001uh Erica's gonna do roll call thank you he's here it's like Heineken we're moving on here I have something excuse sorry here here as far as I know yes okay Erica plain to please turn your mic on oh we now have to do attendance all over again just kidding all right this is an open meeting and is recognized as one uh Pledge of Allegiance please moment of silence please thank you uh no no citizens comments right Sean that's correct okay um can we get right to Student Learning okay so Christine's here tonight um Christine is here really to summarize uh year long uh curriculum update that we're doing for counseling that we've done for 7 12 counseling some of this is going to be a repeat for those of you on the student learning committee
002but with the whole group together we wanted to make sure that she went through everything and also gave you the opportunity to ask any questions we would like to take this to the full board at the end of the May and at the end of May for action item to be adopted the character strong resource so this would be the last discussion um that we would have on this unless the board would like to continue it another month at that point but we are done with the pilot and she'll be kind of going through that in addition we did get some questions from a board member this weekend and are trying to address those in what she's going to be updating you on also foreign so as Stephanie said this is just going to be
003a review for some of you guys who have been on student learning but I want to take us all the way back to the beginning so part of our um review cycle at the beginning of a review cycle we work as a team to come up with a belief statement so our belief statement just as a review is that we believe that teaching skills and a responsible decision making personal safety and pro-social behaviors will assist in nurturing the emotional development and some concept of all students leading them to become productive and well-adjusted citizens in the post-secondary world students will receive instruction through a variety of classroom lessons small group counseling and individual individual support to that end masd commits to the following students will develop a growth mindset through grit and perseverance to become lifelong
004Learners and problem solvers students will learn how to use effective communication strategies as a result safe and healthy relationships encouraging respect for others will evolve students will set goals for themselves collaborate with others and learn advocacy skills and students will understand the impact of their own digital footprint be aware of the risks and benefits of sharing information and strive for a healthy media balance so this next slide is also a review but it has all of the curriculum documents in for all grades 7 through 12. so if you click on those links here are the each outcome and standard is on here and then LinkedIn is each lesson that is currently being taught so I just want to remind you that these got that these documents are available for you and and to a question
005that was asked all of our learning outcomes objectives for the lesson all of that is tucked in here same document that we used k6 actually same document for the most part that we use across the district for curriculum documents so I just wanted to review that with you guys I'll share this presentation to make sure that you guys have all the links just want to talk a little bit about our objectives for advisory and home Home Room lessons just as a review so at the high school we have advisory one day a week for 45 minutes during that time we do a variety of different activities so we would have muck way lessons that talk about safe and responsible behaviors muck ready which is really that academic and career planning we do SEL which would
006be that coping strategies mental health education emotional regulation and then we also do some academic learning so exam prep organizations sometimes they'll have a time to do some grade checks that they work with their advisory teachers on at Parkview Middle School we have homeroom and that's four days a week at 20 minutes and during that time we do Mustang way which is school expectations SEL so an example would be like conflict resolution and then we also have Flex during that time and for those of you who aren't aware of or don't know what Flex is it's a time when they can go seek out other teachers where they need additional support so a question was asked about what kind of training would there be for staff if they are delivering a lesson based out of
007character strong or a lesson that's been put together for advisory or homeroom generally the objective of the lesson is given ahead of time for teachers to prepare the directions are provided for delivery so character strong or any other part of their curriculum is given ahead of time the list is what is needed to prepare if they need like a specific that needs to be run or they need a blank piece of paper and whatever utensil they need for writing and then after so at the um the high school level the counselors make a video ahead of time and share that with staff so they know how to teach the lesson or they would go to a staff meeting and teach it to the entire staff so that the staff know how to teach it in
008their advisory or homeroom and the counselors are always available for practice for questions so this is our current practice too so despite whatever resource we're using at that time this has still been the practice we've been using foreign was also asked just how much this the teachers May interject personal opinions in these lessons so I did want to remind the board that we do have a board policy that's entitled controversial issues which would not necessarily cover everything that might come up being a controversial issue during these lessons but it is board policy 2240 and I just took a couple Snippets out one would be in the discussion of any controversial issue in the classroom or in the course of professional duties a teacher may not express his or her personal opinion and then that second
009paragraph basically reminds everybody that if parents do find something objectional objectionable in a lesson that they would be provided they could look over the lesson once they look over the lesson if they decide that they want their student excused from that lesson they could be in the case of these lessons for SEL there's no grades attached to this time an advisory and so there they wouldn't necessarily have to make up an alternative learning assignment because there's not a grade attached to it I guess I would like to remind everyone to that as is the case with human growth growth and development also if a topic is brought up that a teacher is not comfortable discussing with students they do know to say that's not something that we're going to discuss in this classroom you can
010ask your parent at home and that was brought up quite a bit during the human growth and development as we were bringing in counselors and teachers and things like that okay the next slide is just going over our steps in the pilot process so far so we had vendors come in and do reviews and presentations back in November we've sent communication home to parents communication home and key news and then I just put the dates and the times that we've come to Student Learning with updates as well as the student learning or the walkthrough access for families for student learning committee members as well so just a couple of reminders that teachers will have logins not students lessons will be prepared for teachers by the school counselors and this is not a change in practice
011just want to remind you guys too that it's a resource we're purchasing not a curriculum which means we're not going to be teaching every single lesson that is available uh and then furthermore we choose those lessons and then [Music] um just reiterating what Stephanie said parents always have the right to see lessons taught in any content area so the pilot included again this is a review but depending on the schedule they had two to three lessons in each pilot group for seventh and eighth grade students about 120 in total they did handling conflict and perspective taking and then an advisory they worked with a class 9 through 12th about 80 students and the topics are listed below there so just want to review the feedback one more time the teacher feedback that we sought so
012based on a question the survey has the surveys have already been sent so this was the result of those surveys so uh what did you like about the program what did you not like about the program and then any questions you might some pros was appealing they enjoyed the quote to response for students this is going in and out soon you think it was just me all right so teach your feedback the format was appealing they enjoyed the quote at the start um I would say one of the key pieces of feedback we got all the way around was that kids enjoyed getting up and moving during the lesson students were engaged and then the content was appropriate for middle school students so that was one um some wonderings knowing that our homeroom time is
01320 minutes we would need to modify the length of the lesson like there would be too much content for 20 minutes so we would have to slim down and make sure that we're providing a template that um sort of encompassed how many minutes or how much time to spend on each aspect of uh that they would mean to they're just not used to the materials yet so there would have to be some and then at the title we were doing the pilot we were given some snow days and so that didn't pass our ability to just be able to do as many lessons as we had wanted to some student feedback again the pros learning about stress is important engaging talked I moved instead of sitting liked how it was laid out with a start
014and end format everyone was able to participate everyone got involved felt more focus on what teams are dealing with now some wonderings from our students was it was hard to talk to some people they didn't know I'm not sure if everyone took it seriously what I what I have to share if I didn't want to that's a fair question uh like what they like what they're currently doing what we'd like to do more what they're doing in small groups some other topics we asked them just to provide some additional feedback whether or not regardless of whether or not these topics were already taught we wanted to see if we were missing anything other topics that students were focused on were organizational skills dangers of alcohol and drugs coping strategies or healthy and unhealthy stress and
015self-worth and then Life After High School I just want to go through one more time the access uh that the community had and then feedback so we held two different sessions those are listed up there and then also really I would say that gist of the community feedback we got was that there were community members were concerned that there would be um any type of bias or critical race Theory embedded in the program the next question was monitoring and evaluating the program so we did use staff surveys we continue to do staff surveys on advisory and homeroom lessons we look at student engagement survey data from both Parkview and the high school that looks at student connectedness and making sure that uh students feel like there is somebody that they have a safe person or
016a trusted adult in the school building and then we also look at behavioral data so we would want to be watching we all want our behavioral coming into play and knowing that that delivery is going 7-12 in a in a 7-12 model then we would also be watching that behavior data from year to year and also looking at all right so the cost breakdown you have the total up there those are the lessons we would be purchasing so that's that seven Middle School is uh we actually purchased six seven eight that's how the that's how the purchase is similar to what you said with uh social studies those are just the great bandwidths that character I'm sells in so we had the middle school lesson the high school lessons the service course which is a
017servant leadership and character development and then tier two solutions which are small group individuals small group or individual lessons students and then as Stephanie said we're looking to bring it to the board on May 22nd for a local I have a question I have a question Christine um what what is is this replacing something you're just adding you're adding so we have this skeleton of that and then they update lessons so when we started this process we didn't have curriculum documents about about what we were doing during every home movement advisory so part of that part of this process over the last three years has been creating those documents and then making sure that we have appropriate resources to go along with them otherwise we're really otherwise essentially we're asking our counselors to sort of
018make it up without the guidance of a resource that's your question yep I have a question so in these surveys that were given to the teachers and the students were there objective questions to say because of this lesson I can now do X Y and Z where those added in there because everything I've seen on the teacher and student feedback is subjective so is there any objective information that we can get from this to know if it's worth the time and the effort to put into this program not specific question was more beef what did you like what did you know do you like was there something that you felt was missing so is there a plan to add that in the continuous monitoring actual objective questions anybody else oh I'm sorry the um feedback
019that I've heard from some of the high school students and I think they're all specifically high school so this not including Middle School is this on yes okay is there are teachers that do the current counseling lessons and there's teachers that don't do the current counseling lessons therefore it's they just kind of sit around and do cell phone time um what because this isn't graded I'm just wondering the seriousness and I'm not blaming the teachers because I'm doesn't I think the the entirety for me I have an issue with the time that we spend on all of this anyway with homeroom and advisory but are they going to follow through with doing this because we're going to put money into this or someone's putting money into this I'd like to actually add on that before
020you start um well I'm just wondering yeah what I'm not trying to get any teachers in trouble because I don't blame them but there's I just that's kind of where I struggle and then I see things from students is my last thing that I'll shifter over but see things from students that are they're not taking it seriously I think specifically it was the the stress one that they did as part of the pilot I had a student send me a clip of the screen and it was like a Zen um they're supposed to be like um what was it breathing breathing uh yeah de-stressing and she said this was five minutes of my morning and sent it to me and it's a very super smart kiddo that you know is by the book wants you
021know never had behavioral issues Straight A's and they're seeing that as a waste of time so that's the teachers aren't following through with it this not all the students of course that was one very specific student but if there's having that going on in their class I struggle with uh so as far as something we would need to be made aware of yeah and if the teacher isn't doing what they're supposed to be doing that was basically what I was going to add to it was I have two kids in two different grades and both of them as soon as I saw that the flex and and the homeroom thing I I remember a conversation with them and go yeah it's the waste of time in the morning we don't do anything we just sit
022around and play on our phones because I think I asked him a question this was probably a few weeks ago so that would be my only thing is if we're going to spend money on something I'd I don't know how we figure out how we're going to actually use it or get the teachers to use it but to add on to the people that she has talked to the two in my house have both said that they don't do squat in that class or in the beginning of the day so it might be worth of something looking into to make sure that they are doing it can I jump into that we do have a committee this summer at the high school to look at Flex specifically and to use it for a more academic
023nature now advisory is where they're doing the career lessons uh the SEL lessons and then Flex or the other days a week where they can go get help from teachers and and things like that and we are very specifically looking at this summer with our ACT scores and making sure that we are you losing that time to the utmost what it should be to make sure that we are are getting the most academically out of it also what do they if they don't have anywhere to go during Flex if they're like I'm good what do they do they can attend a study hall during that time so that might be what my kids are talking about is the difference in the two they might just be putting it all on on the on the flex
024time like yeah we're just playing our phones because I got nothing better to do I do think when I hear feedback I think flex and advisory are sometimes all intermingled and what they're saying about the time what teachers say about the time um but again The Advisory lessons definitely should be taught in their entirety the way that they're supposed to by the teachers that's a different issue we need to discuss the flex time then academically just simply needs to be used better in the high school yeah I was actually going to comment when you said that having two high schoolers and one just graduated that that's a very fair feedback but there's a difference between flex and advisory so advisory once a week is structured and there are things to do and I actually think
025it's very important with the academic and career planning my kids have had great success using that so Flex is one thing that really is the student needs to be productive and motivate it on their own or teachers will pull them in I have one that uses it well and one but I don't know do you know what I mean so like what are you doing I'm watching Frozen get off your computer do you know what I mean so like I might have been confusing the two so I'm gonna yeah that we're talking about it I'm gonna double check on that when I get there tonight and find out check I think it's important for us to remember advisory is a bunch of different things and while I have very strong opinions on stress lessons and
026coping techniques that the world uses for stress um I do I've also gotten feedback where there's a lot of really good ones so I don't want to throw the baby out with the bath water remembering that this is only a part of advisory this is not the entirety of advisory this is one resource just for the SEL lessons it has nothing to do with all the other things that we do so while you may not like all of the things that we do there's only one part how else are we going to measure the success of this program other than just students saying that they like it or teachers saying they like it well we have um part of the assessment is there a specific um student feedback we will be using student and teacher
027feedback because teachers are going to know how it's going over in their classrooms or what kind of level of Engagement students are demonstrating are there any other ways that we can measure the success other than just student teacher feedback like decrease requests for counseling decreased behavioral issues are we are we going to look at those things too I mean I just there's a lot of subjective in here and not a lot of objective I mean even the goals that were put up at the beginning have no objective measure to them so I'm just trying to understand how we know if this program is successful or not seeing maybe less stigma associated with going and seeking out a counselor are we maybe finding out more information if a student says something during an advisory or homeroom
028that is then being routed home to a parent and then also okay I'm all about accountability so I think that we can certainly continue the conversation around that anybody else do we need a motion to move it to the full border is that already happen as you said you wanted to bring it so you're seeking it correct I do believe that student learning did vote to bring it in may we just wanted to do this update yeah I believe we did read and just to be clear Christine the the um the leadership course that they're planning isn't the same curriculum as this it's a little different curriculum correct yeah I spoke to uh Rick Woody who's going to teach the course uh last week I think um the board he'll be bringing his curriculum to
029be passed officially on July 24th with the new courses in the school uh he did say that he would use character strong has in the past at Arrowhead when he taught the course it was the main reason our resource for the class there that he would definitely use pieces of it exactly like what we've talked about our resource would be the parts that support the leadership class that he wants to use them for and he would pick and choose what it was I asked him if the board would not move forward with character strong what would that do to the class and he said well I'd need to take some of the activities that I've I've used in the past that were provided by character strong and probably write them this Summer myself I I
030think that's a pretty important class that Mr Woody's going to teach the servant leadership stuff um okay anybody else all right thank you thank you Christine uh curriculum process policies yep so just wanted to go through a couple policies since we're all um in the committee of the whole now and not everybody has been on student learning committee and feel free for those of you that have been on it to jump in also um but we have really three policies I gave you two and then as I was prepping for this I thought oh there's one more that I'm going to mention there really are about a board a school boards role in curriculum development and so this first one which is uh policy 2210 simply says that the long policy that says that the
031school board is responsible for the quality of educational program of schools and that the school board should ensure that the curriculum is going to be developed evaluated and adopted we call that an education a guaranteed and viable curriculum guaranteed basically means that no matter what teacher a student gets that they're going to be taught a certain level of expectations and objectives and standards and then viable simply that it can be taught within the time the teachers are provided to teach it and that we're not handing them something that really can't be done within a school year the policy then goes through and talks about what curriculum is defined at as it talks about the study subjects classes that are offered within a school system it's the instruction and activities that happen and the objectives and
032standards and then finally that it should accomplish the educational goals of the district so that's how it defines in the policy curriculum goes through a very long list then of things that the state puts out need to happen for curriculum but I do want to point out that this is the list um even though there's there's more detail on some of them the state really does leave a curriculum very much up to the the local community and the board on exactly what that's going to look like so they do regulate things like we have to follow learning standards which you adopt every year that it does need to meet special learning needs of students it highlights things that it should fit the district schools and philosophies that there should be performance standards to it that
033it should recognize different talents of students so it's going to differentiate and provide different things the policy continues to talk about it should have continuous and learning that goes through K-12 we're going to provide a variety of resources for students that will encourage students to utilize guidance and counseling service we are told that at the Elementary grades we need to provide regular instruction as part of our curriculum on a set group of things what regular instruction means they don't provide us so we could technically teach reading for an hour in first grade or we could teach reading for four hours in first grade they don't they don't help us by defining that that's up to us in grades five through eight there's also a list of of regular instruction that needs to happen regular usually
034means that we're doing it on a weekly basis that's usually what the state defines as regular um in grades 9 through 12 that access now is the term that's used as provided in those educational programs so not every student has to take a world language but that we do have access to that um but we do need to provide regular instruction in a world language in grades seven and eight uh it continues and then we get down to some minutia that the state has put in so in grades five through eight and grades 10 through 12 we have to provide instruction on shaken baby syndrome which happens during our human growth and development units there is a state statute that regulates that we will teach the Holocaust and other genocides sometime in grades five through
035eight and then again in grades nine through twelve act 31 dictates that we'll do American Indian tribes multiple times in a student's career in school and then that will teach an understanding of culture of different ethnic groups again what that looks like in each district is completely up to us but that's what's included in the policy regarding that so as far as what the board then that gives us curriculum as far as what the board is responsible for passing and inspecting would be course guides which is outlined in a very short policy in 2230 a course guide technically will have standards objectives assessments the resources that are used on it and that is passed by the board it's what I will bring you in July for our new courses it's when we do curriculum we'll
036be bringing you at some point the k-6 social studies once now that we have the resource of McGraw-Hill we'll bring you that for for passing so you can see what happened with those units and what they look like the policy that um that I didn't put in here that I should have is our textbook policy which also outlines that the school board is responsible for looking at and passing adopting technically the principal resource that's used within a class so the school board is not responsible for passing every article that's handed out every worksheet that's handed out or every reading but the principal resource and that boards want to look at the principal resource for maturity level educational content and that it is in relation to the curriculum so just wanted to make sure we went
037through those thank you Stephanie any questions that one just with the other resources that teachers use what triggers uh certain things to be sent home for approval for example in fifth grade social studies or I think it was just fifth grade in general there is like a quick 10-minute news from CNN that I got a letter home asking for approval or not and I was just wondering like what what is is there a process that teachers go through is it something that the principals do or the teachers submit these sub yeah we also actually look for things that we think could be controversial or resources that for whatever reason maybe I mean again we want to communicate as much as we can with families and [Music] um and so uh in the case of that
038letter in fifth grade it came about because there were concerns that even though we do believe that that's uh a good resource for kids that age that some parents absolutely would not want their kids um being watching CNN or being having that and so in that case we want to give an opt out for it but that's just as far as what triggers that is it it's just a teacher's Common Sense knowing that this may or may not be controversial and then a teacher sometimes I mean that teacher will bring that to a grade level we have cat chairs at the grade level and they'll bring it to the grade level and then we'll make that decision so we um you know we send letters home uh on certain books um movies if we're going
039to watch them at times um anything that we think might not blink it be accepted by all parents or desired by all parents in the past many times those would come to the student learning committee it would be discussed and then it would that would have been the solution to it was to have the opt out yeah I appreciated when I got that I just didn't know where that was or sometimes when we would approve the curriculum it would be for the curriculum with this being the situation that when it gets to this unit that letter will go home for that what were the three policies I got 22 10 22 30. um the textbook one you know what I didn't write that down is there any way to you can you I mean I'll
040get it to you if Sean can't I don't have it written down and I do not have them memorized sorry about that you don't know about my heart I do not but maybe I should I don't either good thing I'm retiring so is it the adoption of textbooks it is it's 25 10. thank you anybody else thank you Stephanie yep uh school-sponsored Publications and Productions yep so that had gone to Student Learning committee last month there were just a ton of choices to make in that policy so we're just bringing it back one more time for any questions before we would look for that policy to be approved as part of our Neola policies there's nothing because we're bringing it back a lot that's controversial or about it or we're concerned about it it was
041just updates that we made and there were just a lot of options too riveting reading any questions on that um I would make a motion that we move that the full board as it's we look at the emotion there yes yes on that one we are a second anybody anybody I'll second it Erica with motion Sherry second am I writing this down Sean as far as second I'm writing it down well you guys I got him any more discussion all in favor say aye aye opposed passes okay okay the next one sometimes I have a question on that oh yeah so did we just make a motion to go to the full board at a regular board meeting or did we because we're all here is it legal I I don't know my motion was
042to send it to the full board and that's what I seconded so it it's so then it's we don't so we actually have to approve it for Action right May 22nd is that correct that's correct I just wanted to get that figured out okay yeah this whole committee the whole is a different thing anybody else okay so sometimes it's part of student learning committee we'll just update you on things that are happening in the district that we think you might hear about uh and and allow you to ask any questions or give you the update on that and so the latest is uh that section families have been informed recently because of declining numbers in their iplc setting which has been in place since 2013 I believe it was an environment that was originally set
043up multi-age so first and second graders third and fourth graders and then fifth and sixth graders and it was at a time that the entire school did not have technology so a huge part of iplc when it came in was technology access that other kids did not necessarily have and then what went with that is some goal setting and some different curriculum that the rest of the school so it was the iplc or a very traditional track for students over time same thing happened to the program at Big Bend that I brought student learning committee about a year ago we have been just seeing a steady decline in the parents that are requesting iplc I think there are a ton of reasons for that that are actually very positive for our district even though I
044know there are some families that will grieve the loss of iplc and that environment but we currently have now Chromebooks or and I well iPads and kindergarten Chromebooks for all students we are goal setting in all of our classes we have curriculum that allows us to differentiate in many places another thing that as they were looking for an identity that iplc did was inquiry-based science and social studies we just adopted a new social studies program that is going to be incredibly inquiry based for all of our students and so just over time there were only 12 families that signed up to do iplc and we can't we can't continue it with 12 students because it'll make the other two classes very very large so families were recently in formed and I just wanted to let
045you know I just have a question on that so when we put iplc into place it had to go through approvals and all and so I'm just questioning why it doesn't that didn't wasn't on the radar before the letters went out to the parents that we would have known ahead of time because it was such a big deal at the time that's a great question and I think a that was my bad if it needed to be approved I I will take that on I did not realize that secondly on the timeline that was set up would have had student learning finding out about that last Monday but then we changed the structure of this and we we went ahead with the communication because that was the timeline we had set up and we had
046told teachers that we were going to follow that so I have another question and maybe it isn't the time to ask the question I'm not sure so because there were other um things that would come to the student learning committee for example the German the situation in our German department and so I was wondering if those kinds of things are going to be brought here because this is it's similar to the iplc where so the enrollment and things like that the German situation is in the executive session okay thank you what's iplc yeah an individual personalized learning community I think is the yeah acronym that they chose for it that's funny I was actually going to say maybe you should Define icplc but I vaguely remember that we had did we not set up a
047certain amount of students that were required to keep it going no that was equal no I'm I'm thinking specifically I see iplc because I remember when it was new and we were discussing when it was not when it was new Maybe okay you know what I'm saying in order to get it started right so I guess in my head it was kind of one of these things like if there aren't enough people it would be gone like that was just how I processed it it's not a problem it's just um so no action needed there's not I just wanted to update the committee anybody else I do also just want to recognize the the bobslean and the teachers that really built um an incredibly well respected program during the time that it was needed and
048desired more by families and so I do want to give a shout out to um to the teachers that really put a lot of time and effort into into making that this is no reflection on them as teachers like I said it's actually just a good thing that we're offering that to all kids at this point without a specific program for it okay last thing I want to do tonight then and we're going to be good time wise I think to do it is um I want to do an update also tonight on human growth and development but with the understanding to get again the whole committee as a whole up to speed on some things but asking absolutely no action uh we wanted to do um that ACL and character strong this month and
049then we'll be looking for anything that needs to be action or dug into for human growth and development in June so this is just the update I have some resources here from people that have not had a chance to look at the resources so we can have a much more thorough discussion in June and decided Direction than we want to go in so thank you um so uh just to Loop everybody in again for human growth and development is one of the only curricular areas in that we have in the state of Wisconsin that has um really specific guidelines to it on how we need to build that curriculum that doesn't involve just teachers so we did put a Community Committee together back in July of last summer we put that together looking for people
050in key news and put put that committee together for interested people that wanted to come for for the committee we met then July 26th August 9th August 23rd September 13th and September 27th from 5 30 to 7 30. so incredibly dedicated group of of people that were coming in the summer to go over things as part of that a recommendation came to the board in December um so many of you were here and helped to vote on to pass through what the committee had had done as a first layer of recommendations in December and that we moved the human growth and development lessons from fifth grade to fourth grade because of what's happening to students bodies earlier the thought was it would be better I'm going to give you some feedback on how that went
051this spring we moved specifically addressing personal hygiene to third grade in addition to doing it in fourth grade and fifth grade and sixth grade and seventh grade we reviewed uh at in the December meaning all instructional materials were adopted that were reviewed for the kasich's curriculum and then the board gave a one-year approval for this school year for new materials for the human growth and development because the materials were so incredibly outdated from seventh grade so to provide you all with updates that were provided to the committee when we met again in April um we have been able to like the uh the counseling curriculum we didn't have a lot on paper from the human growth and development curriculum teachers had had a syllabus and they could tell you what they were teaching but we
052didn't have a lot to be transparent with families and so this process this time has definitely allowed us to put information on our website we now have information on our website where parents don't need to request to see the presentations that are given or the learning objectives we just have them on our website so when letters are sent home for consent parents are told to go to the website and they can they can see things on there and that's been our district nurses reported to me that's been very welcomed that they've had people say thank you thank you for not making us jump through hoops to just see this um we definitely watch it very carefully moving the lessons on on the body to fourth grade instead of fifth grade what how exactly that went
053our district nurses I met with them a couple of weeks ago after they were done with I kept touched with them while they were updating but then we we met a few weeks ago when they were completed with all the fourth grade lessons uh Noel and Trisha felt very very strongly that the right decision was made to Move It from fourth or fifth grade to fourth grade they said that students had more questions still in fourth grade than what even they expected them to have they didn't know how it would impact that also they especially reported with girls that there was a lot of fear on what was coming and a lot of my older sister told me my friend or an older student on the bus told me and they said that is not
054what we want um they got a lot of questions and good feedback from Families my moms particularly on fourth graders going home and packing a little bag to be ready but the girls feeling way better that that had happened that it led to conversations that were good um and so no doubt Noel Church's mind that that movement to fourth grade was was very appropriate um so this spring we did lessons to the fourth graders and the fifth graders to make sure that both level of those classes get it for but from this point on we would only do fourth I would also say the other thing we were anxious to see is if it would lead to more opt-outs and it did not they said um I think two opt-outs maybe and that was in
055line with what we would normally see so some parents requested the lessons and then said they were very comfortable with with what was going to happen in fourth grade and then we have started looking the other thing that came out from the committee was that they really wanted to see a resource for 7 great human growth and development than in the ninth grade health when it came to sexuality and what is being taught to students instead of piecemealing a bunch of resources that get outdated over time or the YouTube videos disappear which is currently what's been happening I surveyed quite a few districts in the area to see what resource they used um the districts are also piecemealing things like we have piecemeal things and so I started a search for a resource and came
056up with Glenn Cole McGraw-Hill Glencoe has two booklets um this is just a Teen Health booklet that's healthy relationships and sexuality for specifically middle school and then this other one and again if you haven't seen copies I have things here to share but this we've always for ninth grade health had a health book from Glencoe McGraw-Hill but then we have had for the the students that are in the sexuality course and we usually have one course of opt out students parents that do not want usually 20 some low 20s students that end up in that class but otherwise they all use the same health book and then this is used to teach anything from the sexuality but what we have because it hasn't been updated in over 10 years is an old PDF and so
057we also looked at this so I took these originally back in January I want to say to the teachers brought in a group of seventh grade science teachers which is where this is taught brought in our health teachers at the high school and had them take a look at it in general they were very pleased with the resource they felt it very much supported the objectives we already had in place but they did say it was up to the committee and the board a few sections that they didn't know exactly how they felt about it either and really didn't necessarily always want to weigh in the teachers on whether or not it needed to be in there so they kind of left that up to but they do like the idea of having a resource
058and I want to make sure to state that so then on April 11th met with the Community Committee again brought that in provided the updates that really I just provided you guys on the good work that's happened uh since we put that committee together and then we took about an hour and a half to review these sources and sticky noted them and had a really thorough discussion on what they saw in the book and so I want to give you their recommendations as you guys lead into taking a look at them too for the grade nine book the positives were that they thought it was good thorough and objective information they thought that it did emphasize Universal abstinence like the state statute says we should be doing that they felt like it was factual based
059anatomy and we did have a couple we have a couple parents who are health workers and they're also a bunch that they were pleased with that they thought that they again like the idea of a resource because they thought it normed what students are being presented so videos aren't being added or things are not just being thrown in there and uh also a good overview of prenatal care which is Again part of the state statute for this they did have some questions questions being there's a section on safety tips for for females there was a question that they felt like it concentrated a little bit too much on the the what potentially could be the victim and the victim being in charge of safety and instead of I think somebody had questioned whether or not
060that would be victim shaming that if a girl did end up getting raped would she feel guilty that she hadn't done the steps in there so just objectively telling you a little bit about the discussion there um didn't always love the presentation of single parents raising children so there were some questions there you'll notice questions and I'm going to address this in both of them dealt with the section on masturbation and then gender identity uh they did point out that domestic violence wasn't included um which is something that they very strongly feel like should be mentioned to young ladies and ways that they um that violence in a relationship is something that should not happen um and make sure that they know where to go and that's not included and then they had some questions
061about the Safe Surrender messaging it is a state statute that we need to address um uh giving away a child or a being able to go to a fire station and have and give the child away and didn't love the messaging necessarily regarding that thought we would need to emphasize some things as teachers about that too the grade seven then they liked the the first section on total health and wellness and again I will share this presentation with you so as you're looking at resources if you haven't looked at on them already you can take a look at that they really liked the consent section and again the next four really are the same they felt like there was thorough and objective information Universal abstinence was emphasized factual based anatomy and Norms then they had
062questions they had questions about self-examination some liked that section others questioned a little bit the inclusion of that in grade seven um the self-examinations also had questions regarding masturbation and gender identity although I do want to give you their conclusions with that there's in the seventh grade book there's information regarding hospice care so they were questioning that that's probably something even if it was in the book we wouldn't teach again it's a resource so what we emphasize from that not that there's anything wrong with the messaging the hospice care there's just a question of whether a grade 7th grade students care or are mature enough to even have that conversation um wanted to pass along with you as we're making I do believe there are two topics that we're going to have discussions on and
063I want to remind everybody one of the things that I like about Glencoe McGraw-Hill is that they are willing to make a book for us that we could go to them and say we want this chapter we want this part of this chapter we want that chapter the cost is not prohibitive um so I've been asked that by some board members I will say it is not prohibitive to doing this because we don't order one of these for every student in a grade level we would order class sets they wouldn't take them home they would have them for the day in the unit and we would take them back so I I think probably in June we're going to have and and you can bring other topics that you see fit but there's potentially these
064two topics that we're going to need to discuss the committee felt very I'm going to say strongly and some of you were there but I'm going to use the word strongly that both of these sections should be included in there based on these things one of the women said I I definitely want a reason if this is taken out why we would take it out they were very okay with it being dealt with as a as a definition that that's something that students could find out about in here they said I would much rather that students find out what masturbation is in here then they're running around to asking people and learning wrong things about it and then we did have a couple committee members that said if we're teaching safe sex and we're teaching
065students not to get pregnant that masturbation should be a topic that they know exists if you would have ever told me that I was going to be in front of a group having these conversations by the way and then gender identity there is a chapter in there if you haven't already looked at these resources I please please make sure that you look at it so we can have the discussion in June but these were some of the comments that came directly from the meeting that kids are talking about these terms that we can not want them to but again that there is a better that we are better off teaching them the correct terms just as definitions not as a lifestyle not as something we expect except or don't accept but teaching it through something
066like this and and letting that chapter exist that it's a disservice to students in today's world to not talk about it in a healthy environment and answer their questions potentially in a healthy environment they did like the definitions the way that they were not leaning one way or another they liked the fact that they felt that this section on diversity taught kids to be kind and respectful to each other and that's important because some kids do identify this way that they did use the term Birth by biological male or female parts so that they weren't going down a path of of trying to get into really complicated definitions of transgender and where that lands that that's not what the book is doing in this case one of the teachers said she had a student for
067the first time this year said I'm an IVF kid so is this like why why would you know why would people choose IVF and it could be because same-sex partners are using IVF again better to get information that's accurate there were definitely concerns of some in the group that we need to not as a school district marginalize a whole group that we can't ignore that it's happening because we don't like it to be happening that some students are identifying this way um and then a couple of the committee members did use the comment like we need to tread very lightly um the last statement I put on there is one of the last things that a Committee Member said she said I think we just need to let it exist be a chapter in the
068book not necessarily teach it or preach it but let it exist so if kids do have a question on a definition we could say you can go to this chapter and and look at that definition and that it's providing an accurate definition so next steps then um we I want to remind you as you continue to look at this that we do have an opt-out in grade seven um it ends up being five days of lessons the way our current schedule is so about five days of lessons that students can opt out of um in grade nine we do have a class without sexuality that students can choose to take I am in conversations in seventh grade about our district nurses also taking over teaching the human growth and development unit in seventh grade um
069I'll be very honest I really like that thought just because there's two District nurses they're they're nurses they have the background they're with the kids in fourth grade now we would bring them back in seventh grade I feel very very confident that they get incredibly accurate information and medical information that we need students to know at that point and that is not to say our science teachers are not doing a great job but if we can get two District nurses teaching it versus four or five science teachers teaching it I just think there's more control and why information is being provided to students so Noel and Trish are kind of looking at schedules with that right now and I can give you an update in June what they're thinking a reminder that we can make
070a specialized book but I do think we need to have these discussions based on the the recommendations of the committee and then in the end we'll go back once we know these resources if they are approved and write the curriculum otherwise we would look at continuing to piecemeal like us um resources together and we'll have that discussion if that comes about Erica I'm not going to talk about the content because I know that's next month but a clarifying question on the grade 9 the class without the sexuality included so does that mean that that Glencoe softcover book would not be part of the that class that is correct Okay so I think that's important for us as we're processing over the next month to know that there's a whole class that's available and I've put
071my kids in that one that wouldn't even see that potential book that is correct thank you so Stephanie I was just thinking after looking at your slide here if we want the parents more involved would it opt in make these parents do more research in this would that would that solve any problems for us that at least they would make the parents they don't say why am I saying this just I don't know I'm thinking out loud um I guess I need to think about that okay we do both throughout our system for certain things um definitely something we could look at I mean that would not be a difficult tweak to make I mean I realize the the committee spent a whole a bunch how many Erica Sherry how many five meetings um we've
072had six meetings now so you have 10 12 14 hours in this whole thing I'm sure right we do have a couple committee members here Andrew and the committee on the committee and Jill Warner's on the committee defend us this PowerPoint yeah I will definitely share it so you have it anybody else yeah I was wondering so you mentioned a bunch of times that there's there's things that we have that the teachers have access to but we're not teaching that right so we don't we don't teach this section do you personally tell those teachers do not teach this or so right now the reason I asked that because right now today that's how it is but one teacher goes out new teacher comes in do you take it do you take the time to go
073we don't teach that stuff I'm in these areas uh it's a great question and I'm trying to currently I'm not aware that we have a current resource that we do that with I think this could potentially be the first resource that we would leave some things in that we want in there to refer kids to but we wouldn't necessarily do a lesson on um so yes we would need to to move forward talking about that but I'm not aware of a resource that we have currently in our system where we say you can't you shouldn't teach chapter five in that resource okay we're pushing the last time thing anybody else please do reach out if you have questions or I'll make sure you get by the way I did read both those books if you
074guys should grab one and read it if you if you haven't they have both the digital instructions because they um McGraw-Hill did give us to us digitally or I have three copies of each of these because the other copies haven't come back so we might need to trade a little bit during the time if you want a hard coffee otherwise I have the digital directions what copyright are those I have a 2022. so this is right and I did find out what happened they sent us they went back because I think it was it was wrong so it let me make sure you have the right one so this is 2023 for the one that just says so we want to actually throw that one out yeah and then the Teen Health is 23 and
075that's the correct one yep anybody else are we good and if we do need more hard copies I will call and beg them to give them to us they've been a little bit um it's hard for them to to let go and give those to us because they think you're stopping up the classroom I don't know yeah but I under their money but I can beg one more time more time more hard copies do we have to uh oh just keep going oh okay so it's really up to you guys oh how you want to run this three minute break and then we'll jump right into um that's fine Personnel is that correct personal that's correct Personnel is next and again those those times are going to be estimate two minute break maybe we'll we'll
076get that issue addressed for next next meeting start time we need that do it do it we can go six Break 6 38 pm 50 roll call again no we never know Stephen or Sean do you want to start with this question yeah if I if I may I'll start with the school board meeting start time so may have been some confusion if it was my bad I apologize but I did not understand when we made the motion for the start time of the committee of the whole we're also talking about the regular school board meeting and so we should have a discussion about how you want to proceed fourth Monday of the month regular school board meeting what time do you want those meetings to start Dale was under the impression it was 5
07730. and and I I missed that so again I apologize for 5 30. I'm raising ahead and I want to talk um so this last year student learning we had a couple nights and or months in a row we had to start at 5 30 and I remember how much I hated 5 30. because that train rolls through at like 5 25 on Mondays so it's hard to get here on time we keep in mind our district is 90 square miles so I'm On One far reach corner and I pick a daughter up from Athletics at the high school at 4 45 and I was never able to make it to pick her up get her home and get back at 5 30. so I was reminded by that by a couple emails from community
078members my own attempt to try to get here on time and then the darn train there's like oh 5 30 is rough I know it might seem nicer to us but I would like our community to be able to be here and be involved and if we have people from North Prairie struggling with the same thing that I'm struggling with on the east side of the district I actually think I would propose and love to see us to start both of them at six because we've also had board members confused wait what time is this meeting starting wait what time and we've come early or we've come late and we've missed it but I think it'd be easier for everyone involved if we had one time I mean even our committee and our full board
079the last couple years committee was at six full board was at seven so people are always like wait which one is it I think it'd be really nice to just have one time and not 5 30. sure um I when I voted for 5 30 for this I was voting for seven for the for the school board meeting because it is a whole community and many people work until five and so for them to work until five get home and get here they couldn't do it and so they now that we've even taken away the even having these at 5 30 um having that we're taking away their time to come and talk to us because it when we had our committee meetings they would right we had interaction with the community and so if
080we're trying to have more Community involvement and so today was my trial 5 30 is really hard to get here and if I and as I was coming I was looking at the traffic and I was looking at the people coming home from work and it was it is our traffic time in Mukwonago so I agree with Erica that and I I didn't know she was going to say that but I'm like it would be nice to have them both at I'd if we have to if you if we have to have them earlier if we have to move seven o'clock earlier it would be nice to even move this one to six and that one to six and have them at six because I really think we're doing a disservice to our community I'm
081okay with six at both anybody else I'm okay with it I'm okay with it so I'll make a motion that both the committee of the whole and the full board meetings moving forward start at 6 PM because we have time to change that for the next full bird meeting or is that too soon should we start that in that one of June so it it's it's entirely up to you okay so I would say starting this month in May at the next meeting in two weeks do we have a second second discussion are we allowed to make a motion and vote on something or not so I actually want to do that to be clear and this is a little fuzzy but technically you don't need to have a motion for the start of the
082board meeting okay you do need to decide when you are going to have your full board meeting that's something that you have to to vote on so we're required by state law to meet at least once a month and and you guys did that at the last meeting so you're good that way it's entirely up to this group of individuals when you want to start those meetings now on this is supposed to be a committee of the whole and in general at this meeting you won't be voting but this time I did make this a committee of the whole and a board meeting so you could take a vote and it's down as an action item if you look at the agenda for meeting start time so and you can do that every time if
083you want but how about any more discussion on six o'clock for both meetings I have a problem with that so we have a motion in a second and it's and it's down as an action item so you can vote on it all in favor say aye aye opposed I would like to say that I actually also thought we were only voting for the 5 30 for the committee of the whole I didn't so I don't know it's good to have it six o'clock is is moving on yep good thank you everybody Stephen all right for appointments we have two program support coordinators we've got Jamie dabner for the secondary level and Jennifer Tyson at the elementary level these are special education program support and we have Anthony Paul MHS school counselor and Jessica Spate a
084Parkview Middle School in Eagleville physical education teacher and we have one resignation Austin Meyer he is special education teacher at the high school foreign just an update I'd like to make a motor who are going to move these forward we're not doing anything never mind was Jessica speighton uh a former student hi hi I make a motion that we move this forward to the full board oh okay I'll second discussion was Jessica spade a former student off the top of my head I do not know but I can certainly so we had we had Spates attend but I'm not sure if Jessica is a former student but we'll find out any more discussion all in favor say aye aye aye opposed motion passed all right we have our annual season one contract that we would
085want to get approved at the May 22nd board meeting this is a group that provides services that would be costly to contract individually and so uh this group also provides professional development the total con contract cost for this year would be 49 000 and approximately 35 000 would be for our visually impaired students as well as an orientation Mobility instructor to help with movement through the community school and home and so the two other costs are apparent Consortium and a membership to support personalized learning but this is very similar to what we had in place last year foreign second any discussion okay I have something is this something we could maybe negotiate a little bit say you guys do a great job but we only can afford 39 000 not 49 000. we could certainly
086take a look into it part of the the thing or is that being obtuse you tell me Stephen yeah no I I don't think it's a problem to ask questions as to how the numbers are determined at the same time the benefit of working with sisa is that we do get an opportunity to just contract for the services we need versus trying to bring on somebody like full-time when when perhaps we wouldn't need to but it would be difficult to hire them at anything less than that but it's still not an unreasonable question to ask 45. I'm just kidding okay thank you thank you oh all in favor say aye aye opposed motion carries I can do the next one oh sure please do looking at uh a policy that we have 5310 it's entitled
087Health Services um over a month ago well over a month ago we had some Community residents reach out they read the policy they had some concerns and we're going to bring it to Personnel last month but we didn't have a Personnel committee last month and so I wanted to bring this policy forward today and just provide some explanation for some of the language because if you read it it could raise some concerns so for example part of the policy states that the school board may require students to submit to periodic Health examinations and then there's some some rationale behind that I want to make sure that everybody understands we're not doing those Health examinations but we do require students at times to get a physical for example for athletics sometimes a student suffers an injury
088and they cannot participate in Phi Ed so we require them to go to the doctor and have a note from the doctor saying their ankle is broken they can't participate in Fayette for six weeks sometimes we have students that suffer an injury and they uh concussion is probably the best example maybe they get injured playing football or soccer or baseball whatever it might be they have a concussion and our trainer might take a look at that athlete and they rule them out and say Hey you cannot come back to play soccer until you get a physical clearance from your doctor so those are some examples where we would be requiring physical examinations we're not doing the examinations the doctors are that makes sense okay good and then the next area concern is if you take
089again look at that language invasive physical examinations I don't know why they use the term examinations but we do do we do invasive physical medical procedures and I think it's good for the board to do that I'm sorry to know that not for you guys to do it but you should be aware that nurses Health assistance some of our instructional assistants at times and even our teachers have to conduct invasive medical procedures such as tube feeding other examples are medical injections for like diabetes rectal medications um trachea suctioning those are some I guess I would consider to be invasive medical procedures so I met with the district nurses and they explained this policy better to me and thus um bring back that explanation to you guys it also makes sense thank you Sean sure and
090and then one one final thing that I think you guys are aware we we do require drug screening for our students that are in athletics and students who Park in our parking lot at MHS we have a parking pass and so we do random drug screens and there's a urine sample that has to be provided that's not done by our staff that's done by Pro Health why do we only require drug testing for students in athletics and students who have parking pass so that's a board policy and I don't have that board policy in front of me I can't give you the number either but that was discussion here at the board and it's not just student athletes it's students involved in extracurricular activities and so in that policy and I can share that with
091you uh tomorrow it describes which groups of students have to participate in that drug screen it and it's random correct it's random drugs right and it it was a long discussion but it is anybody like attending a football game it's not like the just the athletes right well that's a breathalyzer can be taken at football games but not a urination drug sample right right yeah the breathalyzer that's a little different than we can I can bring that policy back next next time and then we can have a discussion I mean I don't remember was IT band was it shop class was it is it anybody involved in extracurricular after school activities right it couldn't be a class such as a shop class or yep or necessarily just your band that that would be illegal you
092know we can't prevent kids from participating in those classes for oh yeah yeah yeah but the extra activities you can okay okay Elementary class size policy oh yeah that's me too I'm sorry so I have attached to policy 2312 guide for Elementary class size and this policy is probably one that you'll be looking at a number of times throughout your time on the board and it gives the various different thresholds for preferred class size and thresholds for adding a section so if you have two classes of first grade at Section Elementary how many students you need to have before you add a third section at Section Elementary or Rolling Hills or whatever it might be it also talks about when you reduce so you go from three sections of first grade at Big Bend to
093two sections the next year at Big Ben for second grade so this is the time of the year that we're finalizing our registrations approving open enrollment requests and so this is when we determine how many sections will be at each grade level and though those determinations Drive our Staffing and so this year we have some difficult decisions to make like we do every year in the past boards have given us the liberty the administration to make some projections given us some leeway especially with kindergarten and that's really the sticking point right now and so for kindergarten if you we would prefer to have 20 to 22 students in our kindergarten classes when we get to an average of 25 so if we have two classes and we have 50 students we go to a third
094class once you average 25 in each class but right now at some of our schools we haven't met that threshold so for example at Section Elementary we have 49 students registered for kindergarten so right now we have two we're planning for two but if you're okay we are confident we'll get another student registered over the summer that will hit allow us to hit that 50 Mark and we'll add a third section of kindergarten gets a little tougher at Prairie View Prairie View right now we're at 45. how many do they usually add by the end of summer and and I wish I wish I could tell you that every year we add 10 or every year we add seven or six we don't it is completely random there is no Rhyme or Reason to it
095in the last three years how many have we had it varies it varies last three years have been very off though too yeah yeah especially the last three years it varies from school to school so for whatever reason I can tell you that Claritin typically adds more than big Bender Prairie View but I don't have those exact numbers so it makes a difference because right now at Prairie View we have three kindergarten teachers if we only have two for next year then we have to find a place for that third kindergarten teacher second question you're talking about Open Enrollment would you have to tell open enrollment people that there was not space for them in the district or would you be able to fill those five spots or if we had three add-ons have fill
096those two spots with open enrollment students so so the 45 includes open enrollment students so what I'm sorry go ahead well if you still have more I don't want to no I'm just looking for your so I I think section seems like a pretty easy one for me I would assume we'd get one more student over the summer I think that's a pretty fair assessment so I'm like okay three for section Prairie View of course is the sticky one and I guess my thought behind it is we have a very low year last year with 4K so we're gonna see these lower numbers for kindergarten this next year registration currently for this year however is pretty high for 4K so I don't want to see us get stuck in a situation where we're like oh
097it's really low this year so we got rid of a kindergarten teacher and don't have a spot for it but most likely we'll need her next year or him so I don't want to like move somebody and now they're there and we can't get them back when we will most more than likely need them but I understand that and the other thing is with even if you don't add the third your kindergarten numbers are way high and so I don't know how anybody at this table feels but that doesn't necessarily give the best education to our 5K students with those numbers are high if because you don't split it those classes are huge so the bottom line is this so I'm confident we'll add a few more at Prairie View we might not add five
098are you guys going to be okay obviously I will be gone Joe will be sitting here and if you end up with 48 or 49 at Prairie View instead of that 50 with three sections are you going to be able to live with that is this your decision did you say we give you the authority to make this decision yeah in the past you have but but I thought since we have new board members I did not want Joe to be put into an awkward position next September because other parents will see that Gail you want to say something talk to the microphone though you have talk on a microphone Kelly I've talked in a microphone thank you teacher I would say you want a smaller class even if it's you know it's just those
099kids will benefit greatly and it always works out fine and I would hate to see you lose a teacher or have to cut you know back because of having a big kindergarten class because it's such a foundational academic and developmental year that way that I would take it as if I was that teacher with a smaller class that's a gift because I've had 26 kids in a Kindergarten class that's a lot and you lose a lot and if you can have 20 or 22 or even a gift of 19 or 18 I mean I know it's maybe a budget thing but yet in the long run it doesn't happen regularly you know it's just a fluke and to lose somebody I don't know I just yeah I'm biased I've lived that life and it's kindergarten
100is so important that way I mean you're for the first grade and just so they need one-on-one as much as possible thanks thanks Gail Vito uh wouldn't we just be moving the one extra teacher from one school to another right we have vacancies so no one's going to have to be cut as a matter of fact it's too late to reduce staff to layoff staff that's Guided by state law that has to be done in April and May um by May 15th as a matter of fact so that process that ship sailed so we have vacancies so the kindergarten teacher if we stayed with two sections at Prairie View there are vacancies that are spots for that teacher to go in the same grade and everything right not the same grade no not in kindergarten
101don't we have to add one aren't we assuming we're adding one at the other school so right now we have at section we have oh there's three there already we have three already okay everybody good so so the bottom line is I'm just making sure you're okay with continuing with the administration to have latitude to make those decisions knowing that next fall we might fall a little short yeah I'm good like Gail said I think I mean a fluke happens every once in a while I know parents might be upset if all of a sudden their kid is in the 22 class and there is a class of 19 someplace but if it's a flu gets on our policy or policies often have to have exceptions blame it on Sean next month two months how
102much bigger is the 4K enrollment than the current kindergarten enrollment this year just so we can forecast the bubble coming through so I think when Stephanie uh gave you an update at the last meeting we were the 4K registrations were 30 ahead of uh where we were last year at this time 30 students is that ahead of where it looks to me like our 4K has dropped did we lose or 5K I'm sorry 5K looks like it's dropped because we usually have so our students are the the 5K for next year is going to be a little low and and that's because our current 4K class is low okay the the registrations that Stephanie was explaining for next year for 4K are we're confident that we're going to rebound I guess is what we're saying
103okay because our 4K registrations for next year are ahead of pace where they were last year at this time cool I would uh I would say if it's if it's a matter of numbers and it'd be coming I mean I've obviously I have to have to listen to what she says as far as what a student or what Gail says as far as what what too many students are I think if that's the case I think it I I would rather adjust the policy than to leave the latitude open I mean if we have policies and we're going to leave them all open for discretion it's not much point in having policy um but obviously that has to that has to be a thing at some point but I would if this if this isn't
104one of the really big things I would like to save that stuff for the most um most important or the biggest things where this sounds like something we could just change the policy we make the numbers a little bit different so on the high end it's not as crippling to the teacher um so that's what I think we should obviously I think we'll go ahead with with it now but it's worth noting when that policy comes up that we probably want to change that one okay anybody else by the way um before we uh like Sean stop talking congratulations on your son Joe I set a School record and two mile run oh thanks uh what do you run it in 9 17. awesome congratulations that's a big deal thanks he was happy uh Steven
105Ritter in 220 I think once am I right Stephen two hours 20 minutes 17. incredible all right Steve anything else no that's personnel okay thanks Steven thank you Tom cardhauser Finance 702 start it's pretty good yeah all right I'm bringing to you tonight our 23-24 proposed school fees so by and large mostly unchanged um but we do have a couple changes here um I gave rationale there I guess I'll leave it at that are there questions I can answer how did the increase in athletic fees go that we approved last year to this year how did the school fare with that um I guess I I don't have that information can I bring that back to you on the 22nd I'll tell you I made my kid do a second one because I paid for
106it oh yeah just kidding but it's part of the rationale there exactly you're doing it um I do notice however we don't have anything yet on here about extracurricular fees we talked about that a couple years ago bill hasn't shown up yet so just a gentle reminder okay is that something you want me to bring back for I don't think it's necessary for this approval so I guess In the comparison that I give to other school districts the very last piece I I do note that there are you know other middle school high school other middle schools and high schools and other districts that are charging for fees anywhere from 10 to . a lot of districts that do that they're doing that by tiers you know based on how how big is the clubs
107not all clubs are great equal not all of them do the same amount of involvement um we we could charge if that's something that this board was interested in um I'll take your I'll follow whatever directive you give me here Vito if you remember this conversation a couple years ago we were talking about it because there wasn't really a normalized fee for some of our clubs where Bluetooth for example was a very costly expense yes it is that's when this conversation started if you recall and then there are other things that are not as expensive maybe like a choir camp and things like that so the question in the dialogue became is there a standard that we need to look at for athletics we have this one-time fee all Athletics but we don't have anything
108equivalent for our extracurriculars that also cost money so that's what I'm referring to I don't see that it needs to be addressed immediately but you want to address it before the school year begins do you want to just roll with what we have now and reconsider that would be my comfort level I don't know what everybody else thinks my comfort level is let's just address this and then if if we can get some standardized fee I don't know how easy that is it might be impossible to do before school starts but I would like the discussion to be had okay I'll bring that back okay other questions that you guys might have so I guess one thing I do want to note here um is that our lunch fees are staying the same we talked
109about this last year because the cost you know inflationary pressures on on purchasing food is certainly there um when we adopt our final budget you know the the most attention is going to get paid to our operating budget but we also have a food service budget during school closures and post-closures the federal government the United States Department of Agriculture increased when we provide when we survey lunch that meets you know federal guidelines about you know the nutrition content and food they give us a reimbursement and that reimbursement was somewhere in the range of 30 cents for every meal we served that number went up to like 85 cents so the amount of like Revenue we're generating not just from the families that pay for their lunch the amount of reimbursement that we're also catching from
110the federal government is giving us um a pretty good balance of funds now the federal guidelines say that you can't have more than three months of operating expenses as fund balance so on one hand you have a part of the government United States Department of Agriculture giving you money and that same people are saying hey you got too much money it's like well so we're going to hold the line on food we're going to continue to do that we may operate at a deficit because of that and we do have to reduce our operating our our fund balance and fund 50 which is Food Service so we have some one-time projects we need to address some dishwashers machine equipment for kitchens so I just want to highlight that when you see that when we adopt
111our final budget why are we at a four hundred thousand dollar deficit and fund 50 we have to reduce the balance we're being told we have to so we're going to mean meaningfully do that but we're going to leave uh lunch prices left alone but perhaps next year might be a different story okay I make emotionally approve as submitted uh I move it to the full board as submitted I second any more discussion all in favor say aye aye motion passed architectural firm construction manager selection process uh Sean wrote the memo there uh but it outlines what we're what we're currently doing we issued an RFP last week to a number of construction managers and Architects and we sat through a meeting today we took questions from them preliminary questions and uh really just laid
112everything out about the whole process so they have to respond to the the questions laid out in the RFP we'll evaluate those responses and then pick out two finalists from the construction manager pool and the architect pool and then we'll bring them in for interviews so Sean what do you want to add to that so the interview process for the construction manager in the architectural firm will be on June 6 and we have a team of Administrators including Tom and Andy Wagner Joel will be a part of that but we would like a school board member to participate Vito what are you doing June 6th going to a meeting so so we we would perf I shouldn't say prefer we would like veto to participate because of your background in that business and so all
113in favor video say aye aye I was going to recommend it but your hand flew up so fast I didn't even need to I want to learn and and um I I think it's good to have we're not looking for more board members not not that we don't value your input but really we're looking for veto to participate obviously because of his background but also to provide that transparency you're going to watch the administrative team anybody part of that decision making process but you can testify to everyone else that that we were doing it in a fair manner does that make sense absolutely what time is that meeting Sean uh I don't think that we've set the times yet but we're going to get back to all of you guys let you know when it
114will be in we'll make sure that uh I think we all just pictures no we don't need a motion at this time okay moving on thank you budget assumptions Tom all right so we have to adopt some assumptions here and I just really want to focus on what do we think our third Friday Council are going to be next year and how much funding are we going to get whatever you choose I'll build the balance the budget for next year and so on the second page of what I provided here I have a whole bunch of assumptions and I don't think we need to get into all these I'm going to explain a couple of those when we go into debt defecence conversation here but the here and the Now is really just focusing on
115what do we think our third Friday counts are going to look like and how much money do we think we're going to get from the state via the by any old budget so I gave we we talked about three at the finance committee last month of three full-time equivalent student council of plus 50 plus zero and minus 50. I also threw in minus 100 just to help you understand what that might look like not that we anticipate that but given uh I think it's important to stay here say here given the housing market the prices are high interest rates are high the number of move-ins isn't as strong as it once was now this is a temporary economic condition there things go through Cycles all the time I wouldn't be shocked if we're in a
116temporarily this past year we lost 44 FTE I wouldn't be shocked if we found ourselves in that same boat again one more time until some of these economic conditions ease so Sean go ahead I didn't want to interrupt that I'm sorry but I at the last meeting somebody had asked maybe Carolyn you had asked the elementary principles had sent out the intent to return forms to our current families and they said that they came back very strong that there were very few families that were leaving ultimately I gave you know there's all there's 12 scenarios there between uh plus 200 plus 275 and plus 350. and then the four scenarios there on student growth are decline there so let's pick something that doesn't give us a whole bunch of money like I don't want to
117say hey we're going to grow by 200 kids and they're going to get 5 000 extra dollars on each kid that's not realistic right so I think we should just pick something here as a group alternatively if you all just emailed me your your choices I take the average of it um but what I would ultimately recommend at this time is that we're going let's go with a declining enrollment for this coming year of minus 50 and say that's kind of the worst case scenario and then we'll add 275 dollars per pupil I think low Revenue school districts will do better than that in the state biennial budget process so I think let's just kind of put a low Watermark out there build a budget that way if better things happen we'll we'll figure out
118what to do at that time I like that I'm good with that too yes what is a rumor mill at the state biannual budget discussions we don't hang out the people who write that don't hang out where I hang out Craig so I don't really know Nick's coming to the next meeting yeah I'm sorry what Nick readinger is coming to the next yes yes he is and he said that we gave him a tour of MHS a couple of weeks ago it had a really good tour with him I I'll let him say he was impressed with the facilities and the programs but he did say that he'd like to come to the full board meeting and he would give us a budget update as far as the rumors I think that um what we're
119hearing is better than in past years I think that the legislature one is in a better position to to fund schools but not just schools municipalities a lot of discussion right now about how much money should be going to the county and to cities and Villages and they're talking definitely more than what's been going on in the or what's been given in the past so we're feeling pretty good right now okay awesome thanks so I guess does somebody want to make a a recommendation make a motion to recommend to the full school board that we assume a budget with minus 50 FTE and plus 275 funding sure I'd like an information that we move forward with a uh third Friday FTE of minus 50 and per people funding of 275 a second any more discussion
120I'm sorry who had that second Jake elegant though yeah all right I guess we're good all in all in favor say aye aye opposed motion passed carried whatever Greg do you mind if we go to the additional bus cameras next then we'll come back to the presentation I do mind would you put I'd like to make a motion we go right to those camera bus cameras thanks for your understanding all right so last year in the summertime we installed cameras on 18 buses we heard from dallasman transport about the effectiveness of the cameras when this for the school board members who who weren't here at the meeting in February when they visited us we were at Eagleville uh when the bus camera comes to a stop um there's a camera that's on the stop arm
121that extends and it begins to record so in the event of an illegal passing we can get a still frame picture of the um license plate and there's also four cameras on the interior so you can see pretty much the entire top-down view of the bus so if there's an incident on the bus with the kiddos we can see it and that has been helpful um it's unanimous from our principals how helpful that has been so we still have 20 cameras that are not uh excuse me 20 buses that don't have cameras um when we heard from Dousman in February there were 80 illegal passings that they were able to record capture turned to the police and when I spoke with them a couple weeks ago that was up to 105. so we don't have
122this purchase in our budget but we do have ample fund balance to do things like this so if this is something you feel strongly about I think it's your safety it's a absolute safety thing when people are flying around the buses with kids staying there I would agree I will make a motion that we move this to the full board for approval I would second discussion being on the back of the bus that says you look when you're in the changing room and it's like don't shoplift you're going to get a bracelet like there's a camera yeah like we're gonna we're gonna get you like in a changing room you need a sticker yeah is there there's not a legality hey about having it on there without a sticker we can ask Dousman we couldn't
123buy the magnets and just so you mean so the people know that they're being filmed don't pass up passing buses as a felony don't something that says it really big because I'm sure there's kind of things one of these people that may not even know it's illegal I think it's worth looking at if it's re if it's required it might be helpful even if it's not required just to make people think because I was in Muskego last week where I was shocked little kids were being dropped off at a daycare the bus was in front of a daycare and four cars whipped around that bus and I also noticed the arm didn't go out and I was sitting there going I wonder if there's a camera anywhere on that bus so um anything to keep
124our kids safe yeah I'm willing to I'll put the magnets on myself if we need Crosby I just want to know if the reportings are actually leading to tickets or convictions do we know yeah they are they are excellent okay yeah you know oh I just put a sign says smiling or being recorded on the back of the bus that's all it takes um any other discussion all in favor say aye aye opposed motion carry all right so then last thing that I want to talk to you about is going to be the prepayment of debt now in the event that Sean show up to the last meeting in June I I I got them here now so guys we're gonna go on a tertiary presentation here Sean I'm dedicating this one to you big
125fella all right Okay so all kidding aside here I'm gonna walk through how the rest of the school year is going to play out from a budgetary perspective what we spend this year we get reimbursed through Equalization Aid so a percentage of the expenses we make now we get back next year through General Aid or Equalization Aid those two terms are interchangeable so state aid and property taxes are inversely related if state aid goes up then taxes come down if state aid goes down then taxes go up so the biennial budget will affect that how Equalization Aid is going to work it's going to equalize property values throughout the state so you have a couple hypothetical school districts there with on the far left hand side there's two hundred thousand dollars of property value available
126for each student in that district and then on the far right hand side you have a district with two million dollars of property value per student in that District so clearly you have a school school districts with greatly differing values of wealth that's available to pay taxes in that Community Equalization Aid so that's the tax base so not let students be at a disadvantage for not having a large tax base Equalization is going to ultimately create a formula that says hey we're going to make sure that there's equal property values in a formula that they use to distribute the general Aid fund so 5.2 billion dollars gets distributed to all 422 school districts and it's going to go out according to this formula okay the intent of the formula is to not penalize a kid
127who's at a a property poor District versus a kid who happens to be born and lives in a property wealthy District so you got your property tax base then Equalization age is going to fill in the rest so Aid again is inversely related as property values go up then your Equalization 8 is going to go down if your property values are down then your general Aid or Equalization a will go up so our shared costs what we'll call shared costs these are the costs that state governments will share with us they they don't share all costs but they recognize most as shared costs and what we spend this fiscal year will become aid for us next year so just gonna these two values the shared cost per member an equalized value per member let's just
128remember these as we go forward here so for this purpose we have 4 833 members in our district all right if we diffuse 6 million dollars of debt right now tonight or you know this month here before the school year ends we're going to add six million dollars to our shared costs so we have 58.3 million dollars of shared cost that works out to about twelve thousand dollars of shared costs per member for equalized Value we have 4.7 billion dollars of property wealth in this District so we have an average value of nine hundred eighty four thousand dollars of property taxable property value for each kid that attends schools in our district all right so how this formula works but if you think about it if there's one if you and your four neighbors Craig
129you add up your house values and if it equals that's um if it equals that 984 000 you know there's four or five houses available for tax purposes for every one student right all right so this formula I'm gonna whip through this quickly unless Sean wants me to slow down and enjoys himself a little bit more one last time so we have three levels of Aid there's three percentages so X Y and Z is what I'll call them every school district has different amounts and these are predicated upon how much property wealth is available so the first thousand dollars so that bottom tier the first thousand dollars of costs state government says there's going to be a 1.93 million dollars of property value for every student in every District we have 984 000 so of
130that 1.9 million dollar amount we have 51 of what the state government says we should have and we're missing 49 so what state government is going to do of that first thousand dollars of cost for each student they're going to pay 49 percent same thing happens at the secondary level state government so this is for costs between and I'll get to this in just a second for cost between 1 000 and 10 940 I am making assumptions if you go back to those budget assumptions we made and there's a laundry list of things that ten thousand nine hundred forty dollars is what's known as the uh the secondary cost ceiling I'll come back to that in just a second but the state government that number that I'm setting right there 1.981 million dollars state government
131is going to set that number in the biennial budget so that whatever pot of money they make available all the dollars get expended in the pot empties okay so I'm making an assumption here based on a number of different things here and this is kind of like my thing I do like to do is the sickness I suppose but I like to game on getting as close as possible how much Equalization Aid are we going to get and typically we can get close to it so I'm assuming there's they're going to set this number to 1.981 million that's our property value per member in our district so we have 49.7 percent of this value so state government will kick in the other 50.3 percent so going back on a per student basis we get 49
132of the primary level 50 point three percent of the secondary level so the tertiary areas where I want you guys to focus on as we go this third level okay so I'm going to say as as we go through this every school district is either positively or negatively aided at the tertiary level okay so state government this value here is going to be the average Statewide value of property wealth throughout the entire state of Wisconsin I'm gonna if property values have gone up pretty considerably here uh that number is gonna it's it's a that number is easy to predict um we're going to put that at 860 000 that's the average amount of property while throughout the entire state of Wisconsin uh on a per student basis so we have more than the prescribed amount
133there at the tertiary level we're 14.4 percent higher than what state government's saying so we have more than they're saying so actually we get negatively aided at the tertiary level so at that tertiary level we kind of get this negative um if you spend too much or you know your property values are a certain amount it actually will eat back into what secondary Aid was provided to you so there's in a sense there's I don't want to say it's a penalty but the system is designed in a certain way where there's not always an incentive to spend a a lot or if you have one-time projects you just have to be mindful of what the impact of that is going to be if you if you were to spend a lot of fund balance in
134a particular year that's going to shrink your Aid so you just have to be cognizant of that so for every one dollar in tertiary spending our our tax it costs approximately a dollar fourteen in property taxes some districts have you know are negatively aided at 50 or 200 percent like very very wealthy districts and uh property value per student basis 14 isn't uh because we're not we're 14.4 percent higher in property values in this District compared to the average school district okay all right so just walking through this here very quickly as I wrap this up here at the primary ceiling all right that thousand dollars the first thousand dollars we get 49 of those costs back multiply that by our 48 133 students and that's 2.368 million dollars of eight at the primary level
135at that secondary cost ceiling I'm putting that at 10 940 that represents the 90 value of Statewide shared cost we get 50.3 of those costs back so that's 24.1 million dollars of aid our shared costs if we defeat 6 million dollars of debt we'll go to 12 000 and change so for those additional costs there we actually put 786 000 of Aid back into the pot when we do this now if we defeat six million dollars of debt and save the 1.2 million dollars of future interest costs that would be a net win you're putting 800 000 back into the pot but you're also shaving off 1.2 million dollars of future interest costs okay so the total Aid here in this scenario if we defeased six million dollars of debt is 25.7 million dollars so
136these assumptions very quickly the secondary cost ceiling that ten thousand nine hundred and forty dollar value were positive secondary Aid turns off in negative tertiary a turns on I'm basically looking to what was that ceiling last year and increasing that by one percent assuming Statewide spending goes up about one percent from last year to this year the secondary guarantee this that amount that state government ultimately puts into the pot last school year is 5.2 billion this school year it's 5.4 billion that percent we get at the secondary level depends on how much are they going to put into this biennial budget if they put 5.6 or 5.8 billion in there we're going to get a much greater amount of aid from the government our shared costs I'm assuming that we make a six million dollar
137defeasants here with this math here uh so that's this assumes we spend our budget as proposed and we defeat six million dollars in debt this month so total Equalization a 25.7 million dollars all right I'm going to give you a that's a little bit of a decrease from last year so I'm going to give you a secondary scenario and I'm going to recommend this one to you and I'll give you reasons why if we diffused 1.5 million dollars right now we're going to drop our SEC or that 53.8 million was much higher in the previous example it was about 58 million so we're going to reduce from six million dollars of prepayment down to 1.5 million you'll see our shared costs per member goes down to 11 141. so when we go through the same
138math not the changes there nothing changes there but we shrink that negative tertiary a down from 786 000 and the negative to negative 140. so the total Aid here is 26.6 million remember if Aid goes up then taxes can go down so we just pushed eight up there if we if we do a smaller amount of debt repayment so just walking through this math this is I only have one more slide here so hang with me guys if we prepay 6 million I'm assuming and we just uh we just adopted uh budget assumptions of 275 dollars per student and minus 50 on the FTE our pot of operating Revenue that defines 85 percent of our dollars is 49.3 million and that six million dollar prepayments scenario I set our Equalization a would be 25.7 million
139so the remaining 23.5 million would be at the operating tax levy when we get to the final tax levy here we have we add our operating tax levy we had a referendum tax levy our school resource officer tax levy and we get to 30.793 million dollars that number is 0.2 percent less this uh next this coming tax levy is going to shrink compared to last year's by 0.2 percent that's been our long-term stride to really stabilize what property tax what property taxes look like to our residents if we prepaid 1.5 million are we still have the same Revenue limit but Equalization 8 is higher and therefore the operating tax levy becomes lower you can see from the scenario on the left to the one on the right we go from 23.5 million of an operating
140tax levy down to 22.9 we start with that 22.9 million operating tax levy we can increase the referendum Levy to 7.9 million at our school resource officers and we still get to the same outcome when we do it this way we're still reducing taxes by two percent so I'm going to say that I recommend we prepay 1.5 million at this time what this is going to do is reduce our debt schedule by one year we'll increase the referendum tax levy by 650 000 while still reducing overall taxes if there's an April 2024 referendum that's a possibility in your mind this move here will position the district to build from a larger referendum tax levy this fall as we work forward so the funds that we currently have to prepay we could prepay up to seven
141million dollars right now what we would do with those funds is that if you take a look at the screen there those three small bullet points we have existing referendum debt that's approximately two percent if they're the the community votes and the people speak and they want to do a project we would take out uh debts in the range of 5.5 to 5.75 percent with we would have approximately 10 million dollars next April where if if we did a referendum we could take that 10 million and dedicate it towards the new debt because when you have to pay down low interest debt or high interest debt what do you do pay off high interest debt in the event that we don't go to referendum or it fails we take that 10 million we have and
142we do 10 million dollars next year there will be a negative tertiary eight impact at that time it'll be completely offset and then some by the interest costs waiting so I'm recommending to the board right here to we should move forward with prepaying 1.5 million dollars of debt I think it's the best thing for everybody and we if ultimately we don't do a project or it doesn't pass then we will do the seasons next year do you have a motion I'd like to make a motion that we move forward with the 1.5 million dollars of debt prepayment to the full board meeting for the tertiary defeats correct I had to say it or the tertiary defeasants for the new board members in the room Craig always has to say tertiary at least three times I
143said a fiduciary for the first three years you see that do we have a second I'll second any more discussion uh you are going to talk about this Wednesday night at the next listening session at the high school correct not this particular subject well kind of this this General this is a part of the conversation yes can you use that tertiary reasonable stuff they got to come to the money I mean to get this okay you know look at it any discussion all in favor say aye aye opposed motion carries share emotion that was a chance I think that's right yeah we're ready for the make a motion that we move into the executive session second motion uh any discussion on that all in favor say aye oh I'm sorry Sherry roll call please Crosby
144Erica yes Jake yes Gail excuse veto yes Caroline yes Carolyn sorry Craig here here yes okay