Business Meeting Packet - Racine Unified School District

Transcription

Board Business Meeting Packet
November 16, 2015
Operational Expectations (OE)
Racine Unified School District
Operational Expectations Monitoring Report
OE-3 (FACILITIES)
SUMMARY OF COMPLIANCE STATUS
Date:
November 16, 2015
SUPERINTENDENT CERTIFICATION
With respect to Operational Expectation 12 (Facilities), taken as a whole, the superintendent certifies that the proceeding
information is accurate and complete, and is:
XX
In Compliance
In Compliance with Exceptions (as noted in the evidence)
Not in Compliance
Executive Summary:
This report monitors OE-3policy for September 1, 2014 through August 31, 2015. This monitoring report is ‘In
Compliance with Exceptions”.
The Buildings and Grounds Department has made significant progress toward meeting the expectations of the Board of
Education related to the management, maintenance and operation of District facilities. Non-compliances were reduced be
50% from last year’s Operational Expectations monitoring report. This Operational Expectations monitoring report is
non-compliant in just one indicator: Section 12.3.5 – vestibule-entry controls.
This Operational Expectations Monitoring Report summarizes the results of the activities of the preceding year, 2014-15,
to meet these expectations.
The Building and Grounds Department has made substantial improvement in developing strategies and systems to shift
from a reactive to a proactive focused team. Accomplishments included:



Passage of a Capital Renewal Referendum in November using data and reporting provided in the 5-year Capital
Projects Needs Plan (Section 3.1)
Work with the Facility Advisory Councils on deferred maintenance and new building planning to develop plans
for construction and prioritize deferred maintenance/capital renewal projects. (Section 3.1)
Full implementation and funding of the “Age and Obsolescence Plan” for equipment replacement (Section 3.2).
Signed:
Date:
11/16/2015
Superintendent
BOARD OF EDUCATION ACTION
With respect to Operational Expectation 12 (Facilities), the Board:
Accepts the report as fully compliant
Accepts the report as compliant with noted exceptions
Finds the report to be noncompliant
Summary statement/motion of the Board
Signed:
Date:
Board President
Page 1 of 18
DATE:
November 16, 2015
OE-3 (FACILITIES)
The superintendent shall assure that physical facilities support the accomplishment of the Board’s Results policies, are
safe, efficiently used and properly maintained.
Interpretation: The Board of Education expects the superintendent to assure that the condition, cleanliness and safety of
the schools contribute to the Results our students achieve.

Physical facilities: Includes all buildings, grounds, athletic areas, offices and warehouse spaces.

Support the Board’s Results Policies: At or above grade level student achievement in reading, writing,
speaking, listening, math, science, social studies, arts, technology and physical education that prepare students
for academic and personal success in their careers, in life and in the global community.

Safe: Free of physical hazards, environmental hazards and secure from unauthorized entry.

Efficiently used: (1) Using all available spaces to maximize learning and achievement, (2) managing and
maintaining systems so that utility costs are reasonable and appropriate, and (3) available for community use
when not in conflict with District use or District policy.

Properly maintained: All buildings and grounds are cleaned regularly, properly stocked, repaired as
necessary, and kept attractive and neat in appearance.
Page 2 of 18
3.1
The superintendent will:
Develop a plan that establishes priorities for construction, renovation and maintenance
projects that:
a. Assigns highest priority to the correction of unsafe conditions;
b. Includes maintenance costs as necessary to enable facilities, either open or closed, to
reach their intended life cycles;
c. Plans for and schedules preventive maintenance;
d. Plans for and schedules system replacement when new schools open, schools are
renovated or systems replaced;
e. Discloses assumptions on which the plan is based, including growth patterns and the
financial and human impact individual projects will have on other parts of the
organization.
Compliant
Interpretation: The Board of Education expects the superintendent to maintain a plan and system that identifies
priorities and needs for new buildings, as well as rehabilitation and redesign of existing buildings, and make certain that
buildings meet their intended life cycles. The Board expects the District plan to include:
a) life safety issues and assigns those issues a greater weight;
b) on-going costs required to maximize the intended life of facilities;
c) maintenance to prevent premature failure;
d) system replacement for existing and planned facilities; and,
e) analysis of the impact that projects will have on costs and staffing, and lists assumptions used in the decision
process.
Indicator 1: A capital facility improvement and maintenance plan, including a prioritized list for
capital maintenance and the systems for at least 5 years is presented to the Board annually.
Compliant
Evidence: Long-range Facilities Improvement Plan was developed and presented to the BOE on March 16, 2015 (see
Appendix A)
Indicator 2: A report as to the completion of items from the first year of the previous year’s plan
will be presented to the Board annually.
Compliant
Evidence: A list of projects completed in 2014-15 presented to the Board on September 28, 2015. (See Appendix A)
Page 3 of 18
3.2
Project life-cycle costs as capital decisions are made.
Compliant
Interpretation: The Board of Education expects the superintendent to assure the appropriate life-cycle analysis is
completed before making decisions regarding capital expenditures.

Life-cycle: The projected useful life expectancy for structures, systems or equipment.

Life-cycle cost: An analysis of cost benefits for projects to determine the maximum benefit at the lowest cost.

Capital decisions: Projects and expenditures with the following characteristics: 1) System or component has a life
cycle greater than 15 years, 2) comparison of systems may generate a difference in life-cycle costs greater than
$100,000, and 3) Project costs are greater than $1,000,000.
Indicator 1: 80% or more of equipment identified for replacement on an annual age and
obsolescence plan is replaced each year.
Compliant
Evidence: For the 2014-15 fiscal year, $416,963 was spent on equipment identified in the age and obsolescence plan.
This represents 112% funding of the plan, originally identified as $371,000. See Appendix B.
Indicator 2: Life-cycle/cost analysis is used to determine capital decisions for facility
improvements.
Compliant
Evidence 1: Paving and Roofing projects were analyzed using life-cycle cost analysis. New construction projects have
been analyzed for cost-effectiveness. See appendix B.
Page 4 of 18
3.3
Assure that facilities are clean and safe.
Non-Compliant
Interpretation: The Board of Education expects the superintendent to assure that every school and facility is clean, safe
and kept in good repair.
Indicator 1: Cleanliness: 85% of quarterly inspections are rated a 3 or better on the American
Physical Plant Administrators (APPA) cleanliness rating scale.
Compliant
Evidence: A total of 355 inspections were conducted. 91.74% of these inspections had an APPA rating of level 3 or
better. See Appendix C.
Indicator 2: Good Repair: 50% of approved work orders are completed within 7 days and the
average time for work order completion is less that 90 days.
Compliant
Evidence: Of the 13,294 work orders, 55% were completed within 7 days. The overall average completion work order
time was 44 days. 89.5% of all work orders are completed within 6 months or less. See Appendix C
Indicator 3: Good Repair: 95% of critical building systems receive preventive maintenance
service at prescribed intervals.
Compliant
Evidence: 99% of critical building systems received preventive maintenance on schedule. See Appendix C.
Indicator 4: Safe: Safety inspections are conducted at every District facility on a three-year cycle.
100% of recommendations from safety inspections are reviewed and prioritized for action based on
safety, security and funding.
Compliant
Evidence: Safety inspections were scheduled and conducted at 9 buildings during the 2014-2015 school year. 9 schools
are scheduled for safety inspections during the 2015-2016. See Appendix C.
Indicator 5: Safe: 100% of facilities have vestibule entry controls for visitors requiring visitor
enter the building through a physical office area prior to entering the school proper.
Non-Compliant
Evidence: Five(5) of 32 facilities have vestibule entry controls. Refer to “Capacity Development and Improvement Plan”
See Appendix D
Indicator 6: Safe: The fire department conducts annual safety inspections at all buildings. 100%
of identified violations are corrected.
Compliant
Evidence: The fire department conducted annual safety inspections at all 32 schools and 100% of identified violations
were corrected. A total of 35 inspections were conducted due to multiple inspections to follow-up on the items identified
as violations and additional conducted by the fire department due to inspections being completed twice in the reporting
period.
Page 5 of 18
3.4
Develop and consistently administer facilities use guidelines delineating:
a. permitted uses;
b. the applicable fee structure;
c. clear user expectations, including behavior, cleanup, security, insurance and damage
repair;
d. consequences and enforcement procedures for public users who fail to follow the
established rules.
Compliant
Interpretation: The Board of Education expects the superintendent to encourage the community to use District facilities.
The Board also expects the superintendent to provide information about how the community may use District facilities,
expects the rules to be applied equitably and fairly for all, that the rules clearly state allowable uses, required fees,
expected decorum and user responsibilities, including liability insurance, and that users not complying with rules or
payment of fees to be denied future use.
Indicator 1: Permit process and rules are easily accessible to the public.
Compliant
Evidence: The District website (www.rusd.org) provides the public with access to information about rules and permit
application and submission.
Indicator 2: Permits are issued in a timely fashion (within 30 days of request).
Compliant
Evidence: 2082 permit requests were processed and issued within an average of 16.3 days. There were a total of 16,907
events for the 2014-2015 school year.
Indicator 3: Every procedural concern was addressed with facility users within 5 business days.
Compliant
Evidence:
 No major issues were reported for damage or inappropriate use of District facilities requiring canceling of a permit
or denial of a request for permit.
 No facility use permits were revoked or suspended.
Page 6 of 18
3.5
The superintendent may not:
Build or renovate buildings
Compliant
Interpretation: The Board of Education expects the superintendent to assure that major renovations and building
construction are approved by the Board.

Major renovations: Projects in excess of $100,000.
Indicator: All major construction activities are presented to the Board and approved by Board
action, and no projects were undertaken by the Superintendent to initiate new construction or to
redesign/upgrade existing facilities, without Board approval.
Compliant
Evidence:
 6 major maintenance/renovation construction projects were approved by the Board.
 3 major construction projects for new buildings (Knapp and Olympia Brown) and a major addition (Gifford)
contracts were approved by the Board
Page 7 of 18
3.6
Recommend land acquisition without first determining growth patterns, comparative costs,
construction and transportation factors and any extraordinary contingency costs due to
potential natural and man-made risks.
Compliant
Interpretation: The Board of Education expects the superintendent to assure that when land acquisition is needed for
future facilities, the District will fully research and understand where the growth is within the district’s boundaries of the
community; what the pricing is of other comparable properties that were considered; what the price and timelines are
related to development and building; what the implications are of travel costs and distance to the site for the potential
users; and what any possible liabilities are of the site based on location. Board approval will be required before
acquisition.
Indicator: All land acquisitions are approved by the Board of Education and a comprehensive
analysis and feasibility study of any property is presented to the Board prior to recommendation for
purchase.
Compliant
Evidence: No land acquisitions were made.
Page 8 of 18
3.7
Authorize construction schedules and change orders that significantly increase cost or
reduce quality.
Compliant
Interpretation: The Board of Education expects the superintendent to assure that capital projects are completed within
the budget approved by the Board of Education and within bid specifications.

Significant increase: An increase to project costs of either 15% of the project cost or $100,000 or more,
whichever is less.
Indicator: : All contracts and projects are administered so that construction change orders are
rarely needed, and, if so, do not increase costs by 15% or more, or reduce quality of intended
project.
Compliant
Evidence:
 5 major construction contracts had a net change (decrease) in costs.
 1 major construction contract is still underway and is tracking on budget.
 Punch Lists were developed and used to track completion of project scopes.
Page 9 of 18
3.8
Unreasonably deny the public’s use of facilities as long as student safety, student
functions, and the instructional program are not compromised.
Compliant
Interpretation: The Board of Education expects the superintendent to make District properties available to qualified
community groups but requires that the security for students, their events and the learning in the schools will not be
negatively impacted.
Indicator 1: Any denial of facility use is based on established Use and Permit Policies.
Compliant
Evidence: Of the 2052 building use requests received, a total of 11 permits were declined (less than 1 percent (<1%) of
the total permits issued. See Appendix H. Reasons for declining the requests include:
 Failure to supply valid certificate of insurance (1)
 School declined due to room use conflicts (2)
 Rule violations (2)
 Declined by school (4)
Page 10 of 18
Appendix A
Section 3.1 Board of Education Presentations
Page 11 of 18
Page 12 of 18
Page 13 of 18
Appendix B
Life Cycle Cost Analysis
Page 14 of 18
Page 15 of 18
Page 16 of 18
Appendix C
Safe and Clean Schools
Safety Inspections – Internal Audits
Work Order Completion
Page 17 of 18
Appendix D
Action Plan to Improve/Enhance OE-3:
Through the Office of the Chief Operations Officer, the superintendent will continue to address areas of non-compliance
in OE-3. The 2015-16 action plan includes:
3.3.5: The Building and Grounds Department is developing plans for construction and remodeling necessary for the
construction of vestibule entry controls at entrances for all District facilities. These systems require visitors to
physically enter an office environment for signing in and screening prior to allowing entrance into the building proper
where staff and students are located.
This system would be an addition to the existing security buzzer/intercom system and electronic latches that exist at
all facilities at this time.
Currently five buildings have vestibule entry control entrances. Three additional are scheduled to be completed prior
to or during winter break. Additional building implementations are being planned for spring break in 2016 and
summer in 2016.
Capacity Building – Plan development:
1. The department is in the process of developing plans that will be used to identify, prioritize and implement
improvements in several key areas. These include the following
a. Grounds Improvement Plans
b. Accessibility Plans for ADA Compliance
c. Safety and Security
d.
Building Portfolio Reports
e. School Signage
2. Collaborate with the Highs School Transformation/Career Academies Committees to identify specific facility and
equipment needs for Career Academies.
3. Collaborate with the Facility Advisory Council (FAC) on Facility/Land-Use to identify and prioritize
opportunities for remodeling of facilities and sites in relation to capital needs, facility condition and functionality
and enrollment patterns.
Page 18 of 18
OE-4 (PERSONNEL ADMINISTRATION)
Date:
November 16, 2015
With respect to Operational Expectation 4 (Personnel Administration), taken as a whole, the superintendent certifies that
the proceeding information is accurate and complete, and is:
XXX
In Compliance
In Compliance with Exception (as noted in the evidence)
Not in Compliance
Executive Summary:
This report monitors OE-4 policy for July 1, 2014 –September 30, 2015.
We have improved the Department’s compliance with Operational Expectation (OE) 4, Personnel Administration. Last
report, we were compliant in nine (9) areas of OE-4. In this reporting period we are compliant in 12 areas of OE-4. We
are compliant in the areas of administering personnel policies, responding to complaints, protecting confidential
information, offering competitive wages and employee benefits.
This monitoring report is “In Compliance with Exception”.
Areas not in compliance include:
Section 4.3
 Indicator 3: 100% of all staff in all Title I positions are “highly qualified”.
Section 4.11
 Indicator 2: 100% of teaching staff will be appropriately licensed and “highly qualified” for their assignment as required by
Wisconsin Department of Public Instruction (DPI).
Signed:
Date:
Superintendent
With respect to Operational Expectation 4 (Personnel Administration), the Board:
Signed:
Date:
Board President
Page 1 of 22
DATE:
November 16, 2015
OE-4 (PERSONNEL ADMINISTRATION)
The superintendent shall assure the recruitment, employment, development, evaluation and compensation of District
employees in a manner necessary to enable the organization to achieve its Results policies.
Interpretation: The Board of Education expects the superintendent to:
1. Employ best practices in alignment with industry norms when recruiting and hiring staff.
2. Develop and implement a competitive total compensation plan for all employees, regardless of job classification,
using research and industry norms to recruit and retain the high quality, highly qualified staff.
3. Equitably distribute teaching staff to achieve its Results policies.

Recruitment: To attract and select the most talented and diversified pool of candidates.

Employment: Work defined by the District for anyone who receives monetary compensation for services
rendered.

Development: Provides upward mobility and promotion opportunities for employees (educational assistants,
clericals to teachers and teachers to administrators).

Evaluation: A fair, credible, effective, and consistent system and process that assesses the effectiveness of the
employee and provides support and feedback to facilitate continuous improvement and growth.

Compensation: Provide competitive and flexible salary placement and benefits to attract new and retain
current employees.

District employee: Anyone who receives compensation in exchange for services.
Page 2 of 22
4.1
Conduct extensive background inquiries and checks prior to hiring any paid personnel.
This includes temporary, contractual and permanent positions.
In Compliance
Interpretation: The Board of Education expects the superintendent to protect and keep safe the students and staff of the
district by checking the background of all personnel prior to their first date of work. In addition, the Board expects a fair,
equitable and consistent background review process for all hired personnel, permanent or contracted.

Extensive background inquires and checks: Wisconsin Circuit Court Access results, National Sex Offender
Public Registry results, Wisconsin Department of Public Instruction (DPI) credential and licensing verifications,
various social media results, reference checks, and verification of employment eligibility prior to hiring.
Indicator: All new employees successfully cleared all background checks prior to their start
date.
In Compliance
Evidence: 100% of new employees recommended for employment successfully cleared all background checks listed in
this interpretation prior to their start date as summarized below and evidenced by records maintained in the Department
of Human Capital.
Employee Group
Pass
Reject
Administrators
30
0
Teachers
137
1
Educational Assistants
50
2
Secretaries/Clerks
7
0
Building Service Employees
6
1
194
14
424
18
Substitutes Employees
Total
Page 3 of 22
4.2
Conduct background inquiries and checks prior to utilizing the services of any
volunteers who have unsupervised contact with students.
In Compliance
Interpretation: The Board of Education expects the superintendent to protect and keep safe the students and staff of the
District by checking the background of all volunteers prior to their first date of volunteer service. In addition, the Board
expects a fair, equitable and consistent background review process for all volunteers.

Background inquires and checks: Wisconsin Circuit Court Access results, National Sex Offender Public Registry
results, various social media results, and reference checks prior to allowing a person to volunteer.

Contact: Any opportunity a volunteer has to be with students under the direction of District personnel.

Unsupervised contact: Contact with students without RUSD staff present to supervise or monitor activities.
Note: The Department of Human Capital does not permit volunteers to work in isolation with students.
Indicator: All volunteers successfully cleared all background checks.
In Compliance
Evidence: 100% of the volunteer applicants filling a volunteer position successfully cleared all background checks
listed in this interpretation.
Volunteer Applications
Pass
Reject
4,411
4,095
(93%)
316
(7%)
Page 4 of 22
4.3
Recruit and select the most highly qualified and best-suited candidates with a goal to
reflect the diversity of the community. This includes temporary, contractual and
permanent positions.
Not In Compliance
Interpretation: The Board of Education expects the superintendent to develop and implement a comprehensive
recruitment plan and selection process that meet the needs of the District and to ensure that all school-based positions are
filled by the first student attendance day.

Highly qualified: For those positions that require a credential the individual will hold a valid teaching credential,
passage of subject matter competency exam or equivalent, and completion of successful interview process, which
will include a performance interview.

Title “Highly Qualified” Status: Teachers paid with Title I funds must be fully licensed for their assignment.
Staff in these positions without full licensure are “highly qualified” if they are enrolled in a teacher preparation
program to acquire license needed, pass state PRAXIS test for grade/content, and attend professional development
by the district.

Best-suited: The candidate selected for any position in the District meets the criteria of the position description
and the expectations of the hiring committee, director and/or superintendent.

Reflect the diversity of the community: That the ethnicity percentages of the District staff match the District’s
student ethnicity percentages.
Indicator 1: 90% of all new administrator hires are rehired.
In Compliance
Evidence: 97% of all new administrator hires were rehired. 28 new administrators were hired for 2014-15 school year
and one was released due to performance deficiencies.
Indicator 2: 95% of all new teacher hires are rehired.
In Compliance
Evidence: 100% of all new teacher hires were rehired. 160 new teachers were hired for 2014-15 school year and all
were renewed.
Indicator 3: 90% of all new support staff hires are rehired.
In Compliance
Evidence: 92% of all new support staff hires were rehired. 48 new support staff were hired for 2014-15 school year
and were retained. Four support staff hires were released due to performance deficiencies.
Indicator 4: 100% of all staff in Title I schools are “highly qualified” as defined by the
Department of Public Instruction.
Not In Compliance
Evidence: 98% of all teaching staff are “highly qualified”. Teaching staff that are not “highly qualified” are in hard to
fill areas such as Bilingual, Special Education and Technology Education as evidenced by the Department of Public
Instruction, PI-9550 Highly Qualified Teacher Plan – this represents 34 teachers.
Indicator 5: The diversity percentage of staff increases annually.
In Compliance
Evidence: The diversity of staff increased by 9.84%. (See chart below)
Page 5 of 22
Diversity Percentage of Staff
White
African
American
Hispanic
Two or More
Ethnicities
Asian
2013-14
77.93%5
12.41%
6.55%
2.77%
0.34%
2014-15
70.80%
15.10%
10.68%
3.13%
3.00%
% of Change
-7.13%
2.69%
4.13%
.36%
2.66%
Year
% Minority
Year
2013-14
22.07
2014-15
31.91
% of Change
+9.84
Student to Staff Percentage
White
African
American
Hispanic
Two or More
Ethnicities
Asian
Students
42.2%
28.87%
26.51%
1%
1.42%
Total Staff
82.68%
8.25%
7.49%
.97%
.61%
2014-15
Page 6 of 22
4.4
Administer clear personnel rules and procedures for employees.
In Compliance
Interpretation: The Board of Education expects the superintendent to implement clear, consistent and fair personnel
policies for all employee groups.

Administer: To supervise or oversee that personnel rules and procedures are followed.

Clear: Personnel rules and procedures are communicated and understood by employees as detailed in the
employee handbook.

Rules and procedures: The applicable laws, Board and District policies that communicate the employment
expectations for all District personnel.
Indicator 1: All employees receive the Employee Handbook which details and communicates
personnel rules and procedures.
In Compliance
Evidence: 100% of employees received the Employee Handbook which details and communicates personnel rules and
procedures as evidenced by records maintained in the Department of Human Capital.
Indicator 2: 95% of grievances are resolved or handled without rising to level of Board action.
In Compliance
Evidence: 100% of grievances were resolved or handled without rising to the level of Board action. (See chart below)
Grievances
Employee Group
Filed
Resolved
Pending
Withdrawn
5
3
2
0
1
1
0
0
0
0
0
0
Secretary/Clerical
0
0
0
0
Carpenter
0
0
0
0
Painter
0
0
0
0
Racine Education Association
Racine Educational Assistants
Association
Local 152 Building Service
Employee
Page 7 of 22
4.5
Effectively handle complaints and concerns.
In Compliance
Interpretation: The Board of Education expects the superintendent to respond to all complaints in a timely and
professional manner keeping confidentiality as the highest priority.

Effectively handle: Investigate promptly and accurately with consideration and professionalism.

Complaints and concerns: Grievances or questions related to sexual harassment, discrimination claims, handbook
violations, District policies and procedures, and possible violations of State and Federal laws.
Indicator 1: All formal complaints (dismissal hearing, EEOC cases, etc.) resulted in settlement
or ruling in the District’s favor.
In Compliance
Evidence: 100% of formal complaints (dismissal hearing, EEOC cases, etc.) resulted in settlement or ruling in the
District’s favor.
Complaints
Filed
Resolved
Pending
Withdrawn
EEOC/Title VII
5
5
0
0
Workplace Bullying
1
0
0
1
Page 8 of 22
4.6
Maintain accurate job descriptions for all staff positions.
In Compliance
Interpretation: The Board of Education expects the superintendent to review and modify as needed all position
descriptions for vacant jobs prior to reposting and recruitment. In addition, the Board expects position descriptions to be
reviewed and updated on a three year cycle to assure they reflect the accurate current work, qualifications and salary
schedule level.

Maintain: To keep current and accurate.

Accurate: Job descriptions reflect the essential functions, knowledge, skills and abilities of the responsibilities
and tasks performed.
Indicator 1: All job descriptions were reviewed and updated prior to posting and were available
to applicants during the hiring process.
In Compliance
Evidence: 100% of job descriptions are were reviewed and made available.
Indicator 2: All job descriptions are reviewed every three years on a rotating schedule with each
Chief to ensure they are up to date and aligned to the department goals and essential functions.
In Compliance
Evidence: 100% of job descriptions were reviewed/developed for alignment of roles and responsibilities for the Chief
Operations Office.
Position Descriptions Review Cycle
Department
Chief Operations Office
2014-15
2015-16
2016-17
X
X
Chief Human Capital Office
X
Deputy Superintendent
X*
Chief Academic Office
X
Chief of Communication &
Community Engagement Office
Chief of High School Transformation
Office
X
X
Chief Finance Office
Chief Information Office
2017-18
X
X
* Only building administrators
Page 9 of 22
4.7
Protect confidential information.
In Compliance
Interpretation: The Board of Education expects the superintendent to properly safeguard all employee records and keep
all personnel matters confidential.

Protect: To secure, keep safe, and preserve employee confidential information.

Confidential: Access to employee information follows Federal and State law, including Health Insurance
Portability and Accountability Act (HIPAA).
Indicator 1: All documented reports of breach of confidentiality by the Department of Human
Capital staff have been thoroughly investigated and appropriate action taken.
In Compliance
Evidence: No documented breach of confidential information occurred by the Department of Human Capital staff.
Indicator 2: All documented reports of a breach of confidentiality by any ASC or District staff
member have been thoroughly investigated and appropriate action taken.
In Compliance
Evidence: No documented breach of confidentiality by any ASC or District staff member was reported.
Page 10 of 22
4.8
Develop compensation and benefit plans to attract and retain the highest quality
employees by compensating employees consistent with the applicable marketplace,
including but not limited to organizations of comparable size and type, and within
available resources.
In Compliance
Interpretation: The Board of Education expects the superintendent to implement a comprehensive compensation and
benefit plan that is competitive and positions the District to recruit, hire and retain the best and brightest employees in all
job classifications.

Competitive compensation plan: District salaries and benefits are commensurate with or higher than equivalent
positions when compared to similar school districts and geographically.

Highest quality: A candidate who meets the criteria of the position and the expectations of the hiring committee,
director, and/or superintendent and, for those positions that require a credential, that the individual holds a valid
credential, passage of subject matter competency exam or equivalent, and completion of successful interview
process, which will include a performance interview.
Indicator 1: The District will rank in the top 33% of salaries for teachers when compared to peer
Districts and geographically.
Baseline
Evidence: Department of Public Instruction 2013-2014 salary data. (See chart below)
Indicator 2: The District will rank in the top 33% of salaries for administrators in comparison to
peer districts and geographically.
Baseline
Evidence: Department of Public Instruction salary data 2013-2014. (See chart below)
Indicator 3: The District’s average salaries for all other employee groups will rank in the top
33% when compared to peer districts and geographically.
Baseline
Evidence: Department of Public Instruction salary data 2013-2014.
Indicator 4: The District is within the top 20% in the least amount of employee out-of-pocket
benefit contributions, both single and family, as compared to companies/school districts
regionally.
In Compliance
Evidence: Market study data shows that the District ranks first for the least amount of employee out-of-pocket benefit
contributions, both single and family, as compared to 10 companies/school districts. (source: Hays Company)
Page 11 of 22
Department of Public Instruction 2013-2014 Salary Data
Districts regionally. (Source: Hays Companies of Wisconsin, December 17, 2013.)
Page 12 of 22
4.9
Consistent with the superintendent’s own evaluation, evaluate all employee performance
according to their contribution toward achieving the Board’s Results policies and their
compliance with the Board’s Operational Expectations policies and in addition,
measure and document both excellent performance and unsatisfactory performance.
In Compliance
Interpretation: The Board of Education expects the superintendent to evaluate all employees annually to monitor
performance and ensure they are working at capacity to achieve Results and comply with Board’s Operational
Expectations.

Evaluate: A formal documented assessment of employee’s work based on RUSD’s Results and Operational
Expectations policies and state defined expectations, i.e., Educator Effectiveness.

Measure and document: Using an evaluation tool that is aligned with the Results policies and germane to that
specific employee.

Excellent performance: A rating of “exemplary” that is documented on the performance evaluation.

Unsatisfactory performance: A rating on the evaluation tools that initiates the development of a performance
improvement plan (PIP).
Indicator 1: 100% of classroom teachers, in their summary year, are evaluated with Educator
Effectiveness tool, combining performance and results of student learning objectives for an
overall evaluation rating.
Baseline
Evidence: Classroom teachers, in their summative year, were evaluated combining performance and student
achievement data for an overall evaluation rating. However, Human Capital has not completed validating the data.
Indicator 2: 100% of building administrators are evaluated annually combining performance
and student achievement data for an overall evaluation rating.
In Compliance
Evidence: 100% of directing principals and assistant principals were evaluated by equally combining performance and
student achievement data for an overall evaluation rating.
Indicator 3: 100% of District-level administrators and instructional support staff are evaluated
annually by combining performance and department goals/objectives that are aligned to
Operational Expectations.
Baseline
Evidence: District-level administrators and instructional support staff responsible for supporting the instructional
program were evaluated annually by combining performance and department goals/objectives that are aligned to
Operational Expectations. However, Human Capital does not have a process to validate this data.
Indicator 4: 100% of non-academic personnel responsible for supporting the instructional
program and daily operations of the District are evaluated annually by combining performance
and department goals/objectives that are aligned to Operational Expectations.
Baseline
Evidence: Non-academic personnel responsible for supporting the instructional program and daily operations of the
District were evaluated annually by combining performance and impact on achieving operational expectation for
department. However, Human Capital does not have a process to validate this data.
Indicator 5: The percent of teachers in their summary year receiving an overall performance
rating of “exemplary” will increase each year.
Baseline
Page 13 of 22
Evidence: XX% of teachers in their summary year received an overall performance rating of “exemplary” for the 20132014 school year. (data not available at this time)
Indicator 6: The number of teachers receiving Encore awards for demonstrated excellence and
improving student results will increase each year by 5%.
In Compliance
Evidence: The number of teachers receiving Encore awards increased 10% (11 teachers).
ENCORE AWARDS
School Year
Teachers
2013-2014
117
2014-2015
128
Page 14 of 22
4.10
Assure that the evaluation of all instructional and administrative personnel is designed
to:
a. Improve and support instruction;
b. Link teacher and administrator performance with multiple measures of student
performance and operational efficiencies toward achieving Results policies.
Baseline
Interpretation: The Board of Education expects the superintendent to evaluate instructional and administrative
personnel.

Instructional personnel: Any licensed employee who serves in a capacity to teach students one-on-one or in a
group.

Administrative personnel: Principals and assistant principals.

Multiple measures: The results of District and State assessments.
Indicator 1: 100% of all principals in their summary year will receive an overall rating which
measures professional practice and school achievement using Educator Effectiveness.
Baseline
Evidence: 90% of principal evaluations indicate success in meeting School Learning Objectives goals as evidenced by
Educator Effectiveness.
Indicator 2: 100% of all classroom teachers in their summary year will receive an overall rating
which measures professional practice and student achievement using Educator Effectiveness.
Baseline
Evidence: 90% of all classroom teachers in their summary year received an overall rating using Educator
Effectiveness.
Indicator 3: 100% of all classroom teachers in their summary year collect evidence of their
work, reflect on their practice and engage in discussions with their principal and Educator
Effectiveness coach to improve their practice with goal of increased student learning.
Baseline
Evidence: 90% of all classroom teachers in their summary year collected evidence of their work, reflect on their
practice and engage in discussions with their principal and Educator Effectiveness coach to improve their practice with
goal of increased student learning.
Indicator 4: 100% of all school leaders meet regularly with School Support Team to reflect on
their practice, measure progress towards obtaining school goals and document student
achievement as a result.
Baseline
Evidence: 100% of all school leaders meet regularly with School Support Team to reflect on their practice, measure
progress towards obtaining school goals and document student achievement as a result.
Page 15 of 22
4.11
Ensure that all staff members are qualified and trained to perform the responsibilities
assigned to them.
Not In Compliance
Interpretation: The Board of Education expects the superintendent to ensure that all staff members are qualified and
trained to perform their jobs.

Qualified: Employees have the required skills, knowledge and license to perform their job responsibilities.

Trained: Employees are given instructions, coached and provided feedback to learn assigned job responsibilities.
Indicator 1: 100% of principals, co-principals, instructional leaders and educational assistants
will be appropriately licensed and “highly qualified” for their assignment as required by
Wisconsin Department of Public Instruction (DPI).
In Compliance
Evidence: 98% of licensed staff are qualified for their assignments. (34 teachers were not “highly qualified” for their
assignment). Source: DPI PI-9550 “Highly Qualified” Teacher Report.
Indicator 2: 100% of teaching staff will be appropriately licensed and “highly qualified” for
their assignment as required by Wisconsin Department of Public Instruction (DPI).
Not In Compliance
Evidence: 98% of teaching staff are qualified for their assignments. DPI PI-9550 “Highly Qualified” Teacher Report
reveals that 34 teachers were not “highly qualified” for their assignment. All of these teachers (34) have an appropriate
emergency license for their assignment.
Indicator 3: 100% of teaching staff that is not “highly qualified” will complete an “Emergency
Licensed Teacher Support Plan” and attend all support sessions to aide them in becoming “highly
qualified” or fully licensed by the end of the 2015-16 school year.
Baseline
Evidence: 100% of the not “highly qualified” teachers will complete a support plan for the current school year and kept
on file in the Department of Human Capital.
Indicator 4: All building principals and assistant principals are certified in the Danielson
Framework as an Educator Effectiveness evaluator.
In Compliance
Evidence: 100% of all building principals and assistant principals are certified in the Danielson Framework as an
Educator Effectiveness evaluator.
Indicator 5: 100% of non-instructional staff are qualified for their jobs.
In Compliance
Evidence: Personal records maintained in the Department of Human Capital confirm employees have appropriate
qualifications and skills for the position they hold.
Page 16 of 22
4.12
Maintain an organizational culture that:
a. Values individual differences of opinion;
b. Reasonably includes people in decisions that affect them;
c. Provides open and honest communication in all written and interpersonal interaction;
d. Focuses on common achievement of the Board’s Results policies;
e. Maintains an open, responsive and welcoming environment;
f. Positively impacts the ability of staff to responsibly perform their jobs and allows
them to work in an environment of professional support and courtesy.
Baseline
Interpretation: The Board of Education expects the superintendent to maintain an organizational culture that exemplifies
the North Star Vision and RUSD Core Values.

Organization culture: A climate in which staff members celebrate diversity among students, parents, staff and
community, expecting everyone to be equally respected and accepted.

Reasonably includes people in decisions: A climate of collaboration amongst all stakeholders.

Common achievement: Student attainment and preparation in each of the goals as outlined in Results R1-R5.

Open, responsive and welcoming environment: A climate that makes high quality internal and external customer
service a priority.

Responsibly perform their jobs: Fulfill obligations and responsibilities outlined in the job description and meet
the expectations of their supervising administrator.

Environment of support and courtesy: A respectful workplace free of hostility and void of harassment directed at
a person’s race, color, national origin, religion, sex, age or disability.
Indicator 1: 80% of staff will complete the District Climate Survey.
Baseline
Evidence: 62% of staff completed the District Climate Survey.
Indicator 2: The percent of staff either “agree” or “strongly agree” with the survey statements
will increase each year.
Baseline
Evidence: 46.39% either agreed or strongly agreed with the questions as indicated below.
Page 17 of 22
District Climate Survey Results
Question #
% Agree/
Strongly Agree
School
1, 3
58.61%, 71.54%
District
2, 4
29.47%, 41.22%
School
5, 7
47.86%, 48.78%
District
6, 8
21.25%, 25.36%
School
9
54.99%
District
10
31.74%
School
11
64.65%
District
12
49.54%
School
15
63.81%
District
16
36.36%
School
17, 19
56.17%, 62.97%
District
18, 20
30.81%, 39.96%
Category
A) Values individual differences of opinion.
B) Reasonably includes people in decisions that affect them.
C) Provides open and honest communication in all written and
interpersonal interaction.
D) Focuses on common achievement of the Board’s Results policies.
E) Maintains an open, responsive and welcoming environment.
F) Positively impacts the ability of staff to responsibly perform their
jobs and allows them to work in an environment of professional
support and courtesy.
Page 18 of 22
4.13
Make changes to the Employee Handbook or addenda.
In Compliance
Interpretation: The Board of Education expects the superintendent to follow the Board’s defined process to make
changes to the Employee Handbook.

Make changes: The Board of Education is the only governing body that can make changes to the Employee
Handbook.

Employee Handbook or addenda: A document to inform District employees about the rules, procedures,
environment and benefits applicable to employees of the District.
Indicator: 100% of changes to the Employee Handbook or addenda are made with Board
approval.
In Compliance
Evidence: Changes to four sections of the Employee Handbook and changes to three sections of the addenda, were
recommended by as a result of the work done by the Handbook Committee. These changes to the Employee Handbook
and Addendum were approved by the Board on June 15, 2015.
Page 19 of 22
4.14
Make changes to employee economic benefits.
In Compliance
Interpretation: The Board of Education expects the superintendent to seek Board approval to make changes to
“employee economic benefits”.

Employee economic benefits: A non-wage compensation provided to employees in addition to their normal wage
or salary, i.e. health and dental insurance, short-term and long-term disability insurance, compensated absences
(vacations, holidays, sick leave) and retirement/pensions.
Indicator: Changes to the employee economic benefits are made with Board approval.
In Compliance
Evidence: No changes were made to employee economic benefits.
Page 20 of 22
Action Plan to Improve/Enhance OE-4 areas of non-compliance:
Through the Office of the Chief of Human Capital, the superintendent will continue to address areas of non-compliance in
OE-4. The 2015-16 action plan includes:
4.3 Indicator 3: Continue to actively recruit, work with universities through partnerships that lead to certification,
and advertise nationally for hard to fill positions especially in the areas of Bilingual and Special Education so as to
have 100% of all Title 1 schools staffed with highly qualified staff.
4.11 Indicator 2: Develop and implement a system of support for emergency licensed teachers that are deemed “not
highly qualified” by the Department of Public Instruction. The system of support will include professional
development geared toward passing PRAXIS content test for area of licensure, and monitoring of progress ensuring
teacher is consistently working toward certification.
4.12 Indicator 1: The District will conduct an all staff Climate Survey in June 2016 to monitor improvement.
Capacity Building to improve results on all OE’s:
1. Develop a “Confidentiality Agreement” to be signed by all chiefs, executive directors and directors to reinforce
expectation of keeping confidential information secure and stating the consequences if there is a breach in
confidentiality by staff at this level.
2. Formulate compensation work groups to review and update teacher salary schedules to position RUSD to be
competitive and in alignment with industry norms.
3. Formulate ASC evaluation committee to develop evaluation instruments for non-school based staff that are
aligned to department goals and objectives and the Board’s Operational Expectations.
4. Develop and implement a comprehensive recruitment plan to meet the staffing and diversity needs of the District
for all job classifications. The plan will include strategies that will target diverse populations and recruiting in the
local community. The plan will be finalized for implementation in February 2016.
5. Continue work that is currently underway as a result of the Fox-Lawson study which was an in-depth analysis of
job descriptions and salary comparisons for administrative positions to insure the District remains competitive in
the marketplace. A process will be finalized for implementation beginning 2016-17.
6. Develop and implement evaluation instruments for all non-licensed staff that is in alignment with department
goals/objectives and Operation Expectations for each area. The process will be finalized by the end of the 201516 school year for implementation at the start of the 2016-17 school year.
7. Develop and implement an electronic evaluation system that will:







8.
Accurately and automatically notify department managers of all employees due for an evaluation
Notify the employee that they will be evaluated in the current year
Create the evaluation instrument and send it to the manager for completion
Notify the employee that their evaluation is ready for review with supervisor
Store completed evaluations and ratings in the electronic system
Collect data of the number of employees who have a Performance Improvement Plan.
Collect data of the number of employees who complete Performance Improvement Plan successfully.
Restructure Human Capital to ensure that all school-based vacancies are 1) filled by the first day of school; 2)
reduce the average number of days it takes to hire and on-board a new employee. (Goal of three weeks or less)
Page 21 of 22
9. Increase the number of teachers that obtain Master Educator License by completing the National Board for
Professional Teaching Standards professional certification. Create a cohort to support teachers in developing their
application and portfolios as well as financial assistance.
10. Create and implement a teacher residency program for current employees and new hires interested in becoming
teachers to meet the ongoing teacher staffing needs and diversity goals of the district. .
Page 22 of 22
OE-11 (LEARNING ENVIRONMENT/TREATMENT OF STUDENTS)
Date:
November 16, 2015
With respect to Operational Expectations 11 (Learning Environment/Treatment of Students), taken as a whole, the
superintendent certifies that the proceeding information is accurate and complete, and is:
XXX
In Compliance
In Compliance with Exception (as noted in the evidence)
Not in Compliance
Executive Summary:
This report monitors OE-11 policy for September 1, 2014-August 31, 2015. This is the second OE-11 report that the
Board has received since the policy was combined in 2012. This OE-11 Monitoring Report is in compliance with
exception.
This OE-11 Monitoring Report is compliant with exception. The District is in compliance in establishing an increasingly
supportive climate for learning, protecting student information, involving stakeholders in developing policy, informing
stakeholders of disciplinary expectations, enforcing discipline policies and addressing adult behaviors that hinder student
performance or well-being. The District is also compliant in prohibiting corporal punishment and disallowing
unnecessary or inappropriate collection of student information.
The areas of non-compliance are:


11.1.1: All schools are implementing Positive Behavior and Intervention Supports at the Tier 1 level, but not all
schools’ data shows fidelity of implementation. This was a two year goal that is expected to be met by the end of
the 2015-16 school year.
11.1.2: The number of schools implementing PBIS Tier 2 did increase during the 2014-15 school year, but did
not increase from 25% to 50%. This was a two year goal that is expected to be met by the end of the 2015-16
school year.
Signed:
Date:
Superintendent
With respect to Operational Expectations 11 (Learning Environment/Treatment of Students), the Board:
Signed:
Date:
Board President
Page 1 of 14
DATE:
November 16, 2015
OE-11 (LEARNING ENVIRONMENT/TREATMENT OF STUDENTS)
The Superintendent shall establish and maintain a learning environment that is safe, respectful and conducive to
effective learning.
Interpretation: The Board of Education expects the superintendent to establish and maintain a learning environment that
includes support for both the academic and social-emotional needs of all learners. In order for a school environment to be
conducive to student achievement, it must be free of conduct that inhibits learning.

Learning environment: An environment that is nurturing, welcoming and fosters academic achievement for all
students; in school, after school, before school, playground, and bus.

Safe: To be physically, emotionally, socially and academically secure and free from anxiety.

Respectful: Demonstrate regard and value for all students, staff and visitors.

Effective learning: Students acquiring skills to their maximum potential in a nurturing and engaging environment
that promotes student development.
Page 2 of 14
11.1
Maintain a climate that is characterized by support and encouragement for high student
achievement.
Not in Compliance
Interpretation: The Board of Education expects the superintendent to provide a high level of pro-active strategies and
support for students within the learning environment in order to promote learning and increase academic success. This
includes creating effective school-wide Positive Behavior and Intervention Supports (PBIS) for all schools, social skills
instruction and social-emotional development.

Encouragement: Provision of positive support for students to access learning at their individualized academic
level.

Achievement: Demonstrating academic skills to maximum potential.
Indicator 1: All schools will implement Positive Behavior and Intervention Supports in Tier 1 at
fidelity by end of 2015-16 School year
In Progress
Evidence: According to the Positive Behavior and Intervention Supports assessment, Benchmarks of Quality 9 of 31
schools are at fidelity of implementation: Case, Fratt, Giese, Gilmore, Jerstad-Agerholm Middle, J. Thomas, North
Park, O. Brown and Roosevelt.
Indicator 2: The number of schools implementing PBIS Tier 2 will increase from 25% to 50%
by end of 2015-16 school year.
In Progress
Evidence: Although we are not at 50% of all schools implementing Tier 2, we have 8 schools implementing Tier 2
interventions, with plans for more schools to complete Tier 2 training during this 2015-16 school year.
Indicator 3: Every grade level band has programming and classroom strategies to support and
encourage student achievement.
In Compliance
Evidence:
 Elementary: Responsive Classrooms in 4 schools (Dr. Jones, Mitchell, Knapp, and Goodland), PBIS and
Second Step at every school
 Middle: Developmental Designs at 4 schools (Gilmore, McKinley, Mitchell, and Starbuck), PBIS at every
school, Second Step at every school (except Jerstad because they are the Control Group), and SBIRT
 Senior High: Restorative Justice, Freshman Cohort and Link Crew at all comprehensive schools, Circle of
Courage (Alternative Programs and one high school), SEP at two comprehensive schools and all Alternative
Programs including REAL and Walden, and SBIRT at every site.
 K-12: All assistant principals trained in Motivational Interviewing
Indicator 4: The affirmative responses to questions on the Youth Risk Behavior Survey
indicating that students feel supported by their teachers will increase by 5% each year with a goal
of 90%.
Baseline Data
Year
Evidence 1: According to the Middle School YRBS administered for the first time in 2015, 57.2% of students reported
that they “agree or strongly agree that teachers really care about them and give them encouragement.”
Evidence 2: For survey question #45, 64.1% of high school students responded “Yes”, that they have “at least one
teacher or other adult in their school that they are able to talk to if they have a problem,” an increase of 1.1% from
2014. Middle school students responded at 76.6% affirmatively.
Page 3 of 14
11.2
Protect confidential information.
In Compliance
Interpretation: The Board of Education expects the superintendent to protect confidential student records and maintain
the security of student information by enforcing the Family Educational Rights and Privacy Act (FERPA) with fidelity.

Protect: To restrict access to or release of student information

Confidential: Student information that is legally prohibited from being shared without authorization.
Indicator: Annually, 100% of schools provide parents public notice of the types of information
designated as directory information. Parents may ask to remove all or part of directory
information that they do not wish to be available to the public without their consent by a time
designated by the District.
In Compliance
Evidence: In the 2014-15 school year, 2,786 requests were made to withhold all or part of a child’s directory
information. 100% of those requests were honored.
Page 4 of 14
11.3
Assure that all confidential student information is properly used and protected.
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that all student educational records are
maintained with safeguards to insure security of information. Only parents and/or guardians have access to this
information because Family Educational Rights and Privacy Act (FERPA) requirements are enforced with fidelity.

Confidential: Restricted information that is to be kept private.

Protected: Confidential information will only be shared with legal guardians or others who have legitimate access
under FERPA.

Properly used: Professional staff are limited in access to student information based on specific purposes and use
this information discretely while maintaining confidentiality.
Indicator 1: 100% of student information and data, as described in Croft Administrative
Regulations 4116.23, are protected.
In Compliance
Evidence: No documented infractions of Croft Administrative Regulations 4116.23 occurred during the 2014-2015
school year.
Indicator 2: The District assures that 100% of parent/guardian requests for exemption from
sharing student directory information are honored, except as required by law for access to
District technology use.
In Compliance
Evidence: 2,786 parent requests to exclude directory information were received. 100% were honored by the Office of
School Data.
Page 5 of 14
11.4
Appropriately involve teachers, administrators, students and the community in
developing student discipline policy.
In Compliance
Interpretation: The Board of Education expects the superintendent to promote active participation from all District
stakeholders to ensure access to information and voice in the discussion, development and publishing of any policy that
focuses on student discipline.

Appropriately: Communicating openly and widely across the organization about opportunities to gain
information about or participate in any student discipline policy development.

Student discipline policy: The Code Book of Rights and Responsibilities adopted by the Board August 2014.
Indicator 1: The annual committee for review and revision of the Code Book of Rights and
Responsibilities consists of all stakeholders: administrators, teachers, educational assistants, and
students.
In Compliance
Evidence: Members of the Code Book of Rights and Responsibilities Review Committee included 4 teachers, 2
principals, 5 student leaders and 5 Administrative Service Center members.
Indicator 2: The committee was given multiple opportunities to provide feedback on the
revision of the Code Book of Rights and Responsibilities.
In Compliance
Evidence: Monthly Code Book of Rights and Responsibilities Review Committee meetings were held. Google
calendar invitations were sent to the committee members.
Page 6 of 14
11.5
Assure that teachers, students and parents are informed of the disciplinary expectations
of students
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that staff, students and families are
provided information on at least an annual basis about the behavior expectations outlined in the Code Book of Rights and
Responsibilities.
Indicator: The Code Book of Rights and Responsibilities is provided annually to all teachers,
parents and students.
In Compliance
Evidence 1: All schools were provided an electronic copy and hard copies of the Code Book of Rights and
Responsibilities by the first monthly staff meeting in September.
Evidence 2: All secondary students were provided with Code Book of Rights and Responsibilities information and
copies were provided.
Evidence 3: All parents had the opportunity to receive a copy of the Code Book of Rights and Responsibilities in
September; disseminated through backpack mail, grades K-12.
Evidence 4: The Code Book of Rights and Responsibilities is always available on the District webpage for all
stakeholders.
Page 7 of 14
11.6
Ensure that all policies and procedures regarding discipline are enforced consistently
using reasonable judgment.
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that the practices and strategies outlined in
the Code Book of Rights and Responsibilities are followed with the same principles and with appropriate judgment for
each student discipline case by all staff.

Discipline: Behavior infractions that occur within the School District’s purview and responsibility for
supervision.

Enforced: Monitored and acted upon based on the guidelines of the Code Book of Rights and Responsibilities.

Consistently: All staff follow the guidelines of the Code Book of Rights and Responsibilities as intended for all
students.

Reasonable judgment: All staff who address behavior infractions use the Code Book of Rights and
Responsibilities for guidance.
Indicator: 100% of student infraction incidents follow due process while investigating and
determining discipline action, especially suspensions and expulsions.
Baseline Data
Year
Evidence 1: 100% of the recommendations for expulsion that did not follow due process procedures were denied. 23%
of all expulsion requests were denied because of due process violations.
Evidence 2: All building administrators engaged in Due Process training in October 2014 and followed-up in
September 2015.
Page 8 of 14
The Superintendent may not:
11.7 Tolerate any behaviors, actions or attitudes by adults who have contact with students that
hinder the academic performance or the well-being of students.
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that any adult interaction with students
responds with the best interest of the student in order to support and promote the academic performance. Any response,
perception or viewpoint of the adult that prevents this performance will not be allowed.

Tolerate: Negative adult behaviors, especially toward students, will not be allowed or go unaddressed.

Behaviors, action or attitudes: Verbal comments/statements or physical actions toward students.

Contact: Acting in the role of teacher, supervisor or support to students.
Indicator: Every case of reported misconduct of an employee is addressed through the
Employee Relations Department.
In Compliance
Evidence: 78 concerns regarding adult misconduct toward a student were reported to the Employee Relations
Department. 100% were addressed with due process. 43 of the 78 were substantiated.
Page 9 of 14
11.8
Permit the administration of corporal punishment.
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that no instance or act of physical discipline
by any District employee is tolerated.

Corporal punishment: Physically inflicting harm to the body for the purpose of correcting misbehavior, resulting
in pain and/or embarrassment to a child.
Indicator: Every case of corporal punishment is investigated and addressed by the Employee
Relations Department.
In Compliance
Evidence: 9 concerns of corporal punishment were reported to the Employee Relations Department. 100% were
addressed with due process. 6 of the 9 were substantiated.
Page 10 of 14
11.9
Permit unnecessary or irrelevant collection of student information.
In Compliance
Interpretation: The Board of Education expects the superintendent to assure that requests to collect student information
are reviewed for relevancy and purpose.

Unnecessary and irrelevant: Information that is not relevant to the vision and mission of the District or in the best
interest of students.
Indicator: All requests for collection of student information are reviewed by the Executive
Director of Elementary or Secondary Assessment and Accountability as outlined in Board Policy
6141.6a.
In Compliance
Evidence: Four formal requests for student information were received and reviewed by the Office of Assessment and
Accountability. Two were approved.
Page 11 of 14
11.10 Permit unruly student behaviors that disrupt learning. Prohibited behaviors include:
a. the use of drugs, alcohol or tobacco products by students and adults on school
property and at school-sponsored events;
b. the presence of firearms and other dangerous weapons on school property and at
school-sponsored events;
c. any form of bullying, disrespect or violence on school property and at schoolsponsored events.
In Compliance
Interpretation: The Board of Education expects the superintendent to reasonably prevent, discourage or ban any incident
that negatively impacts student learning. As defined in a-c, the Board explicitly expects any illegal activity to be banned.

Unruly: Behavior that disrupts or has a negative or unsafe impact on the learning environment or any school
activity.

Prohibited: Forbidden on school grounds and during any school-sponsored activity.
Indicator 1: All prohibited behaviors are disciplined according to the Code Book of Rights and
Responsibilities.
In Compliance
Evidence: 53 students were expelled for engaging in prohibited behaviors; i.e. drugs, alcohol, weapons or violent
behavior.
63 Expulsions
Drugs/Alcohol
Assault
Weapons
Other
Indicator 2: All chronic and/or extreme unruly student behavior is referred to the Office of
Student Services for disposition.
In Compliance
Evidence: All 46 students referred to the Administrative Review Team received a disposition. Of these students, 22
were placed in an Alternative Educational program.
Page 12 of 14
Action Plan to Improve/Enhance OE-11:
Through the offices of the Chief of Schools and Student Services, the superintendent will continue to address areas of
non-compliance in OE-11. The 2015-16 action plan includes:
11.1.1: Continued training and support of Positive Behavior and Intervention Support (PBIS) in every school by using
an external coaching structure for tiered implementation of PBIS. The goal is to increase the number of Tier 2 and
Tier 3 PBIS schools in the District.
11.1.1: Reach fidelity of implementation of research-based successful models for establishing positive school climate
as follows:
a. Responsive Classroom Model for three additional elementary schools resulting in five total schools. Provide
on-going coaching at all five schools.
b. Developmental Design Model training for three additional middle schools resulting in four total schools. Ongoing coaching at all four schools.
c. Violence Free Zones Model in four middle schools as a bridge from school to community.
d. Restorative Justice Practices in the three comprehensive high schools and the alternative site for middle and
high school.
e. De-escalation training at middle and high Schools
f. Circle of Courage philosophy to be implemented at all High Schools and the Alternative Education sites.
11.1.1: Begin use of District’s Bully/Harassment Form to document and collect baseline data about incidents and
investigations.
11.1.4: Research and determine a new school climate student survey that will include all high school students, middle
school students, and elementary school students.
11.2: Develop guidelines for outlining the protection of student information.
11.2: Every September, guidelines for protecting student confidentiality and the use of student names and information
will be sent to all staff.
11.4: The Code Book of Rights and Responsibilities will be reviewed for feedback and recommendations by the
Superintendent’s Student Advisory Council.
11.4: Add parents to stakeholder group of Code Book Review committee.
11.4: Send community-wide invitation for all stakeholders to provide feedback to the Code Book Review committee.
11.5: School administrators will receive student due process disciplinary training. Student discipline referrals for
suspension and expulsion will be monitored to insure due process is followed in every case.
11.5: Continue collecting the following two pieces of baseline data to insure student due process for disciplinary
actions:
a. Number of suspension and expulsion referrals with documented evidence of following due process.
b. Number of discipline cases overturned because due process was not followed.
11.6: Train and certify RUSD CPI trainers to insure all building administrators and appropriate educational assistants
and teaching staff receive CPI (restraint) training and certification. This includes recertification and refresher
sessions.
Page 13 of 14
Recommendations to Governance Committee for Changes to OE-11:
NOTE: The Superintendent requests that the Governance Committee consider the following changes to OE-11:
11.2: Change 11.2 to read, “Protect confidential student information.”
11.3: Remove 11.3 from policy and adopt an Administrative Regulation for employees to indicate annually their
understanding of how to handle confidential student information.
11.7: Remove 11.7 from policy and adopt an Administrative Regulation (or develop one in the Department of Human
Capital) that addresses expectations for adult behavior, attitude, or actions toward students.
Page 14 of 14
Action Items
BOARD OF EDUCATION
November 16, 2015
Finance
AGENDA ITEM:
Audit Report 2014/2015 Fiscal Year
PRESENTING:
Marc Duff, Chief Financial Officer
DESCRIPTION:
Board policy OE-6 (Financial Administration – External) requires the
completion of an annual audit of all District funds and accounts and the
publishing of a financial condition statement annually. The auditor has
completed the audit of 2014/2015 fiscal year end. This is a presentation of
the results.
FISCAL NOTE:
See attached audit report. No significant changes to the district’s financials.
RECOMMENDATION: Recommend receiving the audit report as presented.
RACINE UNIFIED SCHOOL DISTRICT
BOARD OF EDUCATION WORK SESSION
November 2 , 2 0 1 5
AGENDA ITEM:
Gifford K-8 Boundaries
PRESENTING:
Pat rick St arken
DESCRIPTION:
Gif f ord will become a 4 K-8 school beginning in Sept ember of 2 0 1 6 . A
middle grade ( 6 , 7 , and 8 ) boundary t hat is t he same as t he current
element ary boundary is proposed. The current Element ary School
boundary will remain int act and apply t o middle school st udent s as
well. This change in boundary will impact Gilmore and St arbuck.
St udent s at t ending Gilmore and St arbuck living in t he new Gif f ord
middle grade boundary will have a choice t o st ay at t heir current
school or at t end t he new Gif f ord 4 k-8 school. Transport at ion will be
provided f or st udent s wishing t o st ay at Gilmore or St arbuck.
A commit t ee will be reviewing middle school boundaries f or t he 2 0 1 7 --2 0 1 8 school year and will bring recommendat ions t o t he BOE in
December 2 0 1 6
FISCAL NOTE:
There will be t ransport at ion cost will be associat ed wit h t he st udent s
wishing t o st ay at Gilmore or St arbuck. This number will depend on t he
number of runs needed t o accommodat e t he st udent s request ing t o
st ay. We ant icipat e one run per school. Each run cost is $ 5 ,0 0 0 per
year. Since we need AM and PM run t he cost will be planned at
$ 1 0 ,0 0 0 f or Gilmore and St arbuck.
RECOMMENDATION:
Approve changes t o Middle School boundaries.
ACTION TAKEN:
BOARD OF EDUCATION
November 16, 2015
AGENDA ITEM:
2015-2016 Employee Handbook
PRESENTING:
Dr. Lolli Haws, Superintendent of Schools
DESCRITPION:
Attached please find the proposed revisions to the Employee
Handbook.
FISCAL NOTE:
Some budgetary savings may be realized with these changes but
estimates have not been determined completely.
RECOMMENDATION:
Approve the following motion:
“The Board of Education approves the proposed revisions to the
Employee Handbook with specified effective dates.”
ACTION TAKEN:
Effective Dates for Employee Handbook
3.2
Assault – July 1, 2015
7.2
Reporting Responsibilities – July 1, 2015
Effective Dates for Teacher Addendum
3.1.5 Class Size Overload Relief – Assignment of Educational Assistant – July 1, 2016
3.4.3 Pay for Additional Instructional Period – 2016-2017 school year
3.5
Building/Departmental/Subject Area Meetings – January 1, 2016
8
TEACHER ASSIGNMENT & TRANSFER – January 1, 2016
9.1
Calendar Guidelines – 2016-2017 school year
10.8
Summer School/Curriculum
Writing/Counseling Compensation/Janes Intersession – June 1, 2016
10.24 Schedule Compensable Extra-Duty Responsibilities – June 1, 2016
11.4
Personal Leave Days – July 1, 2016
15.2
Liquidated Damages – July 1, 2016
Effective Dates for Educational Assistant Addendum
4.5
Short-Term Personal Leave of Absence – July 1, 2016
Page 1 of 14
Employee Handbook
3.2
Assault
3.2.1
Report of Assault
An employee, who believes that s/he has been assaulted in the course of his/her employment, will complete
the Employee Report of Injury/Illness Accident Report (Appendix #3) and the Support Services Incident
Report (Appendix # ) and submit it to his/her principal or supervisor. Copies of both forms must be
submitted to the Worker’s Compensation Office within twenty-four (24) hours of the incident or as soon as
practicable thereafter.
7.2
Reporting Responsibilities
Work related injuries, must be reported whether the employee seeks medical attention or not, must be reported. An
Employee’s Report of Injury/Illness Accident Report (Appendix #3) must be completed by the employee and
submitted to the Worker’s Compensation Office within twenty-four (24) hours of the incident or as soon as
practicable thereafter (see Appendix 3). If the injury is the result of an assault, the Support Services Incident Report
(Appendix # __) must also be completed and a copy must be submitted along with the Injury/Illness Report.
Page 2 of 14
Teacher Addendum
3.1.5 Class Size Overload Relief – Assignment of Educational Assistant
3.1.5.1 Class Load
Primary (grades K-3) and intermediate (grades 4-5) elementary teachers elementary teachers (grades K-3) who have
class loads exceeding twenty-seven (27) (FTE as calculated in District policy 4115.2) the maximum class sizes as
stated in Administrative Regulation 6151, may, at the teacher's option, have an educational assistant assigned to that
teacher's classroom. Intermediate elementary teachers (grades 4-5) who have class loads exceeding twenty-nine (29)
(FTE as calculated in District policy 4115.2) may, at the teacher's option, have an educational assistant assigned to
that teacher's classroom. The count will be made after the third Friday in September when official reporting counts
are calculated. A count of students will be taken the third Friday of September and one (1) week before the
beginning of the second and third quarter of each school year in each primary elementary school and used as the
basis for determining whether class overload relief would be appropriate for each quarter. If the class load drops
below the required number, the assignment of the assistant would continue only for the duration of the semester in
which the overload occurs, unless the class is subsequently split. This language does not apply to the magnet
schools.
3.1.5.2 Time Line for Assignment of Assistant
After a teacher qualifies for an assistant and makes known his/her willingness to accept such assistant, the District
will assign such assistant as soon as practical but within a maximum of three (3) weeks. No assignment will be
made after April 15 of any year.
3.1.6
Determining Building Average/Individual Class Size
The interpretation of District policy 4115.2 for purposes of determining class overload relief will be:
A count of students will be taken the third Friday of September and one (1) week before the beginning of the second
and third quarter of each school year in each primary elementary school and used as the basis for determining
whether class overload relief would be appropriate for each quarter.
3.1.7 Assignment of Students to Classes
In assigning students, educational assistants and/or additional teachers in a primary elementary school, pursuant to
section 3.1.5 the following method would be followed:
The principal will equitably distribute students between the teachers at each grade level. When the class load in any
class exceeds:
 ·
twenty-two (22) for 4-year old K
 ·
twenty-seven (27) for K-3
 ·
twenty-nine (29) ) for 4-5
(FTE as calculated in District policy 4115.2), the principal may, after assigning an educational assistant, continue to
assign students to the class until the class exceeds the maximum limit of:
 ·
twenty-eight (28) for 4-year old K
 ·
thirty (30) for K-3
 ·
thirty-two (32) for 4-5
(pursuant to District policy 6151) and then must assign excess students to the remaining classrooms at that grade
level in the event the District does not choose to assign an additional teacher to that building.
3.4.3 Pay for Additional Instructional Period
A teacher who is assigned an additional instructional period on a full-time basis will be compensated at the
rate of $30.00 per instructional period ($5,400 per year/$2,700 per semester) one-fifth (1/5) his/her regular
salary, excluding extra-duty compensation.
Page 3 of 14
3.5
Building/Departmental/Subject Area Meetings
Teachers, unless excused by administration for a valid reason may be required by an administrator to attend
the following meetings outside the regular student teacher day: IEP meetings, 504 meetings, Student Support
Team meetings, Inservice/Staff Development meetings, building staff meetings (excluding early release staff
development days), departmental meetings and subject area meetings called by administration. Curriculum
and Instruction Supervisors, Executive Director of Instruction and Support and Special Education
Supervisors. However, the The District agrees to reschedule IEP meetings, and 504 meetings that are
scheduled on short notice and that interfere with prior teacher commitments. Any teacher required to attend
more than thirty (30) hours per school year in these required meetings will be compensated at twenty-five
cents (25¢) per minute for all additional time and will only be required to attend in the event of an
emergency.
3.5.1
Teachers who work and are paid for less than full-time, will have the required number of section
3.5 meetings reduced by the percentage of time worked and paid. The appropriate administrator will
determine which meetings are required. If the part-time teachers are required, for any reason, to attend a
greater percentage of said meetings, they will be compensated according to section 3.5.
3.5.2
Tuesdays will be designated as building meeting days. Wednesdays will be designated as
departmental meetings, subject area meetings, team leader/subject area representative meetings,
Administrative Service Campus meeting days. Thursdays will be designated as Inservice meeting days.
Other meetings identified in this provision can be held any day of the regular workweek. However, the
District agrees to reschedule IEP meetings and 504 meetings that are scheduled on short notice and that
interfere with prior teacher commitments.
8
8.1
TEACHER ASSIGNMENT & TRANSFER
Extra-Duty Selection
8.1.1
Coaching Positions and Intramural/Extramural Positions
8.1.1.1 Positions will be posted within the District.
8.1.21.2 Qualifications for positions will be stated.
8.1.1.3 Selection for coaching positions will be made from the two (2) teacher applicants with the greatest
length of service in the District.
8.1.31.4 Selection for intramural/extramural positions will be made from the two (2) qualified teacher
applicants from within the building before the two (2) teacher applicants with the greatest length of
service from within the District. Qualified applicants from within the building will receive first
priority.
8.1.41.5 Exceptions to the selection procedures for coaching positions will exist for head coaching positions
basketball (boys and girls), head football, and head track (boys and girls). The District may select
any applicant for these positions--in or out of District. If the District wishes to assign the selected
coach to a teaching position in the building where the coaching assignment is made and no vacancy
exists in the teaching area, another teacher will be transferred out. This transfer out will not be part
of the annual seven (7) bullets the District has to displace teachers.
8.1.2
Extra-Duty Positions
8.1.2.1
Positions will be posted within the District.
8.1.2.2
Qualifications for positions will be stated.
8.1.2.3
Selection will be made from the two (2) teacher applicants with the greatest length of
service from within the building before the two (2) teacher applicants with the greatest length of
service from within the District.
Page 4 of 14
8.1.2.4
Four (4) selections per year may be accomplished without regard to this procedure at the
discretion of the Department of Human Capital. Notification of any such exceptions made by the
Department of Human Capital will be provided to the authorized representative as promptly as
feasible.
8.1.52.5 Re-posting of Positions
All extra-duty positions held by individuals not actively employed within the District as teachers
and with less than three (3) years of experience in that position will be posted no later than May 1 of
each year for the following year. Individuals occupying this position may not use the protected
status when changing positions.
8.2
Probationary Teachers
Probationary teachers will not be eligible for voluntary transfer.
8.3
Voluntary Assignment Criteria
The District recognizes it is desirable in making assignments to consider the needs of the students, the school,
the District and the interests and aspirations of teachers. It further recognizes that an effective educational
system requires a fair distribution of experienced teachers throughout the system. All voluntary assignments
will be made on the basis of length of service, certification, experience, specialized competence and how
these criteria can best meet the educational needs within the District. In the event these factors are
determined to be substantially equal, the deciding factor will be length of service.
8.3.1
Qualified teachers exercising transfer rights under this handbook take precedence over new hires
regardless of the new hire’s qualifications, sex, age or race.
8.4
Electronic Teacher Transfer Assignment and Transfer
8.4.1
The vacancy When a position becomes vacant or a new position is created, notice of such available
position shall be posted for a minimum of five (5) days. The vacancy notice will contain at least the
following information: name of school, required license, FTE of position, and expanded pre-eligibility
determinations of qualifications required for the position and desired skills and expertise.
8.4.2
The District retains the right to select the most qualified applicant for any position based upon
stated job descriptions (this restriction does not prohibit the District from considering qualifications that are
related to the position and exceed those minimum qualifications listed in the job description).
8.4.3
The term “applicant” refers to both internal candidates and external candidates for the position. All
qualified District applicants will be reviewed and considered. The District retains the right to determine the
job description for any position.
8.4.2
Interviews of the two most senior qualified candidates for each position by the principal and/or
supervisory or administrative personnel selected by the principal.
8.4.3
Selection by the principal from between the interviewed candidates.
8.4.4
Assignments selected through this process will be considered voluntary.
8.4.5
All voluntary transfers require a minimum commitment of two (2) years, unless waived by the
District. provided there is no administrative change in the building to which the teacher has transferred.
8.4.6
Principals may reassign building staff at their discretion prior to August 1 st. After August 1st,
reassignment will be made by mutual consent. These assignments are not considered voluntary and must be
made prior to August 15th. Transfers outside the building must be made prior to August 1 st. The District has
the right to make exception when deemed in the best interest of the students.
8.4.6
Any displaced teacher not assigned through this process will be assigned to a position held by a
teacher with lesser length of service within his/her area(s) of certification. Said assignment will be
considered involuntary.
Page 5 of 14
8.4.7
Any vacancies occurring after the Electronic Teacher Transfer can be filled with teachers from
outside the District, but such positions must be made available and posted at the next Electronic Teacher
Transfer.
8.4.8
Teacher Vacancies Arising After Electronic Teacher Transfer
Where a teaching position is filled after the Electronic Teacher Transfer(s) event(s) have been concluded, the
position will not be treated as vacant in the next Electronic Teacher Transfer. Provided, however, that where
the position is a newly created position, and has not been filled through the posting process, the position will
be treated as vacant in the next Electronic Teacher Transfer.
8.5
Teacher Displacement – Exemptions to Length of Service
Transfers due to reduction in staff in any building at any grade level, subject area or department level, will be
accomplished by displacement of the teacher who has the least length of service in the District as defined in
section 7. except that any seven (7) transfers within the District per school year may be accomplished without
regard to length of service at the discretion of the Department of Human Capital. Notification of any such
exceptions made by the Department of Human Capital will be provided to the authorized representative as
promptly as feasible.
8.6
Voluntary Transfers
A teacher granted a voluntary transfer may not request another assignment earlier than the end of five (5)
academic semesters from the time of assignment, unless the five (5) semester waiting period is waived by the
District.
8.7
Involuntary Transfers – Super Length of Service
In the event that no person applies for a posted vacancy, the Department of Human Capital may involuntarily
assign a qualified teacher to the position or hire a new teacher. If the assignment is involuntary, the teacher
assigned will acquire super length of service for the purpose of assignment after spending at least two (2)
academic semesters in the position. Any portion of a semester will be counted as a semester for the purpose
of this section. This super length of service will only be considered in any subsequent opportunity for
voluntary transfer and will terminate after a transfer is made.
8.8 8.6 Displaced Teachers – Posting for Vacancies
A teacher who has been notified that s/he will be displaced is required to post for all vacancies for which s/he
is certified and has taught within the District within the last five (5) years.; notwithstanding the limitations in
section 8.4 above. When a displaced teacher posts for an area/subject vacancy that s/he has not taught within
the District within the past five (5) years, a meeting will take place between the Department of Human
Capital, the authorized representative, and the teacher affected at which time any party may object based
upon qualifications and certification for the position(s) which will cancel the transfer request.
8.9 8.7 Assignment of Displaced Teacher
In the event a displaced teacher is not assigned through the posting process by July 15, the teacher will be
assigned to a position held by a teacher with lesser length of service within his/her area(s) of certification.
8.10 8.8 Team Teaching Assignment Criteria
8.10.1 8.8.1 Team teaching is defined as two (2) or more teachers working together full-time in a classroom
setting. The principal has the discretion to make assignments of teams within the building. Teacher
preference will be considered.
8.10.2 8.8.2 If there are insufficient volunteers for a full-time team teaching position in a building, the
position will be posted as per section 8.6 and selected as per section 8.3 of the handbook. The posting will
clearly state that it is a team teaching position. The teachers who will be teaming will make the decision as
to how the class will be structured as approved and deemed appropriate by the principal. The team will be
Page 6 of 14
jointly responsible for all parent/teacher conferences, grade reports and daily attendance. Daily planning
and/or weekly team meetings will occur depending on the structure of the class. Supervision will be assigned
as a team with consideration given to protecting team planning. The team will be evaluated individually.
Evaluation criteria will include both individual and team performance. The senior teacher on the team will
be the “Lead Teacher.”
8.11 Inclusive Practices Team Teaching
Inclusive practices team teaching will be defined as general and special education teachers working together
in a general classroom setting for purposes of implementing IEPs.
If there are insufficient volunteers for an inclusive practices team teaching position in a building, the position
will be posted as per section 8.6 and selected as per section 8.3 of this handbook. The posting will clearly
state that it is a team teaching position. Once a teacher transfers into a teaming position, that person must
remain for a minimum of that school year before a transfer may occur. A teacher requesting a transfer will
submit a written request to the Department of Human Capital prior to January 15 of any year.
Reasonable efforts will be made to provide inclusive practices team teachers with weekly team preparation
time within the established school day for students. This preparation time will be designated for team
planning time (e.g., grade level team planning time). Team teachers will make the decisions as to how
preparation time and instruction will be structured as approved and deemed appropriate by the principal.
If one of the inclusive practices team members is absent, a every effort will be made to secure a substitute
will be secured. In the event a substitute cannot be retained, the emergency substitute rotation schedule will
be activated.
8.12 Assignment/Transfer Walden III
For assignment and transfer purposes, Walden III School is treated as separate schools between middle and
high schools.
8.13 Internal Transfers
An internal transfer is the transfer of a teacher to a vacancy known to exist within the same building. When a
teaching position comes open in a school, the position will be posted to faculty within the school before
being posted throughout the District.
8.13.1
Eligibility
Any teacher seeking internal transfer must be fully licensed for the new position at the time of transfer.
Tenure is not a consideration for eligibility. If a teacher at the school seeks to transfer to the position, the
principal will evaluate the teacher’s qualifications for the opening.
8.13.2
Selection
If more than one teacher seeks to transfer to the position, the principal will evaluate the qualifications of all
of the candidates. The principal will make a recommendation to the Department of Human Capital, which
will make the ultimate staffing decision. Where the qualifications of the candidates are substantially equal,
the senior applicant will be awarded the opening. If no internal candidate seeks the position, the position
will be posted District-wide.
8.13.3
Acknowledge
The transfer will be acknowledged by the Department of Human Capital. For purposes of eligibility for
further transfers, this transfer will be considered a voluntary transfer. Copies of this acknowledgement will
be sent to the authorized representative. Any vacancies filled in this fashion are not required to be posted at
Electronic Teacher Transfer or through any other posting procedures.
Page 7 of 14
9.1
Calendar Guidelines
9.1.4
Student contact days start on the first weekday on or after September 1 and run for one hundred
eighty (180) consecutive weekdays not including:
9.1.4.1
The two (2) three (3) days of staff development. Nurses are not required to be present at
their respective work assignments during staff development days.
10.8 Summer School/Curriculum Writing/Counseling Compensation/Janes Intersession
The compensation for a teacher issued a summer school or Janes Intersession teaching contract will be
$30.00 per hour. prorated at .0025 of his/her annual base salary per half day [four (4) hours]. The daily rate
for a teacher involved in preparing curriculum or in counseling will be $25.00 per hour. .00375 of his/her
annual salary.
10.8.1
Secondary Summer School Subject Area Assignments
For purposes of secondary level (middle school, high school) summer school assignments, teachers who have
taught regular school year courses in a particular subject area in the District (e.g., business education,
science, English) will be given priority over teachers who have not. Teachers who are licensed in a particular
subject will be given priority over those who are not.
10.8.2
Elimination of Summer School Courses
If any summer school course other than an enrichment course is eliminated, the reduction in staff will be
determined by the principal responsible for summer school at that site. the resulting staffing problem(s) will
be addressed by the affected teacher(s) in a meeting with the summer school principal. The summer school
principal will facilitate the meeting. If no agreement can be reached after a good faith effort, the reduction of
staff will be based upon District length of service with the following conditions:
10.8.2.1
Elementary Summer School Reduction
At the elementary level, provided the staff has the correct licensure, length of service in the grade
level or subject area affected principal recommendation will be used to reduce staff.
10.8.2.2
Secondary Summer School Reduction
At the secondary level, provided the staff has the correct licensure, length of service in the subject
area affected principal recommendation will be used to reduce staff.
10.8.3
Curriculum Writing Jobs
10.8.3.1
must be posted through the Department of Human Capital;
10.8.3.2
must be posted for two (2) weeks;
10.8.3.3 will be selected by the appropriate Executive Director of Curriculum and Instruction or
designee.
10.8.4
Summer Inservice for Book Adoption
Voluntary summer inservice for book adoptions will be paid at the summer school rate.
10.18 Mentoring Program Extra-Duty Position
10.18.1 Mentor Selection & Assignment
10.18.1.1 The position of Teacher Mentor will be a posted extra-duty position.
Page 8 of 14
10.18.1.2 Postings for mentor positions will include the grade level or subject area, building,
teaching assignment of the mentee, and approximate hours of required meetings (not to include
individual mentor/mentee meetings).
10.18.1.3 No mentor will be assigned more than one (1) mentee if other qualified mentors are
available.
10.18.1.4 Mentors must be fully licensed, tenured teachers.
10.18.1.5 Mentors will be selected for one (1) year terms.
10.18.1.6 If requested, mentors will be automatically renewed to continue assignments with their
mentees unless either the mentor or mentee objects to extending the current assignment.
10.18.1.7 A mentor/mentee may submit a written request to end a mentor/mentee assignment. The
mentee may make only one (1) such request. The District will make every reasonable effort to
provide a new mentor for the mentee in a timely fashion.
10.18.1.8 Mentors may be relieved of their duties for good cause shown.
10.18.2 Mentor Responsibilities
10.18.2.1 Utilizing the section 13 Joint Job Description Committee, a job description for the mentor
position will be created.
10.18.2.2 New mentor training will be offered on at least an annual basis following mentor selection.
Pay for training outside the school day will fall under section 3.5. Training outside the school
calendar will be at a rate established through the provisions of section 10.14 of the handbook.
10.18.2.3 Mentors will be expected to attend all required meetings as listed in the posting plus spend
one-half day working with their mentee on the last scheduled day for new teachers.
10.18.3 Legal Protection
10.18.3.1 All communication between the mentor and the mentee, or by one about the other, either
oral or written, will be considered confidential by the District. The District will not solicit nor make
use of any such communication for District purposes unless such is required by state law or state
regulation or otherwise required by the teacher’s mandatory reporting obligations.
10.18.3.2 The contractually prescribed classroom evaluations for both the mentor and mentee may
not reflect their involvement in the mentor process in any fashion, either positively or negatively.
10.18.3.3 The District will provide full liability and legal defense for any mentor arising out of acts
or omissions as provided in Wisconsin Statute 895.48.
10.18.4 Compensation
10.18.4.1 Mentors will be compensated at the extra-duty rate of .01 per mentee for each semester or
portion thereof where they are assigned to serve as a mentor.
Page 9 of 14
10.24 Schedule Compensable Extra-Duty Responsibilities
SCHEDULE
COMPENSABLE EXTRA-DUTY RESPONSIBILITIES
Individual
Contract
Periods
General Helping Teachers
Subject Helping Teachers
Music Helping Teachers
Diagnosticians
Helping Clinician
Lead Social Worker
Lead Guidance Counselor
Lead Psychologist
High School Department Chairperson
High School Instrumental Music
High School Instrumental Music Assistant
High School Vocal Music
10.25
10
10
10
10.5
10
10
10
10
High School Dramatics (per high school)**
For 2 Major and 1 Minor Productions
Director (each Major)
Assistant Director (each Major)
Director (Minor)
Assistant Director (each Minor)
For 1 Major and 1 Musical Productions
Extra Compensation
Ratio*
(1.00 = MA+24)
.037
.020
.025
.037
.037
.044
.044
.044
.044
.044
.029
.044
.020
.015
.015
.010
Director (Major)
Assistant Director
Director (Musical)
Assistant Director (Technical)
Assistant Director (Vocal)
Assistant Director (Instrumental)
Assistant Director (Choreography)
.020
.015
.029
.020
.020
.020
.015
Director (Major)
Assistant Director
Director (each Minor)
.020
.015
.015
.010
Middle School Dramatics (per school)**
Director (Minor)
Assistant Director
.014
.010
.010
.007
Director (Major)
Assistant Director
Director (Musical)
.014
.010
.020
.013
.013
.013
.010
Page 10 of 14
Individual
Contract
Periods
Director (Major)
Assistant Director
Extra Compensation
Ratio*
(1.00 = MA+24)
.014
.010
.010
.007
Elementary, Middle School, Senior High Team Leader
Less than five (5) teachers including team leader
Five (5) or more teachers
Unit Leaders (Multi-grade level)
Elementary Adm. Assistants
Elementary Specialty Coordinator
At-Risk Coordinator
Subject Area Coordinator
(Includes Foreign Language, Home Economics, Industrial Arts,
Vocational, Guidance, Math and Physical Education/Health)
Bilingual Coordinator
Foreign Language Coordinator
Family & Consumer Science Coordinator
Technology & Engineering Ed. Coordinator
Vocational Guidance Coordinator
Student Treasury Advisor
Supervisor of Interns (1 intern semester)
Debate
Forensics
School Social Worker (Certified)**
Work Experience Coordinator
Middle School Vocal Music
Middle School Vocal Music Second Person
Middle School Instrumental Music
Middle School Instrumental Music Second Person
Middle School Newspaper
Middle School Yearbook
High School Science Team Coach**
10
10
10.5
10.5
10.5
10.5
10.5
10
10
10
10
10
10.5
.020
.025
.030
.025
.036
.044
.062
.068
.062
.062
.062
.062
.040
.018
.020
.020
.027
.020
.020
.010
.020
.010
.020
.020
.020
Teachers conducting the summer courses "Field Studies in Earth Science"
andWisconsin Walkabout" will receive twice their daily rate of pay for each day the
summer course is conducted.
Teachers involved in curriculum writing programs occurring outside of the regularly
scheduled school day will be compensated at $25.00 per eighty percent (80%) of
their pro rata hourly rate for each hour of curriculum writing involvement.
Intramural Coordinator
Intramural Supervisor (per activity)***
Intramural/Extramural Coach
Eight (8) week program
Six (6) week program
Academic Decathlon Advisor
Home Work Center
Mandatory After School Study Hall Monitor (M.A.S.H.)
Voluntary After School Study Hall
After School Testing
Magnet School Coordinator
Year-Round Coordinator
Mack Center/Racine Middle School Coordinator
Page 11 of 14
.040
.020
.025
.020
.020
.020
.020
.020
.020
.036
.062
.072
Extra Compensation
Ratio*
(1.00 = MA+24)
Ten (10) middle school subject representatives at each of the five (5) larger
middle schools as follows:
Art/Foreign Language
Business Education/Technical Education
Home Economics
Physical Education
Music/Speech/Drama
Math
Language Arts/Reading
Science
Social Studies
Special Education
.020
.020
.020
.020
.025
.025
.025
.025
.025
.025
Elementary Staff Development Teacher
Institute Day Inservice Presenter
.036
$40.00
(Excluding Staff Development Teacher(s) and providing the request to speak
has been submitted on behalf of the District’s Administration.)
Testing Coordinator
High School Classroom Teacher Lunchroom Supervision
English Festival Coordinator
CTSO, FBLA, DECA, HOSA, FCCLA, SkillsUSA Advisors
Part-time (after-school) COFY assignments
Saturday Defibrillator Training
Mentor Presentations
Lighted Schoolhouse
Summer Inservice
Trainers
Student Assistance Program
Student Assistance Coordinator
per section 10.22
per section 10.22
$40.00/hr
.016
per section 10.22
per section 10.22
per section 10.22
per section 10.22
Hourly Rate $30.00/hr
per section 10.22
per section 10.22
per section 10.22
Instructional Leader
.044
The District may provide Instructional Leaders at each elementary, middle and
high school building.
All Instructional Leader job postings will include a comprehensive list of duties.
The number of teachers assigned to that instructional leader will not exceed twenty (20).
Student Council Advisor
.020
One (1) per school 0-699 students
Two (2) per school 700-1399 students
Three (3) per school 1400-2099 students
Four (4) per school 2100 or more students
None of the above positions will receive release time during the school day related to this position.
Bully Prevention Coordinator
$980
Online Content Teacher: Extra Duty Stipend - $226 per enrolled student in a semester
*
Extra Compensation Ratio: The percent by which the MA+24, Step 11 is multiplied to give the annual extra
compensation.
**
These positions are not covered by extra-duty position contract referred to in section 10.11: Positions of high
school dramatics, middle school dramatics, school social worker (certified), and high school science team
coach given a double asterisk to show the extra-duty contract does not apply to them.
***
Maximum eight (8) positions per school. Activities to include soccer, volleyball, track, cross country,
softball, basketball, etc.
Page 12 of 14
11.4 Personal Leave Days
A principal may approve a teacher may take taking up to two (2) days per school year of unrestricted
personal leave and receive compensation at the rate of fifty percent (50%) one hundred percent (100%) of
his/her daily rate of pay as determined by section 10.9, upon condition that:
11.4.1
Written Request
The teacher submit a written request to his/her principal or other supervisor and the Department of Human
Capital at least three (3) ten (10) work days before the day s/he desires personal leave; and,. An emergency
request may be made with less than ten (10) workdays notice.
11.4.2
Restriction of Days
The teacher's request is not for a day:
 immediately before or after either a holiday or recess period; and,

on which staff development is scheduled;

when a qualified substitute is not available;

where an absence will compromise instruction (e.g., building/grade level absences will not exceed 5%);
and

scheduled student assessment days.
11.4.3
Substitute Available
The teacher's principal or other supervisor and the Department of Human Capital can secure an adequate
qualified substitute if the principal or other supervisor deems a substitute is needed.
15.2 Liquidated Damages
Teachers who resign from their individual teaching contracts for other than health or retirement purposes will
forfeit the following, not to exceed $5,000:

July 1st to July 31st: 2% of contract

August 1st to August 31st: 4% of contract

September 1st and after: 6% of contract
four hundred dollars ($400) if the resignation is received between August 1 and October 1. If a teacher is
still displaced after the last Arena Style Staffing Event, then liquidated damages will be assessed between
September 1 and October 1. Release from individual contracts after October 1 will be at the discretion of the
Superintendent or designee. Board of Education.
Page 13 of 14
Educational Assistant Addendum
4.5
Short-Term Personal Leave of Absence
Short-term leave of absence without pay may also be granted for other compelling personal reasons. For the
purposes of this paragraph, the phrase "compelling personal reasons" will include educational advancement,
regularly scheduled vacations of the assistant's spouse, and injury or illness of the assistant or the assistant's
immediate family where such illness or injury is not covered elsewhere. The District may at its discretion approve
an assistant’s request for a short-term leave of absence without pay not to exceed twenty-nine (29) days in length.
An assistant requesting a leave of absence must make his/her request in writing to the Department of Human Capital
at least ten (10) workdays prior to the leave. An emergency request may be made with less than ten (10) workdays
notice.
4.6
Requesting Leave of Absence
notice.
Page 14 of 14
Employee Handbook
3.2
Assault
3.2.1
Report of Assault
An employee, who believes that s/he has been assaulted in the course of his/her employment, will complete
the Employee Report of Injury/Illness (Appendix #3) and the Support Services Incident Report (Appendix #
__) and submit it to his/her principal or supervisor. Copies of both forms must be submitted to the Worker’s
Compensation Office within twenty-four (24) hours of the incident or as soon as practicable thereafter.
7.2
Reporting Responsibilities
Work related injuries, must be reported whether the employee seeks medical attention or not, must be reported. An
Employee’s Report of Injury/Illness Report (Appendix #3) must be completed by the employee and submitted to the
Worker’s Compensation Office within twenty-four (24) hours of the incident or as soon as practicable thereafter. If
the injury is the result of an assault, the Support Services Incident Report (Appendix # __) must also be completed
and a copy must be submitted along with the Injury/Illness Report.
Page 1 of 10
Teacher Addendum
3.1.5 Class Size Overload Relief – Assignment of Educational Assistant
3.1.5.1 Class Load
Primary (grades K-3) and intermediate (grades 4-5) elementary teachers who have class loads exceeding the
maximum class sizes as stated in Administrative Regulation 6151, may, at the teacher's option, have an educational
assistant assigned to that teacher's classroom. A count of students will be taken the third Friday of September and
one (1) week before the beginning of the second and third quarter of each school year in each primary elementary
school and used as the basis for determining whether class overload relief would be appropriate for each quarter. If
the class load drops below the required number, the assignment of the assistant would continue only for the duration
of the semester in which the overload occurs, unless the class is subsequently split. This language does not apply to
the magnet schools.
3.1.5.2 Time Line for Assignment of Assistant
After a teacher qualifies for an assistant and makes known his/her willingness to accept such assistant, the District
will assign such assistant as soon as practical but within a maximum of three (3) weeks. No assignment will be
made after April 15 of any year.
3.4.3 Pay for Additional Instructional Period
A teacher who is assigned an additional instructional period on a full-time basis will be compensated at the
rate of $30.00 per instructional period ($5,400 per year/$2,700 per semester).
3.5
Building/Departmental/Subject Area Meetings
Teachers, unless excused by administration for a valid reason may be required by an administrator to attend
the following meetings outside the regular teacher day: IEP meetings, 504 meetings, Student Support Team
meetings, Inservice/Staff Development meetings, building staff meetings (excluding early release staff
development days), departmental meetings and subject area meetings called by administration. The District
agrees to reschedule IEP meetings, and 504 meetings that are scheduled on short notice and that interfere
with prior teacher commitments. Any teacher required to attend more than thirty (30) hours per school year
in these required meetings will be compensated at twenty-five cents (25¢) per minute for all additional time
and will only be required to attend in the event of an emergency.
3.5.1
Teachers who work and are paid for less than full-time, will have the required number of section
3.5 meetings reduced by the percentage of time worked and paid. The appropriate administrator will
determine which meetings are required. If the part-time teachers are required, for any reason, to attend a
greater percentage of said meetings, they will be compensated according to section 3.5.
3.5.2
Tuesdays will be designated as building meeting days. Wednesdays will be designated as
departmental meetings, subject area meetings, team leader/subject area representative meetings,
Administrative Service Campus meeting days. Thursdays will be designated as Inservice meeting days.
Other meetings identified in this provision can be held any day of the regular workweek.
Page 2 of 10
8
8.1
TEACHER ASSIGNMENT & TRANSFER
Extra-Duty Selection
8.1.1
Positions will be posted within the District.
8.1.2
Qualifications for positions will be stated.
8.1.3
Selection for intramural/extramural positions will be made from the qualified teacher applicants.
Qualified applicants from within the building will receive first priority.
8.1.4
Exceptions to the selection procedures for coaching positions will exist for head. The District may
select any applicant for these positions--in or out of District. If the District wishes to assign the
selected coach to a teaching position in the building where the coaching assignment is made and no
vacancy exists in the teaching area, another teacher will be transferred out. This transfer out will not
be part of the annual seven (7) bullets the District has to displace teachers.
8.1.5
Re-posting of Positions
All extra-duty positions held by individuals not actively employed within the District as teachers
and with less than three (3) years of experience in that position will be posted no later than May 1 of
each year for the following year. Individuals occupying this position may not use the protected
status when changing positions.
8.2
Probationary Teachers
Probationary teachers will not be eligible for voluntary transfer.
8.3
Voluntary Assignment Criteria
The District recognizes it is desirable in making assignments to consider the needs of the students, the school,
the District and the interests and aspirations of teachers. All voluntary assignments will be made on the basis
of certification, experience, specialized competence and how these criteria can best meet the educational
needs within the District.
8.4
Assignment and Transfer
8.4.1
When a position becomes vacant or a new position is created, notice of such available position shall
be posted for a minimum of five (5) days. The vacancy notice will contain at least the following information:
name of school, required license, FTE of position, qualifications required for the position and desired skills
and expertise.
8.4.2
The District retains the right to select the most qualified applicant for any position based upon
stated job descriptions (this restriction does not prohibit the District from considering qualifications that are
related to the position and exceed those minimum qualifications listed in the job description).
8.4.3
The term “applicant” refers to both internal candidates and external candidates for the position. All
qualified District applicants will be reviewed and considered. The District retains the right to determine the
job description for any position.
8.4.4
Assignments selected through this process will be considered voluntary.
8.4.5
All voluntary transfers require a minimum commitment of two (2) years, unless waived by the
District.
8.4.6
Principals may reassign building staff at their discretion prior to August 1 st. After August 1st,
reassignment will be made by mutual consent. These assignments are not considered voluntary and must be
made prior to August 15th. Transfers outside the building must be made prior to August 1 st. The District has
the right to make exception when deemed in the best interest of the students.
Page 3 of 10
8.5
Teacher Displacement
Transfers due to reduction in staff in any building at any grade level, subject area or department level, will be
accomplished by displacement of the teacher who has the least length of service in the District as defined in
section 7.
8.6
Displaced Teachers – Posting for Vacancies
A teacher who has been notified that s/he will be displaced is required to post for all vacancies for which s/he
is certified and has taught within the District within the last five (5) years. When a displaced teacher posts
for an area/subject vacancy that s/he has not taught within the District within the past five (5) years, a
meeting will take place between the Department of Human Capital and the teacher affected at which time any
party may object based upon qualifications and certification for the position(s) which will cancel the transfer
request.
8.7
Assignment of Displaced Teacher
In the event a displaced teacher is not assigned through the posting process by July 15, the teacher will be
assigned to a position held by a teacher with lesser length of service within his/her area(s) of certification.
8.8 Team Teaching Assignment Criteria
8.8.1
The principal has the discretion to make assignments of teams within the building. Teacher
preference will be considered.
8.8.2
The teachers who will be teaming will make the decision as to how the class will be structured as
approved and deemed appropriate by the principal. The team will be jointly responsible for all parent/teacher
conferences, grade reports and daily attendance. Daily planning and/or weekly team meetings will occur
depending on the structure of the class.
8.11 Inclusive Practices Team Teaching
Inclusive practices team teaching will be defined as general and special education teachers working together
in a general classroom setting for purposes of implementing IEPs.
Reasonable efforts will be made to provide inclusive practices team teachers with weekly team preparation
time within the established school day for students. This preparation time will be designated for team
planning time (e.g., grade level team planning time). Team teachers will make the decisions as to how
preparation time and instruction will be structured as approved and deemed appropriate by the principal.
If one of the inclusive practices team members is absent, every effort will be made to secure a substitute.
9.1
Calendar Guidelines
9.1.4
Student contact days start on the first weekday on or after September 1 and run for one hundred
eighty (180) consecutive weekdays not including:
9.1.4.1
The three (3) days of staff development. Nurses are not required to be present at their
respective work assignments during staff development days.
10.8 Summer School/Curriculum Writing/Counseling Compensation/Janes Intersession
The compensation for a teacher issued a summer school or Janes Intersession teaching contract will be
$30.00 per hour. The daily rate for a teacher involved in preparing curriculum or in counseling will be
$25.00 per hour.
Page 4 of 10
10.8.1
Secondary Summer School Subject Area Assignments
For purposes of secondary level (middle school, high school) summer school assignments, teachers who have
taught regular school year courses in a particular subject area in the District (e.g., business education,
science, English) will be given priority over teachers who have not. Teachers who are licensed in a particular
subject will be given priority over those who are not.
10.8.2
Elimination of Summer School Courses
If any summer school course is eliminated, the reduction in staff will be determined by the principal
responsible for summer school at that site.
10.8.2.1
Elementary Summer School Reduction
At the elementary level, provided the staff has the correct licensure, principal recommendation will be
used to reduce staff.
10.8.2.2
Secondary Summer School Reduction
At the secondary level, provided the staff has the correct licensure, principal recommendation will be
used to reduce staff.
10.8.3
Curriculum Writing Jobs
10.8.3.1
must be posted through the Department of Human Capital;
10.8.3.2
must be posted for two (2) weeks;
10.8.3.3 will be selected by the appropriate Executive Director of Curriculum and Instruction or
designee.
Page 5 of 10
10.24 Schedule Compensable Extra-Duty Responsibilities
SCHEDULE
COMPENSABLE EXTRA-DUTY RESPONSIBILITIES
Individual
Contract
Periods
General Helping Teachers
Subject Helping Teachers
Music Helping Teachers
Diagnosticians
Helping Clinician
Lead Social Worker
Lead Guidance Counselor
Lead Psychologist
High School Department Chairperson
High School Instrumental Music
High School Instrumental Music Assistant
High School Vocal Music
10.25
10
10
10
10.5
10
10
10
10
High School Dramatics (per high school)**
Director (Minor)
Extra Compensation
Ratio*
(1.00 = MA+24)
.037
.020
.025
.037
.037
.044
.044
.044
.044
.044
.029
.044
.020
.015
.015
.010
Director (Major)
Assistant Director
Director (Musical)
.020
.015
.029
.020
.020
.020
.015
Director (Major)
Assistant Director
.020
.015
.015
.010
Middle School Dramatics (per school)**
Director (Minor)
Assistant Director
.014
.010
.010
.007
Director (Major)
Assistant Director
Director (Musical)
.014
.010
.020
.013
.013
.013
.010
Page 6 of 10
Individual
Contract
Periods
Director (Major)
Assistant Director
Extra Compensation
Ratio*
(1.00 = MA+24)
.014
.010
.010
.007
Elementary, Middle School, Senior High Team Leader
Less than five (5) teachers including team leader
Five (5) or more teachers
Unit Leaders (Multi-grade level)
Elementary Adm. Assistants
Elementary Specialty Coordinator
At-Risk Coordinator
Subject Area Coordinator
(Includes Foreign Language, Home Economics, Industrial Arts,
Vocational, Guidance, Math and Physical Education/Health)
Bilingual Coordinator
Foreign Language Coordinator
Family & Consumer Science Coordinator
Technology & Engineering Ed. Coordinator
Vocational Guidance Coordinator
Student Treasury Advisor
Supervisor of Interns (1 intern semester)
Debate
Forensics
School Social Worker (Certified)**
Work Experience Coordinator
Middle School Vocal Music
Middle School Vocal Music Second Person
Middle School Instrumental Music
Middle School Instrumental Music Second Person
Middle School Newspaper
Middle School Yearbook
High School Science Team Coach**
10
10
10.5
10.5
10.5
10.5
10.5
10
10
10
10
10
10.5
.020
.025
.030
.025
.036
.044
.062
.068
.062
.062
.062
.062
.040
.018
.020
.020
.027
.020
.020
.010
.020
.010
.020
.020
.020
Teachers conducting the summer courses "Field Studies in Earth Science"
andWisconsin Walkabout" will receive twice their daily rate of pay for each day the
summer course is conducted.
Teachers involved in curriculum writing programs occurring outside of the regularly
scheduled school day will be compensated at $25.00 per hour of curriculum writing
involvement.
Intramural Coordinator
Intramural Supervisor (per activity)***
Intramural/Extramural Coach
Eight (8) week program
Six (6) week program
Academic Decathlon Advisor
Home Work Center
Mandatory After School Study Hall Monitor (M.A.S.H.)
Voluntary After School Study Hall
After School Testing
Magnet School Coordinator
Year-Round Coordinator
Mack Center/Racine Middle School Coordinator
Page 7 of 10
.040
.020
.025
.020
.020
.020
.020
.020
.020
.036
.062
.072
Extra Compensation
Ratio*
(1.00 = MA+24)
Ten (10) middle school subject representatives at each of the five (5) larger
middle schools as follows:
Art/Foreign Language
Business Education/Technical Education
Home Economics
Physical Education
Music/Speech/Drama
Math
Language Arts/Reading
Science
Social Studies
Special Education
.020
.020
.020
.020
.025
.025
.025
.025
.025
.025
Institute Day Inservice Presenter
$40.00
(Excluding Staff Development Teacher(s) and providing the request to speak
has been submitted on behalf of the District’s Administration.)
Testing Coordinator
High School Classroom Teacher Lunchroom Supervision
English Festival Coordinator
CTSO, FBLA, DECA, HOSA, FCCLA, SkillsUSA Advisors
Part-time (after-school) COFY assignments
Saturday Defibrillator Training
Mentor Presentations
Lighted Schoolhouse
Summer Inservice
Trainers
Student Assistance Program
Student Assistance Coordinator
per section 10.22
per section 10.22
$40.00/hr
.016
per section 10.22
per section 10.22
per section 10.22
per section 10.22
$30.00/hr
per section 10.22
per section 10.22
per section 10.22
Instructional Leader
.044
The District may provide Instructional Leaders at each elementary, middle and
high school building.
All Instructional Leader job postings will include a comprehensive list of duties.
The number of teachers assigned to that instructional leader will not exceed twenty (20).
Student Council Advisor
.020
One (1) per school 0-699 students
Two (2) per school 700-1399 students
Three (3) per school 1400-2099 students
Four (4) per school 2100 or more students
None of the above positions will receive release time during the school day related to this position.
Bully Prevention Coordinator
$980
Online Content Teacher: Extra Duty Stipend - $226 per enrolled student in a semester
*
Extra Compensation Ratio: The percent by which the MA+24, Step 11 is multiplied to give the annual extra
compensation.
**
These positions are not covered by extra-duty position contract referred to in section 10.11: Positions of high
school dramatics, middle school dramatics, school social worker (certified), and high school science team
coach given a double asterisk to show the extra-duty contract does not apply to them.
***
Maximum eight (8) positions per school. Activities to include soccer, volleyball, track, cross country,
softball, basketball, etc.
Page 8 of 10
11.4 Personal Leave Days
A principal may approve a teacher taking up to two (2) days per school year of unrestricted personal leave
and receive compensation at the rate of one hundred percent (100%) of his/her daily rate of pay, upon
condition that:
11.4.1
Written Request
The teacher submit a written request to his/her principal or other supervisor and the Department of Human
Capital at least ten (10) work days before the day s/he desires personal leave. An emergency request may be
made with less than ten (10) workdays notice.
11.4.2
Restriction of Days
The teacher's request is not for a day:
 immediately before or after either a holiday or recess period; and,

on which staff development is scheduled;

when a qualified substitute is not available;

where an absence will compromise instruction (e.g., building/grade level absences will not exceed 5%);
and

scheduled student assessment days.
11.4.3
Substitute Available
The teacher's principal or other supervisor and the Department of Human Capital can secure an adequate
qualified substitute if the principal or other supervisor deems a substitute is needed.
15.2 Liquidated Damages
Teachers who resign from their individual teaching contracts for other than health or retirement purposes will
forfeit the following, not to exceed $5,000:

July 1st to July 31st: 2% of contract

August 1st to August 31st: 4% of contract

September 1st and after: 6% of contract
Release from individual contracts after October 1 will be at the discretion of the Superintendent or designee.
Page 9 of 10
Educational Assistant Addendum
4.5
Short-Term Personal Leave of Absence
Short-term leave of absence without pay may also be granted for other compelling personal reasons. For the
purposes of this paragraph, the phrase "compelling personal reasons" will include educational advancement,
regularly scheduled vacations of the assistant's spouse, and injury or illness of the assistant or the assistant's
immediate family where such illness or injury is not covered elsewhere. The District may at its discretion approve
an assistant’s request for a short-term leave of absence without pay not to exceed twenty-nine (29) days in length.
notice.
Page 10 of 10
Board of Education
Racine Unified School DistrictBOARD OF EDUCATION
June
25, 2007
3109 Mt. Pleasant St., Racine, Wisconsin 53404 (262)
635-5600
BOARD OF EDUCATION
November 16, 2015
AGENDA ITEM:
Policy change regarding minority hiring.
Requested by Wiser, Nielsen, McKenna, and Frontier per Board policy:
GC-2E J. Amendment Agenda Change
Additional subjects or items will be added to the agenda upon the request of
three or more School Board members in writing or by email. Such request will be
filed with the superintendent (superintendent’s office or designee) by noon on
Friday prior to the scheduled meeting.
PRESENTING:
Kim Plache, RUSD Board Member
DESCRIPTION:
Modifications to Board Policy (below, in bold) were presented at the July 2015 Board
meeting and supported by the board for review by the Governance Committee with
return to the full board for discussion and vote by August 17:
OE-6(17) Make reasonable efforts to utilize contractors, vendors, manufacturers, and
other such agents who reside within the boundaries of the Racine Unified School District
of Racine County and who demonstrate a positive history of minority hiring.
In the past three months:
The Governance Committee has made no recommendations to the board;
President Hargrove has not scheduled a discussion by the full board.
Per Board policy this item can be acted on without awaiting support by the Governance
Committee or President Hargrove:
GC-2
7. The Board, by majority vote, may revise or amend its policies at any time.
FISCAL NOTE:
There is no fiscal note.
RECOMMENDATION:
Approve policy changes to use minority hiring as a criteria in awarding contracts.
ACTION TAKEN:
Board Consent Agenda
Board of Education
3109 Mt. Pleasant Street, Racine, Wisconsin 53404
OFFICIAL PROCEEDINGS
Melvin Hargrove, President
Pamala Handrow, Vice President
Racine, Wisconsin
October 19, 2015
A meeting of the Board of Education of the Racine Unified School District of Racine County, Wisconsin,
was called to order at 6:30 p.m. on Monday, October 19, 2015.
2. ROLL CALL
The following Board members were present: Michael Frontier, Charles Goodremote, Pamala Handrow,
Melvin Hargrove, Julie L. McKenna, Don J. Nielsen, and Kim Plache. Absent: Dennis Wiser.
Also present: Lolli Haws, Superintendent; and Darlene Gallup, Recording Secretary.
3. ADOPT AGENDA
Dr. Frontier moved, Ms. Handrow seconded, to adopt the agenda with the removal of Item 12(c) Work
Session Minutes of October 5, 2015. All were in favor. The agenda was adopted with removal of Item 12(c).
4. RECOGNITIONS
The Board of Education and Dr. Haws recognized the following students and staff:
National Merit Scholarship finalists, Alyssa Ertl, Park High School and Ben Schultz, Walden High
School; Maddie Aiello, Park High School student, for representing Wisconsin at HOSA’s Future Health
Professionals Leadership Academy in Washington, D.C.; and Starbuck Library Media Specialist,
Elizabeth Blast, for being chosen to serve on the national Best Fiction for Young Adults committee. Also
recognized was the Gilmore Middle School Violence Free Zones Program and staff.
5. REPORTS ON STUDENT ACHIEVEMENT - None
6. SUPERINTENDENT’S REPORT
Dr. Haws talked about multiple items including the state legislators’ Urban Education Task Force event
which focused on positive intervention and support, partnerships with community, mental health care and
professionals in our schools; and United Way and RAMAC partnerships. She also talked about other
great things happening in the District and her continued visits to District schools.
a. Recognition for Chief of Communication and Community Engagement, Stacy Tapp
Dr. Haws and Pastor Hargrove recognized Stacy Tapp, the District’s chief of communication and
community engagement, who has been awarded an accreditation in public relations (APR). An
APR award is the gold standard for her profession.
b. Enrollment, Staffing and Class Size Report
Julie Landry, Chief of Human Capital, presented a PowerPoint report on enrollment, staffing and
class size. Major headings of her presentation included:
 Enrollment Summary (19,549 for FY16)
 Impact of Enrollment – Average Class Size







FY16 Third Friday Staff Adjustments
District Exits (171 teachers, 79 other staff)
Staff Transfers Processed (329)
New Hires (147 teachers, 27 EAs, 4 BSE, 2 clerical)
Current Vacancies (Total 43)
Teacher Shortage Areas
Initial Observations/Concerns
Board member comment – Would like to see District class size numbers and comparisons across
all levels.
7. BOARD COMMITTEE REPORTS
a. Audit Committee
Mr. Goodremote reported the Committee has no report.
b. Legislative Committee
Mrs. McKenna said the Committee met with State representatives with very positive dialog,
input, and outcomes. The Committee would like to conduct these dialogs at least twice a year.
c. Governance Committee
Ms. Plache reported the Committee has been planning a Board professional development retreat
for November 18 in order to determine what the Board wants for profession development and
next steps.
d. Guiding Coalition
Ms. Handrow said there was no report.
8. BOARD DEVELOPMENT
a. Budget Update
Dr. Haws and Marc Duff, Chief Financial Officer, presented updates on final numbers for the
budget. The State has provided its final input and a final comprehensive budget must be
developed in a week. Mr. Duff briefly reviewed information about aid certification, property
values, third Friday counts, open enrollment costs, levy and costs for the District in funding
vouchers, per pupil revenue limit, tax rate, debt payments, and health benefit cost assumptions.
Diane Lange
2908 Ruby Avenue
Racine, WI 53402
Randy Bryce
49490 Chester Lane
Racine, WI 53402
Shelly Moore Krajacic
5824 6th Avenue
Kenosha, WI 53140
W. Ann Kirkwood
4244 S Circle Drive
Racine, WI 53405
Gwen Scott
2312 Arlington Avenue
Racine, WI 53403
9. PUBLIC INPUT
Spoke regarding the need for a salary raise for educational assistants
Spoke regarding school board elections, treating teachers with respect,
public education and budget issues
Spoke regarding a commitment to RUSD staff and public education
Spoke regarding a commitment to RUSD staff, public education, and morale
Spoke regarding economic justice for all educators (salary increases)
Jennifer Levie
Spoke regarding a salary and hours increase for educational assistants
Naomi Baden
Spoke regarding staff wages, values, and principles, and challenges of poverty
141 Main Street
Racine, WI 53403
Angelina Cruz
Spoke regarding poverty, educational assistants’ salaries and hours, and election
910 6th Street
Maps
Racine, WI 53403
Talitha Gudal
Spoke regarding financial difficulties and lack of respect for teachers
2604 LaSalle Street
Racine, WI 53403
Aaron Eick
Spoke regarding being in favor of public education and in opposition of
814 Russet Street
Privatization
Racine, WI 53405
Gabriel Hernandez
Spoke regarding support of the REA and fair salaries
1926 Harriet Street
Racine, WI 53404
Kim Meyer
Spoke regarding support of educational assistants’ salary and hour increases
6625 Primrose
Racine, WI 53406
Marc F. Murphy
Spoke regarding support for teacher and educational assistant compensation
920 West Lawn Avenue
Racine, WI 53405
Carol Armstrong
Spoke regarding the lack of and support of substitute teachers
5225 Douglas Avenue
Racine, WI 53402
Renee Goff
Spoke regarding opposition to decreased hours and pay for educational assistants
3714 Waterbury
Racine, WI 53403
Lily Ramos
Spoke regarding opposition to low wages and hours for educational assistants
1550 Holmes Avenue
Racine, WI 53405
Sharon Downey
Spoke regarding opposition to low wages and hours for educational assistants
3125 Elderberry Road
Racine, WI 53402
Hope Johnson
Spoke regarding the importance of educational assistants
2120 Gilson Street
Racine, WI 53403
Anthony Ramirez
Spoke regarding teacher stress and difficulties
2019 Gillen Street
Racine, WI 53403
Rob Andrews
Spoke regarding honoring and supporting educational assistants
Trudy Strand
Spoke regarding support of educational assistants and difficult working conditions
5049 Candlelight Drive in RUSD
Racine, WI 53402
10. OPERATIONAL EXPECTATIONS (OE)
a. OE-9 (Communicating with the Public)
Stacy Tapp, Chief of Communication and Family Engagement, presented a highlighted overview
of the Operational Expectations – 9 (Communicating with the Public) Monitoring Report which
had been presented at the Board’s work session this month.
The report is submitted by administration as being in compliance with exceptions as noted in
evidence as follows:
Section 9.4, Indicator 2: The percent of respondents to the Parent/Community survey who
indicate they feel their perspectives and opinions are valued by the
District will increase every year.
indicate they have opportunities for collaboration and shared
decision making with District staff will increase by 5% over the
previous year.
indicate the District’s main focus is on student achievement will
increase 3% each year.
Section 9.4, Indicator 5: The percent of respondents to the Parent/Community survey
indicate the District provides good customer service will increase
each year with a target of 80% by summer, 2017.
Mr. Goodremote moved, Ms. Handrow seconded, to accept the Operational Expectations – 9
(Communicating with the Public) Monitoring Report as being in compliance with exceptions in
Section 9.4. All were in favor. The motion passed.
Board Comments/Requests/Suggestions:
 Suggestion – A Board member submit a referral to include tracking the number of
complaints from year to year as a measure in this OE.
 9.1, Indicator 1 and 9.4: We do not have a measurement of the total number who took the
parent/community survey. This makes it difficult to compare from year to year. We also
cannot compare ourselves with other districts like our own. These trend lines matter.
 Are there any numbers on who did not complete the survey? Maybe it is too long and
may need to do more but shorter surveys instead.
Administration will make every effort for this survey is to be brought back to the Board for
review on November 2, 2015, before the survey is conducted.
11. ACTION ITEMS
a. Approval of National Institute for School Leadership (NISL) Contract
Dr. Haws presented the NISL contract agenda item.
Dr. Frontier moved, Mr. Nielsen seconded, to approve the continuation of the exception to bid
proposal for 2015-16 upon agreement by RUSD and NISL for an amount not to exceed $262,500
and allow for an additional 1 year extension. Ayes – 7 (Frontier, Goodremote, Handrow, Hargrove,
McKenna, Nielsen, Plache. Noes – 0. Absent – 1 (Wiser). The motion Passed.
b. Scholastic Guided Reading Professional Development
Christopher Thompson, Executive Director, Curriculum and Instruction, presented the agenda
item.
Mr. Nielsen moved, Ms. Handrow seconded, to approve the Scholastic Kindergarten, Grade 1
Professional Development for $17,394.; Grade 2 Teacher Professional Development for $34,788.;
24 days onsite coaching for $45,576.; and substitute teacher expenses for professional
development for Kindergarten, Grade 1 and Grade 2 teachers for $83,160. Ayes – 7 (Frontier,
Goodremote, Handrow, Hargrove, McKenna, Nielsen, Plache. Noes – 0. Absent – 1 (Wiser). The
motion Passed.
12. BOARD CONSENT AGENDA
a. Board Meeting Minutes of September 28, 2015
b.
c.
d.
e.
Executive Session Minutes of September 28, 2015
Work Session Minutes of October 5, 2015 (Removed from agenda)
Apportionment Committee Minutes of September 15, 22, 30, 2015 (Attachments A, B, C)
Legislative Committee Minutes of September 9, 2015 (Attachment D)
Ms. Handrow moved, Mr. Nielsen seconded, to approve the Board Consent agenda items 12(a, b, d, e).
All were in favor. The motion passed.
a.
b.
c.
d.
13. SUPERINTENDENT CONSENT AGENDA
Personnel Changes
Monthly Financial Statements for September 2015
Overnight Field Trips
Incidents by Students to Staff for September 2015
Ms. Handrow moved, Ms. Plache seconded, to approve the Superintendent Consent agenda items 13(ad). All were in favor. The motion passed.
14. REFERRALS
There were no new referrals. Ms. Plache noted there are a number of open referrals. The Board needs to
prioritize those referrals and they need full Board input rather than just from the Governance Committee.
15. ADJOURNMENT
Ms. Plache moved, Ms. Handrow seconded, to adjourn. With no objections heard, the meeting was
adjourned at 8:58 p.m.
BOARD DEBRIEFING OF THIS EVENING’S MEETING
There was no debriefing conducted.
Signed: ____________________________
Signed: ____________________________
Lolli Haws, Secretary
ATTACHMENT A
Board of Education
BOARD OF EDUCATION
APPORTIONMENT COMMITTEE MEETING
MINUTES
September 15, 2015
The Board of Education Apportionment Committee meeting of Tuesday, September 15, 2015, was called
to order at 5:30 p.m.
1. Approval of Apportionment Committee Minutes of September 8, 2105
Mr. Berthelsen moved, Mr. Jenkins seconded, to approve the minutes of the September 8, 2015,
Apportionment Committee meeting minutes. All were in favor. The minutes were approved.
2. Public Comments
Ron Thomas
1429 Grange Avenue
Racine, WI 53405
Spoke regarding his interest in process of these proceedings.
3. Review Outside Input/Communications
There were no input or communication items received from outside to the Committee.
4. Review History of Racine County Board Apportionment
Dr. Frontier asked if there was any additional criteria used by the County when they adjusted
their apportionment. Mr. Hazen responded that is the same criteria that he used for what was
presented at the last meeting.
Mr. Berthelsen brought up the concept of variation. Discussion points included:
 The ideal number is the total number of people in the District divided by nine. (15,464 in
each of the nine districts).
 We will have to have districts based on wards.
 We will be having different numbers in different wards which means we will have a
variance (difference between absolute perfect and the too much or too many).
Mr. Berthelsen provided a summary of the variance issue as follows: We have a
complication of a 10% rule that says, if you take the district that is most below the perfect
number and compare it to the district that is most above the perfect number, the ideal is to
have 10% or less total distance. Even if it a bit more than 10% that is okay but if it is
challenged, we would have the burden of proving why it had to be above the 10%
differential. You still have other criteria as well but the whole idea is if you get beyond
the 10% difference from the lowest to the highest you’re kind of asking for trouble. It
would be nice if we didn’t have to. If we have to, we do. If we are within the 10%, then
the person challenging it would have to prove that we did something wrong and the
burden of proof is on them.
 Also have to consider the minority piece as well
o Mr. Hazen shared a database which includes columns for the percentage of
minority in a ward
o





The concept is you have a minority of more than 50% in a ward, then add them
together to have a majority of 50% or more wards (majority/minority wards)
o It is Mr. Hazen’s belief at this time that it is not statistically possible to get three
majority/minority wards. The best we could do is to have two.
o The minority/majority whole district population percentage is 66 and 34.
It is not recommended that wards be split
Technically we could adjust wards but it is not practical to do so
If we don’t use the same wards, we would have to create our own ballots; might have to
create our own voting places because current wards already have voting sites established
When a new census is done, that is when wards can be adjusted by municipalities
This was also the recommendation from the County Clerk (Wendy Christensen) – to not
adjust the wards
5. Review Principles and Criteria
Mr. Jenkins shared information about his verifying the information Mr. Hazen shared at the last
meeting. He said his numbers and conclusions came up exactly the same as Mr. Hazen’s. The
database matches what the state shows as well. Mr. Jenkins reviewed the tools and maneuvering
of the wards that have been done to improve the numbers.
Mr. Hazen said some “tweaking” needs to happen before a final recommendation can be made.
The principles and criteria were reviewed again including:
a. Population of Municipalities (we need to respect the population numbers)
b. Compactness (No geographical strings or jerry-meandering)
c. Contiguity (should be touching where possible; no islands, have similar shapes)
d. Minority Representation (Not a hard mark by the state but needs to be honored)
e. Incumbent Residence (Paying attention to the continuity of the organization. Must pay
attention to not having all current board members representing one area. Not protecting
anyone’s seat; first election will be for the whole Board and then it must be determined who
will have terms of 1, 2, or 3 year terms for the next year and thereafter 3 year terms from then
forward). We need to work at improving the probability of continuity through design.)
Mr. Berthelsen said he personally believes we must first meet the requirements of the statute,
then go back and see what things are affected and that this committee must keep away from
making recommendations that involve where board members live.
f. Wards As Building Block
g. Other
6. Discuss a Scoring System
Dr. Frontier recommended voting for the best map. Mr. Goodremote recommended a scoring
system be used for the importance of the criteria and the recommendation be based on that
scoring system.
A “Suggested Scorecard Criteria” sheet was shared and discussed based on the statute
requirements.
7. Review Scenario Maps (current, plus one or more additional)
Mr. Hazen shared the scenario maps to help refresh the Committee members’ memory of what
the criteria’s effect would be on the maps. He also shared handouts of two scenario databases
(Proposal 1 and Proposal 2) showing statistics including for population, minority populations,
targets and variances. What we want to get is the least amount of variance. The variance in
representation is the difference between whatever the scenario creates and what it should
theoretically be. The closer those numbers are, the better job we have done.
Mr. Hazen shared the maps and data for the current three proposals:
Proposal 1 = Working across the district from west to east
Proposal 2 = Working across the district from east to west
Proposal 3 = Working across the district from clockwise
Committee members reviewed the maps, data, variances, criteria and justifications pertaining to
each proposal.
Criterial Discussion (Suggested Scorecard Criterial)
A Ward Integrity
B Municipal District Variance from Target (follow boundaries)
C Variance from District Population Target
D Minority/Majority Composition
E Other Criteria
Scoring Discussion

Purpose is to be objective by assigning points to each of the criteria.

Need to be specific in the criteria we use to score

Suggestion - add a criteria of Honoring Boundaries

Suggestion – Don’t add a criteria of Control – that is a political issue

Suggestion – Don’t add more criteria to what state has already set

All four criteria stated by the statute are to be ranked as a number one

Potential Beginning Targets for Seats

New Criteria: Control (Seats/Flexibility)
Next Step:
Pick final criteria and identify options that fit the criteria best to present to the
Board
8. Set Agenda for Next Meeting Scheduled for September 22, 2015
Agenda items will be reviewed and will include:
 Approval of September 15, 2015, meeting minutes
 Review Any Outside Input/Communications
 Discussion – Select Final Criteria and Identify Options That Fit That Criteria
 Discussion - Assignment of Criteria Points
 Discussion - Sequence of Member Elections/Terms (1, 2, 3 years)
9. Adjourn
The meeting was adjourned at 7:07 p.m.
Others Present:
Darlene Gallup, Executive Assistant
Respectfully submitted,
Michael Frontier, Chair (Present)
Gib Berthelsen, Legal Counsel (Present)
Charles Goodremote, Board Member (Present)
Dave Hazen, Chief of Operations (Present)
Edward Jenkins, Community Member (Present)
Carlos Lopez, Community Member (Present)
Melvin Hargrove, Board Member (Absent)
Apportionment Committee
ATTACHMENT B
Board of Education
BOARD OF EDUCATION
MINUTES
September 22, 2015
Mr. Berthelsen recommended the following amendments be made to the September 15, 2015,
minutes:
Item #7 (Review Principles of Criteria) Section (e), (Incumbent Residence)
Change the word “new” to “current” and change Mr. Berthelsen’s comment to read:
Mr. Berthelsen said he personally believes we must first meet the requirements of the statute, then
go back and see what things are affected and that this committee must keep away from making
recommendations that involve where board members live.
Mr. Berthelsen moved, Pastor Hargrove seconded, to approve the minutes of the September 15,
2015, Apportionment Committee meeting minutes as amended. All were in favor. The amended
minutes were approved.
11. Public Comments No one from the public addressed the Committee
There were no items of outside input/communications received for review.
13. Discussion on Possibility of Posting Draft Maps on District Website
Mr. Hazen recommended waiting until the Committee makes a selection of a map(s) to present to
the Board before posting it or them on the website. Additional comments included:
 The listing of wards will be the key so people can see what district they are in
 Recommendation – include both the map and the data behind it
 The maps presented by Mr. Hazen are drawn using software from PMA which is the firm
that does some of the District’s financial investing
 Recommendation – Post publicly the recommended overall map and then have district
graphics listed separately
14. Discussion on Selection of Final Criteria and Identify Options That Fit That Criteria
Mr. Jenkens shared copies of a document on statutory requirements, other legal considerations,
terminology and next steps. The Committee reviewed the criteria and compared it to the maps
currently being considered.
Statutory Requirements
1. Provide for 9 election districts within the school district of substantially equal
population (< 10% relative deviation)
Comments:
 This is the deviation between the highest positive and the lowest negative
 Example: If you have 5% below a perfect number and 6% above, the variance is
11% which is above the limit
 Ideally we would have less than 5%. 10% is the cutoff
 The District wants to stay within the deviation range because, from a legal
standpoint, if it is more than 10%, and someone sues the District for it, then the
District has to justify why it is more than 10%. If it is less than 10% and someone
wants to challenge it in court, they have to prove that the District has done
something wrong
2. When practical, ensure the election districts within the school district are compact
(having the minimum distance between all the parts)
Comments:
 These are all standards that we must strive for
 Proposal #5 looks most compact but we also have to consider the data
3. When practical, ensure the election districts within the school district boundaries are
contiguous (all parts of a district being connected at some point)
Comments:
 Mr. Hazen has tried to do that and there are no “islands”
4. When practical, ensure the election district boundaries are congruent with municipal
boundaries (in agreement/maintain common interests)
Comments:
 This has to do with not breaking up communities of economic or social
connections
5. Propose 3 classes of election districts so one-third of its members are elected each year
Comments:
 One third of the Board is to be elected each year
 The Committee will recommend the Board approve at the same time both the
apportionment proposal and the selection process for determining the length of
terms Board members will serve (1, 2, or 3 years). The length of terms selection
recommendation will be to select the members’ length of terms by a random
draw of names to be done after the apportionment proposal has been approved.
Other legal considerations
1. Must ensure election districts are not created that result in the denial of any U.S. citizen
right to vote on account of race, color or status as a member of a minority group.
 Packing (concentrating members of a minority group into one district to reduce
the total number of districts in which the packed minority group could elect
candidates)
 Fracturing (The practice of breaking off a group of minority voters and combine
them to a large majority district thus diluting their vote)
 Note: Eligible minorities voters (18+) represents 28% of the School District
Discussion on congruency:
Ensure to the extent practicable the boundaries of each election district and the boundaries of
municipalities encompassed within the school district are congruent.

Mr. Hazen explained how movement of the boundaries affects congruency and minority
populations (packing and fractioning)
Mr. Jenkins shared data for each of the current four proposals showing them by population and by
municipality and talked about adopting the definition of control being 51% or higher. It is not
100%. With all the variables, there is no way to get 100%. Whether it is minority or municipality,
control has to be 51% or higher. Instead of looking at the total population, look at the voting age,
white versus minority. Kids can’t vote so I took all of the kid stuff out because it isn’t relative to
this exercise. With this, we should be able to get 3 minority controlled districts in Racine from a
numerical standpoint. Now we need to see what we can do within reason using the criteria.
Comments/discussion on Population and Control:
 Mr. Berthelsen said the Committee can stop using the terms “packing” and
“fractioning” because what those two words mean is discrimination. He said he
doesn’t think anyone here has any intention of discriminating in any fashion. He said
another kind if discrimination is a result of what you due honorably having the effect
of discrimination. That is what we have to worry about here.
 Mr. Berthelsen said whatever the Committee does here is going to be good for 5
years and the ordinary course when it’s done from now will be good for 10 years. Is
it right to only count those people who are eligible to vote now? Should we be using
numbers based on just voters? Do we not then have the affect of factoring out the
people who will become adults in the next 10 years?
 What about including numbers of children?
 Should we be using voting age based on the 2010 census?
 All redistricting that I am aware of is based on population, not some variation of
population
 It would be more difficult to use just voters
 Mr. Hazen has gone through all of the criteria. We should now decide which proposal
is the fairest and then continue with questions we may have about whether they are
meeting all the criteria to attain fairness in meeting the numbers
15. Discussion on Alignment of Criteria Points
Mr. Hazen shared a handout of data on each of 5 proposals. A lengthy discussion took place
during which the Committee compared the degrees of each proposal in meeting the criteria.
 Proposal #4 is missing a ward, #2 is not congruent, and #3 has too high a variance
 Mr. Hazen will work on the data and meeting requirements and the Committee will
review Proposals 1 and 5 next week.
16. Discussion on Sequence of Member Elections/Terms (1, 2, and 3 year)
Discussion on Board member length of terms (1, 2, 3 years):
 Recommendation: Committee identifies the process for selection of length of terms for
the first year. After the Board selects a proposal/map, then the Committee will do the
selection of which Board members serve 1, 2 or 3 terms.
17. Set Agenda for Next Meeting Scheduled for September 30, 2015 at 5:30 p.m.
Agenda items will be reviewed and will include:
 Approval of September 22, 2015, meeting minutes
 Review Any Outside Input/Communications
18. Adjourn
Others Present:
Charles Goodremote, Board Member (Absent)
Carlos Lopez, Community Member (Absent)
Melvin Hargrove, Board Member (Present)
ATTACHMENT C
Board of Education
BOARD OF EDUCATION
MINUTES
September 30, 2015
Mr. Jenkens moved, Mr. Berthelsen seconded, to amend the minutes of the September 22
Apportionment Committee meeting, Section 6 - Discussion on Possibility of Posting Draft Maps
on District Website, Bullet number 4, to read “district” instead of “ward.” All were in favor. The
motion to amend the minutes passed.
Mr. Berthelsen moved, Mr. Goodremote seconded, to approve the amended minutes of the
September 22, 2015, Apportionment Committee meeting. All were in favor. The amended
minutes were approved.
20. Public Comments
No one from the public addressed the Committee
There were no items of outside input/communications received for review.
22. Discussion Of Criteria
The Committee briefly reviewed and discussed the criteria and the “Proposal Rating
Comparison” sheet provided by Mr. Hazen.
Comments included:
 The criteria of Population, Compactness, Continuity, Congruency, Packing, Fracturing
and Control were reviewed for adherence to statute and law
 The differences between Proposal 1a and 5 were discussed. Comments included:
o Minority representation - In Draft 1a there is 68 and 63 and in Draft 5 it is 72 and
53).
o One is more compact and one is more fragmented
o 1a appears to have a stronger minority representation in two districts
o Numbers will need to be review one more time
o Variance – only the two outliers need to be looked at (5% over and 7% under)
23. Statutory Requirements and Other Legal Considerations (As reviewed at the 9/22/15
meeting)
This was discussion was included in the conversation under Agenda Item 6.
24. Possible Action on Proposal 1a and Proposal 5
Mr. Berthelsen commented that, at the last meeting, the Committee pretty much came to the
conclusion that the members liked both proposals 1a and 5. Because of some comments by Mr.
Jenkins regarding Proposal 5, there may be more unanimity regarding 1a than 5.
Mr. Berthelsen moved, Pastor Hargrove seconded, that the resolution described as Draft 1a be
recommended to the School Board and that the determination of the length of terms be decided
by lot.
Discussion on the motion comments included:
 Municipality breakout number comments:
o There may appear to be fractioning in Proposal 5 and 1a
o There is a solid in Caledonia and solid Mt. Pleasant in 1a
o They are a little diluted in 5
 The Committee reviewed the reasons other proposals were not moved forward:
o Number 4 had a missing ward
o Number 3 had a large variance (beyond 10%)
o Number 2 had issues with variance and was not contiguous (North Bay)
 Control (50% or above) comments included:
o Control is not a term listed in statute. It was created by the Committee.
o The numbers show 1a as being more balanced
 Variance
o 1a has the smallest variance
Vote on the motion: Ayes – 7 (Lopez, Frontier, Jenkins, Hazen, Hargrove, Goodremote,
Berthelsen). Noes – 0. Absent – 0. The motion passed.
Mr. Berthelsen moved, Mr. Goodremote seconded, that the resolution described as Draft 5 be
recommended to the School Board and that the determination of the length of terms be decided
by lot.
Discussion on the motion comments included:
 Mr. Hazen reminded the Committee that, when the recommendations are presented at
the Board meeting, the resolution will be passed and then the assignment of terms by
lot
 Mr. Jenkins voiced concern about Proposal 5 in terms of municipality. There is not a
100% for Mt. Pleasant and Caledonia. Would be better if you could guarantee them a
100% district. (Mt. Pleasant = 74.28%). Proposal 1a provides a stronger case for
them to control a district which is consistent with the population makeup. For
Caledonia, the largest is 88.95%. He said he feels 5 has a weaker map than 1a.
 With 1a, they have a seat locked and a high probability of a second one
 5 crosses more boundaries.
 5 on its face is much more satisfying to onlookers. It has a compactness.
 1a is better when looking at governmental bodies.
 Both proposals are satisfying and should both be recommended to the Board so they
can study it and decide which is more important
 Recommendation - the term “control” should be “influence”
 Minority statistical percentages were reviewed for each of the proposals (1a and 5)
 Discussions of this committee have worked well at reducing 5 proposals down to 2
and both should be brought forward to the Board for consideration
Vote on the motion: Ayes – 7 (Berthelsen. Goodremote, Hargrove, Hazen, Jenkins, Frontier,
Lopez). Noes – 0. Absent – 0. The motion passed.
Mr. Hazen noted that the draft resolutions were adjusted to include statutory language “Wisconsin
Statute” and the term “election district.” The reason this is so formal is because the motion made
by Mr. Wiser was he wanted to see at the study session what the Board would potentially be
voting on. These are actionable items as they stand.
Discussion on term selection by lot comments included:
 It has already been determined with respect to both recommendations that the selection
will be done by lot.
 The only issue is when
 This will have to be discussed at a Board meeting after the proposal has been selected
Mr. Berthelsen moved, Pastor Hargrove seconded, that the determination of the length of terms
be determined by the Board after the Board has finally determined the election districts and their
boundaries. All were in favor. The motion passed.
25. Discussion Posting Maps on District Website
Mr. Hazen will post the 2 draft proposal maps, including 9 individual election district maps for
each proposal, and the resolutions. Most of this will be completed in a few days to a week. He
will also followup on providing a link to the Racine County voting website.
26. Discuss School Board Presentations
The Committee discussed the process to be used for the presentations to the Board. Comments
included:
 Mr. Hazen will not be here on Monday. He will call in to the meeting
 Mr. Jenkins will not be present. He would like to call in
 Dr. Frontier will make the presentation
 It is important that all of the other Committee members be present
 Pastor Hargrove will arrange having this item first on the work session agenda
 Pastor Hargrove did not feel it was necessary to delay the meeting because of Mr. Hazen
and Mr. Jenkins’ absences
 Keep a list of questions that can’t get answered at the work session so they can be
followed up on. Possibly share those questions and answers on the website
 Mr. Hazen will send information to the Board and offer to them the opportunity to ask
questions in advance
 Mr. Berthelsen voiced concern about the timing of materials getting to the Board before
Monday’s meeting
 Dr. Frontier noted that the work of the Committee was reported on at the September 28
Board business meeting
 Public comments will be heard at the Board meeting on October 19
 Mr. Hazen can provide a sort of agenda for this section of the work session to show what
the criteria, law, data and basics are
o Mr. Lopez will talk about the process used
o Mr. Berthelsen will talk about the criteria
o Dr. Frontier will walk through the maps and reduction of proposals from 5 to 2
o Dr. Frontier will talk about the statistics (Being reviewed a final time by Mr.
Jenkins)
27. Action on Recommended District Term Assignments
Addressed in the motions above.
28. Set Agenda for Next Meeting If Needed
No additional meeting was set.
29. Adjourn
Others Present:
Charles Goodremote, Board Member (Present)
Carlos Lopez, Community Member (Present)
Melvin Hargrove, Board Member (Present)
ATTACHMENT D
Board of Education
LEGISLATIVE COMMITTEE
September 9, 2015
Administrative Service Center, Franklin Room
MINUTES
The Racine Unified School District Board of Education Legislative Committee meeting of Wednesday,
September 9, 2015, was called to order at 5:04 p.m.
3.
Approval of Legislative Committee Minutes of August 10, 2015
Ms. Place moved, Mrs. McKenna seconded, to approve the minutes of the August 10, 2015,
Legislative Committee meeting. All were in favor.
4.
Review Updated Draft 2015-16 Objectives Goals, Strategies and Measures (OGSM)
The OGSM will be completed after the October 12, 2015, Legislator Dialog.
5.
Discuss Format and Content of October 12, 2015, Legislator Dialog
Comments for topics for the dialog:
 Pastor Hargrove facilitate the dialog and possibly follow-up after responses are given
 Do a pre-quiz on things like – Write down what you think RUSD graduation rate is.
 Dr. Haws shares current District status, 9th grade credits, discipline, programs (IB, career
programs) (10 minute update)
 Potential question topics (Board to submit questions in advance)
o Why isn’t RUSD treated equally? (Vouchers)
o Tour should focus on Case but include a synopsis of great programs
o State budget
o How do we establish a better communication with legislators and their constituents
so their information doesn’t just come from the newspaper?
o Would you introduce legislation that would parody for RUSD regarding voucher
(cost, availability, accountability) and would you support it? (e.g., funding for all
day 4K. funds for school-based mental health - Incentives, supportive ideas for joint
ventures)
o Thank them for keeping the District unified. Public perception is difficult. How do
you feel about the desire of some to secede from the District?
o Have students present
o Key pieces of legislation coming down the road?– e.g. Education Task Force
o Levy Credit – moves away from equalization and devastating for poverty
o RUSD’s amount of having to move money and cuts have been substantial (may
need to leave this until a spring dialog)
o Removing credentials for Technology Education
 Mrs. McKenna will contact other Board members to ask for additional questions
 Mrs. Tapp will talk to Case about having students do a portion of the tour and highlight their
activities
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Coffee, Water, Cookies should be provided by Arbor Management
Mrs. McKenna is working on other dates to meet with local officials.
 Suggestion - Notice that the Legislative Committee will meet at a coffee shop and for example
Caledonia officials have been invited. Mrs. McKenna will work on finding a venue and time.
6.
WASB Legislative Updates
Mrs. McKenna talked about the recent hearings. Most of these items will be done by the time this
Committee meets again.
WASB Region Meeting is on October 28, 2015. Mrs. McKenna and Dr. Frontier are planning to
attend.
7.
Review WASB Resolutions
Mrs. McKenna sent out an email on considerations. The deadline is September 15. Pastor Hargrove
talked about putting this on the upcoming Work Session agenda. Mr. Duff will also review items on
the WASB site’s list for vouchers issues.
8.
Set Next Meeting Date
The next meeting of the Legislative Committee will be September 28 at 5 p.m.
Agenda items will include:
 Approval of the September 9, 2015, meeting minutes
 Review of Legislative Dialog/Tour Preparations
 Intergovernmental Relationships
 “Kindness is Contagious” Activities
9.
Public Comments – There were no public comments.
10. Adjourn
Dr. Frontier moved, Ms. Plache seconded, and with no objections heard, the meeting adjourned at
6:12 p.m.
Also Present:
Dave Hazen, Chief of Operations
Stacy Tapp, Chief of Communication and
Family Engagement
Respectfully submitted:
Julie McKenna, Chair (Present)
Michael Frontier (Present)
Kim Plache (Present)
Melvin Hargrove Ex-Officio (Not Present)
Legislative Committee
Board of Education
Racine, Wisconsin
October 19, 2015
A special meeting of the Board of Education of the Racine Unified School District of Racine
County, Wisconsin was called to order at 6:01 p.m. on Monday, October 19, 2015, with the
following members present: Michael Frontier, Charles Goodremote, Pamala Handrow, Melvin
Hargrove, Julie L. McKenna, Don J. Nielsen, and Kim Plache. Absent: Dennis Wiser.
Also present: Lolli Haws, Superintendent; Keri Hanstedt, Executive Director of Employee
Realtions; Julie Landry, Chief of Human Capital; Andrea Rittgers, Director of Student Services;
and Darlene Gallup, Recording Secretary.
The Board of Education met in open session for the sole purpose of considering a motion to
adjourn to Executive Session per Wisconsin Statute for the purpose of:
1. Student Suspensions and Expulsions – 19.85(1)(f)
2. Personnel Matter – 19.85(1)(c)
Ms. Plache moved, Ms. Handrow seconded, to adjourn to Executive Session. All were in favor.
The meeting adjourned to Executive Session.
Student Suspensions and Expulsions
Student suspensions and expulsions were reviewed.
Dr. Frontier moved, Ms. Handrow seconded, to approve the Students Suspensions and
Expulsions as presented. All were in favor. The motion passed.
Personnel Matter
A personnel matter was discussed.
Ms. Plache moved, Ms. Handrow seconded, to adjourn the executive session. All were in favor.
The meeting adjourned at 6:10 p.m.
Signed: ____________________________
Signed: ____________________________
Board of Education
WORK SESSION
and Acting Clerk
Racine, Wisconsin
October 5, 2015
County, Wisconsin was called to order at 6 p.m. on Monday, October 5, 2015. The purpose of
the meeting was a Board Work Session. No action was taken by the Board.
The following Board members were present: Michael Frontier, Charles Goodremote, Pamala
Handrow, Melvin Hargrove (Left at 7:01 p.m. and returned at 7:57 p.m.), Julie L. McKenna, Don
J. Nielsen, and Dennis Wiser (Left at 7:55 p.m.). Absent: Kim Plache (Arrived at 6:05 p.m.).
Also present: Lolli Haws, Superintendent of Schools; Marc Duff, Chief Financial Officer; and
Darlene Gallup, Recording Secretary.
Mr. Edward Jenkins and Mr. David Hazen were present via conference phone.
1. Apportionment Committee Report
Dr. Frontier, Chair of the Apportionment Committee, opened the report by introducing
the Apportionment Committee members Dave Hazen, Chief of Operations (present by
conference call); Carlos Lopez, Community member (Absent); Edward Jenkins,
Community Member (present by conference call); Gib Berthelsen, Legal Counsel;
Charles Goodremote, Board Member; Melvin Hargrove, Board Member.
Dr. Frontier reviewed the Committee’s charge of recommending two proposals to the
Board honoring the legislature’s requirement that by November 1 the voting districts are
set for the April school board election.
Mr. Berthelsen provided an overview and explanation of the rule requirements of the
charge of the Committee including that there be nine districts of substantially equal
population (approximately 15,444 people each), variance (should not be a difference
bottom to top/low to high of 10% in each ward), compactness, congruency, be contiguous
and there be three classes of districts to one third of the school board to be elected each
year. It was decided that the classes of districts be left to the Board for selection by
drawing from a hat after a proposal has been determined suitable. Also reviewed were the
standards of not packing (putting minorities of one district to dilute their power) or of not
fractioning (spreading them out so far that again their power of minority community is
diluted). These concepts are not mentioned in the statutes regarding apportionment. They
are the product of court decisions and Federal regulations.
Dr. Frontier said public input was invited. The Committee received only one letter which
was from the NAACP. They attended all of the meetings and encouraged the Committee
to have three minority districts if possible.
Mr. Duff handed out a revised, Revised Resolution Number 2 and Dr. Frontier reviewed
the revisions made.
Dr. Frontier reviewed the two proposals (Proposal 1a and Proposal 5) that the Committee
will be recommending to the Board. He reviewed the statistics using an Excel document
presentation and the two “Resolutions Creating Nine Election Districts within the Racine
Unified School District.”
Mr. Hazen shared that it was not possible to create wards in such a way that the ballots
would be the same throughout polling places for the City of Racine. Although it would be
cheaper to do it that way, it was also not a legal requirement. Dr. Frontier said he met
with the county clerk and she said, in different wards there could be different
assemblymen within the same ward (you are voting for different people in the same
voting place).
The two proposals presented for the Board’s consideration are Proposal 1a and Proposal
5. Dr. Frontier and Mr. Berthelsen briefly shared information regarding the visual maps
displayed for each proposal and their honor of the criteria.
Mr. Hazen and Mr. Jenkins provided input on how the maps were developed using the
statistical numbers and input from Racine County. Mr. Jenkins said he validated the
numbers in Mr. Hazen’s statistics.
Mr. Berthelsen talked about the issue of incumbency and the Committee’s desire to not
take into consideration where Board members live. He said it was mentioned at one of
the meetings that there is value in having some institutional history provided by
continuing Board members. Mr. Hazen said that is a factor that the Board should look at
and consider when making their choice.
Mr. Wiser shared the following concerns and comments regarding an alternate
apportionment plan and handout:
 Scoring said both proposals are compact. Proposal 1a is not compact by most
standards.
 Congruence – The definition used is wrong. Congruence means the exact same
size and shape; not similar shapes, somewhat alike, but the exact same size. The
intent of the legislature, by saying that the board districts should attempt to be
congruent with existing municipalities is in effect saying that they will have
exactly the same boundaries.
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Proposal 1a has 4 districts (2, 5, 6, 8) where they are not congruent, meaning the
boarders of those districts are at variance with the existing municipal boundaries.
Any district where you have multiple municipalities represented cannot match
municipal boundaries because you are straddling a municipal boundary.
In Proposal 5, 6 districts are not congruent with existing municipal boundaries.
The alternative proposal submitted is based on exactly the same data that was
used by this Committee to the best of my knowledge. District 1, 2, 3, 4 and 5 fall
exclusively in the city limits of Racine. They align perfectly with existing
aldermanic districts which means you won’t have the issue of polling stations
having to print a variety of ballots
The concerns the clerks have about this is legitimate sending two similar but
different ballots to the same polling place opens the door for confusion,
inefficiencies, extra cost, and recounts because they are confusing if they are
similar
There are 15 aldermanic districts. If you want 5 board districts, 15 divided by 5 is
3. You take 3 aldermanic districts, and that is one board district.
There are at least two minority districts guaranteed in the alternate plan
Committee Comments on the alternate plan:
 Variance is too great when we tried to work with the other municipalities
 When you have different population densities, you won’t have congruency.
You’re always going to have a big one like Caledonia or Mt. Pleasant where you
don’t have a lot of people. So that shape will not be like the shape of the city’s
where you have a higher density.
 If you look at ward make up, you’ll see no two wards are the same size. So
working to get up to the 15,000 is a balancing act
Continued comments by Mr. Wiser about his alternate plan:
 Districts 1-5 are totally congruent with the boundaries of Racine
 For the outlying districts, Mt. Pleasant and Caledonia, the district I have selected
may not make geographical sense because I did not have a map of where these
districts are but to bring it into geographical balance, you just swap districts back
and forth between the various groups I have here.
 District 6 is all Mt. Pleasant.
 Roughly Districts 10-23, because they all lie within Mt. Pleasant, are all going to
be congruent with the boundaries of Mt. Pleasant.
 District 8, is similar in that it is all Caledonia districts and will be congruent with
the boundaries of Caledonia
 District 7 and 9 are the ones that catch the left over pieces. These clearly will not
be congruent because one has combinations of Mt. Pleasant, Sturtevant and
Elmwood Park. The other has combinations of Caledonia, Mt. Pleasant, Wind
Point and North Bay.
 This map, unlike Proposal 1a and 5 only has two places where it is not congruent
as opposed to one map having 4 and one have 6 that are not congruent.
 The overall variance on the alternate map, the lowest low is 4.4, the highest high
is 3.2 so it is well within the 10% put forward by the Committee
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If I were from one of the outlying municipalities and I looked at Proposals 1a and
5, I would be incensed at the number of instances where portions of the
communities are thrown in with Racine and votes are going to be lost
Mr. Wiser stated he did not have a map of the wards for Caledonia and Mt.
Pleasant but the items can be taken from one Mt. Pleasant group and swapped
with a different Mt. Pleasant group and you should be able to come up with
something contiguous. Mr. Wiser stated he did not do a map because he did not
have the resources to do that.
Additional Board and Committee Comments:
 In respect to each of the requirements, compactness, continuity, congruence, all of
the statutes begin with in every case, “to the extent practicable.” This indicates
there is a problem with doing this perfectly. It just can’t be done.
 Recommendation – reconvene the Committee, put this on a map and look at it
 An issue with the all city map was Wind Point ended up being an island in the
middle of the city so it was in noncontiguous map
 One factor, congruence, is of the utmost importance, but I want to know how the
others are related as well
 The Committee started with a totally wrong definition of congruence and
proceeded to draw maps where in one case almost 50% of the wards are not
congruent and in another case 66% of the wards are not congruent. There is no
balancing act there. Those transgressions are way out of line with the other
problems in the maps.
 I was told by legislators that congruent and contiguous mean that they touch and
they need to be within boarders of existing municipalities as much as possible.
What I have read is that one of the concerns of local legislature is that Mt.
Pleasant and Caledonia felt they were not getting proper representation. Not
having city population overlap into Caledonia or Mt. Pleasant districts definitely
gives them more of an influence than if you put City wards in districts outside the
City.
 There are a variety of ways of looking at representation.
 Hard to envision Mr. Wiser’s alternate plan since we can’t see a map and
numbers. Hard to compare them.
Board comments on next steps included:
 Recommend the Committee look at this alternative plan. It appears to simplify
voting and comes at congruency in a different way.
 Board motion was for the proposals to be discussed at this evening which we have
done. We are technically out of bounds with the motion that was passed. Based on
the technically of the motion passed, I don’t think it is appropriate that the
Committee consider other things because the Committee was not charged with
considering other things. I think the Board needs to come back together and make
an additional motion.
 Your interpretation of the motion is that the Committee decides what is going to
happen. If that is the case, there was no need to have the study session. It could
have just been presented at the Board meeting. The study session was to have
input, look at the maps, discuss the maps and give input to the Committee’s
reports.
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The Board gave the Committee a specific charge with the proposals
We are going to be looking at a monitoring report tonight, discussing, and making
comments on it. There is nothing anywhere that says that report cannot be
changed between tonight and the night we vote on the final report. The same is
true with the situation with these maps. What is the purpose of this meeting if we
are locked into what is presented?
There is no limitation at all to what the Board can do here. With respect to a new
idea, it is hard to envision it without having a map of it.
Right now, the Village of Caledonia can elect 9 people to this Board. All they
have to do is put forth the effort once this law passes. I don’t know how in
anyway this alternate proposal protects the Village of Caledonia.
The work you have done here is terrific. If it is all true, I sure want to see it. I just
wish though that you would have been part of the Committee, you had come to
the meetings and shared your ideas, and shared these ideas before the deadline
where we had to make a recommendation to the Board.
Mr. Wiser said his need to participate in this did not start until he received the
charts and data last Thursday and it became apparent that 44% of the districts in
one plan did not comply with the requirement of congruence and 66% in another
plan did not comply with need for congruence. That is when my concern began.
Mr. Goodremote recommended the Board reassemble, make another motion
possibly without a deadline to come up with more ideas.
There is no limit to the proposals that can come to the Board for vote. The
Committee has recommended two. Nothing prevents others from coming forward
so the Board isn’t limited.
Dr. Frontier recommended that Mr. Hazen and Mr. Jenkins look at Mr. Wiser’s
proposal and provide information to him so he can bring it forward for the Board
to see as well. Mr. Hazen said he will get Mr. Wiser access to the Caledonia and
Mt. Pleasant wards and Mr. Wiser will work on a map.
Mr. Hazen said both of the maps provided by the Committee provide what it was
asked to do. It is up to the Board to pick one or do something totally different. He
noted there are only 25 days left before the deadline. People want to know where
they live so they decide if they are going to run for the school board.
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Pastor Hargrove left the session at 7:01 p.m. and Ms. Handrow took his place running the
session.
2. Monitoring Section of the School Board’s Coherent Governance Policy: OE-9
(Communication with the Board)
Mrs. Tapp presented the OE-9 Monitoring Report which will be presented to the Board at
its October 19, 2015, business meeting. Administration submits this report as being
incompliance with exceptions (as noted in evidence). The areas of non-compliance are:
 Section 9.4 Indicator 2: The percent of respondents to the Parent/Community
survey who indicate they fell their perspectives and opinions are valued by the
District will increase every year.
 Section 9.4 Indicator 3: The percent of respondents to the Parent/Community
survey who indicate they have opportunities for collaboration abs shared decision
making with District staff will increase by 5% over the previous year.
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Section 9.4 Indicator 4: The percent of respondents to the Parent/Community
survey who indicate the District’s main focus is on student achievement ill
increase 3% each year.
Section 9.4 Indicator 4: The percent of respondents to the Parent/Community
survey indicate the District provides good customer service will increase each
year with a target of 80% by summer, 2017.
Recommendations/Suggestions from the Board:
 Would like to see whether the numbers have gone up or down for Section 9.3
 Add the Technology Advisory Council to the Evidence in Section 9.4, Indicator 1
 As a measurement, include the total number of respondents for the survey in 9.4
 Suggestion – compare the written comments between years to see if we can glean
additional insight from them
 Question - Do we have information about the number of people who drop out of
the survey between levels? My personal feeling is that it takes a huge
commitment to complete the entire survey.
 Would be interesting to know about customer service responses similar to how
they are done in Mr. Peltz’s area when work tickets are completed. Include in
your action plan
3. High School Transformation Master Planning Team Executive Summary
Dan Thielen, Chief of Secondary School Transformation; Terri Tessmann, Supervisor,
Personalized Learning and STEAM; and teachers, Terri Jackley, Case High School;
Magita Stroud, Park High School, and Chris Neff, Career and Technology Education
Supervisor, provided information on this agenda item. Areas of presentation included:
 Summer Visioning Event - Engaged multi stakeholder groups (teachers,
administrators, business and community partners, faith-based community leaders,
and Board members) on what we want to see in our high school transformation
 Transformation Summit at Parkside
 Master Planning Process Development at Wingspread
 Teachers visiting businesses to learn about skills needed in different areas of
employment
 The Academies of Racine
 Engagement efforts with students and parents and course selections
 Efforts toward collaboration with those who did not attend the national academy
 Union leadership has chosen not to participate
 Middle school transformation is also being given thought
Dennis Wiser left the meeting at 7:55 p.m. prior to the Board Room Design presentation.
Pastor Hargrove returned to the meeting at 7:57 p.m. during the Board Room Design
presentation.
4. Board Room Design
Stacy Tapp, Chief of Communications and Family Engagement, provided information
about the potential Board Room design using a PowerPoint presentation. The draft
murals included:
 Main Wall – North Star Trajectory
 Back Wall – Mission
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Side Wall (Exterior windows) – Three panels (Board Purpose, Results, and an
area that is open for consideration)
Front Wall – Core Values
5. Postponement of OE-4 (Personnel Administration) Monitoring Report to November
Dr. Haws is requesting a postponement of the OE-4 monitoring report until next month to
allow the new chief of human capital, Julie Landry, more time to prepare the report.
The Work Session ended at 8:02 p.m.
Board of Education
WORK SESSION
Racine, Wisconsin
and Acting Clerk
October 19, 2015
County, Wisconsin was called to order at 5 p.m. on Monday, October 19, 2015. The purpose of
Handrow, Melvin Hargrove, Julie L. McKenna, Don J. Nielsen, Kim Plache, and Dennis Wiser
(Left at 5:42 p.m.).
Also present: Lolli Haws, Superintendent of Schools; Marc Duff, Chief Financial Officer; Keri
Hanstedt, Executive Director, Employee Relations; and Darlene Gallup, Recording Secretary.
The salary proposals for all employee groups were discussed.
Dr. Haws reviewed information used for determining salary recommendations and proposals. Dr.
Haws utilized a PowerPoint presentation showing slides and handouts to review salary
information including Analysis of Peer District Salaries, Benefits, Average salary for teachers
(2013-14), Teacher salary increases (2015) for neighboring and/or similar size school districts;
Average RUSD Teacher Salary Increase (4-Year Trend); and Educational Assistant Rate
Increases.
Discussion points and comments included:
 RUSD’s wages are at about 85% higher than most of the districts throughout the state
 RUSD’s benefits are in the top 6% throughout the state
 RUSD has approximately a 68% poverty level this year
 Only a few of the local peer districts have a higher compensation package
 This year, Milwaukee and Kenosha are offering lower increases than RUSD
 RUSD is one of the few districts that pay course overload
 A survey of local districts was conducted to make sure this information is an “apples to
apples” comparison
 Request – Provide information on the base salary for last three years
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The salary schedule will not be increasing
The proposal/recommendation is for a top step addition
Administrators have a very narrow salary schedule - number of levels. Not very
competitive.
Educational Assistant Rate Increases - have not kept up with cost of living increases. The
proposed hourly rate increase exceeds cost of living
RUSD Educational Assistant Staffing – Educational assistants are hired to work directly
with students and during the time students are in the buildings. Shifting has been done to
align assistants with those hours. There are a few who work longer hours based on
building needs with things like bus loading. There are always opportunities for
educational assistants to transfer to longer hour positions.
The number of educational assistants has increased (370 – 414)
Concern - If an educational assistant is doing work that directly relates to a student’s
education, isn’t it allowable time? I have heard they have to be in direct physical contact.
We are only reimbursed for direct student assistance not assistance to teachers
The number of students who have IEPs in place requiring more assistance has increased
Request – What is the ratio of assistants per students for special education students for
the two year comparison – is it going up or down?
Request – information on the program in place to assist educational assistants (and
clericals) who want to get a teacher license
Recommended Salary Increases (pie charts showing allocations for salary increases,
supplemental pay and step/level increases) for Teachers, Educational Assistants, Building
Service Employees, Administrators, Clerical and Confidential Clerical
Total 2015-16 additional allocation for salary increase $3,508,970
There is another “meet and confer” meeting coming up to discuss options for distribution
of the $930,000. Tentative agreements have been reached with REA, REAA and Local
152 BSE
There is nothing preventing modifying the salary schedule with the supplemental pay
increases. There are discussions about that distribution and continued discussion in the
“meet and confer” relative to the supplemental increases.
Because of the base wage that administration proposed, for teachers on the salary
schedule who are at the very top, there would be no increase. So cuts in the budget were
made to identify $929,000 to cover that everyone receives some salary increase this year.
Mr. Wiser left the meeting at 5:42 p.m.
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Does the new salary schedule have multiple lanes? Is this only for those at the top of their
level? Administration has recommended that the $920,000 be for everyone who is at the
top of their level.
Board of Education
WORK SESSION
Racine, Wisconsin
and Acting Clerk
November 2, 2015
County, Wisconsin was called to order at 6 p.m. on Monday, November 2, 2015. The purpose of
The following Board members were present: Michael Frontier (Left at 8:47 p.m.), Charles
Goodremote, Pamala Handrow, Melvin Hargrove, John M. Koetz, Julie L. McKenna, Don J.
Nielsen, Kim Plache, and Dennis Wiser.
Also present: Lolli Haws, Superintendent of Schools; Dave Hazen, Chief of Operations; Bryan
Arnold, Director of Facilities and Operations; Julie Landry, Chief of Human Capital; Eric
Gallien, Deputy Superintendent; Andrea Rittgers, Director, Student Services; and Darlene
Gallup, Recording Secretary.
1. Monitoring Section of the School Board’s Coherent Governance Policy:
a. OE-3 (Facilities)
Mr. Hazen and Mr. Arnold presented the Operational Expectations-3 (Facilities)
Monitoring Report and answered questions from the Board. A PowerPoint
presentation was used to highlight the major points of the report.
This report was submitted as being in compliance with exception in 3.3.5 (vestibuleentry controls). This will be a long term improvement process to get all buildings to
be compliant. Mitchell Elementary, Gilmore and the Administrative Service Center,
are locations that are examples that meet all of the indicators for compliance.
Mr. Arnold reviewed information regarding each of the indicators and answered
questions from the Board.
Recommendations/Suggestions/Requests of the Board:
 Request – Look into the possible health issues at the new O. Brown site
regarding coal plant emissions
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3.1; Indicator 2: Will we get a similar report each year? Can we get a list of
where projects lie in a priority list (top, middle, or bottom third of the list)
3.7; Change Orders – Requested list at the end of each year that gives an idea
of the change order costs
b. OE-4 (Personnel)
Ms. Landry presented the Operational Expectations-4 (Personnel) Monitoring Report
and answered questions from the Board.
Ms. Landry shared an updated version of the report. The report is submitted as being
in compliant with exception in Section 4.3; Indicator 3 and Section 4.11; Indicator 2.
 4.1: Change the wording in Evidence to make it clearer that only those who
passed a background check have volunteered in the District.
 4.3: Check data for Indicator 1 – It should be 96%; and for Indicator 3 it
should be 92%
 4.3.5: Diversity – Would like to see breakout numbers for assistants and
teachers (Counter comments: Administration needs to know the Board’s
expectations in advance. Doesn’t need to be in the report every year. This is
an administrative call.)
 4.8.1: Would like to see the peer list remain consistent from year to year
 4.8.1: Although this is a baseline year, there is enough data to see the numbers
listed column by column and not just the percentages
 4.12: Include a copy of the survey questions in the appendix
 Capacity Building: Put back in the missing information about career pathway
opportunities for employees who want to become teachers and principals
c. OE-11 (Learning Environment)
Dr. Gallien and Ms. Rittgers presented the Operational Expectations-11 (Learning
Environment) Monitoring Report and answered questions from the Board.
The report is submitted as being in compliance.
 Terminology needs to be consistent: “In Progress, Baseline Data Year, etc.” It
should either be In Compliance or Not in Compliance.
 Would like there to be a study session on YBRS data
 Recommendations to Governance Committee for Consideration to Change
OE-11
o 11.2: Change 11.2 to read, “Protect confidential student information”
o 11.3: Remove 11.3 from policy and adopt an Administrative
Regulation for employees to indicate annually their understanding of
how to handle confidential student information.
o 11.7: Remove 11.7 from policy and adopt an Administrative
Regulation (or develop one in the Department of Human Capital) that
addresses expectations for adult behavior, attitude, or actions toward
students.
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o 11.8, 11.9, and 11.10: Change the language by inserting the phrase,
“The Superintendent may not . . .”
Discussion on Policy Change Recommendations Procedure:
o Has to be reviewed by the Governance Committee first?
o Has to come to Board first and then send to Governance?
o Review at Board Retreat and bring back to the Board for action?
o Needs to be discussed at two meetings before vote?
o Superintendent submit directly to Board?
o Policy says has to be reviewed by Governance Committee
o Discuss recommendations at the Board Retreat?
o For now, Dr. Haws will provide a list of requested changes to OEs
from administration. These will be on the Board’s business meeting
agenda. The Board will forward them to the Governance Committee
for recommendation. To the Board for action.
2. Gifford K-8 Boundaries
Dr. Haws and Mr. Hazen presented this agenda item. The Gifford Elementary boundary
will stay intact and will now include middle school students who live in that boundary as
well. Middle school students in that boundary who currently attend Gilmore or Starbuck
will have the option to continue there or attend Gifford. Coherent Governance Policy OE10.18 states boundary changes must come to the Board for approval so this will come to
the Board for approval at the November 16 Board meeting.
3. Discussion of Deferred Administrative Regulations 4100 (Professional Appearance)
and 4246 (Custody Release and Electronic Equipment)
Dr. Haws shared copies of the Administrative Regulation 2000 which shows the process
for making changes to Administrative Regulations. She asked the Board to consider
whether there needs to be any changes made to the process in Administrative Regulation
2000.
This topic was discussed at the Governance Committee level. The Governance
Committee made no recommendation for changes at its July 15, 2015 meeting, and this
was reported to the Board at the July 20, 2015, Board business meeting.
Discussion comments included:
 Policy needs to be tweaked so there is a two pronged process – one for
Administrative Regulations and one for Coherent Governance Policy. Every
policy that gets changed has to be approved by the Board but the process to do
that has to be set up
 Consent agenda is meant for expediency and as a way for the Board to be kept
informed about changes. Consent Agenda items can be pulled for separate
consideration
 Gib Berthelsen has said, whether its administrative policy or its Board policy, it is
all Board policy and the Board should not be handing policy over to
administration
 The Governance recommended no change to this policy but it didn’t require
Board action and remains in limbo until the whole Board discusses it




There were two Administrative Regulations items pulled from the May 18, 2015,
Board Consent Agenda (4100 and 4246) and deferred until the Board determines
whether they should be in the business of making changes to administrative
regulations
Don’t want every Administrative Regulation to come to the Governance
Committee. Have the CG policy say that changes to CG policies have to come to
the Governance Committee or have a separate sentence that says, “This does not
refer to Administrative Regulations.” For Administrative Regulations, the Board
has to discuss a process - they can come to the Board business meeting for vote
but need to decide on a process for that to happen (e.g., through a referral).
There is an administrative process in place for changes to Administrative
Regulations prior to it coming to the Board as a consent agenda item. They are
well vetted (administration, legal review, posted to public)
There are conflicting policies and changes needed. (See Adm. Reg. 2000[g]); GC5(6.5); GC-1
After considerable discussion, those present considered it a good idea for the language in CG
Policy GC-5(6.5) to be changed to include a separate sentence: “This does not include
administrative regulations.”

There is no reason Administrative Regulations can’t come to the Board for vote
through the consent agenda. Items could be pulled for separate consideration.
4. Discussion on Referral Process
Pastor Hargrove presented this agenda item. Discussion comments included:
 Question is what is the value of a referral? Should it remain in our policies? What
is the process?
 Recently they have been coming to Governance without the Board discussing
them or voting for that to happen
 Not all Governance Committee members have been at the Committee meetings
 Board is to order the priority of the referrals. This isn’t being done.
 Referrals are not debatable until they come back to the Board from Governance
Committee with a recommendation from that committee. That has been the
process for the last 10 years.
 Referrals were sent to Governance to help streamline the process instead of
bringing everything to the Board and having long meetings.
 There are multiple/parallel paths: GC-2.7 states “Customary practice.” GC-5(6)
talks about the Governance Committee’s roll
 GC-2.7 is only a point made so that no vote take place on the first night it is seen.
 If we follow what is written in policy:
o A referral comes from the Board to the Governance Committee
o The Governance Committee discusses it
o The referral is discussed at a work session
o The Governance Committee makes a recommendation to the Board
o It then goes to the Board for discussion and vote
 Policies need to be rewritten “cleaned up” on the process.
 Coherent Governance changes have always gone to the Governance Committee
for recommendation and then to the Board for vote.








We require 5 hands to move a CG policy related referral forward.
Suggestion - Get all the work done before it comes to Governance or Board (e.g.,
Dr. Haws for changes to OEs; Wiser drafting his items for Governance, etc.).
It is a lot of work for the Governance Committee to consider all referrals. Some
are simple but some are complicated and need a lot of work
All previous 17 referrals have gone to the Governance Committee (until this year)
New Board members need to be oriented to the process
A majority vote is needed to move a referral forward
All of the open referrals have been discussed at the Governance level
This discussion on process needs to go deeper and should take place at the
Governance Committee level
Dr. Frontier left the meeting at 8:47 p.m.

The Governance Committee needs to schedule a meeting and discuss the Minority
Hiring referral, make a recommendation, and it needs to be on the next Board’s
November 16 Board business meeting agenda for vote.
Board of Education
Racine, Wisconsin
October 27, 2015
County, Wisconsin was called to order at 5:30 p.m. on Tuesday, October 27, 2015.
2. ROLL CALL
Handrow, Melvin Hargrove, John M. Koetz, Julie L. McKenna, Don J. Nielsen, Kim Plache, and
Dennis Wiser.
Also present: Lolli Haws, Superintendent of Schools; Marc Duff, Chief Financial Officer; Keri
Hanstedt, Executive Director, Employee Relations; Dave Hazen, Chief of Operations; and
Darlene Gallup, Recording Secretary.
Pastor Hargrove welcomed new Board of Education member, John M. Koetz.
3. APPROVAL OF THE AGENDA
Ms. Handrow moved, Ms. Plache seconded, to approve the agenda.
Mr. Wiser moved, Dr. Frontier seconded, to amend the motion to allow a public speaking
portion to be added to the agenda. Ayes – 4 (Frontier, McKenna, Nielsen, Wiser). Noes – 5
(Goodremote, Handrow, Hargrove, Koetz, Plache). Absent – 0. Motion to amend failed.
Vote on the original motion: All were in favor. The motion to adopt the agenda passed.
4. ACTION ITEMS
a. Consideration and Possible Approval of Board Representative Districts
 Apportionment Committee Recommendations
Dr. Frontier reviewed the charge given to the Board of Education Apportionment
Committee and the guidelines and statutes they followed.
Mr. Hazen presented the Apportionment Committee’s two proposal recommendations,
Proposal 1a and Proposal 5.
Mr. Goodremote moved, Ms. Handrow seconded, to accept the recommendations of the
Board’s Apportionment Committee and adopt either Resolution 1a or Resolution 5 by
voting by ballot until a majority is reached and, after passage, determine the initial term
of each district seat by the drawing of lots.
Mr. Wiser shared information on an alternative proposal for consideration.
Frontier moved, Mr. Wiser seconded to amend the motion to have the “Alternate”
proposal option included on the voting ballot. All were in favor. The motion for
amendment passed.
Vote on the amended motion. All were in favor. The amended motion passed.
A ballot vote was conducted on the selection of Proposal 1a, Proposal 5, or Alternate
Proposal.
Round 1 Vote: Proposal 1a received 2 votes (Frontier, Handrow); Proposal 5 received 4
votes (Goodremote, Hargrove, Koetz, Plache); Alternate Proposal received 3 votes
(McKenna, Nielsen, Wiser).
Round 2 Vote: Proposal 1a received 0 votes; Proposal 5 received 5 votes (Goodremote,
Handrow, Hargrove, Koetz, Plache); Alternate Proposal received 4 votes (Frontier,
McKenna, Nielsen, Wiser).
By a majority of votes, Proposal 5 was adopted as the Board Representation Districts.
A drawing of lots was conducted by Dan Thielen, Chief of Secondary School
Transformation, to determine the initial term of each district seat. Districts 3, 7, and 2
were drawn for a 1 year term; Districts 4, 5, and 6 were drawn for a 2 year term; District
8, 1 and 9 were drawn for a 3 year term.
Mr. Goodremote moved, Ms. Handrow seconded, to move forward with the:
Resolution Creating Nine Election Districts within the Racine Unified School
District:
WHEREAS, it is required that the Racine Unified School District be divided into nine
geographic election districts;
NOW, THEREFORE BE IT RESOLVED that the Racine Unified School Board does
hereby assign the following municipal wards to the following election districts which
shall constitute the Racine Unified School District’s apportionment plan as required by
Wis. Stat. § 120.54(1m)(b):
Election District 1, City of Racine wards 32 and 33, Village of Sturtevant wards 1, 2, 3,
4, 5, 6, 7, 8, and Village of Mount Pleasant wards 1, 2, 11 and 16
Election District 2, Village of Mount Pleasant wards 17, 18, 19, 20, 21, 22, 23, Village
of Elmwood Park ward 1, City of Racine wards 23, 24, 25, and 26
Election District 3, City of Racine Wards, 3, 4, 6, 21, 22, and 30
Election District 4, City of Racine wards, 20, 27, 28, 29 and 31, Village of Mount
Pleasant wards 3, 4, and 5
Election District 5, Village of Mount Pleasant Wards 6 7, 8, 9, 10, 12, 13, 14 and 15,
Caledonia wards, 3, 3B, 5, 6, and 20
Election District 6, City of Racine wards 1, 2, 5, 7, 8, 9 and 19
Election District 7, City of Racine wards 10, 11, 12, 14, 15, 17, 18 and 34
Election District 8, Village of Caledonia wards 7, 8, 9, 10 and 11, Village of North Bay
ward1, City of Racine wards 13, 16, 35, and 36
Election District 9, the Village of Caledonia wards 1, 2, 4, 12, 13, 14, 15, 16, 17, 18 and
19, and the Village of Wind Point wards 1, 2, 3
BE IT FURTHER RESOLVED that Election Districts 2, 3, and 7 will serve a one year
term until April 2017 and thereafter three year terms; That Election Districts 4, 5, and 6
will serve a two year term until April of 2018 and thereafter three year terms; That
Election District 1, 8, and 9 will serve a three year term until April 2019 and thereafter
three year terms.
BE IT FURTHER RESOLVED that the polling locations will follow the locations
created by the seven municipalities that make up the Racine Unified School District.
Ayes – 6 (Frontier, Goodremote, Handrow, Hargrove, Koetz, Plache). Noes – 3
(McKenna, Nielsen, Wiser). Absent – 0. The motion to move forward with the resolution
passed.
b. Approval of Salary Proposal for All Employee Groups
Dr. Haws and Mr. Duff, briefly reviewed the administration’s recommended salary
increases for all employee groups.
Ms. Handrow moved, Ms. Plache seconded, to approve the 2015-16 tentative agreements
and supplemental salary as presented retroactive to July 1, 2015.
Mr. Wiser moved, Mr. Nielsen seconded, to pull the teacher salaries for separate
consideration. Ayes – 4 (Frontier, McKenna, Nielsen, Wiser). Noes – 5 (Goodremote,
Handrow, Hargrove, Koetz, Plache). Absent – 0. Motion to amend failed.
Mr. Nielsen moved, Mr. Wiser seconded, to amend the teachers’ portion of the main
motion to have just a flat cost of living allowance instead of having it for a portion.
Mr. Wiser made a friendly amendment, accepted by Mr. Nielsen, to rephrase the motion
to be that the additional money assigned to 12a be spread among the full salary schedule
as has been done in previous years. Ayes – 4 (Frontier, McKenna, Nielsen, Wiser). Noes
– 5 (Goodremote, Handrow, Hargrove, Koetz, Plache). Absent – 0. Motion to amend the
main motion failed.
Vote on the original motion: Ayes – 5 (Goodremote, Handrow, Hargrove, Koetz,
Plache). Noes – 4 (Frontier, McKenna, Nielsen, Wiser). Absent – 0. The original motion
passed.
c. Approval of Final Budget
Dr. Haws and Mr. Duff briefly reviewed the final budget.
Mr. Goodremote moved, Ms. Plache seconded, to approve the 2015-16 Final Original
Budget. Ayes – 9 (Frontier, Goodremote, Handrow, Hargrove, Koetz, McKenna, Nielsen,
Plache, Wiser). Noes – 0. Absent – 0. The motion passed.
d. Be It Resolved By The School Board Of The Racine Unified School District That An
Amount Of $85,618,969 Be Levied On All Property, Real And Personal, Within The
Bounds Of The Racine Unified School District, For The Purpose Of Operating The
School District, Including But Not Limited To, Maintaining Buildings And Sites,
Operating And Maintaining Transportation Vehicles, Discharge Of Debts And
Liabilities, Repay Bond Indebtedness, And Operate A Recreation Program. This
Levy Contains $77,839,657 General Operations; $3,650,539 Non-Referendum Debt;
$3,278,773 Referendum Debt; And $850,000 For Community Services
Ms. Handrow moved, Ms. Plache seconded, to approve the Resolution: Be It Resolved
By The School Board Of The Racine Unified School District That An Amount Of
$85,618,969 Be Levied On All Property, Real And Personal, Within The Bounds Of The
Racine Unified School District, For The Purpose Of Operating The School District,
Including But Not Limited To, Maintaining Buildings And Sites, Operating And
Maintaining Transportation Vehicles, Discharge Of Debts And Liabilities, Repay Bond
Indebtedness, And Operate A Recreation Program. This Levy Contains $77,839,657
General Operations; $3,650,539 Non-Referendum Debt; $3,278,773 Referendum Debt;
And $850,000 For Community Services. Ayes – 9 (Frontier, Goodremote, Handrow,
Hargrove, Koetz, McKenna, Nielsen, Plache, Wiser). Noes – 0. Absent – 0. The motion
passed.
e. Be It Resolved That The School Board Of The Racine Unified School District Is
Exercising Its Taxing Authority Under S. 121.91 (4)(O), Wis. Stats., To Exceed The
Revenue Limit On A Non-Recurring Basis By An Amount The District Will Spend
On Energy Efficiency Measures And Cost Avoidance For The 2015-16 School Year.
The Amount To Be Levied And Expended Is $2,016,565 For Energy Efficiency And
Cost Avoidance Measures And To Pay Principal And Interest On Debt Previously
Issued For Such Projects
Ms. Handrow moved, Ms. Plache seconded, to approve the Resolution: Be It Resolved
That The School Board Of The Racine Unified School District Is Exercising Its Taxing
Authority Under S. 121.91 (4)(O), Wis. Stats., To Exceed The Revenue Limit On A NonRecurring Basis By An Amount The District Will Spend On Energy Efficiency Measures
And Cost Avoidance For The 2015-16 School Year. The Amount To Be Levied And
Expended Is $2,016,565 For Energy Efficiency And Cost Avoidance Measures And To
Pay Principal And Interest On Debt Previously Issued For Such Projects. Ayes – 9
(Frontier, Goodremote, Handrow, Hargrove, Koetz, McKenna, Nielsen, Plache, Wiser).
Noes – 0. Absent – 0. The motion passed.
f. Central Kitchen Freezer and Cooler and Waiver of Bid Requirement
Mr. Goodremote moved, Dr. Frontier seconded, to approve waiving the IFB requirement
and authorize acquiring the freezer and cooler for an amount not to exceed $125,000.
Ayes – 9 (Frontier, Goodremote, Handrow, Hargrove, Koetz, McKenna, Nielsen, Plache,
Wiser). Noes – 0. Absent – 0.
g. Policy Change Regarding Minority Hiring
Mr. Wiser stated this was a referral (Referral #3-2015) sent to the Governance Committee
several months ago. The language change to the existing policy will make it official in
writing to make sure we are in compliance with Board policy.
Mr. Wiser moved, Dr. Frontier seconded, to adopt the modifications to OE-6(17) as
printed on the cover page.
Ms. Plache moved, Mr. Koetz seconded, to postpone the motion until the Board has had
at least one work session to thoroughly discuss ramifications of the proposed language.
Ayes – 5 (Goodremote, Handrow, Hargrove, Koetz, Plache). Noes – 4 (Frontier,
McKenna, Nielsen, Wiser). Absent – 0.
Pastor Hargrove said he will make sure to expedite closure on this issue.
5. ADJOURN
Ms. Plache moved, Mr. Goodremote seconded, to adjourn the Special Board Meeting at 8:16
p.m. With no objection heard the motion to adjourn was approved.
Signed: ____________________________
Signed: ____________________________
Board of Education
BOARD OF EDUCATION
AUDIT COMMITTEE MEETING
MINUTES
September 17, 2015
The Board of Education Audit Committee meeting of Thursday, September 17, 2015, was called to
order at 6 p.m.
Mr. Nielsen moved, Ms. Handrow seconded, to add Public Comments to the agenda after Other
Concerns and follow the same procedure as other Board committee meetings limiting the time for
individual speakers to 3 minutes each. All were in favor. The agenda was changed.
3. Approval of Audit Committee Minutes of July 13, 2015
Ms. Handrow moved, Mr. Nielsen seconded, to approve the minutes of the July 13, 2015,
Committee meeting minutes. All were in favor. The minutes were approved.
4. Monthly Financial Update
Mr. Duff provided copies of the Monthly Financial Update packet. Mr. Duff commented that the
annual budget report is due tomorrow and administration is working with the auditors. Aid
amounts and fund balances are being established.
 The following individual Combined Statement of Revenues, Expenditure and Changes
Fund Balance Revenues by Source, Expenditures by Function Monthly Budget reports
were reviewed and discussed.
o All Governmental Funds (June, 2014-15 and August, 2015-16)
o Special Education Fund
 Special Education expenditures are down mostly due to unfilled vacancies
and an unexpected check for Medicaid reimbursement (state is backlogged
in sending them out)
o General Fund
o Food Service Fund
o Balance Sheets (For Fiscal Year 2015 For Period Ending June 30, 2015 and For
Period Ending August 31, 2016)
 Committee may want to change how this information is viewed depending
on how valuable it is to be reviewed in this format
 Monthly Energy Consumption & Cost Comparison (Natural Gas, Electric)
o Utilities (most likely higher due to a warmer summer – cooling degree days were
higher)
Update on Dental and Medical
 Stop loss went over budget. Because the District is self-insured insurance covers this loss.
 The formula for employee insurance costs was briefly explained
 Dental claims are over by 15%. This may simply be due to employees and families
having dental work done during the summer.
5. School Financials Report
Mr. Duff reported that not all schools had their reports in on time this period. It was noted that
now that the secretarial staff is back in the schools, all of the reports should all be finalized and
submitted. Pages 14-15 of the financial packet show school balances. The auditors typically do
spot checks of four schools and include recommendations to administration. Administration may
recommend all accounts be reviewed.
6. 2016 Budget Update
Mr. Duff provided a brief update of the 2016 Budget. Comments included:
 Not much has been prepared yet on budget changes to report
 Third Friday count is tomorrow (September 18) and enrollment appears to be higher
than anticipated
 DPI just put in the revenue limit formula on its website. A brief explanation was
provided.
 The District won’t know until October the number of voucher students
 Regarding the recent information regarding the District getting $150 per student –
This money had already been included in the budget
 Declining enrollment cushion funding was explained
o can result in less money for more students depending on the formula
o new voucher impact information when known will be provided
7. Other Concerns
Request – For the November Audit Committee agenda: Audit Report Review
It was noted that ongoing meetings are taking place on student placement and staffing
calculations.
Public Comments:
Members of the REA and REAA were present. Al Levie, Sharon Downing, Gwendolyn Shaw-Scott,
Pete Knotek, and Keith Coleman spoke advocating for high quality teaching, salary schedules, cost of
living increases, budget assessment/development, lack of computers and floor space, and a request for
one-on-one time with Committee members to discuss budget issues.
8. Adjourn
Ms. Handrow moved, Mr. Nielsen seconded, that the meeting be adjourned. All were in favor.
The meeting adjourned at 6:15 p.m.
Others Present:
Marc Duff, Chief Financial Officer
Charles Goodremote, Chair (Present)
Pamala Handrow (Present)
Don J. Nielsen, (Present)
Melvin Hargrove, Ex Officio (Not Present)
Superintendent Consent Agenda
Personnel Changes
November 16, 2015
Employee
Group
From FTE
Name
From Assignment
NEW ASSIGNMENT (Existing Authorized Position(s))
Kositzke, Michael
A
Wepprecht, Craig
A
George, Thomas
A
Case-Cross CAT
100%
NEW (Existing Authorized Position(s))
Buckley, Yusuf
B
Goldberg, Amanda
B
Olson, Jon
B
Chavez, Carmen
E
Substitute
Cimbalnik, Erin
E
Substitute
Gerou, Crystal
E
Howze, Jeman
E
Murphy, Tracy
E
Ortiz, Tina
E
Substitute
100%
Person, Kelly
E
Substitute
Thiesen, Jessica
E
Brito, Carmen
T
Crowley, Michael
T
Fredricksen, Wendla
T
Hall, Karen
T
Holland, Stephanie
T
Substitute
Kirk, Janielle
T
Morris, Brandon
T
Savaryn, Lorelei
T
Simpson, Sirena
T
Stritzel, Janice
T
RESIGNATION(S)
Escobar, Deborah
E
Racine Early Ed Ctr-4K Asst
52%
Hartwig Sens, Karen
E
Dr. Jones-Ed Asst
54%
Peet, Jeanelle
E
McKinley MS-Sp Ed Asst SEC
93%
Utley, Aimee
E
Johnson-TI Reading Asst
54%
Johnson, Sandi
T
Jerstad-Agerholm-Sp Ed Cross CAT 100%
Spalla, Bryan
T
McKinley MS-Technology Ed
100%
TERMINATION(S)
Liegler, Allison
E
Miller, Debra
E
Willis, Lori
E
Thomas, Andrew
T
Tuttle, Timothy
T
REQUEST(S) EARLY RETIREMENT
Anderson, Susan
E
Park-Audio Visual Media
100%
Hart, Ann
T
West Ridge-Grade 3
100%
Palecek, Lynda
T
Julian Thomas, Janes-Psychologist 100%
Szymanski, Victoria
T
ASC-Registered Nurse
100%
REQUEST(S) FOR LEAVE OF ABSENCE
Dilk-Peters, Rita
C
Knapp-Secretary
100%
Gonzales, Amy
E
Wadewitz-Sp Ed Asst
90%
Griffiths, Deana
E
Janes-4 Yr KNGN Bilingual Asst
52%
Eller, Constance
T
West Ridge-Sp Ed Cross CAT
100%
Graff, James
T
Goodland-Speech/Languare Path 50%
Employment Group Key
A=Administrator
T=Teacher
E=Educational Assistant
B=Building Services
C=Clerical
New Assignment
To FTE
Effective
ASC-Project Manager C & I
ASC-Applications Support Sp
McKinley-Interim Principal Asst
100%
100%
100%
10/22/15
10/19/15
10/7/15
Fine Arts-2nd Shift Engineer
100%
Julian Thomas-Custodian
47%
Grounds-Grounds Maintenance
100%
Knapp-Classroom Asst
90%
Private&Parochial-4K Classroom Asst52%
Gilmore-Sp Ed Asst
93%
Dr.Jones-TI Parent Interv/Liaison 54%
Mitchell ES-Hearing Interpreter
90%
Mitchell MS-Sp Ed Asst
93%
Red Apple EC-Sp Ed Asst
50%
Jerstad-Agerholm-Paraprofessional 40%
ASC-Educator Effectiveness Coach 100%
Case-English
80%
Goodland-Art Specialist
100%
Goodland- Grade 1
100%
Dr. Jones-English Second Language 100%
Johnson-Grade 1
100%
Mitchell MS-Science
100%
Fratt-Grade 3 SAGE
100%
Johnson-Social Worker
100%
Non Public Title
100%
11/1/15
11/1/15
11/9/15
10/16/15
9/8/15
11/2/15
10/8/15
10/8/15
10/5/15
10/26/15
11/3/15
11/3/15
10/12/15
10/6/15
10/9/15
11/2/15
10/12/15
10/26/15
10/26/15
11/2/15
11/2/15
10/30/15
9/1/15
12/22/15
10/27/15
8/24/15
10/26/15
Leave
Leave
Leave
Leave
Leave
Expired
Expired
Expired
Expired
Expired
100%
100%
100%
100%
100%
8/26/15
9/17/15
10/7/15
8/25/15
8/25/15
1/18/16
1/15/16
1/15/16
11/18/15
Personal Leave
Personal Leave
Birth Medical Leave
Educational Leave
Unpaid Medical Leave
100%
90%
52%
100%
100%
10/26/15
8/27/15
10/29/15
1/15/16
10/19/15
Page 1
Personnel Changes
November 16, 2015
Name
Mattson, Megan
Papillon, Andrew
Watson, Emily
FTE CHANGE(S)
Bencs, Rachel
D'Acquisto, Lisa
Edward, Demond
Castellon, Eliza
Chavez, Carmen
Eeg, Rae
Hart, Janet
Lofquist, Michelle
Crowley, Michael
Hanson, Amy
Employee
Group
From FTE
From Assignment
T
McKinley MS-English
100%
T
Support Services-RN
100%
T
Wadewitz-English Second Language100%
E
E
B
E
E
E
E
E
T
T
Wadewitz-Sp Ed Asst
Washington Ctr-BIL Orientation
Racine Alternative ED-Custodian
Johnson-BIL Educational Asst
Knapp-Classroom Asst
Janes-BIL 4K Classroom Asst
ASC-Sp Ed Asst
Goodland-TI Home School Wkr
Case-English
Case-English
BUILDINGS & GROUNDS MERIT INCREASE
FROM LEVEL - STEP
Sheckles, Corey
B
6-4
EDUCATIONAL ASSISTANT LEVEL CHANGES
Bloom, Desirae
E
2-1
Crane, Antonio
E
4-4
Harris, Brooke
E
2-1
Maryland III, William
E
2-4
Vogelman, Sharon
E
99-3
TEACHER LEVEL CHANGES
FROM LEVEL - STEP
Al-Sager, Jennifer
T
5-7
Azurmendi, Fabiana
T
7-7
Bakk, Christopher
T
7-7
Barnhart-DeCheck, Kelly Lynn
T
4-2
Beam, Clint
T
8-7
Beam, Elizabeth
T
7-7
Beam, Jennifer
T
7-4
Belec, Carrie
T
8-12
Berce, Jacob
T
4-5
Bombien, Jeannine
T
8-7
Buchenauer, Amanda
T
5-7
Burch, Daniel
T
4-6
Cain, Jerome
T
8-8
Cogshall, Carlene
T
6-3
Cohen, Samantha
T
7-6
DeBoer, Katie
T
7-4
Dever, Kathleen
T
4-6
Dyer, Sarah
T
8-4
Farrar, Emmett
T
6-9
Fetissoff, Kira
T
8-12
Firtko, Samantha
T
8-12
Floryance, Michelle
T
5-5
Franks, Marissa
T
5-5
Frey, Hardy
T
7-12
Funk, Amanda
T
5-7
Gibson, Kristin
T
7-2
A=Administrator
T=Teacher
B=Building Services
C=Clerical
90%
90%
78%
90%
90%
52%
50%
100%
80%
100%
New Assignment
Educational Leave
To FTE
100%
100%
100%
Jerstad-Agerholm-TI Literacy Asst 100%
Racine Civil Leaders Acad-4K Asst 72%
Racne Alternative ED-Custodian
100%
Johnson-BIL Educational Asst
72%
Racine Early Childhood Ctr-4K Asst 52%
Janes-Classroom Asst
90%
Off Site Kindergarten-4K Asst
52%
TEP-TEP Asst
70%
Case-English/Speech
100%
Case-English
80%
Effective
11/7/15
10/13/15
8/24/15
10/13/15
10/26/15
10/5/15
8/24/15
10/26/15
10/28/15
9/1/15
11/2/15
1/18/16
1/18/16
FTE
100%
TO LEVEL - STEP
6-4 Merit 7
FTE
100%
DATE
8/31/2015
93%
93%
73%
100%
93%
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
3-2
5-4
4-1
3-4
4-4
TO LEVEL - STEP
93%
93%
73%
100%
93%
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
8/24/2015
8/24/2015
10/5/2015
8/29/2015
8/24/2015
DATE
8/24/2015
7/6/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
6-9
9-12
8-8
5-3
9-8
8-8
8-5
9-12A
5-6
9-8
6-8
5-7a
9-9
7-4
8-8
8-5
7-8
9-5
7-10
9-12A
9-12a
6-6
7-6
8-12a
6-8
8-3
Page 2
Personnel Changes
November 16, 2015
Gottfredsen, Benjamin
Griffin Jr, Timothy Keith
Grow, Emily
Halleen, Eric
Hammond, Donna
Hansen, Heather
Hegemann, Ashley
Henkes, Aimee
Hibbs, Cameron
Hinkle, Kenneth
Huck, Clare
Jahr, Sarah
Jensen, Amiee
Jensen, Michael
Jones, Jennifer
Kapralian, Beth
Knoll, Jonathan
Koepnick, Emily
Konopasek, Daniel
Kudela, Shane
Kuranz, Cassie
LaLama, Amy
Langer, Daniele
Leonard, Daniel
Lichter, Katie
Mach, Nadine
McGowan, Rebecca
McNamara, Jon
Morey, Kari
Morey, Valerie
Mota, Meghan
Nasci, Lori
Niespadziani, Daniel
Odders, Allison
Pascucci, Joseph
Petersen, Mark
Peterson, Mark G.
Polack, Leah
Puterbaugh, Suzanne
Raditz, Melani
Rambo, Jeffrey
Rezash, Lisa
Rick, Kevin
Romero-Haluska, Yazmin
Saber, Wendy
Sadowski, Angela
Scanlon, Beth
Schiro, Samantha
Schnetzky, Kathryn
Schuetz, Karen
Seager, Megan
A=Administrator
T=Teacher
B=Building Services
C=Clerical
FROM LEVEL - STEP
T
6-5
T
5-6
T
5-7
T
7-11
T
4-5
T
4-1
T
5-6
T
4-6
T
5-2
T
8-12
T
4-6
T
8-10
T
5-7
T
4-5
T
7-8
T
6-8
T
4-6
T
7-10
T
4-5
T
5-7
T
7-10
T
7-7
T
7-9
T
8-12
T
7-7
T
8-12
T
6-7
T
6-9
T
8-7
T
9-10
T
7-9
T
7-7
T
4-4
T
5-3
T
6-8
T
8-12
T
7-7
T
8-9
T
8-12
T
8-7
T
5-12
T
4-6
T
4-2
T
5-5
T
7-12
T
8-11
T
8-7
T
5-5
T
8-7
T
9-12
T
7-4
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
TO LEVEL - STEP
7-6
6-7
7-8
8-12
5-6
5-2
6-7
5-7a
6-3
9-12A
5-7a
9-11
6-10
5-6
8-9
7-9
5-7a
8-11
5-6
6-10
8-11
8-8
8-10
9-12a
8-8
9-12a
7-8
7-10
9-8
10-11
8-10
9-8
5-5
6-4
7-12
9-12a
8-8
9-10
9-12A
9-8
6-12a
5-7a
6-3
6-6
8-12a
9-12
9-8
7-6
9-8
10-12A
8-5
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
DATE
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
7/6/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
Page 3
Personnel Changes
November 16, 2015
Seeger, Sade
Sett, Kerry
Shapovalov, Laura
Simon, Amy
Sommer, Matthew
Spaay, Lois
Srnka, Jessica
Stauder, Michelle
Steenrod, Kelli
Steffanus, Kevin
Stewart, Halli
Sturdevant, Jeffrey
Treffert, Robert
Venegas, Lorenzo
Venegas, Shannon
Walworth, Matt
Wartzenloft, Keith
Whipple, Aaron
Wilhelmi, Shelly
Witherspoon, Rhonda
Wolfe, Betsy
A=Administrator
T=Teacher
B=Building Services
C=Clerical
FROM LEVEL - STEP
T
7-8
T
5-7
T
6-8
T
6-5
T
5-7
T
5-7
T
6-6
T
8-12
T
8-6
T
5-5
T
8-10
T
5-4
T
7-7
T
4-6
T
8-9
T
5-12
T
5-5
T
7-12
T
7-12
T
9-6
T
7-8
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
TO LEVEL - STEP
8-9
6-12
7-9
7-7
6-11
6-8
7-7
9-12a
9-7
6-6
9-11
6-5
8-8
5-7a
9-10
6-12A
6-6
8-12a
8-12A
10-7
8-9
FTE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
DATE
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
8/24/2015
Page 4
BOARD OF EDUCATION
November 16, 2015
Finance
AGENDA ITEM:
October 2015 Financial Statements
PRESENTING:
Marc Duff
DESCRIPTION:
Board policy OE-6.16 requires that annual and monthly financial updates be
provided to the board. These statements provide the status of revenues and
expenditures for the general fund and all funds combined. The statements
also allow a comparison to the board approved budget.
HIGHLIGHTS:
The reports for revenues show RUSD received $154,753 in local student fee
revenue and $25,000 of funds for school based mental health services.
Federal revenues received include $870,465 of food service aid. The
expenses for October represent normal expenses for salaries, benefits,
utilities, and supplies. However, higher amounts are reflected in many
instructional and student support accounts due to the change over prior year
as to how summer deferred pay is handled for teachers. Previously deferred
pay for teachers selecting 26 pays would have their expenses for the 4
summer payments booked to the month of June. Starting this fiscal year all
teacher compensation expenses will be recorded throughout the school year
as 22 payments which will show an increase in recorded monthly teacher
compensation expenses. Non-program transactions include $402,228 in
payments to off-site 4 year old kindergarten providers. Business & Operations
includes over $544,755 in referendum funded school building repairs. Finally,
over $1.1 million was paid to Durham for pupil transportation.
RECOMMENDATION:
ACTION TAKEN:
Recommend the acceptance of the monthly financial statements.
11-Nov-15
10:08 am
All Governmental Funds
Combined Statement of Revenues, Expenditures and Changes Fund Balance
Revenues by Source, Expenditures by Function
MONTHLY BUDGET
2015 - 2016
Budget 3
Revenues by source
Property taxes
Local sources
Intermediate sources
State sources
Federal sources
Other sources
Total revenues
Oct MTD
Actual
Actual
Oct YTD
Enc/Com
Balance
%
Exp
Oct YTD
2014 - 2015
85,619,044
0
0
0
(85,619,044)
0.00
0
2,490,602
160,430
163,365,743
33,107,478
856,371
247,358
0
25,104
870,465
6,536
800,200
0
19,437,159
1,097,768
581,535
0
0
0
0
0
(1,690,402)
(160,430)
(143,928,584)
(32,009,710)
(274,836)
32.13
0.00
11.90
3.32
67.91
780,695
2,594
17,766,250
754,395
5,517,276
0 (263,683,006)
7.67
24,821,210
285,599,668
1,149,464
21,916,662
94,387,812
13,168,176
21,514,931
96,237
72,776,644
22.90
19,599,775
5,063,458
39,802,646
687,540
5,741,104
1,086,127
8,542,603
15,893
2,592
3,961,438
31,257,451
21.76
21.47
944,531
7,612,227
7,058,228
962,371
1,452,089
59,793
5,665,932
21.42
1,240,784
Expenditures by function
Instruction
Regular instruction
Vocational instruction
Special instruction
Other instruction
Total instruction
Support service
Pupil services
Libraries & instructional support
General administration
Building administration
Business & operations
Central services
Insurance
Debt payments
Other support services
Food service
Community service
Total support services
Non-Program transactions
Total expenditures
Excess (deficiency) of revenues over
expenditures
146,312,144
20,559,190
32,595,750
174,515
113,541,879
22.40
29,397,317
17,625,582
20,239,390
3,167,623
12,503,551
89,434,705
9,415,706
916,886
6,735,017
366,440
10,648,621
890,000
2,315,987
2,494,523
293,724
1,554,018
5,726,347
1,033,932
65,177
281,513
26,248
1,415,718
103,007
3,845,570
5,584,423
969,516
4,096,314
14,599,547
3,130,073
424,446
1,026,818
90,267
1,087,162
110,582
5,629
712,103
24,828
16,326
3,801,219
397,880
0
0
33,103
800,978
33,103
13,774,383
13,942,864
2,173,279
8,390,911
71,033,938
5,887,752
492,440
5,708,199
243,070
8,760,480
746,315
21.85
31.11
31.39
32.89
20.57
37.47
46.29
15.25
33.67
17.73
16.14
3,322,455
4,284,220
888,875
3,956,636
22,139,543
2,625,407
473,344
937,995
113,740
1,134,413
311,130
171,943,521
15,310,194
34,964,719
5,825,171
131,153,632
23.72
40,187,758
14,926,344
531,803
500,629
30,600
14,395,115
3.56
680,511
333,182,009
36,401,187
68,061,097
6,030,286 259,090,625
22.24
70,265,587
(47,582,341) (35,251,723)
(46,144,435)
(6,030,286)(145,548,746)
(45,444,377)
Other financing sources (uses)
Transfer from other funds
Other financing sources
Transfer to other funds
35,133,639
37,565,000
(35,141,139)
0
61
0
0
9,700,598
0
0
0
0
Total other financing
sources (uses)
37,557,500
61
9,700,598
0
Net change in fund balance
Fund balance beginning of year
Fund balance end of year
(10,024,841)
52,657,291
42,632,450
(36,443,837)
52,657,291
16,213,454
35,133,639
27,864,402
(35,141,139)
27,856,902
0.00
25.82
0.00
25.83
0
9,200,717
0
9,200,717
(36,243,659)
11-Nov-15
10:11 am
General Fund
Combined Statement of Revenues, Expenditures and Changes Fund Balance
Revenues by Source, Expenditures by Function
MONTHLY BUDGET
2015 - 2016
Budget 3
Revenues by source
Property taxes
Local sources
Intermediate sources
State sources
Federal sources
Other sources
Total revenues
77,839,732
1,177,815
118,000
150,339,731
16,318,287
687,074
Oct MTD
Actual
0
154,753
0
104
0
6,536
Actual
Oct YTD
Enc/Com
0
413,723
0
19,412,159
0
446,526
Balance
%
Exp
Oct YTD
2014 - 2015
(77,839,732)
(764,092)
(118,000)
(130,927,572)
(16,318,287)
(240,548)
0.00
35.13
0.00
12.91
0.00
64.99
0
246,621
2,594
17,766,250
114,765
5,506,872
0 (226,208,231)
8.22
0
0
0
0
0
0
246,480,639
161,393
20,272,408
23,637,101
94,317,736
13,163,048
21,471,072
92,247
72,754,417
22.86
19,599,775
5,005,431
286,552
682,655
15,789
1,081,242
30,806
15,893
2,301
3,908,297
253,445
21.92
11.55
940,637
47,936
6,399,304
845,686
1,350,814
13,046
5,061,536
21.31
1,170,452
106,009,023
14,707,177
23,933,934
123,487
81,951,602
22.69
21,758,800
11,814,024
15,632,766
3,117,713
12,313,258
40,894,824
9,365,463
698,072
2,500
366,440
1,504,287
1,987,870
293,724
1,524,915
4,880,705
1,032,544
65,177
0
9,514
547
712,103
24,828
16,326
2,611,470
397,880
0
0
0
9,231,554
10,616,082
2,123,594
8,237,429
24,688,625
5,844,480
273,626
7,513
276,173
94,205,060
11,298,736
29,142,830
3,763,155
61,299,075
34.93
28,340,822
14,179,890
490,294
388,335
30,600
13,760,955
2.95
626,306
214,393,973
26,496,208
53,465,100
3,917,242
157,011,632
26.76
50,725,928
(26,334,815)
(33,192,691)
Expenditures by function
Instruction
Regular instruction
Vocational instruction
Special instruction
Other instruction
Total instruction
Support service
Pupil services
Libraries & instructional support
General administration
Building administration
Business & operations
Central services
Insurance
Debt payments
Other support services
Total support services
Non-Program transactions
Total expenditures
Excess (deficiency) of revenues over
expenditures
32,086,666
2,581,923
4,304,581
969,291
4,059,502
13,594,729
3,123,103
424,446
(5,013)
90,267
21.86
32.09
31.89
33.10
39.63
37.60
60.80
(200.51)
24.63
(3,917,242) (383,219,862)
2,234,654
3,164,352
870,412
3,950,741
14,868,459
2,602,542
473,344
62,577
113,740
(27,088,826)
Other financing sources (uses)
Transfer from other funds
Other financing sources
Transfer to other funds
Total other financing
sources (uses)
337,542
5,000
(34,796,097)
0
61
0
0
598
0
0
0
0
337,542
4,402
(34,796,097)
0.00
11.97
0.00
0
717
0
(34,453,555)
61
598
0
(34,454,153)
0.00
717
Net change in fund balance
(2,366,889)
(33,192,093)
Fund balance beginning of year
40,704,548
40,704,548
Fund balance end of year
38,337,659
7,512,455
(27,088,109)
Please approve the following disbursements for October 1-31, 2015
Account
General Fund
Payroll - Direct Deposit
Payroll - Non-Direct Deposit
Social Security and Medicare
WRS
Debt repayment & OPEB Requirement
Beginning
Check Number
Ending
Check Number
94317
98058859
97903925
94823
98067719
97903969
Total Disbursements
Amount
5,389,705.13
11,111,480.84
18,185.79
1,824,796.41
1,529,513.91
19,873,682.08
Please approve the following receipts for October 1-31, 2015
Account
General Fund
Debt Borrowing/Investments
Amount
1,203,417.74
-
Total Receipts
1,203,417.74
Detailed reports are available for review at the School District offices in the Business Services area.
All disbursements and receipts noted above are within the limitations described in Board Policy
Executive Limitation - 6 and legally delegated to the administration through the Chief Executive Officer
or his/her delegate.
Board of Education
Sept 28, 2015
Office of Chief Academic Officer
AGENDA ITEM:
Overnight Field Trips
PRESENTING:
Rosalie Daca, Chief Academic Officer
DESCRIPTION:
See attached database.
FISCAL NOTE:
See attached database.
RECOMMENDATION:
Approval of the Overnight Field trips as listed.
ACTION TAKEN:
Overnight Field Trips f or 1 1 / 1 6 / 1 5 BOE Mt g.
Student
School
Teacher
Group
Destination
Wartzenluf Racine Case
Wisconsin Dells,
1 Case
t
DECA
WI
2 Case
Gibson
3 Walden HS
4
Christian
Dates
Lodging
# of Students
# of Staff
# of Non-Staff
Male
Female
Male
Female
Male
Female
Wilderness
11/7-11/9
Resort
4
11
1
0
0
1
Eagle Theater Whitewater, WI
7th/8th
11/20-11/21
Super 8
Philadelphia
9
19
0
1
2
1
Grade
6/15-6/21
/DC
11
23
1
1
1
1
Washington DC
5
No. of
Days
District
Student Cost
Annual
Subs
Lost
Cost*
(Before fund
Trip
Objective/Purpose
raising)
Prepare high school for careers in marketing, mangement, and entrepeneurship.
Through DECA's program of activities and partneships with business and industry,
students develop academic leadership, communication, human relations, employability,
1
1
1
$165.00
$2,000.00
yes
and civic responsibility skills.
2
1
1
$165.00
$99.81
Yes
Students are competing in state theater festival
Allow 7th grade to see sites important to US History prior to 8th grade Am. History.
3
4
5
0
0
$0.00
$0.00
$0.00
$330.00
$1,350.00
no
Allow 8th grade the same after studying 8th grade Am. History.
Board of Education
November 16, 2015
Student Services
Agenda Item:
Tabulation of Reported Incidents by Students to Staff
Presenting:
Andrea Rittgers, Director of Student Services
Description:
During the time period October 1 through October 31, 2015 there were 53
total reported incidents. There were 44 incidents reported at the
elementary level, 8 at the middle school level, and 1 at the senior high
level.
During the time period October 1, through October 31, 2014, there were
60 total reported incidents. There were 50 incidents reported at the
elementary level, 5 at the middle school level, and 5 at the senior high
level.
Of the total number of incidents this month 75% involved special
education students. These 40 special education students represent .0107%
of the total special education population. Regular education students were
involved in 25% of the incidents reported. This 13 regular education
student represents .0008% of the total regular education population.
The total number of incidents to date for the 2015-2016 school year is 75
(2014-2015 school year is 87).
Recommendation:
Action Taken:
Approval of the incidents report as presented.
Tabulation of Reported Incidents by Students to Staff
2015-2016 School Year
October, 2015
Grade Level of Offending Student
0
0
0
1
1
2
1
0
1
0
0
0
18
14
32
1
1
2
0
0
0
5
1
6
0
1
1
0
2
2
1
0
1
3
0
3
1
3
4
7
1
8
4
5
9
0
0
0
2
0
2
1
0
1
20
4
24
1
0
1
2
0
2
12
Ex. Ed.
Reg.
11
Ex. Ed.
Reg.
Ex. Ed.
2
Reg.
Ex. Ed.
1
10
0
0
0
1
1
2
3
2
5
0
0
0
9
Reg.
2
8
Ex. Ed.
1
Reg.
20
7
Ex. Ed.
1
6
Reg.
2
Reg.
Ex. Ed.
4
Reg.
7
5
Ex. Ed.
1
4
Reg.
Ex. Ed.
3
3
Ex. Ed.
Reg.
1
Reg.
Ex. Ed.
2
3
2
Ex. Ed.
23
6
29
1
29
6
35
1
1
Reg.
13
5
K
Ex. Ed.
28
Ex. Ed.
0
Reg.
Black
1
Hispanic
White
1
Asian
Other
0
Bi-Racial
Secy
18
5
4K
Reg.
2
0
2
Adminstrator
2
Sub Educ. Asst.
22
3
1
26
15
41
Educ. Assistant
44
8
1
53
22
75
Sub Teacher
Teacher
10/01/15
to
10/31/15
Elementary
Middle
High
Total
Previous Total
Total to Date
Total
EC
Ex. Ed.
Race
Reg.
Victim
0
0
0
2
1
3
0
0
0
5
0
5
0
0
0
0
3
3
1
0
1
2
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Tabulation of Reported Incidents by Student to Staff
October 2015
School
Olympia Brown Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Fratt Elementary
Gifford Elementary
Dr. Jones Elementary
Knapp Elementary
Knapp Elementary
Knapp Elementary
Mitchell Elementary
REEC
West Ridge Elementary
Date of
Incident
10/15/16
10/27/15
10/05/15
10/14/15
10/14/15
10/24/15
10/28/15
10/25/15
10/14/15
10/22/15
10/14/15
10/13/15
10/23/15
10/26/15
10/23/15
10/07/15
10/13/15
09/29/15
10/02/15
09/28/15
10/26/15
10/23/15
10/13/15
10/06/15
10/06/15
10/06/15
10/06/15
10/06/15
09/14/15
09/14/15
10/16/15
Initials
KD
NB
SC
AD
LD
AG
MF
MM
AG
AG
ML
ML
AW
DQ
EN
CM
AS
DQ
SV
SR
BK
DT
TM
IK
DH
DH
DH
DH
DH
DH
CE
Tchr
1
Sub
Tchr
1
1
1
1
1
1
1
1
Admin
Secy
1
1
1
1
1
Sub
Aide
1
1
1
1
1
1
1
Aide
1
1
1
1
1
1
1
1
1
1
Other
Grade
4
KG
5
KG
KG
1
1
1
1
1
1
1
KG
1
1
3
1
1
3
5
4
4
3
4K
3
3
3
3
3
3
3
Spl. Ed.
EBD
SDD
EBD
SDD
SL
EBD
EBD
EBD
EBD
EBD
A
A
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
Gilmore Middle
Gilmore Middle
Gilmore Middle
Gilmore Middle
Gilmore Middle
Mitchell Middle
Mitchell Middle
Mitchell Middle
Park High
Totals
09/09/15
09/09/15
09/11/15
09/14/15
09/15/15
09/16/15
09/17/15
10/12/15
09/08/15
10/06/15
10/02/15
10/11/15
10/12/15
10/09/15
10/09/15
10/14/15
10/15/15
10/27/15
10/13/15
10/14/15
10/07/15
10/13/15
CP
CP
CP
CP
CP
CP
CP
CP
CP
CP
CM
DH
CE
MB
MB
PT
BF
HB
NA
CPB
BB
JS
Tabulation of Reported Incidents by Student to Staff
October 2015
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
26
3
3
3
3
3
3
3
3
3
3
2
2
3
6
6
6
6
8
8
6
8
12
1
1
2
23
0
1
1
0
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
A/SL
EBD
EBD
OHI
A
A
CD/EBD/SL
CD/EBD/SL
CD
CD
OHI/LD
A/SL
Office of Secondary Transformation
Career & Technical Education
Youth Options
3109 Mt. Pleasant Street, Racine, WI 53404
BOARD OF EDUCATION
November 16, 2015
AGENDA ITEM:
Youth Options Applications
PRESENTING:
Christopher Neff: Supervisor, Career & Technical Education
DESCRIPTION:
Wisconsin Department of Public Instruction, Chapter
PI-40 and State Statute § 118.55, the attached list of
Youth Options applications requires Board of
Education approval.
FISCAL NOTE:
Annual cost of program is approximately
$75,000.
RECOMMENDATION:
Approval of the attached Youth Options
applications for the Spring Semester of the 2016
school year.
ACTION TAKEN:
Youth Options Requests
Student #
154085
154085
154085
154085
154085
154085
154085
154085
154085
117834
117834
117834
117834
154270
154329
150846
150846
132815
132815
132815
132815
132815
132815
150997
150997
150997
150997
150997
157444
157444
157444
157444
157444
157444
163342
155162
117968
157868
157868
157868
157868
151443
151443
151443
151443
151443
151443
151443
151443
151443
151443
151443
151443
151443
104208
151514
150193
155833
148370
155987
Sp Ed
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Yes
No
School #
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
491
Counselor
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Monty
Muffick
Muffick
Muffick
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Schmidt
Muffick
Muffick
Muffick
Muffick
Muffick
Muffick
Muffick
Schmidt
Muffick
Schmidt
Schmidt
Schmidt
Schmidt
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Morrow
Poffenberger
Muffick
Muffick
Muffick
Monty
Lepisto
Post Sec School
Gateway Technical College
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Milwaukee
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Carthage College
UW-Parkside
UW-Parkside
Carthage College
Carthage College
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Course Requested
Barber/Cosmotology Industry
Basic Manicuring
Chemical Straightening
Facials
Intro to Barber/Cosmotology
Men's Haircutting
Perm Techniques
Shampoo Treatment
Women's Haircutting
Business Programming 1 - Visual Basic
Entrepreneurial Principles
Intro to Anthrpology
Intro to Soc
Nursing Assiatant
Architectural Making I
Basic Baking Techniques
Culinary Skills 1
Criminal Law
Criminal Law
English Comp 1
English Comp 1
Intro Criminal Justice System
Intro Criminal Justice System
Accounting for Business
Business Purchasing
Excel II
Intro to Business
Selling Principles
Calculus & Analytical Geom III
Differential Equations
Discrete Mathematics
Elementary Number Theory
Linear Algebra
Multivariate Calculus
Human Physiology & Anatomy I
Auto Cad
Nursing Assiatant
Accounting Principles
Accounting Program Orientation
Income Tax Accounting
Payroll Accounting
Comp., Illustration & Drawing Tech
Computer Graphics
Design Concepts
Digital Photography
Illustration Media Concepts
Introduction to Digital Art
Media & Society
Modern & Contemporary Art
Professional Editing
Survey of World Art
Theatrical Makeup
Typography 1
Writing for Multimedia
Nursing Assiatant
Calculus 2
Nursing Assiatant
Introductory Italian I
Nursing Assiatant
Nursing Assistant
Course #
502-324
502-320
502-348
502-349
502-312
502-356
502-353
502-301
502-366
MIS221
ENTR250
SOCA100
SOCA101
543-300
ARCH100
316-140
316-131
No-149
No-149
801-136
801-136
No-121
No-121
101-112
104-170
103-103
102-137
104-104
MATH223
MTH2020
MATH231
MATH367
MTH2040
MTH2120
BIOS105
607-170
543-300
101-114
101-100
101-104
101-143
204-105
CSCI420
204-100
204-107
204-125
ART104
COMM108
ART126
ENG385
ART0125
THEA121
ART274
COMM255
543-300
MTH222
543-300
ITAL103
543-300
543-300
Approval Denial
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Reason
3225 Small Business Ownership
RVL - Anthropology SM1 & 2 (2754V1 & 2754V2)
RVL - Sociology SM1 & 2 (2722V1 & 22722V2)
3641 Culinary Arts 1
RVL - AP English Language and Composition SM 1 & 2 (2244V1 & 2244V2)
2755 Criminology
2755 Criminology
3241 Adv Accounting
3220 Intro to Business
2431 CP Geometry
RVL - Physiology SM1 (3972V1)
3240 Accounting
3217 Adv Desktop Publishing
3217 Advanced Desktop Publishing
8750 IB 2D Studio Art
RVL - Digital Photography SM1 &2 (2351V1 & 2351V2)
RVL - AP Art History SM2 (2131V2)
2112 Art History / RVL - AP Art History SM1 (2131V1)
RVL - AP Calculus BC SM1 & 2 (2446V1 & 2446V2)
174103
174103
174103
174103
174103
146821
146821
146821
146821
146821
150365
200564
200564
200564
200564
149259
149259
149259
149259
150843
150843
149303
149303
149303
149303
149303
149303
149303
149303
149303
149303
161424
161424
154517
154517
154517
154517
154517
154517
154517
154517
154517
154517
120791
120791
120791
120791
120791
120791
120791
120791
120791
120791
157431
157431
130950
108505
108505
162294
149702
149702
No
No
No
No
No
No
No
No
No
No
No
no
no
no
no
yes
yes
yes
yes
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
491
491
491
491
491
491
491
491
491
491
491
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
Muffick
Muffick
Muffick
Muffick
Muffick
Monty
Monty
Monty
Monty
Monty
Lepisto
Margraff
Margraff
Margraff
Margraff
Mach
Mach
Mach
Mach
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Mach
Mach
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Margraff
Margraff
Mach
Jankowski
Jankowski
Margraff
Margraff
Margraff
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Criminal Law
Introduction to Criminal Justice
Police & Society
Principles of Animal Biology
Basic Manicuring
Civil Law
Cyber Crime
Food Basics
Nursing Assiatant
Nursing Assiatant
Child & Adolescent Mental Health
Culinary Arts 1
Foods, Basic
Nursing Assistant
Children with differing abilities
Family and community relationship
Guiding children's behavior
Health,safety and nutrition
Diesel Maintance Fund.
Nursing Assistant
American Politics
Energy & Environment
Intro to Astronomy
Intro to geology
Intro to Humanities world culture
Intro to International Relations
Introduction to Computers
Oceanography
Quantitive Analysis
Scuba Diving
Anatomy & Physiology
Nursing Assistant
Child and adolescent development
Children and the Media
Elementary number theory
Group Communication
Intro to applied health sciences
Marriage and family
Music appreciation
Nature of Life
Physicla geog and the envirnomnet
Recent America:1953-present
American Cultural LIT1
Contemporary Ethical Issues
History of CHR Thought
Human Communication
Intro to Business & tech
Intro to LIT studies
Intro to Philosophy
Philosophy & Literature
The art of thinking
Understanding of Religion
Barber/Cosm./Hairstyling
Hair Design 1
Nursing Assistant
Illustration Media Concepts
Web Page Design for Graphics Designers
Cosmetology
Electronic marketing/social media
investments
No-902
CRMJ101
No-900
CRMJ316
806-105
502-346
No-116
No-173
316-100
543-300
543-300
520-161
316-170
316-100
543-300
307-187
307-195
307-188
307-167
412-111
543-300
POLS100
ENVS110
PHYS110
GEOS101
HUMA102
POLS104
CSCI105
GEOS105
CHEM206
HESM110
806-179
543-300
EDU211
COMM368
MATH367
COMM202
AHS101
SOCA207
MUSI104
BIOS100
GEOG100
HIS346
GNR1000
PHIL1100
REL2000
CDM1150
BUS1110
ENG1160
PHIL1000
PHL1300
PHL1200
REL1000
502-505
502-306A
543-300
204-125
204-116
31-502-1
104-116
102-122
X
X
X
2755 Criminology
2755 Criminology
X
2630 - AP Biology / RVL - AP Biology SM1 & 2 (2644V1 & 2644V2)
X
3221 Business & Personal Law
X
X
X
X
3651 Family Living / Parenting
X
RVL - Health & Life Management Skills (4318VL)
X
RVL - Astronomy (2619VL)
X
3214 Computer Literacy / RVL - Computer Programming 1 SM1 & SM2 (3282V1 & 3282V2)
X
RVL - Anatomy & Physiology Honors (3971V1 & 3972V1)
X
2430 Geometry Concepts
X
X
3651 Family Living / Parenting
RVL - Music Appreciation: Enjoyment of Listening (2561VL)
X
2702/2703 Recent US History
X
X
X
X
2261 Speech
3220 Intro to Business / 3214 Computer Literacy
2233 Contemporary Literature
RVL - Philosophy: The Big Picture (2773VL)
X
X
RVL - Thinking & Learning Strategies (9091VL)
RVL - World Religions (2796V1)
X
X
2129 AP 2D Studio Art - Design/Drawing
RVL - Web Page Design 1 SM1 & 2 (3246V1 & 3246V2)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
149702
149702
155739
155739
155739
155739
155739
155739
155739
155739
155739
155739
117999
117999
109210
109210
151419
177640
177640
177640
155382
161635
151700
151700
151700
151700
151700
151700
162993
162993
151820
151820
151820
151820
151820
151820
151820
151848
116292
116292
116292
116292
116292
116292
116292
116292
116292
116292
155862
155862
155763
155763
152077
152077
152077
152077
152077
149154
149154
123626
123626
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
no
No
No
no
no
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
492
494
494
494
494
Margraff
Margraff
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Jankowski
Margraff
Margraff
Jankowski
Jankowski
Margraff
Margraff
Margraff
Margraff
Margraff
Mach
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Mach
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Margraff
Kasprovich
Kasprovich
Saber
Saber
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
Carthage College
UW-Parkside
UW-Parkside
UW-Parkside
Carthage College
Carthage College
Carthage College
UW-Parkside
Carthage College
Carthage College
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Marketing/sports info
promotion marketing
Advance Salon Services
basic hair color A
Facials A
Hair Design 1
Hair Design TTA
Intro to Barber/Cosmetology
manicure/nail technician
Perm Tech
Shampoo treatment
Women haircutting A
Nursing Assistant
Nursing-Pediatrics
Organismal Biology
Scuba Diving
Nursing Assistant
culture,diversity in Healthcare
Human Biology
Human, Pysiology & Anatomy
Nursing Assistant
Nursing Assistant
Financial Accounting
Intro to Archaeology
Intro to Philosphy
Legal Environment of Business
Sports and fitness psychology
YOGA-I
Intro to Diversity Studies
Marriage & Family
Advanced Writing
British Literary Traditions I
Creative Writing
Expository Composition
Interpreting Literature
Introduction to Literary Studies
Western Heritage I
ER Medical Technicina
Intro to Archaeology
Intro to film
Intro to Holocaust Studies
Intro to Philosophy
Intro to women's & Gender studies
Philosophy & Lit
Studies in Film
The art of thinking
Women and Politics
YOGA1
Nursing Assistant
Nursing Skills
Intro to Barber/Cosmetology
Nursing Assistant
Bioscience
Geography of American Race
Intro to Anthropology
Intro to Geology
Vertebrate zoololgy
Digital Photography & Imaging
Introduction to Business
English Composition I
General Anatomy & Physiology
104-109
104-105
502-344A
502-304A
502-318A
502-306A
502-307A
502-312
502-337
502-302A
502-301
502-331A
543-300
510-152
BIOS102
HESM110
543-300
NURSE101
BIOS103
BIOS108
543-300
543-300
ACCT201
SOCA208
PHIL101
BUS272
HESM358
HESM280
809-172
543-300
ENG3040
ENG 2020
ENG 2050
ENG2060
ENG1060
ENG 1160
COR 1100
531-326
SOCA208
ENG252
INTS268
PHIL1000
WMG1100
PHIL1300
ENG458
PHIL1200
POL3200
HESM163
543-300
543-101
543-312
543-300
BIOS101
GEOG101
SOCA100
GEOS101
BIOS318
ART371
BUS100
801-136
806-177
X
RVL - Sports & Entertainment Marketing (3235VL)
X
X
RVL - AP Biology SM1 & 2 (2644V1 & 2644V2)
X
3241 Adv Accounting
X
X
VL - Philosophy: The Big Picture (2773VL)
3223 Business and Personal Law
X
2248 English Writing & Usage
X
X
X
X
2251 Creative Writing
2247 AP Literature & Compostion
2247 AP Literature & Compostion
X
X
RVL - History of the Holocaust (2790VL)
X
RVL - Thinking & Learning Strategies (9091VL)
X
2630 AP Biology
X
RVL - Anthropology SM1 & 2 (2754V1 & 2754V2)
X
X
X
X
3220 Intro to Business
RVL - Anatomy & Physiology Honors (3971V1 & 3972V1)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1
X
X
X
X
X
X
X
X
X
X
X
X
X
123626
123626
151042
149619
101272
101272
101272
101272
101272
101272
101272
101272
101272
101272
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
105280
200259
200259
200259
200259
200259
200259
200259
200259
200259
200259
151324
151324
151324
151324
151324
151324
122657
122657
122657
122657
122657
122657
122657
122657
122657
122657
152097
152097
152097
no
no
no
no
no
no
no
no
no
no
no
no
no
no
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
494
Saber
Saber
Binneboese
Wilkins
Saber
Saber
Saber
Saber
Saber
Saber
Saber
Saber
Saber
Saber
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Visor
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Rodgers
Wilkins
Wilkins
Wilkins
Wilkins
Wilkins
Wilkins
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Kasprovich
Rodgers
Rodgers
Rodgers
UW-Parkside
UW-Milwaukee
UW-Parkside
UW-Parkside
UW-Parkside
UW-Milwaukee
UW-Milwaukee
UW-Milwaukee
UW-Parkside
UW-Milwaukee
UW-Milwaukee
UW-Parkside
UW-Parkside
UW-Parkside
UW-Milwaukee
UW-Parkside
UW-Milwaukee
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Introduction to Psychology
Introduction to Sociology
Nursing Assistant
Nursing Assistant
Barber/Cosmetology Industry
Basic Hair Color
Basic Manicuring
Facials
Hair Design 1
Hair Design 2
Introduction to Barber/Cosmetology
Perm Techniques
Shampoo Treatment
Womens Haircutting
Beginning Painting
Child Psych
Comm & Human Condition
Gender & Soc
Great Thinkers
Inclusive & Disability Program Com
Intro Conditioning & Learning
Intro Health & Disease
Intro Human Culture
Intro to College Writing
Intro to LGBT Studies
Introduction to Digital Art
Introduction to Human Development
Origin & History of Earth
Origin, Compo, Struc Planetary Atm
Philosophy of Religion
Topics in Modern Bio
Women in Lit
Biology of Aging
Bioscience
Contemporary Moral Problems
Great Thinkers
Human Biology
Intro to Ethics
Intro to Philosophy
Nature of Life
Science and Pseudoscience
Basic Manicuring
Facials
Introduction to Barber/Cosmetology
Perm Techniques
Shampoo Treatment
Womens Haircutting
Acting 1
Class Piano 1
Digital Photography & Imaging
Intermediate Spanish 1
Introductory Italian 1
Music in Theory 1
Public Speaking
Studies in Film
Translation
Welding/Gas Metal Arc Welding
Welding/Gas Tungsten Arc Welding
Welding/Oxyacetylene
809-198
809-196
543-300
543-300
502-324
502-345
502-346
502-349
502-350
502-351
502-312
502-353
502-301
502-366
ART282
PSYCH260
COMM107
WGSS213
PHIL102
THER REC303
PSY214
HS101
HUMA101
ENG101
LGBT200
ART104
PSYC210
GEOS102
ATM SCI101
PHIL205
BIO SCI103
ENG112
BIOS109
BIOS101
PHIL215
PHIL102
BIOS104
PHIL206
PHIL101
BIOS100
PHIL205
GSCI102
502-346
502-349
502-312
502-353
502-301
502-366
THEA125
MUSI150
ART371
SPAN203
CRMJ101
ITAL103
MUSI120
SPCH105
ENGL458
SPAN413
442-321
442-323
442-334
X
X
2749 AP Psychology / RVL - AP Psychology SM1 & 2 (2749V1 & 2749V2)
2722 Sociology / RVL - Sociology SM1 & 2 (2722V1 & 2722V2)
X
2124 2D Advanced Drawing and Painting
X
X
X
X
2630 AP Biology
X
X
X
X
2271 Acting
X
X
X
2387 AP Spanish Language / RVL - AP Spanish SM1 & 2 (2387V1 & 23871V2)
2755 Criminology
X
2261 Speech
X
2380 Spanish Business Interpretation
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
152097
152097
152097
154105
154105
154105
154105
154105
100895
100895
116172
116172
116172
116172
116172
116172
116172
116172
179517
166079
166079
166079
166079
166079
149414
149414
149414
154685
154685
154685
154685
154685
154685
121791
121791
121791
121791
104527
104527
104527
104527
104527
104527
151641
151641
151641
151641
151641
151641
200714
200714
200714
152072
152072
152072
156112
156112
156112
156112
156112
156112
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
494
494
494
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
375
Rodgers
Rodgers
Rodgers
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
Dial
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
UW-Parkside
Welding/Print Reading & Fabrication Processes
Welding/Shielded Metal Arc Welding
Workplace Safety A MSSC
Cognitive Psychology
Psychology of Aging
Psychology of Gender
Psychology of Personality
Social Psychology
Criminal Law
Ancient & Medieval Art
Art Appreciation
Comm. & Human Cond.
Diversity in the USA
Great Thinkers
Introduction to Film
Jazz Appreciation
Diesel Mte. Fundament.
Discrete Mathematics
Environmental Science &
Gen Chemistry I
Intro to Applied Health Sc
Karate I
Economic Geography
Intro to Philosophy
US Origins – Reconstruct
Abnormal Psychology
Health Psychology
Interviewing
Nursing Assistant
Psychology of Aging
Psychology of Aging
Psychology of Personality
Social Psychology
Advanced Selling Principles
Electronic Mkt/Social Media
Marketing Principles
Promotion Principles
Retailing
Selling Principles
Fund. Human Nutrition
Human Biology
Human Physio & Anat I
Managerial Accounting
Managerial Cost Acctng
Managerial Economics
Emergency Med Tech
Emergency Room Nurs
Medicine, Law, Ethics
Business Statistics
Financial Accounting
Mgmt Info Systems
Alcohol/Drug Abuse Rehab
Comm Resources & Svc
Interviewing Princ & Rec
Intro to Human Svcs
Prof Practices in Hum Svs
Tech Writing/Grant & Pro
442-324
442-322
625-125
PSYCH205
PSYCH241
PSYCH280
PSYCH260
PSYCH220
No-902
No-900
ART122
ART100
COMM107
HUMA103
PHIL102
HUMA252
MUSI104
PHIL205
412-111
MATH231
SMGT0115
CHEM101
AHS101
HESM322
GEOG215
PHIL101
HIST101
PSYCH360
PSYCH363
PSYCH330
543-300
PSYCH241
PSYCH280
PSYC241
PSYC280
PSYC260
PSYC220
104-161
104-116
104-101
104-105
104-127
104-104
BIOS190
BIOS103
BIOS105
ACCT201
ACCT202
ECON412
531-109
510-102
509-309
QM210
ACCT201
MIS320
550-130
520-110
520-105
520-101
520-127
801-120
X
X
X
X
X
X
X
X
X
X
X
2755 Criminology
2121/2122 2D Beg/Adv Drawing & Design
X
X
X
RVL - AP Environmental Science SM1 & 2 (2627V1 & 2627V2)
2632 AP Chemistry
X
X
3227 Introduction to Marketing
X
3228 Marketing Principles
X
3229 Retailing
X
X
X
3241 Adv Accounting
X
2745 AP Microeconomics
X
X
2451 Statistics / 2453 AP Statistics
3241 Adv Accounting
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
152092
152092
152092
149213
109715
157265
157265
157265
157265
157265
154822
151115
151115
151115
151115
155205
149996
149996
149996
149996
151931
151931
151931
151931
151931
151931
151931
151931
108424
108424
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
375
375
375
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
499
Dial
Dial
Dial
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
McCauley
UW-Parkside
Great Thinkers
UW-Parkside
Introduction to Film
UW-Parkside
Gateway Technical College Technical
Medical
College
Terminology
Nursing
College
Assistant
Carthage College
Applied Dance: Ballroom
Carthage College
Applied Dance: Tap 1
Carthage College
Intellectual History of Western Heritage
Carthage College
Intro to Theatre
Carthage College
Music Theatre Workshop
Nursing
College
Assistant
UW-Parkside
Diversity in the U.S.
UW-Parkside
Intro to Philosophy
UW-Parkside
Media and Society
UW-Parkside
Public Speaking
Nursing Assistant
Auto CAD-Mechanical Design
CAD-Solidworks
Fluid Power and Design
Introduction to MET
Intro to Network/Web Concepts
Intro to Program/Database Concepts
Medical Terminology
Network Security
Nursing Assistant
System Software Support
Systems 1 Concepts
Web Programming 1
UW-Parkside
Intro to Programming
UW-Parkside
Introduction to Computers
PHIL102
HUMA252
PHIL205
501-101
543-300
THR1046
THR1043
CORE1110
THR1150
THR2620
543-300
HUMA103
PHIL101
COMM108
SPCH105
543-300
606-141
606-128
606-160
606-149
150-105
152-126
501-101
150-194
543-300
154-119
152-105
152-182
CSCI130
CSCI105
X
X
X
X
3661 Medical Terminology
X
2276 Theater Company 1
X
X
2261 Speech
X
3224 Introduction to Neworking / Web Concepts
X
3661 Medical Terminology
X
X
X
3218 Web Page Design / RVL - Web Page Design 1 SM1 & 2 (3246V1 & 3246V2)
3219 Introduction to Computer Science
3214 Computer Literacy / RVL - Computer Programming 1 SM1 & SM2 (3282V1 & 3282V2)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Business Meeting Packet - Racine Unified School District

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