Board Meeting 10.27.25

001ready. >> Okay, we'll call the meeting to order uh for the uh budget hearing and annual meeting. Uh first we'll start out with roll call. Um Scott >> here. Uh Britney >> here >> and Carolyn >> here >> and Brad is not here and John Swamberg I am here. Um next item is to do the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Very good. Everybody remembered. >> Hey, announcements. this year. >> So, uh, just with the announcements, the U K12 public school budget meeting in Wisconsin legally required under state statute 65.90 is a mandatory public hearing uh, where the school board presents the proposed financial plan and solicits feedback from

002the community before formally adopting the budget and setting the local tax levy. Its dual purpose is transparency and direct democracy participation in local school finance. So the purpose primary purpose is mandated by law to ensure public accountability and provide residents and taxpayers with a forum to be heard on the district's financial plan. So it's public transparency to inform the district's residents and taxpayers of prior prior year's actual expenditures and detailed proposed revenues and appropriations for the upcoming school year. Community [snorts] input to provide an official opportunity for any resident or taxpayer to comment on the proposed budget before it's finalized. Tax determination for common school districts. The budget hearing is typically held at the same time and place as the annual meeting. At the annual meeting, the electors of the district have the legal power

003to vote a tax uh for various purposes such as school operation and building maintenance, which directly sets the local property tax levy. Um, so the overview of the process and the requirements. The budget meeting is a crucial step in the district's annual financial process which culminates in the school board adopting the official budget and certifying the tax levy to local municipalities. So timing and notice the timing the budget hearing and annual meeting are generally held in this time frame uh July or August but it can go up to October 31st. Notice requirements. The school district must publish a class one notice in the mun municipality's newspaper um which includes a summary of the proposed budget uh at the time and place of the public hearing. This notice must be published at least 10 to 15

004days uh prior to the hearing. So the required budget information the school board is required to present a comprehensive budget or proposed budget often using the Wisconsin uniform financial reporting requirements. What's common require are referred to as woofer codes. The budget summary must show expected revenues, expenditures, and fund balances for the budgeted year. Actual revenues and expenditures for the preceding year. A breakdown of appropriations and revenues for the general fund, including items like taxes, intergovernmental re revenues, debt service, and capital overlay. proposed increases and decreases from the current budget due to need new or discontinued activities. So the key activity or actions presentation so uh we present details of the budget public testimony uh residents are given a formal opportunity to speak and ask questions about aspect of the proposed financial plan and tax levy

005vote uh for the hearing the annual meeting for common uh school districts allows for electors to vote on the tax levy amounts and then at the end the school board then formally adopts the final budget and sets the tax levy at the uh regular board meeting which will follow this meeting and next item is the presentation of the proposed budget. So with the the annual budget that you have there um goes into a number of things with the notifications of the uh budget hearing and then the actual agenda for this meeting. Um when we start getting into this with the treasur's uh annual financial report uh just getting into what our expenditures were last year and what our final balance were um and then getting into the um budget adoption publication that truly breaks down

006I know it's sideways it's the format of this um it breaks down into the different areas uh some of our expenditures uh things that we're looking at is with the um with with our building study uh expenditures there. I think we had a couple construction items uh small things that taking care of uh the doorways and whatnot. uh as well as that that potential for financial um assessment that that we're going to get later on repair uh or that tool that we can use for this. Other things that we included in there was projection for a new dishwasher. Um a couple other >> Yeah, that was pretty much it to be the doors, >> right? So that's getting through most of our operational expenses. Uh once again goes to um our current staff. The assets

007breakdown of what the assets were at the uh end of our 2425 fiscal year and then getting into uh that year end balance. And then the actual fun [clears throat] balance. Anything I'm missing? All right. Just looking at um some of our things that impact revenue. Uh part of it is our uh enrollment. I know we've had uh last year we had a little dip. We've come back up again uh with 316 enrolled. So that's that's a good thing. However, that that enrollment for 2024, that'll still impact school aid for the next couple of years because it's on a three-year average. And then also that um revenue limit per member, just knowing that we we've come to the uh point where what we're spending versus the state average are equal. So and then after that

008taking a look at equalization aid uh just uh breakdown of the government uh entities uh the town of Bennett um town Gordon Solen the village of Solen Springs and town of Solen Springs those uh the equalization based off from those valuations some assumptions. Okay, just some of the assumptions that we're going to continue to see is that um inflation is going to continue to be a factor as well as rising costs. Um that's going to play into the the building that we're going to hear more about here as well. uh some of the other pieces that we uh should take a look at is just um any any more of the large uh expense items that might come up. The big one, like I said, we were planning for is the the dishwasher and we're

009taking a look at different options that we can utilize there. So, I know that with the state budget there was a there was a surplus. I don't know where it's gone now, but you know, there were lots of people buying or lots of entities vying for it. We're seeing a little bit of an increase when it comes to um special education reimbursement rates. Um but that is about it. I know we did see a decline in in actual state aid. Um and quite a few districts saw that as well. We get further down the revenue limit worksheet just gets into the numbers and breaking it down according to the different funds where we sit with our projected tax levy. questions on items. No [snorts] questions. >> Okay. Moving on to election. So with any annual

010meeting, there's an election of meeting chairperson. That chairperson does not have to be a board member. It can be a member of the community. that is um that resides within the district. >> Any nominations for any public member to be the chairperson for the annual budget meeting? No. What's up? >> Yeah. Any nominations for chairperson once, twice? I'll nominate Scott over Ryan. Anyone [snorts] else? [clears throat] >> Take a vote. >> All right. >> Unless there are any others. Do you I guess do you >> do you decline or do you accept that? >> What do I have to do? >> Just I don't. >> All right. So, all those in favor say I. >> I. >> That means, >> sorry, I just want to reiterate community members that live within the district, you have

011a vote in this stuff as well. So, okay. >> Any opposed? >> Motion carries. Congratulations, Scott. >> Star depends how you do it. >> Okay. The next item is not necessary because >> okay just go to old business. Okay. Then we'll need an approval of the 2024 annual meeting minutes which are contained in the report. So can I get a motion for that? >> I will motion >> a second. >> Second. >> Okay. All those in favor say I. >> I. Any opposed? Okay. The motion carries to adopt the meeting minutes from 2024 and then we'll Scott take from there business. >> Yep. >> Okay. So, new business, it's just adoption of the tax leading it through. There's a vote for adoption and then questions. >> So, we need a motion to adopt the 25

0122026 check levy >> a motion >> I'll second >> motion by Carolyn second by John >> discussion >> any discussion all in favor >> I school board member salaries >> so listed in there currently uh the compensation is uh the president uh receives $1,600 annually. The clerk is $1,600 annually, and then all of the members are $1,400 annually. >> Uh if if we're going to continue that, yes. Or if looking at an increase, we have to say what that increase is. All the motions >> to continue. >> Yeah. To continue with what it said. >> I'll second that. >> Motion John second. All in favor? >> I motion passes. >> Reimbursement for district board members. Approval of mileage and expense reimbursement for district board members. Statute 12.10. Can you just remind us what orders are

013current? >> Yes. The federal rate. >> Yeah. So >> don't >> right following the federal rate. >> Yeah. We want to continue the federal rate for reimbursement. >> Okay. I'll make a motion to continue following the federal rate for reimbursement. >> Second. >> All in favor? Hi. >> Hi. >> School lunch program. >> Approve operation and funding of the school lunch program. >> Just contin. >> Student transportation exemption. So, um >> what's put out uh through through the state statute is that any students that would live within a 2-m radius uh are not required to get transportation. However, local school districts can have an exception to that. But it has to be buried on here except it's [clears throat] >> crossing. >> Well, then a lot of it had to do because of crossing the

014railroad tracks and the highway motion. >> I motion to keep the transportation. >> I'll second that. >> All in favor? Last but not least, 2026 annual budget hearing in district meeting. >> Okay. Uh so if if we're following the same pattern that we have, which I I think is wise because we we get our finalized uh state um uh state reimbursement rate and state funding allocation rate mid October. By pushing it to the end of the month, that gives us time to publish all all the necessary notifications in time and still take that into consideration. With that being said, the uh projected date would be October 26, 2026 at 6 p.m. >> All motion for Monday, October 26, 2026 at 6 p.m. to be the annual budget meeting for 2026. Second. >> All in favor?

015>> Looks like we need a motion for it. >> I'll make a motion to adjourn the budget hearing and end meeting. >> Second. >> Okay. >> I 6:16 p.m. Central Daylight Time. go right [snorts] into this. Okay. And let's call the uh regular board meeting to order at 6:17. And again, we'll do a roll call. Scott >> here. Carolyn >> here. >> Britney >> here. >> John, I'm here. And Brad is not here. >> Okay. Next item is announcements. So just a reminder committee of the whole for November is next Monday. So it's a quick turn around. and approval of the meeting agenda. Take a motion for that. >> All motion. >> Second. >> All those in favor? >> I. >> Any opposed? Motion carries to approve the this evening's agenda. And I'll need a

016motion to approve the minutes from last meeting. >> Motion. >> I'll second. >> All those in favor? >> I. Any opposed? >> Motion carries. Next item on the agenda is the treasures report. Okay. Beginning balance was $896,69263. Total receipts was $39,762.76. Total expenses was $498,467.70, which leaves us at an ending balance of $437,98769. The local government pool balance is 2,783,9461. Can I get a motion to approve the treasures report? [snorts] >> I second. >> Okay. All those in favor? >> I opposed. Motion carries to accept the treasur's report. The next item on the agenda is the expenditures. I get a motion to accept the uh expenditure report. I will motion. >> I'll second. >> Okay. Any discussion? Any questions? >> None. Okay. >> Motion car. Sorry. Um all those in favor say I. >> I.

017>> Any opposed? Okay. Expenditures are accepted. >> Next item on the agenda is student council. Do we have anybody from student council? We don't. >> No. Okay. Um, next item is the committee of the whole report from last month. >> Okay. >> Do we need a we don't need a motion on that? Do we >> It is not. It's just >> any concerns, questions on the last committee, the whole report. Okay. Uh, next item is Eagle Eagle's Wings Charter School update. >> Um, so I didn't get the uh minutes on there. We had uh had to reschedu that meeting because we had a lack of form. Uh, I know one thing that they're looking at is u getting organized with their uh committees um and getting a little more routine uh with committee meetings and

018doing some of the business of the board there uh as well as um taking a look at their their fundraiser opportunities and then the teacher options. Okay. >> Next item on the agenda is athletic director's report. So um couple things that that he had on the report that's listed there. So, uh, high school, uh, the football team, they finished at a 5-3 record, 5-1 in the conference. Um, fortunately, they didn't make it, uh, through their first round. Um, so it was a good season. I think they had, uh, 10 players from Sen Springs this year, so it's pretty good. Um, cross country. Um, I just got the notice that we had two that qualified for state over the weekend. So that's awesome to see that. Um and then uh boys participated as well with with

019that move to D2 that that impacts things a little bit. So um high school volleyball finished up on on Thursday. So anyway, and then uh girls basketball. Um both middle school teams finished undefeated for the year. So there's It's awesome to see that. Looking forward to future teams. Uh winter uh sports, obviously we've got middle school boys basketball that's going on right now. Um high school girls basketball starts in two weeks. Uh boys basketball in three weeks and then middle school volleyball will start in January. Um just trying to go through the uh Wisconsin Athletic Directors Association. I don't think there was anything um too significant there. Um, there's a an athlete registration uh platform with this new system that they're looking at, which I guess I'm going to hold my breath for just a

020second. Maybe not. Um, I I don't anticipate this going quickly, so we'll see where that goes. Um, coaching positions. Um, I know we'll have it later on here. Uh, Shannon Dickinson did resign as the uh head coach for the team. Um, so we'll be posting for that position and then uh we'll see where where things go with that. And then Mertz rookie Solen Springs Eagles Golf Scramble um raised a record $18,600 um uh which is awesome to see that support. uh based on a new policy here that the the varsity teams, eight varsity teams will receive $1,000 of that into their accounts and then uh the remaining will be used for large uh expense items. And I know the one that was voted on was the shooting machine um to replace our old one. So

021um and then the S club's in the process of writing thank you notes and giving those out to donors. So they were writing those. >> Great. All right. Congratulations to all the athletes uh so far this year. Um next item on the agenda is the principal's report. >> Um yeah, so a few updates and recognitions. Uh earlier this month we had our fire prevention day. Lot of great feedback and so just want to thank the Sen Springs Fire Department for again hosting our our little ones. And then last week we also completed our safety safety day drill on October 23rd. Um that encompass us going to the reunification site and um part of that is also taking some of the feedback as well and how we can always always get better with that item as

022well. So um so a lot of great work that went into it by our safety team members and just continue to revamp and revise as needed. Um our PBIS team we established bi-weekly meeting times to review student and district data to identify any trends and patterns. Um, currently we're finalizing our tiered fidelity inventory to identify our areas of strength and needs within our tier one level of universal expectations for all of our students and staff. And then um just in the works of establishing that acknowledgement system for our students and staff, one that's a little bit more consistent across the board as well. Um, and then I just have some upcoming events this week. We have our parent teacher conferences Tuesday and Thursday. Um we hope to get our hope survey out for students and

023staff this week as well. Um our Veterans Day program is scheduled for November 11th at 10:00 a.m. Um we'll get flyers out as you may have seen those already posted around the community. And then uh just currently again still working on some of those items. AGR reporting um and we'll um see that in our upcoming December agenda and what that is and what our goals are. Um our educator effectiveness, our um WIMLSS project that we had talked about earlier and then um honing in on our essential um standards for math this year like we did with our English standards last year. Um yeah, and then currently we still have two well one official um job posting for pair professional for our 4K classroom and our Eagles Academy and then looking for a middle school long-term

024substitute for second semester. >> Any questions, concerns? >> Is that parent one the one that there? >> Yes. Yep. >> Nothing else. We'll move to the next item is the superintendence report. >> All right. Let me take a second to get things up and running. Sorry guys. I'm going to be on the screen here. So, our fellow will be so apologize. >> [snorts] >> by text. It's Marquez [snorts] from Beard. of course. [snorts] >> That is pretty shiny. You see us? >> Yes. But hold on. Let's try that out. Got to get the uh volume up here. I can barely hear you. So Nothing else. Let me try this. >> No. >> Can you hear me? >> That's better. >> Great. All right. Thank you everybody for having me um be a part of this

025board meeting. Are you Are you ready for me to start? Absolutely. >> Perfect. All right. So, um Pete asked me to come tonight to present um our bar budget model um and how school districts use it and you know how it might benefit your school district. Um so I have a brief presentation kind of I want to walk through um what the budget model is and then uh we'll have some time for questions if there there are any at the end. So, um, just to get things started, um, so my name is Marquez Guzman. I'm with, uh, Baird, and we have a school finance team that supports, uh, school districts throughout the state of Wisconsin. Um, our school finance team is broken up into two different groups. We have our banking team. Uh, Kevin Mullen

026is the the banker that's assigned to Solen Springs. Uh, and then we have our school business solutions team, and that's the team that I'm on. Um so the banking team works primarily um on school district uh debt issuance. So when a school district goes to a capital referendum for a big project, right, uh the bankers are the ones that are um negotiating or helping get that uh that cash with the district to complete that project. And then our school business solutions team is working more on the operational side of of the house uh primarily on school district budgeting and forecasting. Um, and so, you know, this just kind of gives a brief overview of what our our whole team does. As I mentioned, debt management and referendum planning is handled by the bankers. And then

027we have our budget forecast model, which is our our main tool on the school business solutions side. We also have a video library, a school analytics tool that compiles all the statewide data, financial, staffing, academic, and we do our team also does some training and consulting with districts across the state. Um overall the the budget forecast model is our most um popular tool. Uh we're up to over 285 school districts that use it. Um and so now I'd like to kind of show you a sample of what one looks like. So this is a sample model from another school district. Um and essentially it's a it's a customizable Excel workbook um that has over 35 different tabs. And we're not going to go over each one. I'm going to show you the main highle uh

028tabs and how it's used. Um and then as I mentioned, we'll have uh some time for questions at the end. The first thing I want to point out is when we build your uh budget model, what we ask for is five years of of your financial data. This is kind of the base of that budget model. So everything that we're going to look at, you can look at five years in the past, but then the the the benefit of it is that it hopefully provides a forecast of five years into the future. So in total, you can look at a longer term view of your school district's finances up to 10 years with five years in the past and five years in the future. And when we get your data, one of the first things

029we do is we analyze it and try to uh bring to the attention of the school district if there are any issues with your data. So for instance, districts are passing their school budgets right now, right? This week, last week. Um, and so as we we get your data, we're we're looking to see, are there any issues or things that maybe you might have missed. So we do a deep analysis of your data to start. And that's where we make these notes in this uh spreadsheet here. Uh, for instance, if we notice a deficit that a school district has or a potential deficit into the future, we'll make a note of it so that you're aware and you can plan accordingly. Um, but you know, just just so you're aware, right, we're looking at each

030each one of these school districts budget models individually. uh and that's what our our entire team is doing. Um so to start right the the model is broken up as I mentioned into over 30 different tabs. The main ones are these uh magenta or pink tabs at the front. These are are the um what we call the input tabs. These are where districts put their assumptions in and they're involved in a lot of the key calculations such as the revenue limit calculation, the state aid calculation. Um, and the area I always like to start with is on the and I noticed I'm having an issue here with my my mouse not showing. Apologies. Real quick. Here we go. is this uh first the first tab I really want to go over is this FTE projections

031tab. So for school finance, right, on your revenue limit, the the even though when school districts think of students, they think about it as a headcount, right, your or enrollment, the number of kids in your school, the revenue limit calculation for school um finance uses an FTE number, right? And the highle calculation of that is your headcount minus your open enrollment in plus your open enrollment out. And then you have to do a proration for your threeyear-olds and four year olds, right? to get this FT number and that's what you see on that revenue limit worksheet, right? And so sometimes there can be, you know, a much different number from what you have actually enrolled in your school compared to what your FT number is depending on your open enrollment situation. And so the first

032tab of this model, we have your school district's 5-year history of headcount. And then we can calculate what is the average change from grade to grade, identify those historical trends, and then help the district um form a five-year projection of your headcount, right? And that's just the base of it. But then you have to go through each section, your open enrollment in, right? And we look we break it out between regular ed and special ed because there are different funding levels for each one. And then we have to consider your open enrollment out as well. And when you do all that, we have a final FTE calculation um that a school district can then use to make some assumptions with what's going to happen on the revenue limit, what's going to happen with their state

033aid. Um, and obviously, you know, we encourage the districts to use this as a base, but then you can change, right, depending on if you're aware of like a number of students moving out, maybe a smaller 4K class coming in or coming in down the road to make sure that the projections are accurate and in line with what you're expecting. U, but it does provide a base for a school district to um to do those enrollment projections. Additionally, we have staffing projections built to on the right here where you can look at um you know, if you have a specific number of teachers you want uh or have, right? You can see what are the class sizes by each grade, maybe identify in the future, we might need to move from two fifth grade teachers

034to two fourth grade teachers or vice versa. Um the other way is if you have a class size target, we can tell you how many teachers you need in each one, right? And obviously you can do the math as well, but this one can do it for you and project, hey, in 2028 29, hey, you might need one more teacher or one less teacher. And that that way you can start planning uh more proactively. Um if a school district has any debt, we have your your debt schedule built into the model. I don't think Solen Springs has any debt, but if you did, it would be built into your model and would flow through into your fund 38 and fun 39 uh budget tabs. Um, moving on, we have the rev revenue limit here. So,

035this is the uh one of the big calculations for a school district. The revenue limit calculates how much um school districts can generate in revenue between state aid and property tax. And so, we have five years of historical revenue limit data as well as five years of uh projections. And this is the exact same revenue limit calculation that the state uses, DPI. The benefit here is that you can see 10 different years all on one one tab versus hopping between uh 10 different revenue limit worksheets. Uh if you use those FTE projection, if you use the FTE projections tab, your data can flow through right here into the model showing your updated FTE number. Um and then you can plug in your assumptions for what is the state increasing the revenue limit by each year.

036We have the $325 increase that's currently part of state law in there. Um but you can also, you know, uh update accordingly. Um if you were going to go to a referendum uh operating, right, either a recurring or non-recurring, you could plug that in and see how does that change our revenue limit in the future. Um that's really kind of where we'll get to in a second of how school districts utilize the model. But uh the revenue limit calculation is a is a key key um key input for schools. And so, you know, it's one of our five uh magenta tabs here in our model. Um, open enrollment can be another significant um, factor in a school district's budgeting, right? There's the open enrollment in revenue, but then there's also the open [clears throat] enrollment

037out expense. Um, based on what I looked at, it seems like you guys have much more open enrollment in than out. Um, so for you guys, right, that'd be more of a revenue uh, generator. Um, but here you can plug in once again if you use that FT projections your FT number for open enrollment flows in and will show you how your open enrollment in revenue or open enrollment out expense changes over the future. Uh, and then flows automatically into your budget so that you can budget the right amount. Uh, and then the last pink tab or the last key input tab is the equalization aid tab. But once again, right, there's multiple variables that go into equalization aid, right? It's not only your membership or the number of kids you have, it's how much

038are you spending, it's what's going on with your property value, right? And so this you can [clears throat] use that to plug in some assumptions with, hey, how much is our property value going up? What's going on with our FTE number? How what is our spending looking like? And all that is flowing into this equalization a tab to show you or give you a more accurate sense of how your aid may fluctuate into the future. So, those are the five big um input tabs that we we call it because they're involved in the key calculations, the revenue limit, equalization aid, open enrollment. But um what more people are probably more familiar with is just kind of the individual revenues and expenses when within each fund. We have a a fund tab for each one of

039your funds. And all the ones that are are formula driven are calculated with a state formula. You know, the revenue limits, the state aid, uh open enrollment, uh things like that. Those are flowing through automatically onto these different colored rows. But the majority of of these tabs is going to be this cream color. And when it's cream, we're relying on the school district to put in their own assumptions, right? So student fees might be a bucket of money or interest earned on your investments, right? We don't know. Every district's a little different. You could plug in and update those on the revenue side. But on the expense side, right, we we get down to your expenses and the biggest expense for most districts is salary and benefits, right? So the question is what are you

040looking to potentially give for salary increases down the road? Are you making staffing changes either reductions or additions? Plugging in those assumptions. Uh on the benefit side, health insurance is a huge can be a huge cost for a district, right? And then as you move down, you got your services. Biggest one typically is open enrollment, right? But there might be transportation. Um and then you got your supplies, your capital capital expenses, uh and then your transfers, right? your transfer of 127, things like that. And at the end of it, it calculates what is your surplus or deficit by each fund. And then it also shows you what's your fund balance um by fund as well. And so, you know, I'm not going to go through each fund, but that's the fund 10 one, right? That's

041usually the the big focus for most districts is what's going on with my fund 10. Um fund 27 is another big area. uh there was a huge increase in state categorical aid for special education this year. So most districts saw a bump up in aid and you can use that uh this model to plug that in. Next year there should be an increase in special education categorical aid as well. You can see in this example here the school district state aid is for special education is increasing not only in this year but next year and then it kind of levels off into the future. Um and then the big thing for special ed, right, is that um the state doesn't reimburse the full amount, right? They're only doing 42% this year and it's probably going

042to be a little bit lower. You get some federal grants, but in reality, the school district's transferring from fund 10 over to fund 27 about half of the fund 27 cost. And so this that transfer is being calculated automatically for you based on those assumptions you're putting in. what are you giving for raises for your special ed staff, benefits, um any other expenses, and it's uh automatically calcul calculating that fun 10 to 27 transfer. And so those all the gray tabs work very similar and most of them or some of them have um data flowing from those those key input tabs, those pink magenta color tabs into those gray ones for what's known. So, for instance, if you had debt, right, your debt schedule is calculating what do you need to levy to make your

043debt payments and what do you need to budget on the expense side for those um debt expenses. I apologize, my mouse keeps um disappearing on me. But when you do all that, right, you plug in all your assumptions, you go through each fund, right, the end result is you want to have some sort of output that you can then share with your schoolboard, with your community. And as we move further across the tabs on the bottom of this workbook, we get to output one, which is probably the most used tab um that school districts use. And this is really showing your district finances at a very high level. What's going on with your FTE? What's going on with your property value growth? What's going on with your revenues and expenses? And is that resulting in

044a surplus or deficit? How is that impacting your fund balance? What's going on with your tax levy and your mill rate? And then, you know, other key spots, do you have a referendum and when is that coming online and how long does that go out for? And then do you have any debt um debt levies for for referendum debt? And so this this output tab, you know, can really show um at a very high level up to 5 years out what's going on with the school district. Things might be good this year or they might have been good last year, but maybe they're, you know, moving in the wrong direction or the right direction. And this just helps you better um see at a high level what's going on so that you can start to

045dive in. What are things that are within your control that you could change or you know u how else can you plan so that you're ready and and can make sure the district stays in sound financial position. The the similarly the output one to the output one is the scenarios tab and see here we go. So, it's the same pretty much the same output as the output one, but what it allows you to do is paste up to three different scenarios so that your school board can compare different uh variables, right? So, all of these calculations at the state level, the revenue limit, equalization aid, and then all of your fund 10 and 27 expenses, right? There's so many different variables at play, right? There's your enrollment, there's what is the state doing with the

046equalization aid or the increase in the allocation? what's going on with their property value, um what's going on with their spending, right? And those can be a lot of different things to compare at once. But what the what the scenarios tab allows you to do is you can manipulate a few different variables. You can manipulate one and you can compare, hey, if we do this, what how does that impact us five years down the road, right? If we give 5% raises this year or 2%, right? How does that impact our surplus three years from now? Um the probably the biggest reason many districts use it is if they go to operating referendum, they want to make sure, hey, are we asking for enough um enough money, right, to cover those projected deficits into into the

047future, but also are we being responsible to our taxpayers and not asking for too much money, right? And this is the the way that you can, you know, run a couple couple different scenarios. maybe a low referendum amount, kind of maybe that middle of the road referendum amount or maybe a high level and say, "Hey, if we ask for this much, right, this is what's going to happen to our levy, our mill rate into the future, but here's what looks like from a budgetary standpoint in terms of revenues, expenses, surplus, and deficit." Um, and so this scenarios is is a key um key use by school districts. Moving down the road, we have a few tabs that show just some some key talking points that many districts uh bring up throughout the school year, right?

048Talking about how is the revenue limit calculated for this particular district. What's the breakdown or composition of your revenue in terms of state aid versus a tax levy? How is that levy calculated? How's the mill rate calculated? And the idea is districts need to and should be communicating these things, right? And we know that um it takes time to put these visuals together. So these these visuals are pre-made for you using your school district's actual data and you can go back five years into the future or look five years into into or five years in the past or five years into the future. Um similarly we have a visuals tab. Apologize again my mouse is acting up right if you want to look at that revenue limit calculation. How is that calculated? How does the

049what happens with the state aid impact our levy? Then what's going on with the total levy, not only fund 10, but if eventually fund 39 or fund 80, right? And then how does that impact us on the mill rate? Um once you factor that levy in and what's going on with your property value, how does that mill rate um look like? that I'm not going to go through each one of those output tabs, but you kind of get the sense that, you know, we're trying to create um tools that are easy for you to grab, copy and paste to use in presentations and communications with forward with the community, with staff. Um just kind of ending up or finishing up here. Um we've got a few output tabs related to referenda. So we have, you

050know, your election dates into the future. So, what not only what is the election date, but you know, you have to file a resolution 70 days prior to that election date, but what's the deadline for getting that uh resolution filed with your municipal clerks, right? And so, you can look at into the future, what are the different options for potential future referendums if need be. Uh, you plug in a proposed referendum date and it gives you a timeline of what you should be doing, you know, up to 170 days before, right? in order to be prepared to make sure you're uh hitting all your bases in that runup to to a potential referendum. Um some school districts utilize we have a cash flow um tab in here. Apologize once again mouse is acting up. So

051if you want to see when are your low points and high points for cash, I think you guys have a pretty healthy fund balance. Um, so cash flow borrowing is probably not on your radar, but you know, should things change on the road, you might need to see, hey, when is our low point for cash, school districts don't get uh their property tax revenue until January, but obviously school starts in September, so there's a lot of bills that need to be paid between September and January when property taxes roll in. Depending on how much aid you get, right, there's aid, a small portion of aid gets paid in September, a little bit more gets paid in December. So, you know, depending on where you fall into the the aid formula, right? You might your cash

052flow needs might be different, but this is a tool to help you see month by month when are those low points with cash, when are those high points, maybe can you invest some money at certain times to get more interest, revenue. Um, and then just kind of ending up here, um, we have two more tabs. Um, there's a budget adoption tab, right? This is the format that the state recommends school districts approve a budget at, right? And there's also the budget publication form format as well. And so we have a tab where you can run a report out of your financial software, paste it in here, and it will complete both of these um formats for you. Something that I used to do in my role as a school business official by hand, right? It

053would take me hours and have to double check every single number. Now can be done in a matter of seconds. So, um, I went over a lot. Uh, I tried to give you a quick overview of of the tool and how it's used. Um, are there any specific questions that, uh, I can answer at this time? Or Pete, if if I missed anything, please let me know. >> Yeah, I I don't think you missed anything because you did. You provided a lot for us. So So, it's some stuff to consider. I'm not sure >> that was the budget everything that's included in the budget model. What does the like school analytics if you add that on [clears throat] what does that give with that? >> So and and uh your question actually just reminded me

054of one more thing I was going to mention. So as part of the model right we're starting to actually build budget models for the 26 27 school year for school districts right now. So I think we probably built about 15 we have probably we're going to build 15 tomorrow. We're going to be turning these out for the next, you know, month and a half. We do provide a um couple workshops for school districts to attend at different places around the state. We have one Oaklair would probably be the closest uh to you guys, but uh we really invite the school district superintendent, the business official or business manager, bookkeeper to attend, right? And it's really a, you know, a 4-hour workshop on how do you use this? Let's get started. Let's plug in your numbers.

055Let's get going. Um, so we do those in December. Um, and then throughout the spring we provide additional workshops, uh, virtual webinars. Um, we do shoot updates throughout the year. Um, so not every month, but maybe every other month whenever there's new changes. So for instance, on July 1, the state put out their equalization aid estimate. Our team uses that equalization aid estimate to um, calculate the different variables you can manipulate in your model. You can then plug in your actual data, which is ultimately what your aid is going to be calculated on in October. And on July 1, you can actually get a very very close um um number to what you should be seeing on October 15th when the state certifies the the equalization aid. Um and so that those are some of

056the values additional things that we provide as part of the the model is that ongoing support not only those trainings updates webinars um and then one-on-one sessions if um superintendent and business official um you know ask I'm happy to hop on calls come up there I'm in Oaklair quite a bit um and you know really make sure that you guys are utilizing this correctly and and making the most of it. Um but you know in addition to the budget model I I mentioned early earlier that um we do have um the school analytics. So the the budget forecast model by itself is $4,000. Um but we do offer a few other tools that if you add them on you get a discount. Um so the analytics tool by itself is $3,000 but if you combine

057it with the budget forecast model it's 2,000. So the package would be 6,000. and the school analytics. I actually have it up um because actually this is how I I I learn about a school district before a meeting is we have these different modules here like I'd mentioned we have all the state financial reports, staffing reports, uh school level reports, academic we do a bunch of correlational analysis as well. What factors if you do this if you spend more money here how does that uh correlate with different academic outcomes? Um but on the financial side right uh you select your district and technically you can select any district if you wanted to see their data because it's all coming from the state um source um and this district summary here gives me a highle overview

058of what are those key data points or metrics for a school district right what's your fund balance looking like your econ economically disadvantaged what's going on with open enrollment your school report card your enrollment FTE your mill rate levy things like that. But then you can start to look, hey, what's going on with our our revenues and expenses year-over-year? Um, how are we spending our money compared to other districts or neighboring districts or districts that are similarly sized? Um, and I won't dive too much into it, but um, the staffing can be helpful, too, if you're making offers to new staff, right? You can see, hey, what's the market rate for a certain position in your district? And so you make sure that you're not you're offering enough to be competitive, but maybe not offering

059too much where you're overpaying for certain positions. Um, and so the analytics is a tool that I used when I was a school business official as well. Um, just to make more informed decisions. Um, and as I mentioned, it would be if you bought the forecast model, it would be $2,000. And you can you can have up to two licenses there or you can add additional licenses for 100 bucks. And then how much of a like workload does it add to? >> Yeah, I guess that that's a good question that I I don't know if if Marquez can can necessarily answer that as far as that will go because I think it it all depends on how much we mess with it, you know, and and do some projections. Right. >> Correct. So to get

060set up um it's simply running a report out of your financial system um that just has those five years of financial data. So you know setting up that report we provide instructions or I'm willing to hop on a quick call that shouldn't take more than a few m you know five minutes to get sent. We build that model. We do that review. We send it back to the school district and then we invite them to come to that workshop. And those typically run from like uh 10:00 in the morning to 3:00 in the afternoon. I'll spend the day in Oclair. Um, you know, usually in that time we can get you up and running pretty quickly. Um, typically for new school districts that start using the model, uh, I'll provide like maybe another one hour

061uh, virtual meeting, we'll walk through it, make sure that you know how to, you know, manipulate the data, what to input. Um, and so, you know, with that, you know, that workshop time and then maybe another hour after that, you're you're in a pretty good position to at least have starting those early budget discussions. Um, and then you know it's really as Pete mentioned or I think I heard somebody mention right it's really up to the district how much time they spend in the model. Um, but from there it's just tweaking based on those discussions that you're having with your school board with your community right tweaking um changing those variables. So, some district some districts use it, you know, I wouldn't say daily, right, but weekly, monthly. Um, some use it at certain times

062of the year, maybe early in um January as you're determining those open enrollment seats, maybe again in spring as you're putting together your preliminary budget. Um, obviously, if you're going looking at a referendum, right, you're probably using it a lot more because you're taking you're maybe surveying people or having discussions and then running different scenarios to see how does that impact um to, you know, start narrowing down those decisions. But um you know it doesn't require too much um work uh on the front end, but you can put in as much time as you want uh depending on how much you want to use it um for your work. >> All right. I I thank you uh Marquez for for hopping on and uh providing that information here. Um I know we'll be in touch

063here soon. So >> Okay. All right. Well, thank you everybody and uh if there's any questions after the fact, feel free to, you know, hand them over to Pete and you can email them to me. I'm happy to answer any questions. So, >> all right. >> Thanks, Marcus. >> Thank you. >> Bye. >> All right. I'll promise to get through the rest of my stuff pretty quickly here. Um, so couple things that I've got. I've got a lot of legal stuff today. So, uh, Assembly Bill 196, Senate Bill 170. It's, uh, uh, it's a broad bipartisan support, uh, bill. Um, it's been in in committee, and what it's regarding is retired annuitants. Uh, this legislation provides schools and public employers, uh, with a direct and effective tool for uh, filling urgent vacancies. So, what it's

064what it's saying is that uh people that have retired can continue to draw their annuity but come back to districts full-time if there's a need uh and not have to forfeit their their uh annuity. There is still that 75day break uh which is currently the case for anyone that returns on a part-time basis. So, um they've had pretty decent support, but once again, it's been stuck in committee. We're not exactly sure why. Uh, next one, building evaluation. We're going to hear more from uh Market and Johnson and River Valley architects here uh in the remainder of our uh board meeting here. So, >> okay. >> Uh, legislative policy priorities. Some things that are coming up and it's just putting on our our radar. A proposed teacher bill of rights to establish new state standards for

065student behavior and discipline in local districts. That should be interesting. uh act 20 for mathematics which I'm not hugely a fan of because uh when they rolled out act 20 for ELA and reading it was unfunded and there were a lot of requirements that were added to to our plate. Um consolidation and shared services. So talking about consolidation of districts and shared services between districts. um streamlining dual enrollment and ECCP or that early college credit program that might be a benefit um to the district. And then uh restricting drone drone use on school property. I don't know if we have much of that. Anyway, uh next one uh it's uh uh assembly bill two. It's an act to amend uh statute 119.04 04 uh subset one to create one uh statute 120.12 subset 29 of

066the statutes require school boards to adopt policies to prohibit the use of wireless communication devices. I think we already have something of that nature but this would make it uh official in the state. Right now it's waiting for governor's signature one way or the other. And then lastly, uh special special education cons consultation. Uh we're using some of our fund 27 flowth through funds. That's our special education uh federal funds for consult uh consult to assist us with increasing our capacity in integrating special education services into our monatory program. Um and that delivery of special education services is uh predicated on the the traditional classroom model. Um, so fitting it into the monastery program, it it takes a little bit of work and and we've got this person Nancy Linamman who's had lots of experience

067in special education as well as monastery world that's coming to us to to assist us. So that's all I have. Okay. Any questions, concerns? Not we'll move on to the next item which is uh public comments. have two sheets of folks that want to do public comments. Just a reminder, it's three three minute time limit. Um, address the board only, not uh any staff. Um, and it's if you've already done this, great. If you haven't, it's not a question and answer session. It's you making a comment, us listening, and that's that's pretty much it on a public comment. So, I don't know if Tammy or Danny, you want to go first or >> arm wrestle over it. [clears throat] >> And if one of you guys can kind of keep a time, >> so I

068know I'm in close session, but I just wanted to come in here and >> No, we're not in close session. >> No, I know. But I'm going >> Oh, okay. So, um, I thought that this was over. I thought I could come in and and start the new year on the same page as everybody else, but I got started over with my my years of service. Um, you guys are telling me that I have eight years of service when it comes to my um, personal days, but then when it comes to my pay, I'm dropped down to this tier thing, which is new this year. If I would have known that that was coming into effect, I would have negotiated that last spring, but no one said anything. And when I went to Leanne to

069talk to her about that, she told me that it was decided that I wasn't going to be in the right tier that I'm supposed to be. And then when I sent an email, I got different information from both administration and accounting. So, um, I just want answers and I don't think that it's right that I for one part I am arbitrarily knocked down to three years and in the other one I am up to eight. Um that's all I got. >> Thanks. And all of these people here are here because of me. >> Danny, >> actually just wanted to talk about the um the early college credit program just to make sure there's no confusion. Um, for early college credit, we look into it. N I just want to make sure that speak up more.

070I feel like I'm talking loud. Um, early college credit is 9th through 12th. Um, 9th through 12th graders can take college courses starting in the fall now because hopefully all of our spring enrollments have applied. Star College now through Tech is just 11th and 12th. So, I just wanted to make sure that ninth and tth graders that have applied do have the same opportunity and um what's the word I'm looking for? I want to say consideration for those college courses. I don't know if I need to speak on this officially, but here I am doing my part. That's all. >> Thank you. [snorts] >> Anyone else for public comment? >> So, Tammy is saying that uh you guys want to bring her back in on three and she's been here for eight, correct? >> I

071I don't know the specifics. >> So, do we got to make a notion or can we make a notion or something to bring her back in on the eight instead of the three? >> Well, on personnel decisions, those are things that we're going to have to discuss in close session. We can't discuss that in a public forum. Well, I would like to make a notion to bring her back in on the makes any sense. Well, we'll we'll discuss it when we get into close session, but thanks. Okay. All right. No further public comment. We'll move to the next item on the agenda. Um, personnel recommendations. I don't see anything. >> No hires. Uh once again it's just the uh resignation of Shen um Dickson as track coach. Okay >> uh acceptance of donations. [snorts] So

072what we have is Keith Larson um donated a large number of student learning supplies uh like pencils, notebooks, etc. So Oh >> Facility study presentation. I think she's out there. Hold on. building up here. Yes. We assumed the crowd was for us, so I was pretty impressed. I can Chapter one. >> You get to keep it. It is a gift for you. How's it going? >> Great. >> Excellent. >> You guys uh you guys direct us tonight. Do you want the abbreviated version or do you want a long like line by line painstaking detail short? >> How much how much time are you looking for? >> Well, you know what? We'll blast through it quick and then I think with the the best video coaches because there's going to be a lot of stuff there,

073right? We went through it all. had right so we'll cover high level stuff you guys had the report you have numbers this remember was kind of first step right so next step is we got then come back and start looking at spaces and and space needs and education issues and stuff like that so there'll be another opportunity certainly to ask more specific questions and dig into it so to speak right so >> um I guess maybe before we uh get going I'll introduce Aaron uh Aaron's with RVA the architecture firm that we partner on the project. So, uh, Aaron and the engineering team, um, done the bulk of the the building evaluation from a code, structural, mechanical, electrical standpoint. >> So, I apologize. Our our mic is sensitive, but not that sensitive. So, I'm what

074I'm going to ask is that everyone make sure you speak up and and clearly, please. Okay. So, just so we get it all better if I >> No, no, no. You're you're fine. So, >> why don't you go ahead and introduce yourself? >> Um, I'm just Aaron. I'm not architect on this project. And, um, we came up here back in August and walked through the building and evaluated, assessed all parts of it. and we're looking forward to um working with staff and leadership to go through educational uh inadequacies or improvements that need to happen around here and get that going for the next steps. >> So, last time I was up, I kind of walk [clears throat] you through the structure of the reports. For the most part, it all kind of is the same

075except now there's more detail in the race. So you go through kind of overall floor plans. You go through roofs and different roof sections and and conditions. We go through paving and uh condition of the flat top outside and that type of thing, right? Um there's a mechanical electrical plumbing assessment that's all in there. And then what that does is kind of accumulate into the cost breakdown. And so what we do is kind of put them in that one to three year, four to uh four to six year and then it's kind of seven plus. And so um there's no magic bullet to all that, right? So really kind of base it on typical life cycle expecties. Doesn't mean like on day you know whatever 720 that something's going to stop working. This is our

076best guess of what column. So some of it would be uh just more for big picture panic purposes. Um, so I guess overall, um, I think our our review is the building's in really good shape. You know, considering the age of it and stuff like that, it's been well maintained. There's no huge glaring like, oh my gosh, moments. Um, >> we found the the skeletons of the closet, so to speak, or anything like that. Um I know the structural system um and the roof was one of the questions and um our structural engineers as well as the one that looked at it back at the time kind of both came up with the same conclusion that as is it's fine. Um you know the 100year storm solution uh scenario is probably got some challenges then.

077Um so there's a couple different options that we can look at there. We've included a price to add structural support in that four to six year column. That doesn't mean you have to do it. It's a bigger number. Um, we do think you should have a a snow removal plan that in those circumstances that if we're having a huge huge snowfall that's out of the ordinary that we we remove that um or there could be intermediate solution with putting some snow melt system up there to melt it as it comes so that it's you know not accumulating. So that's some options we can talk to um in those regards. Um but all in all um you know it's it's a relatively um good solid building. all the numbers that you see in there, we try

078to add inflation numbers for the break column. So it's not just like today's dollar. So there's there's that there's contingencies in there. There's design fees, all that stuff. So if you're looking at a specific number and be like whatever that toilet room can't cost that much, there's more than just the cost there, right? There might be ancillary work that goes with it. So it's kind of all number, >> right? So and that that's what what you're talking about there is on that cost estimate. >> Correct. Yeah. So just running out the the different scenarios. Yep. uh with one of three four six. Yep. Okay. >> So, what we [clears throat] what is printed out is just the summary of your pavement, your interior site work, uh HVAC, electrical, plumbing, and then you have a full

079version. I did not print the individual buildings and the pavement and roofing because it prints really tiny. You can't read it, >> right? So that might need to be distributed as a PDF to board members to review. But >> so I know we blasted through that super high level. I don't know if you guys want us to go through any of the specifics or not or if you want to digest them and come back, but really at the end of the day there's there isn't a huge a huge amount of big like I said big pitfalls or anything like that. Just kind of routine maintenance that get planned over the next couple years. >> Right. I can just ask for it if there's something that that sticks out, but I guess it's, you know, if

080we were to prioritize, you know, top three things that we should be looking at in our in our facilities right now, what would they be? >> Y >> I would say your big ticket items are your HBAC and electrical um upgrading those. >> Okay. And the HVAC is not necess you have upgraded your system, but the um currently the the return air it goes through the plenum in the exit corridor which is not to coat anymore. >> Okay. >> Um so that's a big piece that would require duct work so that it's not open in the in the plenum of the ceiling. >> Okay. Um, >> I think another one in the short term if you were going to look at it is maybe the the grading going on towards the parking or the playground

081area that's pretty um steep and quirky if you will from the ADA standpoint especially um probably working fine and having any issues but if you're going to build it now you certainly wouldn't do it that way right so >> that might be one that's a bigger dollar amount in that in that one to three year column that you put in there >> um probably the biggest ones I think. >> So the things that aren't to code now, I mean that doesn't mean we're required to bring it up to code. When would we be required? If if you did certain projects or something, then you like once you tap into something now, you have to bring it up to code or is it >> if we start um changing systems or moving walls or have an

082addition um that's when those items would need to be considered to be replaced and brought up to code. >> Okay. But existing uh HVAC or whatever that's not up to code, if we If that was repaired, replaced, you wouldn't have to do a major >> No. >> Okay. >> There's a lot, it gets pretty tricky. There's a lot of different trigger points um when it comes to drawing the fine line of where you have to start and stop when it comes to bringing things up to CO related standards because it's always changing. >> Okay. What what electrical issues did you identify that? >> Um some of it's with the caging system. Um, but other things are with the the fire alarm system like the um the emergency lighting in the hallways doesn't work. >> Okay.

083>> Currently, that would be something I would up update now. Like I would address that now. >> Okay. But the the main system uh getting outlet power and lights >> That's okay. Yes. Yes. >> And then the roof, I know we've replaced sections of it. Are there Where where are we at with the roof? >> So, the roof replacement um I mean you have EPDM up there which is a great system and should last between 20 and 30 years. Warranties typically last between 20 and 30 years. Um, and so I get the >> the biggest one is what section R9 on your roofing plan is probably is the biggest need for replacement. >> Yeah. >> And then this snow melt system. How effective are those on roofs like we have here? >> They're going to

084be really effective. I mean, it's going to melt the snow so that you don't have the point load. Cuz the problem that you have up here is on the pitched roof above the old gym, that snow is falling off and hitting the old roof above us. Just >> Oh, yeah. We know. >> Um, and so if it's if it's melting, you're not having that impact that additional impact on that structure. It's it's water and it'll go down your roof drains or down the steepers. Okay. Even if there's two feet of snow and it's 20 below, >> it's the impact that's adding the the added stress on there. It's not that it can't handle that amount of load. It's that extra impact that that happens. That's why it's just >> Would it be placed just on

085the pitch >> part of the roof? >> I would put it on the pitch part of the roof and either side >> on the flat roof below it. So that that snow is going away faster as well. >> Okay. >> And then if you kept up on it, manually removed, it would have the same. >> It's just a little bit safer. You don't have to have someone up there in the middle of winter shoveling. >> Okay. And again, it's your it's your big big big, right? So it's it's not your normal snowfall that's creating issue, >> right? >> Yeah. So that's the structural I I will say the the two items that that you talked about with the the u fire alarm system. I I know that uh we we have a few young students

086in our district that are hearing impaired. So that lighting is going to be more of a critical piece here, you know, for for them to be alerted. And then also uh knowing that some of the speakers in some of our classrooms are not functioning the way they should and that needs to get addressed as well. So I mean that's that we have to think about here as well. >> And there is a a a leak um up at the new gym. There's a crack in that um wall up there. And then there's something's going on with the um through wall flashing around the gym as well there that I would say is more critical to be looked at and replaced or fixed >> in the shorter term. >> Yeah. >> So, as we kind of

087wrap the study, we'll get we'll look at spaces like next step, right? So, obviously we we kind of prioritize these in a vacuum. >> I think the next, you know, the next progression is as we're looking at those spaces, then we're also talking, you know, does one of these items go further out? Does it come up more to the forefront, do we have kind of a priority one, a priority two? I mean, so I think we we all collaboratively prioritize or evaluate all those as well. >> And then you have cost estimates on everything. Yeah. >> Yeah. >> So, your line items within the chapters. Um, once up here, if you want to use that, >> um, can I push through that or Just screw up. I'll just scroll. Okay. So, your first sheet is

088um going through exterior and site related items such as the access to playground. Um there's a couple doors that have some cracks over them where the the lentil comes in. Um this is also 11 and 12 are pointing out the the 11 is the crack at the new gym. 12 is the through wall flashing that has some problems of just causing some water in the interior wall. Um >> uh the next sheet is pavement. Um looking at areas of when to improve the pavement, either replace it or seal coat it. Um, and in this case, the pavement's in pretty good condition. It could probably be resealed and repainted. Um, especially in P3 where kind of your visitor parking and just not having um accessible um parking signs um and an accessible or an ADA u

089parking space. in there. >> What do you have to do to make an ADA compliant? >> Uh, you need to have a signage and then there had there needs to be a a specified place for parking. And then there's normally um like an unloading area to get into a wheelchair or to get out with crutches without being hit or having another car right there. So there's a little more space involved. Um the roof analysis is similar to the pavement in terms of we're looking at the age of it. Um how it looks. It all looks really good. Um some of the areas that are of concern up here are where the the photovoltaic array is. um just because that the R six I believe it is is maybe it was R9 R9's a little older

090and it has the photovoltaics up there. Um that's an area to be considered to be replaced and doing doing replacements as um adhered EPDM rather than uh a ballasted EPDM lasts longer. Um, and with the PVs, it's going to make the load on the roof a lot less than it is currently cuz not that the ballast adds a ton of weight on it, but it does add weight distributed over it. So, um, and there's a couple areas on there that are 2007. So, roof eight over the shop area, roof nine over the majority of the older building classrooms, and that was it. Um, and then R seven is the area that was of concern that you guys put in um adhered EPDM, I assume, to lighten the load a little bit and to make it

091easier to shovel up there. >> Smart. And then the next sheet's just showing the different areas, the addition, the 92 edition, and then the 1967 original building. And the next one sheet is overall just identifying each room and the function of each room, which we will have to go through um to make sure that we have that correct. Um the next one is the floor plan. So this is all interior items and most of this is just areas that finishes are have seen their life expectancy and need to be replaced. Carpet, uh cracked flooring, ceiling tiles. Uh there's a couple classrooms that probably don't have enough um casework for storage. storage seems to be kind of a an issue since most of the utility rooms are used as storage in here. Um, and you can't

092get at some of the HBC equipment and panels. Um, which is pretty typical. Uh, [snorts and clears throat] some of the doors are really worn. Um, and then ADA accessibility. Uh, the toilet rooms in the old the older building. um the openings to get in them aren't wide enough and the clearances to get in there are not wide enough and then the sinks in there are uh the foot start um which is not in an acceptable ADA accessibility. So I mean for the most part just it's an older building but it's I mean it's still workable and everything. Um the only other area that's of concern nowadays is the security coming into the building. Um having an entrance where students can come in, but then there's another access point off of that that you have

093to go through if you're coming in off hours. uh parents are coming in, a guest is coming in, they wouldn't come be able to just walk straight into the building without having to check in with the office. So having a a checkpoint in there um is important. And all of these items, they're numbered. They have a a correlating line item either within the 1972 building or the 1992 building. And then pavement and roofing are a separate sheet um within the cost estimate. And then it's all summarized, which is the print out that I gave you, the single sheet that gives you the pavement, the roofing, and then the 9 building, and then the 92 edition on there broken down into what we thought were appropriate years for replacement of whatever the item is. And then

094we just go into the structural narrative and analysis which we talked about a little bit. Um and plumbing plumbing for the most part it's just replacing fixtures. There is a little bit of concern about the the storage tanks for the water um being replaced as they those tanks are the original to the building. Um, but not a huge cost item on there, >> but no major issues with the actual piping throughout the building. >> No, the fixtures are just not too 88. [clears throat] That's all. And some of them are just old. >> Yeah. >> But they're >> still working. Okay. >> Yep. They're still working. um mechanical system, the shop area, needing just a better exhaust um for the woodworking and having the exhaust for the woodworking and the metals combined um to get

095all of that air out of there. Um but other than that, other than bringing up the the hallway plenum up to code, there isn't a whole lot because we updated that system and the controls for it. So, >> is the exhaust system in the shop now that's there now? I mean, is is that safe or >> um for the the metals? Yes. But not for the wood. [snorts] It's there's two separate systems and the wood exhaust. >> When you say metal, well, I >> the welding welding. Okay. So, that that exhaust system is fine. Yeah, it's the woodworking portion. The dust collection system >> is dated and I'm not sure that it that it is working. >> Okay. >> Um and it's not meant to be an outside. I mean, that's why that little shed

096roof was and walls were built out there. Like it should be a system that's meant to be exposed to the exterior, which that one is not. So, And then electrical is a little bit more in depth um with what's improvements and um what could be done, what's there. >> Oh, if I could back you up just a little bit, the the heat uh systems that are in the classroom, are those adequate? I mean, I think we've talked before about the they continually need to adjust them or turn them on or turn them off or is that functional or >> It's functional. I mean, they're they're older. Um there's more efficient systems, but it's I mean, I haven't heard of anybody, you know, wearing a winter jacket all through a classroom. I'm not here every day.

097And that would I mean we'd find out more about the actual comfort level within spaces once we actually talk to staff and leadership. >> Okay. >> But I mean it's parts are concern [cheering] >> or can't get the parts. >> Yeah. That's the one of the biggest issues getting those replacements >> and they could be replaced be replaced with a more modern um through wall heating system or update and put in duct work too and both have a cost. Yeah, >> the replacing in kind is obviously going to be cheaper. >> And they're they're like water heater type and what radiators or We don't have forced air. I don't >> No, you have you do have forced air newer part of the building. Um unit ventilators are I don't actually know if they're water or

098>> I think they are water. coiler system >> and it pulls in outside air and moves it over the coils and it shoots warm air >> which is why you have the outside they're on that outside and that that's where we get issue if we have a a wind from the south it and it's cold it'll trip those that's where we have to reset >> they're pretty standard in this building classroom. >> Yeah. So, a lot of it is, you know, would you would you do it that way today? >> Right. >> Broken where you need to do it today? No. So, it's all somewhere in between like If if a project were to develop out of this, would we maybe look at funneling some of those bigger ticket items into potential? That probably something

099we all want to talk about, right? >> Um the short of that, if it's like if this is your maintenance plan, you know, moving forward, you know, you got a system that works, it's going to have some challenges, parts and pieces and that's but you know, for the most part in the short term, you know, just check the boxes. >> Yeah. All right, next up then digest it. Uh you've got the more detailed report you can send in as well. >> Um we'll circle back. We're going to start set up meetings now with leadership and uh administrative teams to go through the space needs of what space are working where, you know, those types of things. That'll be the next kind of report. We come back and report to you guys. If you guys have

100any more questions as you get through this on on menu this type of things just come to Peter or whoever and uh but we'll continue to put you away in the next I think the plan was December focus on the space needs part of things and maybe come back in January with kind of a full solution here full report. Okay, does that make sense? >> Cool. Great. >> And Peter, just some direction from you as to when you want to be interview type scenarios. We had the >> uh November 20th and 21st because those were teacher conference. >> Yeah. And and the 21st is it it's it's not all staff on the 21st with our uh professional development. So >> um but but we'll have all of our teaching and we can we'll try to

101come up with a decent plan. >> Okay. talk to our leadership team to get this figured out. So, >> okay. >> But that's that's I think that's wise timing. So, >> okay, great. >> And as you go through this, there are also photos that are associated with the plans that are called out um with a different colored bubble as well. So, you have a visual of what we're talking about in the whatever the line item was. So on the single sheet um so that's that's like if if you hit every item >> did everything in um one in that one or three year. Yeah it's 2.5 but there's some big >> there's some big numbers in there that you know the sites you know roughly half a million dollar really want to do that need

102to do that. So, there's some big ticket items in there that um we want to talk to if um you know all the the two big ones in there, the site and the roofing are really the the two biggest buckets and that one problem. And um I'm sorry just what and then what is site related is that >> so site related is landscaping access to the playground >> everything to do with the ground besides >> exterior >> or the black top that's the grading is the biggest Okay. >> And then there were some um line items for some of the siding that's coming off of one of the out buildings and just the fact that there isn't a whole lot of storage for school equipment, school vehicles out there. >> Do you guys look for

103asbestous or is that kind of something to find when you get in there? That's another consultant. I mean, we can recognize where it is, but that's something that if we did dig into one of these projects, we'd have a consultant come in and assess where the asbestous is, what needs to be removed, and taken care of. >> And we have inspections on that. And I think it comes in twice a year. >> Yeah, that's that that's a requirement that we have to do is make sure that we're inspecting as best in open open areas or exposed areas. So, >> all right. Well, we bless you to do that. But if you have questions, like I said, digest it. They'll give you some good reading material over the next couple nights for sure. You'll sleep well.

104>> Um, but if you have questions or whatever, just call the leader and we'll be happy. But there'll be another round or two ability for sure. So, okay. Cool. All right. Thank you guys. Thanks so much. All right. Next item on the agenda is the 2526 school budget. So even though it was adopted um during the annual meeting, the board has to uh officially approve that. The budget included in this report is the official one that's that's in our public meeting is our what we were looking at before we confirmed numbers for property taxes. And this has the confirmed numbers for property taxes. So basically we had a balanced budget other than fund 80. We have a little bit extra built into there. Um very little like 3,000. And then it was showing a deficit

105because we have two um our library fund and a mental health fund that we have the dollars that were set aside last year into our fund balance that the expenses and is put into the budget this year but there's not a revenue reflected against it because it comes out of the fund balance. Anybody have any questions on it at all? >> Okay, I'll entertain a motion to approve the 2526 consolidated budget. >> Oh, [laughter] sorry. motion. >> All those in favor say I. >> I. >> Any opposed? Okay. Motion carries. Okay. Next item is employee sick bank use. So once again, uh uh was going off on the proposal for the sick bank. Uh currently it's it's only utilized by individuals that put into it and um based on that request um you know removing

106some of those requirements u and things that we had listed pre previously staff we would like to see anyone employed by the district to have access to the sick bank um and moving that uh three before being able to participate or drop from the bank. Um, and then develop process of that of asking before June 30th if they'd like to contribute. So, three things that they were requesting. >> Okay. And I I recall from I wasn't here, but uh from watching the meeting there was did you have concerns of whether this could be done or what the what the proposal is. >> Um, it's more it makes it more open and definitely more looking at more being used more frequently where it's very rarely used now. So that does just fall into a little bit

107more of a can be a financial burden on the on the district. So just something >> [cheering] >> Then one hand it can be better and one hand it can be worse because if you're if you're having a they contribute their sick days to a professional staff that professional staff is getting a larger value or vice versa. Um so there's little bits like that to consider. Um, we kind of discussed at the last meeting too a little bit that it's it's the benefit of of having some time in the district. Also, is that something to look at? Is that where, you know, a considereration to make that someone coming in brand new isn't able to use it? It's one of those build up over time of being at the district. It's benefit that you that

108you know draw >> and now it's three years >> before you can use it >> before they can put in at this time you know I would say with that if we used to do it so they had to um put in the request at the end of or beginning of the year makes more sense to me at the end of the year okay been given 12 days for the end of the for the whole year if you have And maybe what we would need to do is say if you have 10 days left, you can contribute one. If you have one day left, maybe we want to factor think of that and say, okay, well, you know, we kind of want to see you building up your your days to use for yourself. So

109I I >> I mean, is there any any I mean, what's the downfall of someone donating their days their first year? Yeah, there's there's really nothing that the fact that then if the next year say they ended up getting sick and they wouldn't have any and they went beyond what their 12 12 days are, they wouldn't have any build up. I think that's where they were looking at before. But that's it comes down to no payings or this would be looking at you know using the bank but there's also there were also guidelines as to what the bank could be used for. So currently you can't donate or draw from during your first three years. >> Correct. >> And essentially the proposal is to just say once you're an employee you can both donate and

110draw. >> And it was that you had to have contributed five days Linda 5 days to the bank before you could even draw from it. >> Okay. So it wasn't that you could have contributed one and start being able to use it right away. And then it's never been for like if somebody had the flu. It was more like if somebody had cancer and they were out for a while figure out this is so it might be something that I kind of have to look at the whole >> All right. Does anybody want to make a motion with the changes that are requested? If if not, then it's stays the way it is. So, >> I not not necessarily. I would Robert's rules making make a motion then getting into debate on where we will.

111So, motion discussion. >> Yes. >> Yeah. Let me approve it. >> Yeah. >> As far as Get a second. >> Second. >> So then >> yeah. So now discussion you know what what are some of the >> I am more prone to leaving it the three years so that it encourages >> time in the district and building up personal safety. The compassionate side also sees that like people can have hard times where they had presented it last time like wanting to donate time to people that were ineligible and I think that could be a reasonable thing like donating one of any 12 days they had both in person. >> Is there a limit on how much you can donate? Can you donate all 12? >> It's five. >> Five is the best. for anybody that's

112ineligible to draw from the sick bank. Like say staff X has 24 days in their personal SIP bank to anybody that's ineligible and maybe it can go in front of that same committee to be approved or if it's just on their part to do it that way or we have to be cautious that way too as to what the limits would be, what kind of Would it be available for >> that's still in front of that same committee that has to approve the safety board member administration or whatever it is then you'll have to have some guidelines set up going into that and then they have the discussion too as to whether it's approved or not. So there there needs to be some base guidelines ahead of time and then they have would have discussion

113as to whether it would be something that would following those guidelines or not. >> Kind of think of it as like a grant where there's certain items that a grant can be used for. Well, I I'm still unclear what the rationale is to have someone wait three years if you're sick. >> Yeah. >> In year two or you want to donate in year two. I'm not sure what >> I'm not sure what that was based on. I mean that's been in place for a long long time. I agree it makes sense that if you have have enough days at the end of the year that you can produce you know the day that >> so I think at this point I'd recommend we just table this. I don't think we're at a point where we're

114we're at a we can really make a intelligent decision and we probably need some more information. So, I would say table it until at least the committee of the whole meeting. Um, or perhaps the next board meeting. But I I just don't think we're at a point where we're going to come to any kind of consensus. So, if anybody has any objection to that, if not, just table it. Okay. So, to table it, you got whoever made the motion, you can resend your motion. Um, and then we can unless unless you want to try to vote on it now, but I I don't think we're there. So, >> I think it's reasonable. I'll resend my motion to discuss and motion table. >> Okay. And do we need a motion? >> Yeah. All right, we'll table

115this to the next meeting. >> All right, the next item is camp chaperone compensation. There's a letter in there from Shannon Dickinson. I assume everybody's read it. basically asking for a $300 stipen to the person which is currently reading um or whoever takes [snorts] it the responsibility in the ensuing years. It' be a stipen of $300 which I think is pretty reasonable given the uh time and task uh that have to be put into setting that u camp up. If everybody's had a chance to read it, I would entertain a motion to approve the stipen request >> for there's more than just that in there though. >> So, it's also saying a siphon of 150 per night for overnight chapons and $50 per sh. I think we need more discussion on that. How many chaff

116rooms do we normally have? >> Um it could vary depending on which school staff are participating because we also draw in um parent chaperons as well. And then you have that as well. um you know if you have a staff member that's a parent as well >> right >> um attending. So um and then we also have our high school students that are counselors and help with supervision for learning as well. >> Okay. And sometimes for things like um when they go down to plays sometimes they take more >> are high school students acting as overnight. [cheering] >> No. So my apologies that So what more information? >> Well, I think when you're talking overnight shapes, >> yeah, it's talking about what what are the the um limitations on this, is there approval process? So

117if there's an overnight, it has to go in front of the board for that approval. But then knowing that that stepping goes with it. >> Yeah. So right now we're just they're just doing it on a strictly voluntary basis. Is there still an approval of who can act as a chaper owner? >> Um that that would be determined on on interest. Right now um I know that the Ernie Swift one has been pretty consistent. the the Wolf Bridge is going to be a little bit different this year because it's moved up to the middle school level, but those are going to be pretty consistent, but um so it's not necessarily approving that in person for those, but it's approving what we're providing for those. >> Okay. So, we need I mean, can you craft more

118guidelines or for us to consider >> that? Yes, we can. >> Okay. All right. Let's do that and we'll table that as well. >> As long as everybody's interody can you consider the two things separately? Can you consider the separate the forending camp because that's that's a school. kind of a school part of their curriculum mandated makes a difference if it's also that way or if it's something that they are choosing to do as a trip. >> Yeah, I I think we can come up with some thoughts here though. So, >> all right, >> we'll move on. >> Dishwasher purchase. >> Um, this is more forformational right now, just getting different options. Uh there was some consideration of a single uh single stage and what we had received are some quotes. They're definitely lower. Uh

119but the two provided are not heat sanitizing, they're chemical sanitizing. Um and I'm also looking at getting you more information on leases. So just keeping you updated on where we're at and as I get that information, I'll bring it back to make a determination on where where we're going to go with this. >> Okay. Excellent. >> And these costs were just the item, correct? Not the inclusive >> That's correct. >> All right. The next item on the agenda are the policy updates. There's a number of them. I believe these were we did a first reading from the committee. That's correct. Okay. So we are at a point where um we can approve these um I'll entertain a motion to approve them and then we can I think there's one I want to discuss a motion

120to approve the policy reviews or policy updates. I'll make a motion. >> Okay. Um, which is the one I was looking at? >> The final the student use or possession of intoxicants. Um, item F, >> what is that? Lookalikes. Right. So, look alikes. Um, if I have to go into that, I think that was like um salts or some something else of that nature. So, um, I can give more definition as to what that is for you. >> Yeah. I mean, because if if it's if it's an illegal substance, that's fine. If it's not an illegal substance, but it look maybe just looks I don't know if they meant it just looks like it is. So I would say you know let's we can table that one um for more information and I don't anybody

121have any issues with any other policy item. If not, um I guess Scott, I would ask you to uh redo a motion u approving all except the very last student use or possession of intoxicants, drugs, or paraphernalia. >> Okay, I'll send my motion and make a new one passing all but PO 5530, student use or possession of intoxicants, drugs, and scholaria. Okay. Second. >> Okay. All those in favor? >> I. >> Anybody opposed? >> Okay. Motion carries. Next item is start college now college first applications. I think there was a number of them on there. I had a question on one of them for Brody Conan and it's where is Mitchell Technical College? Is that local? Um, it's in South Dakota. >> Okay. >> Does that cause any I mean, does it have to be

122a Wisconsin institution to for the district to pay for those? We would pay for the Wisconsin Technical College only. >> So, this one does not qualify. That's correct. Okay. >> So, this is through Northwood Tech. >> Okay. So, if it's through them, then it's that >> this is through Northwood Tech and he needs that course in order for it to transfer to the college he wants to attend. >> Okay. >> Which is the one he's applying to after. Yes. >> Okay. It just doesn't identify that Northwood Tech is the actual credit that he's supplying for >> an >> I mean I can ask quick too. Yeah, it does have a north check applications. It's it's through. Okay. >> Any other questions or concerns on those? Not take a motion to approve the applications. >> Motion.

123>> Second. >> Okay. All those in favor? >> Any opposed? Okay. All the applications uh for um start college now and college first are approved. Next item is football athlete transportation. >> Right. Just uh formalizing uh pay with that. And what are the following would be uh I mean it's the extracurricular >> right but if they if they are one of our district drivers then it would be based on on what level they're normally at. If they are not one of our regular district drivers it goes to this um sub rate. So if a teacher were to do it they get the sub rate. >> Okay. And if it it was a parent who's not an employee, what will we do with those? >> The sub rate, too. Okay. We're authorized. Okay. >> Drivers first,

124right? Goes to the Yeah, that's the opportunity drivers first. >> If it's a parent that's providing it, we would still have to go through the process of approving approving them for transportation. >> Okay. Can a parent decline? Drive kids. Can I get a motion to approve the salary schedule? >> Second. >> All those in favor? >> I any opposed? Motion carries. Beard school business service. Somebody had a presentation on that. I don't know if need more time to consider that option. U but that's that's truly this if we want to take a look at that and use that model to help us project uh into the future where our expenses could be can be. >> Okay. And the prices he was quoting I assume those are annual costs not a one time. >> It's an

125annual. Okay. >> Yeah. I think we've got a lot to think about there. I mean that was a lot of information to take in. So I think we can table that for committee meeting motion to table. >> Second. >> Okay. All those in favor? >> Any opposed? Okay. Motion to table it uh is carried. Okay. Uh last item for open session is display of political and religious items in the classroom or in the district. >> All right. Uh so in in the public content uh there there was um a concern that was brought up about uh political items or viewed items that are viewed as political items in classrooms. And uh talking to legal counsel uh this was the information that was provided. uh it's just the fact that teachers hire out their own speech

126and must provide the service for their employers are willing to pay uh is the fact that the pupils are a captive audience and that's the the key piece the captive audience. Uh so with this with that first amendment is displaying political uh items in your classroom that's not part of your curriculum uh should not be displayed. But that is also uh incumbent upon the board to uh reaffirm that piece that nothing uh political is is prof. Um and that also translates into the religious side as well. So apolitical a religious. >> Okay. So did I mean did that occur and how did >> that's um that's why I wanted to bring it before the board first before message goes out to staff. But I I just wanted to make sure that there was no misgivings

127or apprehension from the board before I do that. So >> Okay. All right. We don't need action on that. Okay. All right. If there's nothing further, we'll convene in a close session pursuit to Wisconsin statute 19.851c to consider the employment, promotion, compensation, or performance evaluation data of any public employee over which the government body has jurisdiction or exercises responsibility. >> I'll make a motion. A motion. >> I'll second. All those in favor? >> I. >> Okay. Any opposed? >> At 8:07ish. >> Yeah. Anybody need a quick break or do you want to just roll [snorts] right in? >> Okay. [clears throat]