001Good evening everyone. I call this meeting to order. Please stand for the pledge of allegiance 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 all. Uh, so we would like, if it's okay with the board to make a bit of a change to the agenda. Um, and before we reorganize, we would like to do the honorary diplomas. Is everybody okay with that? Absolutely. All right. Then we'll turn it over to Matt Smith. Excellent. Thank you so much. Um, for those of you that don't know, the district does have a board policy. It's a 1900 high school diplomas to veterans. um which allows the district to award diplomas to veterans who need certain conditions. And
002tonight, it's really an honor and a privilege to be able to be part of awarding two diplomas along with our board president to Michael and Daniel Willilette who both attended Palaski High School. Danny was here in 58 and 59. Um ended up transferring and going to Vietnam. Um he worked for a number of years as a um an electrician. He also wrote a book called Swamigle the Fishing Village amongst other things. And his younger brother Mike was here in ' 61 and ' 62. Similar story, transferred, served in Vietnam. Um both of them completed their GEDs, went on to have family lives, productive um productive lives and employment. Michael um worked as both a truck driver and for the teamsters union for over 20 years and uh he wrote a book called God or Indian
003Chief growing up in small town Swamigo village or Swamiko Wisconsin I can say as a former English teacher made their English teachers proud right so um it's it's really an honor and a privilege um be able to present them with honorary diplomas from Palaski High School and want to thank them for their service. So, welcome to the CL25. We're going to take just a few minute break and get some pictures here. Thank you. Thank you. Congratulations. Congratulations. I can join you. [Music] Absolutely do it. Thank you. Congratulations. Thank you. Thank you. Thank you. All right, then we will get back to our reorganization. At this time, I will entertain nominations for a temporary chairperson. I'll nominate Allison Space as temporary chairperson. A second. Okay. Um well, as your chairperson to start the proceedings of the
004reorganization of the board tonight, um at this time, I will entertain nominations for board president. I nominate Jen Schwarz. Okay. The chair recognizes that Heidi Beakovich has nominated Jen Schwarz. Are there any other nominations? I nominate Heidi Meler. The chair recognizes that Heidi Melzer has also been nominated. And now we will need to go to ballot. You can do it's up to you guys if you want to do a voice vote and if we have a majority, we can do that. Unless you want to go over to Anyone need a pen? Everyone's got pens. I just want to do a parliamentary check. Do we need to have a second to close the nominations now? Uh, there wasn't a motion to close nominations, but I'm assuming that it is closed. Okay. We have a majority of
005your new president will be Heidi Meler. Okay. At this time when I'll turn the meeting over to Heidi. At this time I'll entertain a nomination for vice presidents. I nominate Dennis Kaminsky. Anyone else? Hearing no other nominations, Dennis Kaminsky is um elected by unanimous consent. At this time, I will um entertain a motion for clerk. I nominate Heidi Beakovich. Anyone else? Hearing no other nominations. Heidi Bevich is elected by unanimous consent. At this time, I will entertain a motion for treasurer. I'll nominate Steve Legal for treasur. Hearing no other nominations, uh Steve Legal is elected by unanimous consent. At this time, we need to designate the official repositories for the upcoming school year. Um these are um the official public deposiitories for the plas community school district would be Premier Community Bank and the local
006government investment pool. All those in favor? All those opposed. Uh motion carried. Um at this time we need to elect the WB correspondents. I nominate Heidi. Heidi, are you willing to do so? Okay. Um, is there a second? I'll second it. All right, there's a motion and a second. All those in favor? All those opposed. Uh, is there a nomination for C67 representative? Do we know who it was? Currently, it's Dennis. I think it was me, but I nominate Jim Schwarz. Jennifer, you sure? All right. Is there a second? I'll second it. All right. There's a um motion and a second. All those in favor? I. All those opposed? Motion carried. Uh at this time, we need to set the regular board meeting dates. Uh these are generally the first and third Wednesdays of the
007month starting at 6 p.m. There are some exceptions noted which will be in July. Um where we'll change that due to the 4th of July in a legal conference. Um January due to the WSB state convention. April due to spring break and the Golden Apple Awards. and may due to the staff rec recognition banquetss. Um, is there a motion to approve the regular board meeting dates for the 2526 school year? Make a motion to approve the meeting dates. A second. There's a motion and a second to approve the date and time of the board of education meetings for 2526 school year. All those in favor? All those opposed? Motion carried. At this time, um, we'll have our first citizens forum. Is anybody set to speak? Uh, yes. We have one, Ashley. Ashley, can you uh
008just state your name and your address? You can say where you are. Ashley Ambling, 4555 Dear Rididge Lane, Palaski, Wisconsin. Um I do have copies of my speech if you can give them to David. All right. Good evening. Um I'm here tonight to make you aware of some information that was presented to you that is untrue. As you heard last week, I am being transferred to Hillrest to be the teacher of the allday 4K program. I want you to know first and foremost that I am being forced into this position. It was stated last week that when making a staffing decision for a school, quote, "We always give the building to make placements first," unquote. This is untrue. There were internal staff members at Hillrest who wanted to transition to that position I'm being forced
009into, but were not allowed. They also posted the position externally and had an abundance of people apply, including nine before we were even told that our positions were changing. To give you some background, I have been a part-time 4K teacher at Sunnyside for 7 years. There have been three half-day sections of 4K at Sunnyside for 12 plus years, and there will still be three half-day sections at Sunnyside next year. Of the reasons they gave you last week for making staffing changes, none of them apply to our situation. They may state that our numbers are low now, but they were low at the same time last year. And currently, all three of us at Sunnyside have full classrooms of 18 to 20 students. Therefore, we do not have to put on a section, and changing our
010roles is unnecessary. You were also told that contribution to the district is a factor in deciding which teacher to move out of their current role. Quite a few people in this room know me and know how very involved I am at Sunnyside and the community. I have been Sunnyside's PTO president for five years and the reading incentive coordinator for the last seven years, bringing in almost 177,000 this year for the PTO. I made it very clear from the beginning that I am able to do these roles unable to do these roles for our school and students. I'm sorry, I'm able due to my part-time position. Unfortunately, this was not of importance or considered when deciding to force me into the Hill Press position. When asked why they were making these changes, we were told five
011different reasons. One, if we were full-time staff members, it would be quote easier to join all the meetings," unquote. This is a moot point. We are required to attend regardless, as is stated in our handbook, and there is still one part-time person who we will have to adjust around. I have been attending meetings that were required for me the last 10 years in the district, including all professional development and meetings that are outside of my contracted hours and that I therefore do not get paid for. Therefore, this doesn't apply. we would be quote be more cohesive with the other 4K programs and then really just aligning it in the same fashion as the other 4K programs unquote. Since we are all in different buildings and only meet together on Fridays, this doesn't make sense. Yes,
012we will be full-time, but that just means it is consistent on paper. It does not make me a better teacher or make our 14 4K team stronger. It sounds more like they want to take our strong, close-knit, well-educated Sunnyside team and split us apart, making us less cohesive. Our program will be full day 4K. Oh, sorry. Our program will be quote full day 4K eventually, and this is the perfect scenario because you don't have to leave your actual role. End quote. If our district goal is to move to all day 4K, then eventually all three of us will be needed at Sunnyside. This also will not occur at Sunnyside for at least a couple years. So again does not apply to why they are making this change now. Also I do have to leave my
013actual role in addition to moving to a different building. I was very honest from the beginning that I am unable to work full-time without putting my job ahead of my family which I am unwilling to do. Is there a timer because I timed myself and three minutes was up. I'm four minutes. Okay. There will be quote better cohesiveness when we have teachers in both the morning section and afternoon section. This definition of cohesiveness in the workplace is the degree to which team members are united and connected, sharing a common goal in working together effectively. It's character characterized by mutual trust, respect, and a sense of belonging, fostering a supportive environment where individuals feel valued and motivated. If this decision is tearing apart a strong collaborative team, how is that helping us feel united and connected?
014If I stated that forcing me to go full-time and move to a completely different school would cause me to have to resign from my PTO and reading incentives roles as well as place my children in before school care for a minimum of an hour and a half hours one and a half hours every day. How is that making me feel a sense of belonging, respect and value? I'm surely my cohesiveness between my teaching, but after several years, I'm pretty confident in supplying my students with high quality education, which my educator effectiveness scores will show. Being able to consistently collaborate with my other part-time team members to promote effective learning and not putting my job ahead of my family makes me a better cohesive teacher. And I will finish later. Thank you. Anyone else? Moving on
015to the consent agenda. Hearing no objections, the consent agenda is approved by unanimous consents. Um, next thing on the agenda is the PHS booster club donation. Anyone speak on that? That was your queue, man. Please help me welcome uh Mr. Jeff Marts, president of the music booster. All right. Uh thank you. Uh so yes, I'm Jeff Marts, president of the music boosters. I'm joined today by Mindy Melendi, our current treasurer and future vice president. So thank you, Mindy, for joining me today. Um so I appreciate the recognition uh tonight. Um, you know, I just want to say as a booster, we're happy to do these things, right? This is what we're here for. Supporting the music program, not just band, but choir as well. Um, and I'd like to thank the administration and the school
016board for supporting the music program over the years. All right. So, this particular uh spend on the shells ac shells. Sorry, I have zero music now. how I became president of the music booth shells uh will will help like all like the jazz, the choir, the band. So, uh it's just a great addition to the music program. So, thank you administration. Thank you board for your support. We appreciate it. Thank you. Thank you. Um moving on to field trips. The first field trip I have is the PHS FFA to Madison. Okay. Excellent. So, um, Miss Baron is not able to be here tonight due to a conflict, but she sent me some notes that she would like me to share with the board. So, that's okay. I'm just going to read through this. Um, so
017this is a trip. It's the Wisconsin State FFA convention. It's June 9th through the 12th. It'll be in Madison at the Alliant Energy Center. Um each adviser will take a band with students and uh purpose Taylor Marashik will retire her year of service to WI Wisconsin FFA students will be recognized on stage for their proficiency awards. Washington leadership conference scholarship winner. Two of our members were selected to perform in the state FFA honors band and chorus and administrators will be recognized by Taylor on stage. Uh members will attend workshops and watch contests. The cost is $50 to FFA members and if they need assistance with paying to attend the PLI FA um to attend the Palaski FFA alumni and supporters have funds available to help. Um there'll be 10 students from the Plasky High School
018FFA attendance. I make a motion to approve the Plasky FFA to Madison. I second it. There's a motion and a second to approve the Madison trip as presented. Any other questions or comments? All those in favor. All those opposed. Motion carried. Um are we sticking with you for the PHS FFA to Washington DC? Yes. Okay. Thank you. All right. So this one's to Washington DC for the Washington Leadership Conference July 7th through the 13th. Be staying at the Omni Shoreum Hotel in Washington DC. Uh the travel plans and I've talked with Jenny about this and this is pretty traditional. Um the Okano Falls FFA alumni runs a bus for the Wisconsin FFA members who would like to attend. They'll be charged chaperon by two Wisconsin aid teachers. One is Walter Taylor from Okano Falls and
019also a female chaperone to be determined at this time. Um members will get to tour museums and monuments in Washington DC as well as create a living to serve plan which is a local service project plan for the community. This is facilitated by some of the best FFA facilitators in the country. Um, and she noted that the trip has already been paid for and is sponsored by the Palaski FFA alumni. Jenna Posspreak earned a WLC scholarship from the FFA alumni which will reimburse the Palaski FFA alumni and students attending our Jenna Pre. Great opportunity for them. I'll make a motion to approve the FFA trip to Washington DC as presented. A second. There's a motion and a second to approve the Washington DC trip as presented. Any other question or comment? I do. Um there's
020no um Palasi like chaperone going on this trip. It's just Okonnell Falls to No, and that's why I spoke to Jenny about it, but that's been the traditional part is we have sent people in the past and um other schools have shaped Rome's point. We used to run the bus. It just kind of rotates between an adviser that's interested in doing it, but Caleb used to run it um years ago as well and then I ran it when we did. And so it was anybody in the state kind of hopped on the bus and and really when they get out there the adviserss are they take the adviserss and the adviserss go do a different program and then the trainers are with the kids and they facilitate it and it it it's an amazing experience.
021So thank you. Any other questions? All those in favor? All those opposed? Motion carried. Uh, next field trip is the PHS Lions Club to Russia. Awesome. Dory Rattler from the special ed department here. Yeah. So, this year is our 22nd trip heading there. Um, it's been a Pilaski tradition um for that long. So, that's pretty impressive. This year we'll have 24 students within the ID and autism program attending overnight from May 15th to May 16th. Um it's funded fully through the Palaski Lions Club. So if you know anyone in that, send a big thank you their way. Um yeah, we have four five teachers chaperoning and volunteering their time to spend overnight there with the students. So be a good experience. I make a motion to approve VHS lines to Rashel. I'll second. Uh there's
022a motion and a second to approve the Roshel trip as presented. Any other questions or comments? All those in favor? All those opposed? Motion carries. Have fun. Um next is the five-year library long range plan. All right. Tonight we are bringing forth a required three-year library plan for approval. The library media and digital literacy specialist team is here tonight and they're are going to do a short presentation giving you an overview of the plan and showing you the great work that they do with their students and staff to carry that plan out. Um to access our plan in its entirety, you have that in the library plan memo which is 048 and there's a link there to the full plan. So I am going to turn it over to this team. Hi everybody. Um, so
023we are the library team. We are there's eight of us plus Amy. Um, and so we're just going to quickly go around and introduce ourselves and then we'll go through and talk to you about what makes us us and what our jobs are. Um, we'll just Okay. I'm Jackie Marowski. I am the digital learning specialist at Hillrest Elementary. Jackie Heisman, digital learning specialist at Loy Elementary. I'm Sarah Yansen. I'm a dual role. I'm the digital learning specialist on our students that are cultural learning specialist at your time. I'm the library media specialist at the middle school and high school. Amy G. I'm the learning or library media specialist at Sunnyside. And I'm Sarah Malco. I'm the digital learning specialist at Glen Brook. And Michael is at home with the baby. She's outside. So today we're
024going to talk about what we do, why we have to have a library plan, how our libraries get funded, and what our focus areas for our library plan are. And before we do that, we just want to give you a little taste of what we do in our libraries. Um, if you are sure to say we my brain has too many tabs open if you can't read them. And so our jobs are multiaceted. We do lots of things. And so this little short clip will kind of just give you a lens into what we do. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Um, so as Jackie said, if I can get us to scoot forward too far, sorry. As Jackie said, um, our positions really are multiaceted. And so just to kind of give you
025a quick overview of what we do as you u look at this slide. Really some of the major focuses within our positions are to help all students discover and develop their passions whether that be books, coding, media, technology, and you saw a little bit of all of that in the video that we just showed. Uh we also help to guide students in navigating within the digital world in a responsible way. We're supporting staff at all levels in technology integration, whether it be new teachers, veteran teachers, and even our admin. Um, we also work to curate library collections that reflect the diversity of our community and we serve as multifunctional as a multifunctional hub for library surface library services, excuse me, technology and professional development. And then we also provide access to emerging technology and resources
026for exploration and check out. So that's kind of like the big overview, but with that as we break it down a little bit further, we wear many hats within our positions. And as you look at this graphic, the majority of our position is library and library admin. And you can see just a variety of the different things that we do within that realm of our position. Whether that's in um assisting students in our library, at the elementary level, it's doing kindergarten library lessons or library lessons for K5. Um at all of our levels, it's digital citizenship curriculum, promoting that level of reading obviously, and also coordinating with our library paras. And that's just that's a big piece of the library and the library admin. That being said, we also have the hat of coaching and
027technology integration. And you can see there some of the multiaceted pieces that fall within that category, whether it be doing professional development for our staff uh through breakfast bites at the elementary level. Um high school and middle school have PD opportunities that they also provide. We do many coaching cycles with our teachers. We're working to integrate the four C's within all of our content areas and collaborating with our teachers to bring those things to the the forefront of learning. Um, and we're also promoting and modeling technology, whether it's apps, processes, tools, etc. Another hat that we also wear is tech support. And that one although it's not a large piece we find ourselves really delving into that on a daily basis whether that be seesaw or canvas support depending on the level that we are
028at iPad management troubleshooting um stylus management we're managing the resources that uh go in and out of our library etc. So a lot of pieces from that tech support piece that we also work with in conjunction with our technology department and our building technicians. And then last, we're also working on building a technology culture within our buildings, whether that be media production, like you saw in the video clip as well with live announcements and such. We're meeting with our principles, and also working through special events such as our artist and residents, having authors into our schools, um, working on reading programs and things of that nature. Um, so that just kind of gives you a quick overview of some of the pieces that fall within the plan of what our positions entail. And with that,
029I'm going to pass it over to Amy G. Right. Okay. So, why why do we need a library plan? Well, um Wisconsin administrative code requires us to have a long-term written plan on file um which is created by a group of stakeholders and um approved by you, the school board. Um our long range library plan helps our district to look ahead and make smart decisions about our future needs. It helps keep us focused on supporting staff and students and their success. We guide it guides how we use resources for curriculum and other priorities. Um, our plan also connects our goals, our library goals with district-wide learning goals. So, it makes those um connect together. And then we make sure we're all working in the same direction for our staff and students. Um, additionally, um, we
030have to meet audit requirements and any purchases made with our common school funds, um, must align with the plan. [Music] Um, our libraries are funded by common school funds, so that is state funding. Um, which may be some new information to you. Um, the the money originally came from the sale of of lands in Wisconsin and from that time they invested it really well and that money grows every year um with fines and forfeitures and so state funding is what funds all K12 school libraries. Um that money needs to be used for specific purposes. It needs to be used to develop lifelong readers as well as support learning through our library programs. So some of the things that they talked about we can purchase through common school funds like books and ebooks and software subscriptions
031and um resources for makerpace for kids to create um and and hardware and devices. So those are some of the things that were able to purchase with common school funds. Um those funds are managed by the board of commissioners of public lands and they do an awesome job in investing. In the last six years, common school funds have doubled. Um, and it's given to school districts on a per per people basis. Um, so just wanted to give you a little history on the on common school funds and how our libraries are funded. Okay. Um, so our first focus area is in the area of curriculum, instruction, and assessment. So one of our goals is that we will continue to enhance digital learning opportunities for students and teachers. And we'll do that by fostering a culture
032of collaboration amongst our team and with educators and administrators at both building and the district levels. Um and then that'll be evident by our unit plans that we'll be creating um an ELA math and one specialist area um that basically have specific technology skills integrated as part of our building goals. So um what that would look like in terms of like our action steps over the next few years is um using the standards crosswalk. So taking for example a standard in social studies taking a standard that's part of our information and technology standards merging them kind of together and creating um technology um activities that students would be meeting both content area standards with that activity. Um we also monthly share as a team our ideals. So what they're doing at Sunnyside would be shared
033with what they're doing at Fairview. Um so that we can you know share ideas that we are doing amongst the different buildings to help promote at Woody across our elementary buildings as well. Um we're creating choice boards um for K5 uh with tech integration choices for the HMH modules which are literacy curriculum that we use. Um, and so the idea would be that on these choice boards, students would be able to choose what digital product they'd want to use to show their learning. Um, and then we also are creating a plan um to share technology integration strategies with teachers and document that um the current 4C skills uh integration with HMH units as well. So again, just making sure that we're um meeting our goals for supporting the HMH units and using technology um and
034the four C's as well. Um so these action steps uh will allow students more choice in their use of technology for learning. It'll enhance their engagement which will help support um building goals as well and lead to their success um as well as for facilitate the purposeful integration of technology. So again, we're not just integrating it for technology at sake, but that we're using our standards to guide how technology is being integrated into the curriculum. Our next one is um uh collaborative leadership and our team is really aiming to foster that culture where collaboration really drives our growth through teacher empowerment, student centered learning. So we have um three four three steps laid out for the next um three years. Our first one, our team is working with a coaching consultant to enhance our coaching
035practices um to ensure that we're really fostering that collaborative environment. And that's directly supporting and then engaging our teachers, our students, and it really offers that strong reflective practices for our team as well as when we're co-eing with um teachers in the classroom K12. Um, next we're thinking, we're looking at members of our team are also working side by side with our district student centered coaches within their buildings currently and then moving forward. Um, this can look different within depending on what the teacher's goal is. Um, but it can include sitting in our planning meetings, co-eing in the classrooms, and then really modeling and sharing some of the um, best practices to assist in that real-time instructional adjustments with um, the use of technology. And then as we grow and kind of learn through this
036new coaching lens that we're taking on the next year here, um we recognized that our coaching framework needed to be adapted a little bit to kind of meet the unique needs of the digital learning specialist team as well as the library library team. Um so we're kind of continuing to build and edit a mini coaching cycle framework which is really just a way for us to capture our work with the classroom teacher and how it's supporting students um within the classroom. And then lastly, our team will support teachers in identifying the level of integration of the international technology literacy standards, kind of what Jackie touched on within their specific content areas. And that again is K12. Um we're focusing on practical ways teachers can enhance their instruction by enhancing um by ensuring I'm sorry, these
037standards align with curricular goals and student needs. So similar to what Jackie touched on and really I mean through these steps we have laid out our goal is really to create that strong culture of collaborative leadership. So teachers, student center coaches within every building, our DLS LMS team and then students are working as really co-creators of their learning environment. um we're look working for them to value that growth, that innovation, the integration um of our district 4C's through that through this collaborative um leadership wedge. And then our last area is digital citizenship. Um so really the focus area of data and privacy. Uh when we look at this goal, our action steps are a little more straightforward. We're looking to really create a K through 12 scope in sequence of our digital literacy skills. Um
038and through that process assess the scope and sequence for gaps and redundancies or missing skills. Uh we'll work with our um SRO's and our counselors as well who deliver some of these lessons. So we want to make sure that you know we're not overlapping or or or how we're hitting it. So through this process uh the goal would be to empower students with the essential digital literacy and citizen skill citizenship skills needed uh to navigate our everchanging and becoming more digital world. Um so by establishing a clear K through2 scope and sequence we'll ensure that students receive consistent and developmentally appropriate uh instruction minimizing the gaps and redundancies between our programs. Um so the main goal right the structured approach will allow our students to have the skills that are necessary for them to be
039academically successful responsible digital engagement and then um f future career ready. So for the library plan there are nine wedges. Um we need to analyze our our program amongst those nine wedges. And so if you go to that link, you will have seen those nine wedges. And then we did an analysis of our current programming within each of those and then assess where we felt we had the three greatest areas to grow. And those were the three goals that they just shared with you. So we would be happy to take any questions. Otherwise, we are asking for your approval of the plan so we can move forward. I have a couple questions, Amy. Yeah. Um, are a lot of print books moving to digital now or is it still pretty much heavy print? I would
040say that the large majority of our collections are print. Um, I'll let them speak in a moment. We we see a great value in ebooks. We've tried to do many things over the years um to try to build those collections. Um, they're not really taking off, especially at the elementary level. We find that kids still really like to get that that print book. Anybody else wants to share on that topic? Yeah, I would say that especially at the elementary level, the kids still love to take books with them. Um, so we're constantly increasing our collection there. Um, with elementary students not being able to take their iPads home, they don't all have the ability to read ebooks at home. So, we want to make sure they still have access to materials that they can take
041with them. So, we do, like Amy said, we do use some ebooks within our curriculum. Um, or we encourage things when, you know, more than one kid needs a book and we can get multiple copies of ebooks, we'll do that. But I would say, especially at the elementary level, it's primarily print materials. Okay. It's the same at the high school and middle school, too. The kids just even though they have the iPads, they would rather have that book in their hand. Okay. So, then the selection process. So, do all all of our elementary schools have the same books or do we move them around buildings? You do you understand the question? So, if you have book one at Sunnyside, do all the elementary schools have the same exact book? Not necessarily. Okay. Um I think
042it's very dependent on our kids and what the kids at our individual schools are reading. A lot of what we have is similar. Okay. Um if we find a good series that the kids are loving, we share that with each other and we get, you know, we get more of those books. Um, but there are certain kids that just ask us for we I really want a book about this and then we look and we we do some research and and try to build that collection. Piggybacking off of that, we also have a spreadsheet that we use amongst buildings where if there is a book that a student is requesting and I don't have it at my library, but Jackie has it at her library. I can request it, they send it over and our
043students have access to it. So we may not have that specific book in our building but we have access to share with with each other from building to building. Okay. And then I have well a two-part but final question. Um this is around book selection. So do we consult with other districts on like what they're doing and then how do we find out about books? Like if there's a book out there do you guys get like a list and then you just pick from it type of thing like Scholastic Bestsellers or something? that um we have access I mean to our book vendor who they recommend books um we go to sites like Barnes & Noble and Amazon and see what's you know the most popular out there as well we have school library journal
044which is a um online resource where they give us reviews for different books so we can get ideas of how you know what's popular and what they're about. Um we just have conversations with our students. We find out what they're interested in reading. We talk amongst ourselves and our group and our team. Um, we listen to our own kids and we hear what they're what they're reading. Um, and then we make decisions based off of what we've learned about books as to whether or not they're appropriate for our libraries. Okay. Thank you. So, I guess uh Steve covered like hard copy. Do all the kids have the same access to all of the technology at every school? So regardless of what school they're in, they have the same resources. Yes. Awesome. And that's kudos to
045our school district for um feeling that that's important enough that we do that. The value is there. So as part of our monthly meetings, we do have those conversations and sometimes we'll have teachers request apps for they want to use it in their classroom. And we've always taken the approach of if it's really good for Tracy Weedman's class and that grade level, it's good for all across the district. So, we've really taken that approach on let's let's, you know, adapt, check it out, make sure it's appropriate for that grade level. Let's adopt for all. Any other questions? Is there a motion? I'll make a motion to approve the 5-year library longrange plan as presented. I'll second that. There's a motion and a second to approve the five rate fiveyear library plan as presented. All those
046in favor? I. All those opposed? Motion carried. Thank you. Thank you all. Thank you. Um, next is the annual parochial private school attendance area. Yeah. Um, so this comes annually. I want to highlight a couple things that have changed, but a little background on it. So there is a Wisconsin court case that established that a public school district is responsible for the transportation um of its residents to the rural field or private schools. Um part of that so then state statutes have been developed for how we manage the process. Um at at this stage what we're doing is establishing boundaries. So this has nothing to do with attendance areas for their their um who attends their schools. This is purely for our transportation. So we don't dictate who attends what private school to where. What
047we dictate is our responsibility transporting those students. So um provided is um the schools that fall within this area. Um want to highlight any changes. So there is one new um private school and that is the Highlands Latin Cottage School. Um I worked with them this year. They reached out to us established that they they are a school and they're very small. They are not a daily school. Um I believe they have three students attending. Um so their attendance area because of um covers the whole area but it's a a very small impact to ours um they will have the boundaries of the entire school district. Um the other change is for um Holy Family, St. John the Baptist and ABVM. Um ABVM nothing will will really change. We're just establishing that um the area
048of Hobart will go to. So all three of those fall under the same governing body and um denomination. So that's why they can't have overlapping areas per state statutes. Um doesn't impact ABVM. maybe of him um you know falls within our village transportation so kids live here they they walk just like a Glen Brook student would and there's currently nobody attending in that area they go to the other two schools um so Holy Family and St. John the Baptist did not submit. Um I I reached out to them. They did not respond to establishing boundaries. I asked them to establish boundaries and split Hobart. I referenced a map that we have um I believe it's from 2011 was the last time that we asked them to do this exercise. Since then we've become more lax
049on and we transport all students. Um what we're currently dealing with is low numbers of transportation. So we um on some days we take seven students to one school and 11 to the other. uh you know establishing boundaries will allow us to evaluate if it's cost effective for us to continue to bus the students or to meet our obligations through a parent contract. So most other schools um it it's not cost effective for us to drive to Bondo. So we pay those students a parent contract equal to the amount it costs for us to transport one of our pupils. So every year I come up with that amount. This year it's about $720. Uh we pay that per student to the family to meet our obligation per law. Um what what we're going to sit
050down and do is um currently um Providence we have 46 parent contracts. So it it we really need to evaluate busing and offering busing for parents who are requesting that uh you know we pay out a large sum when we can meet that obligation through busing. Granted that we have drivers and whatnot. So um this would just establish those transportation areas so that we can evaluate it either way if we change anything or not. this has to be done. So that is coming to the board for approval tonight. I'll make a motion to approve the annual parochial private school attendance areas as presented. I'll second that. There's a motion and a second to approve the parochial private attendance areas as presented. Any other questions or comments? All those in favor? All those opposed? Motion carried.
051and with one abstension. Um, moving on to the 2526 school year calendar. I put a memo for you um in box and and you can refer to that as well as um Dana's insert of the actual calendar. Um I know we brought this calendar to you a couple times this year and I keep asking you to relook at it and be responsive. Um so I appreciate you being responsive with me to this calendar. Uh I I am wanting to have a conversation in our recommendations for a couple tweaks tonight. Um I want to give you some history behind our tweaks. Um first off, I want to remind the board that we have a 188 day contract with our staff, with our teaching staff. So those days have to be uh if we move anything around
052in the calendar, it either makes the school year longer um or we have to shorten something within. Um and to build this calendar, we we have um we have met with our calendar committee which has kind of been off the market here for a few years due to construction in the referendum. Uh but we also work with another subcommittee which is around professional development and learning and they do a survey to kind of help form what does this look like in the year for learning for staff like what what is the feedback you're giving us? What would you like more of? What went great? Where do we need to grow? Uh and when we did that survey, some of the some of the pieces that were were within and also just being out in buildings
053and hearing candid feedback from staff members, we decided to try to be responsive immediately for this upcoming year instead of waiting another year and then trying to put this into the 20 um 26 27 calendar. So because of that, as you already know, this year we had come to you for this year's calendar. we came to you and we asked you about uh could we put in a day for our uh lower elementary teachers to work on PRP their reading plans in as part of the act 20. So we we went ahead and you were responsive to that. We made that change. So in this this next calendar we already had it approved to have that in there. But then we we have been getting some feedback around um you know uh family engagement has
054kind of been this ongoing conversation. Is it worth it? Do we have enough people? Uh, everyone has a a different way that they're looking at it. Is 50%, you know, attendance at at a family engagement night worth it um to put the extra energy and and into the evening? Is it not worth it? So, we've landed that we have a school that that really does this very very well. Um, and we're going to have Fairview is going to continue with their APT. uh we are going to compensate that building because they do it well. Um but then because we're looking at making a change um within the calendar, we're not going to hold family engagement in this sense of how we did it um in the other buildings. Well, there will still be family engagement,
055of course. I'm not saying that there won't be, but it will just be in different ways. and we're going to give that um autonomy to the building leaders to create those events and things around that with their buildings however they see fit. Um because of that that will that offered us uh the time that those two evenings offered us a day that we could put back in the calendar. So down on the bottom of that memo um for the K5 and 612 you see that there's there's two different numbers. K5 has 173 student contact days and 612 has 174. The reason elementary has one less is simply because of the act 20 day that we have scheduled. Um we are now looking at taking January 2nd which in the calendar that you already approved was
056an extension of the Christmas holiday and did appear as just you know an extra day that everyone that um all staff would have off. We um we have talked with both the professional development learning committee and we have also talked with the calendar committee um and our administrative team and we are um we'd like to take that day and make it be flexible. No one has to come into the district. They can just do those eight hours when they see fit um and remove it as as what they would have what it would have been kind of as a an extension of the holiday and just put it as a flexible workday. That way we can count it in the calendar um and we're not having to add a day on to the end of
057the year. Um and the reason we're able to do that day is simply because of the two family engagement nights. And then the other day that we're looking at is March 2nd. Um and that would be a day that we would add in for a work day for staff because we're hearing that that is a need. Um and that that's that's something uh that they're that they are um uh have have been asking more for more of. So that collaborative work day they work will work just on site but that's another day um that they will have that they can work on their own. Um this day would replace a student contact day. So that's why we have one last day that will be in front of students and it would be one more day
058that staff would have to do um as as work time. And as you know, we just came out of our planned snow day and and if we have a a relaxed year in weather next year, that could also be a possibility. I think it was it went over well. Um we we had a few the students are saying yes, it went well. So, um I think that, you know, that could also be a possibility if we continue to have, you know, weather that cooperates with us and we can we can look at our calendar and see how things are going. But that day is always going to be a day that is going to come up quickly and it's not going to be something that would ever be put in at the beginning of the
059year just simply because of we don't know what we have outside. Um, okay. I don't think I missed anything. Is it do you have any questions around where those days are coming from? this is still allowing us to have that calendar, you know, start and end the same. I just wanted you you to know the reasoning why we are making those changes now and and we're trying to be very responsive and listen and um one of the things that came out when we were at uh we talked with the professional development um and learning committee was just the fact that most people are working at some point in time over their Christmas break anyway on school stuff because it's we have stuff to do and now we just can do it whenever and and we
060they really felt that that was that was a good um a good way to do do it. So, any questions for for me on that? Yeah. Is there a cost with the APT just keeping it at Fair View? Is it what does it cost us to keep it at that one school? Well, Nikki's our trainer. Is it already paid, right? Yeah, we don't have an external trainer um doing that. It would just be the time that the Is there an annual fee for APT or is that already been No, she's already paid for. It's paid for. But it's to pay the staff to to put in that time. Yeah. To put in that time. and it's very valuable to them and I you know and it's very valuable to the families. I know that's so
061you know sugar program. So okay so is there any update as to the beginning of the school year for the two schools under construction we Nick in Nick's words we will be starting on time. Okay. Right. Yes. So did say that's that he has said that to me many times. We will be starting on time. So, that's where we're at. Any other questions about the calendar, the change? Everything else the same. Just wanted you to be aware of those two things that we're recommending that you change and reapprove tonight. Make a motion to approve the calendar changes. A second. There's a motion and a second to approve the updated 2526 calendar as presented. Any other question or comment? All those in favor? All those opposed? Motion carried. Moving on to policy 5411, the third g
062grade promotion and retention of atrisisk students uh for act 20. All right. Um so with act 20 part of that legislation was that in addition uh to the policy or an additional policy needs to be added that focus just on third grade promotion and retention um based on act 20 requirements. And so, um, this is a brand new policy. Um, the DPI came out with, um, a sample policy and what needed to be in it. And then Naola also then created their policy. And so, um, Roa, the elementary principles and I have, um, looked through this. Um, we compared, so Roa and I sat down kind of and compared the DPI sample with what Naola came up with and um, we made a few tweaks. So, anything that you see that is pink in here
063were things that either were editing notes that they put in. So, you might see them crossed off because it's more of a drafting note, but then um anything in red is something that we might have lined item out and then we might have changed uh with the green. So, um, one of the things that the DPI really emphasizes the research behind retention and why it's not a best practice even even if a reading plan hasn't been accomplished or or in any case. And so um we know that retention according to John Hattie who has um what he basically does is he coates the all of this research out there all of these studies and so it might be 800 studies specifically on something and then he comes up with an effect size and if it's
064a 04 or higher it tends for every point4 it tends to be one year of growth or more. So if it's a 08 effect size, it tells us that that probably will get two years of growth. If it's a point a 1.2, it's probably 3 years of growth and on retention happens to be the lowest and it's a negative effect size. So I think the last time I looked um it used to be a negative 16 and now it's even dropped down to I think a negative.32. So it even doubled in that effect. So, so really the DPI and their sample policy really talked about retention isn't the best option, but in some cases it does happen. And so when Roa and I looked at this and then we presented it to the principles, you'll
065notice that we even changed some of the verbiage like they talked about promote. We might have put retain in a certain place that like like we didn't want it to be assumed that we didn't want the negative com connotation that that a third grader is a fourth grader is being retained in third grade. We wanted to take a positive focus on it that no all of our students are being promoted unless certain things happen then we look at retention. So that's why you might look at this and be like why' you cross off promote and why did you put retain? It's just based on how we viewed it of based on the research of really not wanting to retain and having a focus on promotion. So that's some of the initial tweaks that you'll have.
066If you see full sentences, that's really more of either something like this. The process will carefully consider all relevant factors. That sentence, we actually took that right from the DPI sample policy. It wasn't in this one. We felt it was an important one and we put it in here. Um some of the other ones like we spelled it out. What do you mean by school representation and who should be included in that meeting when we're talking about um retention of a student is you know and we said like our learning support teacher if they're providing reading support a special ed teacher if the student has um a case manager the district reading specialist etc. So we just wanted to spell that out a little bit more for our district. Um we then spelled out for
067B a little bit more about what is available data and relevant data. So we talked about the universal screener, the diagnostic assessments, any of their progress monitoring data, classroom data and observations being a part of that. And um one of the things that was in the state sample policy was that uh next green line that the district and school will not deny any student advancement to fourth grade based solely just on the third grade um forward exam reading score. um that was in there, but it wasn't in this policy, and we thought it was an important part. Um E, we just moved to the bottom. It didn't make sense that if you talk about any other factors, wouldn't that come at the end of that list? So, we just dropped it down to the bottom.
068Again, we talked about the um how important it is rather than just the potential long-term adverse risk of retention. Um this was in the state sample policy about representatives from the school and district communicating long-term risk of retention to the students par parent and care caregiver. We also then added in about parent or caregiver must give written consent to retain so that we just don't make the decision and there wasn't um a you know signature from the parent saying it. And then um just a few grammar things that we wanted to do. So um basically this has to be approved and in place by July 1st in every district in the state of Wisconsin, but it doesn't go into effect until September 1st of 2027 with that class that is entering as grade four students.
069I don't know why. It's just it was their editing note and it's what the policy says. So, it doesn't make sense why we're approving it now and doesn't go into effect until 2027, but it is what it is. Any questions? So, basically right now any student in second or third grade, this wouldn't necessarily apply to them this specific policy about retention. Right. Correct. So, so say a third grader this year does not complete and I think it gives a definition of what a completed um PRP is. Um we would not be falling under this policy and having to retain them. Um one thing that we will um so state law says that um parents can opt their children out of fourth, eighth, and 10th grade assessments. However, um we have always allowed that for third,
070fifth, sixth, and seventh grade. We and ninth grade, I guess. Um based on this though, and some meetings that we've been in, um now we would not in the future. This year, we still allowed it because we did have a few opt outs. We would not allow it just like on the screener and the universal screener, we don't allow the state doesn't allow optouts. We wouldn't in that case either because that's a determinating factor for whether they're retained or promoted. Will that start in 27? Uh we would use it with the third grade class of 2027. Correct. Well, and we've even talked about next year because we would want that data as well that I guess technically we would start it with next year's class of not adults in third grade. I know you talked
071briefly about the negative impact that can have on a student. I mean, um, thinking of a third grader not getting promoted to fourth grade after they've established friends for years. I mean, I understand this is state driven, so this isn't exactly, but thinking of this at an earlier time like maybe kindergarten where, you know, they're not going to remember if they were retained or anything like that. Um, is that something we might look into as we're, you know, going into act 20? I know there's no policy towards it, but we have it on the list. Letters to the legislators. That's the only thing we can do, right? I mean, that's it's really an advocacy piece and we just keep adding things because they do they do keep asking us for feedback on how things are
072going. So, we're hoping that my my hope is that part of the reason why this is really not going to go into place till 27 is because they're allowing us to let's work out some of the things, but we want you to be prepared in case this is still going to hold. Um, so I hope that there's some flexibility and wiggle in it because there are many facets of act 20 that just are not just not a we're just not able to do what they're expecting. Um, so I you know I don't I don't know if that's a good answer but they are they do ask for feedback a lot. I um and we do when when we're asked for it, we Jenny and Roda literally have a continued list that we just keep sending
073um because I think we're we're doing a really good job with Act 20 um and it's still a lot for us, right? I know like I had a discussion with a parent about um act 20 and you know their daughter is a reader and she reads well and understands what she's reading but she can't read fast. So like screener it's about how many words you can read in in a limited amount of time but to me again I know that you're not the one that made it in place. Don't we want kids to understand what they're reading not how fast they can read it? So um I guess there's a few flaws in there. There are a lot of things that we don't agree with within actto that you know in the oral reading fluency
074the ORF is one of the things that we are seeing is a struggle for our kids but then that also can be a strategy that we have to work on as well. Seems discouraging for some students you know that feel like they're really good readers and then they're on a plan because they're not speedy readers you know. So that's Is there a motion regarding policy 5411? I'll make a motion to approve policy 5411 as presented. Second. There's a motion and a second to approve policy 5411 as presented. Any other question or discussion? All those in favor? All those opposed? Motion carried. The personnel report. So this week we have um a new hire, Dwight Green, starting up this next school year as the eighth grade teacher at the middle school. Um he's coming from Texas
075with four years of experience. We also have promotions. Um so we have Lindsay moving to lead principal at the high school. Um and then Amy's promotion to director of information and instructional technology. Um Ally had sent out emails on both of those. And then we have resation. Um Justin at Glen Brook, third grade teacher, um recently had a baby and he accepted position closer to home. I'll make a motion to approve the personnel report. Second. There's a motion and a second to approve the personnel report as presented. Any other question or comments? All those in favor? All those opposed? Motion carried. Mark much March budget report. Yeah. Um I I do want to take one moment on personnel report in between. Um so part of um Amy's promotion to that position is due to Tina
076Coward's retirement. Tina does not need your approval to retire. So she's not on your personnel report, but she will be retiring. So we want to um recognize that. Um, so I I know better. Everybody knows Tina. I know better than to try and encapsulate her time here, but I'm going to try to do so anyways. Uh, when Tina retires, if she goes home and watches her favorite movie, she would go home and stream that movie. If she would have watched that same favorite movie on her first day in the district, it would have been on VHS. So Tina's career has basically outlasted the movie DVD. Recognizing that, just want to congratulate her and recognize her years of service um to the district. So, take a moment to do that. You just made her feel really
077good. Watch the VHS movie, Mark. You've never watched a VHS movie or I I have watched VHS. That's why I didn't reference what I was doing. Very careful. You're not sharing what movie it is. I don't know how to do. So, I just thought we wish Tina well. Wish her very well. And congratulations to Amy. Yes. Um budget report. um outside the standard budget report that the board was provided an update. So um coming into April here, we're in the budget um every day looking at year end preparing closing out grants, approvals. We have our pre- audit scheduled in June. So um I'll continue to um provide updates as we come near um you know, we start looking at budget favorability. That amount shared this week was a $243,000 budget favorability. that offsets that amount
078planned fund balance that will also impact um next year's budget which will be the next topic but um everything you know this year according to budget has been going smooth. Any questions for Mark on the March budget report? Any other details on the 2526 budget update? No, I I um you know quick update from what we know going on at at the state level for advocacy. Um I I provided the list. Not much has changed on there. We've updated some insurance numbers. Um we have a a an estimate in there in salaries as far as CPI and rounding that to a 3%. That's just a placeholder. Um you received an update today about some next steps we'll be taking on on that end. Um the um joint finance committee listening sessions ended this week. Um
079you know through our organizations we've had some talking points for them. Um, next steps would be any individual advocacy that people take on their own towards legislators before um they vote on on a budget. Again, we do not have a time frame. So, uh, you know, we're thinking it's going to be past that July 1 date. Um, but as soon as we know more, we will share more. So, the two scenarios I I shared are um just an updated one, you know, back to January. We have one scenario of what we knew um on here. Scenario one is just what DPI is asking for for a funding standpoint of that $375 per pupil. The second scenario that is in play is uh an increase in low revenue ceiling. Um again the low revenue ceiling level
080sets all districts. So there are um there are districts again we are a low revenue um district meaning that you know out of the 420 districts 250 of us have a bottom amount per pupil and then throughout the state there are higher amounts. Um our ask is that we get that closer to everybody to level the playing field. In doing that um you know we we wipe out that um use of fund balance or a deficit. Um so it it would be a great win for us and you know it's doable. Um you know we can do it with little tax impact. So that that's really our main advocacy along with everything else you know our special ed funding and um anything else that that comes up throughout um this next steps. But um as
081soon as we hear more on the budget, we will share it out. So before before July 1st, there will be a formal budget adoption just so we can operate in July. Um but it like I said, it won't be based on factual numbers for what we know now. Questions for Mark on the 2526 budget? It's not really related to that. When is CD Smith or Nick coming in for the next update? We I I'll provide the budget document. We are meeting tomorrow. So, that will come on um I think by Friday they'll have it to me. Um so, we'll we'll send that out as a board update. For an in-person presentation, I believe we're looking at June. Okay. So, but that standard budget document will come out as a budget update. Okay. Great. Thank you.
082Any other questions for Mark? Moving on to the superintendent update. Just a couple things. Um, very current. Tomorrow we, you know, we're kicking off staff appreciation with the lunchon. So, I just want to make sure in the beginning I told you that we would be doing the cooking at the middle school, but we're actually cooking at the high school. So, um, if you're helping out by picking up burgers and traveling out to a school uh 10:00, John said that we should arrive about that time. If you can't pick up burgers and haul them to a school, that's fine. Just go to the school and we'll have the food there ready to go. And some of you kind of are traveling around to more than one school. That's fine as well. Um, we'll just kind of
083make it work however the day needs needs to flow. Text me in the morning if something comes up and you can't. We're I think we've got enough district bodies that we're getting everybody at buildings as well. So, we're kind of covering with you along with you. Um, we're going to do our cookout tomorrow, have that uh happening. And then don't forget next week on May 7th, next Wednesday is our years of service and retirement banquet. So we'll get to formally acknowledge um Tina at and all of our other retirees at that banquet. So that's at D2S. Um and if you need any if you haven't let Dana know, I don't I didn't check in with her yet, but if you are still want to join that banquet and you haven't let her know or you
084have questions about it, just let just ask her some questions again even tonight after the meeting. Okay. Um, let's see. This week is safety week. You we if you were parents and board members, you would have seen some of the sky alerts that went out. Um, this week we spent time um we met with our SRO's and we talked about what what should this week look like and um we came up with a plan that we really needed to practice evacuation completely out of the building. Um, and we talked about this being in a gradual step. We've got two buildings in construction mode right now. Um, and then we have never done hauling little kids all the way over to ABVM from Glen Brook. So, we did this in a really slow process approach. So,
085we we decided that we would take a grade level at a time. They've been walking them down the um street and taking them over to the church to, you know, make sure that they know where can you see the tall spires? Can you sit in in the pew? Can you be quiet? Can you listen to directions? Do you know where you're going? That sort of thing. So, um I think it's been going pretty well, right? Brook's done an absolutely fantastic job coordinating that. Um it was nice today. Uh we took second grade over today and it's nice to know that the universal sign for getting semis to hon. And I watched I talked with one of the police officers today. I said what's funny is every one of the truck drivers had just a huge
086smile on their face that these kids but they've been they've been doing really really great. So, yep. and then the chief and the SRO's and you know that law enforcement's been meeting over at ABVM and kind of helping and that that school I guess was a larger scale of like taking our smallest and moving them someplace to practice. Um all of the buildings are doing some form of variation to talk about what does it look like to evacuate but when we met with the high school team we and and they met with the SRO to decide what type of practice or drill they would do. Um they practiced it was twofold. So they took them out to Saputoo. They cleared the building, took them out to Saputo, put them in the bleachers to see, you
087know, to to practice that. How long would it take? What does that look like? And then once they were there, they talked with the kids. And then they dismiss them to practice what happens if you're at a sporting event and we have weather. How do we clear Saputoo and come back to the building, which is where we would um have our safe haven. So it was a um you were to part of that today. So how did it go for you? Um it went well. And you know, Matt's here. We actually even used the drone today as well to kind of take a look at how do they come out, how does it filter into the building, you know, what does that look like as well to see if there's any congestion um or any
088uh future planning that we need to do around clearing a building the size of the high school. So, um middle school I believe is tomorrow, correct? And so, some of our elementaryaries are still, you know, working on working out the what they're doing. So, so it was evacuation practice for this week for the safety week. And I wanted to just remind you too, I believe in June is when we have is that still the month that you would like us to come SRO's um come and give updates, you know, and if we need to tweak that, but I think June is a good time for us to come to you and let you know how the year went and uh take a look at how things have adjusted since the last time we met with
089you. Okay. this weekend. I'm just putting in a shameless plug for for Mark Mark Hack. You know, we always he gets a little something from us all the time, but uh and I this is just really a shout out to Pace. They're always doing great things, but it's going to be recycling here this weekend. So, that'll be here um in Glen Brooks parking lot. Um and also I just wanted to mention that summer school uh this is Mark said this is the first year in a long time where they've had they feel really comfortable with the amount of teachers that they have. Um and they and I said, "Oh," because he said, "Some of our some of our uh class sessions are our numbers are lower, so we've been able to adjust and move kids
090around a little bit more." And I said, "Oh, do we not have as many kids signed up?" He's like, "Oh, no, no, no. We've got more kids than ever. It's just that our number of staff um is up this year." So, that's that's a wonderful thing. And that also says something about um the programming that we offer in the summertime. So, that's all I have. Any questions for Ally? Anybody wish to speak on the second citizens forum? Ashley, we ran out of time. So, um I guess I just had that fifth reason left that they gave us for um why we had to make that transition to our 4K Sunnyside team this year. Um so, the last one they stated, quote, "When you're part of the all day atmosphere, there is more of a culture
091piece, you are tighter with the whole team and staff." End quote. So, I wholeheartedly disagree with that because I am part-time. I am actually very involved with the teachers in our building, the students and the families. Not only because of my role but also because of PTO. I am able to substitute teach frequently and spend actual time in classrooms of all the grades in our school and their colleagues and and my colleagues and interact with the different teams which I would not be able to do as a full-time teacher. I'm quickly and easily able to collaborate with kindergarten teachers due to my flexibility both on my end and theirs when they have questions about students who maybe need different resources. As a part-time teacher, I am constantly interacting with PET SLP, our student student centered
092coach, the library media specialist, and I feel very connected to all of our staff and know most of them personally. Being full-time would not give me more time to interact with the rest of the Sunnyside staff. It would just give me even more time in my classroom. So, I am very dedicated to my 4K teaching role. I take great pride in my interaction with my students, with my families, the connections I have um with my entire staffing, the staff at the Sunnyside School, the students in our community, not just at Sunnyside, but because I enjoy being involved in that. And a huge part of that reason that I am so involved in so many other things and get to be coaches for my own children and other people in our district, other students in our
093district, is because of my part-time role. And a big part of my I feel like my presence in the community and in the school and in the district is being taken away from me. And I have come to terms with that. I have accepted that. But my plea to you is to please ask more questions. When you see transitions or resignations come through, reach out to those teachers. Ask them how they're feeling. Ask them what happened. Ask them those questions that will give you a better picture into what is happening behind the scenes. Make a point, please, to ask about the move specifically. I personally know right now many teachers who are currently afraid to speak up due to retaliation. I am someone who asks questions. If I don't fully understand something, I do research.
094I get a hold of people who maybe have the information that I need to fully understand a situation. And sometimes that comes across unwanted. Sometimes it comes across as I am being disrespectful because I am not just accepting what is being told to me. And unfortunately I have been on the end of that retaliation. And so I am hoping that with this I don't expect to get my job back because it is done and it's over. But I am hoping that you will be from now on those other teachers who this may happen to that you can be their voice. Thank you. Any other individuals wishing to speak? Okay. Our next meeting, um, just so you're all aware, the staff recognition banquet is, um, May 7th. So, we will not be having a, um, meeting
095that week. Our next meeting is May 21st in this room. At this time on the agenda is years of service and retirement acknowledgement, annual PCSD children at risk plan, and CISA contracts. Is there a motion to adjurnn? I move to adjourn. Second. There's a motion and a second to adjurnn. All those in favor? All those opposed? Motion carried. Meeting. Good night everyone.