001Calling this meeting to order. Monday, August 11th, 6 p.m. Um, Mike Gu, would you please do roll call? >> Jason Bennett, >> here. >> Crosby Bugenhagen, >> she's excused. >> Mike Gu, I'm here. Jake Hilliganthal, he's excused. James Olsen, >> here. >> Dale Porter >> here. >> Eric Schwarz, >> here. >> Carolyn Simon, she's excused. Craig Vertz, >> here. >> All right, this is an open meeting. It has been posted. Please join me for the pledge of allegiance. Okay. >> I know you got here a little late. Do you have anything you want to any public comments? >> Okay. Okay. We don't have any public comments. Uh moving down to presentations, the report on the renaming survey. >> Yep. Uh Ben Casau is here this evening to take us through uh the results of the
002advisory survey for the board. >> Hi Ben. Did we do that already? >> Oh, there you go, Ben. Yay. Now you can hear me. Good evening. Um, as mentioned, presenting our middle school uh, naming survey results. We conducted this survey this summer and the survey closed a couple weeks ago. So, I wanted to share this information. And so if you want to go to the next slide and get into some of the details of of what this entailed, the survey was open from July 12th through August 4th and we pushed that out through a variety of different means uh including our social media accounts, our district website, uh key news for families. We had one key news for families during that time as well and then a postcard that we mailed out to every resident
003uh home, every residence within the the district. So, we pushed that out a couple different ways to make sure that anybody that was interested could submit their votes. Uh, the survey was online. It was conducted through an application that we uh purchased called Qualric. Might have heard that used in the past. And so, we conducted that survey online. In the end, all said and done, we had a little bit over 3,500 votes received. But there were some pieces to that that I wanted to share with you that um will help explain the data over the next two slides. So, we had a pretty consistent uh rate of response each time that we pushed that information out. So, when the postcard dropped in homes, uh when we would post on social media, when we'd have key
004news, we would see a pretty regular increase in the votes. And we could always point to like we did this and we saw an increase in votes. But on about July 22nd and 23rd, um, in that 24-hour span, we received kind of a an unusual 1,200 votes, about 1,200 votes from four individual IP addresses. Now, this was an anonymous survey, but there's always metadata that's collected within this survey as well. And you might be wondering, what's an IP address, Ben? IP address is basically an address, a numeric code for the devices that you use. So every one of the devices that you have there cell phones, they have an IP address that goes with it. And part of the reason that metadata is collected to be able to see if any one particular device is
005just pinging our survey repeatedly. And it appears in that span, uh, we had about 1,200 votes that came from, like I said, four different individual IP addresses. Actually, about two of those IP addresses accounted for almost a thousand of those 1,200 votes. And so again I'm not saying uh I'm not making a conclusion based on that data but I it's it's suspect data at that point when um prior to that we had total of 1991 votes and we get 1,200 and we had no public you know publicized you know push uh that would have generated that kind of results. The other thing that was suspicious within that is that literally all but three of those 1200 plus votes were in favor of one choice. So, it's not typical you would see that as I'm able
006to dig into that metadata a little bit further. There are other pieces that were a little suspicious. Literally, you could just see somebody was pounding that survey about every say 8 to 10 seconds, you know, over a period of time. >> Obvious question. Um, robot or a bot or or someone with an agenda, someone really wanted a name change. I don't I'm not going to speculate necessarily, but what I can say is that within the IP address, there is a certain element of it that's a public record and so that you can actually see, you know, basically the provider um and maybe generally kind of a location. This wasn't like a Russian bot. That was one of the first things I thought like is this somebody sitting in their, you know, parents' basement in Pakistan
007just hitting our survey. Um no, it was it was you know in open session I'll say it was somebody within Waka County. um and and you know probably within our attendance areas. So somebody who had an interest in that I think is fair to say at that point too. Um and again that's that's as far as I was able to dig. Um and so I wanted to present that piece of that as well. I know one of the questions that'll come up is why didn't you run this like we run our school perception surveys which we've done for the referendum and everybody would need a code in order to respond. This was not as high leverage as survey. When we're surveying to go to referendum uh to look at uh expanding our buildings or to
008renovate or or build something new, that's a pretty high stake survey. And so we will we will take on the added cost and there is added cost to do a survey like that. Um and there's a lot of added time as well. We are able to do that internally, but to provide a specific code to anybody that wants it um you know requires extra postage to mail these things out. Uh and not only that, it requires an extra step for people in the community that wanted to get their voice heard. And for a survey like this, we just wanted to open it up and allow people to send that uh send their preferences in. So, little bit of background before I show show you two flavors of the data here. So, if we go to
009the next slide, this is simply the raw data. you're going to you're going to learn a new word, dduplicated data. This is nonduplicated data. So, this is just taking everything that was submitted. And when you look at those more than 3,500 votes, you can see that uh Veterans Memorial Middle School in this sort of slice of the data would have had the the strongest preference coming in at about 48% of those votes. uh retaining the Park View Middle School name was about 35% of those votes and then changing it to Maguano Middle School came in at about 12%. Changed to something else had a really small percent. Uh to be to be honest, it was a smattering of a lot of different ideas in that one. There was no single uh response there that generated
010a majority of like the other category. Uh, probably the biggest response in there would have been Donald Trump, Donald Trump Middle School, and then a garden variety of a whole lot of other things, including my personal favorite, Schooloolie Mcoolf face. >> Schoolie Mc School face. Um, so there's a story behind that. But >> Jason, >> yeah. So, you know, it provided some some uh some in, you know, little bit of light humor for me in reading that. And then there were a smattering of other responses in there of people maybe expressing their uh disagreement with the project in general or some people who oddly chose to select other and still say why are you changing the middle school name uh rather than just clicking the keep middle school. >> I didn't see him in there
011but I could go back in there >> probably was one of his kids. Um, so if we go >> surveys, >> if you want to go to the So anyway, I would say that this is not because this is this includes all of that suspect data. I would say this is probably not highly reliable data. If we go to the next slide, so what did we do? What did we try to try to do to get a an idea of what our responses probably really look like from the community standpoint? What I'm able to do with that with that survey tool is to pull the raw data out and sort it by IP address. And Joe and I actually talked about this. We agreed that a maximum of four votes per IP address is a
012pretty reasonable account. You could do it a couple different ways, but four votes per IP address would allow a family, husband, wife, two kids, you know, in a family to vote. Not everybody had not every IP address had four votes. In fact, most did not. But this allowed us to be able to take a look at you know, trends that exist, maybe subtracting out that data, um, including any of the other ones that were maybe duplicated by IP address. Um, with that in mind, you can take a look at how that data fell out. And Parkview, retaining the Park View Middle School name in this slice came out at just about 60%. Changing it to Maguano Middle School came out at about 20.5% and then changing it to Veterans Memorial Middle School came out at
013about 14%. Again, I would say that this is more reliable data. I'm not going to say it's 100% reliable data. I don't know that you can ever create a survey that is fully reliable when you look at a community our size. But this is two different slices of that data that I wanted to share with you tonight. Questions, comments? >> I'm just curious on the four IP addresses. Can we I guess I'm trying to speculate like where that would have come from. Could it have been like at the VFW and they just had everyone there and they said come here and vote or something like that? >> I mean, it's possible, but what was interesting about it, it was literally a it was like clockwork every 10 15 seconds. So, it's not like they had
014a bunch of devices out there and then everybody hit it within, you know, between like 5 and 6 p.m. >> Sure. >> It was literally like >> for 24 hours. >> Well, I mean, somebody took a break to sleep and and eat in there, but I I mean, it was pretty it was pretty regular. It was, you know, and like probably a lot of us have done this before with different surveys and like all-star balloting and things where you go through and you click and you highlight it and you reset and you click again, you know, there's a certain time that it takes you to go through that, too. >> Yeah. And there and I took the survey, but it was so long ago I don't remember like there was no phone number or email
015you had to put on there. So, >> and we did that intentionally. We don't Yeah. Like that just people get suspect when you put personal information in there and we chose to not do that. We did ask for demographic information. Do you live within Maguano? Um are you a staff member? Are you a student? Um I would be remiss in saying that as we you know diag you know disagregate the data by those different demographics if you will, we saw pretty similar results to that dduplicated um by IP address. Um so it was it was pretty clear that in multiple layers it kind of reflected that. >> So so so Ben moving on. Do we have to vote on this? >> We don't really need to vote. So, this this survey was advisory for the
016board. You know, do the question just be, you know, do do we want to consider a name change for park? Uh, and if we do, what would this the survey feedback? Um, if the board looks at and accepts this this slide here, the four votes per IP address, which gets us to where we were prior to that, I think it was the July 22nd date uh vote surge, um, then, you know, we just we stay the course. It doesn't actually take it. If the board would look at this and say, you know what, we still want to consider a different name, then because the name is currently Park. >> So, I'm I'm good with the the current name. Park View is a good name. But is this so someone can come back to us and
017say you didn't listen to what the community said even though it's it looks like a bunch of crap. >> Well, I mean, you know, Craig, if we the community of the respondents with four votes per IP address. So, as I watch the data, I check this this the board every day. One, you statistically speaking, you hit 300 responses on a survey, you're starting to get to a number where no matter how many more votes you get, it rarely is going to change substantially. So, when we hit that first, I'd say by the end of that first week, Park View, the name Park View was right around 60%. Followed by Maguan Middle School, which was about 25% followed by Veterans Memorial, which was somewhere in the neighborhood of % >> pretty close. Yep. >> And then
018the day that this happened, it was like watching the sausage race at the brewery where, you know, Tereso was in the lead followed by Italian and, you know, suddenly broughtwurst is is really starting to pass everybody up and it was with a background in research statistics and looking at it, it's it wasn't adding up. So Ben dug into the IP addresses and we found four of them were generating a lot of activity. So if the you know if the community says that that this one is accurate um you know that would really say that we've got almost 1,200 people in the community relying on four IP addresses. Um >> I would go further to say two of those IP addresses accounted for about a thousand of the votes. >> The fix was on. We're good.
019>> I'm good. >> Somebody was invested in it. Yeah. I mean, I think >> Jim >> Jason, >> you'll have to forgive me if this was covered in a previous meeting because I was missing. But >> has there been an accounting on what it would cost if we were to even consider changing to whatever whatever name when you look at uniforms and all the different things that we would have to >> So we Jason we started to look into that. So the school itself is going to come with a branding thing. We're we're buying new lettering for the side of the school. We're buying you know new the new paint, the new decals, that from that standpoint, that's already in the cost of the project. Okay. The middle school is going to open in two
020years. And so the name change in two years, that would account for any stationary letterhead, uh, envelopes that we currently have. We would burn through that and then we would we would order park view stuff at a kind of a, you know, minimal order just to kind of keep us going. And then uniforms, you know, between fundraising and district funds, the uniforms for our sports teams and such, you know, that's on a na that's on a replacement schedule anyway. So, you know, we would have to replace um there might be a cost associated with that, but within the grand scheme of the almost $90 million school was costing. That would be a small fraction from a budgetary standpoint. We'd have to expedite some uniform replacement, but we could also then order ahead as that was
021coming forward. So that that wasn't that's not a prohibitive cost in the in the grand scheme of the school. Um again, we've got new lettering, new signs coming. Those are the big pieces of it. And then stationary uniforms and all that other stuff is very small. >> I think this reflects what I've been hearing and what I've seen on social media, too. >> All right. Any other questions for Ben? >> All right. Thank you. >> Thank you. Moving on to consent agenda. Looking for the approval of the school board meeting minutes of July 21st, 2025. Any questions or comments? That is approved by consent. Moving on to policy policy 2240. >> So, uh we talked a little bit um along the way just about controversial issues in the classroom. This has come up, you know,
022on and off over the last couple of years. Um this policy uh we took a look at it and we want to make sure uh that it is understood that there are some courses where controversial topics could be part of the curriculum. Uh that is all board approved. Um there are uh some prohibitions that we're proposing to add in there around political or controversial flag signs, clothing, accessories, etc. Uh that the board does not allow that to schools. And then there is the general reminder um that there could be discipline associated with violating this uh this policy. So you'll see some addition and some red lining in there. Again, this isn't up for vote tonight, but certainly for discussion questions. >> Any questions? We're good. Thank you. Moving on to policy 5820. >> So 5820
023uh student government. So we have um a couple of graphs in here of both the policy which I'll put up there and this is the blank template. Um our current policy uh has the first line the board of education acknowledges and then the second line uh students shall have the right to organize conduct meetings elect officers but the niola template so they give us some you know some guidance on this the nola template has some other options in there and in that uh in those template in that template it says the district administrator shall establish administrative guidelines to implement policy we don't have the administrative guideline on the books right now. So, we've had some questions come in around uh student government. Um and so we we revisited the policy, right? That's where a lot
024of stuff starts. So, just showing you what that administrative guideline can look like. And essentially, the board passes policies and then the superintendent passes or establishes administrative guidelines. These are the rules by which the policy is being carried out in the district. So, we haven't done work on this yet. Again, bringing this forward just for some discussion question this evening. Um, there has been some work proposed just from a policy standpoint on what could be a more detailed policy. Um, and you don't have to read this uh up there tonight, but it's something that we can discuss over the next couple of meetings if you like just around what the the the shape of student government could look like. uh in the Maguano school district. So, um I would encourage you guys to read this,
025take a look at it, um and ask questions. We certainly can come back as a discussion item in the meetings ahead. One thing that I'd like to remind the board on is some of our schools, you know, from a change standpoint. Some of our schools uh have already selected their student government's reps going into this year. So from a change standpoint, if if I was making a recommendation, I would say that you know this policy work, if we could carry that out over the course of the year, talk to some uh some advisors, talk to some students, have some board members present that do that to to help this policy really take shape life uh for our school district. Um you know, I I would make that recommendation to you. Um the second or the
026final document that we have included in here just around what the constitution um of a of a a student government could look like. And again, purpose of student government, one to provide some leadership in and around the student activities at the school, um but also to teach a valuable civics lesson, um you know, that the the participation in this, the platform in this uh the leadership that's associated with it is definitely valuable to student. So, um put it up there. Those are the documents if there's any questions or want to have a discussion. >> Mike, hey Joe, I did read through it. Um I thought a lot of it was pretty good, but on article six where it talks about meetings and I forgot which attachment I think >> there you go. Yep. >> Um,
027open meeting shall meeting shall be open to all students as observers >> unless closed session. Does that mean there will be no adults at the meeting at all? >> I'm a little concerned if that's >> anytime students anytime students um gather, we need to have a adviser there, an adult advisor. So all of our student government uh groups at the elementary, middle, and high school will have their advisor present. Um you know, thinking about like when would they have a more closed meeting uh from the general student population. They might do that in and around a homecoming activity that the student government is coordinating. They might have that in and around uh the upcoming how will the next elections be handled. But those would be the types of things that the student government would probably
028have a smaller So the closed meeting would be a lot smaller. It would just be the people who get elected >> probably. >> Yeah. My concern is the open meeting if you have 150 students and no adult super supervision. >> So adult supervision is also >> Dr. Cook, can you talk in the microphone please? >> Park View um Park View uh currently has over a 100 students. So they have almost 20% of their school is participating in their student government. um and they attend meetings and and activities. So, a large group, but we always have a faculty adviser present. >> Thank you. Any other questions? As I say, I'm a big advocate of having student reps that are actually voted in by the students. Um definitely I think it's going to be a good thing
029for our whole district. Uh learning civics and students how the whole process works while they're in high school, I think is a great thing. and we can implement this in our elementary schools. Um, I think Eagleville does a great job with this and we can probably even touch on them and reach out to them and kind of get some feedback from them how everything's working over there. >> So, we'll we'll definitely put this in our next work, but we just want to bring this obviously to the board's attention. >> Any other questions? All right. Thank you. Moving on to policy 5610. So we have um included in this is the policy on suspension and expulsion and this policy outlines board authority to expel a student from school. Um we have had uh a number of
030conversations in and around student discipline. Um and what I and the my team is asking for is that the board consider an expulsion resolution that would allow expulsions to be conducted by a three member panel. So, when you expel a student from school, you get a 15-day window uh to set up that expulsion hearing. We have a nine-member board. Um trying to get nine members together with busy schedules can be very difficult. A three-member panel would allow us to be a little bit more nimble. And if we were ever to be in a situation where we had to expel a younger student from school, as a superintendent, I struggle by putting that kid out for 15 days. I would like the panel to be more flexible. We could get together sooner so that that student
031could return to some level of learning um much quicker than a 15-day window. I mean, that's three weeks of school and if you're young, that's very difficult to come back from. With an expulsion resolution, if the board adopts a three-member panel, the way that works is we meet essentially every every 30 days uh as a board uh between our committee of the whole and uh regular board meetings. Um with this resolution, the three member panel would hear the expulsion. They would make a recommendation of expulsion. You know, in some instances, you the board might recommend uh you know, expelled through the age of 21 with no opportunity for early return. The board might recommend expelling through 21 with opportunity for early reinstatement. Put some conditions in there or delegate those conditions to the administration. After
032the board panel makes that determination, at the subsequent committee of the whole or at the subsequent board meeting, whichever comes first, the whole board then would have an opportunity to vote on that expulsion in one of two formats. We can have that on the consent agenda. If the board as a whole says committee handle this or panel handle this, we support your decision. We will also then have that agendaized in executive session so that when you see the expulsion the the the um the results of the expulsion panel under consent a board member would have to say I would like to pull that and discuss it in exact session. It'll already be agendaized in executive session. Then the whole board could get the you know hear about what was discussed and hear what the results
033of it were. And then the whole board could either vote and support that or the whole board could say, "Hey, wait a second. We think that's more severe or that's too harsh." And they could amend that and then we could implement that. So at the end of the day, the whole board has the final decision making over it. The panel just allows us to be a little bit more flexible and meet the student need a little bit quicker. >> First, so are we going to have further discussion on this or do you want some discussion now? because I I have an opinion on this. But >> so, um we we can certainly discuss it tonight. Um it would then I would propose that we then add it to the agenda for the uh meeting next
034Monday where the board would take action on it. >> I think the uh the three member panel is a good is a good call and I think that um I think the board would trust the three member panel would do a good job with this. That's my opinion and consent agenda, I guess. Any other comments? Um, I'll agree. I think getting everybody's schedule together to come on a specific date, especially on a timely basis, I think, um, I think the three panel would work best. >> Thank you. >> You're welcome. and we could certainly have this on the agenda for next Monday then uh where the board then would vote to take action on this. >> Last thing, could the vice president appoint people on this three member committee? >> So we if the vice
035president uh actually the president would delegate the panels um uh we can also then be just so you know the president could delegate that as a board responsibility. We could break that up by trimesterish of the school year, but we also then could have the flexibility to say so and so is not available. Uh Mike, are you available to sit in on this? And then you're not necessarily locked into who, but just have the ability to have that three member panel. Any other questions or comments? All right. Thank you. Moving on to personnel topics. All right, the first thing I have is the update on our co-curricular activities and athletics handbook. So really excited about this. Our team met again actually today. So there have been updates even as of like 3:00 this afternoon. And
036so last time I talked a little bit about the goal of this work was really to make this a cohesive K12 document that represented our paid curricular activities um and athletics systemwide. And so we had a team again of teachers, administrators, we had Andy Trudeell serve on the team, Josh, our athletics and activities adviserss. and the latest revision. So, the document that was presented to you today, um the highlights in green are the additions to uh some of the amounts that we looked at. Those additions were really just based on some factors including an increase in the student enrollment, rightsizing, some of the areas that really were not comparable to some of the other departments. So, for example, we looked at the musical and we looked at marching band. And after talking to the staff
037of those two areas and learning about the hours that go into that, we really felt that it's essentially the same as a high school season. And so, we compensated the head of those similar to a head coach. Uh we had conversations again about certain areas in the handbook prior didn't award an increase in the stipen amount for years of service um in six years of service 6 through 10 or years of service 11 plus and when we kind of looked at well why not wasn't really a good rationale. So again, we made sure that anybody who was doing, you know, an adviser um or coach for an extended period of time was given that increase. Um and today's meeting again went was really we had a lot of favorable feedback as to again recognizing that
038even even with these stipens, if you know any head coaches or adviserss, um they are still paid pennies on the dollar for the amount of work that they put into these experiences for kids. But still again honoring that work. And then lastly, again really spelling out clearly what the description of our activities what that that looks like, updating those to be reflective of activities that we have actually offered. Um we removed activities that haven't run in many years. Uh we updated the names of some of the activities that hadn't been updated in quite some time. So again, just really trying to make this a a live document that is reflective of what we're currently doing in the system, >> questions, comments. >> We're good. Thank you. I think real quick, I think that given some
039of these people that have been 10 to 11 year um teachers or or coaches or whatever there's um they should be because you can't find these people to to to promote musicals or choir or whatever. I think it's no-brainer. >> Yeah. >> Is he okay? >> Thank you. Have we considered ever um compensating further if they go further in the season, they get to state or if they get through the playoffs or anything like that? Uh just because they're putting more work in. >> We do have that. So if you on page um it's in here. Uh if you go to the stipen page on page four, we do give um head coaches uh additional compensation for if they make it to a conference championship, regional championship, state u runner up, or a state championship
040um for exactly that reason. There's an extended season there. >> Yep. >> Any other questions? All right. Thank you. Moving on to staff handbooks. All right. So, the staff handbooks again are being presented to you um with some updated items in there. The updates are really not that extensive. They both really revolve around updates to our system. We updated this year to Skyward, which has been an incredible lift for the business department and for our HR department. And so we updated language in both our support staff handbook and our professional standbook around how staff need to enter their absences and time off. We have completely changed the way in which our hourly staff and again our professional staff will do that. And so state statute uh defines that we have to pay somebody for hours
041worked within 30 days. So we again have just updated some of the language in our handbook to be reflective of again that new system transfer as well as again just making sure that people are recording their time accurately. Um and so those were the major changes. We really have not done anything else and again our attorneys vet this every year just to make sure that if there have been any uh statutory updates that we are again ensuring that we're compliant with those. But we didn't have anything that we were out of compliance with. um this year. So, I'm going to bring those forward next week for approval. >> Mike, >> just one quick thing to get on the record. I know it's probably completely obvious, but I'm not a lawyer, but when I read through
042it talked about if you don't update your time card in a timely manner. Now, there would be a complete exception for someone who had a horrible accident and was in a hospital and all that stuff, right? Yes, we have language for catastrophic illness and for Yes. Yes, we would absolutely. >> Thank you. >> Any other questions or comments? All right. Thank you. >> Thank you. >> Excuse me. Student learning topics. >> Okay. Um I have a fewformational items for you tonight. The first is an update on our third through fifth grade ELA pilot. Um at the May committee meeting of committee of the whole meeting, Michelle Ziggler and I um presented our plan and the process that we use um to get to this point with our third through fifth grade ELA pilot that is
043going to be occurring during the first two trimesters of this coming school year. And as we shared at the May meeting, we went through quite a thorough process of looking at multiple different resources um really vetting those um through looking at how they aligned to the standards and looking at how they lined up with the look fors that we had for those resources. Um and then we have decided to narrow that down to looking at two specific resources which are Amplify CK CKLA and Benchmark Advance. So we have grade level teams that will be collaboratively piloting these resources. Each team that's piloting will pilot the same resource and each pilot group is piloting just one resource. Um, in the memo, as you can see there, there is a chart that details which grade levels are
044piloting which resource um, and at which school. Just a few weeks ago, we held training for the pilot teachers. So each of them had training um on the respective resources and then they've started to work with their instructional coaches to really dig into the units that they will be teaching and to pace the material out both for those units and then pacing out the material from our current resources for the year. So um that there's no interruption in student instruction. In the next couple of weeks, we will provide information for parents. So, we will send them a letter um if their child is going to be in one of the pilot classrooms and then Michelle Ziggler and I will hold a community viewing night on September 17th. So, we will invite any parents or community
045members to come out. We'll share with them a little bit about our process, about the resources, and then they'll have an opportunity to take a look at those. And then of course as we move through the year we will be carefully monitoring, we'll be evaluating, we'll be collecting feedback from the teachers, from the coaches, principles, um we will collect feedback from students and parents um and then determine what our next steps will be. Any questions on that? >> We're good. Thank you. >> Okay. All right. The next item is also information and this is regarding our August professional development with staff which is coming up in just two weeks. Um we will be welcoming our staff back to the buildings on August 25th through the 28th. During those days, staff will be participating in a
046number of different PD activities. Some of those will be held in the respective buildings. some of those we will all come together as a district. Um there will be various items that are happening at the elementary level and the secondary level. Um all buildings will be introducing their building goals to their staff um during this time and then teachers will have the opportunity to continue to work in their collaborative teams on their PLC processes. On August 26, um we are going to bring all of our staff together for our districtwide kickoff and we will have some rotations of various professional development. So, we're looking forward to our staff coming back to the buildings um and having a great start to the school year. Any questions on that? >> We are good. Thank you. >> All
047right. So the last item then is just an update on some work that we've been doing this past school year around our elementary progress reporting. So this year um we spent some time evaluating how we report out on elementary student progress throughout the year and we engaged in this work really for a number of reasons. First, of course, it's always good practice to continually um evaluate the diff different processes that we have in place. And in this case, we want to just make sure that we are providing information to parents that is timely and helpful um in order for them to know how their students are progressing throughout the year. And then we want to make sure that information is in a manageable frequency. We also had some additional reporting pieces this year um regarding
048student reading progress and this is due to those act 20 requirements. We've talked about that a little bit through the year. So again act 20 is the early literacy law that requires some specific training testing and then reporting out to parents. So because of this we gathered some feedback from some of our different groups. So, we got feedback from our teacher advisory, from our CAT chairs, and from our parent advisory group. And so, tonight, I'm just going to give you a bit of an overview of what our current process looks like. I'm going to share the feedback and then I'm going to share some of the recommendations um that our elementary cat chair leaders have for moving forward. So, this is an overview of what our current progress reporting looks like at the Elementary level,
049we really have three main modes of communicating progress and these are progress reports, report cards, and then conferences. There are some samples of each of those things linked um on this slide for your reference. And just a note that 4K and kindergarten looks just a little bit different in terms of frequency. You can see that noted down below each column. Um but for kindergarten through sixth grade there is one progress report and one report card each trimester. For the third trimester that progress report does become an optional progress report and it is based on need. So the progress reports just give a very brief indicator of a child's progress in each core subject area. And then it also includes an indicator of how they are doing on learner behaviors which is things like being respectful,
050responsible and safe. The report card then includes a bit further detail. So in the report cards, we score the students on specific standards in each of those core subject areas. We also again score the students on those learner behaviors. And then teachers are putting written comments um regarding what occurred during that trimester and on student progress. We also have report card companions and those give parents some specific details about the learning expectations for each standard that is on the report card so that they really know um what each of those score scores mean. And then in terms of conferences, um we have conferences for all students in October and at those of course the teachers are providing some specific details um on assessments and other progress um for each child. And then in February we
051hold optional conferences and those again are based on me. Next slide. And then in addition um to all of those reporting methods that we have, we also have some additional um reporting on a number of assessments. So we have a district screener which is FastBridge. This screener assesses students three times a year. So for first through fifth grade students, they are assessed with FastBridge in math and then second through fifth grade students are assessed in FastBridge in reading. So those reports are shared with families and again those come home three times a year for students in 4K through third grade. There's some universal screening that occurs for ACT 20 um in the area of reading and those are those reports are sent to families three times a year for kindergarten through third grade and then
052two times a year for 4K students. And then in addition to that, we are communicating if students did not meet the benchmarks on those screeners, they get what is called a personal reading plan. Um, and so there's additional communication that goes out for those students. And then finally, any students who are receiving an intervention um receive progress reports from their intervention interventionist um regarding their progress in the specific intervention that they are in. All right. So, that's the current state and then I'm going to shift gears and give you um the feedback that we've received as we worked on this. So, in talking with our teacher advisory group and our CAT chairs, we received feedback regarding the frequency and the quality of the reporting. So regarding the progress reports, um teachers shared that although the
053information on the progress report is minimal in terms of what it provides um in details to parents about a child's progress um they are very time consuming to fill out. In addition to that, the timing of the progress reports can be challenging in some cases. So for example in October we have progress reports that are shared with parents at the parent teacher conference. The teacher is also at that time trying to prep other detailed information that they are going over with the parent at the conference. Um so that timing is a little bit challenging. Also in the second trimester, we have progress reports that come out in early February and then just a month later in March, we have the actual report card that comes out. So, it's a it's a pretty tight turnaround um
054and short time frame there. Additionally, then um teachers noted that for some parents they are receiving even additional um touches with communication. um those students who qualify for those personal reading plans as part of act 20 um have even more touch points of communication throughout the year. We're checking in on those plans multiple times a year. Um and sometimes those check-ins which might be on the phone or might be a meeting um are right before or after progress report time. Next slide. So then in April, I shared our current state of progress reporting with the parent advisory group that we meet with and asked them to provide some feedback on our elementary progress reporting. So, the parents that were in attendance shared that they very much appreciate the um detailed information in the report card
055companions and they found that very helpful in understanding what is being reported on for each standard and where their child is within that standard. The parent advisory group also shared that overall it is not as important to them what the frequency of the report card is but rather they are more interested in the quality of the feedback that they are receiving on the reports that we do have. Um, they discussed the possibility of discontinuing progress reports and instead having teachers focus on including specific personalized comments for each child on the report cards themselves. And then we also discussed the information provided at conferences which parents find helpful. Um, and we just talked about ensuring that communication has been provided um, before conferences if there are any challenges or concerns. So when we take into account
056all of that information from looking at what we currently have and all the feedback that we collected, we worked with our CAT chair group which is our elementary subject area leaders um to determine some recommendations for moving forward. So one recommendation from the group again based on all of the feedback that was collected and some of the challenges that we experienced is to look at the possibility of changing the frequency of the progress reports um so that we can focus on providing better communication and information to parents at conferences and on the report cards. The cat sharers also recommended creating standardized conference discussion guides so that teachers across each grade level are sharing consistent information with parents at those October conferences. So in June we had our cat cheerleaders together and they spent some time
057creating drafts of those discussion guides. So we have those all created and we'll look at using those this year. We also discussed changing the expectation for personalized comments on the report cards. Um, currently how that works is personalized comments about a student's progress is mainly provided when a student is receiving a score that is considered not proficient. So, we talked about if we change the frequency of the progress reports that it would be important to make sure we have the expectation um that all students are receiving specific comments regarding their strengths and their next steps in their progress on those report cards. And then finally, um, as we always do, we would just continue to work with teachers to ensure that they are regularly communicating with parents. If there are any challenges or concerns that
058are arising at any time other than these reporting times, they would be reaching out to parents to talk to them. So next steps for this, as I said, we've created those draft drafts of those conference guides. So we are going to pilot those at the October conferences and we'll make any refinements to those based on feedback that we receive from parents and from teachers. We will throughout the year provide communication to parents um regarding how our elementary reporting currently looks and those recommended changes that we have going forward. We're going to start this year working with our teachers um regarding new practice for those specific comments on the report cards and then um finally we would gather additional feedback from our wider parent group um and analyze that feedback to determine other next steps in
059this area. So that's what we currently have in our recommendations. Are there any questions that you have? We do not have any. Thank you. Moving on to student service topics. >> Hello. So, I just put um a memo in tonight regarding um an award that our district received. Um it was a $50,000 um award for the AODDA grant. So, I wrote for that um grant a couple months back and um we were fortunate enough to be awarded. Um the grant itself uh will be a two-year commitment. Uh it would be a part-time person that we are looking to hire and it will be completely funded through the grant. Um the person will be in charge of providing targeted supports to students who have been found in violation of our AODA policy. In addition to that,
060we would like this person to continue to look at more preventative and proactive ways that we can keep our students from making decisions um that put them in violation. Um we would also be asking uh for them to facilitate learning opportunities for students to better understand the impact of using substances. So right now we currently have um like different licenses to vape educate and different um like programs like that. um in isolation alone with just a kid clicking through a program. I don't know that um we get a ton of bang for our buck from that. What we do get is when we have a student completing a program like that and we're stopping to discuss that and we are authentically applying that, that's a different conversation that we're learning from. Um, and so over
061the last six years, I'm going into my seventh year, we've tried a bunch of different pathways with our AODA positions. We hired um Kristen Roberts, if you guys any remember her, back at Soore for a part-time social worker. Um, she eventually wanted to do full-time and we didn't have that uh available to her. Uh, we tried this last year using somebody through the Gals Institute. That just wasn't sustainable. Um, and what we're losing in the um in between is that um constant for parents and somebody who our kids are really building a rapport with. And so the Gals Institute although is somebody we've had a partnership for a long time, it just wasn't hitting the mark for what we needed. Um just looking to I know a question was brought up just about is it
062a duplication for what we're already doing. So, when we're looking at our student services uh that we currently employ in the district, the Wisconsin DPI has recommended ratios. We don't necessarily follow them, but they're recommended. And I'll tell you why. Um because mo mostly Tom would tell me I'm breaking the bank, but um like school counselors for example have a one uh to 250 student ratio. So, if you think of all of our buildings, we would be understaffed. If you think about school sites, um it's one to 500. So that puts our elementary building um in good spots, but it doesn't put um our middle school and high school in one. So I'd need three full-time school sites. Tom, if you can get on that. Um and then school social workers are 1 to 250
063students, and we have, you know, roughly 5,000 students in our district. Um and we have two and a half social workers. So this person um puts this on their plate that nobody else has a room for. Um we do have the care solace as a tool also but that is a mental health navigation tool for parents. This would be very student centered. This person would also be the liaison to work with our administration. So when a student was found in violation they would be a direct contact with administr the administrator involved as well as myself and the parents. Do >> you have any other questions? Any questions, Mike? >> Just a quick comment. Sure. And I know this has been brought up before it I'm all for, you know, trying to fight this, >> but
064the nicotine vaping stuff, and I know that's been a problem. I don't know what the answer is, but I I look back, my own son graduated two years ago, and within a year of him graduating, I was floored at how many of his friends and him were doing vape. And I don't know if it's a scared, you know, straight approach or harp on the dangers of it preventively, but it seems like once they get hooked on it, it's it's horrible. >> Yeah. >> So, just my two cents. >> Like the current medications that are out there for people to like quit smoking, for example, were never made with vapes in mind. And so, vapes are just so much the um they're just so much higher in potency. Um, we did make some good progress I
065felt like with uh a police department and our prosecutor for Maguano. So, we are going to be working with him. Uh, his name is Matt Ringer, something like that Ringer. Um, and so we're going to work together when we hold like um meetings that are situated here, typically a pre-expulsion meeting, so that we can partner when students have to show up at court that we can also be there as a school personnel to be able to give that like full 360. It's it'll be beneficial for us because when a kid is doing a great job in school, we'll be able to go back and say, "Hey, this is happening." Or, "Well, not really, but let's figure out a plan." Right? So, we're making some steps. And those are tickets for vapes. >> So, >> yeah.
066And and I don't know if maybe this person coming in, you know, maybe more education for the parents because I was dumbfounded like there's no smell to it. They can do it in their room in the basement. You never know what's happening. >> And the the smell is really like walking into Bath and Body Works like or a >> I don't know, bubble gum. Yeah. With with that said, um is there are we looking at possibly maybe getting a little bit more harsher on the punishment with people smoking in? I know that I'm being told that they'll smoke, they'll take their hit and they'll blow it into the toilet and flush it at the same time in an effort to, you know, dissipate it a little bit. >> Yeah. I mean, this it truly is
067the game of cat and mouse. When I was in school, it was cigarettes and chewing tobacco and you sneak alcohol and a bottle of Coke to school. Um, I think, you know, we are definitely in that cat mouse. The thing that some of our neighboring communities have done and we've been in contact with the village on is they've increased the the the cost of the ticket. I think if my memory serves me correctly, like a ticket in Maguano is about 150 bucks ballparking it. But there are some communities that have gone as high as $600 for a ticket. So, you know, you need to get to a price point where it's not so much uh 150 bucks doesn't mean a whole lot to me. 600 and then you ramp up from there afterwards 900 a
068thousand whatever it is you know that really starts to engage I think the whole family in the discussion >> um instead of just $150 you know so I that I think that work that we can partner with the village and the municipalities on is going to have uh more teeth than the vape sensors or the monitoring of the hallways I mean we do that and and we have those things in place um we we hope to enhance that um in the near future. But it is that wraparound that Christine was talking about. We we can't combat this on our own. Um we do need the help and the attention of the parents. I mean, if one of my kids came home and had a $600 ticket on their hand, the whole dynamic changes. Um even
069if that kid is 17 or 18 years old, the whole dynamic changes. >> Absolutely. And then um if they can drive, maybe we boot them off the premises for a month or >> so walk in the snow. We do have the ability to uh restrict the parking passes uh that that kids have. Um we do have some neighboring groups. I do know that one of the churches in the area allows their students to park on that property. So we can use that if we need to use that as a tool, but um that again is the monitoring and we partner with our school resource officer on that monitoring. >> Thank you. >> Jason, >> how sensitive are the sensors that they have for the >> talk to microphone please, Jason? How sensitive are those sensors
070that they have for the vapes? >> We're looking at upgrading the sensors to address that very concern. >> Can we use those in conjunction with this new system that we're going to put in with the uh >> Yep. Well, we we can talk about more how that works at a different time, but yes, that would be integrated with the cameras. >> Any other questions or comments? >> Why Why don't we go to $600 or $500? the village would actually have to the village, the police department, and the um the city attorney who is the kind of the prosecutor in this regard. We'd all have to agree on what those price points are. Um and the village might have to look at an ordinance change. The police would have to look at how they're citing it.
071And then we would need the teeth of that city attorney or the village attorney uh to actually enforce that part >> the first time. like if they get the ticket, there's not like a deferred agreement where they wouldn't have to pay it. I think to have the teeth, they need to have the conse the ticket issued and the consequence. >> We don't want to be in a position where we're we don't want to continue to hit kids over the head time and time again. I mean, you don't But this is one of those situations. I I think one of the police officers shared with me that there's 17 locations in Maguano where you can get vape. I mean that that is a lot. Um it is very very accessible. Um and there's very little that
072anybody can do to regulate the sale of it. They say don't sell it to minors, but older brother, older cousin, older friend. Um somehow it's getting in the hands of the kids. And then when when they do site the location, there's enough money in the business where the ticket that they get is paid and then we just move forward. Any other questions or comments? Well, I never applied for a grant. I hear they can be quite cumbersome. So, I just want to say thank you. Was that >> I said, who told you that? Was that Tom? >> He might have been one of them. >> But I want to thank you for your hard work. Um, always looking out for our students and also for looking out for our taxpayers and doing the extra work
073going for grants. So, >> thanks Christine. Thanks, Christine. All right. Finance and facilities. >> All right. The first thing that we have then is a is a budget amendment. This is the first time we've done it in my time here. So ultimately this uh proposed budget amendment. Uh Dr. Cook, if you could just scroll down uh to the second page there. Uh sc go to the top of this one here so I can just walk through this here very quickly. So we have the anticipated revenues. So, if I'm just going to walk up there real quickly and explain this, the last time we approved a budget was back in October. This was the the final budget we approved uh in October of 2024. And then this is ultimately how our actual revenues came in. So,
074you can see for taxes, this is what we anticipated or what we approved in October. Nothing changed. There was no change, but you can see that there's uh just changes ultimately. Dr. Cook, if you could go down to the bottom. This is fund 10, the general fund. Keep going to so ultimately we originally recognized 65.7 million in revenues. We actually experienced 67.6 million in revenues. Interest earnings. Some other grants that came along explains the differences. So ultimately our our budgeted revenues, our actual revenues exceeded our budgeted revenues by 1.8 million. Um, these are all categorized here with a three-digit digit number that tells us this is where the money is coming from. So those three-digit numbers, if it begins with a six, it means it's coming from the state. If it begins with the seven,
075it's coming from the feds. Um, so there's a rhyme and a reason. If you go on down just a little bit here, Dr. Cook, good right there. Um, our expenditures are listed here. These six-digit numbers ultimately talk about what is the purpose of the expenditure, what program is it supporting. So 110,000 is K6 education, 120,000 is grade 712 uh FIED curriculum, special education, so on so forth. So you can see where the dollars are at, what we originally do adopted in October, what actually occurred. Um, and if you go all the way down to the bottom, um, you can see here's how much we, uh, approved originally and then how much actual expenditures, the increase in expenditures. If you recall, we we, uh, transferred 3, uh, $3 million to fund 46. Um, so I mean,
076we originally anticipated 7.6 million of a transfer. It ultimately became 10. Those two things are the fund 27 transfer, uh, and then the fund transfer. So we took that through action. Um then we have the special education fund which is fund 10. Uh we adopted a budget that was break even. There's our anticipated revenues, anticipated expenditures. Um our actual revenues and expenditures were less than that. So by taking action here, we need twothirds of all board members. So at least six of you need to uh vote in favor of this. That ultimately is saying uh we support the things that we did throughout the year. We recognize the changes that took place and and you're ultimately blessing uh everything that took place up until where we got to right now. Any questions? Okay, we can
077take action on that at the next meeting. And then the second thing we had was transportation behavior. So, we discussed this back in May. Um I'm bringing this back to you right now. Um, uh, Eric, you gave us a software, a technology software as a solution to potentially, uh, work on student behavior. Uh, myself, Katrina K, who's the terminal manager in the Maguano terminal, and three, uh, our four elementary principles took a took a look at that. Ultimately, when we when we looked at it, um, we felt this is something we can do in house. Um, it was a software technology company that did not specialize in bus transportation. and they were just able to create something that we ultimately felt we could do on our own. But no matter we ultimately said let we
078don't favor this because at the end of the day what we need is the driver to witness things and then to report it and so long as they do that and they let the terminal manager know we can take care of the rest. Dr. Cook, can you just There we go. So we have these bus discipline procedures. if you stay right there. Um, we came together and we we created this with language that mirrors expectations in our classrooms. So, I'll just briefly walk through this here, but we have three uh four columns here for minor behavior incidents. The first major, the second major, and the third major. And the things that we do a in all these instances, what we have then is we have um laptop technology is simp a simple form that can
079also be used on a phone. So, a lot of drivers, they drive their buses home. They don't necessarily go back to the terminal at the end of the day. So, they'll access this just through their cell phone and then they'll access it uh enter information uh the route, the school, the student name, and then the behavior type. Uh minor behavior once I should back up then once they submit that conduct report that we're talking about, that will automatically go to the terminal manager and the terminal manager will review that and say, "Yep, that's a minor. I agree." or no, that's a major. We're going to elevate this if it's a minor incident here. So, a minor is safety issues, uh, talking loud, not sitting, standing up while the bus is in motion, so on so
080forth, disrespect towards the driver or others, inappropriate language. Those are things that we would consider minor. When that happens, then the terminal manager is going to email the parents and let them know this is what happened. The principal is going to be CCD on that. So the principal knows we have a student who's moving in the wrong direction, but we're simply letting them know. A bus driver can reassign a seat and a seatmate as needed. If a student gets one, two on the third minor, we say, "Hey, repeat bad behavior, we're going to call that third minor a major." So if a major and if we just talk about what what is a major in a one-time incident uh it's uh bullying and harassing fighting uh a weapon on a bus um inappropriate technology use
081drugs vaping so on so forth we consider those to be major behavior incidents. So when that again when that takes place the bus driver notifies the terminal manager by submitting a conduct report either through a laptop or through their phone. Terminal manager will review that and notify the principal. The principal then takes over and said, "We'll take majors from here." The principal will investigate as needed. The student uh principal will meet with the student and inform the parents of the outcome via a phone call. So that may be a three-day five-day suspension from the bus for whatever the major behavior was. Okay. Once we get to the second major, if it repeats, then now we basically add this step here where a principal arranges for a conference with the student and the parents and a
082district office administrator. An improvement plan is developed and enforced and then the principal will again issue the discipline which can include a bus suspension up to five days, but for a high school student, we bring it up to 10. There's just higher expectations as a kiddo gets older. if there's a third one. Now, we we have some serious concerns and we really should never be in the territory of a third ma major um incident. But if that were to happen again, we would have a principal arrange for a conference with the student, the parent, and a district office administrator. And the district office administrator will ultimately make the the uh determination of a suspension from five up to 30 days. And we do reserve the right to revoke bus privileges for anybody that can't figure
083out what's expected of them ultimately. Um on October 20, excuse me, August 20th, so uh uh next week, Wednesday, I believe, uh all Maguano bus drivers will be at Maguano High School for their annual kickoff meeting. I'll be attending that meeting to explain to them what we want for them to do, uh what the expectations are, how to um understand what's a minor, what's a major, um and to let them know ultimately that we can help, but you have to make us aware. What I think we ultimately find a lot and you all hear feedback at times from community community members is um there's an incident going on and the bus driver isn't addressing it. If we can implement this um and you know we go through the chain of command of working with terminal
084managers, working with principles at times bringing parents in and issuing appropriate uh consistent consequences for uh the behavior. Uh we think we can get a lot of improvement out of this. so that the bus is a safe place to be. You know, you're not worried about getting harassed, bullied, any of those things. So, we take that very seriously. Uh but we just need to create a common expectation that's easily understood by our drivers. So, um the technology ultimately, the conduct report that's accessible electronically is what you uh suggested that we look at and we felt that's something that we can easily do in house. So, we've already created that and we're ready to roll. Do you guys have any questions or concerns that we should think about? >> Mr. Cartouser, what is your title at
085here at the district? >> Chief financial officer and other duties as assigned bus discipline procedures is under that. Uh, >> hey. No, sometimes >> I'm just saying I I if we're I think your time is pretty valuable and maybe someone that's maybe better than this or >> I don't know how to explain it, but I'm just thinking out loud. If you want to do it, great, Dart. But you're a pretty busy guy and I hate to see a crying a corn collapse in a corner, you know. >> Thank you. I understand what you're saying. But I I think about a a lot of the things that all of our staff in this district do. Um I look at Christine and school safety. 30 years ago, the things that kids are expected to do in a
086lockdown, you we never would have guessed that's something that a school has to be concerned with running a paramilitary style uh student reaction to what takes place in schools. And that's unfortunate, but that's other duties as assigned for Christine and some of her role. And this is something that falls in. >> So you're nominating Christine. >> She's qualified to take over bus discipline. So all in favor say I. >> No, it it just comes with the territory. I I ultimately am responsible for the contract with the transportation company. Uh we pay them monthly. In return, here's what we expect. We're we're happy to support our bus drivers. We understand what they're up against. These are 70 persons. Some of our buses have 70 kids. Imagine driving a minivan with 70 kids and you're responsible to
087keep it safe and to make sure everybody in the back is doing what they're supposed to do when they need to do it. Believe it or not, that doesn't always happen, especially at the end of the school year, especially in the afternoons when everybody's excited to leave school and get home. Uh mornings can be smooth sailing typically. Afternoons not always the case. So, first things first, we ask the bus driver, drive safely. But if something comes to your attention, we can address that immediately. you just need to let your terminal manager know and fill out the conduct report and we'll take it from there. So, it's a lot to ask of a bus driver who's making 22 an hour. Um, first things first and always first things first, drive it safely. Um, but these things
088we can't ignore. So, this is our our method to trying to help out here. Craig, and just a reminder that if it does say district office administrator, if Tom is in the middle of the busy season, you know, coming up September, October, if he deals with that while he's trying to get a budget ready, there is somebody else who can step in and help with the discipline component for an individual student situation. >> We could put schoolboard vice president there if you >> Cool. All right, I'll I'll revise this and bring it back. >> Mike, please. >> I said I'm in. I'd help. >> Any other questions for Tom? >> Yes. So on the in the minors I see inappropriate touching which I think could kind of go either way. >> Well >> sexual assault
089or anything like that and then vandalism I think might be >> I don't know. >> So I guess like when we say where was that one at that you just pointed out there the inappropriate physical contact we're thinking that's not keeping your hands to yourself like Johnny keeps pulling my hair or whatever. If it's sexual in nature, easily a major, like no questions asked. And we're going to treat that very seriously as if it were to happen. We're trying to get this to mirror what our classroom expectations are. So whether you do that inappropriate behavior on the bus, you know, or in fifth hour, you know, at 10:00 in the school, whatever that whatever that might be, we're treating that all the same. There is no difference there. The the other thing I'd like to
090point out too from a behavior standpoint is you do see where it says major and then you see down below a list. That's not an exhaustive list. And there's nothing that says that if you brought a weapon to school, we would treat that with a three-day bus suspension, right? >> Is that an automatic suspension? >> That that could be we would look at that through the lens and Christine, we've talked about it before, she does a great job with pre-expulsion. So, if you bring a weapon to school and you're you're caught with it, say it's a knife, you're caught with that knife, it we'd be looking at the bus component of it, but we're also then looking at the pre-expulsion component of it. And then that will deal with the overarching discipline for the student.
091And if we needed to, if it was severe enough, it would go from first offense to up to third where you'd start to look at longer term suspension. But that would be handled ultimately through a pre-expulsion, not just a regular old like, "Hey, you did it. Tom's the only one who's gonna handle it in this instance." Now, we're talking pre-expulsion. Christine's going to take it and then we have an agreement in place. >> So, we just we have a little more adj >> I was just going to ask um these school bus drivers, I mean, they've got to have pretty thick skin to do this, right? >> I know you don't know all of them, but I mean, it's kind of a rhetorical question. You got to >> It's a tough gig. There's no question.
092>> So disrespect towards the driver. If we move that to a major I mean if they command respect I've got to think that the the rest of it all kind of falls in line. If you're disrespecting the driver >> I think we could discuss this all night long. Jason agreed. We >> Are we getting too far in the weeds? just my >> so perhaps maybe we could just give this as a start and let's see how it goes and we can always come back to tighten and change and adapt and proceed you know so if we could start here we're certainly open to suggestions but um as a starting point I think this is where you know we had principles come in on this I agree with what you're saying I know as a parent
093if Owen and Jace Cardouser show disrespect to any adult or any other kiddo I'll take care of it from there but from a school district standpoint, we got to address that bus behavior. So, this is our starting point, but we'll we'll uh monitor this to see if it's effective. We'll take driver feedback throughout the year to say if there's something that we need to change, and we'll bring it back to you guys. Uh if that comes comes up, >> Versie will bypass going to subsection Z. Then, >> we're going to move the bus stop. >> I agree with everything you said. >> All the percept for hours. The only other thing I disagree with is putting for a team in this wall, but just keep him at home. >> Done. >> We move the school
094bus stop to your front yard, Craig. You'll have a lot of kids there running around every day. >> Oh, the Highlands. Is there 10 of them now? >> Thank you. Okay, thank you. Okay, moving on to action items. Hires, retirements, and resignations. All right, we have uh we had a busy month with new hires. We have Kim Brussell, who is slated to be a special education teacher at the high school. Brenda Bergdad, who is scheduled to be a business and marketing teacher at the high school. Rebecca Kger, scheduled slated, I don't know why I'm saying scheduled, slated to be um a split uh kindergarten, first grade teacher at Eagleville. Haley Pman, who is special education at the high school. And then the last three are all limited term contracts, and those are our title teachers.
095So title funds are allocated to us each year. And so we staff based on those title allocations. And so we have Becky Rail, a title one teacher, coming to Parkview Elementary. Aaron Smith, a title teacher coming to Clarendon, and then Amanda Church coming to Clarendon as well. And then we have two resignations. Marina Johnson, a special education teacher at the high school, and Carlos Romo, a social studies teacher at the high school. >> Right. We're looking for a motion. I'll make a motion that we approve the hires and resignations. >> Second. >> We have a motion and a second. Any questions or comments? Hearing none. All those in favor say I. >> I. Those opposed say no. Motion carries. Next up on the agenda is executive session. According to Wisconsin statute 19.85, we are going
096to be I'm talking about employee compensation. Looking for a motion to close. >> I'll make a motion we close, open, and go into close session. >> Second. >> We have a motion to second. Roll call vote. Uh Mr. Gu >> Jason. Myself. Yes, >> James. >> Yes, >> Dale. >> Yes, >> Eric. >> Yes, >> Craig. >> Here. >> All right, we are closing the open session. We'll take a 5m minute break. Are we ready? Okay. All right. Calling a session back in at 8:58 on Monday, August 11th. And we are looking for a motion for uh employee compensation. like to make a motion to approve the administrative salaries as discussed in close session. >> Second. >> We have a motion and a second. Any questions or comments? >> Hearing none. All those in favor
097say I. >> I. >> Those opposed say no. >> No. >> I'm I sorry I'm tired. I I retract that. >> There's all six of us said a I >> Okay. I made >> I second it >> and everybody's in I correct Mr. B. >> All right. >> Any questions or comments? >> Okay. No, that's it. Motion carries. >> Need a motion to close. >> Motion to adjurnn. >> Second. >> All right. Roll call, please. >> Jason, >> yes. >> Myself, yes. James, >> yes. They'll