'm I'm hearing for the sake of uh timeliness. I think we've reached a I feel that I was probably the only one who wanted to keep subsection H in I would. So, I think our final motion will have to reflect striking subsection H. Did anyone else want to speak on excluding nondist um staff? >> Can I add one thing that Richard did say in the policy committee meeting when we talked about this that hasn't come up is that he talked about sometimes when you have like an H in here where you're talking on agenda items boards have elected to have like an open
077session prior to the board meeting where maybe all board members are here or one or two. So, are there other any general interest or topic of of anything that anybody wants to bring to the community from the community that there's a board member present for 15 minutes before the meeting or 30 minutes before the meeting that you can do that and then have on the agenda? Anything that you speak on during the meeting is on the agenda. So, that is something that he brought up kind of to your question, Mary, at the um at the policy committee meeting. >> Yeah, I like that idea. and Angie. Um, it's not for the record, I would I I would not want to strike H as well. >> All right. >> Um, but that's that's me, not the
078board. >> I do want to share finally that we did actually do that for a while where we tried somebody and nobody showed up. >> I think >> I know and then it turned into the key communicators. So, we also have key communicators now. So, you were doing that upon me coming in and then we did a retreat to look at that and then the board decided to start back. you actually remember the name from the old group key communicators and that group came in for that purpose which does still exist and has grown. So there is that avenue too. >> I think sometimes people just want to be on record you know >> people want to be heard. >> Yeah. >> People want a microphone. >> So the the non-resident teacher question. Anybody else
079feel strongly about excluding them? >> Okay. Okay. So, it looks like that's probably not staying. >> I mean, the only thing Mike, you did say we all we all pay taxes. So, I'm a taxpayer, but not this district. That's why you're saying they're it's justified to say you don't have to be in this district to come and speak if you're employed, >> but they're employed by the district. So, they have a vested interest in the district. They might live, you know, they might live in Greenale, but if they're working for Franklin, they have a connection to Franklin. they have a direct impact on the decisions or our decisions have a direct impact on them as staff. It seems like it's valuable to let them come and and have a moment. >> I think though it's
080they're an employee so it's an employee employee relationship though not a taxpayer relationship. When they when they come here it's almost an employee employee or as opposed to employees that are taxpayers. It's taxpayers versus the bo, you know, speaking to the board. So, that's what we should focus on. It should be taxpayers talking to the board, not employees talking to the board. It says they have a legitimate interest in the actions of the board. I I think it's pretty well articulated. So, I would agree with keeping it. >> Which uh letter is this? We're talking >> B. >> I think that's why it's treated as a separate bulleted item. It's there sort of it's recognized that teachers in the district hold a unique position has does anyone have any further questions on this? So are
081if when we approve you know the preliminary approval tonight of these policies if we're going to strike H are we putting in some guard rails or is that going to be part of administrative >> administrative rules? >> Okay. Correct. >> Correct. You're saying they can speak on anything at the meeting. >> Yeah. So the situation in which that happens is if we want to put limits on it, we could do so within administrative rules. Is that >> like time limits and Right. That's what we're talking about. >> Correct. >> Okay. >> Thank you. >> Is it correct? >> You can't Yeah. If you leave in the policy language that you can speak on anything, then you can speak on anything. Now we'd write administrative rules around as the time and then the >> yeah right
082>> there it is in the agenda >> which is already in here. So the three minutes is already in here. So there's really nothing else to add to it. I don't know what else would be in an administrative rule like you'll read the statement saying you can speak on anything. You'll reiterate that you can speak if you're whatever we decide on B and that's basically it. Like then it >> that's what it looks like. Yeah. There's not really much of an administrative rule to write. There'll probably be some things but nothing real significant to to B or H other than what you read. So we could, but is it is it possible to um is it possible to keep H in and and and make administrative rules around not administrative rules, change the rules so
083that so that there's a so that there's so So that um we do something like Greenale does where there's a second meeting once a or what I'm saying is are we excluding ourselves with in with including are we better off including H and and and making a change somehow to to that. Can I I So under the J it it says the you can terminate somebody's statement if it's abusive of course obscene of course or irrelevant. How do you decide what's irrelevant if we're kind of opening it up to >> you know that seems like a pretty nebulous >> that's where like when Maxud said you should be speaking about something you know in the district and not like national politics. If somebody comes in and has a, >> you know, something that's so completely
084not at all related to the district, you could say this is irrelevant, inappropriate. >> So there that guardrail. Yeah, >> I think that's that's important to have because sometimes people have emotions and you know, but it's definitely anything relevant to the school district, they must have that opportunity. I think >> so. Do we want to specify it more that says only topics on the current meeting agenda or related to school district matters? >> Wait, I thought we were talking about taking out H. >> That's where we were at. >> Yeah, that's where we're at. >> I don't think Yes, >> that's where we're at, right? We were removing H. >> Uh there's no motion, but yes, >> you were you supported removing H. >> No, I did. No, that's not what I said. >> Um,
085so how about this? we will make our initial pass at at this. And what I've learned in my four hours of work on the policy committee is that there's an art to writing these policies so that they do what you want them to do and protect them in the way you want them to your district to be protected. we can go back to Richard and say, listen, there's a feeling amongst the board that we want to allow people to speak to the board in a public meeting um on any topic as long as it's related to school district. Is there a way to have it be visibly separated from the actual work of of the meeting or to to limit it in any way? And then we could bring that back um final approval in
086February. If you're talking about adding a second comment period >> or something >> because we can add that like this is your board rules. Like Richard's going to come back and tell you, you can add it that you're writing the rules of how are you going to what are your expectations as a board, right? You own policy. The behavior to what you do with those comments is up to board members, right? But he's going to tell you if you want to write that then then let's write it in there. >> Okay. >> But I think my my suggestion would be and I think Richard would tell you this too, but I won't put words in his mouth. would be how are you like who's going to get into mincing words during public comment to say
087that has to do with school business or it doesn't cuz you can't respond to it if it's not on the board agenda. >> Mhm. >> So what is that going to look like is what I would just say to the board because somebody might think that that relates to board to district business and some might not. But who's who's the police on that? It should be the board being the police on it because it's your policy but you can't speak on it because it's not on the agenda potentially. Can the president at that time if for example a committee member comes and start talking about X Y and Z which is not at all related to the school district and um can the president and say that dear committee member we understand your passion but
088this is your comments and this one is not related to the school district uh business at all as such. So you know and I think if we set the ground and we know that people are not allowed to talk about anything other than the school districted business education health insurance anything like that then because we as the board can always stop because they just the way we did the 3minut thing if 3 minutes is going on we said tell the member hey 3 minutes are up you know we stop so as a president of the board can he stop the member if he comes to talk about complete not related to this one. I'm right. I think he can stop it. >> He can stop it. >> Yeah. I mean it says you can it
089says >> agree that the president >> right I mean it it says it in our in the policy and Jay if it's obscene, abusive or irrelevant. I mean that's happened before. >> I would say um our larger the larger issue we're sort of wrestling with here is less people speaking on national politics and more just the notion of agenda related versus non-aggenda related. And if we wanted to try and put something in um if we're removing section H, if we wanted to attempt to um codify a way in which non-aggenda related public comment is handled perhaps differently. >> I hadn't thought, Linda, about the idea of having a separate comment period like you talk about in Greenale. My concern with that would kind echo what Moxud said of, you know, at the end of a
090three-hour meeting, do you suddenly want to listen to however, you know what I mean? Like, I just feel like that might prolong our meetings even longer than >> they sometimes are. >> What if we were to say I'm sorry, >> it's three minutes. We're talking about three minutes. It hasn't been a problem. has been a problem for us that we >> Oh, it had um >> I don't >> that was something we actually discussed in policy committee meeting was that it has caused problems in terms of the board receiving information that wasn't able to be responded to in the moment and then the board reacting without having the full story. So that was cited as an issue that has happened. >> I don't well that's on board's expectation. I mean board's got to know that
091we can't that there's always two sides of the story. I think we've had responsible people that have not overreacted to what they heard in public comment. I mean, that's on the board to to know that. >> How do you >> can't we expect board members to to know that this it's a public comment? It's their side of the story and there's always two sides to the story. That's that's just board experience. You just >> It's interesting how board members have different understandings of what uh appropriate response is, >> right? Angie, do you want to make a motion or does anybody want to make >> wanted to discuss another policy? What was the number of >> No. Well, yeah. Fair enough. We're going to approve these. We're going to approve these. >> We're going to approve
092these as a whole group, right? >> Yes. >> So, if you have another two flagged for discussion. So, what you I don't remember the other one, but you have a note that we had it flagged. >> when development of district administrator >> administrative guidelines >> responsibility of district administrator. I believe we made a request on the to have they have a standard also uh list or policy. These were something that we came up with but they have one also that they that's shared or one that's I don't know. Oh, this was when we were talking about um the fact that the job description we've been using for Dr. Bennon is something that was sort of crafted in house and perhaps could be tightened up a bit and Richard mentioned that uh CIS 6 had developed
093a nice uh job description, but I I don't recall us saying we were going to substitute that into the policy, more that that was something we were going to work on acquiring so that we could implement it for our next um district administrator goal setting and review process. That's my recollection of the conversation. >> I would I would agree with that. >> Well, how about if we just send this back to the policy committee once we get that other standard thing and make some comparison and then see where we're at? >> Can we make an initial approval with the knowledge that everything will be reviewed and I I would like to review that as well, but rather than tableabling this part, it is good the way it stands. It is legal the way it stands.
094It is serviceable the way it stands. Um could we make an initial approval and then revisit it once we have that data and when will we get that data? Would that be something we come around? I mean you're the chair of the committee. You would at agenda made that I make that note that this is coming back then >> right when we are doing our final approval um >> that's the final >> in February. in February when we're doing the preliminary approvals of each batch and then in February we'll get the whole >> Yes, I understand that. But this I don't feel this one is done I guess. >> So this one is based off of the CS6 model and we use for my evaluation last year the board experimented with you not experimented but
095like you adopted for one year to see what it looks like the WASB evaluation tool. So my job description likely could come from WASB. they will not release theirs to Niola to write. So that's what Richard shared with us in the meeting. So CISA 6 models used here. They're going to resemble each other. They're going to be somewhat different. Um that's the difference. So this is the CISA 6 model. Okay. >> I think what um Angie talked about in the meeting was that or maybe this is actually either way. So this is off the WASB model. Sorry, this is off the CIS6 model. You used Linda when you evaluated me this year. use the WASB tool. So, it would make sense for the tool and the job description to match. And I think what you're
096asking the board is to make that determination >> because this is the basis for the job description. >> This is the CIS6 model of the job description. The other job description you could get would be WDA probably has one with a job um evaluation for the district administrator and then WASP has one. So, we didn't have a formal tool last year. the board um use the WASP tool for my evaluation and so they have a job description that goes with it. So basically you have I think those are the only three models probably in the state and you just pick which model you're going to use to evaluate and then all of them are going to have a job description to go with it because part of your evaluation is meeting your job description. So
097just two points. The the policy committee was okay with this policy as written. Okay. So just just that one one member of the policy committee was was not but the committee as a whole brought this forward to the board as it's as it's written. We will have a second chance to um make a final pass at all of the policies we're approving in batches in February. And at any point if we were to adopt a different evaluation tool that included different language, we could we could in any meeting modify policy. So my position is we should go forward with this as written. >> Even though right now it's not the same model that we use to evaluate. >> I think that what we should then address is our process and our procedure for evaluation. >>
098I do not think that um Go ahead. There's no job description right now. So, this gives you something. >> Don't you remember that conversation when we did our evaluation last year that we basically have we have the what we put in our posting, but she doesn't have a job description. So, this is more than what we currently have. >> You can backtrack and say her job description is what we evaluated her on using the WSB tool. But the idea that the work of improving our district administrator evaluation process is complete is I would say false. Right. I think this policy is solid as it is and as we to Angie's point, if we decide to change something, we can certainly amend a policy, change a policy at any time. We don't even This is a
099preliminary approval tonight. We're not even final approving this until February. I'm comfortable moving ahead. >> I guess I don't want to rely on this final approval. We're not going to be making amendments at at that final approval. We should be working through these differences now. Well, never. I mean, have you seen the book? It's going to be a thousand policies that we're going to >> That's why we're trying to do this all in batches. And of the I I don't even know how many of the hundred policies that we had here, there are two that we're discussing. Two policies out of this hundred that we didn't come to total consensus on before this. So, we're going to have what, four more meetings. If we have two policies at each of those meetings, in the end,
100we might have eight policies to review in February instead of, I don't know, 6,000, whatever this is. I mean, it's a lot. It's a lot of work. That's what we're doing. >> Okay. You can move forward with this. I'm flagging it. So, >> I move that we approve uh the bylaws and the district administrator 1000 of the new policy manual with the amendment that in policy 0167.3, we strike section H. >> Second. All right. A motion was made by uh Dr. Beer, seconded by uh Mrs. Wkowski. Uh any further discussion? All in favor? >> I >> opposed. Motion carries. Thank you. Uh tuition waiver. Uh Dr. Bennett, please. >> There's a tuition waiver in the board packet. If you have any questions, let me know. Otherwise, we're just looking to approve. I move to move
101the tuition waiver for the 2526 school year as presented. >> I second. >> Motion was made by Dr. Beer, seconded by Dr. Khan. Any discussion? >> All in favor? >> I opposed. Motion carries. Thank you. The treasures report is available in board docs library. >> Just one >> please. So I did notice in the report that we now have the complete listing of every receipt received in the district and every expenditure made in the district is another two documents. Is that correct? >> Yes. >> And if I read those uh reports correctly, it's across all funds, the expense reports, I mean even the capital fund is all it's all in on that list. >> Um should be I'd have to go back and take a look at exactly what it is. I put that in
102a while ago, but um >> it's regardless of bond is all in there. >> Again, I'd have to go back and take a look to verify. It's been a while since that was put in there. >> Okay. Well, see you again next month, I guess, or next meeting. >> Thank you. >> Great. Thank you. Anybody else? All right. Future agenda items. CRC presentation, seclusion and restraint report, health and nursing report, board policies, personnel 3000s, community and recreation 4,000s, finances, 6,000s, community relations, 9,000s. District safety plan and goals review, close session. Uh, threat of violence drill review, close session. District administrator goal setting, close session. Forest Park Middle School presentation, community and recreation department report, preliminary budget review, Wisconsin school board recognition week, WB 2025 business honor roll and I am looking for a motion. >>
103I have one follow on that. >> Oh, please. I did send you an email regarding an additional agenda item regarding um our um deficit spending and I did not hear anything back. >> I think it's I sent it to you Mike. >> Okay. Don't know where that email is. But >> is there any other interest in adding that as an agenda item? I think that's >> Is anybody interested to the table? Is anybody interested or did we we talked about it last week? Last >> we talked about it twice multiple times. >> Yeah. I'm not interested in discussing it again. >> I'm not talking about just last year but the obviously we've had apparently the last four years we've been uh deficit spending and I just would like a report on the trend. Is this
104going to continue? What caused it? I think it's important that we um look at that and see what's you know these are results and what's going forward. the policy, the budget comes forward as it as applied from the policy. So I I would suggest to the board that the appropriate place to take that up is in the policy. We talked about that a bit because those pol those finance policies were part of the committee meeting yesterday and are on the agenda in two weeks >> next week. >> And I also add that you've made several assertions just now and stated them as fact. Unfortunately, we weren't able to discuss them because it's not on the agenda, but just note for anyone watching that just because that was stated does not necessarily mean it's factual. I
105move to adjourn the meeting. One more comment, please. This was an email sent from the ad uh district administrator stating that we have over spent the last four years. So, >> this is not on the agenda. >> I don't send an email that's not on the agenda. I move to adjourn the meeting >> and I've seconded that already. >> All in favor? I >> I opposed. Motion carries. We are adjourned at 7:18. Thank you.