001I'm going to call the board of education meeting to order. We will start with our vision. We believe in opportunities, achievement, and community for all and our mission that the school district of Milton in partnership with the community prepares our students for achievement and lifetime readiness by providing opportunities for all. We will go ahead and start with our pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. [Music] >> Would entertain a motion to approve tonight's agenda. >> I make a motion to approve the agenda as presented. >> I'll second. So, I have a motion from Rick, a second from Tracy. Any questions or comments? All those in
002favor, please say I. >> I. >> Oppose. Same sign. Motion carries. Uh, action on the minutes. >> Make a motion to approve the minutes for the regular meeting held on August 11th, 2025 is presented. >> Second. >> So, have a motion from Rick, a second from John. Any questions or comments on the minutes? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. Thank you. >> And vouchers. >> I move to approve general checking account vouchers totaling 675,388 cents as presented. >> I'll second that. >> So motion from Tracy, second from Rick. Any questions regarding vouchers? All those please say I. I. I. opposed. Same by motion carries. Thank you. Oh, I forgot to look. Do we have any public comment? Uh, did anybody sign up? >> John, are you?
003>> Nobody. Okay, we have no public comment tonight. So, I will pass it to Superintendent Domen for admin update. >> With this being the second board, >> thank you. With this being the second board meeting of the month, uh our principles and directors will come up and share information that's happening in all of their schools or departments. Now that uh staff are back and students are coming back next week and many students are already back for different activities, there's a lot happening in all of our schools. Sarah, are you gonna start us off? I am at our elementary All right. So, uh, as Tara mentioned, I'll also talk about the work. So, this last, uh, yesterday or today and last week, we spent two days with John Graph from CISA 6, uh, looking at assessment
004work. So what high school students or high school teachers and the teams from the middle school have been doing is reviewing all of our summit of assessments uh through the lens of both uh how are we measuring the essential standards which they worked on last year but really getting to depth of knowledge and what is the depth of knowledge that we're assessing our students on. I too am very very proud of the high school staff. You know you that some of them might have had some of the tests that they may have been using versions of for many years. uh but the real challenge to them the last two days have been to reflect upon why we how do we assess what we assess is it measuring what we think is the learning is happening
005and how are we going to use that in the future so uh some really hard conversations good conversations very proud of the staff that really really dug into it embraced what was supposed to happen uh tomorrow we'll be starting character strong uh which is the curriculum will be mentioned later tonight the training with that starts tomorrow some of the new events uh some of the new uh events coming up. Uh we actually had our very first football game this last week. Uh it's always great uh that very first uh football game with uh with the cheer with the palms with the band and a great game uh seeing so many students active involved. So we will uh all uh fall sports have kicked off. Uh tomorrow we have link crew uh excuse me Wednesday we
006have link crew. So all incoming freshmen be working with their link leaders. Uh we have our uh back to school night tomorrow night starting at 6. uh both at back to school night and then a whole day during link crew. We'll have our activities fair. So we'll have as a large number the whole commons will be full of the different clubs, organizations and opportunities students have to share that both with the freshmen during link but also all of our students are returning they'll see uh everybody trying to get them to join their club. So it's always kind of fun and usually can find something pretty good to eat down there. So that's the high school. >> All right. In the world of teaching and learning, principles kind of shared all the amazing things for professional
007development. So, um, our teachers, a big shout out to all of our educators, the way they've engaged in the professional development to continue to grow, um, build their toolbox has been wonderful to watch. They've really been engaging in with our, uh, all of our presenters. And that's been the feedback from our presenters of how um, Milton educators are truly invested in getting better and finding ways to differentiate and support and um, keeping it scholar centered. that is what they continue to tell me as we kind of debrief of what those professional development days are. Um and big shout out to, you know, there's certain departments that have really been um kind of diving into the PD. So the high school math department for piloting, we're going to hear a little bit about that. Um they've
008really been in a lot of PD to uh make sure that that first pilot math program is um up and running and successful. So very proud of our educators. also welcoming new teachers um into our district. We have a mix of brand new teachers but then also um experienced educators and they selected Milton. So I think that's huge um of who we recruited as the high quality staff because that's one of our pillars and um we are very excited for them to join our school district. [Music] Uh it's been exciting to watch the student services and special education teams get started with the year. They're always busy. Our our nurses are working on our their annual health plans for all of our students. Our special education teachers are already jumping into IEP meetings for students,
009especially those who are transferring into the district. Our school counselors and schools psyches are working on 504s. Um, a lot of those meetings are already happening with families to get students um in the door and ready for day one. Um, our teams have also been joining a lot of the curriculum um PDs, but also their own too. I had the chance to meet with student services today um and we came up with what our priorities are for the year to create some subcommittees to make some good work happen. Um and then I meet with special education tomorrow um to stay up to date on some of the legal practices in special education and make sure that we are um providing services that are student centered and helping to close those gaps for our students. Um
010and then across the board we're looking at the um new curriculum tomorrow um 6 through 12 for Character Strong. Um, and we also have some trauma-informed um, PD coming later in the week. [Music] >> The nutrition team has been doing much like the rest of the staff here in the district. U, they've been doing training. So, last Tuesday we had training all morning on different um, items related to nutrition. Um, they've also been hard at work um, getting their kitchens open, cleaned, and sanitized and ready for the students. So, when they come back on that first day of school, we're good to go. Um, so we got a little bit more of that happening this week and we will be ready for those students um, Tuesday morning. So, >> uh, before we go to the
011next item in the superintendent's update, are there any questions or comments from board members on the the administrator's Red Hawk highlight? >> I just wanted to thank whoever put together that thing for Jean Field because that was that was so cool and uh, that was a great thing to be a part of. And um so thanks to whoever put all that together and even WASB shared that on their social media. So that was uh really great to see. So it's uh uh so congrats to Jean. But um also thanks to everyone who put all that together. So >> yeah, I just had a quick question for for the uh elementary and north side. When are the open houses for you guys? Open house for the elementary level is Wednesday night from 4 till 6:00 p.m.
012And at the intermediate, I believe it's from 5:30 till 6:30 p.m. >> 5:45 >> on Wednesday. 5:45 to 7 p.m. >> And and uh before we jump to the next agenda item, I also want to thank uh our administrators for all of their planning uh for uh the work that's been going on, but especially thank our staff for the phenomenal work that's happening uh last week and this week. People are excited to be back and and always when summer ends, there's kind of a bittersweet back to work feeling, but there's also a great excitement around getting students back in our schools and uh getting ready to have those students in our schools. Uh, as I've been out in the schools, I've seen great things happening with big big groups and small groups of of teachers
013and support staff working hard to get ready. I've been really impressed. So, I would I would just like to also thank the people and and um Julie and others. Several board members were able to attend the welcome to the new teachers and the it was a it's a really great group. It's a nice mix and they were very engaged and um just it just makes it just makes you really happy to be with them and to hear why they've come to Milton and that they chose us. And also I I really did like the Jean Fields event, but the whole opening day welcome back with the band welcoming teachers back and um palm and cheer there and it just it had a lot of energy and it was really enjoyable. So thank you to all
014of you for putting that together and for inviting the board members to attend. >> The other agenda item under the superintendent's update is administrative guidelines and I'll give a a quick overview. Uh the board regularly throughout the year updates and uh sets new policies and we and we have a list of all of our policies available for community members. And then for some of those policies, we also have administrative guidelines which are things that uh our team puts together uh to detail how we implement those policies. And there's not an administrative guideline for every policy. There's not an expectation that there would be, but if needed to provide more direction to our uh administrators and staff on how we'll implement the policy consistently across the district, we developed administrative guidelines. Uh Chelsea and I have
015been working with Niola and uh we even had a a virtual meeting with Bernie Nickel this morning who is our Niola rep and uh we are still finalizing our process and we think that we're waiting to hear back from Bernie. He was going to check on one last thing and and we thought he'd get back to us today but tomorrow for sure. And then it's likely that what we'll be doing is putting together a Google form that has a list of all of our active AGs and then board members will have access to that and they'll just click on any of those that they'd like to view uh and have access to those. Um, again, we're waiting to hear back on one possible other way to structure that, but um, whichever direction we go, that
016possibly will be finished by the end of this week and for sure be finished by or before the next board meeting. So, when we have that uh, whether it's a Google form or another process, we'll email that out to the board and then you can follow up with any questions that you have or you can click on some to check to make sure that your access is working. Thank you. We are on to the finance com. Oh, any other questions for Rich on the admin guidelines? Ron to you, Tracy. Thank you. Um, the finance committee met on August 21st, 2025 at the district office to prepare for the annual meeting. That presentation was given at the earlier meeting this evening. Um, I would just like to take this opportunity to thank Ross and the team
017for all the hard work that they did putting that together and ask if there are any additional questions on it. >> Thank you. >> HR committee report, Rick. >> Okay, thanks Annette. Um, HR committee met last week on the 20th. First item on the agenda is a update on the 2526 staffing and uh Chris is going to take that. >> All right. Thanks, Rick. Um Oh, thank you. [Music] um services due to increased case loads amongst our two occupational therapists. Currently, Milton has not received any applicants for this position. The district has engaged with an occupational therapy vendor who will be providing services until a qualified candidate is hired. In addition, um to address growing class sizes at North Side, HR has posted for a fifth grade and a sixth grade teacher. We have hired
018a candidate for the sixth grade position. However, the fifth grade position remains unfilled to search. The search for the fifth grade teacher will be paused until new candidates apply. In the meantime, students who were to be assigned to this uh position will be distributed amongst the existing fifth grade classrooms. To support our fifth grade teachers, HR has hired a 7-hour instructional aid to support them. Additionally, HR has posted an instructional coach position to support elementary schools with implementation of Act 20 requirements. This individual will also provide support to our current elementary coach who is spread across four schools. And finally, the North Side uh psychologist position was first posted on June 20th, 2025 and has been reposted twice since then without success. To ensure coverage, we have two we have secured two retired psychologists who
019will each work two days per week, a combination of four days weekly until a permanent hire is made. And at this time, we have eight uh vacant positions heading into this week. >> Okay. Thank you, Chris. Any questions for Chris on that topic? >> Chris, quick question on the fifth grade teacher, um maybe Kramer, too. What's the expectation? Do you think that'll get filled midway through this first semester or at semester break? >> Right now, John, it's hard to say because we really can't um predict uh applicants that right now we don't have any applicants. As soon as we do get somebody, we'll be able to look at them uh interview them and then that's where Jen and Jeff will be able to make the best uh call possible based off of those people and
020those criteria. I can't say for sure, but right now we're going to work with our seven-hour instructional aid to provide that support >> and then we'll go from there. Thank you. >> Chris, what does the class size look like currently? Or Miss Kramer, do you >> fifth grade? >> Yeah. >> 27 28. >> So if and when the the other teacher is hired, look at be 25 24 25. >> Yep. What I'm going to tell you is that depending on the candidate that would apply and we would hire, a decision will be made at that time, how we will utilize that fifth grade teacher position. Um, yeah, depending on when it happens and then the um qualifications of the candidate. >> Understood. And is 27 about where it was last year? >> Yeah, 26 27.
021Yep. So it's we haven't we're kind of maintaining versus the the decrease we were looking for, but we haven't exploded the classes to where they're not the same as we have been maintaining. >> Okay. To keep in mind though, these were fourth graders last year. So we've increased in the numbers. So the class sizes of last year's fifth graders were similar to this number, right? But we've gained some fourth graders fifth graders, if that makes sense. >> Understood. Thank you. >> Any other questions about that? Good. >> Any other questions for Chris? All right. Thanks for your help, Chris. Second item on the agenda is a discussion on superintendent evaluation process. The committee along with the help of our HR staff has gathered information on some different types of evaluation options for the committee to
022take a look at. The four different options are the WASB evaluation framework, the district administrator performance evaluation system from CISA 6, the coherent governance model and the career orientation placement and evaluation system. We had a brief discussion regarding the different options and the committee members are going to look at the different models and we will be meeting again towards the end of September to decide on what to recommend to the board. Any questions on this topic? Please feel free to reach out to me if anyone has any comments, questions, uh suggestions about this topic, too. Thank you. >> Thank you, Rick. Uh John will be uh reporting on instructional co-curricular and student services committee report. John, >> thank you, Annette. Uh as you can see, there are a plethora of uh agenda items underneath that
023uh uh committee report. Um, so I think I will just turn it over to Julie, Chris, and Jeremy. >> Jeremy, >> Whitney, >> Julie, Jeremy, and Whitney. >> Whitney. Sorry. Chris >> and Tara. >> As they're coming up, I do want to in in Board Docs, agenda item uh 5A is just a holding spot for the slides from that presentation. We won't be going through those today, but wanted people to have board members and community to have access to the slides that we went through at that committee meeting. And also note, most of these things or I think all of these things are just for uh information and updates. No action tonight on these. [Music] and administrator. Um, and so we came together, we reviewed. So I was a facilitator. I was not a member
024of the review team, but I was the one who led the facilitation and uh reviewed and updated the human growth and development program plan. there were not there weren't major changes um of the actual content or the objectives. Um so the team met and um reviewed it and then updated it accordingly. Questions? Um just looking at the list is there a requirement or how how do you look to say which schools how do you sprinkle in the different so the scholars and the parents and >> so the plan actually is a progression of each of the levels. So it's broken down with the objectives that is taught the number of days it's taught where it's taught um so it pretty much lays it all down from um fourth grade all the way up to 9th
025grade. So it's >> answer your question Tracy. >> So sorry I appreciate that. My question was so when you look at the group of on the team you have scholars and you have parents I aside from the community member and the clergy. So are they are they across multiple schools or do you focus more on the schools that are impacted by So we look at the actual plan itself and then we go through all the objectives of the progression plan. So the the human growth and development plan is created and then we reviewed it as a team. They reviewed it as a team and decided what um if there was any updates that we needed to add or change and then based on their recommendation is what was updated. >> We had Julie, I'm going
026to pause you for a second. I think what Tracy is asking is the the makeup of the people that are on the team. Sure. >> And asking do they represent multiple schools >> between the staff and the parents and the and the scholars. >> Yep. So teachers and students can only make up one of the committee and then um like district employees or their spouses or schoolboard members um can't more than 25%. But parents can be as many as we as they can be. >> Julie, do they make up multiple schools or or or are all the staff and parents and students all coming from the same school? >> No, they're from all so they're they represent from all levels. >> Thank you. >> Sorry, didn't know understand your question. Sorry. All right, any questions?
027Okay, the second part was the secondary math pilot and I spoke to that as our kind of update. Um, during the spring, our high school math team selected four math resources that they really wanted to take a look at. We had vendors come in and provide a presentation. They actually walked them through a lesson and from there they narrowed it down to two. So, um, this fall they are piloting CPM first and then Amplify Desmos math. Um we also included two eighth grade algebra teachers um as part of that pilot. So they will also be so there's a total of six high school and then two eighth grade algebra teachers from the middle school. So our goal is is to select one of those resources that can be implemented and adopted for the 26 27
028school year. And then um middle school will also be looking at um math resources this fall and then determine what they will choose to pilot. Questions >> when it comes to that. Would it make sense to have the same curriculum for high school and middle school >> or not necessarily? >> So usually it's a K8 or it's a 612. So that's kind of where middle school that 68 is kind of where we really try to align the continuum. Um so they're looking at I Ready as an option to pilot also um at the 68 level because our K5 adopted this last year um for that continuum. So ideally yes. Um but we also look at those math resources to see how they are aligned and even if they may be different resources we look at
029the standard alignment and the vertical alignment to determine if that is the best um math resource to adopt. >> Question on the technology required for the resources. Obviously at the high school level they're using MacBooks but they're using iPads in the middle school. Is that considered when you're looking at these the availability of the ease of access from the different technology? >> So they they have what's it's usually through an app through our Clevver. So it's digital seats. Um so they can access textbooks, all of their like workbooks unless it's a a vendor who we have to get actual workbooks for, but usually that's more at the K5 level. So it does not impact them to access the materials because many of it is digital. Any other questions? All right. And then we have act
03020, which is the early reading readiness update. Um there has been some new updates around the requirements. So they've added more additional screeners for our kindergarten and first grade and that was based on feedback um last year when it was implemented. essentially is is they um DPI collected that information and then they kind of analyzed and they noticed that our kindergarten and first grade scholars were being identified at a very high rate. So when we're looking at 40% 30 to 40% of our scholars in kindergarten and first grade are um being identified below the 25th percentile. They really looked at you know are these screeners the most um effective to get that data. So they have added some additional um assessments but then they're using a composite score to determine instead of what the criteria
031was. They also reormed all of the assessments so we cannot compare last year to this year. Um so that they have new cut scores. So ultimately we're really working through those reading plans of the scholars who already fell below the 25th percentile in the in the you know winter and spring and what are our next steps because our hope is that when they come in in the fall and we give these screeners because of these new new norms um they will end up not being identified below the 25th percentile. So, there's some new new training that teachers have to do, but it's um based on the feedback that they all gave. >> Questions? >> Any questions for Julie? >> I have one question on that. Um again, sometimes you wonder or worry, are they just
032lowering the bar to have kids not not as many scholars beneath it? But I guess what is the feedback from the the teachers and yourself on were you seeing students on these plans that you were you didn't think maybe it would be applicable to or are you saying this is in line with what exactly what we thought? So the feedback is is when we identified our first graders on oral reading fluency many of our first graders um they develop that reading skill towards the end of the year. So when we are having them read one minute probes um and then that's how they're identified. We know that our early learners have other skills that can demonstrate that they do not um fall below the 25th percentile when it comes to these foundational skills like around
033phonics um word fluency nonsense word fluency. So they've added additional kind of subtests than just two one minute probes for the rate essentially is is what they were really collecting was is how many words could our first grade scholars read in one minute. And so when you have a scholar who is a perfectionist and wants to get all the words correct, they may read at a slower rate which means that they didn't meet that cutoff and then they would fall below the 25th percentile. So, our educators, our teachers believe that many of our kindergarten and first grade scholars fell below the 25th percentile who really didn't need a reading plan, but because the law says that we have to create reading plans for anybody who fell below the 25th percentile. So, our hope is with
034these additional subtests that um it will show more of a reflection of our scholars who truly may need extra support in those early foundational skills. >> Okay. So you're confirming that you and and the staff support the additional screener so you can truly focus on the scholars that need it versus spending time, energy, and effort on scholars that I mean if they need it then absolutely but if they don't then you're taking that time away from the scholars that do. So >> yeah, it's one data point that was you know that's what we were identifying some of our scholars to is because of one data point and we look at multiple we triangulate data all the time. We don't go off of one or two one minute oral reading fluency tests. Thank you for the
035clarification. >> Any other questions? All right, I'm gonna hand it over to Jeremy. >> Thank you, Julie. >> All right, so I was very excited to share with the committee an update on healthcare sciences at the high school. Uh I I start off by kind of giving a brief history. Over the last five or six years, we've seen a a huge increase in the number of students who have interest in healthcare sciences. We've had the CNA program for a while. Uh that's students who work with Blackhawk Tech and go used to go to Blackhawk Tech through youth options and then start college now to to take uh classes that get to that certification. Two years ago though, because of the the demand, Amy Kenyon and I uh created a program where we actually brought those
036uh an instructor from Blackhot Tech on site uh with huge success. Uh we have we we backed that course out. The two trimesters were able to hold it. Uh and then this last year uh we contracted with Mercy Health uh to teach uh EMT classes and certification. We had 10 students receive an EMT certification uh this last year. One of the things that we're noticing students who want to get in their post-secondary plans, the students who want to go into healthcare industries, whether it's to become a almost at any level, whether it's become going into nursing or even into uh becoming a physician, uh they're required to have types of certifications to get into the program or it helps them get into those programs at at the university level. Uh so in looking at that
037and number of students who just have that interest, we're trying to expand those opportunities. uh the amount of students taking course work as well. Uh six years ago we started the project lead the way courses principles of biomedical science and the human body systems uh and and those are have been maxing out as well too. And then this next year we are uh starting the introduction to healthcare. That's a course that you guys approved that we're going to be starting uh next week. Uh we had two sections of students. I could have offered five sections or more of that. So all this is leading to as as I've been evaluating this just this growth and demand and also trying to fill needs um we realize and we've learned something through our last building process. When
038you build it the students do come. Uh so last spring uh Stephen Sha and I uh started working with Plunkin Research to look at potential plans uh to renovate three and a half classrooms at the high school to create a new healthcare sciences uh uh um um facility. Uh the location we are looking at is uh parts of the old math and science rooms. If you are really been in the school a while, it would have been the old the original band and choir rooms. If you want to have Mr. Snow right now and Ricky would have played band in there that those rooms right there which really on the that will be the far east end of the new stem wing. It's a perfect spot. So uh we have uh uh renderings of a
039facility that we would someday like to pursue. Uh I'm in the process now. We are in the process of uh seeking uh partners that would help with the funding of that. But I shared those renderings with uh the the committee. Uh and so we're excited. That's a that's a someday project. Uh but wanted the board to know that we're starting to look for partners that would help um and maybe financially make that a reality. >> Any questions at all? I don't have any questions, but I mean just looking at the renderings at the meeting and stuff. It's pretty exciting stuff you're working on. So, thank you. >> Yeah, I think it's it's it's you know, it's it's really where I think we need to be going. Um there's a lot of work to do to
040work with some folks that maybe would come partner along with that. That's kind of the the route we're looking at right now, but uh I hope to be talking more about in the future. >> I don't have any questions here, but I just want to thank you and everybody at the high school that's working on this. Um opportunities is one of the key words as we all know. Y >> and this isn't the only one that you and everybody else have done over the years looking always looking to try to keep your finger on the pulse of what's trending and what students really need and want. So, thank you for just being alert to that. >> Thank you. We have a great team that are helping remind me of all things we should be looking
041at and this has been a fun one to work. >> I appreciate that. >> Yeah. >> Thank you, Jeremy. >> Next up, Tara. >> Hello. Um our Mecca program under our alternative education is um undergoing a little bit of a faceelift. So as you know Meccus used to be a consortium with Clinton and Edertton and that has not been the case for a couple of years and we have been um kind of kicking the ball down the road to try and rename the program. Um, I've often said it's like naming a child and it took several different um, post-its on the refrigerator to get a name that stuck and felt right that we could use for years. So, we are changing the program to Milton achieve or achieve. Um, and so, uh, focusing a little
042more heavily also on post-secary goals with individual students. Um, our lead teacher there, Kim Huggaststead, has been very passionate about, um, trying to help students really find their pathway and helping them, uh, make goals that are attainable and make steps while they're still within the program to um, start on those goals so that they're more achievable for each student. Um, and the program will focus just on juniors and seniors. We've had the most success out of Meccus with that age range. Um on the slideshow there is a program information sheet if you want to dig deeper. Um but it will be called Milton Achieve from now on. So if you I will probably say Meccas a few hundred times still but Milton Achieve is essentially the old Mecca program. Um but it's just Milton students
043in that program. So any questions? We'll get the sign out front changed too at some point. [Music] >> Questions? Thank you, Tara. >> Last up, Miss back to Jeremy. >> Yeah. So, I am going to be Jeff Speedback for a minute here. So, Jeff wasn't able to be here tonight, but uh also at the committee, we shared some significant updates to the activities handbook. So, Jeff has been working on on this for some time and as we uh there are three major updates. Uh number one was that the identification of tier one activities that now be fully governed by the eligibility eligibility rules outlined in the handbook. So essentially we're not changing the eligibility or the code of conduct rules for our athletes. What we have done is we have added a tier of our
044activities that are will be treated the same for those and essentially those that are competing. So members of our show choir, members of our marching band, fishing club, FFA, FBLA, musical, uh we we in many ways we're putting them on the same tier, the expectations for conduct in school and outside of school. And the academic criteria elig eligibility criteria will govern those segments of these tier one activities like they do our athletics. So it's been something we've been talking about. I I believe this is a good change and Jeff and I um have we've talked about that actually since the day Jeff uh was hired and so that's going to become a reality uh this fall. We'll be doing a lot to share with next week uh and sharing with our students. We've Jeff has
045sat with our activity adviserss to make sure that they fully understand what this entails but then we are taking a lot of effort to talk with students to talk about this change so they fully understand what that change is going to be as well. Uh the second uh change uh to the activities handbook was the addition of language identifying habitual academic dishonesty is a violation of that code of conduct. So one of the things that uh in our um handbook but then also the activities handbook is looking at our our um academic honesty uh and ratcheting that up quite a bit. Again, we'll be talking a lot with students about that uh this next week. Uh with to be clear, some much more severe consequences for habitual for those that have a defined as a
046second case of a habitual um academic dishonesty. Uh that will cover now that would be con constituted as a athletic code violation or an activities code violation both for athletics and our tier one activities uh for those that have a a second infringement. So, uh, a lot of teaching with our students about that, a lot of teaching about what that entails, uh, talking with staff about how as we roll that out, talking about what academic honesty truly is and and addressing some concerns that have been growing. Uh, and we believe we have a good way to to get on top of that. The third part in the activities handbook is new language modifying of the appeal process. this is much less uh it's not as big of a I mean it is a big deal
047but just clarifying that the appeal process um and the superintendent is technically not part of the appeal process. So we've actually added rich as a level in that uh when uh we have folks that are appealing uh any academic or excuse me athletic or activity code violations. I hope I did Jeff justice there. But do you have any questions >> Jeremy? So the tier one I understand. So a tier two in theory would be an activity but not that's competing externally, >> right? And I I use that as a description. So it's if if we have the Dungeon and Dragons club that meets, that's that's not under the same tier. Um but for those that are competing, those that are representing the the school district, uh we've we looked through that. We're able to find
048a pretty clear delineation. I don't have the list in front of me here. uh but for our clubs the uh and such it's that that's not uh it's not considered on the same level. They're not u held to the activities uh code of conduct or the uh academic uh eligibility requirements. >> So in theory would student council be held to that same standard? >> Student council is right now not considered a that that's something we could consider but that is not considered a tier one. >> Okay. I was thinking I know the other one was like robotics. Those those are the ones >> robotics is because they do compete. >> They would compete. Thank you. Jeremy, this is just a curiosity question how it works. Um, so eligibility then like keep a certain GPA to
049participate in how does that work with the co-curricular events? >> So it does so co-curricular events for those that still have uh a grade in a class. Uh so if you take a look particularly for marching band and for our show choir there are still uh we still have because that's their course there's a elements of the the class that are part of that academic instruction. They still have the ability to uh they have to be able to to to show their learning and therefore their grade on that. But that doesn't mean that there won't the restrictions or the the ability to to compete outside of the school day is what this is going to govern. So this this new uh academic code of conduct there the eligibility doesn't pre prevent them from getting a
050grade in a class. We still have to be able to show that they're learning in class and their grade reflects that learning. But it does can impact their ability to perform outside. >> Thank you for the clarification. I would just like to make a point that I think that was a really good addition that you guys work through to hold all of our our students to that same standard and expectation and not just the athletic ones but also because obviously show choir is is significant and our marching band as well. So thank you for the work that you guys >> a number of the Thank you. There's a number of other groups that are growing as well too. Uh it's going to be some growing pains but I think through good education on the front
051end it's it's going to achieve what we want. >> Thank you Jeremy. Thank you. No, thank you. Yeah. All right. Now, Whitney's turn. >> All right. Sounds good. I have to move this down. I'm shorter. Okay. Um, so I have four areas to go through. The first one is um SEAL consult and PD. So, for our social emotional um learning, we are moving into year three of contracting with Dr. Dana who is a clinical psychologist um and comes to support within our buildings. Um, so monthly she, um, is able to come into our buildings and meet with staff, um, do some visits with students and be able to provide some feedback to our staff members of how to better support our social emotional learning needs of our students. Um, on Thursday, she is also providing
052a tier one trauma-informed um, training with all of our new teachers, all of our new staff, and all of our pair professionals in the district. Um and then she will also be joining us again um in the winter for another professional development day for all of our staff. Um so we're excited to continue that partnership with Dr. Dana. >> Any questions about that one? >> Has that training already taken place or is that coming >> Thursday? This is coming through Thursday. Sorry. Okay. >> No, that's okay. >> Thank you. >> Yeah. Um the second piece is curriculum. So social emotional curriculum. You heard a little bit about it from Jeremy and from myself. Um on tomorrow, tomorrow afternoon, um we are doing Character Strong training um which is our new curriculum for 6th through 12th
053graders. Um so we have a tier one curriculum that will be for all of our students um to help build those skills. And then we're also training our student services and special education staff in tier 2 training um to be able to give some more intensive supports to students who who need those. Um, this curriculum is a continuation off of theCCL curriculum that we already have in place, K5, um, which is called Second Step. Um, and it's just a little bit more, um, older kid-friendly, um, and helps our students engage with that. Any questions on that one? Nope. All right. Uh, the third piece is our annual equitable services report. Um so it's just our report that states that under IDA we are required to schedule an annual meeting with um any private schools that
054fall within our district. The only private school within our district is Rock Prairie Monastery School. Um so for the equitable services we are required to calculate a a proportionate share of our IDA funds annually um to be used for private school services for parentally placed private school students who have disabilities. Um so what we do is we take that number of students from last year's um third Friday count and uh we calculate that percentage um there and determine how much funds we have to spend um at Rock Prairie Monastery School and we meet with Martha Carver who's the head of school there. Um and we are able to provide um evaluations for students that um have a referral for special education. So, our school psychologist from the district um leads that process with a special
055education teacher and often a speech and language pathologist. Um and we also provide speech and language services to students who qualify for those throughout the school year. Um we do have some carryover in the funds for that from last year. So, we will be working um with Martha to identify what the needs are of the students in at Rock Prairie Monasury School to be able to provide um whether it's professional development or some more resources for their for their school. Any questions on that? >> So Whitney, thank you. Um I was just going to the allocation part of the um so it says preschool zero students but then IDA 4. >> Yep. So two different funds that it comes from. Um so this year they just happen to have no students um who have qualified
056for for IEP or ISP services who fall in that preschool age group. Last year we had one um and that student moved up into the IDA flow through due to age. >> Thank you. >> Yep. [Music] All right. Um the last piece is the annual seclusion and restraint report. Um so this report looks at our um total number of incidents of seclusion restraint within the district from the 2024 to 2025 school year. Um and kind of compares it to what we've had in the previous year. So just as a reminder um we look at seclusion as the involuntary confinement of students away from their peers um and restraint as the immobilization or reducing the ability to freely move one's torso, arms, legs um head or head. So when um staff determine that that's the necessary
057um recourse that it's due to a clear present and imminent risk of harm um to that student or to others and it's the um last resort that staff use. So, we train any staff who might need to use that um in what's called NVCI or non-violent crisis intervention. Um our staff are going through that training. Some of them went through it last week. If they're a new to NVCI, they go through a full day. Um and if it's a refresher because they've had the full day, then they do a half day. Um so, all of our staff who respond to behavior situations like that um have been trained. We also work on additional deescalation strategies through the professional development that we do with staff throughout the year. Um we work on proactive planning. So we
058are able to identify students who have higher numbers of seclusion and restraint um and work with their teams to develop a plan to be proactive to um reduce those numbers. Um and then we also have some of the external expertise like we talked about with Dr. Dana of some fresh eyes coming in and seeing some of these situations to support our staff. Um after each incident, our um school team members debrief and talk about what the incident was, how it went, and what they could do in the future to to um kind of perfect that practice a little bit. Um, and for our students who have IEPs, if they um have two or more seclusion restraints within a school year, the IEP team is is required to meet um as a whole team look through
059the IEP, the behavior intervention plan um and develop action steps to be able to better support that student. Um so if you look at our our total number from 2425, we were at 91 total incidents. So an incident is an incident of seclusion, an incident of restraint or an incident of both where both were used within one incident together. Um that is a seven decrease from the previous school year, the 23 24 school year, but does show a continuing trend of those higher numbers in the '9s. Um so we are working with those schools who had the higher numbers to um what we've done in the last week and this this um week is we met with a team of people who were involved in those incidents. Um and we developed what was our root
060cause of why we think these are happening so frequently and it has to be things that we can control. Um and then we're able to develop some action steps of what we're going to do throughout the year to hold ourselves accountable for um helping to reduce those numbers and and supporting our students in other ways. questions. >> So Whitney on on that um so obviously 91 incidents over 12 students. >> Yes. >> Um so it's high numbers either low or however that that pans out. >> Are the staff that are engaged in those because obviously it's trying on them as well. are they able to seek assistance and you know like after the incident because again I can only imagine what what that is is like for the staff as well as the student and
061the parents and and so on. Um but we provide that to them after those incidents. >> Yep. That's part of the deb debriefing process. Um so that process is um a process that we work through as as a team of a non-judgmental zone. It's a place where we're able to have those conversations and work together. Um, and we also have some behavior response teams within buildings so that when staff get to a point where this this it's becoming too much, we're able to tap out and um, be able to support each other. >> And I'm going to add too from the human resources lens, we help with that for the workers comp injury as well as providing um, opportunity at our wellness clinic for conversations with our h health transformation consultants. And I know that
062has taken place over the last couple years and has gained in popularity because of those um difficult situations that staff are involved with. >> Thank you. Any other questions? >> Thank you, Whitney. Uh that's the end of the committee report. Long one. >> Thank you. We're going to move on to new business. Excuse me. and the board uh attended a development session on August 20th from 6:30 to 8:30. During that time, we reviews reviewed WASBY's essential elements of governance which focused on high levels of learning for all children. We discussed communication and engagement, accountability, quality leadership, and a strategic focus on the future. Additionally, we reviewed the results of a survey based on these criteria that was completed by board members. Based on the data and discussions, the following items were identified as areas the
063board would like to either implement or improve. And we know that we can't do all of the work we identified. So, we will be sending out a short survey to the board members to prioritize which items we will work on this year. So the the items that we identified include board and district staff communication and this includes invitations to events in buildings and classrooms. We identified onboarding of new board members and ongoing development of the existing board to include yearly self-evaluations. [Music] Uh the third was leadership development and this includes working on a leadership pipeline districtwide stakeholder and community involvement and then finally legislative engagement. Hopefully at the next board meeting we will bring back the item that the board will be addressing this year. I would like to thank the board. Each person came
064to the development session prepared and engaged. The discussion was informative and we have some solid ideas for the board to work on as a whole. I would also like to thank Superintendent Dolman for providing context when needed and Randy Gutenberg who was our facilitator and did a wonderful job keeping us all um moving and on task. Anything any other board members would like to add about the development session? I thought it was a really good opportunity to engage with different options for how we can improve as a board to serve our um our staff, our community, and our scholars. So, thank you. >> Yeah, I also want to say thanks. It was a um also thanks for Randy to coming. Uh he did a he did a great job, I thought. And I thought it
065was just a great chance for the board to get together in kind of a more informal way just to kind of talk about things and um so I I enjoyed it and I think it was very productive. So thanks. >> Yeah. To piggyback on that a little bit, I think back to the very first question Randy asked us and that was you know who we are but why why do we do what we do, right? I thought that was a very important question and I think about that all the time and um that was just a great way to start the meeting. So >> yeah, I just appreciate the time to collaborate with the board. We don't we come to meetings, we come to committee meetings and we do the work, but we don't get
066to talk about how we're going to work together. And um we are seven individuals, but working together we can get a lot done. So appreciate that time and really great opportunity to kind of uh hear other people's perspective on the board on things in a very uh low stakes environment. So appreciate that. All right. The next uh is board recognition. So we have four board members who are being recognized tonight by our professional organization, the Wisconsin Association of School Boards. Two people are being recognized as level one. So they have achieved level one in the Wisconsin Association for School Boards Member Recognition Program. This program recognizes board members for their efforts in leadership and board development and points are awarded to schoolboard members for attending or participating in various programs and events. Uh members will
067be recognized at the fall regional meetings and the meeting will be on September 23rd at Veterans Terrace in Burlington. So the two members who have achieved level one are John. John, congratulations. Thank you. I don't know. Carrie, are you going to make them all stand up and have their picture taken? Oh, >> we also have two people who achieved level three in the Wisconsin Associated Association of School Board Members Recognition Program and they uh will also be recognized on Tuesday, September 23rd at the Veterans Terrace. And those members are Rick Mullen and Joe Martin. [Music] All right, we'll move on. >> Annette, one one quick thing. Uh Annette mentioned the the date and time for that WASBY uh uh event and Chelsea will reach out and then any board members who are interested in attending
068can let Chelsea know and she'll uh get that registration taken care of. >> Any other questions? Thank you so much. Um, we move on to miscellaneous. So, action on our staffing report. >> I'll make a motion to approve the staffing report as presented. >> Second. >> So, I have a motion from Rick, a second from Tracy. Any questions or comments? >> All those in favor, please say I. >> I. >> Opposite. Motion carries. Action on gifts and donations. >> I'll move to approve the gifts and donations with gratitude. >> Second. Motion from John, a second from Rick. Any questions or comments? All those in favor, please say I. >> I. >> Oppose. Same sign. Motion carries. And before we get to meeting dates, I just want to put one more thank you out there to
069Carrie for setting us up with a new sound system. I think I have been very impressed. We have pulled it off on our first meeting with the new microphones and she says that the sound quality is much better. So Carrie, thank you for doing that and putting it together for us. All right, we are on to meeting dates. Thank you very much to entertain a motion to adjurnn. >> I will make a motion to adjurnn. >> Second. >> Motion from Rick, a second from Tracy. All those in favor, please say I. I. I. Oppose. Same sign. Motion carries. Thank you so much. [Music]