HUHS Board of Education Meeting - July 16, 2025

001I should say in recent years those kids kind of fall through the cracks, right? So, thank you very much. Uh, next report is from our superintendent, Dr. Stacy Ga. Great. And McCoy, would you mind bringing up the first pictures? So, I have a handful of items. I just want to walk through some exciting pieces. The first is I just want to mention Miss Jamie Lowour was one of 15 teachers in eight states that was selected through and McCoy is bringing up some pictures right now a highly selective application process. So there's hundreds of applicants and she secured a spot on Lake Guardian which is actually a shipboard fellowship. So they do training and research. Um, and feel free, McCoy, if you don't mind, you can kind of just flip through. Um, I think there's about

002four or five pictures. And these fellowships are really designed to give that hands-on experience and capacity building. And so, she's working along three different scientific researchers, assisting them with their work on Lake Michigan. So, doing different water quality testing and zup plankton studies, um, looking at ancient civilizations in Lake Michigan. And so really she is also just to note assisting in the first ever underwater archaeology research study. So really exciting work um going on and just looking forward to her bringing that back to our students. So thank you so much Jamie for all of your work and what what an honor to be part of that crew. So awesome awesome work. Um, secondly, just wanted to mention as Miss Lamb discussed, uh, congratulations again to Zach Lobert, Lyanna Smith, and Drew Krauss. So, Zach competed

003in aviation in the Skills USA. Lyanna was displaying her skills in the first 8 CPR and Drew in the facilon. So, truly great work and a huge thank you to Brad for leading that group down in Atlanta. Also wanted to mention our marching band um came to the parade along with the cheer team and you know that's just always a great event um certainly for our community and just to note Mr. Scott Helms our AD was the grand marshall of the parade so certainly an honor um for him to lead and represent HUS as well. And then wanted to note our Maxwell Street Days. Thank all the community members who came out and stopped by our booth. One of the many features of Maxwell Street days was the Chamber of Commerce dunk tank. And so

004it was the city of Hartford versus Joint One as well as HS together. We teamed up to go against the city, well not go against, but compete um pretty intensely thanks to Mr. Vort. And I have to say that the school district did win. So kudos to everyone involved. Um, Miss Luck and Miss Guyger in particular from HHS. The volunteers for beautiful Hartford did receive a $1,000 check um with the combination of all of us. So congrats um to the individuals who were all involved in that as well as the Chamber of Commerce, Kate Carroll, and Barbara Beileer for just truly planning a great event. And also wanted to just thank um Ethan and Mike for setting up um our whole uh you know area tent and all of our pieces. That was really great

005for our community as well as Miss Hoppy, Dr. Sley, Miss Lamb, Miss Fring, Miss Raml, Miss Glorioso, Miss Trap for really representing um our HHS and Miss Peterson and um Mr. Helms also for representing kind of taking up and taking down. that I mentioned just to really display that support of our school and community was just really awesome to see. So appreciated all of the support and excitement around um HUHS on that day. Just wanted to mention the back to school fair as a reminder. We'll be kind of bringing this back and talking about this certainly um through social media and others, but the 5th and the 7th. So a lot going on there. Keep an eye out for that. And then finally wanted to discuss very briefly and I'll pass it off to Mr.

006Nelson in a moment but the budget impact just in terms of you know what we know today is that certainly there is no more money in state aid. We're still at 325 a student in terms of calculating the revenue limit. And I know you guys are aware that state aid and property taxes is essentially what composes that re revenue limit. So really we're waiting for the property values which we get in October as well as obviously our enrollment numbers in September that third Friday count our open enrollment which really are two big factors in impacting those expenses. I think of note, one of the um celebrations is special ed is slated at 42 cent reimbur or 42 cents. Oh boy. 42% reimbursement the first year, 45 the second year. And so we tend to really

007estimate that conservatively probably at about 40%. Um but you know that in the past year we did outperform our budget. So really looking at probably estimating about a 40% reimbursement to ensure that component. And so obviously the more money we get there, the less we have to transfer over. Uh Mr. Nelson, is there anything additional you wanted to add related to just kind of a current quick budget update um from what we know today? >> Yeah, I think I think you did a great job giving a good summary there. Um the the 42% um is what came out of the state bianial budget. So year one it's slated at 42%. Um if history shows us right now it's supposed to be 30, you know, a third 33%. Um the actual amount um this year is

008going to be just just 30 point some percentage, right? So a couple percentage points less. Um and that's just because they take all the costs across the whole state across all school districts and divide it amongst the pot of money certain pot of money that they have. Um, so I'll I'll be updating my budget over the next month or two and as as uh she stated before using probably that 40% to be conservative. Um, that'll give us a better idea of where it actually comes out this year to see if the 45 is is going to be an accurate number for year two or not. Um, so that's definitely a positive uh for us because that could generate uh some significant dollars again that that is revenue into fund 27 which is our special ed

009fund which means there's less expense that we have to transfer from our fund 10 to balance out that account at the end of the year. So, um, from a from the state budget standpoint, that was a a positive. That was a win for all districts across the the state. As those, um, costs continue to go up. Um, to have that additional, uh, reimbursement has been very helpful. Um, what I will say is the 325 per student in the in the revenue limit, uh, calculation and the $742 in per pupil um, remained as they were uh, for the last uh, last two years. Um, and they're the amounts that I have in my current budget. So, uh, the the biggest change will be, uh, projecting the new special ed aid for next year. Uh, and then

010enrollment is our biggest piece after that, just to to how many open enrollment students in, how many out, and how many actual students are in our building um that we calculate our revenue limit for. And that'll be compared to what we had projected or what I had used in my budget for my assumptions. So hopefully u conservative and the numbers come into our favor. Um the budget that was passed last month has about at the time had about a $400,000 deficit. Um if everything else stayed the same with the special ed aid, that would drop it down potentially almost in half. Uh but we'll have to see where the enrollment and stuff goes. So um encouraged by what we saw from from the legislature and the governor to get it done. I know um we

011we kind of joked we weren't sure if it was going to get done in a timely manner, if it was going to be a while. Um uh fortunately or unfortunately, I guess I'd say fortunately, uh there was uh some significant dollars that were at risk in other parts of the state budget that helped get it over the finish line. So, um we're we're excited to move forward. >> Great. Thank you, Mr. Nelson. A couple quick other things before we move on. Just wanted to mention and Miss Lamb is going to bring this um along with others in August, but our AP scores are in and our percentage of total AP students who took the tests with scores of three or greater was 85%. So a huge celebration, we had 77% last year, 68% the year

012before. And just kind of as a reminder, we want obviously students to obtain a three or more to really be more likely to get that credit. Um and so while we dropped a few students this year to keep in mind that we do have other opportunities such as CAP that allows for students to engage in that. So huge celebration really looking forward to that report coming up in August by Miss Lamb and others. So that's really a testament collectively of our whole system. And also just in I guess to finally close out wanted to welcome Mr. Patrick Dodie our new director of student services here again. excited to have you on our team. So, welcome and thanks for coming aboard. >> Thank you so much for having me. >> Any questions for Dr. Gain? Thank

013you, Stacy. Appreciate the report. Um, in terms of the school board report, I just have a few things here. Um, you're noticing there's a lot on the agenda. You can tell that our administration and our our staff that works during the summer have been working very hard. Um there's actually a lot that happens in a school district during the summer months. And so you can see that really a lot evident on this July agenda. Um as we go through things on the agenda, know that some of these are very timely that the administration is looking for us to take action on them tonight because they are needed to be put in action for the district such as handbooks. This is this is a time year we really need to make sure we get these handbooks

014um looked at and edited and approved. Um there are also things on the agenda that might be um might be okay to take a first look if we if you ever feel like you need more time or more information. Just ask during the meeting. I'd rather have you ask than regret later that you made a vote without having the information that you really want. So just always be sure to just kind of chime in and and ask those questions if if you'd like more information before taking a vote. Um, there are also things on the agendas that you'll see that might pertain to hot topics or emails we've received or things that our staff are talking about. Um, an example is our our personal communication devices um policies that are on the agenda for this

015evening. So, that is something that uh I know that our administration, our staff, I hear questions out in the community all the time. Um, we it's been a hot topic at different conferences we've attended. So, that is on the agenda for this evening. um with some information we can have a discussion and it's one of those things where if that needs to continue that can continue another time as well. Um so just kind of wanted to give you a little bit of a rundown on looking at our our board meeting agendas. Uh we do have some upcoming workshops and meetings. We do have um a meeting and a workshop in August as well as is in September. And so we're working on those agendas. I would love to hear from board members because Stacy and

016I have a pretty big list of what we'd like to accomplish and so we'd like to hear from you in terms of what your priorities are. So please feel free to reach out to me or Stacy um whether it's a phone call or an email, however you want to do it um if you want to give some input on what you'd like to be sure that we try to get to in the next couple of months for the school district. Um let's see here. Yeah, some some and that's something to think about as we move forward is that in the past this board has had some committees and so you can see there's a lot of handbooks on this one for example or so if handbooks are kind of your hey I really want to

017take a look at them or policies are kind of your passion you want to dig in let's talk about that as a board at one of our workshops if this board would be interested in developing some kind of committees or engaging with our administration staff to kind of help go through some of those things before a board meeting as well. That's always something that we can have a discussion about. And then last, I do want to mention that um our HHS family suffered a loss recently um in the in the passing of Alan Ojula. And so I just want to make sure that we um his family knows that our thoughts and prayers are with them and our community is grieving that because he truly was uh not just a great staff member here, but

018a really special man. So really glad to have known him. And that's all I have for this evening. Um any questions or comments for me? Okay. And we will go forward with our agenda. Next is our items for discussion and possible action. The first one is the referendum construction bid package number three. we go. Hello again. Uh, as Matt had mentioned, uh, generators are one of the things that it's on our radar in preparing really for next summer and looking into future bid packages, identifying some of those parts and pieces that are going to take a long time to procure. Uh bid package three is solely focused on electrical equipment, switch gear, transfer switches associated with the work for next summer. Uh wanting to stay ahead of that. So we put out an equipment only

019bid package uh to essentially the same electrical contractors we've been working with, talking with opening up those bids and have the results here tonight to go for approval on. So this bid package um as it was sent out is equipment procurement only. So the main switch gear, generator, all the parts and pieces on the left side there. Um the initial package sent out was rated for 200 kic. This is essentially the the maximum load that any of these pieces of equipment can see before they suffer um or have the potential to suffer damage that they can't recover from. Um when the bid package was sent out, we didn't have as much as it had developed. In discussions with engineering, we determined that some of the coordination studies and and further research on the existing buildings

020equipment, we were able to lower that rating down to 100 KIC KIC. uh just that's a much more standard rating which also about half the price point which if you look at the results people electric was one of the biders who didn't submit an alternate along with their 200 rating equipment to go to 100 because it's a more standard and that's why their bid seems out in left field a little bit. Well, it's it's because they were bidding a different set of equipment, but um all of the biders except for Peeper had bit alternates included with their package to go with the 100 if that was a eventuality, which it became. So, that actually helped us in our buyout. We didn't have to reubmit or re request numbers from those contractors to get a lower

021rating. And by lower, it's not a lesser in any way. It's just the maximum load that that equipment could see without um 200 200 is in the words of my estimators like a unicorn type equipment. It's that's a very high load, something that a high school would almost never see. Um but 100 is more the industry standard. So our our bids came in with a very tight spread um for that equipment. So we know we're getting some very competitive um numbers. Another piece to um purchasing these other parts and pieces along with the generator is when you buy them similar manufacturers, it's a better package. It's like uh buying all the bells and whistles at once as opposed to going back to them later when they know they have they know that you bought the

022first piece of equipment from them and now you have to buy the second, third, and fourth pieces. if it goes together as a package all at once, there's significant benefits on the cost side to that approach as well, which is why we uh put together those five technically seven pieces of equipment. So, um after after reviewing all of those, um the recommended uh action by the core team was to go with Next Electric. Next Electric and Preferred Electric are both already involved in the project through previous bid packages and approvals. Um, this kind of made sense to the team. >> Any questions for board members? >> Question on that. >> I believe of the five uh 100 rating. Four of those were the same generator manufacturer and one was another. And then all just about

023the same. And then the equipment, the gear and the switches, etc. Those were all the same manufacturer. So, really the only difference was one of the contractors bid a a different type of generator manufacturer, but it didn't they weren't at the low or the high end. So, that tells me that all the generator manufacturers were competitive. >> Yes. Yep. >> Correct. This is equipment only. the labor to in basically we the extent of this package is their truck will bring the equipment to site and then the future bid package will take it from there and put it onto its final resting place. That way startups warranties etc. There's no crossover where this package set it and there's fingerpointing later because somebody put it in place but somebody else had to wire it. Um really we

024want the handling from the truck to start the second uh phase of work there. >> Yes. Um so initially uh the 200 rating was about 45 weeks which would put us essentially back here in June to get it next year. Also a benefit of going to 100 kic is under 30 weeks. So actioning on this now, ordering it. There's going to probably be a month or two of storage before it's ready to bring to site. And then um but the generator I think was 20 to 25. That main switch gear is really the longest lead within this package. I think that's still 35 to 40 weeks. Square D, I believe that's made in the US. Um might have globally sourced parts, but it's definitely assembled here. Yeah. Thank you for the questions, Kenneth. Anyone else

025have questions? >> Uh, what was the initial initial budget projection for this portion of our referendum projects? >> So, this is where the initial referendum, if you went back to the dollars, it has materials and labor both included. So, kind of breaking that piece out is a little difficult. But when we compare the pricing that came in to what we would have budgeted for those, it's it's a we're right on budget with with the equipment only portion >> to pick an arbitrary well there's this much labor involved with it. That's kind of a is picking an arbitrary point. It really does. It could show savings. It could show overages. But it just depends on where we would pick that point. But when we look back at what we would have budgeted for this equipment that

026it's we're right right on track. >> Thank you. >> I believe overall if you look at everything together it was about 425 to 475,000 but that's also future equipment not included in the long leads and then all of the labor put together. So that line is kind of gray as to where where it would land. >> Okay. Is this a guaranteed price? >> Yep. This would be executed and we would issue purchase orders for this. It'd be on the books. We wouldn't have to deal with uh escalation with delaying to order this until, you know, right before the date that we need it. Um these are the numbers that they would proceed with. >> Okay. Thank you. Any other questions? Is there a board member who would like to make a motion for action? Motion

027to approve the referendum. Oh my uh for the construction bid package number three as presented by CG Schmidt and Bay Architects. >> And I would actually like to make a motion to amend that to include to make a motion to approve bid package number three as Ken stated um with Next Electric in the amount of $294,080. Is there a second on my amendment to that motion? >> I'll second. >> Um, all those in favor of the amendment say I. >> I. >> Any oppose? Say nay. Okay. So, that motion has now been amended to include the verbiage with next electric and $294,080. >> Do we do a roll because it's a cost >> that was a we will do a roll call vote. So, we have a motion on the action from Kenneth. Is there

028a second on that? >> I'll second. >> Motion by Kenneet, second by Nolan Jacket. Any further discussion? Hearing none, we will do a roll call vote on the motion to approve bid package number three as presented by CG Schmidt and Bray with Nex Electric for $294,080. We'll do a roll call vote starting with Nolan. >> I >> thank you. That has been approved. Our next item for discussion is our policy 7440.03 small unmanned aircraft systems. So wanted to bring this forward. Um essentially what we're looking at is a couple things. one, adding the opportunity for our, for example, athletics and activities and as well as down the road certainly to for classes to be able to utilize drones for our students benefit. And so, um, for example, this could be at, you know, a practice.

029For example, football is is one example where many schools, districts are already certainly utilizing this option for their students and really to have an advantage um to really assess various plays and things of that nature. Again, it also can be utilized for certainly for classes as well. Um, so amending that policy piece for that. And then looking at the administrative guidelines, we added a reference to the high school authorization form for the small unmanned aircraft systems that essentially puts a process in place. If there are staff that are interested in utilizing that option, we would have an obviously a process. Um you'll see that attached as well hopefully. Uh yes. Um, and so ultimately I wanted to bring up in the administrative guidelines and I understand that the board has not necessarily been formally approving

030those but certainly we've been bringing them here. We had initially looked at not allowing for example um a team manager to operate the drone um and only for example a coach who had the FA certification. And so upon further discussion with our for example our coaches we came to the idea that we would like to potentially have that option um with parameters and process put in place. So for the purpose tonight certainly to approve the policy. Um, that's kind of the first piece, but then looking at the administrative guidelines, really opting for some flexibility in allowing coaches, for example, who have the certification, but maybe feel, for example, a team manager might be better suited to operate that drone. And this isn't something where, you know, kids are flying things all around the school. This

031is obviously limited to many of these situations. The drone is going straight up, recording, and coming straight down. So wanted to um highlight that I guess in the administrative guidelines. Currently we have that crossed out but wanted to put that forward as an option for our staff with the approval and the authorization form. Um that is just kind of the general overview. We certainly are going to see more and more of the drone use both from an academic standpoint potentially athletics and activities. This is something that I don't think is going away and so moving forward wanted to put some parameters in terms of how we are operating and um providing opportunities for our students. Any questions from board members? >> I know I asked Stacy about the legality of having someone certified versus not

032certified. Do you want to share that response? >> Sure. So certainly um having the we already have a few staff members who um have that certification. There obviously is FAA guidelines around various things when you're operating, how you're operating, things of that nature. So those individuals you know from an insurance standpoint should you know the drone crash into something um would be covered. there is some gray area around you know for example if you had a team manager operating that particular drone you know that would be a question for our you know further for our insurance um company in terms of how and what would be covered in that area. So I think at this time again just really advocating for the process to really put that process in place for the requests as well

033as the policy and we can further explore that administrative guideline piece as far as opening it up to opportunities um for you know for example a team manager within two arm lengths of a certified coach could operate and then what does that mean in terms of insurance impact and things of that nature. So, this kind of just came to us um within the last I don't know maybe week or so and so really didn't want to pause on moving it forward is in terms of a process for opportunities for our kids but also wanted to make sure we explored a couple pieces further as well. >> Thank you. And thank you for being so transparent with the administrative guidelines and including the form that's been um drafted. I think that's very helpful. Anything further from

034any board members or a motion for possible action? >> Yeah, I'll make a motion to approve policy updates to policy 744.03, small unmanned aircraft systems as presented. >> Motion made by Nolan. Is there a second? >> I second. >> Seconded by Tiffany. Any further discussion? All those in favor of approving policy 7440.03 03 small unmanned aircraft systems as presented. Say I. >> I. Any oppose? Say nay. And that has been approved. Thank you. That's fine. We're just going to take a moment to shut the door to cut down the noise a little bit. Oh, maybe she's done. Okay. Um, and uh we did discuss the the next one which was the administrative guideline. Thank you for wrapping that up in there. That is not something that needs to be approved by the board. It was

035just there for discussion. Uh next item for discussion is policy 5136 personal communication devices. Great. So first thank you to certainly the staff and community members who have had discussion around this and brought it forward. Um in just a minute I'll ask Miss Lamb to please just kind of provide us a past history of our process and procedures. But before we do that just wanted to point out a couple quick pieces. Um one I know in some have asked you know why do we go with for example a Neiola um company to really update our policies and what does that mean? Uh essentially we look to go we we do um contract with Niola really in terms of keeping our policies up to date. They do have a legal counsel obviously that vets those out.

036And so having the templates, we always have the ability at the local level to customize those. Um, but really allows us to keep our focus on certainly the education and be efficient and effective in those policies. Um, and again really look at how are we uniquely tailoring to our community values and specific circumstances. And so um, just something to keep in mind in that regard. Um we if you look at certainly the attachments we have our current policy which we utilize and again in a minute Miss Lamb will kind of walk through our kind of the procedures and things like that and process. Also attached was a request for the will policy as well. So I just wanted to talk specifically just very briefly um in a comparison of both. Um, so in terms of

037both of the policies are really looking at creating obviously an environment that prioritizes the academic engagement and overall student well-being. That's all of our goals when we look at the personal devices and things of that nature um within the classroom. And so also just wanted to point out certainly in terms of the um the will piece we in practice have and Miss Lamb will talk about this in a minute but certainly have designated location um of pouches that we're increasing and providing to staff in the classroom. So I know that's mentioned specifically um in certainly the will policy as well as both policies cover you know when we have an emergency instructional purposes if it's approved uh certainly by staff IEP team things of that nature those are exceptions to having that phone stowed away

038um and we don't you know I guess one of the difference when we look at the enforcement for example in the will policy our campus support we don't ask teachers certainly to take phones away physically from students. You know, we have um administration or campus support, for example, that really um talk through that piece with students. So, um I would say just in general, obviously, the goal of our policy is to really ensure that we're maximizing those um you know, the instructional minutes, the well-being of our students, and ensuring a safe environment for our kids. So certainly at this time you know we feel our policy is the current one we have in place is certainly uh strong and feel that it's um you know working well for our students. I think looking at what

039is our current process practice procedures um and we continue to take a look at that and how we can improve and enhance and support our teachers and staff who are the ones who are actually implementing. So I think as we move forward, continuing to get input from our families, from our staff as to, you know, what they feel is working well and what might be challenging and how we can best support them. So with that said, I'll let Miss Lamb take over and provide just a really brief overview of kind of where we've been and where we're at. So as I'm entering my fifth year as principal, before I came here, there wasn't a set cell phone policy. So what we decided to do is looking at staff input, student usage, having a focus on

040making sure student learning is happening and looking at other research and how cell phone use does affect children, especially high school children, because I do think we're looking at cell phone policies. A high schooler is much different than an elementary school student and a middle school student. So after taking all that information, I think maybe my second year we implemented it starting fourth term that we're going to kind of be a little bit more strict on cell phone use. We do have teachers that utilize cell phones in the educational setting and there was some strong feelings about allowing kids to use a cell phone if it benefits a learning environment and that's something I did not want to take away from a teacher. But at the same time, we need to ensure that they're using

041it appropriately. So as a strategy is it is up to the teacher's discretion to explicitly tell a student if they are allowed to use it for instructional purposes or not. The teacher decides that, not the student. If the cell phone is out, we kind of have very clear-cut rules. Uh teacher will say, "Please put it back." If they do not agree, they do have to put it designated location in the classroom. If the student says no, we tell teachers we are not getting in a debate with the student because it will go nowhere. There are some kids that are very protective over their cell phone and they don't want to be away from it. That is not a place in a cell in a classroom to engage in that debate. So I tell a teacher,

042you'll never touch a cell phone. You will not argue with a kid on a cell phone. Administration will help you. So if they do not in the phone, which if they did, they get it back at the end of class. We will call down to the office. A campus support assistant will go to a classroom or an administrator and then we will bring them down in the office and then they do need to hand the phone back. So, this is their second attempt in order to keep their phone um at the end of the day is that they can give it to Miss Rosema, myself, and then they cannot get the phone until the end of the day. So, we try to get the student, give it to the teacher right away, so at least

043we can get it back at the end of the hour. If they don't want to do that, then they're going to have to give it to the office and they don't get it back till the end of the day. If they continue to be defiant, that goes another step. And that's just when we call a parent and say, "Now, it is a suspension." We do not argue about cell phones. It is a lose-lose situation. But if we do have a parent that says, "No, my kid's going to give you the phone." We'll always support that parenting. And that is chance that we will take the phone and then the kid can go back to school. So we do want to have that relationship with parents and guardians because we do respect that and we want

044to do what's right for kids. So that has been our pol or practice and policy throughout the last couple of years. I know obviously implementing things is tough is because kids are very smart when they want something. For instance, we try to keep up but there's obviously smart watches. kids take couple cell phones as a dummy cell phone and they kind of try to find ways around it. So, that is a tough piece and that is something when we're looking at high school people when we're looking for a full band versus something that they need to learn how to use. All of us in the room as adults in our current profession or current life, we need to know how to use a cell phone appropriately. And that is a huge aspect of digital literacy.

045I know our staff with Val, we've always talked about banning doesn't necessarily help if you're not teaching kids how to appropriately use a cell phone. So, that's where we're kind of in a balancing act with. And looking at different research, the research does state cell phones and social media is not good for the developing brain. That has been established, but what it hasn't been established, does a ban work or does it not? It is too new and there hasn't been a lot of research to one way or another because they do say kids have working and if you continue to ban stuff and avoid them from using it in a positive manner, how will they learn? So that is kind of the items that we are discussing and we continually want input in order to

046make it the best possible learning environment for kids but not just here when they get in a job because they are going to have a cell phone in most jobs. I mean, I'm sure you've gone to different stores and not seen workers use it appropriately when you're trying to get help. They may be on the cell phone, but we're trying to be proactive in that nature. So, one thing is that we have been doing and I think when things organically change for the better, that's when we can get full buy in. For instance, as she was saying, we had specific cell phone pouches that has gained in popularity with our staff, which has been huge. So now that we've been on that coattails of those, we are going to offer that to all staff. So

047that can be something that is the same throughout our school. And since we've already had that buy in from teachers, I think that's going to go a long way. So we constantly think of ways how we can help kids with the cell phone ban, not banned, and how we can progress in a positive manner to create the best learning environment possible. >> I have a question for you, Kelly. So I'm just trying to picture I asked I did ask some recent students what what did you see being done? What are these pouches? Because I don't know they they describe it more like a like a pocket chart. Is it like a with multiple pockets and they just put their phone in one pocket? >> It's number one to like 35. >> Okay. Okay. So something

048up near the front of the classroom or the door or something. Okay. All right. Just want to make sure I had an understanding. >> So each individual pocket. I mean back in my day it's like where we putting calculators or something. >> Sure. Okay. Thank you. Just trying to trying to picture it. Um, I will say we do tell students because I know, oh, a kid's stealing my cell phone. You bring your cell phone at your own risk. That is a valuable item and they need to know the risk going in. We are not responsible if your cell phone is taken at school. So, they do have the choice to not even bring it to school. Obviously, if it is taken, we do the best to try to find it, but that is something that

049you are choosing to bring. >> Okay. So, as far as the teachers using them for educational purposes sometimes, I I do recall that from my last couple years in high school, too. But what uh can you use the phones for that we can't just do on the Chromebooks that we already pay for and provide? >> And that's also a good question. Sometimes just the sheer size of a Chromebook versus a cell phone. when you're going like this to video, you can't really video necessarily with a Chromebook going around or a picture or different apps. I think it's just the convenience of how technology keeps evolving that kids know also how to use a cell phone. I'm not sure if Val, you want to also state um there's many different things. >> I can give you

050an example of what I just saw in the classrooms like last couple weeks of school. I was in a social studies classroom and the social teacher asked the kids to get out their phone and text their grandparents about the Vietnam War and talking about that and asking them questions and you should have seen the engagement of the kids and the responses of the grandparents to their kids about their feelings and all that. It was such an moving discussion that wouldn't have happened otherwise. And it was so cool because even the grandparents were talking about talking. My grandpa just said he loved me and it was just really a cool situation and really interactive and bringing the community into the classroom. >> I I will say too, I recently just conducted some research with my seventh

051grade class actually in ELA um on the effects of social media use on development of teenage kids. Um so I had my students as well bring their to class. Um, and when they brought their cell phones to class, I didn't say anything and didn't give them any direction. I just said, "How many of you the first thing that you did when you got your cell phone, opened up your social media apps?" And almost every single student in my classroom raised their hand. So, it just goes to show like just to kind of show them the impact that social media has on them and to, you know, use it for other research purposes. There's a lot of different ways that we can use it. Um, but I think having a solid policy regarding that use is

052really important as well. Again, I wish every kid was not on social media that would make it a non-issue, right? >> Um, but we also know and we do I have a lot of conversations with parents asking us like, "What can I do?" >> And even there there's issues at home. You know, my kid is taller than me. They're bigger. This is high school kids now. And my kid won't go to bed. They're on their cell phone till 2 in the morning. There's some things we can't control. We try And we try to give suggestions and that's the tough part too because with technology and social media can't just not use it at school and then think they're not going to use it outside of school. And that is something we constantly talk about is

053you know stuff is going on outside of school. Technically it's outside jurisdiction unless it comes into school. There there's a tie. So there's some trash talking that's going on on Snap Snapchat. Then they come in and then they go face to face. Then obviously now it's an issue. But that is something that we also battle. I know at the ISY conference we were talking with Meta and they are now trying to combat bullying, cyber bullying with Instagram. So we've now just asked to be involved in they started with the pilot moving forward how if there's any cyber bullying on Instagram if you're a school they're going to look into it in a way quicker turnaround. So instead of waiting weeks for it to come down it's between a 24 to 48 hour turnaround. So there's

054also things that social media is trying to do that we're very appreciative for. But it really is not just a school issue. It's a societal issue as well. For sure. I'm I'm currently reading a book by Katherine Price called How to Break Up with Your Phone because you're right, it's a societal issue. I mean, adults get addicted to all the social media and unhealthy things on their phones as well. So yes, I attended a a meeting and um they were talking about it and it there's a couple things that disturbed me on a lot of different levels, but one was the executives of the social media do not let their kids go on the social media. So that right there is a big big alarm. You know, that's one thing. And um that's more the

055technical arm of it, but there's also the societal element. And if we as a community high school educational group can try to educate the students that you're going to walk out of here in 12th grade and if you don't have good acumen, business acumen, human acumen, whatever, if you don't have good um social media skills to take into the workplace, they're not going to be any better off than if they walk around with 9 through 12th tier or if they walk around with the K through eight. I mean, I think in my walk of my profession, I can tell you those that are just they're on it constantly. They sit in a meeting with it and I just want to kick them under the table, you know? I'm like, I can't believe you're on this

056this call while the president's talking about something or whatever. You know, it's so there's just a a a discipline of being respectful using it and no matter what's decided in in this whole realm when they walk out of the building, 12th grade graduation, hopefully they have the great um I don't even know what to call it. It's really digital literacy is the scope of everything and educating them about how to appropriately use that >> technology and people skills, you know, it's it's it's just plain rude first of all when someone else is talking to be on your phone. Um, my kids know not to have that phone at the table and we were at a dinner and the one this one guy was on it and I'm like, who else at this table can you

057be texting? We're all here. Enjoy the moment. you know, so there's just a learning curve and I told the person I'm like, "You're a bad influence on my kids." So, you know, call it call it like it is, but the other arm of it is there's a place and time for everything. The other thing that I have a that so there's three things. So, the first one is that executives not doing that. The second one is just teaching them good good personal skills using it. The third one is which drives me insane is we have to teach that people will say things and they'll never say it to your face. I always say if you're going to put it in words and you're going to, you know, put it out there on Facebook or whatever,

058if you can't say it to my face, there's issues with that. And so, we can teach people that people hide behind that. And we need to soften that emotional connection they make that someone says something so horrible or so so vile or whatever about them that it's really not to take it personally. Because if that person can't to personally, you know, maybe the grounds are just, you know, learn to ignore it. Um, you know, so there's a whole mental health and well-being element of it, too, that I know that we've touched on in the committee. So, >> well, and that person that's stating those facts on the computer or Twitter or whatnot, they may not even be a real person, right? And that's another thing. >> Exactly. >> They don't even know if that person

059exists or it's a robot or AI. There it just is such >> there's like a whole element of social social media, emotional well-being that we can address regardless of the policy. Um, just moving forward because they're going to leave here in 12th grade and they're still going to have that phone on them no matter what and they're still going to go to social media. And just to have the best um practices and to turn it off, you know, the studies of keeping your phone on until two in the morning, you know, that's just so unhealthy and that's not going to carry well in the workplace. So, I don't know, maybe there's an arm of it no matter what we decide here that we can we can help them be the best they can be when

060they have their phone. >> And that's why I think our policy right now does that because we do limit instead of in unless it's directly related to instruction and it's per the teacher's choice. And I think everything every policy we have, we have the same hurdle is how are we making sure that we're implementing it correctly and how to enforce it. I And that is an issue everywhere with any policy that you have and that's something we are diving into to make sure that we are enforcing it and I think it is with human nature where's that line oh I want to be friendly for classroom management instead of oh I don't want to be hard on it and that's always something you know we go with teachers as they learn as they grow up

061and grow. But I think right now we have that great in between to allow that to enhance and to make sure it doesn't deter the learning. >> In the last four years, have you ever had any problems on the end of uh teachers not properly enforcing this policy strict enough? >> I wish I could say no, but in reality, we've had a couple. You know, there's some that are very strict. when I tell the staff in the beginning, your worst enemy is the person next to you because you have to all buy in or not buy in. So, we have made gains though. I will say we have been growing because they're finally sick of it. As I said, organically having that pouch system in place that was driven by teachers, which is huge because

062as admin or any leader, you just telling people what to do doesn't mean they're going to implement it. But if we can work together and see the benefits, that's where we're at right now. So, we have seen growth and supplying this, I think, will even make it better because then they know in every classroom the expectations are the same to try to make it more consistent. I think that's going to give us another leg up next year as well. >> Kelly, I have a question about the uh I mean, I think it states it here clearly enough, but I just wanted to clarify. Um, if students are not using their cell phones for instructional purposes, students have the ability to store the phone in their backpacks if it's turned off and not like on vibrate

063or silence or anything like that. They don't necessarily have to use the pouch. >> Right now, it's not required. A lot of them do because they want to see it. >> Okay. >> Yes. But if a student goes, I don't want to because I don't have feel safe. I don't want to take that over because then that's another discrepancy. So, but if they choose to put it in, but it has to be out of sight. So, obviously we see it on the desk in the pouch. >> Perfect. Thank you. Oh yes, >> it's generally once. We keep it a document when it comes to the office and we I'll say admin is pretty 100% consistent. I ask once, they say no, I call a parent right away and then sometimes they hang up because they

064give me the phone. I'm like, "All right." But >> at the top escalation, we do not have data on them just bringing the phone. I will say when we first implemented this our suspension rate was pretty high because I think they didn't realize we meant business and after that initial phase our suspensions has decreased significantly because now they just give it to the office and then or they give it to a teacher. So I am happy about that that those suspensions have decreased but I will say in the beginning we had quite a few suspensions. I I mean unfortunately when was that first year I probably had at least one or two a day for the first two weeks and that's not nearly what we have anymore and I think kids are also after being

065four years here five years they know our expectations and at the end of the day we do have very good kids I mean the behaviors here I would say compared to other schools it's pretty impressive with how good they are. >> And I would think and hope that our staff is also demonstrating um healthy behaviors when it comes to using your your phones during the day as well. >> I probably don't carry my cell phone to a fault. >> Okay, that's all right. >> Yes, >> but they always find me. >> Any other comments or questions? This was an item for discussion. Okay. Um, I do want to say thank you guys for sharing your perspectives. It really means a lot to come together to talk about this, to be open and discuss it and

066ensuring we're doing what's best for kids and teaching them appropriate use of this type of communication device. >> Absolutely. Thank you. I was I was hoping by putting on a meeting agenda we might get some of those parents or community folks or even students show up to talk about it, but it is July and so it's not the most ideal month for people to be watching. Hey, I wonder what's going on. you know, the school board is to show up at a meeting. So, please let us know if it looks like this becomes a hot topic again in the future that you're like, you know, I think there are some parents who do really want to talk about it at a board meeting. Just just keep us on top of it. Yeah. And I just

067wanted to say thank you to the parents uh Miss Lamb and I and certainly others from the high school team have had parents reach out to share their thoughts, suggestions, and ideas. So, they might not be able to necessarily come to the board meeting, but do appreciate that continued input. And huge thank you to the high school team as well as our entire staff for really supporting and being consistent because kids recognize that immediately. So, thank you. Okay, so hearing no further discussion or possible action from the board members, we're going to move on to the next item on the agenda, which is our 2025 2026 academic standards. So, I will just say this is a great segue. Um, digital literacy standards, if you are interested, are also listed on the content area and district

068standards PDF. Um, that is in the attachment for this action item. Um, Val, we just talked about this the other day that they're still updating those digital literacy standards, but we're planning for second semester to be able to review the updated digital literacy standards. Is that correct? >> Yeah. So, if you if you're looking for digital literacy standards, they are in that PDF that's listed as an attachment, but um they will be updated once we adopt those um second semester. But for agenda items E and F, those are both annual notices that we bring forth to the board um typically in July um just to identify academic standards that we're using and then also the annual notice for parents um just informing them about educational options that they have. Additional information is on the website

069which um is linked in both of those items. >> Thank you. Any questions or comments from board members? >> Is there a motion for action? >> I will motion to approve the 2025 20226 academic standards as presented. >> I second. >> We have a motion and a second. And I'd just like to note that this was also how they are listed on the school website. Is that correct? >> Yes. >> Okay. Thank you. Um any further discussion hearing? None. All those in favor say I. >> I. Any oppose say nay. That motion carries. That's been approved. Thank you. Next item is the um as Stevie mentioned the 2025 2026 educational options. Steve, is there anything you'd like to add here? >> Nothing additional. Just again a reminder that it is an annual um item that

070we bring forth. Additional information is on the website for parents and families if they'd be interested in looking at what educational options we do offer at HUS. Thank you. Any questions from board members? Hearing none, I'm going to go ahead and make the motion to approve the 2025 2026 educational options as currently listed on the Hartford Union High School website and presented this evening. Um, is there a second? >> Second. >> Motion by myself, second by Nolan Jacket. Any further discussion? Hearing none. All those in favor say I. >> I. Any oppose say nay. That motion carries unanimously. Thank you. Next item for discussion is a 2025 2026 employee handbook. So just to start off I would say just in general as we're reviewing the handbook we're really looking for three pieces. One is just

071the general flexibility. So does it provide us certainly administrator and staff flexibility. Is it fair to our employees? And certainly just philosophically does it align with our organization? And so had some minor changes to our employee handbook. And I'll let u Mr. Nelson kind of take over if there's anything in particular you wanted to highlight in that. >> And it was reviewed by our attorney. So he um had a few uh minor tweaks uh throughout the document. Uh just a few things I'd point out. Um we added uh Pat Patrick as one of the two title N coordinators in addition to myself. Um last month we made some title changes. Um, and one of those was uh my title removing the executive from the title. So that's probably a lion share of what you saw

072as red marks uh through the document. Uh just changing that. Um in the uh staff wage matrix area um we realized uh we had missed one or two categories last year. Uh so we added those. Um and then um we at the last meeting we added uh that summer student worker. So, we added that into the wage matrix as well. And uh in the sickly bank, we didn't make any changes to the sick leave bank, but there is some discussion we'd like to have during the year uh with staff to to maybe look at revising that area potentially. But there was one area where there was a duplication of of wording, so we took that out and then um corrected a reference to a different section of the employee handbook uh in that area. So,

073um, not too many, uh, what I would call significant changes this year. >> Thank you for explaining those changes. I did notice some of the the May versus the Shall changes allowing for that flexibility. Um, that makes sense to me. Um, I I think that everything in here look very practical. One thing I would just ask this board and this administration to consider, which seems kind of strange to me in some of our policies and some of our handbooks, is um sometimes we refer to the board or the district. And so even like so on page 83 of this employee handbook, it says, "The use of the internet is a privilege, not a right. The board's internet connection is provided for business and educational purposes only." To me, that just it feels kind of weird

074like these five people as a board own the internet for the district. Like really, it's the district's internet. So, I'm not going to say we go back over all of these handbooks and tonight and like take a look where we want the board versus the district. I'm just asking that we please consider that moving forward to see like what what term do we really think makes the most sense in each of these places. Like I was telling Stacy, it might take us a year or so to kind of like as we're encountering things, but it'd be kind of nice to get into that mindset. I think also we've established a very healthy collaborative decision-making relationship between the board administration. And so I think when we say the district that encompasses all of us and I

075think that that's a very healthy place to be. So just that's just my personal opinion. Um, any other comments or questions from board members? Is there a board member who would like to make a motion for action? >> I'll make a motion to approve the 202526 employee handbook as presented. >> Is there a second? >> I second. >> Motion by Nolan, seconded by Tiffany to approve the 2025 2026 employee handbook as presented. All those in favor signify by saying I. >> I. Any oppose say nay. And that is approved. The next item for discussion is our parent handbook. >> Yeah. And the parent handbook, student parent handbook, we actually just had a minor change just in terms of putting in a link to our registration. So allowing that opportunity to have that link to registration.

076I believe it's the ACT. I have to go in there and take a peek. Um but really a minor change, not a whole lot of major changes to that handbook. um you know, obviously updating board member information, things like that. Just some of the personal pieces. Um we always update the dates for testing so that there's a reference for parents. Um eliminating any information obviously that's not applicable for uh future current graduating classes. Um some of those pieces. So not major changes to that, but certainly something we like to continue to take a look at each year. So, um, yeah, I don't know if >> and the addition of the drone policy I saw was in here, too. >> Right. Good, good point to point out. Um, we did add that as well. >> Any

077questions or comments from board members? Tiffany, >> I have a question. Um, I actually had some students ask me about um the pass policies, how students are given passes to leave to go to the restroom or to the health room. Um, Somebody just provide some clarification. I tried looking in the handbook. I didn't see anything explicitly. >> So, >> absolutely. I see Miss Lamb heading down right now. So, I'll let her her jump in. >> It's not explicitly stated because there is obviously we're never going to deny a person a bathroom pass. So, I just want to state that right away. If somebody needs to use the bathroom, they will use the bathroom. We'll allow that. But an issue we have been getting into is kids being in the hall quite a bit and abusing

078the bathroom privileges for not having to go to the bathroom. So, because of that, with the data we found, kids in the halls, kids overstaying their welcome in the bathroom, not using the bathroom to use the bathroom, which is unfortunate, is what we do is basically get a pass a block. So we say three because during lunch you have that lunch period that you should you can use that time to do it or passing time. So we say seven minutes on average most people don't use seven minutes. We just actually looked at the data about a week ago or around bathroom passes. So ones that were started and end the average was well under seven minutes. I still keep it at seven minutes because at the end of the day if it's not affecting anything,

079they're using the bathroom how they should be, then that's a positive thing. Um, there's kids that say, "I don't nope. Anytime you need to go, we tell the teachers, you're not denying a kid a bathroom pass." And that was the rationale behind it. And I will say last year, our hallways were hund times clear. I know a lot of people around here can shake their head. That has made a major impact keeping kids in class learning rather than out in the halls. >> Okay. Um, so there's not necessarily a time limit. between when you know say they have to use the bathroom at the end of first block >> generally it's not the first 10 or last 10 minutes because that's when you have the passing periods so if you're not using the passing periods

080appropriately like even after first block we have a longer passing period so that should be enough times I know they're like well we try to go and you know the bathroom's being used because we don't have enough stalls obviously going to work with the student if they have a track record of using it appropriately but generally speaking and I would say that 10 minutes at the beginning end of class is not rare. >> That's it. Thank you. >> Any other comments or questions from board members? >> I do have one small inquiry under page 44 in the transcript section where it says current students and graduates are able to make transcripts request. Should we also include the parents in that line? Well, parents may not be able to do if the kid is over 18

081and graduated because at that point they lose that right to get your kids transcript. So that is an adult privilege. Um we generally work with kids, >> right? So can we include that for uh parents if the student is under 18? >> If they're under 18, they can get it. And that's with um all of our data. So any parent that is of an 18-year-old or young or or younger than 18, they have the right to any academic records and so forth. >> So Nolan, are you talking about the sentence under transcripts on page 44? Yes. If it were to say current students, parents, and graduates, is that what you're kind of >> Yeah, that's uh so the other week I had a former parent of the district reach out to me expressing some frustration

082over receiving transcripts. And so that's just kind of where this uh inquiry comes from over uh >> making sure that's reflected in our handbook here for students and parents. >> I wouldn't necessarily add parents because parents can't get it if their kid has graduated. So that's >> Yeah. And we have had situations uh Nolan where you know I know over my four years here where we have had parents of students who have graduated who try to attempt to get the transcripts. However, if a student is over the age, you know, obviously they've graduated, they're over age 18, um the parent obviously is not able to do that just based on what we can do from a record standpoint. >> And parents do have access to Skyward that when they're here that they can get any

083information as they want. If um just a question because I think about sometimes scenarios my a young adult children are in say um a young adult graduate needs their transcript but they can't request it. Could could they sign off and have give their parent permission to do that? >> We have had students who have provided parent permission for various records under the records law. >> Thank you. >> So that sounds like we're covered then. >> We are covered for all that area. Any further discussion on that, Nolan? >> Uh, no. >> Okay. >> Anything else from any other board members? >> Is there a board member who would like to make a motion to approve the 2025 2026 student parent handbook? >> Yeah, I'll make a motion to approve the 202526 student parent handbook as

084presented. >> Is there a second? >> I'll second. >> Men by Sorry, motion by Nolan, second by Kenneth. All those in favor say I. >> I. Any oppose say nay. And that carries unanimously. Thank you. The next item for discussion is the 2025 2026 co-curricular code of conduct. >> And I'll have Kelly Frings come if you don't mind. I just want to preface that we did have an athletic council this year that did look over the handbooks. So the input of those changes was not just done by Mr. Helms and Miss Frings. It was done by the council. So, we did have parent input and they did represent all different areas of Hartford. >> We did and there was about a dozen individuals on there, coaches, staff, community members. And so, I think that's important

085to note and that they viewed probably over a dozen um other district code of conduct, things of that nature. So, I'll let Miss jump in on that. >> Yeah, stealing my fire a little bit there. Oh, I'm sorry. Um, and I definitely think this is a great opportunity to thank uh and acknowledge the athletic council that we did work with. Those were parents, coaches, and other community members. Um, we challenged them to look at, I would say, over 12 different school districts handbooks, code of conducts, um, and really give us some critical feedback. Um, I know from year to year that can get sort of mundane to just be looking at the same codes. And, and what I think they gave Scott and I was an opportunity to make our documents more readable. Um, something

086as simple as the table of contents I think is is important for us to add so that when parents when families are looking for certain information, they can readily find it. Um, another aspect you'll see that we added was just a list of the sports and the offerings, the activities and the advisors, people to be able to reach out to to know, you know, for families to who to get in contact um, in regards to what. I think that was important additions for us. Um, you'll also see the athletic eligibility um in all three documents that formatting has changed and that was some critical feedback we got just to make sure that being a very important part of what we do is as easy as possible for for parents and for students to comprehend. >>

087Did you want to add at all? I know Mr. Helms had mentioned just with the WIA changes and the nil and the contact days that that was added as well to I know you're kind of talking summarizing all of them right now. So, the NIL, the name, image, and likeness policy was adopted by the state of Wisconsin. And I know we added some verbiage to reflect essentially what the WIA has adopted. Um, with those who maybe are unfamiliar with the policy, it's the ability for student athletes to be able to promote and receive benefits essentially off of their own personal brand. Um, so we did put in some language that reflects exactly how the WI had stated it. um as well as the contact days because those have recently changed as well. So we adopted

088the language that they had instilled. Do board members have any questions? I have a really trivial question. Um I noticed on this this handbook as well as the last one, there are just a couple pages that almost look like they're scanned in or screenshots or PDFs. Does that get cleared up? Like I'm wondering did it just load kind of slow for us? Does that look cleaner in the final? >> It looks cleaner on our end. Um there we did do some carryover. Um that'll look different I think on the final cut of it. Um right now a little bit of is is Amy Wald has the ownership to that document when she comes back on Monday. That'll be something we can easily clean up for the sake of clarity. I know exactly what you mean

089because it just looks sort of more pixelated. >> And I know what you mean by documents are in certain computers. Marie and I dealt with that a couple months ago, right? That was that was a nightmare to try to get things transferred over and looking good. So, I understand. Thank you. >> Thank you to the Miss Frings and Mr. Helms and that athletic council. You guys did a phenomenal job really making it more readable with the charts and so a lot of great work that went into that. >> Yeah, we a lot of great help. Thank you. >> What an awesome idea to have a council for that. I think that's fantastic. Yeah, it helped to have a little bit more brain trust than just the two of us sort of uh batting the same

090ideas back and forth. For sure. >> That's awesome. Um, any comments or questions from board members? >> Is there a board member who would like to make a motion? >> I'll make a motion to approve the 202526 co-curricular code of conduct as presented. >> Is there a second? >> Second. >> Motion by Nolan, second by Tiffany. All those in favor say I. >> I. I. Any oppose say nay. That carries unanimously. The next item is the 2025 2026 coaches handbook. I think there's a lot of carryover in all three of these. So, I don't have anything additional to add for that particular one. I don't know if Miss Frings does. I'd imagine not. Um, but put it out there. >> She looks pretty comfortable. No, no, you're good. You're good. I think you're you're confident

091in what you said before. Any questions or comments from board members? Is there a board member who'd like to make a motion? Motion to approve the 2025 2026 coaches handbook as presented. >> I'll second. >> Motion by Kent, second by Nolan. All those in favor say I. >> I. Any oppose say nay. That motion carries. The 202526 co-curricular code. Sorry, the coach's handbook has been approved. Uh the next item is our 2526 advisor's handbook. Any discussion or questions? A motion to approve a 202526 advisor's handbook as presented. >> Perfect. Motion by Nolan. Is there a second? >> Seconded by Kenneth. All those in favor of approving the 2025 2026 advisor handbook as presented say I. >> I. I. Any oppose? Say nay. That passed unanimously. Thank you. The next item is our 2025 2026 technology

092handbook. Thank you to Miss Ferhance for reviewing that technology handbook and I know she is here for any questions. I don't believe there was any changes from last year. >> I do not. Thank you. Is there a board member who would like to make a motion? >> Motion to approve the 202526 technology handbook as presented. >> I second. We have a motion by Nolan, second by Tiffany to approve the 2025 2026 technology handbook as presented. All those in favor say I. >> I. Any oppose say nay. And that carries unanimously. The next item is our 2025 2026 job descriptions. And many of our we have a number of revisions on job descriptions listed in board docs. And many of those are simply uh title changes in terms of names, things of that nature. And also,

093you know, looking at certainly, for example, like special ed specialist, we really as a as a staff looked at the student needs and how can we be most effective and efficient in our supporting students and staff. And so that um I guess I would point out that would be one in particular or kind of an arrangement or the looking at the different uh responsibilities and roles of various administrative assistants. So for example, our student service assistant um administrative assistant in terms of you know changing some of those roles and responsibilities but overall much of the revisions are related to particular name changes, job titles, things of that nature. Uh Mr. Nelson, is there anything else? >> Um, we brought back the speech and language pathologist uh job description um because we've hired an 80% employee

094this year where in the past years it's been a contracted service. Uh so that one came back in and earlier this spring the board approved um a learning support assistant 2 position um that is being utilized. Um, so that one was again a collaboration to put together a job description of what that uh roles and responsibilities are for that person. Uh, along with um with all the admin assistant changes we've had this spring, um, we came up with a more um admin assistant to the high school. So, a more position that's covering a lot of different pieces. And I know that uh Miss Ramlow and Miss uh Lamb put that together um kind of to to make sure it would fit the needs of the high school leadership team. Uh so I want to thank

095them for for working on that. >> I'd like to thank the team for for their work on this. Some of these have minute changes, some of them have significant. And it's really nice that you're staying on top of this. Having been here for the number of years that I was, there was a period of time when job descriptions were neglected and then we had a lot of work to do to get them where they needed to be. So, thank you very much for continuing to work and making sure that these are accurate and applicable. Um, any questions from board members? >> I will motion to approve the 202526 job descriptions as presented. >> And I will second that. Any further discussion? We have a motion and a second to approve the 2025 2026 job descriptions

096um as presented this evening. All those in favor signify by saying I. >> I. Any oppose say nay. And that motion carries. The next item for discussion is the 2025 2026 mentor handbook. And thank you Dr. Schlie for really outlining those expectations for new teachers, mentors, instructional coach. So I'll let you take those. >> Sure. Sure. I definitely want to just highlight the work that our instructional coach, Mallerie Smith, has done. Um it's been an incredible amount of work in the last two years. She's been by herself as our only instructional coach. Um so really taking this on singularly um to build up the mentor program for new teachers in terms of supporting them with their instruction and outlining what expectations are. Um, we are continuing to expand how to support teachers who are new

097to our district by also building connections with the larger Hartford area schools community. These changes as well as some additional supports from Mallerie are indicated in the handbook. >> Thank you. Uh, board members have any questions? >> I just want to say great job because in my areas of working to mentor programs can be so beneficial to get people up to speed fast. So, thank you. >> Anything else from board members? >> I will motion to approve the 202526 mentor handbook as presented. >> Second. >> Motion by Nolan Jacket, second by Kenneth. Um to approve the mentor handbook for the 2526 school year as presented. All those in favor signify by saying I. >> I. Any oppose say nay. And that has been approved. Uh, next item for discussion is our 2025 2026 student meal

098prices >> and Miss Glorioso will give an overview of some of the changes and not changes. So, she always does a phenomenal job job in the food and nutrition services. So, thank you Monica. Okay, the proposal in front of you um as you see has um no changes to the breakfast price. um we have experienced a decline in usage of that program as the price has increased the ca past couple years. So we would like to keep the price stable to continue to encourage stu student use to support their academic needs. Um lunch we are looking at a 25% increase that is in line with other area school districts um and has been stable for the past two years. So this will be the uh increase from two years ago. And then we are contining

099our after school meal program which is a free program to students and that is a federally fully federally funded program. Um at this point in time we are able to continue it through the 2829 school year. Um and then we have a history of waving our reduced price meals for students able to provide that at no cost. Um which right now the uh federal limit on those meal prices is 30 cents for breakfast and 40 cents for lunch. So, we are asking to wave that for the students who qualify for the reduced price meals. Do you have any questions about the meal prices? >> No, I just want to say that um thank you for your work over the years. You really truly have been such a great professional for for us and I appreciate

100it. And I like the detail you have in this this um sheet in our packet even stating that the last item you mentioned estimates at being about a $3,500 cost for the upcoming year and it looks like we have funds for that. So wonderful. Thank you. >> A question I have for you, Stacy, is um I understand that we have funds for that, but because this is a cost for the district, should we do a roll call vote on this one? I think that would >> I think that would be a good idea. Just to clarify too, it actually comes out of the food service fund 50 uh which certainly has a healthy uh balance for future needs. So yes, I would do that. >> Okay. Thank you. Um any questions or discussion from board

101members? >> I will motion to approve the 202526 student meal prices as presented. >> And I will second it. Um, as discussed, we will do a roll call vote just because there is a little a little bit of um cost and shifting of funds there. So, I will go ahead and start the roll call vote. I Tiffany. >> I I >> I >> thank you. That has been approved. Next item for discussion is our 2025 2026 parking lot fees. And so as we're looking at the first parking lot, parking lot A, which is our main parking lot, we are looking to basically essentially remain unchanged in terms of our fees. So at $25, we're looking to move lot B, which is across the street, a recommended change from 10 to 25 so that we're consistent

102in our parking fees. And then for lot D, our new parking lot, we're looking at a recommended charge of $25. And then those three amounts would allow for our consistent charge across the parking lots. We will continue to use colors. So there's a different color for each parking lot. They do not remain the same every year obvious for obvious reasons in terms of students um being able to use that again the following year. So we do switch up the colors, but each parking lot is a different color. And that in terms of the process, uh Miss Rosema has done a really nice job um navigating that. And so she is putting out basically the process is a message goes out on parent square with a Google form link and seniors have that first opportunity the

103first few days then juniors then the rest of the students. And so I also uh we included in there the rates for districts you know within the northshore and around us uh as far as what they charge for parking. And so we are the lowest um overall essentially in general in terms of student parking at $25. >> Thank you. Um any comments or questions from board members? Or is there a board member who would like to make a motion for action? >> I'll motion to approve the 2025 20226 parking lot fees as presented. >> Is there a second? >> Second. >> Motion by Nolan. Second by Kenneth to approve the 2025 2026 school year parking fees as presented. All those in favor signify by saying I. >> I. Any oppose say nay. That motion carries.

104Thank you. Uh next item for discussion is the 2025 2026 course fees. >> Thank you. And I I do want to make a note um that this is just in line with the discussion around um student fees in regards to meal prices or parking lots. This is just anformational piece. The board did approve course fees for the upcoming school year 2526 back in November. Um typically those go in October or November when updated course proposals are approved because those are attached um with those courses. course fees are approved in October or November so that students and parents when planning for the next year's courses have all of that information available to them at that time. Um, additionally, it does allow us time to be able to update those fees in Skyward or if there's a

105new fee that needs to be added, it allows us time to add that new fee prior to the annual rollover which occurs in July. So, once that rollover happens, all of those fees will be added to student accounts. um which is why we typically take it for an action item in October or November when the board approves any um course changes. So again, just a little bit of information for you in terms of what those course um fees are, why they typically go earlier rather than coming in July with something such as meal prices. Um, when that typically comes in the summer, it is so that our families have all of the information the year prior when they're planning for the year ahead. Were there any questions with that? >> No, I I think um

106it's great to review them again because I think this is the time of year when kids come in at the beginning of August as a board member, I hear, "Oh my gosh, you want to hear the size of the check I had to write at the school." So, it's great to have all these in one place. So, I appreciate you guys bringing them back again forformational purposes so we could review them. >> And that's why we do like to take them in the fall as well, so that when students are selecting their courses for the following year, we're hoping that they're um reviewing that planning guide with their families so that they can see um the courses that they're planning to take and the amount that would potentially be applied in July when that rollover

107does happen. Thank you. I think it's also a good piece to have out there for the public just in case there is anybody or an organization who might want an opportunity to donate something to the high school too. >> Thank you. Um any comments or questions from board members? >> Are we looking to approve this again even though we already >> It's just for discussion for information. We don't need to do a formal approval. Um hearing no further discussion, I think we're going to move forward on the agenda. Then the next item is our fund 46 transfer. >> So at the end of each fiscal year, if our revenues are more than expenditures, one of the options that the board has is to potentially transfer some of those funds um to fund 46, which is

108a long-term capital improvement um fund. Um that fund was established back in 2015. Um from what I can see, was used once in the 21-22 school year when we purchased um Gibar and the softball field from Joint One. Um currently the the fund has about $1,000 in it. Um this year um as as we had hoped um we underspent our budget by about just over two and a half percent, right? So, but on a $21 million budget, that's a sizable number. Uh leaving us the opportunity to do this. um we can only use it on items that are on our 10-year capital improvement plan. Um and typically what those are would be things that would potentially help offset some expenses in our fund 10 buildings and grounds budget. um they're going to typically be bigger

109items. Um in the case of um we probably what we'll need to do is bring back our capital improvement plan and and go through that with the board um before you would make any decisions of what you may potentially spend that on. Some districts like to build that fund up a little bit over a couple years. Um and but there might be an opportunity depending on the uh referendum dollars uh with our our projects that there might be the need um if we see a need um we might be able to use some of those dollars to do some of those pieces that are capital improvement projects. Um if the board doesn't want to do the transfer then the money would just go into fund 10 fund balance uh as it has as we did

110last year. Um I didn't bring anything last year. It was my first year, my first budget. I wasn't 100% certain as to where we were going to land. Um, the board can do it either before June 30th or they have up to July 30th to apply it back to the end of June. Um, so that's what we're looking for the board to approve this $400,000 transfer to fund 46. um from a from an accounting standpoint be booked to June 30th and be part of last fiscal year because that's where the dollars were tied to for that. >> Thank you for explanation. >> Is there a current plan on uh what that $400,000 would be spent on? >> We we don't we have our 10-year capital improvement plan. Um, but again, I think we'd like to

111bring that back to the board um to just review it first and understand what we have. Tracy has it laid out for each of the 10 years of what she has ideas and and plans for. Um, we'd want to look at that just so the board understands it first and then probably come back at a later date beyond that if we wanted to recommend using funds from fund 46 to pay for some of those pieces. So, um, there's still a few steps in place there that we would, uh, bring to the board before we have a formal recommendation. Um, and and again, I would look at as one of those pieces where it's those one-time items that we're trying to replace. Um, that maybe we don't have the money in our our fund year-to-year budget,

112and we know that that budget is is is stretched every year. So, this allows us that opportunity to maybe pick some of those things off that are bigger ticket items. Um, I think in in, you know, I would liken it to this last year with the money we spent on new rooftop units, right? That could have been a potential expenditure from fund 46 if we had dollars in there uh and not have that come out of of the buildings and grounds budget um directly. >> Thank you, Rob. and thank you for the transparency and being honest about how we'll we'll see how we want to potentially spend the 400,000 in the future. Right. >> Um it's great that we're passing the referendum and we're replacing all of these uh HVAC units, rooftop units, um air

113handlers, and a large section of roofing. But 20 years from now, I don't want to see us in the same position. So that's why it's very important that we do start putting money into fund 46 so that 20 30 years down the road, we have the funding for these projects and we're not asking for another referendum. >> Wonderful. So it sounds like we have some some potential bills that we could use this money for. >> Yeah. I think anytime we we look to spend that, we're going to be purposeful and make sure it's the right expenditure for the district and thinking in that long-term thought process. >> Wonderful. Thank you. Any questions or comments from board members? >> Um, hearing none, I'd like to go ahead and make a motion to approve the transfer of

114$400,000 from the 2024 2025 general fund 10 to fund 46 long-term capital improvement trust fund. Is there a second? >> Second. Motion by Tracy, seconded by Tiffany. Any further discussion hearing? None. We'll take a roll call vote. We'll start with you, Tiffany. >> I I >> I And that has passed. Thank you. Um, next on our agenda, there are just some future dates listed there. Again, those board workshop and and regular board meeting dates are listed for you. Um, if there are any possible future agenda items, you are free to voice them now or please email me or Stacy. Is there anything a board member would like to bring up? Okay, then we'll move forward. Um, next on our agenda is a close session. I'd like to make a motion that we adjourn to close

115session pursuant to Wisconsin statutes 19.851c considering employment, promotion, compensation, or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility. 19.851c 851C specifically administrative compensation and performance evaluation. Is there a second? >> Second. >> We have a motion and a second I believe by Nolan to go into close session. We'll do a roll call vote into close session starting with Heather. >> I. And we're going to close