001We can start a minute early. >> The rules have got one minute. >> It's like George West. >> George West. >> You ever see that? >> They always had one clock that was like a minute earlier because they were closed down, but you weren't allowed to be open 24 hours. All right. I would like to call the to order the committee of the whole. >> Um, please stand stand with me for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Roll call finds us all present with the exception of Madame Vice President Heidi. >> Excuse me. >> Yeah. >> Is there a motion to approve
002the agenda? >> Second. >> All in favor say I. >> I. >> Motion carries. Now roll call finds us all present with the exception of mad vice president um Heidi. Next on the agenda, we have the purchase of property for future house construction program Mark and uh Mr. Duff evening. >> All right. So, uh yeah, asking the the board for consideration of approval purchase of two lots uh here in the Stone Brook Crossing subdivision uh just down the road. Um we've been in that subdivision since 2021. Um, we've had good success uh since really 2017 at turning a profit on each of the homes that we've sold specifically for this purpose, be able to purchase additional lots and keep the program alive and strong. So, any questions about the motion or not yet? I just
003have a comment that I just love that our kids are out in the community um leaving their legacy and leaving their mark in the community but also helping families come back into the community or or whatnot. So, I'm just thank you for this opportunity for them. >> Absolutely. >> Thank you. >> Just a little aside, I went to a third grade classroom this week and we were talking about all the good they said, "Well, what do you say about the schools when you're out there?" And I said, "I talk about all kinds of good things that we do, including the house project." And I had four kids who raised their hand and said, "I want to do that when I'm in high school." >> Well, okay, quit now. >> Their parents might have been in
004the program at one point. >> I have a second grade daughter that got >> kit for Christmas for her first architect kit where she could design a house with it and graph it out and everything. >> She showed it to me last night and they said, "You know, there's kids at North and South that design houses in class and then they actually build the house." And it blew her mind. like it was really cute. Like I can do that. I can do that. >> Yeah. So pretty fun to be able to do that and we hear so much. It's it's it's such a it's a big part of what we do in this district, right? But we do so many things like that, but for whatever reason, that one really sticks out with people in
005the community. It's really a a valued part of what we do. >> What number houses is this that we built going to build? >> Uh let's see. 1998 was the first >> and we've had one a year. So >> we got here >> 30 coming up on 30 here soon. >> The horse you rode in on. >> Not sure where that's going, but any other questions? All right. I'm seeking a motion to um approve the recommendations of the administration to make an offer on offer of $17,800 Stonebook Crossing LLC for lots 75 and 76 in the Stone Brook Crossing subdivision located to the east of South Business Drive um county. Okay. Um closing would be on January 30th, 2026. >> Is there a second? Second. >> Any discussion? All in favor state I. >> I.
006>> Motion carries. Thank you, Mr. Mr.. >> Next, we have the WASY proposed resolutions. Dr. Conrad. >> Yeah, I'll let uh Peter speak to it a little bit as he's our delegate, but obviously you've seen the packet. Um all pretty straightforward there. Peter and I at times talk over um kind of our thoughts related to them. So tonight really is your excuse me opportunity to provide feedback to Peter and Peter to ask some questions of you if he has any. So I'll hand it over to you. >> Okay. So the uh packet does show the 13 the 12 uh policies that are on the agenda uh at the 11th and these policies were locked down when WASBY's committee said these are the ones that met their needs and that they that they agreed to have
007in the agenda for the conference for the convention. Um and there was another um proposal that was approved uh in January by WASBY to add to the list. So there actually will be 13 um choices to go through. So that one because it is brand new and hasn't been published in the normal uh means through OSBY that we've been aware of. That one's not in here, but it has to do with providing funds for special ed categorical aid, which is obviously a tug of war for districts and was a main topic of concern last year before state budget was determined. Um, don't know where that will go. It'll be discussed at the at the meeting, but it sounds like it's it's another request to get at some of the money that the state is sitting
008on in order to provide special ed funding, but those haven't gone very far. So, I'm not sure what it what its chances are. I will just say this as far as the 12 things that are on the list just in shorthand. My opinion is to be in favor of all of them just as a single board member not speaking for you yet to everything except 10. And 10 is the one that uh goes for decoupling of support decoupling of the public and private school funding. And if you read through them, you saw 11 is opposing decoupling. They can't have both of those live on the agenda at the same time because they're diametrically opposed. So if people vote for decoupling then that will be presented as a an issue that WASBY will pick up and
009it will preclude voting on the second one which is maintain the status quo that decoupling does not occur. um if it is defeated then the one that says we support decoupling that as the state stands right now then that will come up for a vote. So that's not thing. The reason for my own being not in favor of the decoupling is I think it just is a step closer to setting up two different funding systems for education in Wisconsin which doesn't look like a good way to go. I also suspect it might al be a rationale for voucher schools to be another step away from having to comply with the same standards as the public schools which I don't think is a good idea for the students. my opinion, but um if there's anything that
010people feel strongly about on any of those issues, uh let me know because I I'm not there for me. I'm there for you. I just have to sit there all day. >> Thank you. You're welcome. My own view, excuse me. um is that a that decoupling is really just the very first step in the total dismantlement of public education and funding for public education and it is a catastrophe. Um so the fact that there's a a school district that's in favor of it is is pretty interesting. my question and then the the first one um with respect to and I've forgotten now um but I just wanted to ask J I'm really believe it or not I'm not sick um what clout does was have any at all so this is just kind of like
011whistling in the wind >> I think it is um I think there's an opportunity school districts for us to maybe um push the clout that WASBY has and WASDA. Um I think people are wearing thin with listening to DPI and working with DPI and um I think especially the Republican side of the aisle is very much more interested maybe and starting to meet with Wasby, Wazda, etc. leaders to understand school finance and understand the effects on public education um versus DPI. And to be quite honest, I think that's probably good for everyone involved um to a certain extent, right? DPI certainly has a voice and they have some institutional knowledge. Um but I think WASDA and WS does as well. U so there's probably some some traction there and as we've talked with our um
012legislators in this area in this region, they've been warm to that idea. So I think that might be a better place. So maybe we get a little more traction here than we have in the past. Um butvious no the special ed funding is dead on arrival. We've already been told that and obviously the House has introduced bills supporting that. It's really just saying make it some sufficient rather than some certain. They're not going to do that. We're going to fall $800,000 short in this district and it's killing us. They know that they're sitting on a surplus. So then that other resolution that you saw on there was our response to that. So if it's onetime money in the surplus that you're scared to to spend, then put it in endowment fund for education and we'll
013just draw on the interest. then you can't say that we're spending onetime money. Um they're not going to do it. They're not going to do that either, but it's just calling their bluff, right? They're saying, "Well, we'd like to help you, but we can't because it's onetime money." Okay, we'll take the interest off of it. Um they're not going to do that. Uh the decoupling one is really interesting, and I think you're right, Mary Lynn. Um, I think where the other districts come from sometimes with that is they're feeling like we better take something for decoupling while we can get it before they just do it to us. So, we're holding out. Um, but that's another really interesting thing that we bring up with our politicians often is so you can afford to decouple in
014which case you're going to they've gone as far in in discussions is to say that 19% of our levy that 7.2 million that we're sending over to voucher schools we would just get to keep if they decouple we get that money back. So there's all this money to do that but there isn't money to fund special ed uh appropriately. So, it's very much uh evident. It's been pointed out to them many times in face-to-face conversations that there isn't a lack of money, there's a lack of interest in using that money to support public education. Um, so that's what's interesting about decoupling to me is is not only would it do what you suggested it would do, it also is being used to show that there's money there if they want to come up with it.
015They just don't want to come up with it. Disappointing. uh certainly can't hurt, but I don't think it's going to do a lot of good for us either. >> Just out of curiosity, >> do you know what school district wasn't? >> Which one? >> Marine. >> Kettle Marine. Yeah. >> Isn't it's listed in the >> Isn't that interesting? >> Well, that that tells >> they're saying take something while you can get it. They might not be wrong. They're one of the wealthier districts in the state. >> They're closing schools down, too. I They might not be wrong in the end. >> I could just meet in their luxury boxes. >> Yeah. I don't I really don't think that's where they're coming from. It's a It's a move to make. We'll see. >> Well, they're also
016the district that made the proposal today by laws to make the two classes. >> That's more interesting. >> They want the tiered view system. So if if after we get through the other recommendations they will hit the >> sorry >> but no that's fine because it's fascinating. >> Is there any any direction that anybody wants to give me in terms of these >> Peter one thing I just want to reiterate we had the chance to to speak about things too. It really that opportunity that you gave me to voice uh my opinions and the care that you're putting into this process here just lets me just reminds me why you are such a great delegate for us and I wish you the best of luck in your work >> snacks. All right. So I will
017I will go unless somebody is just a real stem winder. Mr. Speaker, it absolutely convinces me the other. >> No, you're good. >> Yeah. >> Okay. The other thing, as was mentioned, there's a proposed amendment to the Wasby bylaws. It makes it a two-tier situation where school boards can say, "We want to be a member of WASBY for the benefit of the educational programs that they give, but we don't want to be associated with WASBY when they're lobbying and they want to be se segregated from that and they're proposing a two-tier system that the way it'll work is once People say, "I want to be fully represented by WASBY," including in in their efforts to convince the legislature. Uh, or we just want to go to your seminars and your programs and things like that,
018but we won't have a delegate at the convention. And then there'll be a some price difference in what the membership is, which they don't know what it'll be. And they're saying, "Well, we'll do that. people can pick which tier they want to be in and after a year or something we'll figure how much we actually saved by doing that which I can't imagine is going to be much and um then tell you you know rebate how much you're you're supposed to get um I don't necessarily see that's a bad thing in on the whole if it kind of keeps the band together if it says okay we have this many people going and it still means means that there's going to be interaction with school board members either fullyfledged or just that programs and andformational
019sessions to intermingle with other board members and I think not doing that means they may just abandon WBY and not join in. Um, so I don't think it's a I don't think that's an improvement. So I would say left to me that I would agree with the amendment what it really turns out in how it really affects things. I don't know. I don't know. I also think if there's a certain slant to the people who don't want to be in as opposed to the people who do want to be in, it's basically like saying, well, okay, everybody who doesn't agree with us is now going to leave and that's going to leave uh a particular approach uh kind of unhindered. So I don't know what that means. >> Yeah. You know, I think organizations with
020I mean, this isn't mandatory membership, but with universal membership often struggle with this because the the parent organization has failed to really provide a a rationale for um value provided. Um but there are numbers in strength strengthened numbers and I think um it just it seems to me that proceeding like this is just a way to weaken Wasby and it makes it a less effective less powerful organization and maybe that's what you know people want maybe they feel they're not getting the value that they need typically I mean if something like this gets some traction the organ organization's going to have to look and say, "Wow, you know, what are we what are we providing? Why why do people want to jump ship >> and because when you stand together typically you you know you
021stand stronger." So, um I I don't have any problem with mandatory stuff and I know that Wisby is not mandatory. No, but it's but it's something that you do um as a school district and unless you Yeah. So, I would be opposed to it, but that's just my my own sense of having gone through this kind of stuff before. I I think there's also perhaps a argument that could be made that if certain entities don't wish to be reflected in WASBY's mark um lobbying but they do endorse its training and its expertise and data gathering and things like that which they hold in common with the organization at large. That might be some sort of a justification for them to make sure that they don't let the training sag. I don't know if you're not
022in WASBY how this would register with most people at all. Do we know what the percentage of Wisconsin school boards? I mean, what's the percentage of school districts like ours that participate in >> I've seen that number but I don't remember but I think it's a clear majority right I think it's a lot >> yeah when uh when things got things got tense things are tense politically right but um three years ago when things were really tense among school board elections and things of that nature was on the hot seat you saw Will kind of start to make a play for doing some of this for districts that want to work with them. So, you're seeing that splintering. I think what you're probably seeing is a a number of superintendent and board members sitting at
023tables. St. Lawby really provides a nice service for us. We get legal updates. They give us good reminders of how to work through elections. They they provide a lot of nice services for us in PD, but we don't like that they took a stand here or there, which is pretty amazing because you're signing up like you're seeing how they take a stand, right? It's by vote. Like it >> um so that's what's interesting to me. Karin puts this forward and then they put a bunch of resolutions on the table, too. >> Uh if you don't want them advocating for you, then stop putting resolutions on the um on the docket. So, I can go either way on it. I understand the sentiment on both sides. Maybe keeps WASBY as the leader in the state and
024and stops a splinter organization from being able to get traction, but it also probably weakens. So, rock meat hard place. >> I mean, my initial god level feeling when I read it was this is how they bust your >> That was the first skill I had. And so I had a >> reaction based >> reaction. >> I did, >> you know, and and you don't have to look too far to see what happens in the state of Wisconsin. >> Um and so I personally would prefer voting against it. I also it seems kind of like a I'm going to take my ball and go home, you know, and it's also in my opinion really amplifying the political angle of it. which we're supposed to be in that person. >> Yeah, WASBY. I would say WASBY
025leans right. I mean, the majority of school boards in this state are going to lean right with all the rural districts and I mean, you have a hard time convincing that Wasp is a a strong lean left. Uh so, it's pretty interesting to see him in this position. >> I had a similar reaction just having worked at a national organization with local level affiliates and what it takes to maintain the values brought from the policy um with still recognizing the autonomy. I think that um there's that balance but I saw it as factions and it depends on the process like I would really lean on Leah you know as last year's delegate and your experience there and just lean on everybody's experience with with not having experienced a lot of it myself. >> I think
026it I think it's interesting that I mean you get to choose you can choose to become a member of this. So, I mean, if you're choosing to say the education and resources you provide are incredibly valuable that I want to have access to them, but you know, culturally you don't align with us. Well, if we're getting information and we're using that information to inform decisions in our district, how can we say it doesn't align? I mean, those two things don't seem to add up. >> Yeah. And and it's not that WASBY is making all of these recommendations, although they do make some of them. >> Sure. >> But they are coming from the district. So there is a democratization to saying, well, if that's the way you feel, if that's the way most of you
027feel, then that will show up in the delegating convention. But on the other hand, maybe it just means that WASP's value isn't in its lobbying because >> not sure how effective it always is or things are if it's more we're going to say something even though we don't think it's going to fly in a particular state house regime. Um, on the other hand, if that switches around, then maybe there's some some more traction to be had. And maybe it's then if they're bright shiny object is training and data and assistance and information. Well, then maybe that's where they should be, how they should be seen, not as a game maker or dealmaker. interesting proposal at a time when there's kind of perception that was going to become a voice in place of >> Yeah. I
028don't know. Yeah. >> I mean, and that's, you know, >> those are universities right now. >> So, you think it's primarily autonomy driven and not financially driven? >> I can't imagine that they're going to make I don't know what what's the cost to be in Wise. >> Not much. Yeah. to do with money. >> There was a lot of pressure put on districts not to be part of WASBY a few years ago and you saw that at the state level. A couple of the national organizations fell. So that's just >> where it is. But I again I go back to if you if you look at what was doing this far left work by Well, that's a mixed bag. Most people feel like we should status quo is better than allowing the choice to the
029districts. >> Well, they do have a choice. You're in or you're not. >> Yeah, >> we can choose to go. >> Yeah. I mean, >> they have a choice to pay the dues at all. But I don't like the fact that they want to take the good part and then not deal with the part they don't agree with. >> Right. Either you're in or you're out. >> Because they could they could say, "Sure, we're going to be in. We're not going to send a delegate. We're not going to Examples like say they want to get out, but they're still offering amendments." So they could they could just say, "Well, no, we'll do our own thing." So there must be for the marquee value of saying look many people fail >> and there's power in the
030diversity of delegate districts >> and then the question is if they don't have the option and they just quit anyway and if the concern is oh it's being weakened because people aren't in it anymore at all then who does that help >> I would Leave it as is. >> Leave it as it is. Don't >> I would not support >> Yeah, I would not kill. >> So, what I'm hearing is the resolution number 11. You want to strike that, right? >> No, it's it's No, this isn't 11. This is the pro proposed amended to the bylaws, which is a separate thing. >> Right. I'm going from the first one that you stated. Sorry. So, just going back to the original one, number 11. >> Yeah. You wanted to strike that right among the resolutions the
031decoupling. >> Yeah, I would no 11 I would I would approve >> approve >> because that's that opposes decoupling >> and 12 you want to strike >> 10 I want to I want I would vote no supporting decoupling. 11 is the status quo. keep decoupling. 10 says support decoupling. >> Yeah, >> I'm hearing the majority say we support everything except for decoupling and for except for the resolution. >> We have to vote on it, right? >> Just just for me. I just have to remember >> he can do what he wants. >> What can we do? Yeah. >> Here. >> So, I'm all ready. >> Okay. Thanks everybody. I really appreciate that. >> Thank you, sir. >> All right. Next, we have a school finance update. Dr. How you? >> Yeah. Mark doesn't even have
032to come up. We're going to I I wanted you to have these slides for your own information, for your own knowledge. And I would encourage you to spend some time looking at them. I'm going to go through them pretty quickly and just stop at slides where I want to highlight some things. Certainly feel free to ask questions. We have this presentation. We have another one that's even more budget oriented. Uh they both came from Oaso um at a workshop that Mark and I and Eric attended. Uh it's like December 3rd where it was just um a number of districts talking about what decaying enrollment means and what the state budget means. Uh some of you have seen Anne Chapman present before. She does a phenomenal job. That's who did this along with um University of
033Wisconsin Research Center. So, good things here to look at. This was at CISA 1. That's not our CISA. Uh, it's down in Pewwaukee, I believe. We were there was a long waiting list to get in on this. Uh, and there were districts from all over the state, Stevens Point, up north. Uh, so it was interesting to see um the interest that this has. That is not normal for a CISA workshop for people to come from outside your CISA typically. Uh, was well attended. Unfortunately, showing the concern of of this throughout the state. If I can get my clicker to work. >> Um, so the first thing I just want to draw attention to 73% of districts in declining enrollment um up from 55 and and really the interesting piece there I think is 75% of
034the students are located in just 30% of the districts. So, um, we'll explain that as as we work through this, but obviously it's it's hitting everyone to a certain degree. It's hitting, um, other districts pretty hard and you can see that on the map where it's, you know, you're seeing the schools in the northern part of the state get hit pretty hard. Uh, and that's what leads to the discussions, right, about consolidation. And I think there's a legit conversation to be had there. Um, I've heard proponents of public education state that we fully support public education, but consolidation is probably going to need to happen in this state given what the demographics in the future holds. Um, so we don't just turn a blind eye to that or or are just anti- consolidation at every
035at every angle, but um we are going to see that it's going to affect some more than others, right? So that's pretty straightforward. Um, this one, as you know, they're talking revenue limits tied to inflation as far as possible solutions. That when that happened, I think it was under Governor Thompson, um, that was doom and gloom time. And now we talk about that like it's the good old days. Um so that's pretty amazing, right? We're 32 and a half million about 32 and a half million on an annual basis behind inflation from where we were in 2009. Um so it revenue limits would have been our best friend. Uh pretty amazing to to be saying that. Obviously, we've talked about the special ed piece um and what that looks like to us and then uh
036extra funding for poverty. They use EL, we use ML, things of that nature, but really just supporting those those students at a level that we need to. Um this slide I enjoy just a little from a standpoint of the enrollment losses. They're talking about you have to you have to stay on top of that. And I think we've done such a nice job of that as a district. So the reason we are not in a position of Oshkosh, FondeLac, Appleton, etc. is we had that COVID money. We increased staffing. We knew kids were going to have a hard time transitioning back. But the entire time we were very clear with our schools that this money is onetime money. It's going to go away unless the state budget supports us in continuing this. We're going to
037need to cut back to where we were in our staffing formula. We did that slowly. Uh, one year we used a little fund balance to to bridge the gap to ease into it to do it through attrition to keep our good people. Um, but we stayed on top of that and that's why we are not in the in the predicament that they are. You can see those schools when you look at the amount of money they're short and you look at the number of students they have and you can tell they were counting on 60% uh special ed reimbursement in the bannual budget and that the deficit that in is the uh the difference between you know roughly 40% and 60%. So we feel like we're in a good place there. The bottom part's interesting
038to me where it says inequality can rise as families at meet seek nonpublic options leaving large shares of highest need students and underfunded schools. That's what you're going to see, right? So you're going to see the density of special education students rise in public ed. Uh, Representative Kitchens, Republican from I think he's Green Bay Door County area. He's head of the um, education committee. Flat out looked at us and said, you know, voucher schools aren't taken. I need special ed kids. You know, they're not going to take those kids. Um, so that is where we are and and they're admitting to that, but yet they're not funding it, which is the frustration that that we have. So um it leads to this type of discussion um and on top of that right we're faced with
039that open enrollment volatility and that was really the kicker in this budget that took us by surprise is there was absolutely no talk of raising that um open enrollment cost or fee that goes from school to school and that put us I think about a $400,000 deficit it um with that line item. So that really ate away at that special ed increase for us um and was detrimental and they'll go up again next year and I believe Mark that's tied to what vouchers get as well that result in an increase for them. There's something in statute where that where that gets linked in. So they always when they mess with those numbers it's proportionally raising u vouchers as well. So that's what's going on there. That was a hard one for us. Um and then
040you're going to see that WSBO just continue to say schools are trying to rightsize, but you need resources to do that as well. Um and when you're just taking funds the way that our our system is set up, it doesn't work. So, Blue Ribbon Commission was a nonpartisan was led by Luther Olsen uh who was a Republican state senator assembly man back in the day and it was bipartisan and they came up with a lot of these suggestions that have since been shut down uh but we bring them up here quite a bit as we advocate. Um, I appreciated this slide from a standpoint of just pointing out what student groups are at greatest risk. Uh, it's students with disability, it's our ML population, it's students in foster care, it's our migrant students, it's our
041homeless students. Those are the students um throughout the state that data is showing are most impacted by declining enrollment and the loss of revenue to those schools. And then um this is interesting from a standpoint of it just talks about right the density. So students with disabilities the number of students with IEPs even though the the number of students in the state is declining it's not just a percentage it's actual numbers of students they're expecting that we have more students with disabilities in the state um even with declining enrollment. So we're going to see our enrollment go down. We're not only going to see the density of special ed students go up, but the total number go up at a time when they're not funding it, right? And the same thing with ML. So they're
042going to increase in percentage. They're going to increase in the total share and we're not getting funded for them. So that continues to be a huge huge concern um and really what creates problems for us. They're going to till they're blue in the face that districts can't solve this problem alone. Uh and that's what leads right to looking at that blue ribbon commission from 2019 and some of the ideas that they've had. So one idea they had um is more time to adjust so we work off of a three-year average. This suggestion is a five-year average that would definitely help uh and makes a lot of sense. We are in hold harmless right now and Mark can explain that better than than I can as far as how it it just it plays a role
043in so many things you do when you talk about uh enrollment and where we need to go. But essentially to get out of hold harmless, we'd have to see such an increase in enrollment that it really becomes almost disheartening and impossible. And you're going to see that throughout the state. So it helps us right now. There's no no doubt about it. cut depending on where the state puts increases to public education. Sometimes we don't get the full increase because we're in hold harmless. Sometimes we do. And that's why that special ed funding was so nice. It just hit every school district equitably and fairly. Um and why we push so hard for that. So we like that. And probably the most interesting one is um here where they talk about special education and really just
044again going to that making sure that we're we're some sufficient uh rather than some certain and that money just is not there. So, we're talking for every percent mark that they're coming up short, it's on special ed funding, we're about 200,000. >> 200 is kind of the rough Yeah. that we take. >> So, we're really struggling with that right now as we look at uh budget projections for next year to understand where that number is going to come in. Uh, and that's going to play just a a huge role as to what we can do for for raises and what we have to do for cuts and all of that. And when it's uncertain like that, you don't know what you're getting. It just is is really difficult. And again, when we've talked with kitchens,
045when we talk with representatives, they say, "Yeah, we can't promise some sufficient uh to that number because special ed costs are rising. What if you know tell us about it?" um what what would you like us to do about that? Uh so the answer is just to come. Uh and that's a best case scenario. I think there's part of me that really feels like they know I don't know who they is, but people that design these bills and and negotiate these strategies know exactly what they're doing and they're they're trying to do this. So when they put laws into place, like they tried to put a law into place of students, anytime you have to remove a student from a classroom, you have to call home, right? That's a normal occurrence with special ed students.
046Uh they're trying to scare people out of public education. And I think what public education is then left is with with special ed students and the students that voucher schools won't take. Um and I think you got to call a spade a spade at some point and just what it is and I think that's what it is. So we have those conversations with them a lot. Some of obviously disagree with that but I think that's what we're seeing here. So it's where we are. Um another interesting approach to this is through consolidation. Obviously it's likely. Um but what you see and you've seen it in districts is just closing a school is really really hard to do. level consolidating the school district. >> Uh, and politically they don't want anything to do with it. So,
047they're all putting plans for for consolidation, but they're saying, "But it's your choice on whether you want to do it or not." Uh, because politically it's a losser for them, and they know that. So, it's going to get really interesting to see how they they work through that legislatively because it's just not a popular thing. Um, and I have watched districts go through processes for closing schools, and I watch those districts really closely, and no one has a a good process for doing that without having the community get very upset. Uh, it's just a a really difficult thing to do. And that's because those schools mean a lot to the neighborhood. So, you can imagine, right, what those schools mean to a community. That is their hub. That is what they have. Especially in rural
048districts. you take a school district away from what do they have? Um, and there are people that are are very fearful that they're going to lose their local district and lose their sense of community as a result. So, it's going to be interesting to see how that one plays out. Um, higher per pupil funding is is one suggestion and it's probably my favorite one. It it sounds I think really simplistic to people. If if we're losing students, just keep funding us at status quo. Uh it's not costing the state any extra money. Continue to fund us at uh what you have in the past. As the as the population of students goes down in Wisconsin, continue to fund special continue to fund education at the level that you currently are. Um and and let the
049the declining enrollment take place, but keep the the funding where it is. And it's no neutral, right? neutral effect on property taxes while still providing additional funding per student essentially to schools. So hopefully that one has some legs. I think it it just plays well with people because it's it's a costneutral solution. Uh and then this one is really interesting. This is how OSBO talks about vouchers and they're very careful. they uh they don't get real political and they're kind of just the facts type thing, but they're saying just as districts have to consider right sizing strategies to adjust new reality, state could reconsider the breath and depth of K12 options, ensure district schools have sustainable funding in students needs are met before investments in other K12 options. So they're saying if you can't afford
050to right, if you can't afford to uh fund special ed, if we have to look at consolidating districts, why are we opening up additional voucher schools? um what are we we possibly thinking here? And that's a really hard I think reality for them, right? So, we're going to have these voucher schools running around with, you know, a handful of kids in them uh and opening up and and running while we're telling other districts uh or it's the heart of their community that they should close down doesn't doesn't make a lot of sense. So, that's an interesting piece from them. I think the uh four points here are relevant as far as uh revenue limits again not keeping up with inflation, voucher funding policies, diverting resources away from public schools, underfunded special education and no poverty
051funding. So, um we continue to ask for that, continue to push for that, and that's why we appreciate Wasow just putting this information out there for people to see. Um, these are always interesting as far as how districts, and this is just polling districts, right? So, this is district level responses of how they plan to uh make up budget shortfalls. So, you're talking about schools that are going to see vacancies go unfilled, meaning higher class sizes. You're going to see operational referendums. You're going to see fund balance. 40% of schools, 39% of schools are saying we're going to pay our bills with fund balance, our operational expenses with fund balance. That is not healthy and that's means for disaster, right? Uh and that's 39% of districts. Um pay teachers less, pay everyone less, right? Compensation
052packages, cuts to instructional staff, and then uh operating currently operating using a nonreoccurring referendum. So, we got 35% of our districts that are just making it off of non-reoccurring referendums. And again, how you want to read what happened politically, but the lack of state aid is going to drive property taxes up without getting additional funds to schools, which is going to make it really, really difficult for school districts to pass referendums. Right? So that's in my opinion again that was a very pointed a very direct um approach to saying how can we stop these districts from being successful with their referendums because um they like and they flat out right they they opposed or proposed other legislation where they were just going to limit referendums. Um so they don't like that the local voters are
053supporting schools. uh they want to take that local control away. Arms to mitigate again kind of the same type of list. It's it's going to be the same same response as to what they're going to do for funds. Uh operation rep referendums obviously kick the can down the road. We have never done one here. It's such a precarious situation to put your your district in because you're always going back to taxpayers to ask for more and if you hit it on the wrong year, it's just going to be complete chaos. So, uh, that's why I'm thankful for Mark every day of my life. Uh, uh, uh, and we all should be because he's kept us in a good spot here as far as being able to offer competitive wages and a good a good package
054while not having to go up for operation operational referendum. And um, then they got into some steps as to what we can do. And it's really interesting. And I'm going to skip through these somewhat quickly. Um, but in the end, they're really saying it's hard to sell your school uh to people who don't want to be there. You may be much better off talking to the people who are at your school, asking them why they want to be here, and doubling down and making sure you're providing for them what they want from you. And I think there's there's some definitely some wisdom uh and some strategy in that. So I was appreciative of of hearing those those stories, talking with other districts about how they do that and really understanding uh maybe the importance and
055the strategy of that versus chasing after families who probably aren't stepping in your door no matter what you do. So um that was good and we're going to continue to work on that uh as colleagues throughout the state as to what that can look like. So, I look forward to that. Again, we're right back to where we started with the state aid revenue limit tax levy as far as uh conversations with the community and we are having that as we speak. Obviously, um with tax bills going out. I think we've had maybe one phone call, one email from the community, but we've communicated to staff, we've communicated to parents through a newsletter, and we'll be communicating to uh the entire community through our community newsletter, which is set to go out in about a week
056here. In addition to that, uh there's been oped pieces on the press online from other superintendents um in the state who kind of band together to write a letter about why uh taxes went up. Um, I believe Representative Shehan put out a piece on that and we've seen it from a consortium of mayors as well. So, I I think that drum is getting beat pretty loud and people understand, but we're going to make sure it gets in everyone's mailbox um in the next couple weeks here as well. These are really um pretty straightforward. I don't know that there's a whole lot to talk about. Um, but obviously shared service, whole grade, whole grade sharing is where like two districts share a great that's for really small rural districts. Um, probably not a lot of savings
057there for a district the size of of Shabboan. shared services around special ed creep up every now and then with you know we could we could do off-site services as a county or something like that but it's so hard to staff u that essentially no one wants to take control of it. So that's always a hard one to do school closures district consolidations obviously is what we're going to be seeing over the next 5 to 10 years and then it talks about just the difficulties of doing that and that's That's what you're going to see is uh districts have closed schools. Teachers decide they really like that school. They're not uh maybe married to the district. They were married to the school, right? So then there's some good teachers who suddenly lose their school and
058they decide that they want to look elsewhere. uh staffing models are are interesting to look at as far as whether you can do it efficiently or not or whether it's just going to be moving person from point A to point B. Um and I agree with some of the stuff on this slide, some I I don't. I think we have a good system in place. We do look at seniority when we make reductions. Uh I think we should unless there's something in someone's file that says there's a concern there. So, I think we split that nicely in this district. Um, this stuff we already do, right? We have our healthcare co-ops. We have our IT services that are effective. Um, we have a transportation. We've we've audited our transportation. We know that we're we're very
059effective in our our transportation funding and our partnership with the city. Um, we have virtual learning options. We we do all of these things. So that's where it's starting to get difficult is districts that are very efficient at this are starting to run thin to just isn't anywhere to cut from. You can see the potential benefits and really what they're encouraging everyone to do here, what Robo's encouraging is if you're having to go through this, look at it as a benefit uh and and not a a detraction from your district. And I understand why they say that. I think it walks a fine line. I think we need to be honest that closing schools is probably not what we need to be doing right now uh for students throughout the state. But in certain cases,
060closing schools, given where we are from a budget standpoint, does free up some money and allows us to better serve the students that we have. Um so that's really how they flip the conversation and look toward the positive. The and and pitch it in a in a better manner. So, um that's what they're looking at there. The challenges we've talked about are the staff reductions really going to be there. Are you going to lose good teachers as a result of it? Are you going to hurt uh morale and retention? And I think those are are challenges that are absolutely there and we need to be aware of. Um this one is really difficult to to prove I think when they say drop in test scores increase in disciplinary actions etc. But you know that's going
061to happen. If you have 250 kids in an elementary school and two elementary schools you close one down you put 500 kids in an elementary school. Uh it's a different feeling right and that's a that's a tough thing for for districts to grapple with. We saw that in Ashkosh when we went and looked at Bell Phillips. They're putting 800 middle schoolers in there. Um, that's a lot. It really is. So, feel good about where we are right now with many of our schools and their sizes. Increasing that is not always a great thing. Uh, we know the equity considerations. We know who's being hurt most by this. There's data to show that. It's very clear. how it comes out and then uh how you reconcile it. So just a lot to be seen there how
062we do it, what we go past. There are some good ideas, but really in the end it's it's it's painful and that's where we're headed. It does save taxpayer money. And really what we're looking at is if we consider consolidation in any means, can we look at it and say it's the best for kids, the resources that will save can be reinvested in the district uh to help students and to do things better. So that's that's where we'll move forward looking at any cost savings measures. I think we're we're years out from major consolidation in this district. There's definitely a school or two that we need to look at. Um and there's a process that we need to follow to do that, including obviously talking with staff, parents, community members, etc. So, we'll continue to
063to look into it. This is just the very start of it, but we wanted you to be aware. We wanted you to see it um and kind of make you aware of of the pros and cons of it and where it's headed in the state. So, a lot of slides there. I went through that really fast. Uh, but we wanted you to have that information at your fingertips. It's a good resource that you can look back at uh as we move forward. >> Thank you, Dr. Con. Does anyone have any followup questions? I know it's not a easy process or easy thought right now to think about, but I'm glad we're being proactive about it and making sure we take the necessary steps to ensure the district is still able to stand. All right. Next,
064we have the Bonsburg and Urban Middle School referendum update. >> Yeah. So, we were strategic about how we played out the agenda so that we wouldn't end with something that negative. So, we have two videos that we want to show you. The first one we'll do is Farnsworth. >> Welcome to Farnsworth Middle School. All visitors will enter through a secure main entrance directly into our school office. This welcoming space showcases Farnsworth pride while ensuring safety and security. The school was thoughtfully designed so all classrooms have large windows that let in natural light creating bright and inspiring learning environments. Modern school design features wide hallways, freestanding lockers, and open areas that support collaborative and small groupoup learning. Interior classroom windows allow natural light to flow throughout the school. A fully renovated gym and fitness center will
065serve both students and the broader community by providing additional space for athletics, clubs, and co-curricular activities with a separate secure entrance. The Farnsworth Library will be transformed into a welcoming media center, serving as a creative gathering place with a flexible design. Students can relax with a book, conduct research, and engage with technology. The new Farnsworth cafeteria features large windows and high ceilings filled with natural light. This flexible space includes a stage for small theater and musical productions. Together, these improvements create a safe, welcoming school intentionally designed to support today's learners and the future of Farnsworth Middle School. Middle School. All visitors enter through a secure main entrance on North 13th Street leading directly into our welcoming school office. The school was designed so that all classrooms have windows that let in natural light, creating bright,
066inspiring learning environments. Wide hallways, freestanding lockers, and open areas provide space where students can work in small groups. Interior classroom windows help natural light flow throughout the school. A new and renovated gym with a fitness center supports athletics and co-curricular activities. It includes a separate secure entrance for community use. The urban library will remain in its central location at the heart of the school, serving as a gathering place with flexible design and adaptive furniture. Students can relax with a book, conduct research, and engage with technology. Filled with natural light, the new cafeteria is a significant improvement for urban students. This flexible space includes a stage for small theater and musical productions and offers easy access to outdoor green space. Additional parking will be added outside the main entrance and the new gym area for convenient
067access to events at both Urban and North High School. All of these updates create a modern student centered school designed to support learning today and serving the urban community well into the future. >> Nice. >> Yeah. So obviously uh we've been meeting every other week or so and we are down to the details of looking at doorork knobs and talking about window placement by inches and and things of that nature. So um really coming along nicely with the referendum, feeling good about where we are from a budget standpoint. um feeling really good about uh the services that Brave provides and the Kosha Smith team. Uh they have been so professional. They have been there every single step of the way. I the number of people that they dedicate, the number of hours uh and and
068the background of these people and what they've done in the past as far as construction projects blow my mind. So, we're getting I feel like the best of the best. Um, we'll have solar for you at an upcoming board meeting, but we just met on that. Uh, that looks like it's about a six-year payback and after um tax rebates, it's about a $1 million investment. So, that seems uh very very likely. And um you know, when you're talking six-year payback on a million dollar investment, I the savings annually were well over $100,000 between the two schools combined. So, um, if it's got a life cycle of 30 years, we we've got some some savings there that are really, uh, beneficial to our district. So, we're feeling good about things there. We're going to start bidding
069things out in February and then we'll have a really good idea of where we stand um, from a budget standpoint. But, uh, I couldn't be happier with where we are. I talk with colleagues around the state on their projects um and where they are compared to us. We we're we're doing really well. So, uh I think the board has done a nice job with their selection process. We're excited. We're excited. It's fun to get those videos and see it and to envision our kids in those classrooms. It definitely isn't going to come easy. The construction is not going to be fun for staff. Um and we understand that. We talk about it frequently. how we can lessen that burden to the best of our abilities. But we're going to go through a little bit of
070pain here in the next two years uh for which will ultimately be a really really good result for our kids. >> Thank you Dr. That was great to see in the progresses. It would be nice to see when it's all finished. Is there any other followup? All right. Is there a motion to adjurnn? >> Wow. Second. >> All in favor? >> Have a good night. Thank you everyone. >> I would like to correct myself. I was thinking about Arrowhead High School with the laundry boxes. >> You ever look at their locker room? >> Yeah. You want to see a picture of it? >> I've been there. >> If you want me to take any photos, I'm going to see them next Saturday. >> Are you? And we have a cheer competition. Yes. This is the
071late school tomorrow. >> Yeah. Above.