February 8, 2016 at 6:30 PM - Regular Meeting

Description:  If interested in addressing the School Board during the Communications portion of the meeting, please stand and state your name when the Board President requests communications from the citizens.

Description:  Wisconsin Statute 118.57 states the Mineral Point School District is required to notify parents about the educational options available to children who reside in the resident school district in addition to notification about the school district’s accountability report.

Description:  At the last special board meeting the Board of Education tabled the creation of a safety task force and instead generated a list of safety measures that could first take place without large amounts of money being spent.  The list is before the board for review with the opportunity to add, delete, or modify the list of possible safety measures that could be taken in MP Schools.

Description:  Member Basting contacted President Steffes to request placing Board Policy 830 Use of Buildings on the agenda for review.  

Description:  The Wisconsin Association of School Boards (WASB) provided Mineral Point Schools with a survey tool to learn which areas of government the board is in agreement with and which areas require more discussion at a local level.  The survey tool was distributed to board members at no cost to the district at the last board meeting.  A check in toward completion of the survey will be done with additional survey codes made available for board members not completing the task.

Description:  There are no items scheduled for action.

Description:  http://www.wiaawi.org/News/NewsReleases/tabid/113/articleType/ArticleView/articleId/8700/FEATURE-Mineral-Point-Student-Athtete-Knows-No-Limits.aspx

Description:  The School Board FieldBook will be distributed with a timeline for completion and discussion agreed upon and book study questions distributed.

Description:  Chapter 4 identifies ten common instances in which boards abandon their strategic role and, in so doing, interfere with the smooth, aligned operation of the district. This makes the initiatives the board wants to achieve harder to accomplish—even when the board thinks it is helping make things happen. Review the ten signals in the chapter summary on pages 78–80. Four of those signals—1, 2, 9, and 10—are a result of voting/decision making by a board; three—4, 5, and 7—are a result of research/policy influences; and
three—3, 6, and 8—are culture-based. Then review the core values of a high-performing system outlined in Table 4–1: Core Values and Beliefs (page 74). 

Question 1:  Assess your board’s performance over the last three years. Which trouble signals
did you successfully avoid? To which signals has your board fallen victim?
Which will be the most difficult for your board to address, and why? 

Question 2:  Think back to any differences over the last three years between your board and
the superintendent, the administration, and/or the teachers’ organization. What
signals can you attach to them? Give specific examples. Discuss how the
conflict could have been avoided. 

Question 3:   How does the culture of your school system stack up against the core values of a
high-performing system described on page 74? What are your strengths? How
do you know? What are your opportunities for improvement? How do you
know? How does the collective impact of these core values affect productivity
and satisfaction in your school district? 

Question 4:  Is the relationship between the board, the superintendent, and union leadership
productive and professional? How do you know? How do you communicate?
How do you collaborate? How are differences resolved? How do you celebrate
success together? How do you share opportunities for improvement together? 

Description:  Discussion and action of performance, evaluation, and related compensation of the Elementary Principal and the Director of Pupil Services.