001There's not a lot. So, I take it you got reelected. [laughter] You had my vote. We're live. All right. Good evening everyone. Uh the time is uh 6:02. Calling this meeting to order. This is the meeting of the whole April 7, 2025 [snorts] committee as a whole. Uh we will do roll call. John here. Ben here. Brittney here. Brad or Brad. Brad the first time as Brad. All right. And Keith myself here. All right. Approval of the meeting agenda. I'll make the motion. Second. Brad and Britney. All in favor? I I. All those opposed. All right. Agenda passes. [cough] [clears throat] Staff, students, community recognition tonight. We have quite a few looks like. Absolutely. So, we have Joan Zozel, Kelsey Ryder, Beth Rei, Shannon Dickinson, and Ashley Nelson. [applause] He's got some certificates there. So,
002Kelsey Ryder, come on up. So, this is just in recognition of Kelsey Ryder's excellent instruction, student engagement, and increased student proficiency um in math that resulted in her selection as a state finalist for the presidential award for excellence in mathematics and science teaching. Her nomination for this award along with supporting data of student growth and performance is truly a testament to her impact uh she has on students in the district. Her dedication to student learning and success is a great credit to herself, the students, and staff. Thank you very [applause] Joanne Zozel. just in in recognition of Joanne Zo's excellent uh instruction and student engagement earned her the title of outstanding teacher of the Northland. So she'll be on WDIO May 6th at 6 PM. So yeah. So mark that on your calendar. My wife
003was suggesting a watch party, but I'm like, [laughter] I think we should hear. We'll have her. So, so several students and staff nominated her for this award, which is just an intestment on the impact she's had for both the students and the staff here. Um, again, her her dedication to learning and success is a great credit to herself, the students, and the district. So, thank you. [applause] This was one of my students. [laughter] This was one of my students. Many of these people were my students. So, Beth Rey and Shannon Dickinson. So, this is just in recognition of their efforts that resulted in a very successful family math and reading day. Um, their selfless service, leadership, and planning for this event was critical uh in its success. their actions and dedication to our our the
004students learning and family engagement is a great credit to all of us here. So, thank you [applause] Thank you guys. I appreciate it. And then uh the last one is Ashley Nelson. Uh this is just in recognition of Ashley Nelson's coaching skills and effort that resulted in a very successful girls basketball season. Yes, historic season here. Uh Ashley's leadership, focus, and guidance were critical to the team success, resulting in their first conference title, second region regional title, and being named coach of the year for the conference, which is awesome. Thank you. Her commitment to fostering teamwork, skill development, and sportsmanship has not only resulted in outstanding victories, but also inspired young women on the team and the district. So, thank you. [applause] All right. Thank you all of you. Excellent work. So, thank you. Okay.
005That brings us on to our 60 or 30 60 90day plan. So, do you have anything? The exciting part's over. [laughter] You can stick around for the rest of the one of those, too. All right. Any questions on the plan going forward? Pete, anything you want to add? Uh, no. Um, I think everything's uh clearcut there. Uh, just knowing that April 10th, uh, the reason why we chose that date, that's the state date. Um, so uh, every community in in the state should be sounding their alarms on that date. So that's why we have that coinciding. Okay. Ann, do you have anything to add? Um, no. Aside from that, I mean, we're kind of in the thick of testing, not only state, but district, and so we're kind of just in the middle of that
006right now. Um, you know, and gearing up for the end of the year. It's coming to a close real soon, right around [laughter] the corner. It's coming fast. Yes. Okay. Uh, referendum and consideration for future building. needs and addresses. All right. Uh I I wanted to be very deliberate on putting this topic on on for discussion and taking a look at what what are the needs and where we need to go with things. Um what I have for you there is key steps and timelines for a referendum. Uh there's also uh the 12-month referendum plan of action uh which uh reaching out to Kevin Strandberg who helped us with our strategic planning. He's he's also helped a few districts uh pass their referendums and develop timelines with that. Uh so where we're at uh if
007we're looking at an April of 26 referendum, this is where we should begin is is that discussion uh to determine potential needs with renovation, new construction, uh and so on. Um, having that ad hoc committee and and really taking a look at some of uh the needs within our building was a huge piece of this and trying to understand what what it is we need for just um upgrades and um uh renovation within our current structure to make sure that our current structure lasts as long as it should. But then we also have to take a look at some considerations that were brought up a few years ago. uh when we're talking about our our daycare and having that colllocated here as well as the uh our workout facility and any ne any additional necessary
008space. Um the one piece of that is making sure that we're managing our expectations when it comes to what this looks like and making sure that we're coming up with different thoughts and ideas and getting uh community feedback as we go. But first of all, first and foremost is taking a look at what what is it that we need to do. I think uh taking a look at getting um some companies to submit proposals for a a feas feasibil feasibility study within our our building because I I know this stuff Mark knows it but it's good to have that independent person or independent group come in really assess our our facilities and understand what what it is that we need to look at and what it is that we can look at but not necessarily
009critical, if that makes sense. But, um, some of the other pieces that I put in there, um, I've attached the, u architect designs from the last architect that we had here, uh, from Legend Architect out of S or out of, uh, Springbrook. Um I've chatted with him and he's he's willing to uh continue with us but he did uh suggest that if we are looking at a contractor to develop u the feasibility study and go forward it is more of a common practice for them to bring their own architects into this mix. So we just have to understand that piece. So, so are you thinking doing a uh uh survey again? I mean, we did one, right? I don't I assume you know the results. It was not favorable. So, our I mean, I don't
010know if we're skipping a step or just skipping that step, right? I I think it's it's not skipping that step. We have to analyze that data. But but when we push to to uh actually getting a survey, I think we need to do all of our homework. And all that homework is understanding our facilities, understanding where where some of the community uh the past community concerns are and addressing those and making sure that we're ready to put forward a a a a survey that's truly getting at the heart of what what we're looking for and getting their feedback. So, I'm with you. We need to analyze that and that's going to be part of this process. But, um, are you envisioning something different than the last, uh, proposal that was the architectural proposal? Right. I
011that was pretty ambitious and I think, you know, right? And I would I would say it this isn't isn't necessarily on me. I I'm I'm just putting this out there with the board and and understanding what what was talked about previously and and understanding what our needs are. I think with the ad hoc committee, it was it was discussed as far as, you know, definitely having a a workout facility and having the daycare here. That's those are two critical pieces. The question comes in, what is it? What else do we truly need here? And and make making sure that we're managing our expectations as to what is the true need versus what is the want. Yeah. Okay. because I I I think selling the want is far more difficult than this is what we truly
012need. So, and that's part of that feasibility and understanding what what we have and how we can use our our current spaces and then look at what that projection can be. So, that's that's my take on this matter. And once again, this is this is just conversation stuff to bring up. Um you know, the the referendum has been kind of to you know tossed around loosely um you know over my time here. But if if [clears throat] we're truly looking at an April 26 uh vote uh uh and referendum, we have to start now. And that's why I have this here. So yeah, usually you got to plan about a year out for any one of these are last but they had to start early. So right, and this plan here, this one doesn't include
013the three I can't remember. We had three plans. The basically the wing the wing one was three levels. So we had a underground normal and a secondary or there was one plan that we just added the wing just single wing singly and did the separate building for the daycare. That was where the tennis court was. Yes. Yes. We also talked about the the base level and the basement. Yep. base level and then just one level below too. So with the breezeway leading connecting the two buildings because we talked about the separate building we had issues as far as the main concern. The cheapest way to go is build the building here over here on the tennis court. Yep. And we looked at that and there was concerns about people coming back and forth especially during
014the winter time to eat and all that but we got to me we have daycare offsite period you know so to have it here I don't and do that again I don't you know right the the the one thing I I will say with the daycare there's there's been a number of concerns that I have just having it off site a is is the staff necessary not just to run the facility, but then also to maintain and provide that additional service with clean up and whatnot. So on on a regular basis, we're having to go down there and take care of trash because honestly to put in another dumpster at the daycare site, that's costly, you know, so but but they're not here. So we have to it's additional time that we have to to
015invest into this. The other piece of that is just the overall security having that offsite. You have less coverage and less ways to provide that security, right? So there there are concerns. So that's one piece of having having them here. Uh the other component is right now we're using classroom space for for our workout facility. Is that something that should be separate? I I would say yes because um if if you have a decent facility, it's going to get used more frequently for for not for our our student athletes, but then also can be available for um for the community as it was prior to correct. So I mean there there's different components to that. I believe that was the other reason that we brought up separate building was Yes. because it it was part
016of the people starting that that it was supposed to be community based community based that's community members were allowed to use it and the way it is right now it's very hard for that to happen. Yes, that that's exactly it. And and [snorts] I I think if you don't have a dedicated space that could get easily used for something else and I'll be honest, you know, um establishing a a new program within our middle school, high school, that that space has to be used, [clears throat] right? So, because it's it's a classroom. It's not it's not truly designed for or intended. So I I think being intentional in that piece, but then after that, making sure do we tr do we truly need the additional space or not? And if we do need it, we
017have to have good justification behind it. So yeah, I know with that other building, we had the daycare in there. We had also we thought about putting the um Eagles Academy in there. That was part of that, the workout facility, daycare and daycare. So, daycare, workout facility. Um, and also I believe there was a large meeting space. Yeah, that would Yep. Yep. to hold our board meetings and so we didn't have, right? And and then you would open that up to the community. Yeah, that would be community option. That was something that I didn't think about that that was going to be Yeah, that's what this was because Yeah, they have the mock walls that they could put up or take down as they want. So I anyway I I guess my my thought here
018is I I didn't want to get too much in the nitty-gritty of you know what what was talked about before but it's more of are we moving forward with this or not and you know starting to develop that timeline of moving forward. So, how do we determine what our needs are? And that would be part of that aid taking some of the information from the ad hoc committee which we've been talking about but then that feasibility study with with our because I I would say if we're looking at a capital referendum we should be looking at addressing our current facility and making sure that we're taking care of the necessary uh maintenance needs that it has and addressing that because Mark and Mark and his team have done a great job in in maintaining our
019facilities. But there there's there are things that he he can't necessarily address because because of a the funds and the time if if we're moving towards capital that that provides us that opportunity to take care of larger items and put it all in once. So we refurbish anything that's necessary or address um needs that that are there that we still just can't address. That's one thing that's that's what the feasibility. Then also the next step is what additional pieces do we need and being very critical in that determination process and I think that's where that contractor would be beneficial in us really examining our our current facility and structure and what is it that we need to do. Well I mean how are they that's what I'm a little confused. How are they going to
020know? I mean other than what we tell them. Mhm. So, so they would I'm sure they'll come back and say, "Yo, you need a whole third wing that's, you know, 80 yards long." But, but that's I I hear what you're saying, but that but I I will say that there are are businesses that do a great job of coming in and trying to really understand the the district, the facilities, and what their needs are. And yes, they'll be taking information from us as far as what what are our true needs and what are we trying to achieve and and them developing some different ideas for us to hone in. Well, that that's what I think we need to get to that point within this board before we have so we can identify what our space
021needs are. Well, part of part of that, John, we you know, before you got on the board, this is where this drawing came from, you know, and we did we went really elaborate all the way down to just the necessities, right? We voted on just the necessities at the end. Oh, that's right. We went middle. We We showed the middle one and then we showed the high one. We said anywhere from 10 million to 22 million, I think. But if we did just this one, I want to say this one was around two. if we did just the building up there because that's it's stick built. It's not concrete. That's true. And there was a reason why they did that and it wasn't attached for a reason because if we attach to the school, we'd
022have to put a sprinkler system throughout the school. That was another $650,000. The water tower came in and there was a water tower thing to only if we went so big on that. But it can only be so big before you have to I I think having a general idea of what we need, John, is yes, I'm I'm in agreement there. But but the other piece of that is they do this for a living and they can come up with different ideas. Really examining our our current facility and coming up with different ideas for us here. Well, as long as they take in and consider our student population. I mean, that's the main driver. So I I'm I'm in Right. I'm I'm in agreement with you and that's why I'm saying we have to manage
023our our expectations on what this looks like because if if if we're addressing need that's one thing addressing want is another. Yeah. Right. So me looking back at what we did here I would go with the smallest plan right now with just the building and maybe some of the expansion on the science rooms that kind of thing and some security updates. I wouldn't do the full wing in my opinion anymore looking at our numbers and that and where we're losing kids is up here in the high school. So if we did this expansion building with the exercise center, the daycare and it can move Eagles Academy out here that frees up a lot of space over here and that where we can expand some of the classrooms and the why we're losing the high school
024kids because we don't have options, right? That could give us room to put some options. And that and that's exactly why I've been trying to add, you know, some more options here. But right and so as I as I view this getting that that okay to move forward with something to try to get uh uh different contractors on board to come in to help with that feasibility study would be the first thing. If if honestly by the time we we go through that process, we're talking June before they start talking to us. because we'd have to put it out for that proposal. We'd have to um you know go through that approval process and then the other piece of that is the timing piece. Do we have the funds available to do it right? So
025so something to think about between now and the next meeting. Is this something we want to go forward with? Which Yes. You bring up a good point, Brad, about maybe the smallest plan is the better plan because when we were looking at this a couple years ago, we were rapidly growing in [snorts] our in our monastery. So, and now that we've capped that, yeah, we cap that, and that's kind of how that's helped. It it has, but but just going back to the rationale, why did we do that? I think it's just being realistic on, you know, we we take a look at birth rates and enrollment rates from all the districts and all the counties around us. I it's not like we're going to continue this upward trajection forever, right? So we we have
026to come to that level of peace and understanding maintaining this in some fashion, but we we have to try to maintain this in some you know and and if if we have to expand in some nature what is that we truly need. So okay any more discussion? All right. Yep. youth apprenticeship. Uh so youth apprenticeship uh this is just providing more information about uh where we're going. Uh we shifted uh who's who's assisting us with youth apprenticeship. Uh we had uh cosigned with uh Northwest SEP uh in previous years and and we're shifting to CISA 12. um the uh person from C12, Olivia Dashel, she's done a great job in in uh really pushing uh districts to [snorts] up their up their game and and provide a lot of great resources and assistance uh to
027those districts. Uh the more numbers we have involved with youth apprenticeship that actually is a a return in funds for the district as well. So more participation the better. Other things that It it gets kids uh connected with different businesses and different opportunities uh for job and learning experiences as well and it creates a structure for those students to be involved in those. So just providing that information. [clears throat] So any more discussion? All right. Sports medical bags. Yes. So, um I think we have I think we have what one sports bag I don't think anybody has their own and we all kind of share we all are like Sierra do you have this or that? So, no I don't think there's a sports bag. So, it was it was something for [clears throat] for
028consideration on how we want to proceed with this in in my my thought. We should have you know one per sport in a season. I think that would be sufficient in this realm. Uh because a there's expense with getting, you know, 10 total, but then also we were just talking about our spaces. 10 bags takes up more space than four to five. So I think so like you like volley volleyball would have one for their season. They could then turn it to basketball, right? Is that what you Yes, that's correct. [clears throat] Who was building out these babes? Uh, that's where Christine and I would be [snorts] working on this. I just want to make sure there's nothing in there that would shouldn't be anything in there first, right? Um part part of what we
029would be working on is also um h having that she's I know Christine's developed methods for uh emergency meds like um inhalers and whatnot but making sure we have that stuff to get together. So anyway I'm talking with coaches on it. But I think that's the best way to go is to have a bag that's dedicated per sport, but then it's those are moving past season, right? So that's my thoughts on that. So that's a good idea. That also seems inventory and not missing those things that go expired. Right. Well, that that's it. If once they're done with the season, I think we can take take a look at that inventory and swap out or add stuff as needed. You know, you know, if we run through run out of stuff during the season, we
030can still fill it. But we do that inventory at the end of the season, then it's turned up to What kind of stuff are we thinking? Band-aids, aspirin, ice packs, packs, meds, meds, you're getting into a slightly different area and that's a little more on that controlled side and that's where Christine needs to be involved at. When we're talking about our medical bags, we're talking about um your your curix bandages, you're talking about band-aids, you're talking about wraps, you're talking about ice packs, you know, other items consumed in the body. That is correct. Yeah. But then you got to be prescription and all that kind of stuff, right? You you get into other realms there because as it stands in in the school district, we we have to get permission from from parents to to
031administer like Tylenol, aspirin, and whatnot. And and we prefer that they have their own meds here. So anyway, and I don't want to get into that rut, but if they're if they're emergency meds, making sure it's checked off and it's in the bag for those specific students. So, but that's in season time. Yeah. So, okay. All right. Monatory teachers assistant compensation. Uh we had a good conversation at the governance board uh just before this on this topic and um and I know John and Anne can add to this as well. It was it was great. So one thing that we've really been talking about and it came up during our our joint meeting too is if if we're expecting our monatory teacher assistants to step up when when a teacher or a sub is not
032available, how what are the expectations there? I I I think we we should have them certified in that monatory level, right? But but there's a cost to this and that was part of the discussion with the governance board is they they have that capability of fundraising and and they should be utilizing some of those funds to help take care of this. Um there was some discussion back and forth as far as uh if if we're providing that then you know, is there a certain uh time commitment that those individuals have with the [snorts] district, you know, whether it's two years or whatnot. Um, when we're talking about cost, I think what was it children's house, I think it was like 2,600 for that training. Uh, E1 was like 32 and then um E2 was [snorts]
033three roughly. So, 3,000 uh per training. So, uh just trying to come up with some different ideas. want to start that conversation now uh as we look at uh the future and and movements um so we have people that are certified in those areas. That's so Well, is it are we just talking certifications? Are we talking this as compensation? Are you talking like if they have to take over a class? Are we talking they're going to get a higher rate if they have to do that or that was not part of this discussion. Okay. So there's no I saw compensation on this is training. This is training. Oh, training compensation. This is training or so making sure that that that compensation for the training piece is is so there's advantage to having them trained beyond
034having to fill in a day or two I assume. What's that now? Just as being in the monastery uh as an assistant. I mean, there's advantage to being trained in that as opposed to just um you might have to fill in a couple of days when when the teacher's not there. I mean, throughout the year, it was Yeah, there there's been a number of times because that's that's the thing unless we're investing in in uh some of our subs to be trained up, you know, that's that's another topic. But I I think having them trained on on on the the basics of the monatory program is in our best interest. If we don't have subs that are coming in or or available, they're able to step up and they understand how things are supposed to
035happen. I guess what I'm trying to get at is is is there an advantage beyond being a sub being able to be a substitute? I mean, just normal dayto-day. Yeah. I'm sorry. Yes. Yes, there is. because it it to me it gets a better understanding of how things should operate and and the different uh minute when we're putting them out, how to use them and how it can best uh impact student learning. Anything else you want to add Sarah? Uh to answer John's question, yes. So like this year I was moved into a new room that I'm not trained in. So my role is to check the work, but if I'm not trained on what the work is, it's hard to be able to check the work because it's not a worksheet that says 4*
0364 is, you know, 16. Like you said, the manipulative. So daily, yes, it would impact greatly the integrity of the program to be trained, right? So if you went from Children's House to E1, you think it'd be you would want to train again for that specific group and then if you went a third year to E2, um that's different as well, right? Okay. Yeah. Or like one of my roles is to document or keep track of what the kids are working on. Well, if I haven't been trained what it's even called that they're working on. Yeah. How can I document that in? And so when you were saying that that the school would commit to the assistant, it would be the commitment would be you will stay in children's house for whatever taking the you
037know I think it's 80 or 120 hours to do the training on your own time. It would be nice to have a commitment from the school to say you put the time in and yes they paid for the training but we're not going to move you next year you know. seems to me that I it's a bit of a cliche, but it's this is the cost of doing business. I I I have a hidden amount of sword. I can't fathom why we would be okay having an untrained assistant, right? We just need to do this. [snorts] And and I I guess that that that's my point is to get get the board's stance on this is how we're going to do business and this is how we're going to get it. But I I also
038wanted to bring it to the to the governance board and if if if in their fundraising capabilities they're able to cover cover most of this cost and because they're chartered they we have the flexibility to have fundraising as opposed to just coming straight out of they do yes that is it so and and that's uh one thing that they mentioned if there is a cost share in this but that's that's stuff that we have to talk about here too okay anything else no sir all right technical policy policies Yes. Yes. First readings. So this is all commas and it's all changing words. Happy changes. Yes, that is correct. So um this I can so that it it all all the recommended uh changes and updates are there. So it's just taking a look at those.
039Um I I will say in the future I will have some non techchnical changes coming your direction. So figure I'd do the easy stuff first. [clears throat] So you want to view these? Well, guess we'll save that for two weeks from now. All right. Monthly cooperative teacher time. All right. Um so this year was the first year of of implementing u collaborative teams uh for our our teachers and the the whole impact of that or the whole objective is that is to uh increase that dialogue and uh growth with with our teachers so they could help each other grow and understand what the student needs are. uh provide different instructional practices, look at data together and understand what are what are the needs for our students so they can better impact uh those needs. Um,
040but one thing that was realized and and talked about more is uh when we're talking about uh say for instance, we're talking about ELA, we we don't have something built in where our elementary and middle school can talk about ELA and and some of the instruction and and the glide path for instruction, right? and that that vertical discussion doesn't have to take place as frequently as your grade, but should we have that timing there and and there is some interest in it. Uh but it's determining when and how we get after it. Okay. Um, with your grade bands, it's easy to cover the, you know, cover some time with kids and have some alternate activities or they're on the playground or something, you know, to to impact that time. Vertical, it's just very difficult to
041do. So, and just throwing out some different ideas. I know one one thing that uh the group thought of was maybe like a a Friday afternoon a month we have an early release or or something of that nature where we provide that time. Uh however you have to manage expectations in here because if you you know two and a half hours um [clears throat] per month even if that's only for five months how many hours is that? And that's coming off the top of your [snorts] your instructional minutes for the high school, right? And that's that's the group where we have to be concerned with the most because they have the most uh instructional minutes required. A a thought with that is, you know, we can look at um months that we do not have
042professional development doing that, but [snorts] then we have to take a look at maybe adding two minutes on the day for for each instructional day that we have here to make up that that time that's taken away. If that makes sense. Once the curriculum is set um and and say uh you did a meeting at the beginning of the year before you know when the [clears throat] when the staff comes in before school actually starts right certainly at that point they could uh do some collaboration I mean what what's the benefit of doing it repeatedly after you you've already kind of set your no and and that's that's an honest uh question I I think part of this is is taking a look at student data ongoing you know just with ELA and understanding what
043are some of the things coming up and how can we uh [snorts] what are some different instructional practices that we can look at to increase that and be more prepared in that vertical sense. It's also taking a look at our assessments. What where are the different assessments that we're providing to to understand where our kids are? Um and then the other piece of that at at the high school is providing the opportunity for that collaboration between uh different uh areas. I I would say like having Colin and and Darren Hendrickson working together if we're trying to robotics program having both of them giving them both time to come together and talk about how we're building this because you got your fabrication piece in with Darren and then you have your coding and and other stuff
044in with with Colin and us all come together right so it's just figuring out how how we can do it so it's ideas and uh I I wanted to start that topic now just not saying that's the way we should look at it but understand that somehow we have to figure out ways just to give them some time there too. So anyway, okay. All right. [clears throat] Middle school music requirement. This is awesome topic. Yeah. Your court. Goodness. Um so as we've been creating the middle school high school master schedule for next year, what we're kind of running into and we saw a little bit of it this year is we don't I mean given the staff that we share amongst the different levels in um different areas [snorts] um we are trying to encourage
045or bandon choir um without it conflicting with other classes. So right now what is offered opposite of band and choir is called our sore time and Mr. Anderson does a little bit of stuff with that class, but otherwise the rest of it is kind of an opportunity for them to work on homework. Um, so that's for our sixth and seventh grade. And then our eighth grade is just basically a study hall right now. So in conversation, what would it look like if it was just a mandated class for all middle school stu students sixth through 8th grade? So then we don't we're not running into that of students just being in a study hall because right now they're in a block scheduling system where they have ample time to do the work within their classrooms.
046So that's kind of where it stands. So it it was a thought so to make music and or band mandatory a mandatory class for middle school. Correct. And this has been seen in other districts as well. Um, so it's not like it's a foreign concept for middle school students having to I don't remember offh hand. I know um in talking with Miss Amborn, she was familiar with some districts that it's a requirement for all middle school students. Are there other options? like other online classes that these kids could be taking versus a study hall if they don't want to do band and choir is or does that open up too many doors for staff and all that kind of stuff? Well, right because I know my daughter is one that has just too many study
047halls in my opinion just because she she won't do choir and band. Right. So the the other piece of it is it's it's not in so the music is not within our exploratory time where as we look at in the future of having we're going to have Spanish, we're going to have face, we're going to have art and and all that stuff in our exploratories still have those options, but it's it's that stuff on the opposite side that gets it gets challenging as to who's doing what and and what what's available, right? So, I mean, I I I understand what you're talking about and we we've been trying to wreck or bring on some thoughts with this. So, yeah, because I'd almost rather have it be forced so than she has to, you know, and
048then it's not on me saying, you know, you have to do it. It's an option. Well, yeah. Also thought we're kicking it around, right? and and and I wanted to get your take [clears throat and cough] if that's something that that that that you guys are in support of but want you know feedback from the community. We can certainly go that direction but but wanted to bring up that conversation as to what what what does the board see in this? Do we do we place importance on that music and we want kids to be involved in music? Do we say no that's an option and we have some other options here? That's I'd like to hear from Miss Sandborn to see I mean she's our music teacher. Get her take on my only like no
049[snorts] rel to it would be not every person can carry a tuning of any sort, right? And how do you grade them? Yes. If they they're trying but they're horrible, you know. Well, you also got the in forest but you got a kid that's just like this is just not my bag. I'm coming in here and I'll just lip sync everything. And how are you going to worse? Yeah. How do you grade on it for kids? That's just like music's not my gig and I just don't want to be here and I'm just, you know, I'm just going to plop around and it might and it might be our a student. It might be our next honor roll, but their music to them music is just way down here and they don't care. How you
050do the instrument piece, right? Yeah. Because that's usually a purchase. Yes. There's there's different thoughts here and I I know we've gotten a number of instruments on hand and this is once again this is just for for middle school only. Yes, middle school only. This is just conversation. Yep. No, that's fine. That's why I just said that was my only concern there is you know I would I would push more to maybe having some benefits of other than you know I don't know if we could do some kind of benefits like choir in band trips more you used to do them all the time right when I was in school and that was one of the reasons why you know kids went in the band oh we're going to do this we're going to do
051that you know that type of thing more of an incentive than a force to do it, right? Well, perks. How about that? Perks. Perks versus incentives. But I mean that that's just an idea. No, I I I I hear you. And once again, it's it's just coming up with some different ideas here because that that's been, you know, some of the concern is um some some kids that that have done well in it might get coerced by some of their peers not to attend music, which isn't necessarily good either. So anyway, so and that was some of the concern from from Miss Sandborn as well. So anyway, it there there's many it's it's not just a clearcut. This is why, you know, there's there's many different things to it, but I just wanted to um
052bring this as a thought, you know, as we were talking about different this would need this decision would need to be made at the next meeting to fit the schedule with would be better. Yes. But not absolutely mandatory because that that's the thing with with with middle school, we can still impact that schedule. high school, I'd say that has to be done because you're putting kids all over place. So, so we we've got a little [clears throat] we've got a little more wiggle room on this. Do we have an idea what our participation rate is now in middle school? I don't mean our pep band was all middle schoolish, wasn't it? Yeah. The what what we've seen last year and this year is there's there's more middle school participation. So anyway, okay. All right. Next.
053Uh staff recognition process. All right. I I put this on there because uh I know last month there was some discussion about uh staff recognition. Um I mean we we recognized a few staff members that were recognized at a regional and a state level and and I just there were some different thoughts and ideas coming across and I put this on there to continue that conversation um and try to see if there's more interest [snorts] in this or if this is just kind of a we recognize them and we help support them in the process. So I think it's a brilliant idea to time our money to incentivize no to to celebrate achievement time and money because if we don't someone else will No, I I hear what you're saying and where where I will
054where I'll come back and and Leanne will probably support this too is making sure we're we're being fiscally responsible with how we're doing this too. If if we try to if we want to pursue that, what does this look like? Oh, you're talking monetary recog. If if if that is the case, I think why not ask it? Let's let's lift up the hood and let's now is the time to start experimenting with it. The fiscal models, what's it look like? This is a really significant honor that we just celebrated tonight. Um, so what's that look like to instead of saying we can't afford it, let's let's try it, right? I I guess I I wasn't trying to approach it as we can't afford it is I I think managing our expectations, right? So I I
055think we can look at different ideas but understand that you know but you don't lose sight of is you're what you're compensating then this down the road it becomes after a while somebody asks the question what what what were we handing this out for because we become just too free with it you know what is what would be like a [snorts] marker to say that really deserves huge recognition great work you know an example I can give We used to give out employee gas cards for no loss time injury and completing all monthly safety paperwork on time by employees. They just took all that away because somebody finally our plant manager said, "Why do you get that gas card?" And everybody went, "Uh, I don't know." And they went, "Okay." Right? Because everybody just got
056to a point where we just expected it because, oh, we just showed up to work. Well, we want to make sure like, yes, I agree. these teachers reached a high recognition, we should, you know, but if it's like, but what is that level? Yeah. What is that level? What is that expectation or what is that goal? [clears throat] Well, that's that's what we could wrestle with, right? That's what we have. There are very clear regional recognition state. I mean, there there are I just don't know all the secret language in teacher world, but yeah. Well, to me it's yeah, we we can look at what some of the different levels are, but then when it comes to how we recognize them, I I would say it doesn't always have to come back as a direct
057monitory Yeah. piece, you know, being recognized period. Recognized. Yeah. Or or a a novel concept. one one big thing uh across the country people are valuing their time than anything else more than so I mean yeah let's go time or money right just about everybody wants new carpet somewhere in their house well or time to yep or tied their way so you're asking should we I'm saying yeah but why why would we not knock on the door and try to create some models I I guess that's where I was bringing up because it was it was something that was that was going on last month and I that's why I put it back on on the c on the schedule here to further that conversation because I I felt like there was some conversation going
058on that wanted to continue on but that that is your decision. I'm just recognizing this districts do like teacher of the year usually in other districts. Uh I know we don't but I know I can't say that I've always seen that. Okay. Well, that's fine. I was just asking the question because then you could go to that school and be like, "Well, how do you decide that?" I have a finance meeting on Wednesday. I'm gonna throw this as one of the questions that we have offered to the other schools because we discuss a lot of those type of things. That's a good place to put it. What's the wording you just used? Teacher of the year. Yeah. So, and you know, we can bring that with the with the soup discussion, but I I would
059say that um you know, and past travels just getting um an additional prep time, you know, someone's covering their class or or they're getting an additional personal date, but it's just for that year, you know. So, I mean, there's different ways that that we can look at, you know, that recognition piece, too. So, anyway, so different thoughts. Okay. [clears throat] Do I just board governance board meeting recap? discussions or do we want to continue? Yes. Um, yes. Just uh the presentation was good, but it was a little bit long and I got lost after time. Yeah. Um, but if we got into like the nitty-gritty of how how are we're working versus, you know, that was basically Monatory works. Right. Okay. Well, now let's I'll go into more of what we're doing. Right. Right. And
060and u just some of the discussion with with the governance board. Uh their their thought is having you know one annual meeting and maybe a retreat to go along a retreat that would be separate. So that provide us time to to understand the bigger picture and and how we're kind of working together in that piece. And then your your annual meeting is getting into some of the nitty-g gritties on these are items that we have to to address and this is what we're coming up with and how can we work together on these pieces. So, okay. Anyway, that was some thoughts here. So, there's their their recommendation is to at least have an annual and look at having a retreat in there as well. So, okay. All right. Track and field equipment purchase. Well, So
061I I know this is out of a cycle, but this was also an unexpected. It was a certain district that knew that we kind of wanted to have high jump here for our for our co-op. [snorts] They approached Shannon and said our coach Dickinson and said, "Hey, we've got some free mats. You want some free mats?" and they are now at Northwood School District and they will be stored there. they have space for it, but you know they're important things like what are you jumping over uh as missing and that's [laughter] so this is they only do they aren't doing like p they're just doing just high jump right the pole vault would require uh actual uh excavation and creating of a pit and so that yeah we're not looking at that at this point
062[snorts] So, being that this is a co-op, I mean, I and I'm probably good with it either way, are are co-op partners, is there a contribution that they're storing it or that that's the way I would view it because there was no questions asked on it and I it's got I've talked to [snorts] the superintendent at Northwoods and no concern. Okay. So anyway, some different thoughts, but would this be something that we you would be best to vote on tonight? Um, allow our stuff this year this year. Okay. Oh, I was thinking indoors. Indoors done, right? Almost they they have one one last event in Ashland. Yes. So, and then it's out there. Yeah, it would be. I'll make the motion to approve it. Second. Okay, Brad and Ben. All in favor? I oppose. And
063I think there's going to be one more invoice. Shannon said besides these two. Yeah, that it's it's it's a smaller one, but yeah, if we're Yeah, I'd look at I mean, we're talking less than $1,000. It is. It is. And the money's there, right? Okay, that she's on top of it. All right, that brings us into close session. Do we have anything to make for you? Okay, I'll make the motion we go into close session pursuant to Wisconsin stats 19.851c to consider employment promotion, compensation, or performance evaluation data of any public employee over which this governmental body has jurisdiction or exercises responsibility. Second. All right. Second, John. All in favor? I. We are in close session. Okay. Good night, guys. Five minute break. Thank you guys for showing up. Appreciate it. The next meeting I'm
064going to move. What? Yeah. Yeah. Sorry. 656. All right. Five minute break. I think for that session. Oh, you know what? Never mind. I've got this better for me. Just one. Nope. Not just one. It's one of those things that's like Kristen actually got me started on one day. Sugar.