001Good evening everyone. rise 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. All right, we'll start with citizens forum. We have two. We'll start with Lindsay Shortner and then Spencer Carl's just state your name and your address and you can say where you are. Sure. Uh Lindsay Shortner, 2942 South St. Augustine Street, Clasky, Wisconsin 5462. Um I'm the digital learning specialist at the middle school and then the vice president of the pea. So good evening members of the school board and district administrator. On behalf of the Palaski Education Association, I want to thank you for the opportunity to speak tonight. Over the past several years, the PEA has worked hard across the district to build relationships,
002listen to our colleagues, and advocate for both our staff and our students. We're proud that this work was reflected in the recent certification election where 75% of total staff voted in favor of the pea representing them. As we look ahead to negotiations, we do so with a spirit of collaboration and a deep commitment to the shared goal we all hold, doing what's best for students of the Plexi Community School District. It is truly an honor to represent our co-workers in this process. We appreciate your time, your partnership, and your continued support for the educators and learners of our district. Thank you. Thank you. Uh Spencer Charles, uh 1442 Sundue Road, Sabiski, Wisconsin, uh 54171. I'm the secretary treasurer of the pea. Uh and I'm also an art teacher within the district. Uh currently I've been
003teaching at the high school for nine nine years and then a transition from Lenoi to Hillrest this coming year. So I have a prepared statement as well. Uh good evening members of the Palaski school board. Thank you for the opportunity to speak with you today. Uh with cell phone use uh discussion on the agenda. I would like to ask the school board to look at cell phone language in the handbook to address a concern that I believe has a growing impact on the academic environment and overall student well-being. Specifically, the need for stronger, clearer language in our student handbook regarding cell phone use. Stronger, clearer language would help benefit both students and teachers in addressing this growing issue in the classroom. As we know, cell phones have become an almost inseparable part of daily life.
004But their presence in classrooms has an increasingly uh presented challenges and distractions during instruction, interruptions in the learning process, and in some cases negative social interactions that stem from unrestricted device use. While the current policy provides some guidance, I believe it would serve both students and staff to strengthen expectations with more specific and enforceable language. This may include uh clearly defined no use zones or times during the school day. Uh consistent procedures for violations and consequences. Uh guidelines for when and how phones may be used for educational purposes with teacher discretion. A more robust policy not only helps maintain a focused learning environment but also ensures fairness and consistency in enforcement across all grade levels and classrooms. Our goal is not to be punitive but to support responsible use of technology and to foster a
005culture that provides prioritizes respect and academic success. I respectfully ask the board to consider reviewing and updating the cell phone policy in the upcoming revision of the student handbook to provide stronger, clearer language that would help benefit both students and teachers in addressing this growing issue in the classroom. Thank you for your time and your continued commitment to providing the best possible learning environment for our students. Thank you. All right. Um, moving on to the first agenda item, construction and future planning update. So, we're gonna turn it over to to CD Smith. So, reminder, we have Mark, Andy, and Mitch from CD Smith who have been with us, um, since the beginning of our projects and kind of a requested, but also just kind of our standard update at this time. Yeah. Um, I'll start.
006So, um, thanks for having us. Uh, last time we spoke, I think was october. So, just to kind of give you an update on where things are at, we'll start with the Hillrest Elementary project. Um, 58,000 square feet of brand new addition and in some manner or another, pretty much every inch of the existing building is being touched, be it remodel or mechanical systems, etc. Um, so we opened up the addition that you actually held a meeting in last fall as well as revamped the parking lot and all the site utilities. And then we've been working since then on not only the addition to the north of campus, but um, between Miss Wells and Nick, they've been very accommodating and getting us into existing spaces and really getting a jump start on efforts that realistically
007weren't started until last Friday. So, we've been able to get a good jump on that. But just kind of wanted to give you uh where we were back in October and where we are now. That's your outside elevation or the east elevation of the larger edition. That is the cafeteria, kitchen space, uh the gymnasium, uh 4K playground, and that's the new admin office, which actually as of today has now been cleared to allow school administrators to work in over the summer. So, it allows us to take their existing offices and continue on with that remodel. This corridor separates the new addition from what was the gym and is now going to be the library. We started in there two weeks ago, I believe. And that remodel is already looks a lot different than it does
008in this picture, but we don't update it daily. And that's that's a rendering of what we will be turning it over to you um come August. Yeah. Yeah. And then Sunnyside Elementary, um, similar story. We we did an addition there. We started earlier than Hillrest, so that was turned over in October 2024, at the end of October. Um, that addition holds a cafeteria, um, a handful of classrooms, the kitchen, and, uh, the new front office. Um, the big the big crown jewel at Sunnyside is the skylight in that core remodel. We call we've been calling it the core. Uh but we did some remodeling last summer. Um we started that skylight remodel once we turned over the addition. So it freed up space for us to take that center center area. Um concurrently we did
009the the library remodel and addition on the south end of Sunnyside. What was the kitchen and um the cafeteria became the library. So that space was turned over in March. And then uh so just a few pictures of the the progress on that that skylight remodel. So in November we took the roof off the center of the school um in big sections like that. Took them apart on the ground. Uh this was the Wednesday I think before Thanksgiving. So no kids. Um December the roof is gone. We've taken out the floor which was a series of classrooms in the center there. And then the picture on the right is down in the basement what was the library. So if you were down there where the plywood wall is in the background was kind of that
010open connection from the hallway to the library. So just to give you a sense of direction there. In January of 2025, we started putting new steel um structural steel in there which supports the existing structure around that core as well as the new roof and skylight there. Um also started pouring some concrete floors there in February. Um more concrete inside. There's a a large learning and collaboration stair there that will connect the first floor to the lower level. Um, in March, we, as I said, we turned over the the library. This was before it was furnished, but, um, totally different space than what it was. It's it's pretty cool to walk through there. Um, what was a cafeteria and a kitchen. Um, so this space is is now being used in the core, the middle,
011the skylight area, March and April. A lot of drywall, a lot of framing. Um, so this picture, April 2025, is um just a lot of drywall finishing. You can see the handrails are up around that mezzanine. Um, the stairs there in the back of the picture are covered by just a temporary platform that we used to get materials in and out through the roof. Um, May, so towards the end of last week and the weeks before, we we set the skylight. Actually early May we set the skylight on that roof um which got us watertight to move into painting. Um so over the last few weeks we've been doing a lot of painting in that space installing cubbies case work and uh now that the students and staff are gone for the summer we've we've
012taken the last few areas of remodel to to do that demo and um really finish out Sunnyside. So, I think this is the last picture. Yeah. So, um really excited about the work that happened at Sunnyside. We we're excited to show it to you um soon. And it's really quite the transformation. The schedule for Sunnyside looks like it comes really close at the start of the school year. How you guys feeling about that? I know that's been kind of a question, right? It it will it'll be done. Okay. Absolutely. I I don't want to say early August, but I'm kind of hoping for early August. Okay. So, um we've gotten a lot of work done from November to now that we were planning to do this summer. Um we have two classrooms to remodel and
013basically paint around that core. So, it's I don't want to say it's a walk in the park either, but So, the teachers will have enough time to get in there and get Absolutely. We're in really good shape. Yeah. All right. And Chris, same same situation. I mean, we've been fortunate that we've been able to chip away at it throughout throughout the year. Um, but like Mark said, nothing's ever on cruise control, but it's not as nerve-wracking as it could be. So, we're in a really good spot. Every day in the summer is critical. We, you know, it's really 10 or 12 weeks of work and um so it's a it's a push, but we are in a really good spot. I mean, at Sunnyside, principal Mark and Nick have been we couldn't be where we
014are without the the administration. So, I would that huge thank you to them. So Mark and Nick, we had um suggested that to parents that we were going to start on time if we could, but that some kind of notification would go out in June with a final decision. So at this time, it's contemplated all students, all schools starting on the first Tuesday of September. I have no doubt in my mind, we will start on time. Okay. We have that set to go out. That will be communicated out and it will be communicated again as we're heading into summer. Are you going to touch on the financial side, Mark? Yes. Yeah. Right here. So, um, as far as the the projects that we've done construction on, um, so what's remaining for us is Sunnyside Hillrest,
015um, big picture. And both those projects are financially in really good shape. And as we wrap up the last of the demo work, which can can be the source of surprises, we're we're really looking forward to returning that contingency and, you know, finishing the finishes through these buildings. So, um, under budget on both projects, expecting to return, um, savings to the district and, um, you know, again, be be on time for the end of the summer here. So, um, overall the balance is over a million dollars under the the the referendum. So, any specific questions on this sheet? I'm just cur What was the big driver for the $900,000 in contingency use at Sunnyside? Is there any like one thing that kind of drove it? There's not one big thing, but we've replaced all of
016the roof at Sunnyside. So, the shingle roof was replaced along with all of the membrane roofs there. Um, okay. The doors in Sunnyside have all been replaced. The what? Gym floor going in there to match data cabling all um upgraded. So, those are some of the bigger ticket pieces. But, um, we would have been leaving behind parts of like the shingle roof over the gym stuff. So, it's everybody's on site. Um, we're able to check pricing because we've gotten the major project pricing. Um, so we knew now is the time to do it. I agree. A lot of cast iron pipe eliminated from the building. Original cast iron pipe that causes a lot of maintenance problems under floors and in walls. So, that stuff's been eliminated. Anything we could get our hands on for cast
017iron just the top is gone out of it. Um, even the stuff leaving the building going to our septic system, it's all been replaced. Okay. And then Mark, the remaining capital, so just under $800,000, right? That is that going to roll into that building systems and capital maintenance portion? Yeah. So kind of part of this future planning conversation today. Again, those are the three options of is there capital maintenance that needs, you know, we're continuing to monitor that that on that immediate and emerging needs list. Um is it part of a debt restructure? Should we continue with additional projects? Um so those are kind of the options that are out there. So we'll continue to discuss that. And then the the one there's could be a small variance still on just my end for earnings
018as we close out the the financial side. So we'll continue to update on that. I thank you. Any other questions? Just on on the construction site along with Nick's team and the administrators. just thanking the the staff that put up with the construction that that let us get ahead and the students were great um you know and closing off areas and I would see them you know walking straight lines all through it. So just recognizing that they went through a year that really helped us get ahead. So thank you to them. We appreciate all your hard work. Thank you. Thanks. Exciting. Thank you. No other questions. Okay. Thanks. Um, moving on to the exchange of initial proposals with the Palaski Education Association regarding total base wage bargaining consistent with Wisconsin statute 111 future planning. We
019have kind of a part two which is following up on the survey question and hold on to that second agenda item. Future planning. So, um, while we had CD Smith here, I wanted a little preview of the survey question that um, went out. Uh if you saw the survey it here's the question here about um future planning. So you know specifically on um facilities and building and construction projects. So this is what was asked. We just wanted to share today the results of that question. So I'm going to give everyone a minute to read it if you haven't seen it. But um so again same question exact same question was asked on two different surveys. So this was the the parents result um and that their options were to explore a capital referendum. You can
020see there 38% um do nothing at this time would be not to explore it. 22% and then 40% were um need more information. Um you know as expected our staff was a little more favorable. Um so you can see the percentages there. Um you know our our feedback based on this you know my my two talking points would be um you know What advice would you give a school board? You know, there were more yeses than nos, right? So that number one, that that's obvious. And then number two is is there the largest percentages, hey, we need more information. The only way to give them more information is to explore it further. So that that's why at this time the recommendation would be to continue to explore those projects. Um, a quick question, Mark, and
021this would apply to both questions. What was the response rate? How many was this sent to and how many actually responded? I don't have the top of my head. I know skew the numbers. I know we'll be talking about that. Okay. On this will be talked about again on the 18th in in detail. So I'll probably leave that up to school perceptions or I can send it tomorrow when we grab it. But right um I believe from our initial conversations the return rate was enough to to go on for all survey things um all questioning but I don't have that info. Okay. So, while while they're here, any other questions on the results. Um, when we talk about potential projects, we just wanted to share this has just been a little bit updated since um
022referendum planning in 2022. Um, these are the projects that would be done at the high school site that would be explored further. Um, that is, you know, the majority being updated in that red area. That is a a community fitness center. um a wrestling room and then a um indoor turf facility. Were all of these um potential projects explored in the first um goround when we Yes, they were. So, if you remember the survey from 2021, it was a tax tolerance survey and we we tested a base project and then we had additional projects. Some of these projects actually tested pretty well. it was um you know a little bit on on the questionable side but even our base tax project had to be scaled back. So that's why these projects were not considered. We
023took the base project that tested at that 55% and brought it down so that we would, you know, have um better approval, right? Um so they were tested, they were surveyed. Um this one was was top out of all those additional question projects was the dish at the high school. So that's why that would be our top one to explore just based on that information. Where does the wrestling room look like? It would be in one of the blue renovation areas. Is that you know the the blue area is locker room renovations. Our locker rooms are the old 90s style. Um so they would renovate that whole area and then the wrestling room would be on the top of the plan there. Um the skinny Yep. Right here. Nope. That's the indoor turf area right
024next to the left a little bit. Yep. Right there is the fitness center and then the wrestling room attached to it. Um, I think right now they were looking at four or five mats to be able to and that would that would be like usable for possibly the future for female and Oh, it it has to be used right off the bat for female male state champs. We are uh currently practicing in one of the resource centers. Matt, isn't it the business one? Yes. So, the girls are putting mats down in the business center pod right now to practice. Is this going to be presented as an all or nothing? I I think it's very early to tell. I think you'd have to go through the same process of tax tolerance, right? What you know,
025so when we get into, you know, how do you get to that point? I just want to touch on the other projects quick, which is the updating middle and high school career and technical education spaces. Um, and then districtwide classroom improvements. So, um, we don't have a whole lot on that. that wasn't tested in in great detail. I don't know if teaching learning wants to talk about some of these spaces and what they're seeing um you know for a need for an update and why that that was questioned as a higher up one. Yeah, I would say um we've been about two years into our CTE advisory committee bringing that back and having probably 40 50 people that come together twice a year and have conversations and one of the things that as they're talking
026about curriculum and you know where we should go and how we should be preparing students in the CTE areas um they're also talking about and looking at our facilities and and helping us you know to where what students need in order to be able to go out and be college, career, and community ready. And so, um, and basically, we'd be looking at touching, um, all of our areas. Um, middle school, you know, if you've been up in our fax room or in our middle school teched, it was, yes, when the middle school opened, great facilities because it was old high, it was our high school facilities. So, you know, they had kind of the top-notch at that point, but now we're 25 years later and we haven't updated any of those things. So, um, even
027for our middle school students, we, you know, we'd be looking at some of their equipment in that shop is, uh, probably from 1960s when John Corbin was probably a teacher back in there if any of you had him. Um, so, you know, that'd be an area we'd be looking at. Our greenhouse, which was amazing when that middle school, um, when that was the high school and they built it. Um, but that needs a few renovations as well. Um, I know when we were looking at tech ed, we also invited the egg teachers because they share the shop area with egg mechanics and um, diesel mechanics. And so, uh, there were some other needs that they talked about that are in other area school districts. So, um, you know, they talked about a a farm at
028or, you know, a place for kids to also, um, practice their animal husbandry skills and and, um, you know, continue on with the greenhouse. Um, our facts, we have an amazing culinary arts program, but again, when that was was first built, uh, 25 years ago, that was state-of-the-art. Things have changed and and we just need to keep up with those times and those changes, as well as our business areas. Um we've been out in other districts like Minnotonka and um you know we've seen they have a Vanguard program that is pretty amazing and replicates what is happening over in the Twin Cities and you know whether it's General Mills or 3M or whatever company it is and so we'd like to do some of those replications for our students who will head out into the
029business world and and have them experience you know that those types of learning areas as well. So, um, our CNA program, I think he has a picture here of that. Um, top right. Yep. We have a amazing program where, you know, probably about 30 students each year get their CNA certification. Gives them a jump start on their medical careers and and what they might be going into. But, um, all of that was donated. Um, when Jeremy Pac was here, he really, um, that was kind of a passion and he pounded the pavement to get what we do have for that room. But we we'd like to do upgrades in all of those areas. And I think you'll see on our next school perceptions when they're here next month. You know, there were five areas that
030were the top for what um our community or our families were saying were needs and it was academic and career planning. It was life skills and CTE. And so I think this um you know if we were able to look at doing some upgrades would really help in those areas. So like the m bottom middle picture right there with that cooler that came from Hillrest yesterday. So now I put their cooler in there so they can hang their cows and their deer and everything, but now they lost their space for a fish tank. So it's always we love to add something but then they lose their space. It's consistently happening to them. But that cooler is from Hillrest actually. And then the the final piece not capturing those questions is really a checkin with our
031community growth and projection. So If you go back to 2021, we did a 15-year projection. It really would be a check-in um to see, you know, are we hitting our marks on where we said we were going to have students? Has has community development changed, you know, so we're making sure that we're hitting all of those schools that so if there is a need that we're addressing that as well. So, what we would be looking for for next steps is continued engagement with staff, parents, and community, potentially setting up tours of these facilities. you know, some of these pictures don't do it justice, especially, you know, people who want to see the pool or some of those areas or if you want to see a wrestling practice, how, you know, how congested it is. Um,
032you know, we would follow that up with listening sessions, you know, kind of present additional information. Um, we'll follow up on on survey feedback. Um, part of it was to list your your name if you wanted additional contact on the subject. So, we have a list of those individuals as well as our, you know, our regular pillar group. And some people have reached out to me today even to say, "Hey, I see this is on there. kind of get some more information. Um there would be a expanded future survey. So again the large group not surveyed is your nonparent non staff. You know we know that if this is a community based project that um that support is is crucial. Um and then just kind of continuing to work down this timeline and roll back
033for potential projects. So updating costs, updating financial plans and financial impact. Um we have at least we had initial estimates as to what it would cost for those high school projects, right? Um back when we were looking at the original referendum in terms of the CTE projects um that are just being kind of conceptualized right now. Um is there a way to get an idea of what potential costs of those projects would be as we have those listening sessions and discussions with individuals? Yeah, Nick, I don't know if you want to talk. Yeah, we can we would just have to start meeting with those that what do they want, right? Like the driving for what is this new fax room going to look like at the middle school? It's from the 60s, right? So, what
034does a new one exactly look like? And that's going to drive for CD Smith and Mitch to be able to put a budget number to it. So, we'd have to talk to some staff and figure out what the direction they would like to go. And one of the things we were going to do at our next October meeting with our CT advisory was have Bray and CD Smith come in and show um and showcase other, you know, projects that they've worked on to show kind of what is happening out there in other school districts in education um so that we can kind of blend our CTE partners with our teachers um to drive drive that as well. And we did lots of visits last time with Teched. What? We did Seymour, Wasaw, where else did
035you guys take us? Do you remember where we all went? L where we went to some schools. We did some Fab Labs, too, mixed in there. So, a couple Fab Labs um down in the Madison area and up north and Merrill. So, we we did get into probably a good 10 different facilities, 12 maybe even. If this came together, we would vote the community would vote on November of 26. That would be our our proposed time frame. Correct. Or sorry, November Yeah. November 26. So, it it seems like a long time, but when you get into, you know, when it has to be approved, um, and we can talk about that whole process of, you know, it's really the board makes a final vote to say this is on a ballot. I think that would
036have to be done by August. So it it really does tighten that time frame of um getting we're right on time right now for where we should be planning. Would there be a committee at some point that would involve community board? Yeah, I mean I kind of touched on those groups of of what we have. Um you know we kind of do that through our different types of engagement. So there's not really a standing group. Um but it really is led by board administrator. you guys to get the village involved right away. Yeah. Issue. Sure. Yeah. How early on in this, Mark, do we start to figure out what the debt load versus tax load looks like? Because I think that's probably going to be a big question for a lot of people. Yeah. And
037so I I mean I have I' I've been working with before we even sent out the survey, I've been working with Baird, who's usually our our financial adviser on surveys. Um, I have scenarios worked out with them. So, um, I'll say it very carefully because it gets misconstrued a lot, but as of today, if we were to go in November 26, the district could issue up to $40 million in general obligation debt without increasing the current debt levy. So, simply said, you have $40 million for the project and you continue your debt levy at the amount it's at in that plan. So, I I mean, it gets construed as no tax impact. Building doesn't cost anything. it it it's simply that no increase to a debt levy that is existing and that that's just a
038starting point. So then you take you take all this feedback and say hey where do we net out that kind of the tax tolerance of is that our goal is our goal less is our goal more you know again this project is communitydriven um as it as it will result in a in a survey question and a funding question to to complete something of this nature. So your assumptions will be available early on in the process. Yes. All throughout it and and if something changes, you know, y you know, your driving rate of interest rates or something changes at the state level, you know, we'll continue to update that. But that's where we sit as of today. And that is looking out to a March of 27 debt issuance. So a lot of assumptions in
039there. Okay. Thank you. Do you need anything specifically from us on this? Really? We we need a you know head. Yeah, we need a headnot to say continue on this work or um or or not. So does everybody does anybody have any objection with them continuing to look into this? Go forth and continue. Thank you. Right. Anything else on the future planning update? Thank you all. Moving on to um the um wage bargaining. Um so with the union being certified this year, um we are looking to offer up to CPI which is 2.95 for salary increases for next school year. Um the state really governs what we are allowed to bargain with them. um and that is the max that we are able to bargain with them. Um so we would be looking for an
040additional 0.05% outside of collective bargaining. Um so then all staff um except for temporary and casual employees would see a 3% increase this coming school year. I make a motion to approve that at 3% 2.95. So you really don't have to approve yet. Oh, that's good. So I do have a quick question though. So the 2.95 is a the wage increases, right? Continuous thing. Is the 05 the same thing, right? It be 3% increment. Okay. Yep. All on base wages. Not it's not a one time thing. Um so so we're we're approving them. Yeah. Yeah. So I'd make a motion to move forward with the proposal. I'll second. Okay, we have a motion and a second uh to move forward with the exchange of the initial proposal with the PEA as presented. Any other questions
041or comments? All those in favor? All those opposed? Motion carried. All right. Moving on to cell phone usage discussion. Um Dennis, I will turn this over to you because this is um your agenda item. Well, I asked to have this on the agenda a month or two ago and I appreciate you putting it on the agenda. Spencer, you covered everything better than I could cover it. Uh, the only thing I would So, all we need to do tonight as a board is just just like basically give them a nod. Could you come up with a better cell phone policy for our district and our elementary schools for us to approve? That's really all we need to do right now. So, and the the one thing I would like to do is break it down from
042K through five, and we already talked about I talked about that with some of the teachers, and I have some examples here. For K through five, it would be no cell phone use at all during the school day. If students bring a cell phone to school, it should be powered down and left in a backpack locker. Otherwise, everything Spencer brought up basically how they how they have access to their phones in the classroom. Middle school and high school would be my is what I would like to change the policy on. No cell phone in the classroom. But I I'm not creating a policy plan. We are not. We're just giving the administration the nod to come with some better policies for us. That's what we're doing tonight. And I'm just asking for a clarification. Are
043you looking for them to look at the policy that we have in place or the handbook or both? Both. Okay. Both. I just wanted to make sure. Um and you're looking at both. Um the So there would be three handbooks. The high school, the middle school, and the elementary schools. I would like the elementary school to be a separate policy or a separate thing in the handbook. It is Dennis and it almost reads exactly what you said. Did it. We understand the need for some of our students to have cell phones at school. If your child brings a cell phone to school, they are required to be powered off and kept in students backpack or locker during school hours. The school cannot be held liable for lost, stolen, or damaged phones or other personal property
044property. Students in violation of this policy will have the item removed from their possession and kept into the office until claimed by the parent. Continued in use may result in further disciplinary measure. That's K through five. That's K through five. Okay. Okay. Okay. So, you have you have them handy cuz these these are old, right? Like what what's the box? Yes, our 5136 is from 2021 and Niola has policies from 2024 that some the second our current policy would be 5136 5136 but Niola has 5136.1.2 and.3 and one of them specifically talks about cell phones but I as a board member would like to have a stricter policy during classroom instruction but that.3 isn't in isn't specific to our district. No, no, no. That's not I'm just saying I would the main goal of mine
045tonight is to have a stricter policy for cell phones during construction within within the handbooks you're talking about, not necessarily the policy policy. I would agree with her saying, right? I mean, unless our policy is something contrary, right? Because our because well, one, we don't have 5136.03. That's not our policy. That's a different school district's policy. So, that would require you as a board, they may have customuilt a 03 in their policy simply because 01 and 02 didn't cover it or they had different layers. That happens. So, we we don't have that piece. So, our 5136 is pretty specific around cell phone use because it was current because we were we were newer members of Niola. Um, so those those are the policies also. We could look at adopting those. I guess in reference to
046the handbook, I would I mean we've looked at this pretty closely just to try and understand maybe where there would need to be tightening because right now it it says that students are expected to refrain from using cell phones during an instructional time. That's in the handbook. I mean, we talk about certain locations that shouldn't be. It specifically says it can't be activated or utilized in class classrooms, gymnasiums, locker rooms, shower facilities, or bathrooms. um and and meeting with staff as I've started to transition into the the role. Like I did do um one-on-one meetings with staff. Heard cell phones are a challenge. Um but I also heard that, you know, part of the challenge is we have policies or we have language in place. It's more of are we following through or doing something
047to ensure that these are being followed by students both as a staff and as administration. Um there were a few things that got brought up to me either through Google form or through conversation. So, I don't know what exactly would be changed specifically. I I also know like in 22 23 and and maybe somebody from the high school that's been there can speak to this. The guided coalition there worked really hard and and and bought phone cavities for every classroom and created like a technology sheet that was up in every room that said, "Put your phone and your earbuds in here every day when you come into class and it needs to be turned off and then here are what happens with these violations." And I haven't I don't know that I've seen that in
048recent years. So, I don't know like it's not as though we haven't had really tight things that we're doing at the building level. Um, but we have to remain tight on those things. I think is part of the challenge. But again, I haven't been there, so I can't speak to all of that. I just know that definitely been a lot of things that have been tried. I think that's a great explanation as to without even being there. That's impressive that you were able to nail it that good. I mean, I do think it comes down to consistency because it's right. It's like you said, you right in your syllabus, you put right in there, you know what the cell phone policy is. I pull it right from the handbook. It says right there the steps
049in order to follow. Follow it. Be consistent. Yeah. I would just say to build on what Lindsay was saying or add to that like in 23 24 in that handbook, the language was parents um and students are encouraged to refrain from using cell phones during instructional time to communicate to limit disruptions. And then we change that to students are expected to refrain from. So that's the current language that's in there. And then it does talk about not using them during instructional time unless the teacher I mean the policy that's written out does allow teacher discretion to say, "Hey, I want you to take out your devices because we're going to do this activity with them or whatever." Um and then it does clearly articulate violations but I think to what's been said um as a
050school community we can improve um in terms of the um guess be the enforcement implementation. Sometimes it's easy to just not address Johnny if Johnny's got his phone out or whatever the case might be. But if they all have the same expectations and enforce them consistently um staff through administration, the language is really good language. And I would say as an administration making sure that the violations process is followed. Like if it's a step one, this is what happens. If it's a step two, this is what happens. I think I think it's hard for teachers sometimes to enforce it in the classroom if they don't feel like it's going to be enforced at the admin level. And so absolutely, we need to make sure that we're doing that. So I think another ch just a
051challenge that I've been trying to keep you all closely updated on is the fact that this is this is truly being talked about at the state right now. So I I am hesitant and I'm fine I'm fine with our you know administration or our teacher teams however guiding coalitions taking a look at handbook language and tightening up on what they're doing at the building level. I feel that our policy is ex is appropriate for where we're at right now for cell phone usage. um knowing that I believe that there's going there's going to be a change coming our way and I I wouldn't want us then to have to reccalibrate with the changes and I I'll let you know that some of the ch changes and we just had a Milwaukee Journal sent an article
052came out today about you know um banning cell phones in Milwaukee public schools. So, I read through some of the schools. It was Sherwood and Grafton. And yes, they're having luck because they tightened, right? They got better at what they had. They changed their handbook language. They did some different things within their buildings. But the challenge they're now going to face with possible legislation changing is the exceptions. So now my student needs to have their cell phone. my student doesn't isn't going to follow this because I now have an exception saying I need to talk with my student needs to talk with so and so at this time of the day or whatever. There's there's lots of different exceptions. They need their phones for health reasons. They're monitoring. They're they're doing many different things. So,
053we will have exceptions coming into our policy and I believe that's probably going to come here in the next six months. Um and it's already passed the first level. It's going next and it's most likely going to land with the governor. And I I think that because we it the exceptions are going to be what people are going to be in favor of. They're going to say, "Yes, have a have a cell phone policy that's stricter in your in your school districts because many districts don't have them, but make sure that there's exceptions because parents truly want to be able to contact their child if they want to during the day. So that's where we're going to have to that's why we have to be, you know, we have to follow what we're doing in
054order to if when the change does happen, we're going to have to flex again. Have we talked to our teachers? I mean, whether the state law gets changed or whatever there's legislation put out there, we have policy that says you can't do it, but yet kids are still doing it, right? I mean, I spent several hours at the high school this past school year and the shadowing and a lot of cell phone use, AirPods in and kids weren't listening and teachers, I believe, are trying to wrangle the kids in as best as possible. So, I mean, I I think we need to talk to our teachers at the teacher banquet. I talked to a couple teachers and even at elementary school, kids are whipping the phones out and I understand parents might want them to,
055but they need also then they should go talk to the teachers on the disruption that it causes. So, whether there's legislation or we change policy I think the teachers need to be brought in and have a conversation on what's really going on in the classroom. But that's different from what's what our policy says when our policy says refrain from it. That's an enforcement issue. Yeah, I do. Um I think it's a language issue. That's that's why I wanted to change it. I mean, I'm encouraged and you know, I should refrain from speeding, but I don't. I speak. So, I think I think I think I think the language in the handbook could be clear. I could simply I just no cell phone use during allowed during class time. If students bring a cell phone to
056school, it should be powered not left in a backpack, talker, etc. during instructional time. Students are allowed to use cell phones during passing time and lunch. I would recommend we put that in our handbook. It's easier to enforce. It may re-emphasize the policy so next year we can enforce it better. That is the only reason I brought this to the agenda. That's all that's all I'm looking. I just want to clarify, Dennis, because you did just say again encouraged to refrain. That is not our current language. It is It's expected to refrain. So I think that to me that's not a big change. That's not So what's the wording you're looking for? I just read it. What about PLTS study halls? I mean I think that would be classroom instruction. I I I would I
057would say that's part of the classroom instruction. And I think that's our the our time your time which is already in our policy. So I'm just I'm just it's hard for me because I'm not seeing really any difference in what you're saying versus what's currently in policy. I think we just have to do a better job. language, clearer, stronger language. Basically, what Spencer just read, it's pretty clear to me. The language right now is is ambiguous. It's not it's not clear, you know. You know, I think the I don't know how else to say it. I see what what direction you're going in, but I guess the reality I think that people need to grasp is this is a problem, right? It is. It's a major problem. And I think that uh you were approached
058probably because people want something done about it. And by having the policies and the way they're worded right now, it leaves it open to interpretation and whatever. I think what Dennis would like is it revisited so that it can be shorter and and made stricter. Like really, I mean, as a district, we we spent a lot of money on this stuff, right? So they have the tools already they need to use in class. There really shouldn't be any reason for them to have them in class. I mean, I would bet if you go around this district and you ask the people that work in these buildings, they're going to tell you nine times out of 10 that the that the cell phone usage is a problem. Yes, there is going to be exceptions where people
059may have a medical device that they're monitoring or whatever, but I mean a student population we have you're talking about a handful of people versus the tens and 20s in a classroom that are probably a distraction. So I think what should be probably considered in this is somehow eliminating the devices in classroom period. They don't need them. They didn't have them before. They're provided a tablet. And if a parent really needs to get a hold of buddy, we have student email. Correct. It's all on their devices. Call the office. Call the office. I mean, I know a lot of people don't have landlines at home, but we as a district pay for them in the building. I mean, use the stuff that we have already there. There is no reason that it has to be
060used. I know my kids are probably sitting at home trembling right now cuz they're probably part of the problem. But it is. I mean, look at, you know, we have we have to have groups and and laws and things because this is causing accidents on the roadway and anything else and and any kind of policy where it leaves it open that they can have them just creates the environment for misuse. I mean, I'm I hate the word like banning things cuz I mean, I I enjoy my freedoms. I really do. But I just don't see a scenario where the phones are an absolute necessity for anybody unless they have say a medical device or something like that. I mean how would how will how will we if we put something handbook language is a little
061different than policy. How will we enforce and take care of, you know, the second, third, fourth, fifth time that a high school student says, "I'm not giving my phone up. I'm not you." So, where do we land with? So, here's the funny thing is I listen to the policy for elementary school. Sounds like a kid who's in class, so the fourth, fifth time needs to be handled how he's acting. If they're if they can't make a a mature enough decision that they can't keep their phone in their pocket, in their bag, in their car, or whatever, treat them like they're acting. But then what what do So then you have a Let's just walk it Let's walk it through that. So then then you have a parent that you know, so then you what what
062do we do? Do we suspend the student? Yeah. And what's a policy viol if you're violating a policy? And I tell you what, there's a I you just got to deal with it. You know what? It's it's the same thing Jenny said that if a student in elementary has that problem and and the parent has to come get that device, the office is going to hold it. That's also in and for is specifically if if that parent has to come in there three times to get that phone. I know. I tell you what, if the second trip I had to make to get my kid's phone, he wouldn't have it anymore in school. No, but you're a different parent. I understand. But we we have to have expectations for it, too. And talk to our
063teachers. One, find out one, are there problems? And two, do they feel like they're able to to remove the problem from the classroom? Like if if they say to a kid, I turn your phone off and they respond back with something not so nice, like are the teachers not getting the support they need? I'm not suggesting from the principles, but are they not getting support from the handbook and the policies in place? That's what I like to understand. From a teacher's point of view, what's really going on? Yeah. I spent some time in the high school after Dennis first brought this up and and the teachers shared that this is the problem. This is one of the biggest problems right now is the iPads that we give them because it's hard to control YouTube. We've
064talked about that. Um but they didn't have a hard time managing their classrooms. They said um they had very few referrals and I think I I talked to administration at that time. They had few referrals about cell phones. When we were there shadowing a student, I watched them take us a phone away from somebody in a PLC. The teacher got up. It was nonchalant. She took it right up right out of his hand and walked away. That was it. So, I mean, is it is it just an enforcement issue? You can change the word to whatever you want. Change the word, right? If that's if that's really the hang up here, change the word. But I think the onus lies in the administration. Are we consistent? It sounds like we're not, right, of what's happening
065classroom to classroom. And then what does the followup look like? I mean, we're not going to have all the parents on the same page, right? Like you're you're going to take it very different. I talked to parents who are like, "Don't even think for one second. You're going to take my my kid's phone away." So there's the the other side of that. So change the word. Let's see if Lindsay and Matt can get their arms around it, you know, and have some conversations with staff. What do you guys need from us? You know, what is that? What does that language look like? It sounds like we need different language. change the words, but I think it's still going to be consistent enforcement and then the follow through of the of the repercussions of what that
066looks like. And I also think too, you know, just like um elementary level, you know, we focused on the behavior, right? And in our elementary schools and all the teachers, and I can only speak to Glenn Brook because my child went there, but behaviorally you did something wrong, everyone had the same first warning, right? Warning. The second level was, you know, you need to take a break or whatever. Third was, you know, we're going to make a call to the parent. And that was consistent every single classroom. And we knew that referrals would be high, but then we would see that, okay, they know every teacher, no matter where I go in this building, one, two, three, you know, consistency. I think we task our teachers to be consistent this next school year. see what
067it looks like with the policy that we have and know that the expectation in every classroom in that high school or every classroom in the middle school that we're going to follow one two three in our policy book and that's going to be consistent no matter what teacher you have what classroom you're in because I think the consistency across the board is where it matters and that's where students too you know oh I know that I can get one over on mom so I'm not going to ask dad to go on the sleepover mom's going to let me you know it's kind of like that with teachers too where oh I know I can get away with my phone in this room and maybe I can't in this other. So I mean I think it's
068kind of a staff situation too more than a policy situation. Yeah. But to Jen your comment about parents you know dare you to take my kids phone away then the parents should be encouraging their children to participate in an active learning environment. Right. If not if they do then their kids won't be put in that situation. I mean it's no different than any other thing that we don't allow in school buildings. Vaping, tobacco, all that stuff. I mean we have policies for that too. So, I don't know. I'd love to hear more from the teachers in the classrooms on what they're actually seeing and what they need from Spencer just read a letter that pretty much said exactly what they need. And if there's clearer language that's easier to enforce and easier to to understand
069for the student, the staff, and you. Why wouldn't we just change it? That's just seems so simple to me. But I think the difficult part is there are steps. There's it it takes each violation. So the first violation is warning. The student picks up the device from the attendance office at the end of the regular school day or the device may need to be picked up on the next day after school if the staff member is unable to bring the device to the office. Second violation, they get detentions or structured lunch or structured PLT and a referral sent home. The device is picked up at the end of the day. Third violation, referral sent home. Parent picks up the device is required. Student can no longer have the device at school. Fourth and subsequent violations
070can result in OSS and can include a parent meeting for persistent refusal to follow school rules. Parent pickup of the devices required referral sent home. It it is very laid out. It is very structured on violations, but it's not being enforced. It's not being enforced because there's not enough clarity in the in the handbook policy. And he just read a letter and he is our staff saying they want more clarity, more guidance. Why don't we just do it? Why is this why is this such a difficult just to change the language in the handbook? How many times have you had to enforce go through the the steps? Typically I I mean I'd ask students to put them away and then at least I I have the respect from the students in the classroom that they
071will follow that. But still it's it's like they still we'll we'll use them. We'll get them out. I see YouTube a lot. So it's I guess I don't go through all of those steps to then do the referral, but it's it's definitely students gravitate towards their phones during the day. Um, as a teacher, um, I'm not as entertaining as YouTube. I mean, I try to get along with every student and build a connection, but they're always going to have that that dopamine response to to the the bells and whistles in their phone and and so I know that they're not committing their full attention to the classroom environment. I think that's a that's the bigger conversation to have with the staff is are you going to be willing to run through this process of your
072your students respect you highly? I mean, I'm up in the art department enough that I know, you know, and I know what a quiet environment that is, and I know that if your students are taking out their phones and you ask them, they most likely are going to put them away for you. But really, honestly, if you've got a repeat offender taking out their phone every day, they should be running through this process, right? So, there in lies the continual nonfollowing of our of our handbook. So I you know I think that's the bigger the bigger um problem is even with steps of violation steps or however you know expectation steps and violating them they're they're not working. So but does it vary between grade levels? So if we're talking about a first grader, maybe
073giving three warnings makes sense, but a senior in high school like Well, these are in our high school handbook. Understand? So it's not it doesn't apply to a first grade. I don't know. I think there I'm not sure what the process is. First grader has it out multiple times, but like at the high school level, my my point was depending upon the age of a of a child, the process should look different. You wouldn't treat a senior in high school the same as you treat a first grader saying, "I'm going to give you four warnings when you're 17, 18 years old." It should be pretty clear. But again, if we start early with something, by the time they get in the high school, they probably should just start. It's literally in our philosophy to give
074fourth and fifth chances and third and fourth chances, right, Alison? Like I know that you've said this multiple times. So I think it is fair that we are giving them multiple cho you know multiple chances to correct the behavior. Um and if that's in the handbook and it's just not being enforced then that's I think a new focus point that we have to go into the you know and it just might not just might not be the right process and I guess that's something you know you guys need to have that conversation with. But um that would be my my worry that you know we've got respected staff talking to us about this but yet we're not running through that process either. So So are you implying stricter enforcement earlier? Is that what what you're
075talking about? Yeah. If we start cleaning it up earlier by having a process in place. I mean the more we put on the teachers to to babysit the process, the less teaching they can do, the bigger disruption this actually creates. And I think the whole second, third, and fourth chances philosophy, I I think that's maybe taken out of context when it comes to stuff like this. But again, I'd like to hear from the teachers. How big a problem do we really have? What do they think they need to be able to shore this up? Because constantly putting all this on the teachers and saying, "Oh, stop Johnny now from being on his phone." Like, maybe they have a better idea. I don't know. The policy needs to be cleaned up no matter what. Right? Clear
076language. But then also, what do our teachers need? They're the ones dealing with this, none of us. I'm not sure if the language needs to be clear. I'm not recommending that. I I think that we can look at it. I think that we can have a conversation around it. I'm not sure if if uh you know, the language in in the handbook is incorrect. I think we need to have a deeper conversation around what what's the root cause here that we're we're having the conversation around cell phones. And maybe this is more of like a parent community listening session like, "Hey, we got to get in on this together. What are we going to do?" Um, you know, other school districts have moved towards putting phones, you know, in lockers in high schools. They've moved
077towards things like having baskets on desks. They've had caddies. Um, it truly is just how things are enforced within the classroom environment. I don't know how to get around that. So I think also and I think Brenda's here, right? Yep. I see Brenda. You know, I look at the middle school what they have in here and it's not as much and you know, they didn't include um even their their violations and what happens, but I know in conversations between middle school and high school, you guys have said that for the most part, you don't have that many violations because kids just leave them in their lockers. for the most part. I think there's a couple of situations that become a little bit challenging even for us is when kids hide it in their personal area
078um swimsuit areas. They'll do that and go to the bathroom um or you know the ways just like anything else that we have that they hide it or they switch to some other type of technology communication. So, for example, we found out earlier in the school year that instead of using phones, they were using the Remind app on their iPad. And so, they were texting each other in essence, you know, all day long. Um, and so we worked with technology and we're able to get that piece, that app shut down. So, um, I think wherever wherever you go, there's always going to be something else they're going to use. um they're going to look at some new app or some new way of communicating. Um I just think that just that random scrolling during downtime
079is probably the the part that needs to be addressed. And I think that's just that's not necessarily policy. That's enforcement piece. And we don't have that problem in middle school. I would say per se like the kids when they have their if they have any kind of downtime or whatever, they're not sitting on their phones and scrolling. They can't they can't have their phones out. So would you say that at the middle school your your staff is pretty consistent on Yes, they are really good. I would they'll turn in, you know, phones and then the we have like a a progression for violation that's outlined in the handbook. So I think it goes back to what Heidi was saying was that we really got to work on a consistent approach at at the high school.
080We have everything in the policy. It's just we aren't consistent in how it's enforced and how it's followed. And an easy way for teachers and maybe where the loophole is is, you know, again, the time in the classroom, you know, the teacher wants to be focusing on getting their, you know, lesson out and they don't have time to be, you know, babysitting Johnny and walking him down to the office or taking a cell phone. So then maybe that's something that you can work with the the teachers and see you know what collaborative collaboratively you can come up with for the solutions of how they can address it without interrupting their classroom instruction and whatever that may look like. I don't know off hand but that might be a better solution to interrupting the whole classroom
081to address one kid on their phone or two kids on their phones. Is the wording in the middle school and high school handbooks the same? Sorry, what was that? Is the wording in the middle and the high school handbooks the same? No. Like this is what's and and you guys do have access cuz I went back into box um last night to reread them. So, it's the July 17th meeting of last year. Um so, you know, this is the middle schools and then the high schools is starts at this part and then goes a full page and then bumps into the next page. And they have all of the components that we've talked about needing to have, but this one is more followed and enforced and could be it could just be too comprehensive at
082the high school. I mean, you know what I mean? It just could be too much and seems to be simplified. I don't know. I I just don't think it's fair for us to sit here and say some teachers are doing some things and some teachers aren't. We just don't know. We're all making exceptions, right? Absolutely. And to say it's perfect in middle school, I don't know. I mean, if they're doing something perfect, right? But if it's working well, then what are what's going on different there that others could learn from? It's like everything else we do. I mean, in the business world, you make turn your phone off when you're meeting. So, you ready to meet the world, too. But yeah, and I I just think that, you know, you have to remember these are
083sixth through 8th graders as opposed to 9th through 12th graders, right? It's also progression of a student as well. So 9th through 12th graders, you're already many, you know, we have the assumption that they're going to be able to handle their device. We were we are continuing as they go into their sophomore, junior, senior year. I mean, our juniors are leaving our campus. They're leaving our campus and going out and doing youth apprenticeship. So, you know, that's also that's that's not always reality when they go to their youth apprenticeship shop. them stop either that they aren't allowed to use their device. So, we have to kind of find that balance. Um I, you know, a couple teachers have talked to me from the high school and have said things like, "Yeah, sometimes it's just innocent."
084And you know, you make connections with kids and you you you trust that they're going to do the right thing and they they're you let them listen to music and then they go into another classroom and then they're then, you know, maybe they don't have the same relationship and then they think that they can listen to their music and then they kind of use that against the next person. It's just they're kids, right? I mean, you said it. it's going to be mom against dad and um it's it's just a difficult balance and it's it's a horrible balance for our staff to try to figure out all of that. Um so, you know, we're trying to engage them. We're trying to help them learn. We're trying to, you know, sometimes kids need need that getaway
085to concentrate and do their work. I think if you look at the way that the two the middle school and the high school policies are written, they're drastically different. And the middle school policy tells the students when they can, when they're permitted on a limited basis, when they can use them, where they can use them, and how they can use them. It's very clear. It's kind of like one of those things when you write um something you want to ensure or even discipline. You want to tell the person what they should be doing and how they you would expect them to be behaving versus all the punitive things that would go along with it. So if you look at that and I think maybe the enforcement of the middle school is working pretty well because
086they know when they can. It's not taking something away. It's like this is when you can do it. So just a perspective. So maybe we simp simplify the high school could be the handbook revisions come. You guys are continuing to review those, right? and you're evaluating them for the upcoming school year, right? And the blue handbook is in July, July 23rd, you will approve them. Okay. So, this is something that as part of your revisions and and review of this, this is something you can take a look at to see if there's anything you feel you need to shore up at the high school level. That'll do it. Okay. Anything else come up? No. All right. Um, second citizens forum. All right, Cory Zulick, 612 PEL circle. Um, interesting enough, this conversation took place last
087night, boy meeting, a policy was put in place for some children, and a lot of this comes down to parenting. The same kid on a cell phone, every night of meetings, parents are never there. Expectation for parents when your kids go to school, don't be on your phone all the time. as my as an adult, two children, one in middle school in Illinois. Both have cell phones, smartphones. They get two hours a day, one hour YouTube time. They bring their school iPad home, unlimited YouTube time, whatever they want to look at. So, yes, my son's got ADHD. Any distraction, electronics, it's terrible. So, as a parent, I put the restrictions on them at home. And now I know parents that, hey, they want to get a hold of their kids. And believe you mentioned um
088about email. If a parent emails their students email from the outside, does that email come through or does is it restricted? If it's if it's restricted, that's another option where hey, I'm going to pick you up from school today riding the bus. That email will get sent to the kid. He can see that. He doesn't need to be on his phone. But I think it's parents restrictions of limiting what your kid can do. If you choose to give your ch child a phone, I mean, my daughter today, I asked her, she's in fourth going to be in fifth grade. Yep. There's kids behind her book on her phone in in elementary school. I mean, it's we've created a distraction by giving our kids iPads. That is the first thing. I technology is great, but being
089on iPad all day during co and they're at home is horrible. And now in the school, like I have to rip it out of my son's hand and he cries because I'm taking his technology away. Dad, I'm on it all day at school. So, as a parent, it's hard. Pull the restrictions away at home, but he's on at school. So, yeah, I I agree. There should be some guidelines, but it comes down to parenting, what you expect your kids to do when they go to school. You're going to give them a phone and they're not going to be responsible at home at the school, then parents take it away. I mean it's some of it's on the parents too. Thank you. Amy Amy Schwarz 598 Huff Park Drive. Um one thing I wanted to add
090to that is I think all the policies that you read all said cell phones but I know at the elementary level the kids are all on their watches. So, if you could change that language of not just cell phones because there's no restrictions on their smartwatches of taking pictures of other kids and getting messages from their moms um on that. So, if you could look at that um and I feel like the parent thing, Alison, how you had mentioned like parents are going to be mad about it. Yeah. Well, oh well. So what? Because I I I love Quir's Light. I'm not going to send Bruce to school in a Quir's Light shirt because I know that I can't, you know. So when there's an expectation, it's going to be hard at first and then
091then that's it. And you said sometimes kids need a getaway to do their work. And I just watched all our teachers right here all gom no they don't. Um so I don't think that's really a valid excuse. I think our I agree Dennis, our high school should have the same policy as our middle school. No phones at all in classrooms. Period. End of story. Um and that should be districtwide. But with the language part, please include smart devices in general, not just cell phones. Thank you. Thanks. Can I add one more thing? Go ahead. This has bugged me for a long time coming to these meetings and I'm just being transparent. We need to lead by example. Now, how many times I come to these meetings and every bit administration has their computers up doing
092stuff on it. If they're not presenting, I mean, that's just the same thing as a kid being on his iPhone at school. To me, that's a distraction. As a community member, I'm coming here for the meeting and the rest of the people from administration that are here that are on their devices, they're not giving the same attention as they're just like the children that are on their phones in the school in my opinion. I mean, that's that's when somebody comes every meeting. That's just the truth. If you know, they could be doing work, but they're just a distracted as a kid in school and on their phone. So, thank you. Sorry. Anyone else? All right, Mark has something. Oh, sorry, Mark. Yeah, I I'll speak as as a parent, a community member. Uh cell phone
093policy does not impact me, right? Uh I I work a 40 plus hour week. My kids's at T-ball right now. If I'm everyone can see I was in Skyward. I did my work today that I didn't do it here. My presentation, I check messages about how my kid was doing at Tball. I'm going to do that at every meeting. Some things don't apply to all administrators. So, if we're using time to work, I'm I'm I'm sorry, cell phone policy does not impact my immediate work. I I listened, you know, good conversation. Don't take that as we're not paying attention or, you know, it's a different comparison. I just want to answer that for every administrator that sits at these meetings and and has daily tasks to complete. So, thank you. Our next business meeting is
094in this room on June 18th. Um on the agenda right now, it is ADR reporting for Glen Brook. um WIAA membership for the next school year, the initial 2526 draft budget, CISA 8 contract, school perceptions, and SRO quarterly updates. And it doesn't mean that they're in that order. That's just what's on the agenda. That's just what's on the agenda. Um is there a motion to adjourn? I'll make a motion to adjourn. There's a motion, a second to favor. Motion carries. Good night, everyone.