Board of Education Meeting 9/8/2025

001call this board meeting to order for the PWA school district date of September 8th, 2025. I will start with the roll call. Larry >> here. >> Matt >> here. >> Ashley >> here. >> Stacy >> here. >> Travis >> here. >> Thank you. Was the meeting properly noticed? >> The meeting was properly noticed. >> And can I get a motion to adopt the agenda as presented? >> So moved. >> Second. >> All in favor? >> I. >> Thank you. Now we'll stand and do the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Well, our first order of business tonight is we have a new

002student board representative and um we're going to swear in Mora Peterson tonight. So, I'm gonna let Matt take over. >> You get to be front and center there, Mora. >> Yep. I am Peterson to have been duly selected to serve as a student representative to the board of education public school districts and values duties and responsibilities. policy representative ability. >> I'm Laura Peterson who have been duly selected to serve as a student representative to the board of education of the PW public school district. Swear that I will represent the interest of all students, support the mission, vision, and values of PWI school board and will faithfully discharge the duties and responsibilities as defined in board of education policy 5700. 6 board student representative to the best of my ability. >> Congratulations. >> Awesome. Congratulations. Can

003I just ask quick um what um motivated you to want to be a part of the board as a student rep? >> At the time, I was involved with the openers of the school. to know everyone. >> That's awesome. We're so glad to have you. Thank you. >> All right. Next, tonight we have the booster club organization here and we're going to get a recap on this past school year. >> Hi, Ma. >> Hi, everyone. >> Hi. Um, for those that don't know me, Ma Westerman. I've been I think this is my lucky number seventh year um as president, but also my final because I have a graduating senior. So, you won't see me next year probably. Um, >> you might hear from Jeff. >> So, this is our uh we do a fiscal year.

004This is our fundraising for this most recent fiscal year. Um, as you can see, concessions just absolutely tends to be our top um, fundraiser. And being in the classic 8 football conference, I feel like that really helped us. We football is always really good for us. We brought in like a ton more revenue that way. We switched to um, including credit card machines as well, which I feel like brought in quite a bit more revenue for us uh, over the past couple years. And then grants. Um, this is always just such a great number that we were able to give back over $100,000 in grants back to the school. Um, this includes both discretionary grants and then the concessions grants. And then some of our more notable grants, um, the rocket signage that is right

005outside, I feel like it's well concession stand, but kind of right over on that wall. I don't know if anybody's seen it yet or if it's up and running yet, but that was kind of a big exciting um, contribution this year. And then always lots of travel for any of our state teams that are making it further along. And then the huddle subscription which we've been donating to annually. Um that includes the camera and all the streaming package and all that good stuff. Contributed to some volleyball nets and then robotics. Those are just some of our our bigger grants. And then other giving. We also do four $750 scholarships each year. We do a teacher appreciation lunch. and we finally redesigned the grad sign. That had been many, many years. So, that was exciting. Each

006graduating senior gets a free um yard sign. And then these are our scholarship winners. We had around 20 applications this past year, which tends to be pretty average, pretty competitive. And then just closing out with just a few highlights. Um again, our teacher appreciation lunch that we do. We had a really nice community event at Stenny's last fall and we're gonna be doing that again this year and honoring Jeff. So, um we'll be getting a date out that'll be in November. So, watch for that. And then we did a flag year for our membership and we always um partner with the PTO on a Bucks ticket promotion that goes really well. Awesome. So, any questions for me? Well, I want to say thank you for all that the booster club does for the district. And

007I'm just curious if there's specific projects or things that you're looking to fund this year. >> Um, we don't have anything specific that we're fundraising for this year. I think in the past we had fundraised towards the weight room, so we did, you know, purchase equipment and things like that. Um, but just really keep the momentum going, be able to continue to support all the athletics and activities that we can. So, Thank you, Ma. Seven years is a lot. >> That's a long run, Madam President. >> Thank you. >> Yep. Thanks, Ma. >> Next, we have salutes and recognitions. And I'm going to start out. Um, this last Friday because Mike was out of town, I had the really neat privilege of riding along with the four carers on the bus and I rode Sherry's

008bus and I I just really want to give a shout out. This woman, um, she's just the epitome of an amazing bus driver. She knows her kids, she knows her families. Um, she's so personable. Safety is number one. She even has her bus set up with little signs where each child gets to sit and she takes into consideration their friends, their age. She's amazing. And so I just wanted to give a shout out to her, but also all of our other bus drivers that I know work so hard to keep our kids safe. And thanks Sherry for all you do. Anyone else? Admin Any salutes? >> I have one. >> Go ahead. >> Um, I'd like to salute Melinda Larson Horn. Um, as I've shared with the board, we have transitioned from a five-year curriculum

009renewal process to a six-year process. And there's a lot of organization that is involved in kind of setting that process up. Uh, the old process was good, but it just needed some updating and some more detail included. And Melinda has a very she's gifted when it comes to attention to detail. So, she has redesigned all of the forms and all the associated documents that go with the uh curriculum renewal process. So, I just want to go salute Melinda because that is above and beyond her normal role as an instructional coach. I just want to thank you, Brent, for filling in for me, picking up the slack on the 4K bus route. So, thanks for um uh picking that up with me being uh out of town. Um a nod to John Gan for everything he

010does working with go right way to um get our bus routes in order. Um we had a notable earlier release today from campus. So it's always a little bit of a you know the first a few days especially the elementary routes it's probably 10 15 minutes late that they're pulling just making sure everything's right. And I think we were only about five minutes late from kind of what we're shooting for. Normally we shoot for about a 345 and I think it was about 350 today but they were rolling so already it's moving more efficiently. Um and uh with Jeff here I'd give him a nod for all the fall sports getting off to a good start. Um so so there's just a couple people I'd recognize. >> All right. Um if that's all for salute.

011Tammy, do we have any citizen comments? >> All right. Thank you. Next, the consent agenda. Um that includes the meeting um minutes from previous meetings on August 18th. Um and also business affairs, a course correspondence that was um included in your packet, and gifts. I do have to mention that Milwaukee Tool um donated $15,000 worth of tools for our new edition. I just I just think Milwaukee Tools is an amazing company. They always do so much for others in the community and what a gracious, incredible gift um to our high school to help our kids who are starting out new in this new CTE space. So, thank you Milwaukee Tool. So, if I could get a motion to accept the consent agenda. >> So, moved. >> Second. All in favor? >> I >> Thank you.

012Now I'll ask Stacy if she'll speak to the business affairs committee tonight. >> Yep. So we had our meeting. Uh we went through uh the normal check registers financial report. Um we are sitting of course at a very low uh number as far as revenues collected. We're only at 0.57% of budget. Our expenses are about 7.6%. Um the notable thing that happened was the property taxes which were receivable. So, it's not counted as revenue, but the property taxes of 7.5 million came in um in the month of August. And John tends to try to give us a feel for how uh the self-insured insurance is running. And we are running a little high. Uh there were five Fridays in August, so that increases it and just expenses are running high. Um but we appreciate the

013work he and his team do to manage that um program. So, um, not nothing to be alarmed about, but it did run a little high for August, relatively speaking. Um, do you want to talk about the other two? >> Sure. Uh, the other two items we we addressed at the committee level is our calendar. So the business affairs committee um all the areas that are non-instructional in the district including food service, transportation, budgeting, auditing, accounting, all of those other all those aspects are addressed at one meeting or multiple meetings throughout the year where we do a presentation and get a little bit more in depth on the performance in each of those areas. So tonight was to review the calendar of the sequence of those reviews that'll be happening through the year and get the

014committee approval um and address any issues that they might want to also see at the committee level above and beyond that. And then uh we do throughout the facility master planning projects we'll do a little uh more in-depth look at the uh progress on the projects both from a financial and from a timing standpoint as to where we stand on the completion. uh at the committee level we reviewed that tonight at the board level. We come back to the full board quarterly essentially and give a report on the progress of those projects. So we'll look at that some more later in the in the regular meeting. >> Does anyone have any questions for Stacy? >> Motion to accept the business affairs report. >> Second. >> All in favor? >> I. >> Thank you. next policy

015committee. Um we have a couple of versions on that first policy. I'm going to let um Ashley speak to it, but I would like us to vote tonight on one of those policies to move forward. And when we get to that point, I'm asking that we could um I'll bring up both policies and if you could vote by raised hand for whichever policy you are in favor of. And with that, I'll turn it over to So, we have the the band and the restricted communication device, personal communication device policies that are up. Um, which that one I think I don't know if we want to start with discussion on that. >> Maybe if you want to go through the others and then we'll come back. >> Okay. So then besides those two we have the

016policy number 5200.01 student retention and acceleration 3500.01 fixed charges insurance 5100.03 full-time student 5100.05 assignment of students to classes and 5500.09 free and reduced price lunch services. Anybody have any questions or concerns about any of those policies? So then with that, we'll move on to the personal communication device policy, restricted versus banned. I think we kind of wanted to see what everybody's thoughts were, questions that people had about one versus the other. I can start. I think this isn't a surprise because I kind of spoke to this at one of our previous meetings. Um, I am in favor of banning the use of personal communication devices on our campus. Um, I think that the restricted use, I just think that I don't want to get into an area where there's gray and there's interpretation. And

017I think that like I said the last time I spoke on this, I want to be the adult in the room that makes a hard decision for the best of our students and children. Um, and I know it may not be popular with the entire student population especially, but even some of the parents, but I truly believe that this policy um could be a difference maker in their lives. And um I'm willing to, you know, talk to the community about it if they have feedback that could be challenging. I will I will take that. Um but I really think that we need to make the hard choice right here and do the hard thing. >> Thanks, Stacy. I want to add to that and say I agree with you. I think um whenever you get

018into a gray area versus just black and white and you allow too many exceptions, I think that's where we get into that area where maybe things could fail. And we don't want this to fail because we truly believe this is what our students need to better their education. Um, at one point in I think both of these it talks about an exception um and it lists the various people that can make those decisions. I firmly believe it should be administration um that makes those decisions. Um I think it's really hard to ask our teachers to make those decisions. Um, and personally, if there's an exception made, then that's where things can fail, right? Failure can take one person, one person who is well-meaning thinking they could make an exception, but next thing you know, you've

019got students bickering with each other because, hey, my buddy goes to this class and their teacher allowed him to do this and I don't have that teacher, but none of mine allow for that exception. And I I just think maybe let's just avoid that and just just keep it black and white. The the less exceptions we have, I think the better off we are. >> On that note, I I think I've also been on record many times talking about the support I have for the teachers in our in our district. Um, and I support them and I I don't want to overregulate them, but on the same hand, I think that if we just ban it, it removes the issue of them deciding which way, you know, the black and the gray and and and

020things like that. um as far as within their classroom. And I just I'm hoping that they can see that that's my goal is to take that off their plate, that it's not something that they have to to respond to the students of. It's us like this is where we're setting the policy. And if there are people in our community that are unhappy, it's should be with us and not with the teachers and not with the administrators. >> I I fully agree. I had said to Larry earlier today that um you know some of these kids maybe their situation is such that their one trusted adult is one of those teachers in the high school and if we turn them into phone police maybe that changes the relationship between teachers and students and so I'm with

021Stacy. Um I trust and appreciate our teachers. I don't want to put them in a place that makes it difficult for them. So, I'd rather have us be the hard nose and along with administration and um not put that burden on to them. >> I mean, I think in conjunction with everything that you guys have said, I I look at it from a mental health perspective and I mean, there's going to be pros and cons for either either way that we go. Um, but I look at it in a sense of if we're encouraging and fostering kids to have to communicate with each other instead of sitting on a screen when they're in between classes. I feel like that's going to be just a much better environment. And I don't know if you guys want

022to chime in on any of this stuff, too, because I think it would be great to have your perspective as students just in regards to what you guys see. I mean, in the lunchroom, is their phones right now. Are people mostly on their phones when they're when it's lunchtime versus like talking to each other? >> Yeah. I mean, honestly, like I've heard nothing good about it, but that's expected. I mean, it's kids on their phones. I mean, it wasn't that much of an adjustment for me personally because I never really really went on my phone anyways and most of the teachers I had were the teachers that wouldn't let you have your phones out. But I know that there was some concern, especially with like registering for test and stuff because when you sign up

023for a classroom, you have to use your personal email. And then it became a question of like what if the teacher thinks I'm on my phone, but I'm really just looking at the email. And then there was just a couple of little things like registering for classes and stuff like that that made it difficult. But overall, I mean, in the lunchrooms, kids have always been on their phones. I mean, now it's not really that much of a difference. It's just kind of the same amount. But I will say like the lunchroom is a place where I do see kids interacting as well though. It's not like they're all just kind of hunched over their phone. So in my opinion, I think the way that they're restricted now students like they acknowledge that lunch time is

024their like break time that they can go and check their phone. Like I have multiple sports going on right now. So a lot of my coaches will get through sports. That's usually at the time I'll see the sports or stuff like that. Like I'm not just scrolling on my phone. I check it and then there's always people talking to friends. I'll still check my phone maybe, but I'll still talk to my friends during lunch. I don't think being on the phone during what they assume are break time taking away from communicating and talking to others. >> I have a question. So, back to the two of you. So, let's say um the policy was put in place to ban I'm going to use the word exception and I just spoke out against it but what

025if the exception were made that phones could be used during lunch hour my concern about that is that okay yes you're giving kids whose parents might be communicating maybe an employer a coach but my concern is if we allowed with the ban for phones to be used just during lunch hour. Will we have an issue with students wanting to get off their phones at the end of lunch hour and go back to a banned existence till the end of the school day? I >> think that's definitely a valid concern. I do see that being an issue. Um just since kids like they see that as their break, so they're going to take advantage of it and then when they finally have it, they don't want to give it back up. Um, so I would agree

026and I think like if it's banned the whole day and they're going and answering their parents and talking to their employers and stuff, like I do see it being an issue of like maybe they're super busy by the time lunch is over, juggling all that and then not actually interacting with the kids around them, which I mean now, yes, they're on their phone sometimes, but I would agree like they're still interacting, which I think is the but if you were to just make it at lunch, then I don't think that there would be really any Yeah. Yeah. Because they'd see it as like their only time. >> I appreciate the ease of contact through the phone with coaches and and and bosses and stuff, but I want to remind you that you have an email

027and it can be used. Um, so I don't give much weight. I'm sorry to tell you, but I don't give much weight to that argument because I think again the the cost of these devices to so much of your development and your emotional well-being does not it it outweighs the ability to have immediate contact with a parent, coach or boss. The the email should suffice. I mean I agree I agree with you Stacy. I think that you know if are there other options for ways that you can communicate if it's outside of email or are these things that coaches need to get to you in the middle of the school day versus can you wait till the end of the school day to to have that contact or get that information. >> I hope you

028two don't feel attacked. We appreciate you. >> I appreciate your opinion. >> We want your feedback. >> We do want your feedback. >> I'm not playing a sport right now, so I feel like I'm not really the correct person to answer that question. Um but >> and honestly, if you look at your Chromebooks. I I think that we would say there's a lot of things you could do with your Chromebooks, like send email, text messages back and forth. So, communication with others isn't completely cut off, whether it be friends at school or parents or whoever. So, I think the options are still there. We're just taking away that device that isn't simply a Chromebook. It It's bringing so much more into the classroom besides education. >> So, I probably have a different point of view

029on this, Stacy, just so you know that as we worked and I looked at it in terms of what's out there and I'm fully aware of all of the potential uh issues regarding the use of the not the device so much itself, but it's the social media associated with that and the bullying that goes along with those kinds of things. But if we think about it in terms of a communication, a phone or a text messaging capability, uh, does that offer us something in terms of being able to allow our students to be able to have that kind of interaction? And I think that's where I kind of been torn because if we totally ban it, that means that they would have no access to anything other than their Gmail account, which is okay, fine.

030Email is one thing, but there's a convenience factor to being able to use text messaging capabilities out there. And when I think about that in terms of text messaging, a lot of our students do have multiple activities that they're involved in with the size of our our building here and they're not going to necessarily run into their friends or somebody that they need to meet up with to work on a project. They can do that much easier ving uh via a text message, if you will. And yes, indeed, email would work, but okay, it may or may not be the most convenient. The other thing is too is that we also have students that work. And so, okay, we'd be expecting somebody in their work or employment uh to be able to access their school

031Gmail account and or personal email account, but you can't get to your personal email account on your school computer, right? So, that's not available to them. So, they'd have to use their uh school account if there's employment situations or if again family members need to try to have coordinate logistics of picking up kids or appointments or those kinds of things. So I mean I want to kind of give some latitude if you will to allow the students to be able to have access to it at the high school level uh to be able to be able to do what's there. The other thing which I've tried to get a really good handle on it and uh Mr. Sniff is in the audience tonight as well as Mike in terms of what's there. There are classes

032where we actually have them using their cell phone devices if you will or smartphone devices. So there's one called social media and marketing. They also maybe sometimes do video things or if they're doing something in terms of with the art classes in terms of with those components of it. I found out today that there may be fied classes where they're recording and documenting and logging uh their physical activity kinds of things that are going on in terms of the fed classes. So if we have classes where they're expected to use their cell phones, I mean can we totally ban it here at the high school versus allowing the kids some degree of access to it to be able to do some of those things that are there? I don't know the differences in terms of

033the passing time versus the lunch time. I mean, if we restrict the time and I don't know how many I mean, we don't have that many minutes between uh classes that they're doing a lot of texting and phoning, if you will, during in between classes, if you will. So that was a a kind of my other component of it. Um is that there's work things that there's schedule things in terms of their lives and family lives that are there that may be different especially if they're uh providing any kind of transportation uh to their siblings that might be involved if they have vehicles or driving uh components with that. So I'm more in favor of obviously using the restricted. I have no problems whatsoever with the PLLE Horizon and ASA having limited totally limited access,

034you know, from bell to bell, if you will. But the high school kids, I have a little bit of a feeling that I think that they're if we take it away totally, that might be a real challenge. And as I look around the room, I see Matt, I see Ashley, I see Bren, I see see folks down there. You all have your cell phones on your desktop. If we do that, that goes away, you know? I mean, it's like, okay, if we're going to be role models for it, are you going to put your cell phones in your backpacks or your pockets? Are you going to keep them on the table here tonight? Because that's what we're asking these students. And notice they don't have their cell phones on their desktop. And neither do I.

035You know, I don't need to use it. I don't need to pull it out. I can do things after the meeting. Okay, fine. But I think that's the mixed messages we might be sending here in terms of what is it we expect our kids to do in the classroom versus what we do ourselves. And again, we can all control and regulate how many times we check our voicemails, check our emails, check our whatever text messages. And I think that our kids are capable of doing that on their own. And if we've had issues this week, I think you said what 25 so far last week that were potential cell phone uh smartphones were >> confiscated. Well, taken from the students and put in the office and then they added so it's like their was that

036their first violation or multiple violations but >> all I believe first violations >> it could be self-regulated but >> Larry I think though that we've been doing that for many years now and if you remember I remember Liz Cassie giving us a nursing report and we were talking about the increase in mental health issues that we're seeing and we said what do you think what could we do and she said get the cell phones out of their hands during the day. That stuck by me for so long, Larry. They are at a different point in their development than the seven of us sitting here. And I I don't see that as being an argument. I don't let my 16-year-old drink alcohol, but I drink alcohol. >> When your children were here, how did you communicate

037with them if you had to pick them up early? There's ways to do that. You can make a phone call. we have the the Gmail. So, I don't see, like I said, the cost benefit to me is nowhere near worth it what we're seeing happening to our children in this world today. And I I I brought this up too. I think when cell phones kind of first came into being, the the rationale was, well, they need to learn how to live with them. They need to learn how to self-regulate. We have failed at that. They don't know how to self-regulate. Again, my apologies. I'm not trying to be insulting, but we as the adults in the room, I think, need to make the hard decision. And as I've shared with all of you, I spoke

038to a teacher that did this in their school. And it was not a problem. Jobs weren't lost. Parents weren't able, you know, it's parents were able to communicate with their children when they had to. in in fact um in talking with the superintendent and the the board president from Mcuano who instituted this um they they were both willing to say, "Hey, the first couple weeks were a little rough because let's face it, we're all a bit addicted to our cell phones." But once they got through those first two weeks, they said everyone was just willing to accept that these weren't accepted on and out during the school day. And they've seen positive changes in test scores, relationships between students, behavioral issues. So, um I I think we're in the right in doing this and and

039we're not doing it to be mo mean to students. We're doing it because as your board members, we're here to make sure you get the very best education and this decision is part of that >> other than I don't think we necessarily address the issue though. I mean, do we allow students to use it for their social media classes? Do we allow it to have them do videos in terms of things like that? Do we allow them to use for their fed classes? >> But that is addressed in the policy. It says that there are teachers who can ask we If the policy says that administration has to approve, then those would be things that would be exceptions to, you know, there needs to be reason why are we allowing this to be in the

040classroom. And I would hope that it would be highly considered important that it's I I think that they're it should be very seriously considered when they're making that decision of whether they're going to approve it or not. I think there are a lot of tools at their disposal and it it may be the easiest one. You use the word easy a lot. I get it. It's the easiest one, but again, I'm going to argue that the cost way outweighs the benefits. I don't know if I They had access to the Ghat, which is part of the system, but that has now gone away in terms of the G-Chat is no longer available to them. So, if we don't allow them to have it in passing and or lunch, so do we essentially just fill up

041the bathrooms in terms of everybody who wants to check their cell phone or check their messages or text, they're just going to go into the restrooms and fill those up and that's where they'll fill all of their cell phone use. I mean, kids are going to come up with ways to work around this. I mean, trust me, it's not going to be maybe obvious, but there's h places they can hide in this building where they can check their cell phones and they're going to likely use them because they need it. I mean, they use it again for multiple reasons in terms of work, family, whatever to access text messages, which they're going to get throughout the day. So, to try to limit those for that from before school starts until school ends, that's a long

042time. So, >> but I think the understanding is that this is like their job, right? Like if I sat at my job and I had my phone in front of me, I would probably not have a job. So, I I look at this as yes, is my cell phone out? Yes, I'm an adult and I can make that choice. For my children, I make that choice for my children. My children don't have phones because that's my choice for them at this point in their life. I think that I look at how many adults that I see that have problems with being addicted to their phones that are constantly on their phones. And how are we setting these kids up for success if we're letting them have these devices throughout the school day? And I I

043mean, granted, whatever goes on outside of school is not part of the decision of what's being made here. But I think as a board, it's our job to make those tough choices. And in my opinion, I see this again as a as a mental health professional coming from a mental health perspective, I see this as being a positive thing for kids. I think there's other things that potentially we could talk about to just help foster that ability to socialize and have other alternatives for things to do besides the phone. But that's just my my opinion is I see it as being the the good outweighs more of the cons. Are otheri are there other devices out there though that would be if they're not a smartphone cell phone kind of thing? Are there other devices

044that are available or accessible for kids to use or not? >> For what purpose? >> What do you mean? >> To do again simple phone calls and a simple test. >> But why do they need to do that during the school day? The focus should be on school, >> right? The the focus should be school. >> Well, I understand that. But life goes on. There's like lots of things that happen in the course of a six, seven, eight hour day that again people are reaching out trying to contact them again whether it's employers or parents or somebody wanting to reach them and contact them. >> And right now we don't have we we took away all the pay phones here in the in the building. There's no pay phones anymore. There's no place to access

045that. And I don't even know where they would be able to go in terms of office phones. There's phones being available. >> Yeah. But there's not like a bank of phones down there that they could access. Right. Larry, my nephew didn't have a cell phone. He was here for three years. He made phone calls to me. He emailed me. I I we had no problem being in contact with each other. Probably >> But you went to the office though to be able to reach on the phone. >> Guidance office. >> I I'm wondering if I could get some clarification from someone. Our Chromebooks that our students have, what are all the capabilities that our Chromebooks have? Um well uh they now have student square uh which is the student side of parent square which allows

046for um that's that's really more with staff though that's staff communication. Um they have Gmail which is something that they could use to communicate with a parent or an employer through their student account. Um they wouldn't have access to their private uh email accounts. That's primarily it. uh with Parent Square coming on board and some of the functionality there and some of the issues and concerns with Gat, we did eliminate Ghat uh this year. Um so really to Larry's question about calls, of course, um someone needs to make a phone call, they can go to the office and make a call. That's I don't think that's ever an issue. If a student needs to make a phone call home, um but that's that's really uh what you're talking about is stuff that they could access

047off their Chromebook. Are they able to like make videos, anything of along those lines using their Chromebook? >> Um, there's opportunities in other ways that they can do videos, whether it's video cameras or those things. The the phone is a very good tool uh for that. Um, you know, to give you an example, so the legitimate academic purpose, Jill's here. We, you know, one of the things and Brian, you know, was trying to navigate this and make sure he's doing things right. one of the and I totally agreed. She runs the 18 to 21 year old program. Those students part of their, you know, it's about them learning to be independent. I said, well, it makes perfect sense to me that those adult students have full access to their phones. That's part of So, that's

048an example of a waiver. If students are doing um you know, marketing through social media, that one would seem to make sense that that's that's a tool that for that class that makes that makes sense. We don't want to I mean at least this is our mindset in terms of how we approach it or how I certainly how I think about it. I wouldn't want them to have a weaker tool to do the job right and do it well because you know yes there might be something that can get you from A to B but if you go out in like a professional context if people are using smartphone technology to get that's what you want students probably engaging in. I think that's a pretty limited number of situations. um uh to where but so

049it's probably like again it's the social media marketing class the 18 to 21 year old program I don't know if the if I had a piece if that's necessary or not they have uh you know other fitness trackers that they can have I don't know if the phone is necessary that I'd have to hear more about but I do know that that's >> like a Fitbit or something you >> right so there's Fitbits there's different ways you can >> smart watches >> yeah you can track and get that kind of information so but again if for creating the latitude in the policy that um and that a teacher can just reach out to their administrator and say here's my purpose uh for why I'd like kids to have access to their their smartphone. It might

050be for a lesson or it might be for a course. Um then that allows that judgment to happen which I always think it's good. I mean, I totally agree. There's a level of black and white that's important at times and there's also a um the ability to apply some judgment that's also important. >> So, back to you said something about parent square. So, a student could send a message via parent square to a parent. >> No, they would use their >> they use their Gmail for that. >> It would be what? >> They would use their Gmail for that. >> So, there's really two sides. There's parent square and there's student square. Uh, student square is really for students to communicate more with staff and that has text message like features and those kinds of

051things for communicating with groups and with staff. Um, but there's but in terms of communicating out that would be their Gmail. >> I think taking on what Bin was talking about, is there a way for us and I know Mike I'm going to kind of pick on you a little bit with this. We really didn't get a lot of exposure to what is included with parent square or now student square. Is there a way that we could get sort of a find list of what's available on their Chromebooks, what's avail in terms of the applications that allow us to be able to communicate. Could we get a sideby-side comparison of that so that we know if whatever they have capabilities on on their smartphones is what is being replaced with the Chromebooks and Parent Square

052and Gmail and whatever is there. I mean, would that be a possibility again to address the question regarding the video and video quality on a Chromebook versus a video quality on a whoever's who's got the latest smartphone here, cell phone, iPhone, whatever. I mean, the phones are very very great in terms of >> Yeah, I mean, we can we can get you I mean, I can tell you the I mean, the basic thing is you're going to have you're going to have email through your student email. But I mean, and I understand it, Mike, but I think it would be helpful for us to have a sideby-side list before we start taking a lot of actions on this without really knowing what the capabilities are and what we are taking away from the students in

053terms of their environment here with I understand that part of it in terms of what's going on with it. But um I mean that's my only point is it's like okay for high school level students, what could we do in terms of being able to make sure that they are given classroom tools but also communication tools that might be important for them to have? >> Yeah. The only thing that would be beyond the email is what Student Square is capable of doing. And um and we can certainly give that to you. I just but real quickly as long as we're talking about it, I would say um if coaches or advisers move to Parent Square, which they're not right now, they're doing Sports U primarily uh for coaches and advisers, then anything that's done currently

054with SportsU, which is an app a lot of coaches use, or um uh social media, th those things could all be done through the student square and the parent square piece. Um, but that's something we're still deciding. We said we're going to wait a year before we make a decision on those. So, that's currently really, it would be an option, but it's currently not being used. >> Okay. But just what you said again. So, we have coaches and adviserss. They use a totally different tool. >> Typic most of them are using what's called sports U, which is >> sports what? >> Sports U. >> So, that's an app. >> It's an app on your phone >> that under the band policy they would not have access to during the school day. And I'm okay with

055that. Although sports you sports youu they can get to on their Chromebook actually email. Okay. So they will they can have >> so they actually can look at sportsu on their Chromebook. >> I'd be hardressed for anything to not be good enough that email and phone calls isn't good enough. Again, all I'm just asking in terms of can we get a a matrix of what's there, what's not there, so that we can make an informed decision because right now I'm feeling like I'm in the blind or in the dark as to what's there, what's not there, who's going to do what. And again, I would like to see the specific classes that are required in terms of using any kind of a cell phone or smartphone device so that we have that specifically laid out

056for us. um and then we can sit down and make an informed decision about the actual device usage and what's there. So >> I have another question. So the email that our students have on Chromebooks, are there employers allowed to email them on that that email account to say, "Hey, we've changed your hours tonight. We need you to report at five versus four. Would an employer be able to use that student email? Okay. So, I guess that kind of takes away the the employer issue, right? >> I mean, my take on it is you're changing behavior they're used to. So, I communicate with my kids through email. That's that's all they know. They don't have cell phones, so it's not a big deal. I'm picking you up here, you're going over here, and they get

057to to look at it. Now, it's going to be a change, right? It's going to be an hour or two later. It's not going to be an instant text they can check. But talking to parents and teachers, the goal is really removing distractions, getting more face-toface interaction, right? And I don't know if does it doesn't happen in the cafeteria, but certain, right? It's a new device that you're not on Wi-Fi at the school. You can get to anything you want. They don't have to be on Wi-Fi and they can do whatever they want from that perspective. So, I think I'm more towards the band. It's going to be uncomfortable. People aren't going to like it. It's going to be a change. But I think overall, everyone said here, it's going to have more benefit and

058negative outcomes. And again, I think we're trying to control or address a portion of a student's day, a portion of a student's life. So, as soon as before they when they get up in the morning, they can access it. When they go home, whatever social media, all of the stuff that's out there, that's going to continue once they go home, weekends, all of those things. So, how much of an impact are we really having during this particular period of time when they're actually on campus and we put restrictions on it, but bullying and everything else, social media, everything else is out there is going to continue. And then, as Mike suggested before, too. I mean, if this policy applies, does it apply to our 18 to 21 year old program? Is that an exception that

059we're going to want to encourage and have them use the cell phones because it's part of their academic program? Right. So, how many students do you have in your 18 to 21? >> Six students. >> Do they use their cell phones or smartphones all the time? >> Absolutely. That's how we check the bus schedule. That's how we find items in the grocery store. That's how they use it to communicate. That's how they build relationships with people in other school districts as we meet them. They exchange phone numbers so they can text and kind of build those new relationships. The impact here is that there's less distractions so that the kids when they're coming here, they're focused on school. That's the impact. >> And I would argue that they develop better social communication skills. >> Shaking

060your head at that. I just like to point it out. and and and you know as you said Mike um for those students they are adults so going back to that word exception again but maybe it's okay to make an exception for that small six students that are adults. Um well we've allowed for exceptions though. We've allowed for exceptions. We would I'm I would like to have it go through administration. I would prefer not to have the teachers be able to make the exceptions. We can discuss that if you have concerns about that, but I would prefer that it be centralized than each teacher being allowed to make that decision. >> I just worry if that does that open it up to 18-year-old seniors. >> You're right. >> I was thinking that, too. >> You're

061right. >> That's true. What I would say is I mean currently what the rules are that's in the handbook which I think is pretty manageable um is if there is a legitimate educational purpose and that with administrative approval basically. So 18 to 21 year old program is something that's approved because of a legitimate academic purpose. um just because you're that doesn't mean just because if you're someone else who's 18, >> right, >> that you're not in that program, right? That's a that's a very specific program. >> Yeah. It's not just because you're a senior, you're part of that specific program and you are an adult. So whether so whether it's whatever you decide to do if it's among these two options and the one kind of reflecting what's right now in place certainly would be

062my recommendation that you maintain that flexibility for um whether it be teachers and administration or administration um at you know to consider a teacher request for um those exceptions. I would encourage you to continue to include that in the policy because I I do think, you know, um, former high school principles say it all the time, we get paid to make the gray area decisions and some we have to do that. You know, there's there's there's the rule and then there's the times where the rule doesn't always make sense and if the rule doesn't make sense, having some latitude to make a different decision, I think is really helpful. Um, so that's just something I would encourage that you would continue to include in the policy. So, one other question to add on top of

063that. So, we know that there's Okay, so the 18 to 21 year old group potentially gets it. We know that potentially the students that might be um diabetic and they use the devices in terms of their blood sugar monitoring. So, that would be on the list. Are there other things that would be out there if it's in an IEP or a 504? Do we have any way of knowing the number of students that would have something built into their IEPs or 504s that would require them to use a smartphone with certain apps on it or be able to use it as a calming device or being able to use it to help them if they're dyslexic and they need uh some help reading an article or something because that's an assistive aid if you will.

064I assume that it might be built into an IEP. So are those things something again can we get any data on this because we've got about 800 students here in the high school or 850 whatever it is uh that it would be nice to know how many of those exceptions are we going to have >> what's that >> seven >> that's it for seven for >> 504s >> okay no IEPs >> not that I'm aware of I think uh I'd be curious about one particular hearing impaired I don't know whether there's a device that would be connected to a smartphone or not. >> Yeah. And Larry, just to give some context, in the seven years, I was the principal at the middle school where we did phones were not allowed. Um, in those seven years,

065whether you look at student health needs, 504s, IEPs, I could probably count on one hand in those seven years, how many students had exceptions to the the middle school ban. And Larry, the policy does allow for IEP as one of the exceptions. And I'll go back to the Mcuano teacher that I talked to. The limited number of people that had diabetes managed that very I want to use the word professionally. Maturely maybe is the better word. Very maturely. They used their phone as quickly or as as much as they needed, but just as quickly and as discreetly as needed. And then they put it away. It wasn't like they were flaunting the phone's out. I'm checking my sugar levels. They did what they needed to do and they put it away. >> Yeah. And there

066could be, you know, it's conceivable s it's going to be a really hard thing to answer, Larry, because it's going to depending on who what the needs are for the kids at that given time. So, there might be a year where no one needs something tied to some assisted technology and there could be where a handful uh might have a legitimate reason through an IEP or a 504 to have some accommodation. I don't I think the examples you've heard between with Brian and Anthony is it's not a lot. Um and again it's for whatever that purpose is. So if I have a if I need my phone for glucose monitoring that doesn't mean I get to sit on my you know Tik Tok account all day because I'm I need my I mean that wouldn't

067be part of the deal, right? It's for your glucose monitor. So um so that that piece and I think that's that's again gets back to our reason there's there's there's an important place for exceptions and I think these cover some of those >> Brian a few minutes ago I think you were going to say something yeah >> means >> what does a ban mean like what does that in practicality look like >> bellto bell can't be seen >> so they can bring them to school we just would never see them outside of when they're walking in the building >> this policy Brian would basically take what you currently have in force in school and eliminate lunch and passing times. >> But it would allow should there be some security risk that occurs, those students could

068could pull their device out um because I know that has I've had a few parents catch me at the grocery store and verbalize that. But that is one of our exceptions is if there was a security risk. >> Well, that definitely enforcing this policy would not be the priority at that time. >> But I also hope the priority at that time is the student listening to the instructions being given them by the teacher and not them texting their parents. >> Right? >> So, >> one clarifying question with the smartwatch, right, that makes a little more challenging. But is it everything anything with a screen on it? There's a lot of >> watches that aren't connected to anything. around the wrist. They're hard to see. Some do have cell. Some are tied to a phone so

069they wouldn't work. But kind of what you know that puts a little bit of onus on right teachers once again to them in the locker. >> It's a good point to as well. I mean, and that's only going to get more nuanced because the wearable technology thing, you know, it's going to continue to evolve and there's going to be so right now, um, you know, especially through eighth grade that they're not allowed to have the smartwatches or those things either. Um, uh, but you know, there's smart glasses, there's all kinds of things. So, there are devices and things. Again, it's about the engagement with with those things, I think, is ultimately what's going to trigger some enforcement. Um but right there's going to be something a year or two from now that's maybe different you

070know that in terms of a wearable technology that can always be an issue >> which is why we use the term personal communication device correct we're not just saying cell phones >> our practical approach to that because we're not going to inspect everybody's watch could be a regular watch could be smart watch but you know if I'm checking the time that's pretty obvious doing that now I'm interacting with it so at that point we have already confiscated some smart watches and that's and that's the it's all the same level. So whether it's a phone, smartwatch or earbuds that's that's your first offense and then your second offense doesn't matter if it's smartwatch this time and the phone next time it's just personal communication. So it's been that's been our the way we've tried to implement

071that. Thank you. So I mean given that we've started the school year and the school year we started out with student handbooks again the student handbooks for the PL horizon and ASA were very exquisite they were totally banned there but the high school we basically built in what is currently practice and I think what's in our current restricted version right so if we go ahead with this uh reasonably what would be the quickest we could roll this out and uh my you know my my preference uh just for for ease of implementation would be if you go if you move to uh applying to the high school what you have in place through K8 right now is to look at the fall of 26. The next uh best option would be at semester. Um, I

072would I would definitely give some of that time um versus abruptly changing in at midterm so that there's kind of a break and you can communicate, you kind of prepare for it. Um, so and I'd invite Brian to comment if what his thoughts are, but just thinking like a, you know, previous high school administrator, it's uh helpful to start a year uh in that position. Um, but certainly a change could be made sooner if that's what You all determine, >> right? >> You guys make a decision and tell me when I'm supposed to start it. I will send a text to all students and say we're start. I'll just put it out there and say I think putting it off till next fall is kind of putting off the inevitable. Um, you know, if we

073could make, you know, we have the break for Christmas, so we come back and we we get communication out there before Christmas so students know when they come back from Christmas break, this is it. Um, this is how we're doing it going forward. I don't know. What do others feel about that? with that. Or when is semester? Is it? >> Yeah, semester >> mid January. >> Yeah, it's like your first 20 >> I mean you could do it at I mean there's nothing magical about that. You could do it after the holiday break too. I mean there's it's a it's a break so it kind of gives you something you can say all right 2026 >> or it could be semester I mean it's closing. >> Yeah. >> I kind of like the idea of

074the break doing it like January 2nd or whatever the date is. We're coming back but I don't feel super strongly about that. I mean it's not the fact that you know what's currently in place of the handbook. I mean you're 80% of the way there already. So >> there any other wording polic wording to the changes in the ban policy? >> The only one is the the exception um under Roman numeral 2 prohibited use. And then the the third paragraph it says except as authorized by a teacher. I would like that to only say except as authorized by an administrator or IEP team. I would like the teachers to have to get approval from the administrator. >> And I if I'm correct, I do believe that the policy at the middle school it is just

075the ad with administrative approval. >> That's what we have in place now. >> Okay. this year. So that's already got four requests request 18 program for social media use in fact we actually have your student here two of those exceptions three what was the third one >> wrestling but I don't know if that was put on there but for the purposes of capturing some social media site with tied serving others and >> Student council, thank you. Um, so what we did is we actually bought a bunch of bright green lanyards and an ID badge, kind like a press pass. So if the student is out doing what they've been instructed to do by the teacher out in the hallways, then we don't have a negative interaction because we're like, "Oh, you have your phone." And

076then we swoop in because they have this really ugly lanyard that's not color for our school. So it be very noticeable. So that's our approach to how we manage some of those exceptions and keep it you know operational. >> So could those be things could be added as a procedure to the policy that we have so that we understand some of that as well. And my concern when I talked to Mike about this originally was I want this policy to be really really really clear explicit. take out the gray zone stuff. Take out the subjective judgment in terms of as much as we can because if we're going to go forward with it, let's not let's be as clear as we can to the students, as clear as we can to the parents and to

077the teachers so that they know exactly what's allowed and what's not allowed and what from what time to what time. So, >> well, I agree with you, Larry, in concept, but we have a pretty bland statement that allows exceptions. I don't >> Oh, no. I understand. So, >> I want to say thank you, Brian, for the ugly green lanyard because I think that's really helpful in the fact that then you don't have students that see what they see and make an assumption an assumption that they're getting favored or whatever. No, this was pre-approved use of the phone. So, although it might be ugly to wear, I I want to say thank you. I think that was a really good decision. So then based on um Stacy's note from Roman numeral 2 paragraph three then that

078would also be Roman numeral 3 bullet two bullet two we'd remove teacher and it just be administrator. >> Yeah. >> Okay. >> Ashley, where's the where's the >> Yeah, the other >> headphone earbud >> thing that I was looking to change, Mike, was the um the headphones like only headones. No exceptions for earbuds. >> You you were saying like wired headphones like the kids have it >> and that's under >> Roman numeral one bullet three. >> Yes. >> Wired allows us to ensure they're using device. >> Yes. So that was our thought as well. That was my concern. >> There are 504 exceptions that are specific earbuds that an aologist prescribed, if you will, that are noise cancelling for the purpose of drowning out other noise. So, those are things we will have to make

079an exception for, but it's documented and that's pretty easy. >> Yeah. >> Which again, I think that's under the IEP 504 >> exception. >> Do you want to add that language to the headphone line then? The bullet. >> Yeah. >> I will tell you be I'm worried about that. They're taking a out of computers. It's one of the things that they're trying to get rid of. So, you may have an issue >> in the future very near future with a wired device. Just sorry. >> Yeah. No, I think you might be right about that. >> But I guess I was thinking too just not the earbuds, but could they like headphone which I guess those would still be Bluetooth that you could still connect to? >> They are starting to sell uh Ca headphones. Chromebooks

080do that. >> Cross that bridge. >> Well, um, if there's no more discussion, um, are we ready to take a vote on which policy we'd like to proceed forward with? >> Well, typically we do it as a second read, right? I mean, when we >> We're not approving it. We're just moving it one policy. >> We're moving one to a second read. So if if we're all okay with that, can I get a motion for this vote? >> I move to vote on which policy we want to proceed with between the ban and the restriction. >> Second. All in favor? >> I. >> No. Now, I would like to take um a raised hand vote between the two policies. All in favor of the restricted draft, please raise your hand. >> What did we just

081vote on though? >> No, we voted that we're going to do this. >> You voted to take a vote. Oh, okay. Now, this is the vote on restricted versus banned. So, anyone in favor of the restricted policy, please raise your right hand. All right. All those in favor of the band draft, please raise your right hand. Duly noted. So it looks like we will move forward with the second read on um the banned use version. >> So Tammy, I have the edits. So with the edits, right, >> that you shared. So we'd put that in the for the consent agenda version for the next meeting. Okay. >> Yeah. >> And the intended timeline for implementation would be as of 2026. So like when they return from the break into 2026, so the new year. >>

082So the vote on passing the policy will be at the um next meeting. >> It will be part of the consent agenda. >> Yes. And you can always if you want to have more discussion, you know, you could pull that piece, the consent agenda out if you wanted to talk one of more. >> Could we actually do that in advance and say let's have it as a separate item? >> Sure. Can y >> you want it as a Do you want it as an old business maybe an old business standalone item? >> Sure. >> So Tammy on that next Yeah. agenda have that as an old business item. >> I just wanted to say thank you everyone for the robust discussion. I really appreciate it >> the openness and the transparency >> especially to the

083students. >> Yes. Thank you very much. And Brian as well. Much appreciated. >> And another just to make sure I'm giving you guys everything that you want. Larry, you had asked for would you like us to provide more information that kind of what the communication >> helpful in terms of again maybe explaining to folks that what we can do perceive it as being things that we're taking away but if it's all covered in other applications and particularly if parent square student square all that stuff's out there that'd be helpful. >> Okay. >> All right. Moving right along. I'm going to ask Jeff Bar. Yeah, that's a tough one, right Betty? >> You got a lot of good news to report. >> Yep. Um Jeff is going to present us the athletics and activities report. >>

084Thanks, Jeff. >> Can I wait? I'm sorry to stop Jeff here. Did we Did you guys ever take a motion then to accept the rest of the policy committees? Did that happen? I don't think we did. >> Oh, we didn't. Okay. Hold on a second. >> Just to move that to the >> Could I Could I get a motion to accept the rest of the policies? um as presented. >> Again, we don't vote on the >> Yeah, I guess you don't you don't never mind. You don't need to. >> No, this is first >> because if there's no objection, it just moves. Never mind. >> Sorry. >> My bad. Sorry. >> Okay. Now, >> all right. All right. Yeah. So, uh try to lighten up the mood a little bit here. Um so, uh usually

085I come to you guys in June, June or July to present this, but uh understanding you guys were pretty full this summer, um doing this today. Uh, so you guys were provided with the athletic and the activities. I'll start with the athletics report. Um, since you guys had it, I'm not going to go through every single thing. I just wanted to do I just want to highlight some of the main pieces. Uh, starting in the athletic report, um, starting last year, I started putting in a little bit more of kind of what our athletic department is about. And so the second or actually the third page uh when we have the board policy, the athletic department philosophy, mission, vision, purpose, uh that's what we call our uh athletic department narrative. And the reason I bring

086it up is because I I really think that this is something that sets our athletic department apart from a lot of athletic departments in the country. Um, specifically when you get to the core principles, um, you know, when you walk into a lot of athletic departments, a lot of schools have core principles and it's a poster on the wall and it says like perseverance, grit, determination, things like that. What sets us apart a little bit is we have our our core principles, but we also have a definition. So, uh, you know, our core principles to compete, to maximize our per our performance by applying skills, techniques, and strategies. That's the definition of that core principle. And then taking it one step further, we have measures of success. How do we know when our student athletes

087have gained uh the ability to compete? Well, when they have passion, pride, enthusiasm, and toughness, for example. So, um so I think this is this is one thing that I'm really trying to u tell our story a little bit louder is our athletic department narrative. Um we expanded it a little bit last year and we've built upon it a little bit more this year. When we come to standards uh in our department we have three standards that we are really uh relying on. The first one is best is a standard and it's not that you have to be the best. It's about giving your best effort. Uh are you coming today with your best effort and giving your best uh each and every day. Second standard is continuous growth. I am a very firm believer

088in uh always growing, continuous learning, uh professional development and so on. Um and so are we always learning? Are we always growing as athletes? Are we always growing as coaches? Um so that is our second standard. And then our third standard is elite professionalism. Are we doing our job at the best that we can do? Are we being good role models um for our for the student athletes in our programs? And uh and I guess uh representing Pewwaukee High School, Pewwaukee Athletic Department in the best way. So those are are the newest additions to uh to our athletic department narrative. So jumping into some of the numbers, uh the first one right off the bat, uh participation rate 66%. To put that in perspective, um most schools as as an as an AD, like we

089shoot for 60%. 60% is like if you can get 60% of your student body participating in athletics, that is a huge number. We had 66 last year. Um, which was a full 10 percentage points above the previous year. Uh, so that that was really awesome. I broke we broke it down into fall, winter, spring, one sport, two sport, three sport, and then uh male students versus female students. Jumping in just to a couple of the celebrations. boys volleyball uh first conference championship in school history last year. That's in only in its fourth year of existence. We just started the boys volleyball program uh now five years ago. So in the fourth year uh they went ahead and won their first conference championship. Uh for boys golf uh the tournament conference championship is uh unofficial but

090I put it in here. Uh it was a very rainy, cold, stormy day and uh most of the teams in the conference decided to bail, but our boys uh wanted to keep going and wanted to wanted to uh beat Wisco and and so they went out there and they they did. So Wisco and Pewwaukee basically marched out there in the sideways rain and uh and still competed and finished. Um, let's see. We have uh state qualifiers in on the individual side. We had 18 state qualifiers uh highlighted by Caleb Katy be becoming uh the fifth state championship or state champion uh in pewwaukee his wrestling history. Um moving down to significant accomplishments, we had six Woodland Conference players of the year in their sport. Uh our conference has 20 conference sponsored sports. So, in six

091of those sports, we had what was voted as the best athlete in that sport. We had 14 all state athletes. Uh, two athletes who were the voted the best athlete in their sport in the state of Wisconsin. Amy Tyrion was Miss Basketball. She was also a Gatorade Player of the Year finalist and she was a McDonald's All-American nominee. And then Ober Owen Doberstein was a division 2 state player of the year for uh for baseball. 18 student athletes signed their letters of intent to continue playing their sport at the collegiate level. Um, our athletic awards, if you're unaware, we have an athletic awards uh night in May, the middle of May. It's a Sunday night and uh we give out uh these coach uh voted upon awards. Uh Ella Opie, I'll highlight Ella. Ella became

092the what? ninth uh WIA scholar athlete uh for Pewwaukee High School. So, she was one of 32 uh student athletes in the state to earn that award. Uh then we get into the scholar piece, scholar athlete piece of this. Uh and these numbers are staggering. Um going all the way down to uh the fall sport. So, girls volleyball had the highest GPA, team GPA. Uh they had 56 girls out for volleyball and the average GPA out of all 56 was 3.95. That is incredible. Incredible. Uh for the winter, our highest team GPA was the girls basketball team with a 3.84. And in the spring, uh girls soccer uh had the highest GPA with a 3.79. And they were also were the state runner up. So they uh they got it done on the field and

093in the classroom. And then uh what's really impressive and this blows my mind every single year that that I do this uh calculating the average GPA of all of our student athletes. So we had uh 813 student athletes last year and the average GPA was 3.59. Uh that was up from 3.56 the previous year. >> Just need that hundth of a point. >> Yeah. Yeah. To that nice even three. >> Yeah. >> Um I highlighted coach professional development. Uh we have a number of our coaches that uh participate in their uh state association clinics. They go to the clinics uh hear from other coaches and uh again continuously grow as a coach. Uh some notable coach accomplishments. Several coaches were voted coach of the year in their sport. Uh getting into the append appendices. Uh

094the first appendix is the athletic training report. Uh one thing to note is our concussions were slightly up. I think we had uh 32 concussions last year. We had 38 this year. That's one uh number that we always kind of keep an eye on and work closely with Rihanna. Uh we also had uh several ACL tears um specifically in the females last year. And again, that's something that Rihanna along with our strength and performance coach Joe Greybo uh continuously collaborate with and um try to figure out ways that we can minimize that number. Appendix two uh is just the athletic participation numbers over the eight years that I've been here uh seven years. This is my eighth. Um one thing to note or a couple things to note, uh our female numbers uh enrollment wise

095continue to be more than male. And the reason I mention that is because that has some pretty significant uh implications when it comes to title nine. Um title nine is the under reppresented gender which in our case in the last couple of years has been the male um males in our school. Um however even if it even if the female uh was the underrepresented gender we are still in compliance with Title N. That's one thing that I continuously audit every year. Um under fall uh participation numbers, we have continuously grown over the last four years. Um five five years. Um winter numbers have grown over the last three years. And then spring numbers have also uh continuously grown. Actually we went down a little bit in spring. Couple percent tenth of a percentage point. Um

096then I get into I list all the uh allconerence winners, first team, second team by by season. Uh in total we had 40 first team allconerence winners and 55 second team allconference winners. And then I finish out this report by giving uh the standings for all the different sports. Um as I've talked about in the past, the last piece of this report is what I call our all sports standings in our conference. This is unofficial. This is something that I just do on my own. Uh but really what it does is it measures all the schools in our conference and really see and really determines who had the best year. Uh I did make a mistake in your report and I put number one just because it's just been habit. Uh we actually were uh

097we were beat out by Wisconsin Lutheran. They edged us out by a couple um by a couple hundreds of a of a uh point. So um we have been on top of that for the last several years. Uh and uh we'll hope to knock Wisconsin off. Wisconsin Lutheran back off. >> Which sport, Jeff? >> Uh so it's all sports. So what I do is I >> I got you. >> Yeah. I give the uh the standings um and then divide that by the number of sports that they offer in each season and then >> uh and then total. >> Got it. >> Any questions on the athletic report? relative to the I think the football team got caught up in the transition to the different classic conference, right? >> Okay. >> Is has that how

098has that affected the participation and uh >> our number our football numbers are down a little bit but it's hard to say if that's related to classic 8 conference >> because they got beat up pretty bad last year. >> Yeah. Um we had a couple athletes that didn't come out because of injuries in other sports. Um and then a couple athletes that decided not to play football because they wanted to concentrate on >> another um >> I think what it was Friday night was 48 to7 mosquito >> 497 >> I mean they were actually in the continuous clock almost in the >> in the first half. Yeah >> first half thanks Larry trying to forget that >> is there any chance that um that will change back >> it is we next year we go

099back to our our previous conference. >> Yeah. With schools that are still bigger, but at least a couple are still bigger, but um more more comparable. >> I don't know if you highlighted this. I think you did it in our girls soccer team. Maybe did you >> I I mentioned it. Yeah. Just in the GPA, but yeah, uh state runnerup last year. >> First time ever. >> Yeah. Any other questions? Athletic report. >> Thanks for being a number cruncher. I love numbers. >> Sure. Um all right, activities report. Uh this will be really quick. Um we had 32 different activities last year. Uh we went through and and listed the participation. Uh and uh the one that I failed to put in here was uh sailing club. I forgot to to include sailing club, but

100uh so 32 different activities uh 1,250 participants and then broke it down how many students are involved in one activity all the way down to we had two students involved in nine different activities not including any athletics although those both of those two were out for athletics. Uh couple celebrations just talking about uh just to kind of break it down a little bit. We have basically three different avenues of of activi in our activities department. Uh we have uh social activities clubs or organizations. We have service and then we have competitive. And so uh in the competitive side whether it be academic or rock climbing or mountain biking Brian left. Um so uh we have just a variety of three different categories of activities. Uh so I kind of broke it down uh who went

101to regional competitions were state qualifiers and then some national qualifiers. The biggest thing is on the last page and this is like I almost fell out of my chair when when I came across this number but we had let me preface this. when I have our uh open house, freshman orientation, those types of things, um the po the whole purpose of our activities program is to get kids involved in something because we know that when they get involved, their chance of success increases dramatically. And so we always say we're shooting for 100%. We want to get 100% but knowing that we're not we're probably not going to reach every single student. we almost did. Um 93% of our students were involved in something. Um I have never seen a number like that. Um and so

102that was just really really incredible, really really awesome. Um and it almost like to be honest when I've said that our goal is 100, I've just always had in my mind that yeah, we're never going to get hit 100. And now seeing 93, it's like, well, maybe we can. Maybe there's a way. And so, uh, so we're going to strive and and do that. We have a couple club requests, uh, new club requests that are in the pipeline right now. We have a process on how we uh, approve new clubs. But if if it looks like we might be able to reach a couple other students, then that would that would weigh heavy in in that approval process. But uh and then I broke it down uh really the impact on overall learning uh when

103students are involved in something. So I broke it down students who are participated in only athletics and no clubs, activities or organizations. You can see with 3.68 was the GPA. Students who participated in activities only and no athletics 3.81 students who participated in both 3.76. And then students who didn't, those few students who didn't participate in athletics or activities, that's the lowest GPA group and that's a 3.45. So that's the activities report. Any questions on that? >> I have actually two, Jeff. Um, >> so there's a one called Pewwaukee Live. Looks like there's one student involved in that. Yeah. >> So what is PWA Live? >> Live music production. So uh so they um produce live live music. that number dropped during the year. Um Mr. Kent and uh Miss Mrs. Mitchell um co-advised that

104they've gone to like Brewers 2 and played live events in the past. Um but uh Kate really does a really good job of taking the students that are involved in that club and just letting them go with their interest and where they want to go with it. Um it's Yeah, it's kind of neat. Okay. And the second question I had just because it's again we have national qualifiers for the FCCLA, the HOSA and FBLA. >> I mean what does that signify? I guess >> so they did well enough at their state competition that they earned uh a spot at the national competition. We don't fund those. So that's on if they go to the national that's on their their cost. Um, but we had some students who took advantage of that in all of those

105organizations and went to their national competition over the summer. >> Oh, it's another level. >> Another level. Yeah. >> Uh, we are hosting the FBLA state uh competition this year which will be a very big event uh basically probably taking up most of our campus and that is uh in February I think. Um, question for you. Just I'm you know that 93 93% number is is awesome. Uh, and this just occurred to me. I don't mean to put you on the spot, but have we thought about um surveying that 7% and seeing what then my second question is, uh, have you had any interest in esports? >> Uh, so we send out a survey every spring to the whole student body. Uh, and it asks basically, are we meeting your needs in in your interests?

106It's an interest survey. Um, we list what we have. We also list a whole bunch of other examples that we don't have. Um, and we basically say, are you involved in something? Um, how many different things are you involved in? And then we also ask, is there anything that we're not offering that you might be interested in? Esports is specifically mentioned on there. Um, and it just never has come back with >> an interest level high enough to pursue it. So, and I've actually I've never had any students I mentioned that we have a couple uh requests to start a club right now. I've actually had never had a student come forward and say, "Hey, I really want to start esports." So, >> thanks. >> Awesome. Thank you. >> All right. Uh, and then the

107last two pieces are just no changes. Um, our high school athletic and activities code of conduct. There were no changes made to that. And then basically, uh, it's called the family athletic handbook at, uh, at ASA, but, uh, it's essentially the athletic code for the middle school, and there are no changes to that. >> Thank you very much, Jeff. >> All right. >> It's impressive. >> Oh, thank you. It's We have an impressive group of of students that do amazing things. So, >> pretty fun to sit in my seat sometimes. >> Thanks, Jeff. >> All right. Thank you, >> Jeeoff. You're not sitting in your seat very often, though. >> Uh, true. >> All right. Thank you. >> All right. Um, next, uh, we have a construction progress and design update. Mike. >> Yeah. And

108I'm gonna kick it over to John. and John. Um, uh, give things are going really well. Um, and, uh, so I won't belabor the point. I'll turn it over to them. Uh, they're the ones that attend all the trailer meetings, so they can give you the >> meetings. >> They can give you the update. >> So, uh, welcome and thanks for the opportunity to update on on where the progress is on these projects. These are significant. This is a referendum that was approved in the district, 28.5 million dollars to make a significant impact on particular the career and technical education program that we're offering in the district. If you think back over the last year, year and a half almost, yeah, year and a half now, um all of the presentations we've done to the

109board started off going through all the design phases to make sure that you were aware of here's what this is looking like, here's the concept, and here's the impact it could have on the instructional program. how that was tied into the curriculum development process to make sure that we were meeting the needs of the program the programmatic needs that we had. And then finally, um, from the start of the construction, taking on tours, being able to take a look at the spaces as they're completed. So, this progress update again happens roughly quarterly. We'll we'll pull it together and give you an update and give you an idea of where where these projects are heading. So, with that, I'm gonna hand it over to John to talk about the actual construction pieces and some of the

110progress that's going on there. >> All right. Uh, just a quick little snapshot of the phases. Um, tried to do two different graphics here. I know it looks a little funky, but the new floor plan of the high school is is uh more in landscape than it is in portrait. So, um, we tried to I tried to flip it around here for you. So, uh, on the left hand side, so phase one is complete. Uh phase three is complete and phase four is complete. Uh they are currently working on phase two. Um and that's scheduled to be completed at the end of December here. Uh hopefully for a move in right around winter break. Uh and then phase two once that is complete we'll be able to relocate uh the classes that are in phase

111five into the new space and then that'll be remodeled. And then after we move into phase five, phase six will phase six will be moving into phase five those locations and then that'll be remodeled. And phase five and phase six those would be projected to be completed in January, February, March, April um and hopefully up uh relatively soon at shortly after spring break. So there's just a quick little snapshot from the phases standpoint. Um and again phase one fully open and operational from the athletic portion um of this project. Uh and then for the start of school so the fitness center you can see on the top picture there. Multi-purpose room is in the bottom portion. There's also a health classroom that is uh on the westward facing wall just to the left of the

112or just to north of the new entrance. Uh and then also you'll see the training room which is located between the health classroom and the uh sorry health classroom and the storage area or next to storage area right there. Um so you can kind of see it on the kind of the top left portion of the phase one. Um that's where those are located in the bottom portion of the phase one. Um and again most of you have been in them. However, the people that are watching online uh the fitness center and the multi-purpose room are on the bottom of the graphic. Um, also you see the girls team locker room. Um, that is also open and operational. Uh, only thing that we're waiting on just from a lead time standpoint is lockers. Uh, there

113being a long lead time on lockers, so we're projected to have those at the end of this month and those will be installed once they are received. Um, and that'll be fully complete, but otherwise we're just waiting on lockers as that portion. Uh, the new culinary room, uh, that is, uh, on the right hand side of the picture here. Uh, and then also the life skills room. Um that's the former culinary room. Um and again that goes back to that was phase four. So the phase four was the old culinary and that turned into a new life skills room. Um so we we've been able to get those set up and operational as far as start of school. Uh a little bit of nip tuck just to get um in place and get everything moved

114in. But um they're they're open and and running in those spaces right now. U keep going right. >> Yep. All right. So from the phase two um so again that's that the career and technical education and whole steam area um that they're working on right now. So that'll be that includes the 2D and 3D art classrooms uh the manufacturing and metal space construction and wood shop space uh the innovation center innovation hub or whatever it ends up being called officially. um and also the project lead away room. Uh and then we also have a uh family consumer science classroom um as well that'll be in that in that space. Um so they are humming right along in those spaces pouring a lot of concrete getting wall set. Um they're they're going going at it for

115that entire phase two uh portion of this project. So, I think um one of the things we were remiss maybe is just um the appreciation for the flexibility of the high school staff. We're talking about a significant disruption in the in the delivery of the instructional program that they've been very agile and kicked in when necessary, especially Labor Day weekend. We talk about projects being completed. The completed is to the point of occupancy when we get into these into these projects. Uh we still have to work out a lot of the invoicing and some of the backorder items, some of the furniture and equipment that's goes goes into those areas still going to be cleaned up by the final completion date in February to March of of all of the work. To give you an

116idea financially where we're at, if we look at uh each of the components, these are the components that were discussed in the referendum. Also with the in the question was other items as identified in the long-term capital projects plan uh that had the potential to be addressed in the scope of this of this work. Currently the career and technical education is the largest piece that was in there. Um total budget for that a little over $23 million. We're at about 62% 63% that has been invoiced as of August 30th uh through August 30th. the two roofing projects. Uh same situation. Those roofs are complete now. We anticipate final invoicing and final walkthrough inspection, completion of all punch list items to be done by the end of September. Uh but so those roofs will be completed,

117but as of the end of August, the invoices gone. There was about 38% on PLE, 26% 27% on Horizon. the HBAC improvements. Uh significant equipment costs on these things for the large air handling units and rooftop units that are included in there. We're at about 80% uh 81% has been invoiced and paid out on those. The remaining portion is programming and install and get and completing the invoicing amount. We anticipate that being done by end of September into October for final invoicing on that. The flooring and the campus solar are both projects that we earmarked from the start because of capacity to have those done uh in the summer of 2026. Those will all be bid out this fall and contracts awarded to be able to to have the work done as soon as we're

118able to after winter uh as we get into spring in the spaces where we can get the work done. So overall, we're about 58% of the work uh towards the towards the referendum budget has been expended through or accounted for through the end of August. So uh back in May, we addressed with the board what are a couple other capital projects that we anticipate we will have resources available for and what's and you gave us the permission to move forward with the with the construction and the bidding on these on these additional projects. These include the replacement of the turf on the football field. So, that is going to be bid out this fall also for um completion in the summer of 2026 along with the resurfacing of the track or structural spray of the

119track surface. Um and then the um maker space uh and additional classroom renovations over at Horizon Elementary School. So, we'll anticipate getting those bid out and contracts awarded so that work can begin again right away in the spring to have as little impact on any instructional pieces that we have. Future planning uh and this is a plan we've discussed already in May with you. We've had those three additional projects as we get financially and now through all of the largest scope, the largest portion of this is the CTE expansion. If there's proceeds remaining that we anticipate um at closeout or close to closeout in December, um we'll be looking at an additional list of what are some of those other things off the long range capital projects plan. That is always presented to the board

120in December of each year. What are those items then that we feel in the next three to five years are going to be the highest priority or need to be done from an operational standpoint that we can still address with any additional proceeds. So, we'll present that to the board with the opportunity to use any um additional proceeds that we have or remaining proceeds from the projects to address that next layer of capital improvements that we anticipate being necessary in the next three to five years. Uh we talk about April 26 closeout. So in uh last fall, last December, January, the board approved the GMP, the guaranteed maximum price that represents the construction contract for the CTE spaces and the renovations that are in all of the phases combined. So that sets the maximum that

121we're going we would be paying out. you close that out, it essentially ends that contract or that that component with our general contractor and our architect that we anticipate being able to do by April of 2026. The remaining projects we're managing in-house or we're managing under a separate contract um with those entities. And yes, Mike reminded me that I need a new picture for this. This is intentional. Um so from 2007 until now how far this campus has come 2007208 and with some of the changes in the facilities that you can see on that on the photograph of the campus. Are there any questions? >> Just reiterate for me what is the final phase? What area is that? That's the last area that'll be finished. So currently, if you look at what is currently the

122graphics room >> Uhhuh. >> Uh in >> phase six, I can't see it up here. >> The light blue on the diagram, that is the current graphics room. That will be the last space that moves and vacates. The renovation in there will be basically dividing that room and creating another classroom and a resource space um far end of the hallway and downstairs. and the and that they'll be moving from there into phase five. So, graphics will be relocated to the phase five space. >> Okay. >> Which are the current art rooms, but they're going to be vacated when they go into the new addition. >> Yep. >> And that'll be done about the same time that the horizon renovation and the roofs and those things. >> The graphics room should be so um the anticipation

123is phase two will be completed to be able to occupy by December. uh by end of December. The renovation work in phase five is relatively small, about four to five weeks. So by the end of January, that'll be done. The time frame for the phase six renovations is about two weeks, two to three weeks. So logistically by the end of February, early March, we anticipate having all of phase six completed. So really the the last of it will be the um the stuff in the summer of 26, the flooring at Horizon, the solar install, the the renovation maker space library at Horizon. >> Yeah. Yeah. The solar and the carpet will be the last the flooring and the solar and the turf and structural spray. That's next summer. >> Yep. >> As well. >> Yeah.

124Some of them we have to wait until our programming is done. So until track is done, we can't take the track and the field down. >> And also just from a sequencing standpoint, too. Um goal is to try and do the turf first and then do a structural spray in the track so you don't have to build a ramp or have to worry about covering the track and then try and do the turf. And >> so it's just sequencing is always a a challenge and opportunity. So, are we going to once this is complete and all the furniture and the decor is in place, are we going to have an open house to showcase this beautiful space to our community? >> Yeah, I've already had some conversations with Miranda about that. Um, so there'll be,

125yeah, ribbon cutting uh event planned, you know, probably in the spring. We'd probably look at something in May. Um although I have thought it might be um you know we could even have like a just a a less involved open house even this fall for the fitness uh areas if people wanted to come in and see it. But yeah the we are planning a full event once everything's all done. >> It's exciting. >> We probably wouldn't have the horizon stuff done yet at that point but we'd have everything else done. So >> awesome. That's exciting stuff. And I would say if um I think I don't know maybe all of you have been through if you haven't been be happy to walk you through the fitness center and those areas after the meeting if you

126would like. >> Thanks for all you do guys. >> Thank you. >> Yeah I just compliment these two guys. I mean it's a it's not a less workload. It's not a lower workload when this happens and and they both do a ton uh with this. So >> thank you. Thank you. >> Yeah. >> Thanks >> John. Did I put in a work order? Can we get our chairs oils? >> Squeaky wheel gets a grease. >> I'm wondering what it sounds like online. >> They're a little creaky. >> All right, moving right along. Start a school report. >> Yeah, this is pretty brief. Just uh um you know, and I'd invite Anthony or John to jump in if they got anything to add. But I would say a very smooth start to the year. just like

127to recognize some people were we were fully staffed and and uh tip of the cap to Colin Jacobs and our principles and Tony Strank and everybody that's been involved in hiring John Stankler is as well with his staff. They were still trying to get a maybe a custodian or two hired yet today. We've had some food service stuff, but all instructional staff all of those hires were fully in place. So, um and we're very pleased uh with the the quality of people that we brought on board. Um, we've already we just got done talking about the new facilities. A lot of work having that ready to go, but being able to put students into those new spaces right away has been a a real win. I don't know if Mora or Anna, have you guys

128been able to experience some of our new newer spaces? >> Yeah, Cheers's been in the purpose room for a couple weeks now >> and robotics was kind of so I had to look with some of the robotics today and robotics and chair are sharing a closet. So, we had to explore that today. >> Yeah. Yeah. A little bit of an increase in your supply or your storage area there. How's it working out for practice? >> Pretty good. The space is a little awkward with the mats. We have like them rolled up at the end. >> Yeah. >> But we're also supposed to get new mats soon. Someone just donated a bunch of our program. So, our hope is to get new mats some point this year. >> So, we'll see how the situation out. But,

129it's been working out for us this past couple. >> And it feels a lot more private than atrium. >> Yeah. Yes. >> Yeah. And I think there's some equipment for the weight room area that needs to get out of there. And then I think they got out of there. >> Then I think you can turn your mats the other way. I thought >> Oh, yeah. It's like all like there were like bars and >> Yeah. >> But those are gone now. >> That's gone now. Okay. >> Yeah. Good. Anna, you been able to get into those at all? >> Um I've walked through them, but I haven't really have had like an opportunity to do any like activities in there, but it looks nice and >> I've heard good comments from everybody. Seems like people

130are really excited about it. So, >> neither of you are in culinary. >> Haven't been able to do that yet. So, all right. Good. So, I mean those things uh went well. Uh Parent Square is our new communication platform. Very intuitive, pretty easy to use. Um just acknowledge um Candace uh Bentley Held who's really done the heavy lifting and the background with all of the setup uh and those things and making sure everything syncs with Skyward. and then Miranda's been kind of the point person with um getting the information out and communicating. And then it just it'll be we'll be doing some surveying uh with parents here in the fall to see what their reactions are. Um because that's the whole idea is to consolidate uh communicate more effectively. Um I've used it already for

131mass communication. It worked very easy. I can it's much uh easier for me to use to get messaging out and those things because I can do it right from my phone versus having to get on a desktop and all that kind of stuff. So, so that we think is has went really well. Um uh buses, you know, there's the that has went uh pretty well. Uh we haven't had driver shortage uh issues like we've had in past years really. I'd say going back to probably middle of last fall, uh we had a really smooth spring in terms of um being staffed and and not having lots of delays with buses because we can remember back to when that wasn't the case and that was not fun. So that's been going pretty well. Um uh acknowledge

132really all of our principles. I think all the the buildings seem really have things uh running uh very smoothly. Uh I've don't have complaints for parents. I don't have issues or concerns that we've been dealing with. Keep knocking on that. Um, uh, Anthony and Robin and everything that they did to get our new staff ready to go. Um, we've already mentioned Candace, but also Becky Cook and everything with Skyward with registration and all that stuff. Anything Skyward, those are our two superstars with that. Miranda with all the communication that goes out. our building secretaries are often unsung heroes with what it takes to make sure that uh the school year gets off uh to a good start. Um so I don't know if you guys have anything to add. >> Yeah, I mean I would

133echo building principles and teaching staff. Um as we roll into year two of the teaching and learning strategic plan goals, um you know, we have high expectations for our buildings and our staff. So, there's a couple new things that we rolled up rolled out at the beginning of this school year and kind of started that work in the summertime. And I just was very impressed with, you know, how staff responded, how our building principles kind of rolled their sleeves up and um supported their staff. And if there were questions, they were to their there to answer and support. So, yeah, I could not from a teaching learning standpoint, couldn't have asked for a better start to the school year. >> So, take any questions you might have, but um so far, so get off to

134a great start. No questions. All right. Awesome. Good news. Uh personnel issues, there are none, >> right? No resignations, no employments, no leaves. >> Board goals and operations. Um upcoming activities. So um next Monday night, um from 5:30 until 8, um we have our goals committee meeting. uh dinner will be uh provided and Tammy's already taking care of that for us. Um so hopefully everyone can attend and come with your ideas um thought through ahead of time. Monday, September 22nd is the next board meeting. Um there's a 6 pm policy committee meeting followed by the regular meeting at 7. Thursday, October 2nd again is the WASB fall regional meeting and workshops. Starts out with a premeating workshop that talks about truency student attendance. Um it's followed by dinner and a great program um where dignitaries

135from WSB give us legislative updates and it's just really a great program. Um and I think they can still register, right? Yeah. So, it's available if you if you do want to attend. It's a great thing, great program. Friday, October 3rd is the homecoming parade and game. So, let's talk this through. So, last year we used the two golf carts. Tammy did an amazing job of decorating for us, and there was hardly room for us to ride for all the bags of candy. So, first I just want to ask um looking at your calendars, how many people think they're available to participate? >> Four of us. Okay. So, that would be two. We could do two golf carts. >> Okay. Um any other thoughts on that? Two golf carts. I think we're good. Yeah, and

136I put a note in the DA report that I sent out, but apologize, but I will be gone. So, >> I will be in New York City celebrating my baby girl's 21st birthday with her, so I won't be able to make it. >> And Tammy, let us know if you need any help with those decorations. >> Okay, awesome. Um and then finally October 13th um is another business affairs at 6 followed by a regular board meeting. So um legislative update. >> Yeah, really not uh much going right now. We are um uh I did reach out to Senator Hutton on behalf of SWSA. I did not hear back to try to see if we could get um him in to talk about the rehired annuitance bill that's out there. That was kind of the one

137that's that uh impacts us that we have some really interesting hopefully that moving forward. Um for school systems in general, just to have more flexibility with uh rehiring retired annuitants. Uh so hoping to make a connection there and uh get some momentum with that. But outside of that, I don't know, John, if there's really anything else happen right now. >> Yeah, we did reach out on uh Senate Bill 203, which um involves a regulation of pharmacy benefit managers. >> Oh, yes. >> And some of the impact that could have on self-funded health plan cost. So, just we're monitoring that right now. >> I had a good conversation actually with Senator Hutton on that. Um uh yeah, we spoke on the phone. That is one. Um, and John, you can jump in if I mess this

138up at all, but basically the bill that's out there would really restrict entities like ourselves to internationally source or even through mail order uh, pharmaceuticals, which would put us at a significant disadvantage. A huge part of the savings we've had with self-funding has been managing pharma. What I liked about my conversation with Senator Hutton who sees the issues because he's also an employer and he's had to do his own renewal and he recognizes that the ability to manage pharmaceuticals and that from what I can see that bill only would benefit pharmaceutical companies and the pharmacies. So, um I it does not sound like that's going to be moving forward, but we'll see. >> Okay, Tammy, any citizen comments? >> No citizen comments. Thank you. Then with that, I'll take a motion to adjurnn. >> So

139move. >> Second. All in favor? >> Thank you guys. I just want to say that again. Thank you for all your great