June 8th Regular School Board Meeting

0018, 2026 to order. I will notice uh public access to meeting either in person. Uh we also stream and then we also um video and you're able to access our meeting um in full on our website um anytime you would like to watch it. We will move into the meeting opening and uh if Nicole you could do the roll call and verification of quorum please. Miss Mercer >> present. Mr. Kowalsski >> here. >> Mr. Pope >> here. >> Mr. Liebreick >> here. >> Mr. Leapac >> here. >> Miss Potter Nelson >> here. >> Miss Scott >> here. >> Miss Earler >> here. >> Miss Bushman is excused. Okay, great. >> So we will stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the

002republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> We will move into the public comment section. We allow email public comment as well as in person public comment. Did we receive any email public comment? >> No, we did not. >> And did we have any anybody sign up for public comment tonight? >> We did not. Is there anyone here this evening who would like to address the board who has not signed up? Seeing none, we will move into our next item um which are our presentations. And first we'll have Sarah with our communication report. >> Hello. Thank you. All right, let's jump right in. Looks like my favorite picture of the month. Congratulations to Roosevelt for winning that spirit check this year. Uh June storytelling uh looking

003back obviously on our May storytelling was just we just had so many good stories to share. This is not all of them. They don't all fit on one slide. So just make sure we're hitting some of those highlights for you. I specifically want to call attention to I think the district's done a really nice job of increasing its opportunity to celebrate staff uh specifically through the classroom impact awards uh that Chris and Jeff did our own recognition um just communication around the retirement dinner. Um we've added some communication awards. So I just want to commend those that have really kind of upped their game there this year and last year as well to really make sure that we are celebrating staff at the end of the year as we are celebrating students. Taking a look

004at our social media engagement obviously up month over month and year-over-year significantly. This is just the month for that. There's so much going on in May. It would be hard not to have that engagement um go significantly up. We almost hit a million for impressions which we have not done before. So, that is now the new goal is to hit a million impressions in a month. >> So, cool. >> Probably not in July, but we will do that. Uh, our highest uh views for the month was this little Spash Panthers clip that I grabbed when I was up there. The students uh traditionally throw all of their papers. They countdown um the seniors on their last day. Grabbed it really quick. It's really not even a good video, but the internet really liked it. So,

005I was happy to share it um and happy to see uh just people celebrating along with our students. Did make sure to make it really clear that students do stay to help our folks clean that up afterwards. Um they do not expect just our custodial staff to do that. So, cheers to our students and spash admin for making sure that they are um doing that. website and digital campaigns as we move kind of into the summer months. While enrollment is always something that we are continuing to track, I've got that there. But also wanted to highlight just a few other um pieces of information or events that are taking place that we really are using that website to try to communicate. The the most important one I think to this group is that point proud

006schools 2040 task force. we have established just a onepage um landing page specific for that task force where folks can go get meeting summaries all of the materials that have been shared um and we'll continue to do that as we move through. So if there are folks in the community that are looking for information or if you hear of that um they can get there. It's just our regular pointschools.net and then slash2040. So we've tried to keep that really simple. Obviously, there's other places they can navigate to um or navigate to that on the website. But if you see that or hear that in the community, this is really the best place for people to find all of that information. We've also established a program and budget evaluation website, really specific to the work that

007Chris has been doing and sharing. Um so, we have not actually pushed this at all yet. We have some communication shared for it. It just exists. We're still putting some final tweaks on that, but already have um 75 views on that. um and some some engagement. That event count is like people clicking links or people downloading information. So, we'll we'll see those views go up, but just wanted to call attention to that. Summer school obviously views are really high on that. Event counts are high on that. Summer school is looking um I believe really great is from a communication standpoint. Our back to school um shows total views as zero right now. We had not had this live when I gathered data. Um so, I anticipate that will continue to go up, but does exist.

008It's our same pointschools.netbacktoschool because you know we finished so let's start thinking about next year. Um we've obviously got uh like supply information on there. We'll continue adding as stuff becomes more uh pertinent to appearance as we go through. And then enrollment is very static right now. We don't have any specific campaigns um pushing our funnel to those but continue to receive views there. Looking ahead, I just wanted to call attention to what we had completed over the last semester. Um, we'll take I meet with um each of our admin uh folks that that will meet with me for 15 minutes and just kind of ask what went well this year, what could we have done better, what projects could you have used more support, um what projects did we support really well? And we'll

009we'll take a look at that in July and really plan out our year uh moving forward into next school year. Um but just when we look at kind of things we had completed this year, it's it'll be very similar that planning and alignment, engagement and recognition. Um making sure we're continuing to build internal capacity and support um specifically around those W keg requirements assuming they don't get bumped back a year, but we're going to keep moving towards that assuming that those will be uh required in April of 2027. and then campaigns and communication uh specifically to align with board goals, Corey's goals, kind of whatever comes out of that. Also, cheers to, you know, Corey for giving Harper a really big. That's my last one to graduate. >> All right, with that, I will take

010any questions. >> No questions, Sarah, but I know it can't be easy making all of those landing pages. They are very useful when we are communicating out to the public. So, um I have utilized that um task force page multiple times on social media and across emails and other places. It is extremely helpful to have that information at hand. >> Anything else? Thanks, Sarah. >> Sarah. >> All right, we will move into the superintendent report. Cy. >> Yes. Okay. Again, this month we had donations to the district. The Wisconsin Society of American Foresters gave $49,459 to the Boston School Forest. Dunkin Donuts donated $569.50 to the Boston School Forest. And the Rotary Club of Stevens Point donated $75,829 to the Boston School Forest. So, thank you to those organizations and businesses. We also had a

011donation of $2,35 from the Glenn Stacy Memorial Fund to help students that are either blind um and or visually impaired. So, thank you very much to that um donation as well. One of our students, Autumn Fields, has received the highest rank of Eagle Scout. She uh completed 32 merit badges and 42 hours building a dog agility course for the Humane Society. So, congratulations to Autumn for that honor and congratulations to Carson Anderson. He is our first student from SPASH to complete the heavy machine operations apprenticeship pathway. So, that's an exciting new thing for our youth apprenticeship program. Also, the WIAA is celebrating 50 years of the state softball tournament. Um, and they highlighted our softball program with record setting excellence. We have had the most state titles with nine. We've had the most consecutive titles

012with four. We've had the most state appearances with 18. And our coach, Tom Droner, was the coach with the most state titles. And again, our softball team will be playing at state on Wednesday at 1:30. So, we wish them the best of luck on Wednesday. First day of summer school is June 15th. Um, just a reminder for board members, we have the WB Learning Symposium that takes place at the Holiday Inn on July 10th and 11th. If you'd like to attend, please let Nicole know as soon as possible. And then I'm going to turn it over to um Liz. Um she's going to give us a quick update on the last task force meeting. Um so at our last task force meeting um it was a lot of information that was given to everybody who

013was there. Uh Chris shared some really helpful information about test scores, class size, um policy, things kind of from that curriculum perspective to help inform some of the decisions and answer some questions that have come up about 4K. Um just a whole bunch of a lot of information just in a various various different ways tied to curriculum. Um and then Mike talked with us about school budgets and our budget, some of the projections that we've seen. Uh Mike used his cup analogy as we have seen um and it got rave reviews from everybody. Um, but I think it was really helpful all of that. A lot of things that were shared, different people had said, "Oh, I didn't know we had a class-size policy. Oh, I didn't know I didn't understand school finance as well."

014Like that cup analogy. I think every group said the cup analogy to help them make sense of it. Um, so I think right now it's still a lot of information that we as a board have heard kind of throughout our time in working to convene the task force, but it's not necessarily information that everybody knows. Uh lots of really good questions were generated and I believe we meet very soon again next Monday. >> Monday. I was like next week I think. So um and I think we're still kind of in that information stage. So >> thank you Liz. >> Yeah. >> Nothing else out of this. We have 45 people more who understand the budgeting process >> which is the community. >> I mean honest like everybody really it was really helpful for them to

015understand just how messy some of it is. So it was a really both sets of information were really helpful. Board members have any questions for Corey or Liz? >> Okay, we'll move into the consent agenda. It includes uh the minutes of the organizational school board meeting May 12th, 2026. I will point out to you that there are amended minutes um that have been the only change in them were the dates for the committees from the previous meeting were wrong in the minutes. So Nicole has changed those dates to accur accurately reflect the correct minutes. Um so we have those minutes. Uh we have the minutes of the prior schoolboard meeting of May 11th, 2026. We've got the approval of the scheduled monthly bills and we have employment recommendations. I am Do we have employment recommendations

016this month? >> Yes. Okay. I'm seeing that. >> Oh, right here. Yeah. Okay. All right. So, I'm looking for a motion to approve the consent agenda as presented. >> So, move second. >> All those in favor with I >> I Any with nay. >> Motion. We not have to do >> We have to call roll calls. >> Oh, that's right. We do have to. Thanks, Jim. >> We do have to do a roll call. >> Miss Scott? >> Yes. >> Mr. Pope? >> Yes. >> Miss Mercer? >> Yes. Mr. Kowolski, >> yes. >> Mr. Libre, >> yes. >> Mr. Lee Pac, >> yes. >> Miss Potter Nelson, >> yes. >> Mr. >> Yes. >> All right, we will move into business services. Uh, Jen is excused from the meeting tonight. So, we're going to have

017Mike walk us through um the committee meeting. >> Um, we uh talked about a few different things. The primary things was Carla came and presented the ski shack that they were going to build at the Boston school for us. Um thankfully Chris has not here tonight so thankfully Chris has volunteered to go through that presentation and then we also went through the preliminary budget um and that I'll present after this is finished. Um that was really the main things from the meeting. So, we will be looking at that funding approval request for the ski shack at Boston School Forest. Thank you, May. Thank you, Mike. Um, I am going to attempt to bring at least 1/8 of the enthusiasm that Harley brings to presentations about the Boston school forest. I will likely fail miserably, but

018um did want to provide an update on what is some exciting news that come along with an action um item for the board to consider. Um so we have engaged in um some planning to rebuild the ski shack out at the ski school forest and that will also include a classroom. Um here can you can see that the outline of the total cost of the project at approximately $162,000. Um the shell kit is about 94,875. The materials at about 30,000. Finishing materials just shy of 10 and the dry and installation um will be potentially reduced to 29,000. I do want to highlight here and Carlo was able to share this at the committee meeting. There has been significant fundraising that's happened around this project two years in advance of this ask coming to the board.

019it comes to the board for approval because it does exceed that $150,000 mark that we have outlined in policy that requires board approval. Um, so a special thanks that Carla was able to share to the Education Enrichment Grant Foundation who provided $3,000. This will allow our GEO and construction and our fundamentals and construction students to be part of the construction. So, this $3,000 will cover the ability for them to head up to the plant in Rothschild for Woody Building Systems, and they will be involved in developing the walls and doing the staining. Um, and we'll be involved in some of that installation when they when they're doing the actual building of the of the the structure. Um, here's just a couple more um costs that are included. and the excavation still don't have a contractor

020that's to be determined at about $10,000. The concrete total is about 30,000. Carlo was able to highlight here that the inclusion of a basement on the structure does fulfill a really necessary role at the school forest as it'll serve as a storm shelter in the event that there was ever severe weather that moved through when we had groups of students and our community members out attending an event at the school forest. Um, HVAC we've not identified yet either for a contractor, but we do believe that Midstate Student Hback Club will play a role in getting that installation once the ski shaft is is constructed. Here is an overview of the donations that we've received up to this point. And you can see there on the top um those are all received. Those outlined in red

021are part of grant proposals that have been submitted. $10,000 to Monogram Foods, 10,000 to prevail, um 10,000 to Skyward, the Community Foundation at 50,000, and the Donaldson Foundation at 20,000. Um part of the motion that we'll ask the board to take action on tonight does request that the board provide letters of support that Carla can include in all of those upcoming submissions. I have drafted all those letters on behalf of the board and I'll collect a signature from Me when we conclude if indeed that is the action that the board takes. Those donation accounts, you can see, total approximately $139,000. So, we're very near what we'll need to complete that project. Um, the installation of the building will begin as early as or will be complete as early as June of 27. And ribbon cutting

022for staff and for all of us in this room or community members who are interested in attending is currently tenatively scheduled for August or September of 2027. And that is an overview of the ski shack and classroom project that we have proposed. But I'm happy to entertain any questions that board members may have at this time. >> Those numbers that were in red on the page of donations, are those guaranteed or we hope that >> No, those are we hope for, right? So those are Yeah, they're not guaranteed yet. Only those that were in black on this slide uh are those that are received and we're still waiting to hear back on those. >> But there is potential there for donations to more than cover everything we have left. >> Correct. >> Any other board

023members have questions? >> G, >> could you give us a figure for the total thing when it's done? Um the total there was listed it's about $162,000$820 that is the cost the total estimate >> but that's just for woody building systems that doesn't include the basement >> I believe the so the total was outlined in it it's the total there it's just over $200,000 it's included in the meal right so for the woody woody builder portion is about 162,820 clarification carlo pointed out that um um that there will not be water at at this point um in the building. So, it's basically going to be a big classroom. So, there won't be a bathroom, sink, etc. in there. again as she was looking at the cost of the project and looking at the reality of

024having to raise funding for the project. Um that was one of the decisions that was made because that adding that service would have you know increased the price >> right so that right that decision was made in in collaboration with the the governor's board out school forest to minimize costs at least possible >> do they know what it would cost to put water in >> I'm not sure G Carla May I can find that information out and let you know Because I mean, you build it and five years down the road, it's going to cost you more. >> True. >> You know, so it' be nice to know what it is. >> Yeah, we can check with her. I'm sure she >> again, if I were Carla, this exact moment >> you you did really

025well. No, nobody is Carla. >> I know. I >> Carla left and I said, "Everyone is so excited and they're not always sure about everything you're saying, but you're so excited about it, they're just happy." Um, I think if you look at uh the superintendent report, how many uh different places have already donated to Boston school forest, it's such a star in our community and I she said there are other donations coming in already. So, I think we're pretty pretty covered as something which is amazing for kids and families. >> Great. Great. And I think Carla spoke at the business service meeting about how both Woody Construction and other folks are really excited to collaborate with our students. And so our students will have a hand in I think she said staining and other parts

026of it and going like potentially seeing how things are made. So I think that that is a really neat uh student component of this as well. >> I agree. >> Can you go back a slide or two >> there? There. Okay. So when I first saw this, I said, "Well, yeah, that's looks like a lot. All almost all of it's in red, which is not money that we have." >> So I mean, I think she'll probably end up getting more money than she needs eventually, >> but I talked to her a little bit and and we're thinking you probably won't get all the stuff in red. You might get it all, but you might not. So, uh, you know, so I mean, most of it's in red, >> right? >> One important thing to note,

027we already have $138,000 in. >> See, that's what I I didn't understand. Uh, I thought the black stuff in black is the 138, right? >> No, that's that's what we've received already in donations, but this is in an account, a fund 21 account, which is a gift account that's been sitting there for a few years. exists right now >> separate from what's outlined. >> So to build a whole thing, we really don't need all of that in red. >> Correct. >> Okay. >> So it's sort of right. We're banking on potentially not getting fully funded for everything we requested or potentially not getting any of maybe some of those at all are currently in red. >> I do think we need it though, G, because my quick math said it was about 270 total. So

028>> I thought you said about 200. >> I thought it was just over 200. I wasn't remembering the number that was in the memo. I >> I just added up the numbers on the memo. So 162 plus about 30 plus about 10 plus about 30 plus about 30. >> So about 272. >> Yeah. >> And Carlo will continue to get donations. >> What numbers were you looking at? >> I added up all the numbers in black. >> She broke down what all of the costs were >> on that page. >> No, on the memo >> in the board packet. >> So the whole thing is going to be like 270. So, >> okay. So, we're not necessarily there yet, >> right? >> I think Carla said that too. We're not at the total, >> right?

029>> And at the business services, we had asked her like what we think that she will get the funding, but if she doesn't, she had also then talked about potentially a delayed time like places where we could pause. Woody construction can hold some of the material for a little while if memory is serving from that meeting. So, I think >> correct. And that was what she had outlined, right? if there is a delay in or if maybe we don't get all of those grants that have been submitted um that we could potentially delay the timeline of it to continue to do fundraising. >> I would agree with G that it would be helpful. I'd be interested in knowing what it would cost to provide water to the building. I just, you know, the reality is

030anytime you've got a classroom and it's in a building and you've got little kids It just usually is helpful to have a bathroom that's convenient. Um, you know, sink to wash hands or whatever. So, it would be helpful to see if even if it becomes phase two, >> but you know, something that we could >> could stub things in. >> Yeah. At at least things are in or get, you know. >> Yep. >> Yeah. It might be helpful. >> Okay. All right. So, what I'm um I guess I'm going to put out there to the community, we um I think pretty much every child in this community who has attended public school visited visits this location, right, >> at least annually and families are involved. Um we have generations of members of our community who

031have really really enjoyed Boston School Forest. Um Carla did note that the existing structure um uh consists of a couple of um trailers that were initially at Banick. >> Mhm. >> Um they've been at two of our schools and then were moved to Boston School Forest. So they were moved there already. Well loved and wellused. Um but now they're >> um there there have been some infestation of mice and other critters that live out in Boston school forest and and the >> the structure has lived its life. So that is the reason that we are looking to to build this uh structure uh to support our kids for generations to come. So we'd welcome any donations. All right. I'm looking for a motion to approve the expenditure from the fund 21 Boston school forest account.

032Um and uh uh approving the issuance of a board letter of support as presented. >> So move second. >> Any questions? All those in favor with I >> I. Any oppose with nay? Motion carries. All right. We are moving into the approval of the preliminary 2627 budget. Sorry, Mike. Oh, okay. I didn't have this one queued up. Sorry. >> That's all right. >> Do you want the present? You want to present? >> Yeah. >> All right. All yours. >> And thanks for doing that classroom. >> Sure. >> Um, so it's that time of year again, June, when we start looking at the preliminary budget. You do have a copy of this presentation in your packet and I think Nicole put a little yellow flag on there so you could find it so you can follow

033along with the packet. You can follow on on the screen however you want to do it. So why have a preliminary budget? Well, the law allows us to spend money on right to school from July 1st until the final budget is adopted in October. And so having a preliminary budget gives us the ability to do that. Um it is important to note that the preliminary budget's incomplete. There's a lot of things that are going to change between now and October. Um so just be aware that this is our best estimate at this point in time with what we know right now. Okay. So I'm going to start with the tax levy summary. There's a lot of information on this slide. Um, one of one of the things you'll notice is that we have all of

034our funds listed and all the expenditures for those funds, the total expenditures. And then we have a revenue and tax levy column. Please know that the revenue plus the tax re levy equals our total revenue. So when you look on the bottom, you would add that 104 million to the 51 million and that would get your total revenue of 155,244,000. Total expenditures are 157,733,000. Our total levy, and this is an estimate, um is 51,72,000. That's up 1,617 or 1,617,000 from last year. That's 3.23% increase. Remember last year our increase was just over 16%. So we are hoping that that levy stays within that 3 to 4% um for the final budget when it comes in October. Um this year's equalized valuation is uh 7 billion464 million and that is up from 7 bill211 million from

035last year and it's up it's an estimate though we don't actually know what it is. It's an estimate. What I basically did is I took last year's amount increased it by 3 and a half%. probably going to be more than that, but I thought let's start with a conservative number. That gives us a levy rate of $6 93 cents. That's down one penny from last year. Again, if that equalized value goes up by more than 3.5%. That'll push the levy rate down, assuming everything else stays the same, which it probably won't stay the same, right? So we I am expecting and hoping that that levy rate will be somewhere close to where it was last year. I don't see it changing too much. All right, getting into the preliminary budget itself. So there are three

036columns. There is the uh 202425 audited column. Those are actuals from that fiscal year. The 202526 unawudited column is actually the current budget for this year. We don't know the actuals yet. I didn't want to put budget on there because I didn't want it to get confused with the third column. So, just so you know, that's actually what we budgeted for this current year. And then the preliminary budget is the 2026 27 budget column. Um, if you look at our total revenue for the general fund, that's fund 10. The total revenue is 118,221,000. That balances with total expenditures of 118,221,000. Um, remember that it's balanced. I shouldn't say remember because I haven't told you yet. It's balanced, but I did budget one and a half million to fund balance and 750,000 to fund 46 transfer.

037So, that's within that balancing. The next um fund is the special projects fund. That's fund 21 and fund 27. Fund 21 is primarily donations and student activity accounts. Fun 27 is special education. You'll see that those funds are balanced. Um fund 27 gets balanced by transferring money from fund 10. So just keep that in mind. that transfer from t from fund 10 is the actual local cost of special education. The next fund is the debt service fund. That's fund 38 and fund 39. Fund 38 is nonreferendum approved debt service and fund 39 is referendum approved debt service. And you notice that that fund is not balanced and that's normal. It's normal because expenditures are on a calendar year and our revenue is collected on a fiscal year. So they're never quite equal. Then we get

038to the capital projects fund. That's fund 46. So that's that 10-year capital improvement plan. And for expenditures, we have about three and a half million in expenditures. Those were uh projects that were approved by the board that are going to take place this summer. A roof that's spashed. There's some PA systems going in. And then the revenue is 885,000. So quite a bit less. So we are using some fund balance there. Um that revenue is coming from the transfer from the general fund and then also some interest that we are expecting to earn. The food service fund that's fund 50 that one is balanced. The trust fund we no longer use so that's zeroed out. Community service fund is balanced at 837,000. And then we have our total expenditures for all funds at 157,733,000. Um,

039but when you take out the inner fund transfers, because if you don't take them out, you actually count them twice. So when you subtract out the transfers that go from fund 10 to fund 46 to fund 27, special education, then we're down to 144,515,000. That is an increase from last year of 3.13%. And then we get down again back to the property tax levy that was on the first slide. We've got our general fund levy and then our referendum debt service fund 38 levy 139 levy and community service fund levy amounts. That total 51,72,000 which again was a 3.23% two 3% increase from last year. Okay, this next slide um breaks the budget down into more detail, specifically the revenue budget by source. What source means is that's where the money is coming from. So,

040um the next three slides are going to be more detailed like this. I'm going to go through them kind of quick, but you know, you're welcome to dig deeper in them and ask questions if you have them. Um, just how it's set up across the top are all our funds, fund 10, the special projects fund, fund 20, and so on. Across the bottom are the totals for each of those funds. So, the total revenue for fund 10 is at the bottom there, and I can't read it from here, but um, I'll just look at it really quick. 118,221,000 and so on all the way till you get to the lower right corner which is the total um revenue for all funds. Again, that's 155,991,000. Then we get into more detail with expenditures first by major

041object. This is the way I usually do my projections. I do it by major object like this. object is essentially what that money is getting spent on whether it's salaries or benefits or other things. Okay. And then again set up the same way the table goes by funds across the top totals on the bottom and in the bottom right corner we're at 157,733,000. Same as we had originally pointed out. And the next one is also more detail for expenditures. This time it's by function. So function is really where is the money being used. So for example, if I purchase a pen or pencil in math, it's 124,000 function. And that function is part of the account number. It's just a way to track your expenses. Um so going across the top, same thing. all the

042funds listed from 10 to 5 80 and totals across the bottom where you get to that bottom right corner. It's 157,733,000 again. And that's the total for all funds. Now for my favorite part, and I think Pat's favorite part, the revenue limit worksheet. Anyone who likes doing taxes, it's just like filling out a tax form. Um, so we'll start in the upper right corner. That is uh basically that's your starting point. That's bringing in all your information from last year's revenue limit worksheet. That's where you start. Okay. Then you go down to the middle and we have our um enrollment numbers. So the first one is from 2023 to 2025. So that's really in terms of this it's last year's or this current year um enrollment and then that gives you that 7,000 up in

043that you know upper right side there. Um and then we have the current enrollment. That's the next one. And notice that third column. So notice what happens is 2023 drops out and 2026 goes in. and 2026 is in is in red. That means that we don't know what that is yet. We don't know what our enrollment is. So, that's an estimate. And the estimate I use has declining enrollment of 40 students. That gives us our other three-year rolling average, which is the 6,972 amount. And that's less than the previous rolling average. So, that means we have declining enrollment. And so then there's a declining enrollment calculation uh near the bottom of the page in green on the right side there. Um at the very bottom is the equalized value. That's that 7 billion number. Um

044again it's in red. It's an estimate. We don't know what that is yet. All right. Then we go to the next one. So the top brings in the information from last year's revenue limit worksheet that was at the top of the previous page. Again, that's your starting point. You take that top number and you divide it by last year's enrollment to get your base revenue limit per member. So that's that first 13 million $656. 13 million 13,000. Wouldn't that be great? Wow. $13,656. And then from there, we add the 325 and that gives us our current revenue limit per member times our current number of students from the three-year rolling average to give us our revenue limit of 97,475,000. And that's the revenue limit with no exemptions. So now we have to add in the

045exemptions. So, the first exemption we add in are the recurring exemptions. Again, notice it's in red. There's a 77,000 amount in there for transfer of service. Um, it's in red because I don't know what it's going to be. So, that's what it was last year. It doesn't come back. It's recurring, but it doesn't come back to the revenue limit worksheet in that place. It goes into the revenue limit formula and becomes part of your revenue limit. That's why it's a recurring exemption. Okay. So, that gets added in. Then we add in all of our non-recurring exemptions. So, we've got um first we've got our declining enrollment exemption. That's a one-time exemption. You get it one time, then it goes away. Okay? If we decline again next year, we'll get another one, but it's it won't

046be the same exemption. We have our energy efficiency exemption that's in red. We don't know what that's going to be yet, but that's a pretty easy one to predict. That's going to be really, really close. Um, and then we have the one that we do know, which is the rescended taxes, $2,126. That's in there. And then the rest we don't know. Um, prior year open enrollment, will we get an adjustment? Maybe. That's what we got last year. So, I use that number. And then I did some estimates to get our private school vulture amounts to give us our total revenue limit of 104,525,000. That's with all exemptions. And then from there, we determine our state aid. So the state aid is calculated in those red boxes on the left kind of in the middle there

047giving us a total of 57 million. Again, those are estimates. We won't know what those are until October 15th. Um, but again, you start with your revenue limit, subtract out your state aid, and whatever's left becomes the tax levy. So that 45 46,749,000 is levied in the general fund and in fund 38. And then we add to that our referendum approved debt and our community service to get our total uh tax levy of 51,72,000. And again, that's going to be uh 6 $6.93 per thousand mill rate. Any questions so far? Because we're at we're coming to the end. >> I'll let you finish and I have some on the call. >> I'm just coming to the end. So this is the repeat of of the first slide just again emphasizing that right now we're looking

048at a levy change of 3.23% again down from where we were last year slightly over 16%. Um hopefully that stays in that range and then um the overall mill rate going down by one. >> Um I I didn't ask questions because you were on a roll. >> So this is like my limited understanding here. I was just going along on the very first page. Yeah, that one. I look at expenditures 157 something or other million. And then the revenue and tax levy. I added those together and they're like 156 something. I thought they'd be the same. >> Yeah. So they're 155,244,000 when you take the revenue tax levy. >> Yeah. >> Is kind of at the bottom there. They're not the same. We do have more expenditures than we have revenue coming in, but remember

049part of that's the transfer. There's some transfers in there. Um and then we have like um here's a really good example. Our um our fund 46. So we have $2.2 2 million in projects but only $800,000 in revenue. So that kind of is part of the reason why >> my my question is are you budgeting more than the revenue is that is the purpose to budget exactly what our expected revenue is going to be? >> Yeah, that's my goal. So like when you look that's why I went through by fund. So when you look at the general fund, it's balanced, right? When you look at um special projects fund balanced, the only ones that aren't balanced in there are um your fund 46 and fund 38. And that difference between those two funds not being

050balanced is what you're seeing difference there. >> So that's >> that's a good question and I I actually I thought about pointing that out. >> Of course you did, Mike. >> But then I thought, no way. Well, I just look at the big numbers. I don't understand the other stuff. >> Yeah. >> But, uh, if you go down another page, >> Yeah. >> Oh, this one. >> No. Ah, >> preliminary. Yeah. Okay. >> Yeah, that one. >> Yeah. >> Under special projects fund. >> Yep. Oh, I thought it was the special education fund. >> It's that >> Yeah, that is the special educations fund. >> Special projects. >> That's like in the tens tens of millions, right? >> Well, I mean, it's it's >> special projects, but >> it's also fund 21, which is your

051donations and student activity accounts. But yeah, it's it's up there. That's probably a couple million for that fun, >> but you were estimating it to be the same as last year, the special ed fund. >> It's a little bit more. So, so you did >> the 2526 budget, it's about almost a million dollars more. >> Then, uh, if you go down some more preliminary expenditures by major object. >> Okay, >> there. Yep. So I added up the salaries and benefits. It comes to about 72 million. >> Yes. >> Okay. >> That sounds about right. >> So if you want to figure out the percentage of our total budget goes into salaries or benefit and benefits, what number do you use to figure that out? >> If I wanted to find the percentage, I would take

052that total for salaries and benefits and divide it by the grand total. But honestly, I would use I you got to be a little careful with that because remember some of the grand total is is like things like um putting a roof on its bash this summer, you know. Um so I would kind of go by fund and say what's the percentage of salary and benefits for fund 10, our general fund. So I take those total total salary and benefits up divide by the 118 million get a percentage that way. I do the same thing for fund 27 or for the fund 20 which is mainly fund 27 to get a percentage that way. And then you'll notice in fund 30 that's we're paying for debt. So there's no salary and benefits there. Fund 40

053again is those projects. There's no salary and benefits for that >> because I think our usually when we talk about our salaries and benefits portion of budget it's somewhere around 65%. >> It's 65 to 70 I would say. >> Okay. So I was looking at 72 and I was thinking our expenditure budget is at >> but that's not that's not even 50%. >> Yeah. Well, what I like I said, when we do that, we don't include the debt service fund in there and the capital projects fund. This is our our funds that pay salaries and and the debt is is just paying back bonds that we have out there that we have to pay them. And and G, I think if you take a look at it, it looks like you're adding only the salaries

054and benefits under our fun 10, >> but we pay salaries and benefits, special ed, food service, >> community service, >> all the way across. >> That's a good point, M. So if you use the all fun total, you're at about 96 million, >> which is closer. >> Yeah. And then one last question. >> Okay. >> If you don't mind, >> go down to the uh yours and Ted's favorite, the taxes. It is >> only you can say taxes are your favorite. >> It is. >> Uh next one. Okay. In the middle, the green lines 11 and 12, you said that was the total re revenue limit and then the state aids. If you add those together, that's all the money we get total, right? >> You subtract them. >> So the the re remember it's

055it's the old cup example, right? You have your revenue limit. State aid goes in first. Whatever is left is tax levy. So it's so that's where you see that happening on paper. You see the revenue limit with all exemptions of 104 million. And then you see our state aid at 57 >> million. So that's subtracted out which gives you that number right below that 46 million. >> So G if you add going backwards it's easier for me to see it. If you add the 46749 which is the tax >> and you add that to the state aid. So, we're adding our tax, what we can tax, and we're adding our state aid. And then that gets us to that total amount that we're able to le to to >> Our total revenue >> because because

056our our budget's made up of state aid and our tax cuts >> and then federal. >> Yeah. Primarily, we have some other sources of revenue as well, but that's where most of our revenue comes from. So, it's those two things, state general aid, tax levy. State general aid is more than our tax levy. >> We're more than 50%. >> Thanks, Mike. >> Other questions? >> Thanks, Mike. >> Is this where we say what Tom always said, these numbers are all wrong. our best estimate to date. >> That sounds better. >> So, so I have a just a I guess since we're on this topic, I I know my my understanding is that the city of Stevens Point has passed a motion to allow the tax bill insert. Um, are we moving forward with any other

057municipalities or kind of where I'm just >> what three? Millor, Stevens Point, and oh, I can't remember the third one. >> How? >> No, I can't remember off the top of my head. We have three that have agreed to do it to date and we're going to continue to meet with municipalities. We've met with Clover. They're deciding internally. Um, we're planning to reach back out to them to ask as well. >> Have any said no? No, not today. Thank you. >> All right. Thanks, Mike. >> So, and Liz, I guess this speaks to your point earlier from the task force group about the complications of finances for school districts. But I am looking for a motion to approve the preliminary 2627 budget as presented. So move >> second. >> All right. Any discussion? All those

058in favor with I. >> I. Any oppose with nay? >> That motion carries. We will move into the ED services report. Uh and I'll turn that over to G. >> We had two presentations. Uh the first one was from Brent Gustsky. uh and he went over I guess they were they're all very similar but there's like different programs that he works with CTE R IC and YA >> okay >> industry recognized credentials >> IC and CTE was the uh I think >> career tech >> how do you remember >> and youth apprentichip is why >> that one >> but he went over uh what happened this past year and uh uh with the those programs and uh showed an increase that's been going on since uh COVID after COVID that the program has been increasing

059and I said some new things uh ED site course going to go on at the high school and they have 53 students enrolled and that's a dual enrollment class with UWSP uh and they had 62 students this year in youth apprenticeship that have were placed and uh were and I think he said all but one have completed their internship which is incredible. >> Um and then he said that also we have a a program where you can graduate from SPASH with a two-year associate degree in business administration. >> Correct. >> Which is incredible. I mean I find that I mean he's done a heck of a lot of work. He sp he said that he spends 90% of his time on this. >> So I mean it's growing exponentially. Uh and then uh I don't

060was there anything you had some comments. Was there anything else that you wanted to say? Um the uh he did talk also about dual enrollment of uh cut which is our um cooperation with Midstate and he talked about the uh participation in that a little bit. um some new things that were coming out there that the midstate requires most kids involved in a uh program to take something called GPS for success and we now allow that to be taken internally through for dual credit. I believe it's only a quarter credit. Is that what he said? >> That sounds right. >> It really can be completed in two weeks. >> I don't Are we allowing them to take that in the summer? I don't know. We got that set up um Jim where they're doing it

061as a pilot online through our TTS program and the goal is next year to continue that expansion and >> I just know they do normally don't do dual credit in the summer. However, I know that Midstate offers it and it's two weeks and it's done. Mhm. >> And um and it's nice that we hope again I mentioned I hope we expand with the goal of everything that Midstate offers that's the same dual credit course but they offer an online version of it that we have the goal to offer an identical online version of the course so that kids have far more options. There's a lot of flexibility in your time management when you take those courses online that way. And that that's kind of a get ready for college course. >> And I know >>

062yeah, the GPS is basically it's a >> this is how you navigate through their Blackboard internal um system, >> which most of our kids who are already taking dual credit courses have to use some of that system anyway. I'm not I don't just me being my own bias. I don't see a whole lot of value. I think it's I called it a wallet biopsy by Midstate to force these kids to take the class. I don't see a lot of value in it, but it is what it is. One thing I was disappointed in that uh Brent said was uh after all these years, our system of universities in the state still not are on the same page as far as transferring credits. I thought that was gone a long time ago, but >> they're working

063on >> work in progress. >> Really? Yeah. There is a >> like 20 years ago we're working >> very good website where you can go to to try and evaluate what classes that you could take at a technical school or which ones of our dual credit classes will transfer into a four-year >> and that's all getting another uh re revision due this fall I believe >> y this fall >> and then we had another presentation from Joe Vinnipal the uh the new Dean of Students at Pods and uh we talked about well his some of his uh what would you say his view of what he would like to see the school become. He wants to get back closer to the expeditionary learning model. Uh and then uh he talked about the uh uh efforts

064that they were planning on doing for recruiting because that's always a problem at pods pods to get the uh enrollment up. Uh and we had discussed a lot about some schools notably the uh Waldorf uh school out at uh Amherst and so forth. And uh he talked about all the ongoing efforts. He did say they graduated class of 10, so they anticipate the class coming in to be bigger and so forth. So those are the two presentations we had. >> Thank you, Je. >> Thanks, Jeie. You're welcome. >> So can I can I just again ask or just my question about, you know, the fact that um we're seeing more dual enrollment. I mean, we're we're seeing more students involved and especially with speech becoming a duel and that expanded that we also are seeing

065more youth apprentices and the potential for more. So, could you just talk a little bit about how you've identified some dollars to potentially be able to add to to to Brett's quote staff? He owes no staff right now. just him to add to that to be able to have another body helping kids. >> Sure. >> He has two two ladies that work in his office. >> Correct. There are two currently um Stacy and Jill work in Brent's office. So, they provide support. I think what we've identified and I'll touch on this just a little bit in the budget and program eval presentation. Um, we did have a grant. We do have a grant that we write to support CTE programming and YA programming in the district. Um, in as part of a consortium with Midstate,

066um, as part of that, um, grant writing project, we've now taken on some of the additional grant writing responsibilities, which allocates an additional $45,000 back for our internal use. And that will provide some opportunity in the long term to potentially add some additional time or hours for those staff to support Brent as he continues to expand programming. To both Jim and G's point, you know, we continue to look for additional dual enrollment opportunities for kids. We know that that positions them much more solidly as they move out of prek12 um into post-secary and having as many of those college credits completed when they leave our system is clearly a benefit. So, we continue to look for ways we can expand those options. >> Excellent. >> Well, I can add one last thing that Brent said.

067Uh, >> it it's nice that all the programs are open to kids from all our high schools, >> CFC, >> pods, and spash can participate in all those programs. >> Correct. >> Okay. Thanks tree. Uh we'll move into item 12, the climate survey results. And Sarah's going to present. >> All right, let's jump right in. So a friendly reminder before we hop into the data that these are perception surveys. So very much point in time, very much how people were feeling when they took the survey. Uh participation's voluntary. We did uh participation decline again year-over-year. Um and we'll talk a little bit more about that as we kind of move through the deck. Uh some responses may have reflected events that were occurring at the time. For example, we may have called an e-learning weather

068day, the day after we deployed the survey. So, we may see a lot of comments about e-learning um in the survey that I would say summer probably just generally how people feel, but definitely was top of mind uh as they were completing surveys. So bottom line, what we're really looking for when we look at these surveys is for patterns around perceptions, right? What themes are we seeing? Um where are we seeing confidence? Where are we seeing some fragility around that confidence? And really what can we do uh to address those limitations of the survey? It's voluntary participation. So you may have folks who have really strong feelings on either end of that, either really positive or really negative, maybe over represented. We see variability in response rates. So some sites are going to be really

069high just based on either there's a lot more folks there or they just felt more inclined to participate. Um some schools or groups may have fewer responses. This matters a little bit more when we're looking at like the individual school reports, not so much at a district level, but I do think it's worth mentioning. Perceptions we talked about, right? This is really how people felt at the time they took it. Um, and then role and building context. Some staff roles may vary a little bit or sometimes quite a lot of it between sites. So, we'd like to keep that in mind when we're looking. Um also and then remember that the analysis was conducted by a single reviewer mean and while I try to remain as objective as possible it is also possible that some

070unintentional bias in the results. So just keep that in mind as well. Participation snapshot we had 434 staff respond this year which represents about 33% of our at least our emails that we send this to. So it may not be totally 33% of all folks that we would consider staff but um it is 33% of folks that would receive the email. Those would include classroom teachers, EAS, special education teachers and assistants, our specialists, support staff and administrators or coordinators. That is down a bit. Uh for 2025 comparison, we had 504 responses. family climate survey. Uh we had 661 responses that were submitted by families which represents about 9% of again we're using emails. So this went out to a total of just over 7,000 um emails. 9% of those responded. Again we saw a dip

071from 2025. So we're at 700 where we had 789 respondents. A quick reference just for industry kind of expectations around responses. Anything that's like 10 to 30% we consider pretty good. Anything above 30% we consider very good. So staff good representative um responses family were close but not quite there. Overall what we saw coming out of the survey we see uh both staff and families reporting a very strong foundation. So from the staff side we see staff remaining highly engaged and deeply connected to their work. We see families continuing to report strong school level care um strong communication and a very strong connection to schools. Families feel very connected to schools, very connected to school staff. Uh and then both groups affirm that they feel that schools want students to succeed. So we see staff

072saying yes, we want students to succeed and are working towards that and families are feeling that on their end as well. Areas where we might want to pay some attention. We saw some variability and confidence in district level decision making that had our largest standard deviation uh difference. So really varied depending on kind of who who we were asking. So that piece was interesting. Uh staff identified workload, student behavior, implementation capacity as those really key pressure points. Uh families identified transparency, budget confidence, academic rigor, and future readiness as general concerns. Uh and both groups pointed to student accountability, uh consistency, and preparation for the future. We looked really specifically at strengths that we saw coming out of the staff survey. Again, it's that connection to to the work. So, staff reported very high senses of

073belonging uh to their colleagues, to the work that they are doing, um feeling welcome in their schools, uh feeling proud of the places that they're worked that they work and the work that they're doing. If we look really specifically, you may recall for each of the questions that uh we have in the survey, we map that back to a really specific domain. So we can try to get just a sense of where folks are in different areas of the district. So here we see school culture and belonging for this group being very high. Uh work environment, next building leadership, student experiences and academic expectations, and then district leadership. And again that student experiences and academic expectations and leadership is where we see uh the biggest differences right some schools this is much much higher than

074other schools or even respondents if you're if you're looking by like work function strengths when we look at the family survey families continue to affirm that strong school level care and that very strong connection to school uh they feel that they get good updates from schools. They feel that their staff are treated with their staff. Their students are treated with dignity and respect, that they feel welcome when they're at school, that school wants them to succeed, and that they feel safe. If we were to look at those uh domains specific to the family survey, uh we're seeing strong returns for student support and family connection, student belonging and engagement, school leadership and communication, student learning and future readiness, and then district leadership. If you think of this in a yearover-year context, the story that the

075surveys are really telling us is that everything is pretty steady. We don't see any big jumps. We don't see any big dips. Um we see modest um improvements and we see some modest drops that are worth paying attention to. Um staff very stable. Family survey we do see a little bit more variability. uh specifically things to pay attention to there I think are around that student learning and future readiness and then uh leadership which really came through uh wanting to have a better understanding of why decisions were being made. So more uh more communication I think and engagement around that. And then when we dug into that future readiness piece, it's really around I think having a shared understanding of what future readiness might mean for students, I think is what I'm seeing both from

076staff and from families. We've traditionally talked about these surveys as like here is the staff survey and here is the family survey. And I wanted tonight to have us kind of look at both of those and where they are aligning. And what we are seeing is relationships are a strength. So we see that on both families and staff. That's a a really big positive I think to take away from these two surveys. Uh we see alignment around communication around district level decision- making. So both groups are showing a desire for that increased transparency and communication around the why of those district decisions. Student accountability and behavior are coming through on both. They're coming through in different ways because the lenses are are different, but they are talking about the same thing. Future readiness is an

077emerging theme we talked about. And then we really specifically asked some questions about 4K this year um just very directly because we know that's been especially when we think about open enrollments and seeing that we're losing families before they're ever even engaging here. I wanted to get a little more information there. What we learned there was really that that transition communication matters. So there's no red flags about experience or about something being, you know, quote unquote wrong. But I do think there's opportunities there for us to bridge from 4K 2K a little bit more intentionally. Along the same lines where those perspectives differ, mostly are coming into just lens, right? So staff are thinking about it from from their perspective as they well should be being inside those buildings managing that workload. um thinking about

078student behavior as a working condition. Special education demands certainly came through. Families are thinking more about the experiences from the outside of the district. So transparency, communication, budget confidence, schoolto family communication, um and preparation for college career. If you think about like really the shared themes, student behavior and accountability, I think is probably the one that came through the most. Um, and I I want to frame this from not so much like a discipline issue, but how it affects learning conditions, staff morale, family trust, and school culture. So, when we have those kind of inconsistent um or reports or perceptions of inconsistency around student accountability, that's what's coming through there. And then the shared theme about acade academic expectations and future readiness. Um, I think there's an opportunity there. We're seeing really strong confidence in

079the intent, right? So, both groups are agreeing that, you know, schools are saying yes, we want students to succeed and families are saying yes. We know that schools want our students to succeed. I think there's opportunities for alignment on what that success actually means and really intentionally talking about what schools are doing to help students be prepared for the future. I did go through and code all of our open-ended feedback. Um I do share some really specific examples for um for staff in their own uh for our principles in their own reports but for the purposes here just wanted you to see what was coming through. So we look at staff these are the themes that just come through at a very high rate. Doesn't mean they're positive doesn't mean they're negative. It just means

080that they are on people's minds. So from a p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p per p perception issue or perspective we're seeing staff not surprisingly are thinking about resources curriculum professional development belonging relationships building leadership and communication student learning and then workload families same idea things we're seeing come through really high there again curriculum instruction um academic rigor which I think is really positive communication student behavior, discipline, accountability, relationships with staff and teachers, those are positive. I will just say those are positive. Um, which is is phenomenal to see. Um, and then technology screens and e-learning came through very high, but again,

081I do think it is a reflection of >> it was a long winter. We had a lot of we had some really tough days. just I think there's also some e-learning fatigue as we also think about some of the professional development especially with our littles just I've heard a lot of community feedback as that last one was called not that the choice was wrong but just the e-learning fatigue for our elementary students >> it was a long >> uh areas for continued action so just some things um that I know I'll be thinking about I've asked our leadership team to think about as they are planning for next year is that those pieces around communication and trust, consistency and accountability, workload capacity, and then academic expectations and readiness. Next steps, uh, school leaders will receive

082their sight specific reports with insights that identify trends, um, specific to their school communities. I also give them some, you know, if I were thinking about this, this is what I might want to think about. Um, district leaders have received the same information. I know a lot of them have already dug into that. And then from a board level, considering how these insights may impact goal setting um at your retreat that I'll entertain questions. >> Is uh it's not in I couldn't find it in here the presentation. >> No, we just finished the presentation. Um >> KBIL >> Absolutely. Yeah. >> to us. >> Yeah, I've got the presentation and then both reports. So like the actual report for both staff and families looking for >> that would be great to see. >> Thank you.

083>> So you can dig right in there and kind of question and what went up and what went down. >> Sounds great. >> Thank you. >> I have a really nerdy question >> on slide on slide one. I feel like G on slide one. Um what was the >> you shared the number of surveys that came in? How did the percentages compare like at some point? >> Oh that's a really good question. I will not be able to answer off the >> I can go back and see how many That's a good question. I will find out. >> It's not urgent, but just kind of since we know enrollment has been fluctuating and >> are they all done by email? >> Yes, we do offer like if folks needed, we have an illusion there that

084if they would prefer a hard copy, we'll help facilitate that. We have and then we also send um them out in Spanish and Mong through our parent partners. So, we have We're trying not to miss that group as well. >> So, any questions from board members? Um, any particular area that you think might be helpful to bring forward to the retreat. Are there, you know, again, if we're looking at the context of goal setting, and you don't have to answer that tonight. I just want to put that out there. We're going to be pulling the agenda um together. And if there are a couple areas on this climate survey, staff and parents, that you feel like you might want to have us taking a little bit closer look at at the retreat. Um, that would

085be if you don't have an idea tonight, if you want to just reach out to Corey or Chris and let them know which areas you want to >> look at. I mean, the two that kind of popped out to me, number one, are the communication. Um, and then the second just is, and it's been, again, as Sarah said, there's not a lot new, but there is has been just that kind of trust in in district leadership which includes us and and also just kind of budget finance stuff. Um and again I think part and parcel communication and things. So I think that's it would be important to see that survey to have a copy of that um if you want some because one of the things I jumped out at me was why decision how

086how is decision making and why is why are these decisions being made? people don't understand and I think Liz being on the task force, you know, that's educating people things that we know about that the community doesn't know about or parents don't know about and then all of a sudden it makes sense when they see it. So, I don't know how that could be communicated, but maybe there's a way to look at that. >> Absolutely. >> Yeah. I just I I will have a lot more after I see it, you know, because we went through some of those kind of fastly, >> but the the amount of agreement from last year's survey to this year's survey, you had differences of like 0.2%. That's really small. >> It's small. >> Yeah. >> So, >> but it

087doesn't surprise me that Yeah. The those >> district leadership was like 53% at the bottom there. But to me, it's like the closer the parents are to the person in school is the one they trust the most. So they see the teacher all the time, then the next up is like the school secretary or whoever works with them, principal, and then >> you know, it's just going to be that way. >> So we'll be at the bottom >> for sure. >> All right. Any any other comments? >> Okay. All right. The budget evaluation process. >> You are. >> All right. Thanks, Magg. Um, I can start out here with a review of our cumulative review of positions that we have been through as part of the budget program. Eval quick reminder on this slide. This

088is the last time you'll see these large cumulative numbers that we've sort of been through over the last three years. So, as we round out um this fiscal year on June 30th, um we'll look to update zero all of these out and when we provide our updates moving forward, we'll provide annual totals rather than that running total. Sarah mentioned earlier the landing page that's been created on our website that houses all the information. this will all still be there so anyone can go back and see the total number of positions that have been reviewed those have been filled as is that have been frozen or eliminated but again we'll zero all of this out when we bring the budget program presentation back either in August or September um as you know July many of the

089staff who are engaged in this work are out um on summer break so it's difficult to continue moving on some of this but I am pleased to report some additional cost savings that we found even in the last month um after providing the last update. So 644 total positions that's in the last three years that we've been engaged in the budget and program review process. 594 of those are fill as is positions currently frozen. That's up one last from what I reported last month to two. We had one position there um that is our TIS position, one of our technology integration specialist. That position is still frozen, but I do have a bit of an update to share on that when we get a little bit later in the slide deck. And we do have

090a current EA position that now has been added to that frozen category that we continue to review. That total number of eliminated positions also is up. Um that's up too from what I reported out last month from 46 up to 48. And I can give some additional detail on what that cost savings look like when we get to that more detailed overview. Um so I want to provide also an update on the co-curricular programming review that we've now completed. We reviewed about 110 co-curricular stipen positions. those exist across the district. We collaborated with our secondary leaders to evaluate those positions, the responsibilities, the student impact. We looked at participation levels and enrollment trends over a three-year period. And what we did was we developed a standardized classification framework to improve the consistency and sustainability of

091co-curricular compensation. Um, so there was some, I think, hesitancy when we went into reviewing co-curriculars just because, not unique to Steven's point, but in many districts, stipen positions, appendix B for either co-curriculars or athletics just gets really messy. >> Um, so taking this on, I know took a little bit longer than I anticipated, certainly longer than Beth and her team anticipated. But we appreciate the patience and we do believe we've landed on a place now that is much cleaner. Um even though we didn't find substantial cost savings in this review, we did identify some that will recognize immediately and some that we'll recognize over time through attrition. We did organize the positions into a tiered structure. So now all stipen positions that are considered co-curricular are categorized as either an event coordinator, advisors level one

092through five, and or directors. We eliminated um or consolidated select positions through attrition where that was possible and where that was appropriate. We aligned all of our stipen levels with responsibilities and we did that through an analysis of regional compare regional comparables. We were able to look at data from DC Everest, from Marshfield and from Wisconsin Rapids. Um so ours now is very much in alignment with what other stipen positions in the co-curricular category look like in other districts that we would consider regional peers. The financial impact there that is the immediate savings will realize in the 2627 fiscal year is only $22. Again it's important to note that all of the costsaving efficiencies that we've identified particularly when they impact staff have only been realized through attrition. So similarly in this co-curricular program review

093even though some stipens will be reduced they will not impact any of the people that are currently in those stipen positions. So some stipen positions may be compensated at a lower rate, but that lower rate of compensation will not be realized until the position is vacated and filled again with a new candidate. So a new candidate would accept the position knowing that this is the stipen amount versus a loss of something perhaps that they've been experiencing for maybe 10 years that they've served in that role. Our projected annual savings through attrition and position alignment is approximately $6,500. Um, and that was again, we didn't go into this co-curricular program review anticipating we'd find huge savings, >> but um, Beth and her team invested an incredible amount of time in this review and we were able

094to identify some cost savings. So, thanks to Beth and folks in the HR department. Um, I did report there's no change here based on what I reported out back in May. Um, I will indicate here that we did find one additional software reduction in the amount of $2,000. So that line item in May was 67,087. Um this was a software platform that we currently use in HR um that Beth was able to find a similar program that we were able to leverage for slightly lower amount. So that was an additional $2,000 in savings there. That total savings in recurring efficiencies is now $211,457. Um here are our staffing recurring efficiencies. We did have that EA position that was eliminated at halfyear back in December. That was an EA out at Kennedy. We now have 11.7

095certified staff positions. Again, those are not all full-time positions. Some of those are 6, some of those are point4, totaling just over $1 million. And then 6.25 in staff reductions and certified staff at the elementary level totaling 764. So total reductions there in staffing alone are at 1.8, just shy of $1.9 million. So, really impressive work that's been completed there this year. Um, and we do then also want to factor in the ads. No change here from what I reported out both in April and in May, but we can't lose sight of the ads that we made and primarily those were in the area of 4K with the addition of the full day 4K classrooms um that I'd like to also report out are all if not completely full, really close to completely full. So

096when we said there was overwhelming overwhelming interest in full day for crate programming, we've definitely realized that that interest was real. So if we take the total efficiencies and savings again, that would be the things and the staff um totaling just over $2 million for maybe anyone in the room or anyone watching that's giving our staff um and our administrative team a informal performance rating. Um that is one million over what we really were charged with identifying annually. So when I say I'm proud of the work that's been done this year and I'm proud of the concerted and really collaborative effort, our staff don't get the opportunity to stand here and report out, but this certainly is evidence of their effort. And I do believe that we are building a culture that's not only built

097on supporting and fostering academic excellence, but we're also fostering a culture that is focused on responsible stewardship of taxpayer dollars as all as well as just being more financially responsible. Um, they are asking hard questions when staff positions open. They are thinking about how they can do the same work differently or more efficiently when those staff positions open. and I can't do that work alone and without their mindfulness and without their innovation uh we would not see the numbers that we're seeing reflected here. So a big pat on the back to staff who don't get an opportunity to stand up here um and get credit for the work that they are very much doing and very much a part of. Our net savings there is again over that million dollar mark even when we consider

098the ads at about 1.5 million and we really go into each year annually with the hopes of identifying a million. So we're about $500,000 over what we projected as a target. >> That's this year's >> those are real those are realized. They're identified in this year. We'll realize them in the 26 27th school year. So most of those positions exist still right now, but they won't exist in the upcoming year. Good clarification, G. I do want to highlight also because I touched on some additional revenue. There are a few additions here. Um you heard Corey mention in her report the blind and visually impaired grant that we were provided in the amount of 235. That was an additional piece of source of revenue. Um we also have that comes through Jenny's department and some of

099the incredible work that's been happening there. Also I'm pleased to report out that we just have recently learned that we are being funded in the amount of $990,000 from the Century Grant over the next three years. So that'll begin in 2026 through 2022. One of those frozen positions is the TIS position. You heard me mention that earlier. We'll be able to take that out of Frozen because we have the ability to now fund it with this grant funding. Um, and that does not become an additional Font 10 expense. So, we consider that really great work. Um, Jeff and the team up at Spash and secondary leadership did an incredible job pulling together the grant proposal. Invest an incredible amount of time. I'm really pleased. We're waiting on Sentry to make the press release that they

100will announce the funding for this grant. they were comfortable with me sharing it here as part of this presentation and as soon as I receive the agreement for the grant, get that signed and get the press release, we'll follow with one internal here in the district. So Sarah and her team are fully prepared to do that. Um, really impressive there as well. An additional 1.4 $1.4 million in additional revenue that we've identified, not just in the next year. You can see that some of those grants spend over the next two to three years. So even though we don't realize all of that additional revenue next year, um we do see it sprinkled in over the the notsodistant future here. Again, targeted programs for review that will begin once staff are welcomed back in August or

101September. Um we'll that final tiered review of stipens for co-curriculars has now been completed. We'll examine staffing in the um EA employee groups for both SE and regular ed. We'll review the staffing levels and achievement data in the area of reading as a primary focus. and we'll conduct a more in-depth analysis of our atrisisk programming. So, those are what we've prioritized in terms of programming review when staff are back in the fall. >> That concludes my report for June. And as Sarah referenced, she did mostly complete the um budget and program review um website, landing page on the website. And I'd like to spend a little more time with the board and community just walking through what's available there and what historical data we have housed on that site. and I'll do that officer support.

102>> Chris, >> so Chris, thank you for mentioning all of the the staff who are on the front lines and doing that for all the, you know, administrative work, looking at things, thinking about it, and bringing that forward. I think the systemic review, the budget review is so important, but we're saying how important it is, but all the work that goes into it, you and and Jeff and all of the staff, um, that's huge. You're doing a job and you're trying to kick apart what can be done, what can't be done, um, without doing any damage, which is amazing. also looking the systemic review of the stipens I've heard over the years some of the inequality or people not understanding that. So putting that in line is such a great thing. So thank you very

103much to you to Jeff and to all the staff and and superintendent uh doing this. It's really important in times when the community is looking at higher taxes and what are we investing in and we're showing the district uh people and the community that they're working hard to show the value of what we do and that we're in it with everyone. So, thank you. >> Thanks, Chris. >> Je I don't want to say go back to that slide. I should I actually as soon as you raised your hand I put my finger in that >> you've got him trained. >> The 48 positions eliminated. That's since you started, right? That's not this year. >> That's over three years. >> I asked you before, could you categorize those like how many teachers, how many EAS and

104>> so forth. >> Yes. And I can I can I can send a list of what categories they represent. Right now, one of the most substantial ads um from what I reported out in May to now in June in terms of staffing reductions in that total cost savings was the elimination of the administrative position out at pods. Um and we've now filled that position with the dean of students. G you mentioned that earlier in your report with Joe Vinnipold. So that was the most significant reduction that we made. That was a change from what I reported out in May to what I'm reporting out in June. Um, I certainly can provide you with an overview or a total of the numbers of certified staff. Um, what we would consider non-certified staff or E8 staff and

105administrative staff included in that 48. >> It'd be interesting to see faculty, administrative, EAS, custodial, I don't know if you have to other what would you say non-professional staff could do that. Would that be all right? >> Sure. Absolutely. We can give you those aggregate totals. >> Thank you, Chris. >> And and just to note that they're not all FTE positions. Is that correct? >> They're not all full-time. >> They're all 1.0 FTE. Some of them are 2 reduction or a point4 reduction. So when we say 48, that doesn't mean 40 full-time positions have been eliminated. Of those 48, you know, some of them were only halfime or less. >> Yeah. And we factored all of that in when we determined the cost savings >> because we actually go through and calculate what the salary

106and benefit package were were for those positions. >> Well, thank you. And what a wonderful um grant from Sentry. That's just amazing >> to be able to support that. >> Continue to support us. >> Wonderful. >> All right. Thanks, Chris. >> All right. And I'm going to point out we have the uh schoolboard retreat at Midstate Technical College starting at 5:00 pm on June 22nd. Um at this point we are not planning on having a board meeting in July. We typically don't many of our administrators are 11 month and also so are on vacation in July or are um not working during that time. So, um, we'll let you know if for whatever reason, >> you know, a situation arose that we would have to have a meeting, but at this point in time, we

107will not have committee meetings or board meetings um, in July. So, then our next regular board meeting would be in August. So I am now looking for a motion to convene into close session pursuant to PN 1985 PN1 PN C considering employment promotion compensation or performance evaluation data of any public employee specifically consideration for employment recommendations and contracts for two administrators and the superintendent's evaluation and 1985 PN1 1 PNE deliberating or negotiating the purchasing of public properties, the investing of public funds, or conducting other specified public business whenever competitive or bargaining reasons require a close session. Specifically to review and discuss a building rental agreement. Do I have a motion to go into close session? So move. >> Second. >> All right. I have a motion in second. And could you call the role, Nicole?

108Miss Scott, >> yes. >> Mr. Leebrick, >> yes. >> Mr. Lee, >> yes. >> Miss Potter Nelson, >> yes. >> Miss Mercer, >> yes. >> Mr. Kowalsski, >> yes. >> Mr. Pope, >> yes. >> Miss Earler, >> yes. Motion carries.