Regular School Board Meeting

001That's great. There we go. All right, the meeting is locked and I believe Zoom is on. I think Laura's checking for me. ready. All right, it is 5:03 p.m. and I am calling the regular school board meeting to order for Monday, February 23rd, 2026. At this time, I ask everyone to please rise 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 all. At this time, I am looking for a motion to approve the agenda. >> Um, second >> motion by Paulie, seconded by Jamie. Any discussion? All those in favor say I. I. Opposed. Moving on. Special appearances, validictorian, and saludiatoran. So tonight is one of

002our favorite nights of the year where we get to announce um some students that have worked really hard and have achieved a lot throughout um their high school careers. So um here with us tonight is our validictorian which is Evelyn Wilson for the class of 2026. Um Evelyn is accompanied by Neil and Patty Wilson. So, congratulations on your accomplishment. >> Thanks, Justin. >> Way there to go. Awesome. >> You disappear if we hurry up and just do a quick family photos at this point or would you rather we wait if they're staying around or not? >> We'll probably go. So, this would be good times. >> Sorry, there's a lot of people here. I got a little nervous. >> Oh, come on back. [laughter] >> For us, we'll do this first. We'll move on. Okay.

003And then um our class of 2026 salute is Alexis Reynold and Alex is accompanied by Jake and Leah. So congratulations. >> [laughter] >> Lanny >> Lexi, congratulations. >> Congratulations, Evelyn. Alexis Siren is extremely proud of both of you. Keep up the great work in the future. >> Can we hear their future plans? >> Planning on attending River Falls. I got accepted there. Um, >> congratulations. >> Going to the preveterinarian program, then hopefully go to the University of Minnesota for the uh veterinarian program. >> Awesome. >> Congratulations. >> Good luck. Good luck. Yeah. River going to um Oaklair and hopefully I major in psychology. Not sure like exactly where go. >> Okay. Awesome. Good luck. Nice job. Congratulations. >> Thank you very much. >> Thanks for coming. >> Taking all the credit. By the way, [laughter]

004>> we're not buying that. All right, next up is the hope squad. >> Okay. >> Where' Connie go? >> All right. Rachie McN um one of the Hope Squad advisors. We're excited to be taking on a hope squad. It's the inaugural hope squad for this year. Um I'm accompanied by three of our seven students on it. We have Kaylee and Vincent with us. I'll let these two intro. >> I'm Montana. >> I'm Connie. >> And then Brooke Trile is also a Hope Squad advisor. So the Hope Squad is a peer-led um suicide awareness mental health reducing mental health stigma group. Uh the students are all nominated by their peers. So that does make it very unique from others. We meet regularly. We did decide to meet weekly um as a group and we're working through

005the training still but we're training the kids to notice signs of distress and reach out to kids who might be struggling um and then help them get connected to somebody. So the kids are not counselors. they're just looking and noticing um and connecting with those students and then getting them to one of the trusted adults in the building. Um but in addition to that, we planned activities to reduce mental health stigma and improve school culture. Hold up here and my Vanna is with me. Um so this is called the hope approach. So this is what we start every meeting with. It's H stands for heads up. Look for peers who are not acting like themselves. O, offer support, listen attentively, and approach with compassion. P, provide information, be prepared to share available resources. And E,

006empower peers, help guide them to a trusted adult. Um, so we've had a couple of our recent activities. I guess one of them made um Facebook. I think I forgot to send in the other one, but we had handed out Candy another day. When you leave tonight, if you walk down to the end of the hallway where the big Lion Heart canvas is, we rolled out today a positive notes wall. Um, and there's actually quite a few up there after day one. Kids are encouraged to leave, um, positive quotes, positive thoughts, or positive notes to each other. And when I got here this evening, I was pretty excited to see how many were up already. And [clears throat] today was the first day. So, that's the gist. Any questions? Is it just kids putting stuff

007up there or anybody? >> Any adult. We encourage the adults too as well. Hope Squad is as much about supporting staff and creating a positive environment for the staff as well. >> So, um we do if you we have two eighth graders and five high school students at this point. We because we rolled out in January, we wanted to bring some of those eighth graders with us up. We will look at uh nominating more once the new school year rolls out. True. wanted to start with a small group. So, >> is this a nationwide program or is this >> It is okay. Yeah, it's um and then it does cost money. Fortunately, we have grant money to cover it for this year and next year. >> Um Grantsburg does have a whole squad. I think

008they're the only other one in the area that I'm pretty with right now. >> Okay. >> But it is nationwide. >> Good. >> Awesome. >> Thank you. >> Is this something with grant-wise, since it's a grant, we have it for two years. Is it kind of an a reoccurring grant? is something we need to reapply for or we're not >> typically the AODDA grant has stayed reoccurring every two years. >> Okay. >> Typically, so hopefully um there is also other local funding sources that we might be able to step in and help. >> Okay. >> We don't know that yet. >> Is it minimal? Is the cost minimal or not really >> 2500 for the license. >> Oh. >> So again, possibly doable with local resources that needed. >> Yeah, I feel like we could

009get donations for that if we needed to. >> If we need to. Yeah. Um, so the way the grant funding came in, like we'll have enough to pay partially the third year. >> Okay. Awesome. >> Awesome. >> Great. Thank you guys. >> Thank you all for getting this going and the kids for participating and look forward to the great things to come. Thank you all. >> Thank you. Next up, we have Brian Karsten and Gunnar Emmy. Allstar game. >> Yep. So, we just wanted to bring them in and recognize um and Conley is also a part of this. So, don't forget to mention that. So, Ryan's going to share a little bit about the All-Star game that they'll be participating. Um WFCA um Wisconsin Football Coaches Association does an all-star game for the eight player

010and 11 player um seniors in the state of Wisconsin. And this year Gunnar got accepted. I applied Gunnar for the to be one of the 20 um athletes from the northern half of Wisconsin to play in the game. Um he got selected out of 43 applicants and I was um asked to a coach this year. So I will be again coaching um on the defensive side of the ball. Gunner will be playing defensive for me um this and the game is in July. >> Is that in Ashkosh? >> Yeah, game is in Oshkosh the week of practices in St Point. >> Okay, awesome. God bless you. >> Awesome. Congratulations to both of you. >> You want to say anything? Are you excited about playing? I mean excited. Yeah. And you'll do fundraisers for that. >>

011Yeah. Yeah. We'll just one fundraiser will cover. We have to raise 1,500 bucks, but >> Okay. >> What we've done in the past will work just fine. We'll get her down and it won't be much too much work on our end. >> And you have going to state >> uh >> a former wrestler at least. >> Uh Paisley had Paisley is wrestling for and Riley Cummings made it for the co-op out of Frederick. >> Awesome. And we did have three girls wrestle at sectionals last week. Melany was one of them and >> Sawyer Olsen who was a former student from Gransburg wrestled and then um a girl from Frederick wrestled but neither of them made. >> Okay. Awesome. >> Still awesome though. >> Conley Carson will be an honorary manager. >> Yeah, he will be

012a manager. >> So Todd Rail from Bruce is the headquarters here. >> Y congratulations. Thank you for coming. All right. >> Ready? >> Yeah. >> Okay. So, next up we have uh food service C versus NLSP, NSLP, sorry. >> Uh we're just here to give you a little bit of an update on how we're doing on C versus if we were to run the National School Lunch Program. Um Randy [clears throat] broke down all the numbers, came up with a nice little sheet for you. >> They got it right. >> Yes, it was in in >> So, we're just want to know if you guys have any more questions in regards to it or >> does this include is there anything that's regarding staffing um for either program that would either be funded or isn't

013being funded? No, I didn't include staff because staff is self-paid anyways, no matter if it's CP or NSL. >> Yeah, it was just that was one question I had is if it was covering the same amounts or not as far as staffing went. >> So, the bottom line on this it looked like to me was that by the C is the program that all students get free lunch and breakfast, right? Yep. >> Okay. So then that is costing us almost $12,000 more than if we went with the national food service program. Is that what this perspective? >> So we're getting that much more by having the free breakfast and lunch. >> Right. >> Okay. That Yeah, I was confused because we thought we might actually be saving money by going back to having kids pay

014for their lunches, but by this it doesn't appear that's true. >> Correct. Okay. Thank you. >> So how is that? And so are we able like to charge more because we're under this other program and that's how >> 88% right now is claimed as free and only 12% is claimed as paid. So when you >> so when we claim Okay. So we we get reimbursement from the state for free meals and reimbursement from the state on paid meals. So the free we're getting back at 88%. The paid meals we're getting back at 12%. So, they break it down. Um, if I'm looking at the the one with the lunch, so right now three lunches, we're getting back $4.71 from the state. Um, and then if I look under the paid, we're getting back 55 cents

015per lunch >> with C. >> Yes, with C. Um, no. >> No. Did I say it wrong? >> Well, yeah. No, it's the same. But when we have the National School Lunch Program, then reduced is also equated into it and age groups. >> So, that's where the breakdown came into play. >> Is there less paperwork involved when you don't have to do lunch bills for all the kids? It would seem like it would be a timesaver. Yeah. >> So, in addition to saving money, we're saving time. Yes. Perfect. I definitely appreciate the breakdown. Um, it does answer some questions that I know board has had and getting it presented this way is very helpful. Thank you. >> Can you explain a little bit more? So for the ones claiming free, does that have to do

016with the the sheet that families fill out and that's where you're getting the numbers for the 4.71 versus the 55 cents? >> Nope. So every four years we have to fill out a spreadsheet with all of our students who match on a direct certification. Um and then from there there's a formula. They break it down and then they give you a percentage on, okay, this percentage is going to be your free meals and then this percentage is going to be your paid meals. So, I run a direct certification every week just to make sure we're not missing any students, you know, that we can up our numbers. And then when April rolls around, Randy fills out the spreadsheet to see like, hey, there's a chance that we can up our percentage of free meals that

017we can claim. Um and then if we can if it does see if it if we do get more students you know we um we will take that and we'll do another four years >> is the direct certification is that based on if they are a part of any program like SNAP or those programs y >> okay that's their like eligibility >> yes >> can I ask for clarification is the numbers it says as of the 31st of 2026 when did it start at the beginning of school year I'm assuming >> yes >> no not that you'd have 11,000 meals in a month I should have done sorry >> this is helpful because it has come up um whether or not the program was worth continuing so it's very helpful to have that information >>

018and the way our numbers are trending not by next year. Hopefully we can claim a higher percentage on three >> and then we would be locked in for four more years at that same percentage. It could not go down. >> Good for us, not so good for what it's saying about the families in our district being um >> below the poverty level that much. But I understand what you're saying. >> We're actually making more. >> And it's nice that every child has the option of school lunch. >> Yes. And I I know I really appreciate that for the kids. >> Well, I know our participation went up especially for breakfast with running the C program. So that was helpful. >> Yes. >> Thank you for taking the time to do this for us. >> Anyone

019have anything else for Tiffany? >> Thank you very much. Appreciate it. >> Thank you. Right on to accepting donations. [snorts] We have a donation from Webster Rotary for 5,000. Is this to be directed to anything specific, Kevin? I'm assuming you'd know something about this. Oh. Um, yeah. So, basically what they did, I'm sorry, I am a member of the Rotary and what they did was they they offered money to the district to use as we see fit as long as we did report back to Rotary and let them know. They didn't want to put any strings on the donation because they felt the school district, the counselors would know best on maybe what that money could be used for. So, that was >> nice. That was a nice consideration. Um, the president um is an

020ex therapist. the president of Rotary is mixed therapist and really gets mental health and really wanted to push that and and she felt as the leader of the group that we would just not have to have limitations on funding. >> So at this point in time I can't >> as long as it's for mental health and student. Yeah. Not not uh >> not for um salaries or anything like that. I have for the students >> student well-being and staff and so the guy both counselors are working to facilitate the process. One of the things I don't know if you guys have heard, but over the last couple years the Rotary and Robbie was a part of this was we do a night in Italy or like a each year she's done a different thing where

021her her daughter is an opera like a doctoral level opera singer and her um has a colleague also who's a professor and they they come and perform. So we did a fundraiser. The first one I think was the night in was it night in Italy >> and and so they that that was a fundraiser. you know, they sell tickets and then it's a dinner and then they did a silent auction and that. So, that's where that money is raised from and it was earmarked for mental health and it was sponsored by the Rotary. So, um this last year was a night in what France or something. >> Night in France. Night in Paris. >> So, and then they they try to correspond the meal uh and the entertainment, the singing with the um the theme.

022Um so, they that's been an annual fundraiser. I think the last couple of years they've earned close we've earned as a Rotary close to $13,000 each time. So it's a huge huge fundraiser for Rotary. >> Is that Robbie Carlson? >> What's that? >> Is that Robbie Carlson? >> Robbie. Yeah. >> Daughter is Dana. >> Yes. >> Awesome. >> Yes. And um so and they donate their time the performers. So that's how we are able to and she just came up with this thought about the idea and they've been gracious about performing. >> Great. >> Yeah. If you're an opera person, it's awesome. If you're not, you just listen because you you know I Yeah. I'm I'm not sure much I don't know much about opera, but it's a really entertaining evening and uh a good

023meal and it's been successful the last couple of years now. And so yeah, so anyway, sorry to run on, but it's important because >> that's a huge fundraiser and they do choose to donate to the schools noticed. >> Nice. >> Excellent. If we happen to come across some projects that we could put towards my towards as far as like the mental health goes, uh it'd be great to let them know um exactly what it was going towards. So um >> yeah, they want us to report back. >> Yeah. aside from just, you know, helping with things, you know, if it was something more specific, that'd be great. >> And Montana did come to accept that award at a Rotary meeting and so I don't know if you saw that paper, but that was >> um

024that was pretty pretty nice that she she was able to do that. >> Do you need to make a motion to accept it? I'll make a motion to accept the Rotary donation. >> Second. Motion by Jamie, seconded by Paulie to accept the donation from the Rotary uh for mental health. All those in favor say I. I. >> I posted. Thank you once again to the Siren Webster Rotary monthly donation from Community Supporting Teachers Group. Love to hear about this one. >> Good evening everyone. Um, this month's winner for the community supporting teachers donation is Shelby Baisy and she has won a gift certificate donated by the Heistrom family and Silly Bird Canteen. She was very excited to win it. >> Awesome. >> Congratulations, Shelby. And thank you for the Heistro family. That is awesome. Love

025to see the community supporting our educators. All right. At this time, we're going to open up for public comment. I just want to know who wishes to speak tonight. Just a show of hands. Anyone? >> One. Two. Okay. Um, before we begin, just got to read. The board has opted to have a public comment period at the school board meeting. Each commenter is limited to a maximum of three minutes for the commenters remarks. The period shall be limited to 10 individual speakers extended for 30 actual minutes. Whichever limitation permits the greater total number of speakers. Each commenter shall be identified by the commenter's name, place of residence, whether the commenter has a student or students currently enrolled in the district andor is a staff person in the district. Comments may be directed solely to the

026board andor its designate and must not address other members of the audience during this part of the meeting. The board during the public comment period will not discuss the agenda issues raised by the public commenter, but may discuss such agenda items at the conclusion of the public comment period. All individuals who comment during the public comment period are reminded that the information provided this evening is intended to provide information to the board so that it can fulfill its role. In receiving public comment, the board encourages the commenter to engage in civil discourse that models character and ethical behavior. In that vein, all parties are reminded that all information offered be truthful and honest. False statements or stigmatization charges may subject the individual to making such statements to legal repercussions, [sighs] including but not limited to

027defamation claims. Other specific procedures for public comment period not mentioned herein can be found in board policy. [gasps] Thank you very much. So who would like to go first? Um you had your hand up first, please. >> Yes, please. >> Whatever is most comfortable for you. Thank you. Um, first of all, I just want to thank you for being here and for supporting the students, the staff, the community. Um, I know it's a huge commitment, so thank you very much. Uh, my name is Monique Clark. I teach sixth, seventh, and eighth grade English language arts, and I also teach high school publications. Um, this is my first year in the district, but I while I'm new to Siren, I am not new to teaching due to relocation for my husband's career and being a stay-at-home

028mom. I have taught in Kentucky, Indiana, and now Wisconsin. Um, now that my girls are both in college, I was excited to be able to branch back into my um given career path, and that was education. Um, throughout my career, I have taught students from many backgrounds, from schools along the Ohio River to inner city Indianapolis to communities serving doctors and lawyers families in the Chicagoland area and now Northwest Wisconsin. I have worked with students from all walks of life life and deeply value the unique strength each community brings. I have also worked under a variety of administrative teams. During conferences, a parent asked me how difficult it is to work under our current administration. To be clear, that has not been my experience. I have felt supported when needed. I feel comfortable in approaching

029my administrator with concerns, questions, or even to celebrate my students successes. Collaboration is evident and I appreciate that. I feel comfortable enough to stand before you tonight and share this openly. I have heard concerns about what could happen if the referendum does not pass. Am I concerned? Yes, I'm very much concerned. I am so concerned for our students and staff. I worry about the pent potential reduction in class offerings, whether our students will be fully prepared for life after high school. I worry about the availability of crit critical support services our students and staff rely on. The thought of any position being reduced is alarming. In moments of crisis, we need immediate support when available. I often tell my students, have pride, dream big. You can do anything. And I'm lucky to know you. I

030truly believe that. And I hope that they understand that as well. I believe that wholeheartedly every student I work with has incredible potential. I invest my time and energy helping them believe about themselves. We must continue putting Siren students first. Our staff members dedicate countless hours, evenings, weekends, and breaks to ensure that learning and extracurricular opportunities are meaningful and impactful. The school is more than a building. It is the heart of this community. If we want to raise test scores, increase attendance, strengthen our culture, it starts with a unified commitment to putting our children first. Reducing staff reduces opportunities for Siren students. And if Siren were to close, taxes would not simply disappear. Uh there would be transportation costs, consolidation of athletics, and the loss of local opportunity for our students. I want to see

031Siren continue to thrive for our children, our staff, and our community. Thank you for your time and for your consideration. >> Thank you, Lenique. >> Next gentleman in the back. Did you want to speak? I'm >> good. Thank you. >> Okay. But is there anyone else that want to offer public comment this evening? Yet again, thank you Mon'nique for sharing your thoughts. Much appreciated. On to the treasures report. >> For the end of January, we came in at 1612.8890 28890 and I did in January pay 250,000 short and as of now the short is paid. >> Yay like to hear that. That's for sure. >> The in as of now the short is paid off. This is most excellent to hear. >> I make a motion to accept the treasurer's report. >> I will second

032it. >> Motion by Paulie, seconded by myself [snorts] to accept the treasures report. Any further discussion? All those in favor say I. I. Opposed. residents report and correspondence. We've had a bit of a busy month. Um we had the play this last weekend with Cinderella, which is awesome. Uh seeing the theater company here during the day working with the students. I mean, more for kids is pretty much the hugest star I think of this last month with the book fair and everything involved with that as well. um the teacher conferences. Um we have [snorts] all sorts of stuff going on with the sports, the wrestling. I mean, it's it's been a crazy busy month, but awesome. And then next weekend, we've got the dragon spotlight, isn't that right? Mhm. [snorts] >> So, hope everyone turns

033out and uh takes part in the show and shows their support for the students in the community participating in that as well. Um, I know politically there are uh some things going on at the state level that they're hoping to put some more money back into um the income or not the income the state property taxes along with the school program as well. Um, but there's some contention in as to if they're going to put it towards education or just uh cut rebate checks to people. And well, I'm hoping we see a bump in the education cuz we could really use it. Um, that's all I have at this point. Moving on, the superintendent >> just to follow up on that. Yeah, I was hoping to give an update on the talk of um increasing

034the special education funding for the districts to 42 to 45%. As um I was talking to legislators last week who were very encouraged about that. Um I talked to a couple of my colleagues today and we haven't heard anything at this point in time. I was hoping to give an update uh because we're working with Bear as our financial consultant. um that would have if they do tend to give money to schools, it would have an impact on our tax um portion of the referendum um potentially in a positive note. So that's something we were hoping to hope hoping is going to happen, but I don't have any information for you at this point. >> Do you have any idea when that is would >> I don't like when if if it's not decided by

035a certain date, then it's not going to happen. Like do you know like >> No, I don't. >> No, no, no. And no dates at all. I was told Thursday because that's when the legislature was going to >> Yeah, there have been talks about a potential March session if needed, but um >> yeah, and I just don't have any further information. We were excited and like I said, the legislators that I talked to are our legislators very encouraged and thought it was very hopeful. So, I just don't have any information at this point in time, which I I feel I mean, I regret that. But, uh anyway, I just put that in there because that's what we'll be talking about. that's going to be a talking point for a few few meetings yet. So, um

036then the other one um I know you guys have some decisions to make later on in the in the meeting and once that occurs then we had talked about adding some of that um information in the brochure. Uh we'll hustle to get that um printed and put out for you for your review and then we'll we'll get it out to the to the public as soon as you we kind of decide how that's going to play or what we decide is going to go net at that point in time. >> Yeah. Once we um see a draft of it um uh or once the board receives a draft of it, uh if anyone [snorts] thinks we need to require further discussion, uh we need to get this to the printers by March 1st. So, um

037hopefully they get something turned around to us quick and the board can decide if a meeting is required or not and we will go from there >> and they can turn around the printing I think in a day, but we're going to hustle on that tomorrow. Sorry to mean he'd rather have it as soon as possible, but he will do it for us in a day. >> Yeah. Um I was just curious if you had any more followup with the local superintendent to bring like kind of circle back with your meeting with them last month. >> Yeah, the whole great sharing we started a Google doc we're sharing with. >> So um I got feedback from from them saying it's it's a good opportunity for us to continue to do that. They really want to

038go forward. The comments were we want to definitely make this happen in 207 I think. What was that when we talk about 27 28? So right now we're sharing ideas through a Google doc and once I get more information I'll bring it to Cal and go with that round. So we are talking but we're doing it in writing through a through a document right now. >> Okay. Thank you. >> Anyone have anything else for Kevin at this point? >> Okay. Reports from principles. Murman. >> Well, Mr. reporter. I think you stole my my report here for the first one. Recap of family events. >> Yeah, you [laughter] >> Charlotte's Web, we had 68 last month. >> That was beginning of I didn't want to. >> Like I said, it was a busy month. >> Sorry.

039Go ahead, Carrie. >> Charlotte's Web, we had 68 adults and 81 students for a total of 148 people. It is our biggest family event that has ever been attended in the many many years. So, we were very excited. Um, Becky Becky Wickland did an amazing job with the rest of the staff in planning and Becky wanted to go big with it and I think we we met that goal for her. >> You nailed it. >> It was great. It was fun. Um, as you said, Tom, conferences and Scholastic Bookf Fair also. Becky Strabel, I'm going to put you on the spot. How many do you think attended that Scholastic Bookf Fair and how were your proceeds? >> Um, the Scholastic Bookf Fair was attended by I don't know how many. Um, [laughter] but we did

040I was going to mention this next month, but we can mention it today. Um here I actually have a document anyway. I don't need that. Um between sorry [laughter] log I have another copy. Anyway um the siren lions donated books to the 4K through grade five. And um then more for kids donated books to anybody that wanted one from sixth grade to 12th grade. We didn't advertise it too much because I didn't want it just to be like come down and horse around at the book fair. But people that like um Mon'nique brought down all the middle school kids and we had I would think it was almost 80 kids um for 6 through 12 plus Miss Polly brought brought in some children um >> 16 from the start that live in the Siren District.

041Yep. >> 13 16. >> We were supposed to have 16 I think. But um you did include our three-year-olds, which was very nice. >> 16 books, so I'm sorry. >> I we got enough books. >> Okay, good. Um so that happened. Um parents night went really well. We were able to raise um enough money um that we will be donating. It's kind of still here. >> We'll be donating um a window washing kit >> because we talked about that while we were here. >> [laughter] >> Um, >> does [clears throat] that come with someone who's going to actually wash them? >> She would. >> She volunteered herself. Of course, Connie did. >> Um, and then we're going to buy two power towers that are they're portable power things on a stand with a big extension

042cord. So, that was a little selfish on our part because we kind of want to use them for the craft show. Um, but you guys I think they'd be really handy in here and be able to keep your computers and everything up, you know, plugged in and stuff. Um, and then we also have I think it's eight bean bag bean bags. Eight bean bags are coming. Um, she wanted more seating, so we have eight bean bags showing up. >> Um, but yeah, I think our total number was like 240 free books all together. >> Siren Lions, they always just give us a flat fee of 5.99 plus tax. So, so by the time these kids buy books, sometimes their books are $3. They're not very good shoppers. They get the cheap books when they could

043have their parents buy the cheap books and have the lions pay for the $6 book. But anyway, they [laughter] have a couple hundred dollars that we will be bringing back into the school, donating from the Siren Lions through Moms for Kids to Connie and that she will use for snacks and waters and whatever she really wants to do with that. So, >> awesome. >> Yeah. So, next month we'll have a little bit more. And then we did do the play. Um the play it ends up costing us after all of our expenses and stuff. It was over $3500. >> Oh, wow. >> Is our how much money we put into that. So, but we enjoyed doing it. Um that was open to all kids second grade through high school. Of course, there's 1500 winter sports,

044so we only had like 12 siren students, but it's also open to anybody that can get to the building by 3:45. So there's about a couple dozen kids. Um we had people's homeschool kids, people from Grantsburg, Webster, I don't know about Frederick, but other school districts come in for that event as well. >> Yeah. >> Fun. >> Unique opportunities. >> Yeah. There we go. >> Thank you more for kids and for getting us all the things and partnering with us. We really appreciate it. And we um they we had donated that $500 to the um Charlotte's Web to the family night through um Becky Wickland had applied for one of our hands grants. So that was money too. I don't know if that had to come through here or not. Sorry if it was. Last

045year they told me no when I got mine. >> Okay, good. We also and another thing that we did do is we bought another um I'm not going to Vex whatever is the robots that Mr. Larson has. We bought another robot kit that's actually moms for kids just because wherever his position is and however we just didn't he we have a lease agreement where for him to use that. >> Very cool. So cool. Cool. >> Yeah, we might use it this summer and have them do different little things and >> demonstrations for our summer events and whatever. So, >> sounds good. That's awesome. >> Saving some money. >> As a culminating event for the Charlotte's Web, um all of the elementary students will be going to the Denho farm on Thursday this week. Um and

046so they will get the opportunity to see a work working farm. Um they'll only each grade level will spend about a half an hour at the farm just seeing how things are run and many of them haven't been to a farm before so it'll be a good experience for them. >> Hope they have a pig and a spider. >> They don't think they have a >> They didn't last summer when we went there. >> No. We might have to find them a >> Yeah. [laughter] Bring a cut out. >> Stuff close. >> Sighting for those kids. >> Awesome. And then AGR, this is the midyear report um that we that I have staff fill out as to how the students are doing in their classrooms and how many are meeting the objective. And that's um

047those objectives the staff come up with every five years based on um just kind of the trends that they see within their classroom. and some of the local and state data that they already collect. Um, are there any questions on that? >> So, under uh objective two of the kindergarten portion. >> Yes. >> Um, with the percent of students, it says eight out of eight when the uh the objective is 29. Is that because they only did eight thus far and are gonna do 21 for the rest of the year or >> tricky words. >> Yeah. >> Okay. >> Yeah. >> So, they just went based on kind of what they expect for first and second quarter and then they'll roll out the third and fourth quarter at the end of the year report. So,

048yes, that's what they've taught so far. >> Okay. I I noted on the kindergarten um they're they're good. I mean, for halfway through the year to be more than 50% of them there, they're they were pretty good. I was pleased with them. And the other one that stood out to me was third grade because that's a really big class um with a lot going on and I thought they held their own on those scores, too. So, that was encouraging to me. >> Yes, I was very surprised and happy also. Um we're we're working a lot in our PLC's on just really making those shifts with um grade levels with our dragon times with making smaller groups as best we can and working with smaller groups and we looked a lot at writing this year and

049you know staff we all remember what our demographics are. So seeing these scores at this halfway point in the year was really exciting. Are we concerned with some of the lower math scores on the second two? It looks like most of them hit the objective one fine with math, but objective two and three. Um, each grade level has different objectives for math, but um, which one are you looking at, Jamie? >> Um, second and third grade. >> Second and third grade. >> Mostly maybe third grade. Um, yeah, they just got a little bit of lower. Yeah, second and third grade for their objectives two and three. >> Um, we we did make some shifts when we met for data day a couple weeks ago. We made some shifts in the math based on some of

050these scores. And so some of the second and third grade are looking at doing um more centerbased so that they can pull those small groups in and be targeting the kids who are needing that extra boost in those areas. So teachers are came to the table with some really creative ideas on what they were going to do already before. So, it'll be interesting to see where we land. >> Okay, sounds good. >> Do you think the new uh reading preventative measures that they've been starting to put in place with the taring has helped with this? >> Um, yes, I do believe so. I also believe that our teachers are more comfortable with CKLA um now that we're in year three and they're knowing because they're more familiar with the curriculum, they're able to add or

051delete um pieces of that curriculum and supplement in what needs to be supplemented. So, I think they're getting a better handle on it also. >> And I'm in the public. Do you want me to comment to that or No, >> you sure can. >> Um, so in from fourth grade um standpoint uh we are as we're farther than we have ever been in both math and CKLA um and we've talked a lot at our PLC's. Part of that is the fact that it's the third and the fourth year with using those and the other part of it is exactly what Carrie's saying is we know what we're teaching now. We've taught it how many times we know what things that we need to emphasize more than others because of what they come in knowing from

052other years. And the other thing too is that we have to remember that. So these kids that I have now in fourth grade, this is their third year having CLA. Last year it was only their second year. The first year it was only their first year. So those things that carry over from year to year, they're hearing again. So it's not like it's brand new to them every time they're hearing it. And that's the same with reading and math. So >> thank you, Tina. >> Yep. Uh when will the we receive our next report on this? >> Um in June. Okay. >> Be interesting to see how the numbers change from here till then. >> [clears throat] >> Just out of curiosity, um I know the towards the a lot of things with like kindergarten

053and some with uh first grade and some of the other ones appear to be a little bit more anecdotal um than just the straight testing. Uh do you do you think your teachers are finding uh the anecdotal or the testing to be more accurate? >> Um I don't see on this report specifically, Tom, or are you thinking on report cards that they sent home? No, I mean when you're looking at the different objectives, the ones have that the students will be able to do this or the students will be able to do that. Whereas you have other ones that are measuring scores based on um like Ames Ames web reading or um the uh CKL CK CKLA skills assessment or further down it talks more about um the other the fast bridge testing and whatnot.

054So at the kindergarten level, um there's not a lot of universal screeners that can be used at that level. Um so they do use the Ames web reading and they do use pieces of FastBridge, but that's why they have more anecdotal. So they have more of that local data piece. But on um first grade through third grade, those are all um pretty much based on either the tests or on um some have the CKLA in there, but I don't know that it makes a huge difference. I mean, our teachers know these students very well based on the small class sizes. It's just I was just curious because we you know we all show information or knowledge of information in different ways and just was curious to see which if there is any that the students

055seem to respond to better than anything else or that it showed that they're responding to better. So that's mainly the reason why I was asking to find out the purity of the numbers and whatnot. >> Okay. It's it's been my experience that some of the more informal I think you're referring to anecdotal, but I would say more informal um is sometimes a better measure because it doesn't have the same type of anxiety as a test test would have. Um and the competition at those ages are so different from each other that the informal testing I think is pretty valid. I would agree that both of them are a valid way of getting the information. Um like with Ames Web and even probably CKLA and some of those math pieces. um you know they're sitting with

056those students and trying to work it in small groups and um I know we even have groups of students for fastbridge that are testing almost one-on-one with some of our teachers so that they're taking their time. They're not rushing through it too. So >> thank you very much Carrie. Anyone have anything else for Mrs. determine regards to the AGR. >> Thank you everyone. >> Thank you, >> Miss Gamble. >> So, I actually put all of my items in respectful appearances so our guests could come and go quickly, but I don't know if anyone has any other questions about Ballad Victorian, Saludiatoran, Hope Squad, or the All-Star game. It's awesome to see all those positive things tonight. So, thank you for having them in and >> nice to see the kids faces, too. That's >> appreciate.

057>> Yeah, definitely much appreciated. That's for sure. Um, anyone have anything else for Miss Camp at this time? All right. uh reports special education. >> Yeah, this is my annual working on accommodations reports for state testing. Um as you can see, we have six freshman and sophomores that will taking be taking preac. Um on the same day as the juniors will be taking the ACT, so that'll be a little different. Um and we have 43 students in grades 3 through 8. And these are both specialed and 504 students that will have accommodations on the forward >> and that's all I have. And >> this is just a report. We don't have to >> accept this. Correct. This is just a report. I'm just informing you of numbers >> and where we're at with things. >>

058Anyone have anything else for Denise at this time? >> Okay, moving on. Native American report. >> Um, A and B are kind of supposed to be the same thing. Community school. No, I had got back to Lisa. Um, >> apologies, Tara. >> No, I got back to you late. So, um, I was asked to present at, um, the tribal community school liaison training um, just kind of share the cool things that Siren is doing to support our native students. So, that was February 11th. And from that, I've had um, one of the ladies who works um, with CISA 1 and she's the statewide coordinator for supporting neurode diverse students. she wants to share our sensory path. She was really interested in that to use as part of our toolkit or their toolkit to um to

059spread across the state. So, I thought that was pretty cool. >> What are we charging? >> How much do we build CISO for this? >> We go back and forth negotiation. >> The big one, right? [laughter] >> Um so, I just thought that was exciting. first of all that they um are recognizing that we're doing pretty cool things here and second that now they want to share it on an even >> bigger scale kind of kids to >> um to video going through the sensory path and get parents to sign off on that. >> Oh yeah. >> Very cool. >> Is that the one by the small gym? >> It is. >> Oh, that's awesome. >> I always walk through and I'm like I'm not going to do it but I try to pronounce photos.

060>> You should try it. It's a workout with uh >> Oh, yeah. go through it a couple times with the kids. You I'm so unheard of. [laughter] >> I don't think the little ones are judged. >> The kids have put [clears throat] me through it a couple of times over the years. >> Congratulations, Tara. >> Yes. >> Yeah. >> I can't take credit for the whole sensory path. I just shared that. That was a whole pupil services group effort. >> Anything that helps draw attention to the good things going on here is always appreciated. Anyone have anything else prepared at this point? >> Thank you very much. >> I guess one. Are you going to try to be at the meeting on the second? That was my plan. Okay. >> Excellent. >> No, we're going

061to be tribal or try to have a like referendum meeting. >> Have you had any parents or anybody reach out yet? Yeah. >> All right. [snorts] Moving on to approval of the minutes. >> Looking for a motion to approve the regular school board meeting minutes for January 26, 2026. >> I'd make the motion to approve those minutes on the regular meeting. >> Motion by Paulie, seconded by Amy. Any discussion? >> Yeah. or Lisa, you need to amend number 13 and 15 as I left early. So, it can't be past 7 to zero. It needs to be Well, I don't know. Was everyone else there? Needs to be six to zero the last two because I left prior to those. >> Oh, sorry. Well done. >> Nope, that's fine. I just >> just to make it

062clear. >> It's not a problem. Thank you. Yep. >> Okay. >> Any other discussion? >> All right. We have a motion by Paulie, seconded by Amy with the adjustments to 13 and 15. All those in favor say I. I. Opposed. Looking for a motion to approve. Committee of the whole for February 16th, 2026 meeting minutes. >> I'll make a motion to approve the Committee of the Whole minutes. >> I will second it. >> Motion by Paulie, seconded by myself. Any further discussion? All those in favor say I. I post. Uh looking for a motion to approve the minutes for special board meeting, working budget meeting February 19th, 2026. >> I'll make a motion to approve the special board meeting minutes. A second. >> Motion by Paulie, seconded by Jamie. Any discussion? All those in favor

063say I. I post. On to new business. Wall of Honor nominations. I have something Katie wanted me to read here in regards to this. Um, Siren Schools Wall of Honor nominations sought. Nominations are now being accepted for individuals or organizations with a meaningful connection to the Siren School District. Eligible nominees include former Siren alumni, employees, citizens, or groups/organizations who have lived in or served with the school district. Those recognized will have demonstrated excellence or made significant contributions in one or more of the following areas: education, business, human services, government, athletics, military services, or fine arts. The nomination application deadline is March 16th. Applications can be found at www.siren.k12.wi. us. Community members are encouraged to participate in recognizing those who have made a lasting and positive impact on the siren community. So, please go to the

064website, get those nominations in would be much appreciated. Now, on to 2026 2027 staffing reductions. So, an attempt to try to alleviate some of the financial strain that the district is currently going through, we are looking at making the following reductions to the 2026 2027 school year regardless if a referendum were to pass or not. Um the the first one would be one section each in elementary with a max of 24 dis 24 24 students. After that a discussion with the board would take place if numbers were to increase beyond that. Um >> does this um mean that we are not doing AGR? >> Uh we are we looked into that today and we feel like we can at this point in time. I don't care if you want to comment on that. >> Um,

065yeah, I think Lauren, I still had some more questions before we can make a final decision on that and kind of determine where the numbers are going to go in the classrooms at this point. >> Okay. I'm sorry. Was that a we think we can or we think we cannot? >> We feel like we're going to try and do it though. >> Yeah. >> Still do it. Okay. I just didn't know which version you Yeah, I get that. I get that. I just didn't hear if you said think we can or cannot. Okay, thank you. >> Okay, so [snorts and clears throat] if we fall hopefully we still fall within the parameters of some of it. >> Yeah, that's dry. >> That' be good. >> Anything helps. That's for sure. >> Are you planning on

066going through these one by one? >> I figured that would be the best way to do it. >> Yeah, I agree. Thanks. Um, so I'm actually going to do it that at this time I'm looking for a motion from the board to approve one section each in elementary with a max of 24 students. Discussion with board if numbers increased and will depend on accommodations required of course. >> Yeah, I I'm a little this hesitant with some of our student I mean I get we need to kind of have a number. I just also want our staff to just know like that's flexible like we kind of had this year when we went down to one, you know, even if they have less than, you know, just to know that like we're going to try to

067do aids or have assistance that >> Oh, absolutely. >> You know, type things um maybe not split it again, but definitely um assistance with those classrooms with the bigger sizes or kids who have more needs. Yeah, I think the teacher assistance is definitely a crucial component of this making this work. >> I'm going to make a motion um to approve it for the purpose of discussion. Um technically we should probably have done that first. So is there a second? >> I will second it. And then um one of the things that I wanted to say is I have a lot of hesitancy about it, but I do remember school prior to the SAGE AGR program when class sizes were quite a bit bigger. Um it wasn't easy by any means. Um and I think we're

068in a position where we absolutely have to to do this right now. And I would feel much more comfortable if I knew that we were continuing to have the additional help through AGR, which of course I think Kevin mentioned was about $200,000 um of income. And if we could specifically use that money to support the reading and math programs in the classroom, I I would feel a lot better about it. Um, I think we're in a position that we we don't have a choice whether or not we um make and approve this motion. >> I'd agree. I mean, I think at the end of the day, you know, the more funding we can get, whether it be through AGR, um, or other means for these programs to aid in, uh, student development is always, uh,

069should be a primary thing that we're focusing on. Um, to give them the best shot at an education, um, especially with reading and math. Um, yeah. So, probably don't have a choice, but yes, seeing those bolster up the teachers would be a huge boon for us. Any further discussion? We have a motion put forth by Paulie, seconded by myself uh for one section each elementary with a max of 24 students with discussion with the board if numbers were to increase. All those in favor say I. I >> opposed. The next one is restructuring sixth grade to self-contained within the middle school. >> Um, >> I'll make a motion to approve again for the purpose of discussion. >> A second. >> Motion by Paulie, seconded by Amy. I think um on this one we talked what

070I got out of our discussions were that this would hopefully free up some time in the middle school or the junior high which wouldn't be middle school now. Um the junior high to hopefully add some electives in there and prevent it from being a situation where our seventh and eighth grade have multiple study halls as opposed to learning opportunities. Yes. And also it would help to uh instill the sixth grade is going into that transitionary period within the middle school still. Um so that way they're not still going to be housed or they wouldn't be housed in the elementary. They would be in the middle school um as far as how I understand it. So they would be able to experience the middle school culture and be able to have their rules apply >> as

071opposed to um elementary. >> And by self-contained, you're basically meaning state the statement means they're going to be in one room versus going to separate classrooms like the current sixth grade. Now, >> correct. Should be >> as far as I understand it. I did I had done some research um regarding mental health for that too and it it seemed that a lot of the articles I looked at I could find them on both sides pro and con for the sixth grade but the ones that I kind of focused on were mental health-wise the kids were just not ready um to be moved into that junior high setting there's sixth grade has a lot a lot going on um as kids are still learning who they are and that maybe keeping them that setting would be

072better. >> I mean, it's also just to help cut costs with if the what um referendum doesn't go through with other teachers needing to be teaching other grades, >> especially core classes. Yeah. Right. Any other discussion or input from admin in regards to this? >> Do we have any concern about the size of that group or at one point it being too large for one group >> the grades all together now? >> Right. >> So I know it's a smaller group. I just didn't know if we need to try to add any of that max 24. And then I mean obviously anything can always become discussed with the board if there's concerns. >> Yeah. And then I would say we could if you want to add that we could. Um I think with sixth grade

073middle school in general um we talked about a little bit higher numbers being acceptable. um as they start to grow and mature. But ideally, >> I think it'll be easier with this group because they were all together, but just >> randomly. >> Yeah, I was thinking the same thing. >> Let's hope anyways, >> right? >> But yeah, I think it'll be nicer with them being in the middle school hallway having the same rules and obviously sports. I think it's a good um compromise kind of thing of what we're discussing. >> Any further discussion? >> We have a motion by Paulie for the restructuring sixth grade to self-contain within the middle school. Uh seconded by Amy. All those in favor say I. I opposed. Next, I'm looking for a decision regarding or a motion for a

074decision regarding uh music/band/quoir being reduced to one teacher K through 12. >> Again, purpose of discussion, I'll make a motion to um approve the reduction to one music band and choir. >> I'll second that. We have a motion by Paulie, seconded by Jamie. Any discussion in regards to this? I think the thing with this is is we're seeing declining numbers uh with the band and choir participation as it is. >> Middle school, high school. >> Yeah. And middle school, high school. And we still of course need that music component for the elementary up to sixth grade classes. Um I think we can all agree it's not ideal. We have [snorts] a lot of pride in our uh music departments with siren. Um and hopefully maybe we could expand it out again in the future. That's

075my hope because we've been in this situation before. >> Yeah. >> With our music program. So hopefully we can build some of these back up. >> Any further discussion? >> You may ask for clarification because I didn't I didn't pay attention. Imagine um the first three or first four things that we're talking about right now are things that are going to have to happen no matter what. Correct. >> Correct. >> Okay. Thank you. That was it >> or proposed to happen at this point until we vote on them. >> Um so we have a motion by Paulie for M uh for the music band choir will be reduced down to one teacher K through 12. Seconded by Jamie. All those in favor say I. I. >> Opposed. Next. Looking for a motion. >> Well, no

076you didn't. >> Okay. Was it when I read it I was >> um >> I'll make my new science to 1.5, but I have some questions too on that that I'm not remembering. >> Yep. Yep. No problem. So, I'll second it. A motion by Paulie to reduce science to 1.5 full-time employee middle and high school. Seconded by myself. Discussion. >> What? >> Um, we're um going to be down a staff member that taught this. >> Darn it. >> 6. >> Yeah, >> it's going to be 1.6. No, it'll be 1.5 because right now we have like 2.3. >> Okay. Are you included in this? >> Actually, no, I'm not. >> Okay. But you're still going to Should you be included though because you're still going to be teaching chemistry, correct? >> Potentially. Yeah. >> Cuz

077right now, >> but I'm not considered a science FTE, so I do that extra. >> Okay. >> So, I don't have I don't have any bearing in that. >> Okay. So right now essentially you could say that we're at like 2.3 2.4 and we would be going to 1.5 >> because we're next year >> because we're losing the grant and so we're losing the staff right now. Yes. >> And this person would not be teaching sixth grade. So there' be right was this person teaching sixth grade before or no? >> One of them the full time this year. >> So I don't know that we can discuss specific personnel in open session. I just mean because of the restructuring of the sixth grade. >> This is irrelevant of the restructuring of the sixth grade. >>

078Okay. Yes. >> But yeah, so it was discussed. It just wasn't put in this terms. >> Gotcha. >> I don't like this one. >> I don't like any of them, but I mean I really am concerned with just the science in general and >> Yes. Unfortunately, science has been one of those subjects where we've been extremely struggling to find teachers. >> Here's why this one needs to go because it's a core class. Why this one needs to go in the needs to happen regardless versus if the referendum doesn't pass. Like I I would feel like this one should go if the referendum doesn't pass, not either way. I mean, we may be stuck with it. We may not be able to hire a person, but I would still like the opportunity to have that option

079to try to hire another science teacher in my opinion. >> Just move it. >> That's what I'm wondering. Like, I totally understand that if the referendum does not pass, we don't have choices with a lot of this stuff, unfortunately, regardless of how we feel about it. And that would be my opinion that that science reduction would be like the other ones that we don't have money to try to hire another high school. But to just put it on there that we're not even willing, I don't like that. All right. Any further discussion in regards to this? We have the motion [snorts] put forth by Paulie, seconded by myself to reduce science to 1.5 full-time employee Milan High School. All those in favor say I >> opposed. >> I does not pass. >> All four of

080you, right? >> Yes. [clears throat] So the next part on this page um or are we going on to C next? That's the or is this all >> I think the restructuring was just also part of the sixth grade just it came self-contained unless there was anything else. >> Okay, >> that was just a topic that was discussed. So I just wanted to make sure that it was understood that that was part of the restruct. >> So [clears throat] on this next portion we have reductions should the referendum not pass. Now, at this point, um, I would like to put this out there that these could be real possibilities that would be included with the literature to go along with the referendum and not that we're voting that this will happen if the referendum doesn't

081pass. I think we need to um deal with these individually after that decision has been made. But that these but it be known to the public that these are some of the real potential consequences we are looking at having to go forward with. So, are we going to talk about these as a whole or are you planning on going through these one at a time? What is your plan right now? >> Um, I think we we can talk about them as a whole if we're just talking about including it as the real possibilities. >> Yes. of it not being the referendum not being passed and it being included in the literature. Um, if we want to actually cite things that will happen, then we would have to go through them individually and I think that

082would be for a discussion after the referendum were to uh potentially not pass because we might have to do more than this. Um, so as as I said, and I'll read through it for public purposes. Um, >> was this in the packets for the public or was this just in the board packets? [clears throat] >> It's posted. >> Yeah, it's in the packets for the public. >> Okay. So, should the referendum not pass, these are the things we're looking at, including with the literature because there are very potential [snorts] real scenarios of what could happen should the referendum not pass. Uh, we'd be looking at a reduction to.5 full-time employee elementary gym. >> [sighs] >> We'd be looking at a reduction to one core teacher per subject at the middle school high school. >> Do

083you mean? Sorry, I just want to clarify. Yes. >> Currently, there's a middle school science and there's a high school science. Are you saying it' be one for middle school and >> high school? >> I think that may [clears throat] need to get worded differently or core subject. >> I understand the core subject. Well, it just says per subject. I don't know if it should be one teacher per four >> subject teacher or subject or if it should say 7 through 12. I mean I know we have MSH. I just want to make sure everything is comprehension like everyone understands what we're putting out there. >> Yeah. And I with that said too, I wonder if we need to put well I guess that one says from fulltime but I mean I know some people

084are going to completely understand this but like for the psychologist maybe they think we have two realize you know like that we're going from one to like some of these I don't know you know even interventionist like we do we need to put that we're going to reduce from two to one I don't know I mean obviously I know we're not trying to make it very verbage because we're trying to put it on a flyer but I also want everyone to like be able to read this and understand what we have now and then what we're going to need to go to or what we're losing >> this versus that. >> Yeah. >> Just so it's really clear. >> I don't know. I mean, I don't know if the other board members agree. I just

085think >> they kind of need to understand like what do we have? Because like I mean, some of this is probably understood, but like for the counselor, does everybody know that we have two that we're looking at losing one? you know, like I don't know how much all the community knows and obviously [snorts] the information is somewhere, but I think if you're just send handing out a flyer, you want to make sure that most of it's on there. I actually I found this disturbing um for a number of reasons. I was here for the meeting, but I did have to leave early, so I'm sure I don't know how long the meeting lasted, so I'm sure that I missed some of the important discussion. Yeah. Um, so I I understand the position we're in. What

086I don't understand is is how we think we're going to get there. And one of First of all, we have never and I have I have all my notes. We've gone through this time after time. What are some potential cuts? What are some not what are some? So when the flyer came out um that's now being changed. That was the first I had seen anything about school psychologist. We know what our special ed population is here and we know what our mental health population is here. I am 100% against reducing any school psychologist or guidance counselor time and I had not heard of those. They are not listed on here at all. Art, music, we've talked about all of those. We did not talk about school site. We did not talk about school counselor. We

087did not talk about reduction of Native American homeschool coordinator to 0.5. I think that that's a huge asset to our district having that position. Um it's again it's an elective that we don't have. We talk all the time about how we don't have enough electives and yet we are reducing to nothing for our electives. I our kids deserve better than this. And it looking at this I'm thinking my brain is thinking $1.8 million is we get these five positions and maintaining what we have. That's it. That's that's not good enough. That's that's not 1.8 million. I don't know. So, one thing that really strikes out to me and that I've had many, many constituents talk to me about is that there are no reductions in administration. Um, I know the administration contract. I've read all

088of them. Um, a lot. I know that they have a contract that because of a rollover clause that the board seemed unaware that was even there. Um, they technically have their jobs for another year. I also know that there's a layoff clause in their contracts that says they can be laid off fully or partially by providing written notice of layoff with no less than 30 days notice prior to that. If we're going to be cutting all of these positions that affect our kids, we need to look at more than that. We need to look at a projection of under 300 students for fall with the number of positions that we have right now. Those positions are expensive positions. I am grateful that some of them have picked up some teaching um to go along with

089that. And I did also look and it did say that we could change um them. So, for example, reduction to 0.5 FTE elementary gym. We do have an administrator with a gym license that we could maybe make more than.5 elementary gym. Um, if we aren't going to do layoffs Yeah. And I figured, you know, I missed part of the meeting. >> Yep. >> Um, we're going to have to do something drastically different as far as restructuring. But what I'm seeing here is is really not what does reduce athletic programming, what does that actually mean? I don't know what that means. We can't even field some of our teams now. What are we going to do? What does that mean? Uh when it comes to the reduce of the athletic programming, we would either be looking

090at cutting out the school funding towards them or having to charge fees for them >> co-oping or options >> or potentially like look reooking at numbers in the sports and see it. And I'm a huge fan of co-oping. So that makes me feel a little bit better about that. >> Yeah, I think that needs to be explained better. >> So some of these things I just don't I have only missed part of one meeting and I've not heard of them before and I I don't like being in that position when something shows up and I get questioned about it. Um I just the school psych she is the only support we have really for our special ed staff and we have most of our special ed staff does not have a lot of experience and

091some do not have um regular licenses that schools psych position is pretty important even in the in the realm of liability. I think it's a huge mistake to have anything to do with that uh considered a cut as we're losing these electives. What does that do for our um what does that do for our schedules? I mean, we've already talked about our seventh and eighth grade that are not in music or band or choir. They have three study halls. Why? What are we going to do? Give them more study halls because we've cut more electives. We need to give our kids opportunities. And as much as I hate to to see a complete consolidation, I don't think we can provide the kids the opportunities that we need to. We've already cut and cut and cut.

092So, I'm I'm really concerned about that. Native American homeschool coordinator. Is any part of that grant funded? How much is that? How what percentage wise is the district paying of that? >> Can anybody answer that? >> I think you said half. >> I said it was half. >> Yeah, >> we discussed that at the meeting. >> So, the district is paying half and the tribe is paying half or a grant. >> No, it's a grant. >> Okay. Yeah, it's I think our I've I've bragged about the Native American program here for years. It's an asset to our district. We do more than many, many schools do. I've been at um the language conference that Tara was at. We've talked about in the school. Um this is an inclusive community. I mean, I it's not a

093what I'd like to see made. Well, none of them are, but some of them I think are are striking harder than others for the amount of money we want and what we would potentially be saving. >> So, the reality of the situation is is the stuff listed here, I think we can all agree none of us want to see cut. If anything, we want to see these programs bolstered up even more. Um, but the thing is is to put a reality on what we're potentially looking at. If we don't have a referendum [snorts] pass, this ends up just almost being the tip of the iceberg. I mean, we could end up having to go way deeper. And you're [clears throat] right, 10, you know, 1.8 could easily help with a lot of this and shore

094things up. However, being short of it, having to make up for potentially [snorts] 1.6, I believe, is the shortfall for next year, um, or projected at this point. It's this is this would just be the start. And [snorts] yeah, I I Nobody wants to lose these things. Nobody. But when we go to the public and we say we're gonna have to make drastic cuts, we're gonna have to eliminate things. They go, "Okay, what do you mean? What are you talking about?" And this is to give them an idea of the things that we would have to things that we would love, things that we don't want to give up that we would potentially have to give up. I I am not in favor of cutting any teacher position to any extent without first cutting from

095the top. And that would be our administration. And I am not alone in saying that. Um there's going to be voters out there, probably quite a few of them that are going to say the same thing. If we aren't willing to look at things that don't have as much of a direct impact on our students, then we're barking up the wrong tree in my opinion. >> Right. But we're also we're going to be down to administrator next year cuz John's going to be gone >> by attrition. Yes. That is not a cut. >> No, that is not a cut. That was through loss of grants and >> whatnot of our staff. It's going to be an impact to our students. So, we're all going to be down one head. >> We've lost teachers to att

096is if we need teachers for our students, we also need to support those teachers. Like you said, we have so [snorts] many issues with our students that are struggling. That's why we need the school psychologists. That's why we need these other programs. And when there's things going on in the classrooms, they need to be able to look to for someone to support to help them. I agree. And I'm not saying that we should cut them 100%. I'm saying we need to look at ways that we can do some layoffs. Whether it's flat out lay everybody off for the month of July, flat off, cut two of our administrators to 50%, put them 50% in a classroom, 50% administrator. Um, their contract also says, um, assign schedule and transfer administrator as needed. layoff administrator, determine the

097kind and amount of services to be performed by the administrator. I think we have options we haven't even looked at yet. And I think we need to be transparent with our public in saying that those aren't haven't been considered and then they're going to say why not and what do we have to say? I I don't know. I can't answer those questions. >> I mean, they have been considered. Jaime's been in the classroom. John's been in the classroom. Kevin mentioned >> those were their choices as well. Yes. For that classroom. I mean, I think you're like overlooking and you missed some of the dialogue at the meeting the other day. I mean, I'm not disregarding your concerns with this because of course it's concerns with all of us, but it's like as we were, you

098know, discussing like where can we cut there's we obviously we all know we're at a we've been at a skeleton crew. We wish we had more teachers now. And so it's like we don't have a lot to cut from. I'm not disagreeing that there's not potential something summerwise that we could do layoffs. I don't know what their verbiage and their contracts is with administration, but I know we can't function without a superintendent and to look to cut one of our principles with all the behavior, all the the resources and the staff needs. It's not helpful. Like you can look at a school our size and see, oh yeah, Clayton or another school has one principal, but they also have a Dina students and they have a student success coordinator. students do I don't know >>

099okay that is a huge thing that I'm going to keep coming back to have 300 kids >> that's what I'm saying if you look at other school districts like luck luck has I think one principal but they also have an assistant principal they have a dean of students or facility assess they have other staff to support >> those are full-time >> you I don't know you have to look but I'm saying you need to look at it as a full you can't they have one they have one principal look at what they're doing but you're not looking at like the other support staff that that principal has. So here you want to cut to one principal, but what support is that one principal going to have? >> I didn't say cut to one principal. I

100said there are options we can discuss regarding layoffs there. I we've got contracts here. We've got an administrator who has 60some paid days a year off. We've got there's a lot of money in these contracts and we need to shave them down because the the teacher contracts don't look anything like this. We don't, our teachers don't get $500 a month in an HSA every month after they retire. They don't. I mean, there are a lot They don't get the same amount in their HSA during the school year when they're employed. Our administrators are getting a lot of advantages that our teachers are not. We need to value our teachers more than what we're showing them right now. I really believe that. Yeah, it would be. >> Well, I agree. We need to, but that also

101means we need more money and just taking from one for the other isn't going to make enough of a difference right now. >> That's why I'm all in favor of shared whole grade sharing or consolidation because we are not offering our kids a fair shot by continuing to cut and cut and cut. >> We're not choosing that as we'll see what the community chooses. Well, the district didn't get in this shape in a year. We're not going to fix it in three years. So, we go back to a referendum. >> That's what I think we need time to look at. Yes. Consolidating. There's something cuz I mean, even bigger schools are looking at consolidating. >> And honestly, that's why we need to look at that's why we're going through these restructuring things regardless of if

102a referendum is going to pass or not because things do need to change. They do need to become better for the students and more financially responsible as well. >> I would rather keep two two guidance counselors and have one of the principles half time than lose a full guidance counselor. I mean, look at our population, >> right? But they're also under contract and we can only go to the table if they agree to go to the table as well. >> Sure. >> Okay. The board may also lay off fully or in court for the year by providing written notice of layoff to the administrator no less than 30 calendar days prior to the effective date of the layoff. >> The board may lay off if lack of work or funds or other legitimate reasons for

103layoff of personnel so require in the judgment and discretion of the board. The board may make additional provisions concerning layoff procedures for administrators in the applicable staff handbook and may modify those provisions from time to time during the term of this contract. >> Yes. >> So you're saying we have these contracts and I'm saying yes we do. We also have they're they're pushing their rollover clause. That's what they came to us with. I'm saying they also have a layoff clause. >> Right. >> When I mentioned that previously, Kevin said, "I don't know about that. I'm telling you it's right here on paper." >> Right. No, I know that the layoff clause is in there, but I mean, if you want to put something forth as, you know, there would be a lay or layoff or

104whatever conducted, then we can add it. But the thing of it is is I'm going back to this is a worst case scenario thing we're putting out there. It's not just uh we're hoping to cut this or we're hoping to cut that next year. We don't want to make any of these cuts if the referendum if we have a the referendum passed, we won't have to look at these cuts. >> None of these cuts are long are big enough to sustain us in the long run, >> right? Neither. And even if the referendum passes, it doesn't get us any where it gets us through another year. It's buying time to get us through these years. Then then what happens is we get to year three and we have to do the same thing over again

105because these cuts are not enough to save this district. They're not. Last year, next year, what did you just say? $1.6 million deficit. We'll have a $1.8 8 million referendum, >> right? >> It doesn't leave any wiggle room. >> No. >> So then we don't have any carryover for the next year. What happens the next year, potentially our numbers go down? >> We have we lose more money. Every time I was at the family event for Charlotte's Web, I heard two families talking about that they're leaving. That's six kids between those two. And those are just the two I heard talking that night. We we need to either offer these kids the things they need. We need to offer the the families the security they want for their kids. We This This isn't This is

106buying time. >> Yeah, it is. >> But it's not saving anything. And like I said, we didn't this administration didn't walk into this situation. This situation has occurred under this administration. >> Well, we've also had a massive amount of retirements over the last few years as well. And I mean, that's just attrition. Unfortunately, we had a bunch of fantastic teachers that stuck with this school for 20 plus years. And unfortunately, it also came time where most of them were moving on from us. And that's, you know, we valued those teachers. We had retirement packages for them. And were they worth it? Absolutely. But now we're faced with getting new teachers in and we they deserve to be getting paid. They deserve to be just as much taken care of as those past teachers were. And

107>> well, they are because you guys gave them a substantial raise 3 years ago. Granted, it barely caught them up with the area schools. I understand that. I know that that's why there are people one of the many reasons people are looking to leave the district. Um but it's also like with our past retirees like with the amount what it's like $2 $3,000 a year or more that we pay out every year just to pass for the insurance of retirees and like that's and I get it like it was negotiated you know cuz the longevity and I understand it but it's also it's not hurting helping us financially either. There's so many things that we have going on with within our school district and that's a huge part of why we're sitting where we are

108is because of these retirees the last 5 years and it's not like their fault it was negoti you know it is what it is. Same thing with you know unfortunately part of it was you know looking back at co we had co money that the past board thought we could use for the raises to find out like nope we can't. There's just been a lot of spiraling things that have unfortunately led us to this. It hasn't been one huge thing. It's not because someone's making $500,000 a year and like astronomically higher. Like I think if you look at even most of our principles, I haven't looked for a while, but obviously we know our staff is still underpaid as a whole. Most of our administration, if you look, is probably underpaid as a whole, too,

109compared to all districts, even the size of our district. So, it's it's all a crapshoot. I feel like any which way you look at it. >> Yes. This is the referendum is for 3 years and if we continue with the restructuring and all that, there's a good chance we'll make it strong through those three years if we stay on top of it. At the end of those three years though, yes, we are going to have to know what are we doing? Are we consolidating? are, you know, we [clears throat] doing this grade sharing and all that, but when it comes to next year in itself, if we don't get a referendum to pass, there's a good chance we might not make it all the way through next year. Even if we cut everything, even if

110we get rid of all the admin and lay them off, there is just and [sighs] it it's just not feasible. I mean, we want to express to the public just how dire the situation is. And, you know, we tell people, look, we're going to have to make some extreme cuts. I mean, we're going to have to make extreme cuts to things that [snorts] we don't want, the things that we don't like. But when you just say the word extreme cuts >> Yep. And that's why we could be considering everything, including admin, not just these other positions. >> And we can include it if if that's what the board wants. If the board wants us to include in there that you know potential admin layoffs or something along those lines, then so be it. >> Make

111sure it's legal. I don't we don't need any lawsuits. We can't afford a lawsuit. So, it's going to have to be checked that I mean, I did bring it up the other night, you know, about about a layoff. I mean, I did ask Jamie about it, you know, and I don't I didn't know though if it's something legal. Like, I know it's something kind of floated around, but I don't know. I'm not a lawyer. I don't know what their contract. So, >> well, you have their contract. I know, but still even with that other clause, >> we can, you know, we can do layoffs of admin just like she read. But the thing of it is is we also have to keep it in perspective. We're still going to have to have people to run

112this school. >> We're still going to have to have people here. And we can't just say, "Oh, we're going to lay off all the admins for the next school year." And go, "The school will run itself. It'll be fine. Don't worry about it." you know, we >> and that's not even that's not at all what I said. I said partial layoffs or a month in the summer layoff or I I mean people talk all the time about they can't find anybody in the building in the summer anyway. I don't know if people are working from home or what, but it's almost impossible to get in the building in the summer. I I don't know what the answer is, but I think we haven't given it anywhere near the attention that it needs to be given

113for a district this size. I mean, if you want to include it in this list to put in with the literature, we might as well. I mean, cuz >> Well, did you guys vote on these the other night bringing these to the board? This was not. >> That's why this is why we're talking about it now to vote on if we're going to what we're including in this literature to go out because these could be real possibilities of things that would occur. >> Yes, I think it should be included in there. >> So, do a partial or a lay at possible admin partial layoff is what you're saying. Correct. >> Yes. So could you add that to underneath the >> I would love to have correct wording so that when it goes out >> Yes.

114Yeah. >> That was a little muddy for me. What would you all the rest of them say? Reduction of blah blah blah. Reduction of administration. >> No, we'll do uh >> reduction of administration slash layoffs. That's pretty vague. >> Layoff. No, we >> a layoff [clears throat] >> potential admin layoff >> or admin restructuring. I I don't know. >> See, and when >> because that would have to happen if there were any potential partial layoffs, there would have to be a restructure which the contracts also allow, >> right? But we run into a bit of an issue when it comes to you can't just trade apples for apples. >> Meaning, >> I don't know what you mean by that. >> What I mean by that is we can't lay off one principal and just hire

115a different principle in their place. >> No, why would we do that? I mean, we're talking a reduction. We're not talking about, >> right? But if we were to say lay off both the principles, we couldn't just hire one in their place. No, >> we would have to draft them. >> Lay them off for a certain amount of time, >> right? If you're talking about partially layoff, if you're I'm talking when you said restructuring and you said >> restructuring, so an administrator that's a halftime something teacher and a half-time administrator, >> right? But what I'm saying is is we would have to come up with a new role and then have to propose it to the administration that would be currently on layoff first. >> I'm not talking of hiring somebody else for their positions.

116Tom, >> I get that. But when you change the position, you change the position, >> right? the contract changes by the definition of their position. So if you're changing the definition of their position, you're then changing their contract, >> right? It the contract says you can change their rules. So I I'm confused about what you're saying, but okay. >> So does it hit it if I say reduction of administration via layoff or restructuring? >> Yes, >> that works. As I said, I don't think we want any of this to pass, but I without a referendum, it's a very real future, if not worse. And this is just to show the public what that future possibly could be. And the other thing is if we're if we're looking at class sizes potential maximums um of 24

117students at with or without AGR and then to say reduction of academic interventionist to one reducing a full-time academic interventionist there would be no possible way we could do AGR with one section in the elementary beach. It it doesn't work. Would it carry Nope. That's why we're not making any decisions on AGR until >> Exactly. It wouldn't work. >> It would be a disaster. >> Can we get an estimate of how much? >> So, I don't I don't even think that should be on there. >> Academic intervention. If we if we've take if we take that off, we're automatically giving up the AGR. >> If we keep it, you mean if we take it off, we could do AGR, >> right? >> Potentially. I don't know. I don't know. >> Potentially. Exactly. >> I think

118they still have questions if it's been or not. >> Well, where where are we going with this? So, so >> we're in a pressure situation to kind of get something some literature out and um so you added the admin layoff restructuring piece. Okay, we got that. Um so are you guys just going to go down this list and just check them off? Which ones you don't want on there or where >> where are we going with this? >> No, let's start with that since we're in discussion. >> Well, >> kind of. >> I don't know that that'll do any good because obviously we don't really want >> Well, yeah, exactly. It's >> I I think the list is fine as long as you add the administration part and make it look a little more well-rounded

119than it is right now. >> Meaning the how many we're going from to how many we would be going to staffing. >> Well, I I think the.5 FTE is is clear. It's a halftime compared >> maybe the core subject. >> Yeah. switch around the core subject to one TE or one teacher per core subject instead of right >> one core teacher per subject >> and maybe yeah >> and spell a referendum right in that >> again please reduction of >> uh the second one down it's reduction to one teacher po per per core subject >> thanks you list what core subjects are >> science math reading language. >> And would you want to say combined middle school, high school, or do you think middle school/h high school means combined? >> Each of four subjects >>

120or we could just do 7 through 12. >> I say just do 7 through 12. >> 12. >> That sounds better for >> Yeah. >> On the first one, I think you should add teacher just so people aren't confused that it's space and not a person. I'm just saying, but you're right. >> You're gonna get someone that's like, "What do they mean the gym?" >> You're right. >> They're gonna bo, you know. >> Well, and every place else it says teacher. >> Yeah. >> For consistency. >> So, if we could have teacher after gym on the first Thank you. And that reduce athletic programming if we added potential co-ops or something because like I said, >> well, I think what would happen is if if we didn't pass our first have to start picking athletic

121programs that we we can reduce. >> That's why it's vague because we'd have to look at, you know, cross country we could the cut, >> right? >> Um football other districts have done it. >> Cut or combine. >> Well, we've tried. Well, they're just it's not that easy because a lot of them don't want to take us on >> and it's an expense and it's a travel. Yeah. So, it's not We wanted to >> We've tried and we've been kicked out of co-ops, too. >> I think that's >> So, why don't we do a colon after programming? Sorry, not trying to cut you off, Jamie. >> And put cut, comma, co-op, comma, and slash or fees, >> right? family fees or student student fees or something >> which I well I just think too I

122think we're to a point like Katie keeps emphasizing that like try to have families pay something and I >> I don't think that's unreasonable especially with the state our school has been in and we've never we hardly pay anything for our sports and we really never have Tara what is what do you do you have to pay for just track are they track cross country >> track cross country >> do you pay individually Is it a one time? >> Individually, but there is a family cap. >> So for five sports instead of six reach this. >> So what is the So St. Croy Falls charges so much per sport? Is it different for each sport? So it's like cross country maybe less than football versus 35 per kid for that. >> Okay. >> High school

123basketball. >> I don't know if varsity versus j I don't think that matters. Probably not because when you're paying, you're not necessarily knowing which team your kids's gonna be on, >> right? >> I'm paying for university. They better be playing, >> right? I didn't think about that. Obviously, I'm not well versed in, >> but yes, there are fees. There were fees in middle school and >> Well, they have to have the booster. >> That definitely clears up what is meant by that because I'm like, what are you saying? We don't even have enough kids for them. So, but I get what you're saying. >> Yeah. And I mean right now, I mean, we had the co-op with softball and it's okay. But I didn't even know that the coaches resigned and they've already hired new

124ones for a middle for high school. And I was like, who's this coach? Like, what do you mean? I was like, we don't get any I just feel like it'd be like common courtesy to at least let administration, our school board know what's going on. I mean, I get it's not our responsibility to hire, but it would still just be a common courtesy to be like, "Hey, we're co-opted with you. By the way, our coach resigned, but don't worry, we're on it instead of being like, "Hey, meet the new coach." But I guess that's how it's done. >> Anything else in regards to this list? >> Do you need any more clarification, Kevin? >> I just I just want directive on what to do. We had a brochure, now we're using these. Is this all

125going in and then we share it with you? I just give you some directive. I don't >> I think it has to go in the brochure. Um just so the public is well aware of [snorts] some of the things that we could be facing if the referendum were not to pass. Um >> so these lists, right? >> Like it doesn't even it could be like potential reductions. Um um no it didn't. It said what would the money be used for? That's what it said. >> Yeah. So >> it didn't say if it was an addition. It didn't say >> Yeah, we can we can change. No problem. I I just want to know. So the front has the questions and the purpose. Was that okay? >> Yeah. >> Yes. >> The tax impact. Was that

126okay? >> Yes. >> Okay. So that's kind of how we fit the first page. Does that >> Yeah. No, that makes sense. flips it over and then >> where you art and that is taking that's that's why all this is taking place. So then we we flip it over and then we'll have this on here. Um if if the referendum doesn't pass, we'll put it in some kind of jargon like that. If the referendum doesn't pass, the following cuts will be made or whatever. We'll get it to you. >> Possible reduction. >> Yeah. You want them both in correct? >> Yes. >> And bottom. >> Yes. Are we going to do the science in the put that in the bottom one or we just going to just glute it with >> So we're put as

127a potential reduction. >> Yeah. >> I mean these are reductions. This is what's >> right. But we didn't have the science >> the science and if the referendum does not pass a portion on there. >> Yeah. Please. >> So then is that enough or do you want I know I had myth and facts on there. You want me to try and put a couple on there? Um, >> I think probably depend like you don't want I don't think we want for this is just me talking like open spa. I mean you don't want like too much that you're like 10 fonts but I think I think just put put this on there and see what it looks like and then maybe if there is some more room I think it's just going to play around

128with. I mean that's >> my opinion and if there is room for a couple like maybe the bigger myths or facts or >> okay >> something. >> I mean is there anything else you would want on there besides this? That's it's >> is there's a section on the front now that we have we have room on the front because we took off that >> portion. >> Yeah. >> Can you put a QR code that directs you to the website? >> Don't go crazy for you. >> That may not be a bad idea. >> I would it hurt to put a projection of like our finances over the next some years. >> I don't know how we would fit it exactly. >> Just somewhere vague to be like It's just a question. >> I said would

129it would it make sense to put like our financial aspect over the next 3 years and where we're sitting. My thought is we could potentially get businesses to a donate more than what we have been receiving which would also help but if we make that known is more people going to come forth but also it's being transparent with people and what we are looking at. We had um initially that thing uh from Bar I think it was that showed uh what the shortfall was going to be potentially looking like for the next was it three years or five years. Um >> I was fairly good size. >> Right. Right. >> Uh >> I think you can summarize it. >> Huh? I think it could be summarized down. >> Yeah, I mean we can go through

130and try to try to weed it down best, you know. >> See, I think yeah, I don't think it would hurt to include something like that, but >> do you still want the section about how we've already reduced the spending in 2025 or do you want that out? >> Sorry, can you recap what it says? Do you have it handy? Are you looking at it? >> Yeah. Yeah. The how we've already reduced spending in 2025 salaries. Yeah. >> Uh uh 15. >> So when the teachers retired, we didn't replace and that's why that's why >> I couldn't get my mouse. That's why she's teaching. >> I don't think it's more of >> that's why we include this >> or they can maybe put that on that first page because services and supplies depending on because

131I mean there's space here. They could bump that is that whole section for a total possib I kind of feel like it should be [clears throat] I'm sorry. >> And I wonder if that would maybe even fit on the front page cuz I if you I don't know >> below. Yeah. I I don't think that would be a bad idea because at least that gives kind of more idea of where we're at at the minute and looking at the ask at the same time and where we did and then the back page would be the what we're planning to do for the next year and then possible reductions we'd have looking at after that and [snorts] after that I don't know what else more we could fit on there. If we could do the small

132chart on the bottom, >> do a bitty forecast, a mini forecast best we can. >> Yeah, you bet. >> But yeah, and of course, uh, include the information with how to get to the web page with the fact and all that are crucial on there, too. So, >> um, so we were going to try and do a front back type piece because we felt like more than that was too much for people. Just >> your thoughts on on that? >> I think if we can just go Yeah, we should. >> Yeah, I think front and back is good. I don't know too much. Yeah. Yeah. Too many pages are not they're not going to look up. [clears throat] >> Do you feel like we're going to hit all of our key topics on front and

133back without it being super small? >> You can see I get it in there first to see and I can play around with sizing. >> Yeah. >> And it doesn't have to be this. I mean, like I said, it can just say >> potential >> reductions, right? >> Should the referendum not pass and it can just be listed. It doesn't need this >> need bullets. >> My only other comment was is that it should try maybe not look like all the rest of the other ones >> and I know that >> I haven't seen any other ones so I don't know. >> Well, I know the past ones. >> This one looks like the one from three years ago or you know what I mean >> cuz I when I look at I'm like oh

134it's just a couple updated information you know and that's just me being a weird graphic design person. So, >> she wants to do like hot pink instead of the green. Doesn't have to have as much >> a lot on that. I mean, I think the I think the I I think the listing out of things on the reverse side is a little bit different than uh how it's ran in the past and is going to offer a bit more clarity um than previous ones. Um so I think, you know, we'll go with that. So, I'm going to just put forth the motion that we put on the possibilities should the referendum not pass reduction list as has been discussed uh with reduction to 0.5 FTE elementary gym teacher reduction to one teacher per core subject

135at the seventh through 12th. uh reduction of elective teachers one FTE to F.5 art tech and face reduction of school psychologist to.5 FTE reduction of academic interventionist to one FTE reduction of Native American homeschool coordinator to.5 FTEE reduction of school counselor K through2 to one FTE reduce athletic program colon uh cut co-op andor fees and then uh possible admin layoffs and restructuring. Is that everything? I think that's everything. >> Did you say athletics? I didn't hear you say that. >> Yes. >> Okay. So, I will go I'm going to go ahead and make that motion for this to be included in the literature regarding the referendum. >> I'll second it. >> Motion by myself, seconded by Paulie. Any further discussion? All those in favor say I. I opposed. All right. Meeting calendars. Well, spring break

136is the week of the 9th, just so you know. And there's also several quite a few village and town board the games that week. Um, but I was just wondering, can we keep the cow on the 16th? Not >> that's I will need a link. That's my spring break weekend. I'll be on vacation. So, I don't need a link, but I can attend it that way. >> We just that week of the night. I just don't think we can have any meetings. >> Oh, that's spring break. I get it. >> I mean, founding usually it's the second week of the month. >> Yeah, I figured it out. >> I think the 16th will be fine for the cow. We don't need to have any separate. We don't need to meet until what? Probably April again

137for potentially an extra a third meeting. >> So, all right. First, the cow 16th everyone. And Paul, you said you have to zoom potentially. >> Yeah. >> Okay. So, we'll go with that one. May the whole March 16th at 5 o'clock. And then regular school board the 23rd at 5:00 as well. And yeah, as far as uh I think we're going to be doing a bunch of town hall meetings in the month of March. So >> we don't think >> I think Lisa sent Did you guys get the list? >> So unless we have I think >> I was just wonder if we needed a special meeting, but I don't know. I don't think there's really much anything until after the referendum for us to >> special meeting for >> just we've been having >>

138budgetary meetings like we've been >> last few months like an extra one which I don't think in March we would need one. I don't think need one until >> I don't think we can get after we're scrambling that's what I was saying. Yeah. >> Okay. So we'll just go with those two meetings for now. All right. on to approving the bills. >> I just had a couple questions. What was the approved chargeback? Um there's two, one from the town of Sire and one from the town of Holland. >> Wish Katie was here. They're chargebacks from previous tax years. >> Think they overpaid us. We have to pay them back. >> Wasn't that t that tiff situation? >> Was it the tiff situation? I can't 100% answer that. So, I'm not gonna try. >> Okay. >>

139But DPI actually sends us the letter. So, >> and that happens like every year at this time sometime. >> Yeah. December and then it has to be paid by like March. >> Okay. >> But it was only the two townships. >> Okay. Um, Rotary Club dues. So, is the school a member of the Rotary? >> Yes. Yes. >> Or are you? >> The school is a member. >> And you're the representative? >> Piffany and I take turns every other every other week. Okay. >> And I try to get more. I wanted other people to attend >> like other Yeah. Lisa's gone like a people just to go. Um, that was directed at me when I got here by other boards to be a member of that. >> Yeah, I I just don't know that much

140about trying to learn. So, I'm asking what that is. >> And I think we're the chamber as well, but I think the chamber is is that free. >> It's either free or $20. I think we're uh we're not voting number. >> Okay. Okay. Um, this legal charge for 3,000, is that due to the student situation this fall? >> I believe so. Yeah, I think we had uh Yeah, I don't know who >> what >> who was it? >> Rening Lewis and >> Yes. Okay. And that's all I had on it. >> The Northwood Tech. Is that alternative? Are those which we are required to? >> No, I know. I just like the ones old age >> wise. >> I don't know. Maybe I'm thinking >> one was one is a senior this year and one

141is a junior. >> Okay. >> I'd make a motion to approve the bills. I'll second that. >> Motion by Paulie, seconded by Jamie. Any further discussion? All those in favor say I. I opposed. Items for board signature. One is for the AGR. I already signed it. Um for a motion to adjurnn. >> So move. >> Motion by Paulie, seconded by Jamie. All those in favor say I. I. We are adjourned. Thank you all very much. >> I'm gonna I'm due. I didn't go on any in January, you know. [laughter] >> Yeah.