Board of Education Meeting 04/14/2025

001Milwaukee school board uh this Monday, April 14th to order. Um I will start with roll call. Stacy here. Travis here. Mary here. Matt here. Ashley here. Larry here. Um, was the meeting properly noticed? The meeting was properly noticed. Next item is adoption of a agenda. And before we do that, we do need to make some changes to our agenda. Um, we will be um taking off item number two and 9A. Um, officer Benhagen um did take ill this afternoon and can't be here for the oath of office or the SRO report. So, can I get a motion to change the agenda? Yes. I'd like to move to amend the agenda to remove the item uh Roman numeral two, oath of office for newly elected board members and to also remove a new business item, school

002resource officer update from tonight's agenda. Second. All in favor? Are you postponing it or are you removing it or what? Um, we are just postponing it till Officer Benhagen feels better. As far as the oath of office, that does have to be done um, no later than the last Monday in April. But we run the risk of gosh, what if Larry or I got sick? And so what we're looking to do is when um, Julie's feeling better, we will just go to the administration building and Julie can um, give us our oath of office there. Yeah. All right. So then do we need to move to adopt the revised agenda? Yes. Right. I think. Okay. Second. I moved. You moved. Larry second. All in favor? I. Any opposed? Thank you. Let's do the pledge of

003allegiance. I aliance 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. So our first item tonight is spotlight on learning and we have some wonderful folks here tonight from ASA. Yeah. Good evening everyone. Katie Spidoni, principal at Asa Clark Middle School. I'm excited um to present with a group of people here tonight on a student success story. So, we've heard from the board about wanting to hear more about how we use big data, small data, qualitative data in action to promote student success. There's a lot of alphabet soup. You might hear PLC, you might hear UDL, you might hear SLO, all of the acronyms. So, our goal in tonight's presentation is to provide you

004with a story about how our teams work together in conjunction with data to promote student growth. So, I have here tonight Amy Tosen who works in special education and she's also one of our department chairs for that team. We have Lauren Weisky who is a 612 math interventionist and then Julie Gizy representing our sixth grade general education team. Melissa Schultz, instructional coach, was also um played a role in this presentation, but she's unable to be here tonight. So, with that, I'm going to let these ladies go ahead and take it over. Thank you. So, I just briefly want to go over the multi-tered systems of support we have for intervention. Oh, sorry, I am short. Um, so tier one, what that looks like is in the classroom. So, Julie is the sixth grade math teacher

005and what she does is she provides instruction during class and um through assessments or formatives assessment, she sees who might need a little bit extra help. So, she pulls them during class or possibly during a resource time. If that doesn't work, sometimes we recommend for a tier 2 intervention and that's where they meet with me every other day and we work on um targeted skills. As we look at formative data and determine if that's working or not, we can change our rounds of intervention or increase our intensity or frequency of intervention. And that's where we would dip into that tier three level. All right. So today we're going to give you a little case study about a student that we've all kind of worked together. We um noticed in the beginning of the year um

006came in with some low minimal first percentile scores on forward. You've probably seen about forward data here. It's just a a good screener we can look at to see where things are. And then as the year started, we started seeing he was getting ones and twos, Julie in particular, um consistently on classroom assessments. So that's out of a four for those of you that might not know. So that's really not quite at proficiency. Another red flag. What's going on here? And then we do the STAR regularly. Another good benchmarking tool for us to screen students and see how they're progressing along with grade level expectations and again consistently at that first percentile. So we added some additional layers. And so that's where in addition to that really solid, great, amazing tier one teaching that's based

007on evidence and giving us all the differentiation and scaffolding we need to support students, we realized that wasn't enough. So what else can we do? So, um, Julie did a great job pulling us all in and talking to us and we were able to get a really great profile of the student and figure out what is the root cause, what might be going on, and how can we do adjustments in collaboration with with classrooms in those small group instructions that Julie leads and how she's differentiating. And one of the key areas that is part of this student's overall profile is there's also some delays in reading. And so how might that be impacting math and other things in the classroom? And so um Julie and I are really working side by side in helping her

008to kind of accommodate some of those reading deficits so that the barrier is removed in math. In addition, we have tier 2. So um working on some every other day small groupoup pull out in a separate classroom trying to close those gaps and build some skills that might have not came over or been learned in previous years that might be creating some challenges. So closing some of those gaps in a really personalized way and then just really regular talking formal meetings but also unlimited emails and chats and chats at chats on Google as well as chats in the hall. Right. So all of those things led us to continue that heightened teacher collaboration to wrap support in this MTS in action way. Julie, excuse me. So, you mentioned you were talking about math, but you

009said his reading scores were also below, but maybe not as below as to require the MTSS as much. Great question, great clarification. He actually receives special education services for reading. Okay. And so, still gets all of that for reading in addition to getting some very what we would call specially designed instruction where he meets with me every day um to get very targeted reading support. um in addition to we sort of call it like core plus more is the words we use in our world. So it gets that great core instruction but also that specially designed instruction. Great question. Thanks. I'm back here. All right. So, uh in tier one in the classroom, you really have to think about like who is this learner and try and figure it out. Um so I looked at

010what is he like behavior and all that. And I started off very disengaged in class. Uh actively avoiding tasks. um very much wanted to like ask for help but kind of push the book to be like you do it. Um so then trying to figure out what is it what like gaps does he have? How can I help him? I had to observe a math intervention. I wanted to see what he looked like in a different setting than just a classroom setting. Um and that was great and eye opening. And then it was another conversation that Lauren and I could talk about like how can we how can I use what she does to best support when she's not in my classroom. uh tried various teaching methods using different UDL strategies and reflect on them

011with my math six team because this year our SLO goal is tied to like we share kids for our SLO goal amongst our math six team. So, even though the two other math teachers in sixth grade don't have this student, um we kind of share the results of their like CGA testing and um it helps because then it's other people to bounce ideas off of. You can kind of say like here, I'm trying this. I'm really stuck. What should I do? And then you get some more collaboration. So like Julie said, we met um one of the things we were comparing was different um data in tier 2 intervention. So this student was making growth on the Ames web on grade level material in the targeted intervention. They were making growth on the intervention pre

012and post test and progress monitoring. We won't we weren't seeing that transfer between intervention in the classroom. So Julie came in and observed and got to see like what strategies were we we were using and different behaviors. And what we ended up doing is I end up going to her classroom as well and observing her teaching and how he was interacting and it was withdrawn and wasn't using those strategies. We were intentionally working on an intervention and carrying them over into the sixth grade math classroom. So, what we did is we met, we talked about how um his IEP might affect how he's engaging or reading the test. And we talked about how we could bridge that gap between intervention and the classroom. And we decided that we needed to change how intervention looked. So,

013in my classroom during intervention, we brought in more pre-esting and reeing so that when he would go to Julie's class the next day, he would already kind of feel confident in um the lesson that was learned. We also changed to push in classroom intervention. So you would see me bringing out like some of the foldables or the strategies we already talked about in intervention, started using them more comfortably in her classroom. Um what we saw was amazing. He started to engage in groups. Groups were asking him to join um on the computerized math we were doing. He didn't want to stop at 80% which was the classroom requirement. he wanted to go to 100%. So just a change in total behavior. He felt successful. He knew there was more than one person in the building

014he could rely on in different areas. And we ended up seeing that growth in in the classroom, not just in intervention as well. Yeah. Just a side note, he got a 2.5 on the latest math test, so I just back. Uh not only was he excited, but he also asked for a retake form because he wanted to do even better. And I was like, who are you? This is great. um love that in class. So um MTSS in action for semester 2 again we continued um with intervention that wait sorry tier one is me I do it in the classroom and then we increase the level of intervention to include pushin um and then the supports through the IEP and how reading accommodations can be utilized in the math classroom. This next slide is just

015our data that we had both the in-classroom assessments formative and summitative the star data and the growth from the beginning to the end and through this collaborative approach the as web data and then my individual intervention where we would pre-est and find out where their grade level gaps are pick a topic like fractions and work on them and then do reteing of direct instruction and strategies and then post test. Do you guys need a little bit more to like digest that data or are we good? We good? I'm good. You want to peek at it again? Okay. So, really, you know, what's making the difference is the question, right? And and this case study is one of many. This is the way we work and the way we operate at ASA. And so, why is

016it making a difference? Um, you know, it's one kid at a time. We're picking really looking at the myriad of data sources we have and saying like who do we need to wrap our supports around in unique and different ways and just keep going. And so for this particular student that tier 2 multiple tier systems of support is what really made a difference and that collaboration. And so um Julie mentioned bringing this students data to the grade level team. We call those PLC's, professional learning communities and every grade level and every subject area is organized around that. So we bring student data there and can adjust instruction on the real time. So he's one of many that is spoken about and then we tailor those learning goals based on that ongoing progress monitoring and you

017know that collaboration in the classroom, right? So we're not just looking at these quantifiable data points. We're also looking at are we engaged with learning? We know engaged learners keep learning and keep wanting to go to school and we lose a lot of engagement in middle school. So like we are not about to let that happen. And so we we really measure that as well. And so seeing that he's asking questions, he's working in groups, he's contributing, he's now asking for redoss, which is huge. Like these are the life skills we want to see and celebrate and keep going. And so this MTSS system of supports that we have in place as a great structure where this student's story shows us the importance of early identification catching it before it gets so bad that this

018student sees themselves as not a learner as not a student. Like we don't want that identity to be formed especially in the middle school formative years where people's identity really starts. We want to always get in front of that and like you are a learner. You can grow. School's exciting. We're here for you. and that consistent teacher collaboration and those tiered supports where we just keep layering it and right he's successful now if data looks different in a little bit we'll shift things up and so it's just iterative live process that we can just keep going could you clarify something for me before you go on yeah right there I'm like I hear you over here but you're right there right that's that's where the speaker is sorry about that yeah no worries yeah did

019you say that your case study was a special ed student This particular student receives tiered support through multi-tered systems of support in addition to having an IEP. So does fall under special education as well. So you have a program just to clarify of special education that is geared to this student already for reading on top of that. So this student so in the world of special education there are 13 diagnostic categories that you receive services through this particular student is eligible and therefore only receives services in special education for what this student was eligible for which is reading learning disability. So a learning disability in the area of reading fluency meaning the decoding the ability to decode text and understand text is not where we would expect and the disability is in that area. So

020special education is very specific to just that learning disability and reading multi-tered systems of support is something that is schoolwide for all kids. As students travel through the multi-tered systems of support, if we don't see what we call a response to intervention, so you might hear this term flying around there called RTI, that's called response to intervention. That's part of MTSS. And so if a student does not respond to intervention, then they would be looked at for special education as the next step. So let's say in this case study, this particular student is receiving these supports in the classroom in a pullout small group but not quite ready for specially designed instruction in that area but not growing. Not growing. We're not seeing that response. We're not seeing that. If you want to go back

021to that past slide, we're not seeing the growth. Then we would bring that student to a special education initial evaluation for a disability in the area of math. And then things would potentially shift if that student did qualify in the area of math. Lauren and others like Lauren would step out of the picture and I would enter in and do math intervention in the term of specially designed instruction. So this spe this intervention you're describing now is not for reading. It's for math. However, reading impacts everything. So that's why I'm communicating with the team to say like they reached out to me and said something's going on with math here. We can't figure out what. Lauren was saying he's doing great with me. Like I'm doing these one-on-one things, but Julie was saying but in

022my class he's not. What's going on? How might reading be impacting that? And so how can we work together to say this reading disability is impacting maybe understanding a word problem? Like I can remember you showing me a couple of the problems in the professional learning community and us unpacking it saying like oh he just might not be understanding what's being asked of him and so he is shutting down disengaging stopping learning all together when we don't even know if he can do the math or not. We just know the reading may be the barrier there so let's all work together on it. Does that help? Thank you. Yeah good question. All right that's everything. Any other questions? I have one more. Yeah. So, I'm hopeful with the success he saw in math, did you

023see more excitement and engagement with his reading? Yes. Yeah. We did have a little blip where where he wasn't super thrilled to come see me, I think, because I was pushing him a little hard in some ways. But yes, I mean, just these last couple weeks, he's excited. He's laughing. He's eng he's just proud of himself now, right? Like it feels good to be doing good. It does not feel good to not be doing good, right? Um and so yeah. Yes, absolutely. And we hope it continues, right? That's our plan. Yeah. How many how many students do you support through MTSS at ASA? Like at any given time? we're all looking at each other because it can fluctuate. It can fluctuate like and so intervention MTSS model is responsive to the student needs. Um so

024we look at it from a 6 to 8 week kind of rotation. Um and our structure is built as such. Um how many kids are you servicing? 18 I think I'm up to 22 in the middle school. Yeah. So started the year at 18 up to 22 in the area of math and then we have a separate interventionist for reading intervention. Um but this is just a beautiful example to Mary's point. can sometimes be confusing when you have a student that's it says special education there's only for a specific area right and so we want to provide additional supports and not jump to a special education referral in that area until we know that they really have a deficit in that area and they don't respond because if we look at this data the data

025from Lauren's math intervention he's at grade level proficiency but it's just not transferring yet to when he's with a larger group in the general ed setting so that's why this beautiful collaboration is happening to see what we can learn from one another. Um, and I've been part of the PLC's that Julie's talking about and it's a really beautiful conversation of how all staff are bought in for all kids, not just kids that are in their classroom. So, it's just something that we wanted to celebrate tonight. I want to say I think this student is one lucky kiddo um because of the great um intervention and evaluation that took place. But it's really not just that student. it's, you know, all these students in ASA that benefit from this type of um intervention that can help

026our students. And I think the greatest part is seeing um the growth um in this child's learning. So, I just want to say kudos. Thank you. Keep doing one follow-up question since I got all these professionals here. the forward exam you mentioned I think when you began your presentation could you offer any uh insight to square because you guys have been at this for a while intervention it didn't have this name before it was under another name uh can you square at all give us any sense of why for 10 years we've had onethird of the kids below proficiency in math and reading Who wants Anthony? Yeah, I mean you guys feel free to to add, but um and we've talked about this before, Mary, that that is a one point in time test. Um

027as you listen to the ed educators up here, I think that I mean, you look at all the different data points that they have. Um, there could be a scenario where a kid is just a bad standardized test taker. And we've talked before the passages in a huge part about reading is having background knowledge about what you're reading to be able to comprehend it. And those passages that are part of the forward are for our students not very authentic and that they have zero background knowledge. It's a passage of something they may or may not have knowledge of. Um, so it is an important data point, but it is not the data point. Yeah. Well, my question was why is it I mean you say that every time and we're we're back here every year

028with the same beautiful story. We get the same data. Onethird can't read, can't do math. Hopefully hopefully it'll be better here this spring. Yeah. And we've got no evidence of that and they're doing the same thing. So I was just wondering about that. And they're using that test and you have mentioned this before. I think Mike has also as one as one piece. Mike has also spoke to this too. If you feel the test is not giving you what you need, why do you make them take it? And why aren't you telling those people in Madison that this is not a good I mean unfortunately it's part of our reality and part of the state of Wisconsin assessment system. Um a and as we've talked here and there's been discussion that's ensued related to school

029report cards and you know x amount of students not being above proficient. A lot of that is tied to that single test. Well yeah maybe but there's a whole lot of data when you go out into the public they graduate. It's not that they're just saying that it's the one test and it's 10 years on on that same test. There's a definite decrease that has been acknowledged rather uh so all over the the public. You can see in the way people read, the way people talk, the way people write and the last report which I think I mentioned last year, the overall IQ is down. So it's not test specific one off. there's a general decline in the amount of knowledge these kids are coming out with and going into the public with. So, I

030was just wondering if you I would love to. You clearly put a lot of effort into it. No question about that. Yeah. Oh, but it's not getting where you want them to be. So, I agree with that. And I think Okay. So, wonder you're in the you're the boots on the ground, if you will. Yeah. Yeah. So, I'm a sixth grade math teacher, right? And I do feel like um we have a curriculum that I think I forget what year we're in with open up um for so getting into that where we're really trying to understand the math and not just the quick fixes, right? So my husband teaches eighth grade math at ASL also and he'll tell me all the time like we can't teach that because that's just the quick fix. They have

031to understand what it's like. So really I think our curriculum starts focusing more on that and having them explain that it is a muscle they have to grow. A lot of my kids don't want to do that because they want to do the quick fix. They really are used to that like you know 8sec video and they move on. They move on. They move on. So, it is something that we're building and we talk about all the time of that brain power and that muscle that they have to build to be able to explain to be able to understand some of those concepts more than just doing it to get your homework done or something. So, we're working on that as we go. Um, I also feel like our forward test, right? um we make

032sure that the kids are getting ready, but I do feel like we could be doing more with how to take um multiple choice tests in math. I know they do it a lot in language arts, um but kind of focusing on that as well. But yeah, I think that's something I feel like we there's a challenge a little bit with this generation that wants the quick and easy and done and us trying to be like we're going to slow down, we're going to understand, we have to do that. So I think there's a big push for that in the open up curriculum that we have which is great. Any other questions? Well, this is Larry. Other than I think this is a great example and uh Stacy knows exactly what I'm going to say in

033terms of when we think about the MTSS. It's clearly an example of opening the door to each child's future because you're essentially customizing what each child needs based on their particular learning style, their learning abilities, all the things that are out there, which again, I take great pride in the fact that we have done that and we're working hard at it. And we've been working at hard at it for a long, long, long time. And interestingly enough, I heard a speaker from last week uh his name was actually Ernie Duncan and he referred to the fact that states like Alabama, Mississippi, Louisiana, whether it was reading or math have spent 20 years working on improving their scores and their results. And it's going to take us a while because it doesn't happen automatically. I mean,

034we need to invest those 20 years to keep pushing it for all the teachers that are out there, but also for all the kids. But it's clearly an example of opening the door to each child's future. So I think that's great, Larry. But I think one of the things that we're not getting a hold of here is it's gone down. So we used to know how to do this 20 years ago in the 1960s. Kennedy could quote a thing from Latin and in a public speech and be pretty confident that most of the people are it's not going to go like this because the education was here and it is rather universally acknowledged in this country. In fact, our standards according to based uh when put against every other country, we're not anywhere near the

035top. So, it's gone down. So, we used to know how to do this, which is why I'm glad I got you here. Why isn't it we don't know how to do this anymore? Because in the 60s, 50s, they could read, they could do math at a much higher level coming out of 8th grade than they can do now. Same thing is occurring when you go into college. They've got way more remedial courses than they ever had, and that's in basic reading and basic math. And we didn't that's a that's a decline. So it's not like we're learning this for the first time. We've been at this for 150 years. It's reading and it's math. We're not teaching them computer stuff. That's not what we're concerned about. The basics we're losing. So uh thank you though

036for all of your thoughts. I just want to thank you all your um this is exemplary um best practices that you guys are engaged in. I'm really impressed by a team of dedicated educators that put so much time, energy, diagnostic data, um, and completely adjusting your instructional strategies to meet the kids, uh, needs that are in front of you. So, I just I'm really gives me a lot of pride to sit here and listen to the work that you guys are doing in your professional learning communities. This is just outstanding practice. Thank you so much for being here tonight and for the great teachers that you guys are. [Music] Thank you. Next up, um, we have Natalie and Anna to give us our student board report. All righty. This is our I think it's our

037second to last report already. We can't believe it. Um but we're just gonna highlight some things that happened during the month of March and the start of April. So to start, I wanted to do a little capstone highlight for one of our insight courses over at PHS called Serving Others. I've um presented on this before um but they're working on capstone projects um getting involved with our community. So, I talked to one of the current um members of serving others about her project. Um so, her name is Karly Hogan. She's a part of that insight course that I just mentioned. She's creating self-care kits for the Waka Women's Center. Um they had a need for journals, gift cards, coloring books, just things to support overall wellness. She told me she initially thought they were going

038to ask for more um basic necessities type things, but they actually reached out um looking to support the wellness of those women. Um so she received $150 grant for those kits that she's making. Um and she's also a part of the women and girls fund young philanthropist group which is how she got that money. Um so just a really great cause. Um she didn't have any pictures for me. I asked, but I can keep reaching out and seeing if she can show me her final project so I can share that with you. But just a really great cause, getting involved with the community and really supporting there. Um, the next thing that we kind of wanted to highlight is the National Honor Society blood drive. This was a really big event that was um basically

039organized by primarily the National Honor Society board members um that took place on Friday, April 11th, 7:30 a.m. to 12:30 p.m. and volunteers could sign up to give blood and luckily a all of the red double red blood slots were filled and majority of the whole blood slots were also filled. Um this was the um double red slot. Yeah. What's the double red? Um, it's I don't know exactly how much it is, but I believe it's Oh, is it less? So, I think it's if you're like a I I could get corrected here, but I'm pretty sure if you're like a continuous donor and you sign up to do a double red, that means you're giving more blood essentially. And so, tech, you have to be at a another caliber of health in order to

040do this. You have to pass more screenings. But the fact that we got all of those slots filled plus what Anna's gonna talk about the majority of those is just amazing. Just a really great turnout. But I'll keep letting Anna talk. Yeah. And I mean the amazing turnout was primarily thanks to the NHS board members putting together marketing campaigns. A lot of them put up posters around the school um just spreading the word about it, getting people involved, getting kids involved. And NHS was able to kind of follow them um on the curtails of what they were doing. and it was great to see them really work in action and put um what they've learned in class about marketing to use. And then another highlight um for our PHS environmental club um coming into the

041spring they're working on a lot of initiatives. So I'll just kind of touch on that. Um they hosted a Earth Day event. They did a campus cleanup and then they also did a planting session over at the Peely Gardens this past week actually. So, really great to see that club kind of up and coming. Um, it's a newer one, but a great way to get outside and get involved in our campus as well. Um, and then there's a potential plant sale coming up. So, members of the club began planting tomatoes, lavender, and other plants for sale. Um, again, once I get more information, I can for sure do another shout out. And then they also sold Earth T-shirts to raise money for their club to get those funds to do these really great initiatives. And

042I would like to quickly add just a thank you to Mr. Gartman for um putting all these efforts together and really working hard to maintain the club but also um keeping it very professional and um organizing these events as it's very difficult to wrangle in high school kids but making everybody kind of have a positive spirit about being able to help out the community. Um the next topic is hope squad hopes. So, Hope Squad's been up to a lot of things lately. Um, they had an activity at lunch where students could come up and for free write a positive message for a friend or staff member. And these would be presented to students and teachers in class. Um, there's also a little candy attached to it and it was just a great way to kind

043of start off the spring and get things going. And then there were also mental health lessons in classrooms which was on Monday, March 10th where Hope Squad members were able to provide mental health classroom lessons um to some middle school students just teaching them how although school does get stressful sometimes how to take care of yourself and maintaining um mental health. And um some events that are coming up is the mental health awareness month where they will be holding uh resource sessions where they'll have free food and drinks and just fun activities to kind of ease the stress of finals and AP tests and kind of hang out with your friends and just have a little bit of fun. And then um we are also planning the next hope walk. Um as you remember last

044fall we had a very successful hope walk and so Julia Piper is um again initiating the planning for the next one. And then for athletics and activities, so the start of spring sports, there's a lot of um new sports coming in and lots of school records broken recently, specifically in track. Um for FBLA, there's 12 students that qualified for nationals in California. Um Pirates Got Talent is finishing up submissions for Axe and that is um organized, I believe, by HOSA and orchestrated by that all. And the PHS productions video was really fun. and there were students who were showcased doing special talents. Um so that was a really fun video to watch. And then HOSA state um was April 6th through 8th and we had lots of students who um did really well and performed

045quite well. And then the cheer team is holding tryyouts April 26th to kick off their next season and science Olympiad earned 12th place at state. And then lastly just some salutes and recognitions. Um, a huge s shout out to the Leukemia and Lymphoma Society campaigns. Um, so they had their gala this weekend. Um, I think they raised our southeast region for that campaign, raised over a million dollars for the cause. So really great. Um, we had a lot of students here at PWA um, getting involved there. Um, raising money in our community. We had a lot of community support from Doc Drydocks, like tons of people just getting involved in donating. So, really great cause and amazing work by that. Um, the PLE book parade, um, just an amazing job. I I like to I

046smile every time I see it. It's just a really fun event. Um, so what that was, um, students from PLE, um, dressed up as their favorite character from their books and walked around campus, kind of showing off just all the great reading that's happening over there and making it super fun for the kids. Um, the fourth grade music concert, um, huge thank you to Horizon staff, especially Mrs. Stingle, parents, and students. It was a just a really great, um, concert. my little sister was in it. So, it was just really fun to watch and just see all the great things happening in that realm. Um, our self-defense event was a huge success that happened this past weekend. Huge thank you to Officer Dennis Angel and all the members that organized that. We had a lot

047of community involvement as well. And then a huge thank you to PsD staff, administration, and the police department for all the safety concerns that were happening this last week. Um, as students, we just really appreciate all the hard work that goes into making sure this is a safe environment for everyone to learn in. And we'll take any questions or comments as well. Just because this is one of those that I feel very good about. Uh, the HOSA group is really like kind of like the creating the pipeline uh for people that are interested in working in health care. So this is my connection for my 44 plus years in working in healthcare. So yes indeed the HOSA is a brand new group here in Pwaukee. Uh I think just started this past year now but

048the fact that they participated in the state uh state uh conference and I think there were like something like 2,000 kids across the state attended that event. Did either one of you attend or um I had a friend who attended and she said there was a lot of kids there. There was lots of opportunities for events and she really had an overall blast. It was really great to just kind of get a feel for the profession that she's looking at when she's older. Yeah, it was just Yeah, adding on to Anna, I also did not go, but I had a lot of friends that went um very professional, lots of great networking opportunities. Again, like Anna said, understanding the profession of healthcare and just getting people excited um especially high school students that are interested

049to really like get involved and get ready for um for their education and the career that that is out there. So yeah, it was great. There's a lot of open jobs in healthcare. Exactly. That's what I Yeah, just like getting people excited and wanting to fill those positions. For sure. Anna, the other day you mentioned something about beach cleanup. Do you know any more about that? Oh, yes. I'm still working on planning it and getting um the logistics over. Um but yeah, so I am organizing a beach cleanup or at least a community cleanup down closer to the beach. Um in on May 10th, I believe is the day that we set from 12 to p 12:00 p.m. to 400 p.m. Um and it's just going to be a volunteer event where people can come

050out and help clean up. And then we'll also be making bird feeders. It's great. Does anyone else have any other questions? Job, ladies. Great report. Thank you, Natalie. You only get one left. I know. It's crazy. It's kind of sad. Thank you very much. Um, next we have um salutes and recognitions and just kind of taking off that that last item that you guys mentioned. Um, this last week was a stressful one and there are so many people to thank, starting with Mike, um, our admin, um, our staff, both of our SRO's, our PWA police department, and our students. You know, it really goes back to if you see something, say something. So, I, you know, I appreciate the students that spoke up because it's about keeping all of our kiddos safe. But I just

051want to say a huge thank you to everyone involved. It probably felt like a long two days, but a lot of work was put in even this weekend. I just wanted to publicly say thank you. Anyone else? I would echo that. And then I would also give a um salute to Crystal Stangle for the fourth grade concert. She did such a great job putting that together. It was great to see the song choices that she did. It was really engaging and just really really fun concert. I I have a longer list, so if someone else has another one, maybe get it out of the way now. All right. Well, for who knows, maybe maybe I'll peel some off of yours before you take everybody. Um probably not the same ones. I want to recognize Tammy

052uh and Miranda. They've done a ton of the recent work on the open door award stuff. Uh some of you saw the video that was produced. Uh um my co-acctors of Adriana Plac and Colin Jacobs were clearly carrying the the load in that performance. But uh to announce our finalist today, so if you haven't had a chance to see that on social media, check it out. But that is Miranda Coslick's creative imagination at work in terms of actually implementing time travel uh into our announcement video. But, uh, between her and and Tammy in particular have put in a a ton of work just kind of getting us set up to launch this first, uh, ever open door awards, which we're very excited about. And then, um, uh, thank you for those, uh, salutes, Bren. I

053just want to kind of, uh, echo that. In in addition to the people that Brent acknowledged in her salute regarding the security pieces, uh Katie Spedoni, Paul Bersai, um and our two wonderful school resource officers uh just have done really great work as we've been kind of working through these things. All right, Anthony. All right, so on April 21st, that will be our last professional development day of the school year. Um, and as you will see tonight, we have a curriculum presentation uh for a couple of our departments, but that's really a five-year cycle that uh our content areas engage in continuous improvement around our curriculum. So, we have a a few different teams that I just I want to recognize some of the leaders for those teams. Uh we have math and music that

054are just beginning and are in phase one this year of uh curriculum renewal. So, we have a few leaders I want to recognize from our math team. Melissa Schultz, Angie Fulfur, Tara McNamera, Nicole Eert, and Brian Sniff. And then from our music department, um Tasha Gleski, and Kate Mitchell. So th those two groups are in phase one, math and music. And then we have uh CTE, which you will hear their um proposed curriculum tonight, but I want to uh salute Ben Lamp and Melinda Larson Horn, who have kind of facilitated that process for that specific group. and then our K3 literacy team, which you will hear that curriculum presentation tonight as well. But that was a heavy lift with um act 20 being passed. We ultimately had to take what was a what happened usually

055in three years and really shrink it down and kind of make some determinations from a curricular standpoint to be in alignment with the law. So I would like to recognize Brian Seagull, Beth Ingresol, Carrie Rolfie, Christy Johnson, Bin Jakabowski, and Robin Wilson for their leadership specifically with that literacy group. I actually had two more that I just remembered. Scott Rail and Kate F. I want to commend you both on the event today. I thought it was fantastic. What What did What did we call it? What's the label for it? It was just a showcase. Capstone showcase. Yeah. Yeah. So, Asa Clark today, uh, Scott and Kate's students, uh, really impressive showcase of, um, business concepts that they've designed and products that they've engineered using all kinds of technology and engineering principles. It was really impressive

056to see what the kids had put together. So, I'd like to recognize the two of them. Any other salutes? Might be a record for salutes. It might be. Awesome. Thank you everyone. Um comments from citizens. Tammy, do we have any? We don't have any comments tonight. Thank you. Next consent agenda that includes um accepting the minutes from previous meetings. Um March 10th, business affairs, April 3rd, board of canvasers. Um correspondence which was included in your packet. And again, some really wonderful gifts. Pewwaukee youth wrestling donated $2,656 to the PWA high school wrestling team. $1,000 was donated from the Wellenstein and Suns Construction for the technical education program. And another donation of $1,000 was received from Powermason, Steve Gerard for the PHS robotics team. So just a heartfelt thank you to um these individuals, organizations that

057gave on behalf of our students. Thank you. Thank you so much. Can I get a motion to accept the consent agenda as presented? So moved. Second. All in favor? I I. Any opposed? Abstain. Next, we'll move on to business affairs and I'll turn it over to Stacy. All right. So, tonight um we covered a lot of material in kind of a short time. It was a really efficient meeting. So, we talked about our financial results. Um one of the highlights is our self-funded insurance is trending ahead of our expenses from prior years. So, that's some super good news. Um our revenues are sitting at about 58% 15.97 million. Our expenditures are about 60% of budget, 15.34 million. Um, so nothing out of the nothing surprising there. It's we're trending as we normally do. Uh, we

058talked a little bit about the budget proposal that will be at our next meeting. Yes, next meeting. Um, it so, uh, John talked about some of the the assumptions he's making. Um, one of them is he's optimistically budgeting for a $415 per pupil um, revenue limit. um and budgeting about a 35% uh special education reimbursement from the state. Currently, it's been about 30%. So, we're hoping, you know, he's right on that one. Um he did point out that the insurance, the self insurance, he's anticipating about a 5 and a half to 6% increase in the renewal there. Um do I have anything budget-wise that you want to add for now before we No, the hard numbers. Yeah. And then, um we he gave us an update on the capital project. um we have spent about

0592.1 million which is slightly behind our projected um timeline, our projected amount for now which was at 2.7 million but because of that we had um a little bit more earnings in interest. So, we have about 217,000 that we've earned in interest. And um John is going to start sending us weekly project updates um which I think everybody will enjoy getting to see what's going on in there. John, is there anything else? Uh no, just looking forward at uh at our May board meeting, looking at some of those items that are on that long-range capital projects list that are potential projects that uh could be addressed uh within the scope of what has been approved for this project. Yep. I would just say in the construction thing, if you have a chance to swing around

060a circle, you can see the building starting to take shape as we had a lot of the panels were installed today. So the panels that would be around the new health classroom and and that part of the addition uh are up. So you can kind of get a sense of what some of it's starting to look like. It's exciting. Yeah. And all of this has been going on with hopefully minimal disruption in classrooms, I should say. Yeah. The as we we completed demolition um substantially completed the demolition of the building over there. Um there's been some noisy times. Natalie can probably attest to that in that corner of the building, but there's a lot of activity going on over there that uh we've been doing our best to minimize any impact on the learning environment.

061The people that have had to adjust the most are teched because they lost their shops. So, they're using the wood shop and ASA and just kind of figuring it out uh a little bit with the loss of of those spaces. Can I get a motion to accept the business affairs report? Motion to accept the business affairs report as presented. Second. All in favor? Any opposed? Abstain. Moving forward, personnel issues. Um, we do have some things to add on. Yep. You flip you skipped a page. Did I skip a You're right. Oh, you would have gotten us out. So, we would have really This would have been a really nice early meeting. Sorry. Forgot to flip my paper. Okay. So, but and this is the important stuff here. We have um the CTE and the 3K

062literacy curriculum presentation. Anthony, you and your team. Uh let's have CTE folks come on up first. Uh but I just want to kind of preface our presentation here. So, tonight you will hear our curriculum renewal proposals for uh career and technical education with a little asterisk there. You will not see any new courses for kind of our traditional tech courses. Those are going to wait until next spring when they can be in the new spaces. They did not want to start a new curriculum without being in their new spaces. So, that will come to next spring. But the rest of it you will you will get today. After CTE, we will then uh dig into our uh K2 literacy curriculum proposal. And the driving factor behind that was the passing of act 20, the science

063of reading law. So that would have not normally come to you guys probably for another three years. So you'll hear that as well. We'll give you a brief overview tonight of um our work and some of the proposed changes. Tomorrow morning, um, all of you will get an email with direct links to all of the classes in these curriculums. Um, I also put together a guide for you so that when you are looking at it, you know what some of the stuff means as you're as you're looking at that. So, you'll have then until the next board meeting to review that to ask any questions. And then at the meeting on the 28th, um we will take action on hopefully approving both curriculums. All right. So, we're going to summarize those key updates for both

064CTE and uh K2 literacy. I just want to kind of provide a transparent overview of the financial impact of both of those as well. Um and then at the end I will dig a little deeper into um how you as board members and our community at large can engage with the materials and review them prior to all of you taking action at our next meeting. So before we start I'm going to have you guys introduce yourself. So um these are some representatives from our career and technical education departments both middle school and high school. Not these are not all of the teachers that were engaged in this work but they are spokespeople for tonight. So, you guys just want to hop up and introduce yourselves real quick. Hi. Hi. I am Kate Fruit and I

065teach business both at ACMS and PHS. I'm Kelly Caesars and I teach family consumer science both at ACMS and PHS. Hi everybody. Uh Ben Lamp. I'm our emerging technology and steam coordinator and I'm also an instructional coach at ASA and the high school. Hello everyone. I'm Alisa Simino and I'm one of the family consumer science teachers at Pewwaukee High School. It's good to see you all again. My name is Scott Rail. I am um part of the tech and engineering department at Asa Clark Middle School. So the to start this process uh when we start curriculum uh renewal process one of the first things we do is we really take a look at what the updated research says about that specific uh curricular area. So I'm not going to read read this verbatim to all

066of you. I know you had access to this but this really sets the groundwork for the work that the team does. They use this to then develop the value statements for the specific curricular area. So these value statements that are established then guide all of the curriculum work moving forward. Uh so as you as you read through these bullets, you will probably see some common themes. Um talking about some of those authentic experiences specifically in the career and technical education area. Um the ability for not only our teachers but our students to connect with actual professionals in the field. Um, and really focusing on those problem solving and critical thinking skills that if they go on to a future that has nothing to do with in their cases in their specific areas, they still have

067the skills that they will need to be successful in whatever endeavor they choose. Each of our specific departments also then took those overarching value statements and kind of made them a little bit more specific to their area. So with regards to our business education, their focus was on real world relevant coursework, having a global and local focus and then really focusing on mentorship uh indust industry certifications and onampus and community projects. Uh family consumer science similarly they wanted to focus on some of those authentic learning opportunities for life skills and focus on strong families, communities and leadership. Uh and then from a technical education standpoint, there's that reoccurring theme of hands-on um experiences for those students and really preparing our students from a technical education standpoint to be prepared for a future that is, you

068know, highly technical in nature. So, I'm going to hand it over and you guys are going to get an overview on each of kind of the specific departments that are being presented uh tonight. So Kate, I believe you start things off. Thank you, Anthony. Hello. As I mentioned, I my name is Kate Truth. I am the business department at Asa Clark Middle School and I also teach uh as part of the business team at the high school. Uh, I'm going to speak to you tonight about both the ACMS business education updates as well as the PWA high school updates, which is quite appropriate because in addition to that goal to create some additional authentic, relevant educational experiences for our students, we truly focused this curriculum cycle on creating a true six-year pathway for our students

069to go from middle all the way to the high school with these different courses. A great example of that is the addition of the business foundations course that has been added to the middle school um course guide. That is a course that's been taught at the high school for several years. We're going to teach that same course now to our eighth grade students. They will not receive Pewwaukee High School credit for that, but it is a prerequisite for several of our high school courses. So, that gives them a fasttrack opportunity to hit the ground running when they get to the high school having met that prerequisite. Because of that, I'm also been able to take my entrepreneurship class and focus it a little bit more on true entrepreneurship without having to add that intro to

070business piece that had been in there previously since that was really our standard business class over at the middle school. We've added to that a steam design course that's going to take some STEAM elements learned in sixth grade and add another entrepreneurial element to that um as part of another new course for our middle school students. All of this is based on some new state standards that uh we have been utilizing in this new curriculum um that are truly based on a learning progression rather than grade level specific. These standards are built on the Wisconsin career pathways that have been designed uh in conjunction with industry within our state and are now looking at skills versus grade levels. So a standard I use at the middle school could then be used at the high school

071with a different level of skill associated with it which is a wonderful progression. Yes. for a second. You use the term Wisconsin career pathways. Can either you or someone talk a just a teeny bit more about what that is and how long that work has been in pro process as well. Yes. Um those career pathways are essentially pathways where students can say have an interest in finance for example. They could log into that pathway which is done by DPI dig in there and find out different careers that they could take within that pathway. um what the different job opportunities look like within those careers, what types of education they might need for those careers. It's truly a database of pathways that can inspire our students to focus their energies in areas that provide good opportunities

072for them to their future. Anthony, do you have anything you want to add to that? Yeah, I think 17ish pathways know there there's a lot of pathways and and some of that work happens here, but um we've also talked at times about the academic and career planning component of activities at the middle school and high school. They dig into those pathways there as well. And it might be helpful, Anthony, if you send that out to us or give us a link to it at some point because it's really extensive. I mean, and obviously in the engineering technical world, I mean, it's got a whole bunch of things out there, accounting, finance, business, lots of different things. And sometimes it's actually uh regional specific as well. So, there's like a lot of good things with it.

073So, it's a fascinating site when you start to play with it. So, I agree. Are there any other does does that also include information from area organizations um that know what their career pathways are going to be say like for the next five years like what areas are going to require more employees more advanced learning yes that information is incorporated into that and again Anthony if you've got anything you want to add to that piece that would be awesome that's a great question And Ben might be able to speak to this as well. And Ben, you can hop in, but we I think we're seeing more requests from local businesses that are interested in youth apprenticeship because I think that they are obviously they they have a need. So they're trying to grow a pipeline

074of future employees. Um would you agree? Yeah, I would say um over this last month, I probably received one a week from companies that are looking to hire youth apprentices. Um once they find out like local businesses that you're interested in that that a lot of them are coming forward. Um so we're doing the best we can to kind of like get students matched to where their career interests might lie and give them an opportunity to kind of hit the ground running and do some work their senior or junior year um and earn good money while they're doing that as well. Great. Could you uh make the bridge between STEM and STEAM? Um STEM and STEAM is just really that a adding that arts piece into it. So, uh, at the middle school, we've had

075kind of a focus with that steam in that sixth grade level. So, it's co-taught with our engineering teacher, our art teacher, and our current tech ed teacher. So, it's kind of incorporating all these disciplines together. I I think I gathered that, but why why was there ever I understood that STEM was pulled out as STEM? Because those were those four hard science categories were in need of attention. when you add arts, you just diminish that whole concept. So, do you know when it changed from STEM to steam and why? Yeah. Um, when you look at the change from STEM to steam, I mean, that's happened over the past multiple years. I mean, I would say that it doesn't diminish the quality. I would say it enhances the quality. And the reason why it enhances by

076adding in the the A in steam is because when you look at the science, the technology, and the engineering, the mathematics, so much of that is about design principles. It's about going through the engineering design process. It's about the iterative process. How can you improve upon it? How can you use technology? How can you use hardware? How can you use software to really learn some of those key components? And there's so many uh crosscutting concepts that kind of tie into both of those areas. So when you look at when you when you we added in and when we looked at the curriculum five years ago and adding in the steam component and adding art in addition with um the the traditional STEM, what it did was it really enhanced and brought together two very strong

077closely aligned curricular areas and just made it so that it just it it it reached more kids and it focus on the elements of design which is in both areas. So by by art, you're not referring to language arts. No. No. What are you referring to in art? You're not doing doing painting obviously then. Well, and Scott, you can speak to this, but after that sixth, they get exposed to some 2D and three 3D art elements in sixth grade. Then as a seventh grade or eighth grade, they can kind of choose to take some additional art classes, both 2D and 3D. for specific examples. Like if you look at that sixth grade steam explorer class that we teach, the art teacher and I, we taught that together for the last four years. This year we

078added in an element of having the teched teacher also join us so that we can have more of a cohesive team. Um, and by doing that, when you look at all of the projects that we did, we have basically an art component as well as like a a traditional type of a STEM component. DPI mandates that art is continued to be taught through sixth grade. So that's where it it is a purposeful, intentional, and wise way for us to combine those at sixth grade. So if we have one project where it's like, okay, a 3D unit, students are working with clay, um doing ceramics, they're um creating different projects with ceramics, we're firing them in the kiln, and then we have very specific 3D type of of work that we also do in the technology

079type field where we design it using different software. We use the CNC routers. We use the 3D printers. All of those pieces to show the interconnected nature of both STEM and art. The latter part I understand that's I wouldn't have pulled it out, but you did. That's okay. So, when you're talking about art, you're talking about art for technology. We're talking about because the first one you I'm sorry. Let me just finish. The first one you said was clay. I wouldn't have put that in the category of art for technology. It It's not. And All right. Good. Got that part. Yep. It's not. And when you look at like the combined the nature of it, I mean, you'll hear me talk about some of the future middle school classes where if you look at using

080the foundry or using other elements that are directly connected into some of the art design principles as well, that's where we want to try and find um curricular areas to match the two together. Yeah. I just might if I could just uh this might be helpful. One of the really important reasons that art is included with STEM is uh it's about creative design and developing your creativity as being really important. If you talk and we've had panels of engineers when kids do um capstone projects, uh your design also needs to be it needs to look good. It needs to be aesthetically pleasing. And if you think about how a car is designed, uh the art art that goes into creating something that is uh aesthetically pleasing is really important if someone's going to buy your

081design and develop it. So if you talk to our architects, um the design of buildings is artistic. Uh the design of the interior design that takes place is artistic, understanding color, those kinds of things. So there's a lot of crossover between art uh and the design of things which includes of course the hard sciences as well. Thank you. Yep. Shall we continue with PHS business? Let's do it. There we go. All right. So we have several pathways within within the uh PHS business education department. Our marketing pathway which is already fantastic. We've added a new course to that called social media marketing. This is some really authentic and relevant learning for students. Um that also prepares them if they in the future wanted to start their own business. They now have that access to doing

082marketing right there on the social media. Um personal financial planning um starting with the class of 2028 I believe. Um personal finance or um graduation. Thank you. Y 2028. I was right. Okay, good. Um is now a requirement for those students. Uh, so we we've been offering personal finance, but now we're also going to be offering a personal financial planning course that is college credit in high school, which is a parent I love very much. We also have a few curricular changes. Um, our accounting course had been a one-year course for our intro to accounting that has now been split into two semester courses, offering a lot more flexibility for our students. video production um is now exploring some new avenues um and uh revamping their curriculum a bit including being involved in the PHS

083announcements, creating some video announcements for that. Um I would say that sums it up. I got lost in my slide. I'm sorry. Any questions about that? Fantastic. I'll pass this over then to All right. Not quite as tall as Kate. Um, all right. So, again, I'm Kelly Caesars. I teach family consumer science at ASA and also at PHS. I am just going to be focusing on the middle school changes and Alisa is going to take over the high school changes. Um, a big focus was on really just improving the scope and sequence of the curriculum at the middle school to make sure it aligned and flowed with the high school um, scope and sequence. So, we worked a lot together on that. Um, kind of along that same line with the worldwide cuisine class, that

084is going to be now just an eighth grade only class. Um, currently it's seventh and eighth grade. And um what we found was a lot of the seventh graders are really gung-ho ready to take some culinary classes and they're taking intro to culinary which is a great foundation course. Um and so that gives them that foundation when they take worldwide cuisine we can um hit the ground running which is a popular phrase tonight. Um but they we don't have to um focus so much on those culinary basics. we can get right into really the cultural um foundation of that worldwide cuisine class. Um and then similar to business, we had all new state standards for family consumer science and so we made sure to update our curriculum according to those. Um and the last kind

085of change or more focus was the community and campus connection. Um, a big focus on that is in the capstone culinary course, um, which I have the honor of co-eing with, uh, Miss Kate. And we really focus on bringing the high school students in to give timely and relevant feedback to our eighth grade students. Um, we have some of the advanced culinary students and ProStart students come in and give um, feedback to the eighth graders so they can prepare and make changes um, before they have their showcase at the end of the year where they're inviting family, inviting administration, and so they really um, take pride in those changes they make and the feedback that they get and it really gives them a chance to kind of make it their own. So, um, those are

086the big changes for the middle school. Any questions? All right. Great. Thank you, Kelly. Hello again. I'm Alisa Simino. I'm one of the family consumer science teachers at Pewwaukee. Um, I'm just going to talk about some highlighted updates focusing on new courses, curricular changes, and then connections. Um this year we are introducing or we um are developing a new course interior design. We're also developing advanced fashion analysis building off of our fashion course. Um serving others internship will which will connect with our serving others insight course. Some curricular changes. Um interior design we're working on developing as a standalone course. It used to be in the architecture world and now we're dividing the courses up into two separate courses. Um as Kelly and Kate had mentioned, we're improving our scope and sequence. um really focusing

087on updating those FCS state standards. Um and as we continue to build these courses, I feel like our courses just really um kind of lead to those natural connections and community um involvement and things like that. And so that's kind of what we are focusing on for the high school. Any comments or questions? Thank you. Thank you. So the last part we have as part of this is the ACMS teched um tech and engineering ed. You heard Anthony talk about how the high school level is not um presenting at this point in time because of the construction. We at ASA were fortunate to be part of the last um ren uh um referendum to have our spaces updated. So we are uh presenting here this evening. Um this will be a great with if we

088do get your approval be a great segue into next year because then when the high school is able to come through the middle school kids will have had a year and the eighth graders will come in with that experience already hopefully um to continue that path along. The new courses that we have as part of our technology education is the steam design. You heard Kate talk a little bit about that. That steam design is going to be we've always had questions after steam explore of well what is the next class? I may like Steam Explore. What do I do next? We're like, hey, there's all these classes that you can take. But they say, but which one? This Steam design class is a great way to kind of merge a little bit of the business

089side. Um, and to continue some of the skills that they've learned in all of the avenues of steam. Um, so that is a brand new course. One of the courses that we are replacing and getting rid of is because five years ago, well, let's go back 10 years ago, we used to have a course that was called 21st Century Skills. Well, when we got into the 21st century, it ended up making sense for us to morph into something different. Then we merged it into a code to create because five years ago that was something that was incredibly emerging. And with coding and with the explosion of AI, we are now at the point where it's like, okay, well, code to create is probably not quite at that point that we necessarily need it to be.

090So, let's change it again. So we merge and we pivot a little bit more and now we have this steam design course because this is a great way to really enhance pretty much everything that we do in um both the business world as well as the tech and engineering world. So that's the biggest change is the elimination of code to create as well as the addition of steam design. The standards that were in code to create are going to be in different places. We are going to teach some of those in that steam design as part of the design pro elements. In addition, some of the coding concepts using the micro:bit and physical computing is going to be entered. It has already entered this year a little bit as a pilot into this year's steam

091explore classes. So, those concepts are still staying with our curriculum. It's just changing into different spots. Some of the other big curricular changes occur within engineering and design and design and fabrication because with our current teaching, there's a lot of crossover and there's a lot of matching between them. both of them really focus or we do some things in engineering, we do some things with wood, we do some things in the shop where it's like, well, what's the difference between them? So, in our SWAT analysis when we were going through the curriculum process, we realized that we really need to kind of manage and emphasize pathways. The high school is going to go down like more of a manufacturing pathway and more of an engineering pathway. So, we wanted to make a vertical alignment 612

092and have an engineering pathway as well as a a manufacturing one. So that's kind of the nature of when we were trying to figure out the standards and the units about what we are looking to do. We tried to kind of separate it in that way. Manufacturing here and engineering there. Um so when you get the curriculum you will definitely see some of those pieces about how engineering the engineering and design classes really focus on engineering principles. Design and fab design and fab class more focus on the manufacturing pathway. Some of the connections that we have is that I talked a little bit about that last bullet, the 612 pathways connections with the teched curriculum that that we will have in addition to our K12 um computer science alignment and the vertical sequencing as well.

093Um, so looking at it all the way through from kindergarten all the way through 12th grade, how can we continue to build and enhance the computer science, knowing full well that AI has changed things as well and how can we morph that into our current standards and what we do uh at the middle school, at the high school um to prepare our students for success if they choose to go into that field. Um, so those are some of the big overarching changes that we have in the um the middle school tech and engineering department. Any questions from any of you before I turn it back to Anthony? How many students are able to go to work in the afternoon? You mentioned it briefly. One, I can't remember which one of you did. Well, at the

094middle school, that's not part of the middle school. High school. You were you were speaking about it earlier. So, we I can I can get you an exact number, but there's there's numerous pathways that students can get to that point. Um, we do have youth apprenticeship where that is where they're working on a Wisconsin youth apprentichip certificate and they are working for a business to fulfill those competencies to earn it. So that would be one way. Um, we also have a separate I can't hear you. We also have a separate class um through our business department that is kind of your traditional just a work release where students are um have to accumulate so many hours and meet some competencies there but they don't earn a certificate. Ben, am I missing any? Those are the

095two big ones. Y I thought I thought you mentioned that actually it was the reverse. It was employers coming into that was how the conversation was run. Yeah, that was that was that was the youth apprentichip piece. So employers reaching out in specific areas like for example the employer that connected with Ben and I last week was uh in carpentry and that that what number would be associated with that program? Do you know how many current students? This year we have six. Next year I'm still making placements but really hoping to get into double digits next year. What's the high water mark for that? Uh, I would say probably 25. Thank you. Yeah, thank you. And I would I would say that in talking with Ben and looking at just our CTE curriculum in general,

096our our YA programming is an opportunity for improvement. Like we would like to have more students participate in that opportunity. Larry, you have a question. And could you go back a couple slides to the family consumer one? Yep. I think I saw it out there. High school or uh wherever there was I thought I saw a slide that had prostrate it. Yeah, this one over on the right. Yep. So, it's in the it's in the flowchart. So, okay. Tell us what ProStart is. Can you speak to ProStart? I can do I can do my best. Um so, ProStart is associated with the National Restaurant Association. Um it's essentially like it's not categorized under a CTSO, but it would be kind of like the CTSO in the like professional world. Um it has a really great

097a really good amount of um industry and professional connections. Gives students opportunities not only in culinary but also in management as well um to compete and just network and different things like that. Students have had a lot of opportunities. Ryan Demar does a great job connecting students um on taking different trips and networking and different opportunities. So that's a little bit about Proststerar. So if they're taking the courses here, if they go into any kind of a organization that follows or I assume most places follow a ProStart, they know all of the background, right? I mean, that's the whole advantage of it. They're being prepared for moving into those careers early, right? So yeah, and it has a lot of connection with the technical colleges in our area. Um, a lot of the competitions are

098actually held at the different technical colleges in our areas to introduce students to those different programs as well, which is really cool. our school district has generally been successful. Yeah, we've been really successful. Um, especially with the not only the compete aspect, but also just like that networking opportunities. Great. And I think uh and I might have it backwards. Is it serve safe or safe serve? Don't we get that certain our students safe serve? Um, serve safe. Serve safe. Serve safe. They get that certification I believe which is valued industry. It's an industry certification. I thought our students got that through that program. They have the opportunity to. They have the opportunity to. Yeah. Yeah. And Larry, just to follow up on your question, it was also with the ProStar curriculum and some of the

099things that Ryan does in those culinary classes, his old space, he wasn't able to meet a lot of those things. So, it was a direct driver into what the new um culinary classroom will look like. And thank you for making that connection because I think again that's one of those things where I mean the spaces that we have available today just won't meet the needs that are out there. So I mean I think that again justifies some of the investment that we're making in terms of to helping uh provide learning settings that will work. So we have a big big following in that particular area too, right? So huge. Yes, we do. any last questions before we dive into uh K2 literacy. Thank you, CTE team. Thank you. Robin, you want to come up with

100me? Sure. Come on down, Mrs. Wilson. All right. So I in my salutes I did recognize it was a large effort um when it came to the literacy curriculum and some of the improvements that we're looking to make. Um so obviously act 20 passed which really forced our hand in having to make some changes to our K2 K3 literacy curriculum and I I will talk a little bit about that kind of third grade piece hanging out there. Um but in doing so and at in looking at curriculums uh that would meet meet these categories that the state of Wisconsin has set forth um we really wanted to remain true um to the value statements that came out of the last curriculum renewal in 2021. So, as we were looking at different curriculums that met the

101needs and met the requirements of act 20, we really tried to anchor in those previous value statements that came to the board in spring of 2021. Um, and one of the big things that I do want to point out there is kind of that voice and choice uh piece and students engaging in authentic reading opportunities. Um so really highlighting that as previous to me Danielle and Robin and the team were looking at uh different curriculums. So you guys have obviously at different points in time had the opportunity to engage in uh learning a little bit about what act 20 requires. Um, so in a nutshell, you can see those bullets on the left, but it really requires instruction to be systematic and explicit, ensuring that all of those things there are included in that curriculum.

102Robin, do you want to add anything to that? Um just I guess what I would add is that the phonological awareness, phmic awareness and phonics um is probably where we had the biggest swings um with what you're going to see tonight and have put um the biggest changes to standard the most student increases in student time um in the classroom attend to those three components. So if you go back and look at the start of this year, uh there were two different uh curricular resources that were piloted um at the predominantly at PLE K2 um with a a specific phonics resource being used with our third graders. So those two curricular resources were uh into reading and the new um the new reading units of study. Um, so those two curricular resources were piloted this

103year and what Robin and I did along with um Brian and Beth at uh PLE and the teachers really we wanted to implement both of those curricular resources and determine using some metrics and collecting some data which one really was most effective. Um so and I had sent you all an update when we kind of got to the point in time where we um were looking to make a determination to bring to you for approval. But if you look at both of the resources that we piloted, both of them had similar impact on student growth um and student achievement when compared to our previous curriculum. So that in itself is good. Both of the curricular resources that were selected to pilot both had an impact on our students greater than the previous curriculum that we

104did have in place. So they both were great resources. I think what really drove us in um proposing adopting the the new units of study there were a couple different things. Uh the first thing and this strictly came from our teachers and feedback that we gathered for them was it was their ability to different differentiate the curriculum to meet the needs of the students in front of them. So you had the folks from ASA here talking about how they had to kind of wrap around that student make some adjustments so that that student could could grow and build their skills. The staff found that the units of study curricular resource allowed them greater opportunity to do that. And secondly, um, with the new units of study, the the the staff really found that students just

105spent more I more time engaging in authentic reading and choice-based books that they had a high level of interest in. And that had been a a tenants of our workshop model here in Pewwaukee, not just at the elementary school, but up into the high school. So those ended up being kind of the differentiating factors uh when we looked at all of the data points around which resource should we bring to all of you for uh for approval. What's the dollar amount? I'll get to that. Yep. So really if you look at the new units of study uh curricular resource, a couple things I just want to highlight. Um there is a stronger focus on the building of foundational skills. Uh and Robin talked a little bit about this that phmic awareness piece, the phonics piece,

106uh decoding. Um there was a shift from in the old curriculum the use of queuing and three queuing which is now illegal with the pass passing of act 20 to teaching students how to decode. Um there's also an increase in the rigor of the assessments associated with the curricular resource and it is just um from an evidence standpoint um it's better aligned to the most up-to-date evidence when it comes to literacy and it allows us to kind of retain that workshop model. Anything to add to that? just that the um when we talk about decodable texts and leveled texts, what we're choosing as a bring to you as a resource allows us to um have students gain experience in both. So like with a decodable text, that might be a book um that focuses on

107um the vowel team EA. So lots of words with that vowel combination in there so the student has practice to decode that multiple times in one little book. Um, but then they also have leveled readers that allow us to differentiate. That's where a lot of the student choice comes in. So that's where that balance is. Anthony talked a little bit about the differences in time spent reading that the amount of time students were engaged in reading was an important um outcome and what we wanted to look at. According to teacher results, um students spent just over five minutes a day longer reading in books with the new units of study um and UFly that we're bringing forward to you, which sounds small, but over the course of a year, that's 15 more hours in school

108reading um and about an average of about 36 books. So um across a year that's a significant difference and one that was a part of the um data we got back from teachers as well. Thank you Robin. All right. So that that first curricular resource that we looked at um was that inter reading they had a built-in phonics component whereas the uh the new units of study that we're bringing forward for your approval um needed an additional component to be added. So the component to address the phonics piece was the was we call it you fly but it's the University of Florida Literacy Institute. It's their explicit phonics instruction program. So it is a structured curriculum and the nice thing is it has a consistent lesson routines. So in visiting classrooms and you walk in

109and you see the students that that are using UFly um they know the routine. Um they get in they do their phonics lesson. There's ready to use materials for our teachers. There are numerous opportunities for the students to engage through response. Um and it's one of the things that I think the teachers really liked about that. And it also is evidence aligned. So it is that new units of study curriculum and that youly phonics piece because as Robin said the phonics piece specifically was an area that when we looked at the curricul curriculum there was some opportunity there to improve. All right. So Mary you asked the question about well I want to touch on third grade. So we have there is no proposed change to our third grade curriculum. Having said that, we recognized

110that there were some gaps from a phonics standpoint for our third grade students. Like I said, we we felt like there was opportunity to improve our phonics curriculum. So our third graders this year are utilizing UFly because there are some gaps that exist from a phonics standpoint. So that will continue next year for our current second graders as they move into third grade. No change to standards, no change to the curriculum, but they will um if you guys move forward with um approving the use of UFly, they will continue to get that extra phonics instruction to close some of those phonics gaps. So, from a budget standpoint, if you look here, and I have CTE and that K3 literacy piece up here, you can see that the CTE curriculum, uh, $47,987. And if you just

111for comparison purposes in 2020, the last time CTE was up for adoption, you can see it was 149. It's a a little bit misleading because this time around there were some things with CTE that were included in uh referendum spending which is why that is significantly uh less expensive from a uh K3 literacy standpoint. The new units of study along with the uh UFly resource uh $66,426. So there's the total cost for the curriculum adoption below there. And I can tell you and this was not a we were going to go with what we felt we were going to propose what we felt was the best uh literacy curriculum when it comes to meeting our students needs. I can tell you that the units of study curriculum is less expensive than the interi interreading uh

112curriculum that was the other pilot. All right. So, next steps. Um, so tomorrow you all will receive an email and there will be direct links to each of the classes that are part of the new curriculum. So, that's inclusive of uh K2 literacy along with middle school and high school CTE. Those direct links will take you to the unit outlines for each of those these those courses. that will also be posted on the teaching and learning website for our any of our community members that would want to hop on and take a look as well. Like I said, I also put together a guide for all of you. If you're not a curriculum expert, you kind of know what you're looking at then. Um, additionally, those teaching guides for uh the new units of study

113and for UFly will be available in my office to all of you and any community community member that would want to come and take a look at those. Um, so you can contact me, make an appointment, uh, come in, spend as much time as you want taking a look at those, uh, if that's something that is of interest to you. And then this will all come back to all of you on April 28th at our board meeting uh for you all to take action. Questions? I do have a question. Yeah, Tony. I don't want it to sound too cheeky, but you're suggesting I think that we have talent here. We do. We've hired a lot of folks who know how to teach reading. We don't have enough people who know how to teach reading, who

114could tweak whatever you need to do without going and buying a new whole curriculum. I would say from a literacy standpoint, there's a difference between being a highly skilled teacher and a curriculum writer. Um, that is something that people get master's degrees in. We I would say we don't have a staff that could from scratch develop a literacy curriculum that is research aligned and also meets the uh requirements of act 20 and and we've talked very openly about really wanting to have a curriculum that has an impact on student learning and I know Mary you've you've brought this up and this is important to you as it is to all of us. So, I think that there there does need to be an investment in that. Well, I'm thinking of all the tutoring you could

115get for $66,000. And and I'm and we're talking about tier one instruction. So, this is the classroom curriculum that happens in the classroom. This is not tutoring or intervention. Part of it is also the require Part of it is also the requirement in the law that resources do not use any resources that include references to three queuing, which is how a teacher um prompts a student when they come to a an a word that they don't know. The law does not allow us to have resources that include that as a recommendation for student prompting. And our former resource does did And to be honest, a lot of our teachers in their teacher preparation programs, that was part of what was that they were taught how to teach. So I I I would say that we

116do not have the ability to develop a curriculum from scratch that would do what this curricular resource can't do. Well, and I think that's one of the things that's out there. I mean the DPI well the act 20 and then the DPI uh around that I mean it was very prescriptive in terms of what was expected and again it's this based on the science of reading and the work that's there there were certain things that were approved or allowed and certain things that are specifically excluded in that and I think this is a case though too where we have the the differences in terms of the people that or the organizations like colleges that prepare um elementary school teachers their materials were not necessarily that strong as well and hopefully that will get aligned as

117we go forward with it. So right. Yes. And that's another component in the law that we don't directly live every day, but there are requirements in the law about teacher preparation programs. Um I might be one of the more senior members of the staff. And when I was in college, um that's kind of when um direct and explicit phonics instruction kind of went out of vogue a little bit um and is now just now coming back in. So, if you think of like all of the teacher prep programs um that people generally my age and younger um participated in, the phonics background for explicit instruction was um really not emphasized. And when Anthony talks about the talent of our staff and Mary you highlight that as well. I can't say enough about what our staff

118has taken it upon themselves and we have um worked with them in learning over the last couple of years before required by the law in just wanting to do their very best for students. Um over the past two years we've participated in PED so that um we could be reaching more students and providing for them the phonics instruction that they would benefit from even before we had um the pilot completed and these re new resources in place. So you're right both are important. What I think what you just said well you tell me if you just said this queuing you were taught in the preparation of becoming a teacher that was the method you were taught. I I wasn't taught that as a general but primary prim primary staff. Yes, that was all right. So

119those same people are now telling you you can't do that anymore. You have to do this and it's going to be a cost to you. How do you know that they're right if they messed you up the first time? You're quite correct about the phonics. We used to teach phonics all the time. They dumped it. They came in and said, "You're not doing phonics anymore." Those are the professionals that are guiding you. I'm just kind of puzzled because you're on the ground. You deal with students every day. Those people sit up in little white castles and they've gotten it wrong too many times. My thank you very much. Yeah, my my and I don't I don't necessarily disagree with you. My my thought is that this is our state's response in trying to do something

120to improve the literacy instruction for our students from what we you know we've talked about like the stagnation and growth in in literacy. This is what they believe to be the best route in order to to move that needle. And there unfortunately there are just some things that regardless of what our teachers myself, Robin and I think like it it's the law and we have to do it. But but there are lots of good things in this particular I Yep. I would agree. I mean there I think they use the term the science of reading though. So, I mean, I think again, it's one of those things where some of these things kind of swing back and forth, but I mean, this is now accepted and I believe that there's other states that have also

121adopted similar uh regulations or rules or legislation regarding the use of that tool and and probably Christie can respond to that. I mean, because again, across the country, I mean, teachers are, you know, being trained need to be trained on this and it it is now the the probably the deacto standard that's out there. So, I do have two other questions though for you and I know I talked briefly to Robin about this and I I'm putting on my change management hat at this point. I mean again we have to have mechanisms or systems in place to help make sure that our teachers are making these transitions and I mean did you get sort of input or feedback from the teachers themselves relative to making the transition? Any ideas or suggestions that they had to

122prepare them uh for making that change? And if Brian or Christie I well I can say just generally speaking the heavy lift that our elementary literacy teachers have had to have had to make has been incredible. Um there was some self- selection in which pilot they wanted to participate in. And with both of those curricular resources, there was opportunity last summer for them to engage in professional development in whatever um curricular resource they would be piloting. Um our plan now moving forward because there are some additional state requirements that I'll get into. But the group that has already been trained in the resource that we're bringing to you for uh approval at the next meeting, they will then start the um science of reading training that the state of Wisconsin is requiring that all teachers

123um at least start, but that group will finish up by the end of summer with that. And the group that this curricular resource will be new to this summer will be engaged in professional development specific to that resource so that they are prepared and ready when students show up on September 1st. And and Christie, you have to jump in because I think you bring a a set of credentials. So give us a little bit about your credentials and then what your thoughts are as to what we've accomplished in the course of the past this year, I guess, if you will. Sure. just um I have a background as a reading specialist and um also served as an adjunct instructor at Carol University in their reading specialist program. Um, you know, part of the reason for

124the change as well and the science of reading goes back to brain imaging research, new brain imaging research that really shows um, when you're looking at MRIs and looking at the brain, the different parts of the brain that are activated when the brain is learning to read, which has really helped to tailor the science of reading and instruction to some of the ways um, that we know now phonics is needed. Um, before it was more theoretical and now it's becoming more um, science is showing us that the brain needs phonics to be able to learn how to read. Um, yeah, but that's not the science showing us. We knew this 50 years ago. I'm not yelling at you at all. I'm annoyed with what goes on in medicine. It wasn't changed because it wasn't working.

125and we're not coming back to it because it didn't work then. So MRIs have nothing to do with it. This is not already known. It's just it seems like such a colossal waste because you're describing what you folks have to go through to bring this into effect into this school. That's time. The most precious resource you folks have is time. And it's being sucked up by retraining you into something. You're a reading specialist. that doesn't change over hundreds of years that much. And if you're putting yourself through this again, you're not talking to a student. It's troubling. Well, thank you, Christie. And again, there has been a lot of work put into this. And again, it's across the entire United States. And again, some states have been doing this for a longer period of time

126and have had some success with it. But it takes sometimes 20 years before some of these things get understood well enough by the academic or communities that are out there that are making the decisions on this. So one other question and this is either for Mike or for uh John uh with the legislation in act 20. I believe that there was a provision and again it was a $50 million that was allocated for that. Uh has that ever we're still waiting on that. You're still waiting on that. It hasn't been well one the $50 million is not nearly sufficient to cover the cost $50 million is intended to fund some of this things because as a district we either have bought some of the materials or we will be buying the materials but we're not

127getting any funding from the state in terms of supporting act 20. Right. So, it's currently completely unfunded because there was 50 million approved, but the legislature has not released any of those funds. Um, and um the costs of implementing act 20 are far exceed the $50 million that that was approved as part of the law. And my understanding is if they don't release it before the end of June, that money will go away. It will not be available for any school district in the state. That's my understanding. John, you might know. I believe at the end of the fiscal year, it just reverts to the general fund if it's not been dispersed or or released. I personally saw those resources being used at PLE. um the children were extremely engaged and I and I think

128the proof is the fact that they're wanting to read more and they are reading more books per year um because it's more enjoyable and although phonics wasn't in vogue for a while, I personally am very happy to see that it is being brought back in because I did think it was success a successful way of teaching our kids to read. Um, so I'm I'm very happy to see that part, but yeah, I did see it at PL and I thought the the kids reading ability was amazing. Yeah. And someone who does not have an early elementary background at all. Uh, I was able to visit every single teacher's classroom and see them implement one of the two resources. But I think the thing that I was most impressed by was seeing the phonics instruction. And

129I feel completely comfortable saying this, like some of our students, our elementary ed students knowledge of phonics, it was greater than mine. I was like, "Oh, so that's that's what that is." But like I was blown away. Like our third graders now that previously did did not have that. Um I just was really impressed by their growth over the course of the year. I just want to commend um the work that's been done. It's a lot of work. Uh there was an intentional decision to be made to run a pilot uh this year. Uh this law was rolled out on an incredibly short timeline and kind of in my opinion an unreasonably short timeline putting districts in a position to quickly go find a resource that was in compliance. Um not the best way to

130make good decisions. we made the choice to run a pilot with two resources uh that that met the requirements of the law uh so that we can make a good decision for the long term versus rushing a decision. And so I think we learned a lot through this and I just commend the ve the high level of professionalism and the amount of work that went into this. I agree. I can't imagine the work that you guys completed over the past year. I know we have a team. So, I'm really glad Anthony gave them a shout out this this evening, but we we appreciate you. I'm just I'm I'm excited for Robin not to have to think about this at some point in the near future because I came in halfway through. Robin had been in

131it before me. So Robin is also excited, but I I have to acknowledge the work of Carrie Ralfi, all of our reading intervention teachers who've also carried part of the ball, Bren Jacabowski, and every teacher who piloted because, you know, half of them knew that the resource they were putting all of their time into was not going to be chosen. um and they just went in with complete dedication, both feet, and um spent a great deal of time ensuring that our kids were going to get what they needed um even if the resource they were using might have had some shortcomings. So, um I just really have to tip my hat to all of them. All right. Thank you. Thank you. Thank you. All right, next up, our 4K program partnership with WCTC. Yeah. Um,

132so a quick history lesson going back and it's in the memorandum that's in your materials. When the 4-year-old kindergarten program was started in the 2008 2009 school year, um, uh, there were several, uh, off-site partners that were included as part of this program. Um, this was done um by the school district uh in large part to try to work with parents and their daycare uh environments to to try to augment that side of having four-year-olds in school. Um over time, uh all but WCTC were eliminated as off-site programs due to inconsistencies uh with the curriculum that was delivered. You can have a lot of turnover in those places. It's very difficult to manage um that consistency with curriculum delivery for off-site locations. Uh WCTC, and this is through no lack of trying, uh they've been

133very uh conscientious about keeping working to keep a certified teacher in there. Uh but the fact of the matter is they've had regular turnover uh with teachers year-over-year as well as program directors. Um and as we moved and have had a highly successful implementation of our thematic 4K program that's really been producing excellent results uh and the evidence that we've seen that our students um coming from the WCTC program as compared to students uh moving through our own program that they're just not as prepared uh for 5K. Um it is not a large number of students and Brian or Robin can help me. It's somewhere yeartoear 5 to 10ish kids who yeah seven to n somewhere in that realm of the number of students who typically attend the WCTC program. For Brian to be standing

134up in front of parents at 4K roundup and saying this is an equivalent program to ours feels disingenuous because it's not. And um we also have with some of the decline in enrollment uh we have some space and why does that matter? uh we're able to free up a classroom that we are going to turn over to Champions Daycare so we can expand the capacity of Champions uh for that wraparound care for students. Uh so it's our recommendation that we um eliminate our uh partner agreement with WCTC. We did have a sit down. We had a a nice meeting with them and certainly disappointment on their end because they would like to continue to do this. parents can still uh avail themselves of the WCTC daycare program. Um uh and we will transport kids uh

135from school to WCTC or vice versa uh to our program. Um and of course for 4 4K is not required. Not all of our students that go to 5K uh attend a 4K program. So certainly a preschool program or something of that nature um uh is is always an option for parents. So be we'd be happy to take some questions from you, but it's our recommendation. We have to take action uh with this and and the folks at WCTC are aware that that's uh on the table for tonight and um as we talked about them, we've been very transparent in our meeting. Uh so I'd be happy to take any questions you have, but uh beyond that, I would seek a motion to um eliminate the uh 4K partner agreement with Walkshaw County Technical College.

136when they sign up for 4K through us, they're going to WCTC. Yeah, it's a good question. Maybe I probably wasn't very clear on that, Mary. So when, and Brian, you can feel free to pipe in because you're going to know better how this works specifically, but when parents um come to enroll their kids in 4K, they that that is an option if they want their kids to and and usually it's because that's where they're also getting their daycare is is at WCTC. uh as opposed to having their kids come here and go back to WCTC um or because that's where they can find wraparound care because there's a waiting list currently at at Champions uh which is our on-site uh daycare option for the other half of the day since we have half day 4K.

137Um that was that was an option in addition to the sections we provide here was to avail themselves of that that satellite program at WCTC. Is our 4K in the morning? Uh, it could be morning or could be afternoon. So, when you you spoke of transporting students from WCTC to here, it's because they're in the daycare but coming for half the day, correct? To one of the two. Okay. Yeah, because we have the two We have the Yeah, good question. So, we have the the two route we run um there's really like um four runs a day for 4K because it's half day. So there's that that AM but and again that would just be one of them on the route would be over at WCTC. You looking for a motion? Yes. I just with

138um the elimination of that Mike and we're freeing up that classroom to expand our champions daycare. Will we then be able to eliminate that weight list and accommodate the parents that are seeking it here? Yeah, generally looking at the size of that weight weight list, it it's run 10 to 12 to 14 students in that range. With the size of a classroom that we have, we would be able to put up to 18 to 20 students in there. So, we'd be able to accommodate the weight list and any additional students who could avail themselves of that programming for wraparound. I'll take that motion. I move to approve the cancellation of the partner site agreement between the school district and the Wauaaw County Technical College for 4year-old kindergarten as recommended. Second. All in favor? I. Any

139opposed? Abstain. All right. Moving right along. I'm going to ask um John to talk about um the debt service for financing these capital projects by way of a sale of these 19.5 million um dollar promisary notes. Thanks Brent. So um when we created the financing plan about a year ago for these projects, we looked at what the timing was of the expenses and there's two phases, two clear phases to this project. The first phase was that infrastructure work and that site work that we needed to get done prior to doing the actual construction work on the buildings. So, it lent itself to having two phases on the debt service. In uh July last year, we closed on the first $9 million of debt service that will be running out now in the spring as we

140move into phase two. Uh Mike Clark is here with Baird uh as our they're serving as our municipal adviser on this issue. Um today we conducted the sale this morning on the remaining $19.5 million of notes uh of debt instruments to be used for finishing these projects for completing the projects. I will hand it over to Mike before I say anything else he has a print out on. Okay, I'm going to hand these out quick. So, was this a good time to hit the market on this or not? It was a good day in a bad market. A nice way to probably put it. Thank you. Not sure when. So, as John indicated that we we did take bids and uh uh we we we monitored the market the last week or so. It's been

141very turbulent. It's been up and down. Uh obviously, everybody watches the stock market, but the the bond market uh has been just as volatile, if not more volatile. Um so, um we we got some positive tones today, some positive movement. Uh so we elected to keep the sale uh on for today and uh I I think we um there's a whole uh not at a very good result for the overall referendum planning. So uh if you open up to the page two I cover we received three bids which is low for for a district for for your district. Uh I it just shows some of the lack of participation in the market. Um uh B Financial Services Bank of Oklahoma was the winning bidder at just under 4%. Um our POSOS which is our preliminary

142numbers we were using 397 which was a t touch conservative um at the time but close to that. So from a planning standpoint in terms of structure, future payments, uh you know, we're right in line with that. You know, a few weeks ago, we were probably uh 25 30 basis points lower. Um but again, you know, the need for funds to pay bills and things like that. Um so received three bids which again was below but um there's just not a lot of participation right now given some of the uncertainty. Um moving to page three these are general obligation promisary notes. Uh the amount of 19 and a half which was stated the settlement date would be May 7th. This is the date the district will receive some funds all the funds. Uh we'll work

143with the district on that as far as the wiring of those funds. Maturities will be 27 through 33. First interest will be March 126. Call date on this issue will be uh um March one of 2032. Moody's affirmed the district's double A2 rating which is an excellent rating. The district is doing everything it can to control and get the highest rating possible. Uh there's some external factors. um you know if you add a billion dollars of valuation between now and the next time you issue debt that would help uh but you can't control that. So um um again stated the interest rate in the winning bidder. Going on to the next page, page four, it shows both phases of the financing. Um and you know the construction schedule is one thing and we're also in

144an arbitrage environment where there are some limitations on the interest you can retain on these funds if you don't meet certain spendowns. And Mr. Gan has become an expert in that. area. Um, so if you had any questions on that, he he'd probably be the best source to to to ask. But that also was part of the decision making in terms of um breaking it into two phases. Um, the first phase was at 37 uh4 uh and again we're just rounding at 4% on this phase. Down the lower right hand corner in the red box kind of shows you where we were at during the referendum process and where we ended up. The referendum initially was looking at a longer payback of 20 years. We used an estimated rate of five and a half percent.

145Rates back when the referendum passed were more in the 475 uh four and a half range. Um with an impact of 28 cents on the tax rate. Um the final financing 11 years the average interest rate of 3.88% about 8.6 six just under $8.6 million less in interest cost and a tax impact actually negative meaning your debt service going forward is going to be lower than it was at the time of the referendum tax tax rate for debt service. So very good news combination of growth better interest rates um uh growth in state aid those types of things uh resulting in that. So, as I stated earlier, very good results as far as the overall referendum. Market was a little choppy. Um, but you know, we felt that going forward, it could be additional choppiness

146and to pick another day, two weeks out, four weeks out. Um, you know, rates could tell people it's they were going to be the same, higher or lower than they are today. And two of those options are no better than what you got today. So, um, so I think it was a good result. the rating report again just talking about the strong management of the district. Um the growth in fund balance um you know there's a lot of really strong things about the districts and profile that resulted in the A2 rating which definitely helps in this environment because whenever you get a choppier market with less participation the more solid your credit rating puts you in a better position in terms of attracting biders. With that, I'll conclude my comments and take any questions. The

147haircut, pardon? What was the haircut? The haircut. I I'm not sure what you mean by haircut, what the seller, what was the underwriting spread? Yep. Um well the underwriting total underwriting which included all cost it was probably a little [Music] over do have that with me I think it was around 1.3 was the total underwriting fee which that covers all like the credit rating bond council all other fees the district will receive the full 19 and half million dollars for projects and again the winning bidder um you know includes that spread and and it's reflected in the interest rate that they is it 1.3 are you giving me percentage or millions 1.3 percentage thank you and again when you have uncommon or volatile marketplaces you'll typically see those spreads get a little bit wider just

148in case they end up holding some bonds And the goal is for them to have them all sold on the day that they buy them. Um I'm not sure if that was achieved today. And just to give you a feel, I just came from a meeting in Kad School District and the spread on in those bonds was well above that. Um just because I don't think the winning bidder had it sold or enough of it sold so they put more into it in case rates go up tomorrow that they don't minimizes their chances of losing money going forward. Is this the same group that bought the first round? I think B was the the awarded um financial for the first round. Yeah. And the desk that that for B there, Bank of Oklahoma, they do

149have an office. I think it's near Mayfair somewhere. And I do know the head of that desk um lives in this area. Um we go to the same church. So, um he's pretty active in the with bonds in this area. So, in terms of um bidding, I think aggressive, it catches their attention, but but it's also reassuring. I mean, that they thought we were a good investment, right? So I I think almost all Wisconsin school districts because of the strong unlimited taxing authority make your debt payments is is really strong and I think that's that's also helpful in an environment like this where there's some uncertainty is to have that sort of backing in addition to having a solid rating unlike Illinois or some other states where they don't have as strong a backing. Right.

150other that I mean as we know though I mean there's like a lot of districts are going out for operating referendums which means that their funding is not necessarily in great shape though right so well and especially when you consider some of those are non-recurring so that continuity of funding but it is a separate taxing authority for your debt um so you know if if you know if they lose that operating funding they still have the ability and are required to uh levy for the full payments that that are due Are there any other questions? Do a motion. I do have a question now that you you're going to raise a motion. What is the purpose of our our approving this? And what hypothetically because I forgot happens if we say no because you've already

151sold it. Well, it's pending it's it's pending board approval. They don't approve it. So the purpose of the funding is is I think it was described as the next phase of the projects. No, not the funding, the vote. Yeah. The purpose of the vote is to approve the sale of the debt. So it's sitting here in this in the three-day window before settlement. Well, we or no, you got more than that. Never mind. No, no, we need to notify the bidder tomorrow. We need to ticket it tomorrow. um or they need to ticket it tomorrow being the underwriter. And so if if you don't approve tonight, you the district would have to go back at another time and and sell the debt. Got And if that would occur, I don't know how serious some of

152the biders may take you if you don't move forward tonight. I guess without some unique circumstance as in you only received one bid, so you don't have a sense of where the market's at or there was a unique factor in the marketplace that would lead you to that conclusion. But that is something you could do. Any other? Right. I move to approve a resolution awarding the sale of $19,500,000 in general obligation promisary notes as presented. Second. All in favor? I. Any opposed? Opposed. A question. What happens to the referendum if you go back into the market and are unsuccessful? I'm I'm I'm assuming you mean mean it if you wouldn't approve it then we would go back into the market you're not successful right just so I I know where where this goes or doesn't

153go but I mean we're good here obviously you're good here but just it would it would jeopardize the funding and it jeopardize the continuation of the projects what happens to the referendum is my question you have five years from the election date to get that in in place the funding correct gotcha thank you very But I think fortunately though, I mean, John, you said you used like about a five five% kind of in our financial analysis for the Yeah, you can see when we looked at it originally, we were projecting about 5 and a half% on the on the term of the debt to make sure we were conservative in case something happened in the markets. A good day in a bad market, right? In a bad market. Wonderful. Thank you, Michael. Thanks, Mike. Thanks,

154Mike. Approved. Have a good night. Z 6 or 61. 61. 61. 61. All right, moving right along. Um, I'm going to hand it over to Ashley to talk about the proceedings of the last policy committee meeting. So, we have four policies up for first read. We have 5,400.01 student records, 6,800.01 foreign exchange students, 3,800.03 3 public solicitations, promotions, and advertising. And 3,100.07 income, gifts, grants, and bequests. Um, sure, as everybody can see from the markups, there was some minor changes to some of them, no changes on some of them. I didn't get any questions from anybody, so I don't know if there's any questions at this point. No, we don't need a motion at this point, but um before that next policy committee meeting, please reach out to Ashley if you do come up with

155any questions on those policies. Okay, up next is personnel issues. Um starting with resignations, Mike, we do have two resignations. We do um uh resignations uh that seeking your approval for include uh Angie Faler, math instructional coach at Horizon. Um I did my best to tell her she can't resign, but uh unfortunately um unsuccessful. Uh Angie's been just fantastic uh for us. Um but respect that she's got to make the most uh the best decision for herself and her family. and Ryan Surffort who is a teacher at ASA Clark um change in their circumstances as a family as well. So I could take questions if you have them otherwise I'd seek your approval of those two resignations. Move to approve the resignations as presented. Second. All in favor? I. Any opposed? Also, we do have

156one retirement. Yeah. On to retirements, uh, we have one at this time, Vicky Whan, uh, English language arts teacher at ASA Clark. She's been, uh, with us for the past 15 years. So, I would seek your approval of the retirement uh, for Vicki with thanks for her long service. Move to approve the retirement of Vicky Whan. Second. All in favor? Any opposed? All right. Thank you. Moving along. Board goals and operations. Um upcoming events. Um this next Tuesday, April 22nd, um is the WSB new board member gathering here in the learning commons. Um, I will not be able to attend. I will be out of town. Um, is is there an RSVP required for that? No, for this one, it's a open invitation and it will be held here. Myself and um Dan Ross Miller

157from WSB will be here. And I'm also expecting um Brett Hyde from the region 11 because he actually covers the Arrowhead school districts and their feeders. So for them it's like a whole lot more convenient to come here. So he's been attending I think for the last two or three years to come here and and um obviously just obviously connects with his u districts that are here. So um Monday, April 28th um is our next board meeting. Um we um are not going to have the policy committee meeting because Mike won't be with us that evening. Um but we'll have the regular board meeting at 7 and we will do the election of um board officers that evening. Wednesday, April 30th at 700 p.m. is the Kuwana scholarship night, award night. It was formerly known

158as the honors banquet. Um this year it's being held at WCTC. I'm excited for that. Um Larry, Stacy, and myself um are the board members attending. Are you Is there Matt? Yes, you're attending as well. Awesome. Um, and if there's others, they can still RSVP, right, Tammy? I think by tomorrow. By tomorrow. Okay. So, you'd have to let Tammy know tonight. Um, but it is a really great event and we've got some wonderful scholarships we as a board are are giving out. Um, Monday, May 5th, uh, May 7th and May 12th from 6:00 to 7:30 is our strategic planning um, feedback sessions. They'll be here in the learning commons. And again, we're trying something different this year um, in a hopes to get maybe um, some greater participation, maybe some different individuals that have come

159in the past. Any word on that, Mike? Yeah. Um, currently there's 46 people uh signed up uh for those events. Um, I think there's uh which was the one one night was 10, the other two were 18 uh that were um signed up for those roundt conversations. Um probably do another push just to see if we get a few more people uh signed up. Um but um yeah it'll be good opportunity uh to have some some conversations and I you know intend to have those structured probably around five or six questions at the tables with limited amounts of presentation maybe 10 minutes. So uh confident that that 7:30 end time will be very doable could even be earlier. So so yeah I look forward to trying something a little bit different this year with that.

160Yeah, me too. Uh, Wednesday, May 14th is the open door awards ceremony at the Sharon Lynn Wilson Center. Uh, the reception starts at 6, ceremony at 7. Um, do they have they have to RSVP for that? Is there still time, Stacy? Do who do we know for sure is attending? Just you, Larry? Uh, please put me down for that as well, Tammy. Thank you. Um, I think we get a guest too, right, Tammy? Yes, you get a guest people. Okay, bring get a plus one if you want. Plus one. Plus one. That's awesome. Only one though. Very strict on one. There is limited space. Bring the whole family. Um, okay. And then Monday, May 19th is our next policy meeting at 6. Our board meeting at 7. Then business affairs too, right? Yeah. business affairs

161as well. You're correct. Um and uh on Saturday, May 31st, um is the high school graduation. Um that starts at 100 p.m. Now, I will be there, but I need someone to help me hand out diplomas. I'll be there. You'll be there, Stace. Okay. I plan on being there, too, and I'll get to that. I might be there. Okay. Wonderful. Wonderful. Uh that's great. I you know I think it's just really neat to see as many board members there as possible. It really just tells our senior class that we support them. We're there for them. So thank you very much. Then on Thursday, June 5th at 6 p.m. on the football field is uh the A school ASA Clark uh middle school promotion that starts at 6. And then Friday, June 6th is the end

162of your celebration. Um that's where we have lunch in the cafeteria at 11:15 and then at 12:45 um we have a recognition program in the auditorium for those individuals that are retiring. I attend it. I love it. I think it's just great to celebrate those um teachers that have given their time to educate our kids and just really honor them. So, it's uh hopefully, you know, some of you can attend with me. All right. Legislative updates. Mike. Yeah. A couple things. I think Larry has some pieces, too. Um, uh, March 20th, I think it was, uh, Senator Hutton was here. John Anthony and I met with him, and then, um, uh, just, uh, two weeks ago Mhm. Um Bren and Anthony and John and I uh met with Adam Nalen, our representative. Good conversations in

163both those meetings. John had prepared in particular a graph that we spent some time on that shows um the transfers to fund 27 demonstrating our increased costs around delivering special education as one of our primary points of advocacy that um uh that we're pursuing. um uh in comparison to the um relatively flat increases that that we've received in recent years and show that pretty significant uh change there. That I think resonated and I think they're hearing a lot that the special ed reimbursement is a priority of of uh public schools. Pretty much all all advocacy groups for public K12 are are asking for an increase in special education reimbursement. That's an important one because it really benefits everybody. The more we have, the higher the special ed reimbursement percentage, that's that much less money that

164we have to transfer um from our general fund to cover uh those costs. Um in addition, we talked about inflationary increases of $415 per pupil increase in year one and $430 in year two is what we're advocating for, which is the same as SWSA. I believe it's the same as WSB uh as well. Um so those are some things we talked about in terms of of funding. Uh we also uh spoke to them about a bill that is a bipartisan bill that's currently circulating um uh for educator pipeline allowing cleaning up some issues that in the past has presented the prevented the ability to uh hired retired annuitants. So, um, there's a shortage of of workforce in education. We experience it primarily in specialty positions. We're talking special education teachers, technical education teachers, pretty much

165anybody that you saw up in front of the room uh tonight, as long as as well as math, science, physics, those are things that are hard to find. Um and uh so the ability to to tap into uh retired teachers um is uh can be really helpful. So that's um something that I think has a pretty decent chance to go through. I know Representative Nalen said he would for sure uh support it. So those are some of the topics uh that we uh spoke to them about. We tried to get a little insight into the bianium process. Um, you know, uh, John's making projections with the budget using all the information that we have. These conversations are part of gathering that information. Uh, past experience, what we're hearing from others in the state to make

166a conservative estimate as to what our revenues might look like for next year. Uh, typically we would see the bianium budget bill approved in June. Um, we're hopeful that that will happen. Uh we heard from one of them that he hears more appetite for not getting a budget done uh being stronger than it's been in the past. There's complicated things like some Supreme Court cases. One around the governor's uh line item veto that um extended the 325 per pupil for the next 400 years. Um which is not unprecedented. There's things done under uh Democratic and Republican governors similar uh using that line. item veto, but that's an issue before the Supreme Court. Um, and also act 10 um pieces are before the Supreme Court. So, I think those all of those things are kind of

167factors and obviously we all are well familiar with a partisan political environment that exists in Madison. Um we're hopeful that a budget gets done uh in June, but uh we did uh in not too distant memory, we had something that took all the way till October uh before that was completed, which makes it challenging. So um those are the products of our conversations. I don't know if anybody else has anything to add about that. No, other than I think it's great that they were able to come and meet with us. I mean, Rob is a new person, if you will, but um as we know with Nen, I mean, he's actually a resident of the district, and I think he's got two or three kids here, too. Very engaged, very involved from our facilities and

168very supportive from a lot of things, but he said he doesn't necessarily do a lot of education bills specific, but he's supportive the supported the robotics stuff for literally a long long time out there, too. So, and quite frankly, he's young. I mean, he like graduated from Carol University in 2008 or something, so relatively young. And said this is his sixth budget cycle. Yeah. What's that? His sixth budget cycle in in this role. And he said he kind of came in the middle of the first one. So, it's kind of his fifth. So, can I add too or something? Jump in. I passed out. I didn't bring enough copies because it was like a a few things that are out there. So I did attend the Wisconsin Association of School Boards day at the Capitol

169and we did actually meet directly with um uh Adam Nen. He was in the office that day. So there was myself and a couple of other people from Elbrook uh were there with me. Uh so that was good. We had a great conversation with him and explained to him uh the basic talking points on the uh issue number one and issue number two. So that was part of it. Rob Hutton was not in the office that day, but we did speak with one of his staffers, Mark, and again, very attentive, very uh involved with that. But uh Rob's districts included West Dallas, West Milwaukee. I think they had like six or seven people there with them that day in terms of going up there. And my point in handing this out, I mean, there's like

170a front and a back to it. So the front part of it really talks about the things that again the Wisconsin Association of School Boards, School Administrators Alliance, SWSA, the School Business Officials Group, and Rural School Alliance. I think there's either five or six groups that absolutely support these two rec two items in terms of the asks uh from the uh education sector, if you will, K12 education in the state uh to get additional funding for that. some of these things are out there because again with the uh special education we're at around that 30%ish and we would like to move it up I mean ultimately to 90 but we don't know that we know that that's not going to happen but at least to get it there and just FYI the private schools do

171get the 90% funding uh for special education so some of the discussion around that how do we make that happen and then the spendable resources and this is always the hard part I mean there's a lot of people sometimes assume that well oh we're going to at uh inflation adjustments. Well, that hasn't happened until what uh since 2009 or something. So, that's why we're kind of sitting here. And if you've noticed across the state, a lot of school districts have had to go out for operating referendums. Some of them get passed, but also in many cases they have to go out two or three times and that takes a lot of administrative time, a lot of administrative resources to do that. And I I don't know did um H Heartland U Lakeside did they get

172their operating ren referendum approved? No, I don't know. So they are really going to be hurting and again there was a little article about that that their community I mean they actually had a fundraising the parents in the community went out and raised funds for a music teacher so they could continue to have a music teacher in their schools. That sort of stuff. So I mean there's things that are happening out there that are weird. Uh and again around the state about maybe less than half or around half of this uh referendums got approved but many of them didn't get approved and so that's going to start to hurt I think a lot of schools around the state with that. So so keep that in mind. The other diagram that I circulated to you on

173last not this past Friday but a week ago I attended first time ever in my life you guys got to understand this first time in my life that I'm getting involved. Actually, it was also the first time I attended the Wisconsin Association of School Boards Day at the Capitol. But I went to the joint finance committee which has about what 10 or 12 people or 12 to 15 people that are there. They are made up of representatives from both sides and it was from the Assembly and the Senate uh lead this activity. A um and and just for reference, so the actual program part of it started at 10 or will was supposed starts at 10 o'clock. I got there at 7:30 in the morning. I was number 70 on the list of people getting

174waiting to get into the door. So, not till start till 10:00. I get there 7:30 and I'm number 70 on the list in terms of waiting to get in. So, that was part of it. And you either had to fill out a form if you were going to actually test or provide um u information to them, testimony, I guess if you will, uh or if you're going to just submit written materials. So, I just was there mostly to attend. I did not plan to speak, but the way it's set up is in this big room at the State Fair Park, they had three microphones set up. People were given two minutes to speak uh as individuals. And so, there was a person that was keeping track of that. So, every single three microphones and it

175was going continuously from 10:00 a.m. and I left around 4:15 or so that day. But, it was literally nonstop. If you were a group of three or more, you got up to five minutes, if you will. Non-stop. There were no breaks, no lunch, no nothing. I mean, the people from the state uh offices and legislators that were there, it was just go. I mean, if they had to take a potty break, they had to do it and step out. Uh, fortunately, all of the material, this is actually from the Wisconsin Eye. Uh those sessions are uh videotaped and recorded so if you want to go out there and listen to it, but I think there was some really good u uh presentations on the part of the uh school districts in southeast Wisconsin. So if

176I did my math roughly correctly, it looks like there were maybe about 230ome individuals spoke in West Dallas and then it like came up maybe about 70 something at Kakana. They have two more sessions, one in Wasau and Hayward I think is another one. So they go around the state and again the joint finance committee is there listening to people and taking in the information but you can see kind of the two items that are there the health care or education and healthcare kind of top priorities that were there. Uh and then just for reference purposes and I think we had maybe about a couple hundred people at the day of the capital for uh the schoolboard association last week Wednesday I attended the Wisconsin association or Wisconsin hospital association. They sold out at 1,200

177people with about six or 700 going into the capitol last Wednesday. So a much different scale and magnitude of attendance for Wisconsin hospital association. They're there uh same thing. I mean the hospitals around the state uh are running into financial difficulty because the operating margins are like one or two percent. Uh 50ome hospitals in the state are actually below. They have a negative margin that's out there. So Medicare Medicaid spending uh or payments for hospitals is really really causing some problems across the state and particularly in areas with critical access hospitals. Uh one of the key people and again if you know kind of the state of Wisconsin there's one gentleman Roma um can't think of his last name now but anyway he was one of the panelists he covers six or seven counties up

178in the northwest part of the state. There's eight critical access hospitals there and a number of school districts. It is so spread out that the Wisconsin Association school boards has to do two of the two the new member board gatherings because otherwise it's like an over well over an hour a drive in terms of across that section of the state in terms of where school districts are located. So it's places like Rice Lake and Spooner and Superior up in that part of the state. It's just a huge chunk of it. And again, I think those school districts are hurting and so are the healthcare organizations. That's about it. Other So, it's like this is the heavy activity time between now when the budget is passed. There will be lots and lots and lots of activity

179out there related to buying for funds in terms of the schools and hospitals that are out there. So, any questions on that? Okay. uh strategic planning. I think we covered it under the uh events. Um next um the um non-discrimination um language. Um we did do just a minor change actually take out some wording and I'll give Mike time to go reference that in your memo. And the reason this is coming forward is this is an amen, a change that the board can consider to your standard non-discrimination language that's in the majority of your policies. I would I'm just I'm just estimating I don't know 80 90% of your policies probably have this statement in it. Um uh so what you're presented here with is really trying to balance some things. Um uh there's been

180some recent direction from the White House uh regarding um uh prohibit regarding uh civil rights uh applications and um uh the the terminology here of gender identity is something that uh is uh recommended to be stricken by some of the legal advice that we have. It is up to you whether or not you want to do that. Uh but in balancing that with the White House direction, there is also case law um that talks about non-discrimination um for uh individuals that uh would fall under that uh label. Um the legal advice is that it's that the term itself is really legally superfluous. That's the That's the phrasing that was used because this would be really covered under the the um uh reference to sex and as a part of non-discrimination. So, you know, obviously this

181board is and this district is committed to non-discrimination against all people. Um but as you're trying to balance in some ways a little bit of conflicting direction between the judicial system and the executive branch uh this was a recommendation for you to consider. It's being brought to you in this case uh because either uh we can uh address this through our regular uh policy committee process. Um, which for some policies would mean this would just be kind of addressed as policies come forward over the four years, four to five years that policies go through our cycle or the board could just take action to just amend your boilerplate non-discrim language and we could go ahead and make those those changes. Uh, so be happy to take any questions you have, but that's um that's what's

182being brought forward to you. It is an exception, but it's something we need to do, right? So, it's it's up to you to do it. Um, this would be um again, it's it doesn't really impact or change legally any protection any group has in terms of discrimination. But this would be more in compliance with the direction that was give that we received or that schools have received from the White House. Ashley, as policy chair, do you have anything you want to add to that? Um, I know when we discussed it, I mean, my suggestion was just to if we have to do it, we should just do it and do all the policies right away instead of just waiting and trying to cycle through. Just made more sense. a standard paragraph that we take it

183out of everything. It means some work for somebody to do it. But so pretty sure AI could do that. Probably could. So I move to approve to update the non-discrimination language and all policies as presented. Second. All in favor? I. Any opposed? All right, Tammy. Any comments from citizens? No comments from citizens. All right. Lastly, um at our last board meeting, we went into a close session um to consider this um reduction in force and uh we already discussed it um we can either go into close session, otherwise if no one has any questions and we're ready to just move forward with this, we can avoid close session and just take care of it. Now, does anyone have any questions about this? one teacher that is right. It's the it's the part-time Chinese position. Um.3

184correct. And so if you wanted to have any confidential discussions about this, we could go into closed. If you don't have further questions or need for discussion, then you could move ahead and and uh act. We need to we gave preliminary notice was action you took the last time per per the requirements and so this would be final notice. Does anyone have any questions? Just for reference purposes, we did this exact same thing last year at this meeting in terms of we just did not go into close. We just moved to approve it. So if there are no questions, I will ask for a motion. Then I'll take care. So I move to approve the issuance of a final notice of reduction in force to one teacher. And I need a seconded by Second. Thank

185you, Travis. All in favor? I I. Any opposed? Thank you. Then 70. Sorry. Yeah. Then I will take a motion to adjurnn. Move to adjurnn. Second. All in favor? I. No one opposed. Thank you. 70. Thank you. Feel good mating.