2026.01.26 School Board Meeting

001Have a motion to adopt the agenda as presented. >> So moved. >> I'll second. >> Any discussion? Right. All in favor? >> Opposed? Seeing none, the agenda is adopted. >> Uh attendance. Everyone is here this evening. We'll move on to D. Pledge of Allegiance to the flag. Please stand for your >> to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, we will move on to two public comments. Um, we do have two of them. So, we will start off with Vince. Looks like it says Rtor. Yes. Please state please state uh >> right there right there. >> Got it. >> Your name, address, and then uh agenda item you're speaking to. >> Uh

002my name is Vince Richtor. I'm speaking for I don't know the number, but it's the uh >> 5136 personal devices item and I live at 3920 South Street, Greenfield, Wisconsin. And am I good to go? >> Yep. >> All right. I'll make the introduction quick since I have a lot to say here. I'm Vince, you may recognize me from running a couple of these live streams, but I'm here to talk to you about the proposed new policy, personal communication devices. You also hear from my friend Wid in a minute about the same subject. I think I'm pretty qualified to talk tech here at Window considering how involved I've been with it over the years. I worked at the help desk, orchestrated tech Whitell athletics, including every single football game. And last year, I won the

003national championship in computer programming here at Whit's very own Skills USA club. That's not for me, though. Not entirely sure if this was your intentional making these new policies based on Act 42, but currently at Wendell High School, the lived experience is significantly more restricted than the board policy calls for, and the board policy hasn't even taken to effect yet. To be clear, we're not upset about the phone restrictions. In that regard, we understand you do you got to do what you got to do. What was initially quite shocking to my friend and I, however, are the new restrictions based on personal laptops. My arguments are based on the pretenses and agreed knowledge that sometimes a Chromebook just isn't good enough. We understand that there are exceptions for individuals, but this isn't widely known information

004yet. And I'm worried that the for future students of this school won't be able to get lucky to get these. The fact of the matter is for some of us in the student body like my friend and myself, personal computer usage is not an issue and we feel that it shouldn't be included in it newer revision of the policy. If anything, personal computers have been significantly more helpful than hurtful and it leaves us confused to why you would restrict them in this regard. This policy basically calls for a complete abolition of real computers and even if you are off campus which doesn't count as instructional time and therefore not affected by act 42 but they're banned nonetheless and we believe they shouldn't be. I know that people benefit uh greatly from being able to use

005their personal devices in the building. I have a buddy who interns at an architecture firm uses software that would never run on a Chromebook in a million years. I've got four other friends in the early college credit program and most of them use software required by the course on personal computers like Microsoft Office, digital logic simulation software, CAD programs, programming software, etc. And guess what? None of that will ever work on a Chromebook, no matter how hard you try. But if you're off campus in the building, you can't do your work. In my personal case, I use my computer for all sorts of things. I do my schoolwork on it during class, of course. But if I have free time, I use CAD software to make models in the shop that I use for Skills

006USA fundraising. I practice my programming skills, which I'll use in my future career. I've done work for my internship uh that I work at, and I've done class work for my early college credit program in the past. All of which simply would not have been possible on the school issue Chromebook. In my opinion, Whitnell should be teaching students to mature and coexist with technology instead of outright ruthlessly prohibiting them from engaging with it whatsoever. If you have to go this far for just for students to engage, I feel it says more about Whitel than anything. My friend and I would have written these speeches on the Chromebooks, but unfortunately we wouldn't make it here in time because they still be loading. That's not all you hear from my head my friend soon about the drawbacks

007and blunders of the new policy. Though, Miss Collins implementation of the policy has actually been very good. So, I just want to give her credit for that and thank you for your time and consideration. >> Thank you. >> Do you guys like talk or do I just go? [laughter] >> No. Go to the next one. >> Most of us. >> All right. Uh Wyatt. >> Yeah. >> Name, address, and then I think you're speaking to a [ __ ] >> I'm Wyatt Puffs. My address is 1100 West Road, Greenville, Wisconsin. and I'll be speaking on the same topic of 5136 uh the limitations on PCs. [clears throat] So, I'll introduce myself. I'm Wyatt and being a Windows student, I've had plenty of experience with the Chromebooks and I can say with confidence that I'm much more productive

008as a student using my personal laptop rather than a slow and underpowered Chromebook. They just don't have the power or software capability suited for my needs. Students should be allowed to use their resources to the fullest, but this board this board policy prevents us from doing so. I believe Whitmouth put student priority below the Wisconsin Department of In instruction because if the school really did care about the student policy, this board policy would have taken much longer and was written with much more care and put the needs of every student for to be accounted for. To begin, this board policy is unrefined as it's poorly written. Using the definition of a PCD given by the forward policy, a portable wireless device that has the capability to provide voice messaging or other data communication uh data

009communication between two or more parties. Sorry. I could just hypothetically remove the radio from my laptop and it's not a PCB anymore and would be allowed under the policy. Also, it stated that PCBs are only allowed before school, during lunch, passing periods, and after school unless deemed a distraction or disruption. This is an illdefined boundary that extends past Act 42, which only prohibits the use of PCDs during instructional time. Though the teachers don't even seem to follow this since they've been claiming PCDs from students during off campus, which isn't technically school hours for students and should be considered after school hours, which is protected by the policy. This is in direct contrast to statements in both the board policy and act 42, which goes to show how poorly written the policy is. Even the enforcers

010of the policy can't get it right or consistent. Moving into the restrictions of academic resource. I believe they're outrageous as this is a student's time and they should have the right to determine how they use that time. But instead, admin continues to strip the students of their freedom and try to correct student behavior by limiting them to a curated environment best suited for admin control rather than student growth. It's clear that at one point the board even believed laptops were useful as it stated in policy 7546 that personal laptops are important supplemental learning and aids to the existing curriculum. It kept the use of laptops consistent between classes and didn't cause confusion or argumentation between teachers and students based on the policy. >> Jesse has three minutes. >> I only have one more sentence. How?

011So, how could you just keep the ban? So, can you just keep the ban on phones and just leave laptops alone until you find a better solution? >> Thank you for your time. >> Thank you. >> All right. And that is it for public comments. [clears throat] So, we will move on to consent agenda three. A gifts and donations. B. Approval of December 15th, 2025 meeting minutes. C. Approval of January 12th, 2026 meeting minutes. D, school safety drills. E, 202425 financial audit. F. Student family assistance program annual agreement. And G, vouchers, vouchers payable. Would anyone like to remove an item? >> Uh, 3 A, please. >> Okay. A >> E. >> You said E. >> Yes. >> I'd like to remove uh C. >> Okay. Do I have a motion to approve items 3, B,

012D, F, and G? >> So moved. >> I'll second. >> Any discussion? Right. All in favor? >> Opposed? Seeing none. Uh 3B, D, F, and G have been approved. All right, we'll move on to gifts and donations. I just want to call out and thank Ace Pickleball Club for their $900 donation for pickle ball paddles for PE. We also saw that on social media as well, I think last week. So, thank you to Ace Pickle Ball Club for that generous donation. >> That's it. >> All right. Do I have a motion to approve 3A? >> So, moved. >> Second. >> Right. All in favor? I >> opposed. 3A uh carries. Move on to 3C. Approval of January 10. I'm sorry, this B >> uh for me C. >> C I'm sorry. CC. >> Go ahead.

013>> Um I wasn't here for that meeting, so I just wanted to abstain from the >> All right. >> Consent. >> I will move to approve 3C. >> We'll second. >> All in favor? >> I opposed. 3 C carries. We'll move on to Evelyn. >> Yeah. I'd like um John up here for this to explain uh pages 59-61 I believe it is. Is that what it is? >> Go >> just the finding findings on the financial reporting. >> Yep. So, um, that is something, uh, I did list it in one of the bullet points that that that's the only controlled deficiency that we have and and have had and will continue to have, at least that's my plan. Um, and that's because we don't uh create or uh create our own financial statements. Um, most

014districts about 68% I think in the last DPI thing have school districts don't do that. Um it's just um cost uh time benefit is not is not worth it to try to find a CPA or try to have to do that. Um our finance manager happens to be a CPA but I wouldn't want her to use that time. I like the fact that she does a very good job of looking over what the auditors do which they can do I would say a million times faster but not a million times but quite fast. So it's very common again like 68% of the 420 school districts get that on a on an annual bas basis. >> Okay. So why do they call it deficiency? >> Um yeah that's a good question. I think they just say

015that if somebody else is doing that for you [clears throat] but I I don't know. I guess that's a good question. I don't I can try to find out why they do it but it's part of the expectation that school districts create their or do theirs. So but I don't know why why Gazsby G. Yeah. >> So when you have other deficiencies, you would you would talk to the auditor and and figure out a plan to to remove them to fix them. >> Oh, yeah. Absolutely. >> If you had other deficiencies. >> Correct. Correct. >> So again, like why would we be dealing with this one? Well, I mean, if we have if if that's what you your our plan is, we're not going to change it, right? I would think you would talk to

016them and ask then why is this in deficiency? Because according to Gazby, we we're required to do that. If we don't do that, it becomes a deficiency. >> Well, they're calling deficiency, right? >> Correct. >> Because it's required. Gazby says an entity should uh uh general generally accepted or no uh >> so best practices. >> Correct. Yeah. Accounting standards board. Yeah. >> They say have outside entity review. They say if if you have an outside entity do it, it's a it's a deficiency if you're not doing it yourself. Okay. Yeah. So, and so anybody who doesn't do it themselves gets I'll say dinged as a deficiency because we're not doing ourselves. So, I do know that. And so, we just say you think it's a better wiser time for time in our employee that could

017do this to have outside agency >> 110%. All right. That's all. Thank you. I I guess why this isn't a question we did. The rest of the stuff didn't come out very very good. I just wanted to to mention. >> All right. Do we have a motion to approve 3E? >> So moved. >> Second. >> All in favor? >> I opposed. Seeing none. 3E passes. All right. We will move on to four reports and presentations for a 2025 employee satisfaction survey results with Dr. Joe Witson. >> Or do you want me to hear? Does it matter? >> It doesn't matter. Whatever you prefer. >> Well, this way I can see it so I know what's in it. Thank you. Uh my name is Joe Whiter. Um I uh am the lead consultant managing partner for

018Soulful Leadership. Um we're an external consulting group uh that has been providing uh satisfaction surveys to a number of organizations including uh Whitn um this is our sixth year in providing that uh information. So if you could turn to the first slide just give you some overview. [clears throat] Um I think you have a full packet. Uh the uh um executive report was included in your packet. um high level uh again this is the third [clears throat] uh this is the sixth year we've been providing this uh service uh at the forefront of um the process had a conversation with Brady and his team and decided uh this report would include three years of data versus going back six years given that it really is more reflective of the current administration what's happened over the

019last three years uh and so we're limited we've limited the report to that of course uh Brady and his team have a full picture over the last six years. Um we did use the last two years to for comparison purposes. So you do have three years worth of data including the the existing year. There were 48 questions include and then an additional two questions that were open-ended just to get a little bit more data um directly from participants so they could speak a little bit more about the context of uh issues that they might have. Keeping in mind again it is data right. So we we can interpret the data, but it doesn't always tell us the full story. Um, and I'll leave that to the district to tell you what's happened that's created the

020outcomes that we have. Um, it can guide us where to look. It can give us some insights into what to do next. But again, it is data. So much of this is just to be able to understand what is this data telling us. You good? Please. So we'll provide an objective overview. Uh, that is my role. Um, I'm not biased because I don't care. I'm telling you what the data tells you, right? Um, we uh uh will be here for clarity of data. If there's questions along the way, feel free to ask, interject. Um, I'm sure that uh with future work sessions as well as the the work that's being done within the district. You'll be dealing um much deeper or diving much deeper into the data. There's a lot of good work that has

021been going on and the data reflects that. You'll see that in just a second. Uh it did identify some opportunities which is great and we need to know what is going well. Um it is also an opportunity to communicate the results so that you know what is actually going on and your constituents know what you're doing here as a district and then obviously to celebrate the results. Um so there were 328 uh completed respondents or responses to the survey which represented an 88% response rate again very high cons you know consistent with sort of the Whitnel way. Um we've been averaging way over 80%. Um that's a that's a really good response rate. Um 88.6 was about 12 people short of what you had as a high last year in terms of response. So it's

022not a big difference even though you'd say 92 to 88 what happened? 12 people chose probably not to participate. Um uh we I don't think we can interpret more than that in that data. Um there what is interesting is that there's a continuation of improved satisfaction within the district. 3.94% or uh 3.94 uh was our additional our um satisfaction score. Uh that's up from 3.84 from a year ago. And since we started the surveys, 3.29 was what the original uh the first year baseline. So there's been a steady increase uh trend upward uh in terms of overall satisfaction. >> The other the six year >> that's the six year that's right pulled back from the the first year that we did it our baseline year. Um only about uh 1.2% of uh respondents indicated sort

023of a dissatisfaction. So across the 48 items generally scored things as a one or a two. All right, you'll see that um in the data the frequency data right there. This is the average score across all 48 items. The frequency distribution and you'll notice that 1.5 just a little bit of a blip there, but you see the skewed tendency toward the upper level of satisfaction with the district. This is really good positive news for the organization. one very very tight um skewess up toward very positive or favorable level of satisfaction. Next, so we we looked at six different areas. Um I'm going to talk about each of those individual areas and the individual items that might have contributed to those scores. But overall, um again, we're seeing some good positive trending. um uh the sense

024of belonging within the district up again um point uh 0.14 and then everything else is sort of a moderate or no change and we look at statistical differences the importance of statistical change and so when you see a change of you know 2 plus or minus.3 plus or it's like no change at all that's one person more or less okay and so we don't read a lot into that but we do look at trends and so there'll be some things as we go through the data that suggests there's some good things that are happening that are beginning to pull that data in the right direction. Next slide, please. Terms of personal satisfaction or personal factors. So, we see these as as pretty consistent and strong over the last couple of years. I feel my work

025has purpose. Um like working with the people in my area. Um good working. They they feel good about working in public education. And then most days I feel I make progress. These are really good strong scores at uh four or above. The one area of opportunity that you know it's the usually the lowest one is still a pretty good score at 3.58, right? But if you're looking at where can we improve, we want to look at those low scores, those things that are trending or at least kind of staying low. But this work this notion of work life balance, there were comments around that as well. But it's much improved if you go back a couple of years and you look at those trended scores. I think the district as a whole could look at

026that and you start to see there seems to be better work life balance even though there's opportunity for improvement. >> Joe, those comments were Yeah. >> Uh to improve. >> Yeah. To improve. There's some things that could help improve. Yes. >> Just not pitching. >> Um >> would like to have better work life balance sometimes, but it's a small it's a small in the I think that's one of the areas that as a district let's dive down into that. What is the expectation of work life balance? I mean, I think everybody takes work home these days and how do you differentiate what's appropriate work life balance? So, oftentimes it's an individual thing that's coming up. So, there's a specific >> based though is my question. No, >> I I didn't see it. Um, and I

027know that the the individual schools are looking at it because I think that trended in some schools a little bit higher, some areas a little bit higher on the within the district. Okay. satisfaction with belonging. This was one of the This was the one that came out strongest. So, I trust my supervisor to be open and fair. 4.21. This was up 27, which was statistically different, which means it wasn't by chance. Something here happened. All right. And you'll notice that I added a section compared to previous years called notable. These are the questions that kind of fell in the middle of the road, but there was something happening here that statistically was important. So my supervisor provides clear direction that one also 27 which was also statistically significant. And then I received useful feedback from

028my supervisor a change of 26 over the previous year also important to recognize as being statistically different. So, we're seeing some really positive things around the relationship between that supervisor and I use that uh as a bullet point in the summary. Greatest area of opportunity. I received non-monetary recognition and even though that's a uh 3.33, it's still increased over the previous year just approaching statistical significance just outside that parameter. All right. But it's an important one to recognize that that may also be contributing to that feeling or that sense of belonging. Okay. Next, terms of advancement opportunities. Um very clear that within the organization people embrace that the opportunity to develop to learn something new at the in that same uh set of questions was the opportunity. You know, we could do better as an

029organization. we can do better in making sure that the development opportunities are actually having the right impact. Uh we there were a number of comments in that space and we'll talk about those in just a bit as well as we dive in. Next, please terms of satisfaction with the district. Employees are professional and courteous. So, good working relationships. I think these first four questions give you a sense of the culture that's happening here at Whitnow. So, like working together, things that I do matter to the district. I believe the position in the district my position is secure and then uh meeting the needs of students. So some cultural kinds of um uh essence there and again these are things that are continuing to in improve uh overall year after or year over year was notable

030um again I would recommend someone to work in the district it increased um from up to 3.80 from 3.65 65 very positive again still approaching like we're about two percentage or two points away from being statistical but I think it's worth recognizing that's a pretty impactful uh shift and then the greatest area of opportunity was 3.75 still a good uh score but it incre and it increased over um the previous year satisfaction with administrators um highest rating uh for satisfaction uh 4.16 this was an increase from 3 um 95 and again statistically significant so again that that theme of the working relationship between administration supervisors seems to be having an impact I trust my building administrators to make decisions that are in the best interest of the district also a good strong score at 4.16

031and that was an increase again statistically significant notable also statistically significant building administrators are transparent in decisions. That went up.24 uh points and then they're clearly communicating um performance expectations landed at 3.6 but that was also a2 increase over the previous year. So again making progress u making an impact in that space. Greatest opportunity a score of 3.27 is that transparency in the decisions. Again these are good scores 3.27 27, but how do how do we make sure that we're transparent without disclosing things that might not be things that we can disclose, right? And so that's always one of those balancing points I think is all a solid score at 3.27. Maybe just take a look at what else could we do? What are the expectations in order to bring those scores up? Uh compensation

032doesn't matter. This is no surprise. No matter where I go and do satisfaction surveys, nobody feels like they're appropriately compensated. I think this year is kind of an interesting year that in spite of all the economics, everything that's going on, you still have pretty consistent scores year-over-year. There is a difference between those people newest to the district feeling as though [clears throat] they're a little better uh in terms of their or they're more a little more satisfied, but still we're below that three, which is that threshold we'd love to get to. I don't know there's an that there's an answer. this is a year after year after year thing. Uh you can make strides and then the next year boom you're you're nailed again. So perception uh is uh I think people's reality uh those

033newest to the district again there is a statistical difference between those newest to the district and those in the district the longest period of time. Okay. Uh there is a difference there. All right. Items identified as having the greatest likelihood. So many of these we talked about already, but the satisfaction scores of three. >> I have a question about the it just about the compensation. Yep. >> Does it break it down by which category because I know like you had categories for >> other ones like can you tell which or does it is it across the board or is there like a group that feels that way? >> Yeah. So there are work groups. Um that level of detail is available to the operations team. We didn't want it to get to the point where

034we're picking things apart, >> right? I just don't know if it was like maybe like a certain cohort or a certain um job title or somebody that was feeling that maybe they weren't compensated. >> Off hand, I don't remember and I think it's something that I think as a leadership team you want to take a look at and have the leadership team come back to the board with. Um there are some groups that appeared as though they were way more satisfied than others and there is that discrepancy but in sometimes when we look at those groups the groups are so small to we can't make heads or tails out of it because there's even diversity within those groups. >> So you could have seven people in a group how meaningful is that when one says

035yes and six of them say no >> or vice versa. Okay. But it's a great question. And I think it is one that, you know, as a district, I think every district looks at it. And I can tell you from other districts, even those that are paid slightly, you know, higher, they're still not satisfied. It happens. Okay. I think it's one of those things. I don't know if we're ever paid for them. Um, in terms of the items that demonstrate greatest increased um, level of satisfaction, I think the reason I put this um in there is to note that these things have made significant improvement, right? that there's some something going on within the district. And of those items that are on top demonstrate a cultural shift perhaps and certainly an administration a level of

036administrative trust or transparency that is beginning to occur that has at least been occurring over the last two years. Uh and so we are seeing some increases in those areas. Obviously, um one of the questions that was pulled out last year, we separated benefits from salary because we wanted to make sure it was one or the other. I think there's a couple others that as we look through the data, we may want to get deeper into next year just to better understand what are some of these dynamics that are occurring. But there's some really good uh strong scores there. Even those that are mid level that have increased, while they're they may not be statistically significant in terms of the increase, they're trending upward over the last two years, which is really really powerful. Next

037slide. So where to where where to focus attention and so oftentimes I'm brought in after this to say hey if we had to do something where would we spend it in order to really boost our overall score. So when we think about the overall level of satisfaction, there are sometimes if we isolated and this might not be the most popular thing to say in a in a uh in the context of the organization, but sometimes when we pull out something that we think is important, something that is driving what we think is dragging the score down, we isolate that and we analyze it, satisfaction didn't really increase. So if you can read between the lines on that even though we have one item that yes people are dissatisfied with if we isolated that satisfaction overall

038didn't statistically sign uh decrease. So in other words your three your 3 uh four what maybe dropped to or 3.94 dropped to about a 3.9. So it's not a power, but these are okay. And why we say these are powerful is they're highly correlated with satisfaction. So the stronger the correlation with satisfaction, the greater impact they're likely to have on that overall satisfaction score. If we can continue to focus on these things and and really enhance those, right? What are the things that help us ensure that people are satisfied, that they feel valued, that they feel fit in the work, that they're secure in their employment, things like that. it helps to improve that level of satisfaction. Okay. So don't just think about you know the dollars or the numbers think about the impact associated

039with that getting feedback having clarity of expectations things like that. So this is where typically we would look to um if we're saying yeah we want to increase that we want to get it to a n you know 4.0 these are the areas that are going to have the greatest impact. You increase those they're already tied very tightly to overall satisfaction. Does that make sense? Yeah. >> Is it possible to tell um break it down also by a school to see if that changes any of the responses or if there's like an area that maybe we could focus on? >> Yeah, it's a great question. We I do provide additional data and we do over the course of the year often times the district will say, "Hey, we we looked at this. Can you tell

040us a little bit more?" I will always go back and reanalyze or provide additional reports. Um we have looked always uh at are there differences in in workg group in years of service in school you know which schools um administration so we we've looked at layers can I jump in we >> we break down I mean we report to you all in the community as kind of the districtwide but every school gets a breakdown of their exact data and we we meet with them and That's our part of our planning process for next year's work. >> Sure. Yeah. Just what are we gonna do? >> Make sure that we're >> what am I trying to say? Like um >> diving deep. >> Yeah. And really like addressing maybe like if one school has a concern

041in one area and one has more of a concern in another like making sure individualizing or 100%. >> Sorry. But I I think in doing that we can [clears throat] isolate is this just a nuance of a school or is it something that's happening across the entire organization and so um I know Brady and his team has have really done a great job. I think you have a number of work teams last year that worked on some very detailed kinds of things and you can see it in the data it's having an impact. Next slide. So observations overall high level obviously an overall sense of satisfaction has increased um over the last few few years and having it up near 3.4 uh 94 at one point I think we had the conversation can we ever

042get to uh 4.0 No, absolutely. I mean, you have really done a nice job over the last couple of years improving that score. Uh there's improved level of satisfaction with building administrators. There's an improved level of trust in supervisors. Both of those things came out in the data. Uh supervisors have improved their interactions by providing clear direction and useful feedback. Uh the number of comments that requested more feedback uh decreased significantly from last year. Okay. So, that was an area that was of pure focus. I think the district really um embraced that. Additionally, 88% of employees participated in the assessment. Actually, it was a slightly more, but 88% finished it. There was a number that started and didn't quite get to the end. Uh we had to make a determination consistent with in the past.

043If it wasn't complete, we couldn't use the full the full [clears throat] data. Um but uh it's it's a good it's a good solid score and it says people want to be part of this right they are engaged uh compensation identified so in the open-ended questions 31.89% 89% of respondents indicated this is an area of concern for them. Um I think you know if the if the district focuses just on that we might miss the boat right um it is what other things does this organization provide that keep people engaged and this data really gives you a good sense there is a lot more going on here than just about the dollars um professional development and training this is certainly an area that 22% felt we could do better at and they did actually give

044some good insights um which have been shared in terms of how to solve it how to make this more um personalized to the individuals who are participating. Also giving us flexibility or giving staff flexibility in terms of what they choose to um to do with their uh professional development time. And then uh the communication and transparency like I said it has improved. It is still there. Okay? It's not going away. So we can get better. 10% say yeah could still be improved. Which makes sense. We don't we don't have a 5.0 which says everybody is happy. we're somewhere in that phrase which means there are some people that aren't feeling as though they're embraced or that communication and transparency is available to them. Recommendations you know I don't know aside from you know based I

045don't know that you solve compensation simply by throwing money at it. I think you have to understand what are the dynamics here where why do people feel as though they're not adequately compensated and what uh elements can be or what approach can be taken. I think in our conversation, one of the conversations um um Brady and I had around compensation was I maybe people think well we have all this additional support what if we didn't have that we could use that well we still have goals that we have to achieve and it takes people etc. So there there's only so much so much dollars or so many dollars that we really have to work with. I think communicating that out, getting that message out clearly, um there's just some something about the comparison of the

046green grass across the the fence. Is it really as green as what you think, right? Professional development that provide broader development opportunities and flexibility to meet individual needs, I think, is really the walk away point and a lot of comments with respect to that. Um, and then the communication really again not losing sight of the traction that you've already had. Clear expectations, giving people feedback, acknowledging contributions. People want to feel as though they're they matter and the work that they do matters. Um, just stay that course because I think you've done a nice job over the last year in moving those d or that data in the right direction. I think that might have been it. Oh, there's one more. Oh, yeah. The top 10. The walk away top 10 one high rate of participation.

047Keep that in mind. That doesn't happen by accident. So you're doing some things to keep people engaged. They are actually seeing the results. They do the survey. You're doing something with that data, right? You're trying to have that impact. Solid level of um employee satisfaction moving in the right direction. So moving up, continue to move up that you know that 4.0 is not that elusive at this point. uh decreasing the percent of employees who are characterized as dissatisfied. So even though it's not a large percentage, those are those employees if that's a group that grows, it's going to drag your satisfaction down. It's actually the opposite. Yours is going there's fewer and fewer of those employees who are si sticking there at the bottom. Uh employees find purpose in their work. There's mutual respect and

048support among colleagues. Uh these were really strong scores in this area. uh employees are professional and courteous toward each other. Employees are committed to professional development. That's also a positive thing because that means they are willing to do that work on their own as well. Um so it doesn't have to be spoonfed. Uh efforts to enhance communication appear to have had effect. Um again stay the course. Uh employees generally feel secure in their role and building administrators are favorably impacting satisfaction. That's a big one. Some things happen. All right. And I think part of that is if you when we look at the individual school uh schools, what's happening in there that's really driving those scores uh upward. >> Okay. >> Questions? Yeah. >> Can you remind me when the survey took place? >> Yeah.

049Um we do this in November every year. >> Um we hold it out for two and a half weeks. Um and we do reminders. How many reminders this year did you do? Six? Five? >> Oh yeah. And then we you did building competition somehow. >> So >> yeah, the high school the high school won this year which >> the high school one >> unbelievable [laughter] 94% of them >> which so I I give them an update uh it was probably every three or four days on the participation rates by school. >> In fact, I I I stopped over at the middle school during the PD day because they usually get the lunch for having the highest percentage. I completely forgot that it was the high school issue. Okay, >> you forgot. >> Are you slacking?

050>> You letting up? >> I just wanted to do the win over [laughter] a little bit. >> I was just wondering for the people who I'm a person who sometimes I start things and then my children come and distract me and I don't finish it. Um, are there like notifications if you start it and don't finish it? Because like sometimes in your head you think you finished it and you didn't. >> There uh there isn't actually. Let me do that. they get a notification of they have to click on the link to keep so it goes back into their email. So they do get their own self notification but they will get a notification that they didn't complete it. >> Okay. >> I was just curious cuz I think it's easy to like be like

051oh yeah I was doing that and then you don't realize you didn't finish it all. >> So if they didn't finish they can sign back in and a number due. Um I I can tell how long somebody also has their computer on. So there was somebody who had it on for three days [laughter] and that's because it took three days to complete the survey. >> I was going to ask that too. Is there a way within the survey where it tells you how much longer you still have to go >> there? I don't have a timeout. >> So if you say like this takes approximately 10 to 15 minutes blah blah. indicate that in that >> because sometimes you start something and then right you get >> we want people to put their have an

052adequate time >> Yeah. >> to be able to do that. Yeah. >> Any other questions? >> I don't have a question. I'm just uh I appreciate this and I'm very encouraged. I loved hearing the couple times you mentioned things like you know something's happened that's you know >> it tells us something's happening. It doesn't tell us what. That's up to them. Thank you for that. >> Where to look? Yeah, >> I do really appreciate the depth of information. I think it gives us some really good places to dig in and kind of drive our work as well. >> Good. If >> you need anything else, let me know. You can direct that right through the the organization. So, >> thank you very much. >> Thank you. >> All right, we'll move move on to 4B

053WSB and convention learning for those who attended. Yeah, I just figured we'd we'd put this on here. A good number of us were were down at the convention last week, so I just wanted to give people a spot to share some anything they took away or learned from the the thing. >> I'll share a few things real briefly. So, I don't want to take up too much time, but I spent some time on Friday in the technology area. So, I saw um a presentation from Elbrook about their data breach. So one was about cyber security and then on Friday I went to a couple with Adam. But one of them that was really good was from the white Turner and what they shared was how they had their technology team partner um with their executive

054board and for the personalized reason reading plans that go along with X20. What they've done is automated that so that it comes in automatically. So the teachers don't have to write these up on their own. It will pull in data from a database to create the personalized reading plan. And they put in a lot of thought to make this really readable for families. And so everybody gets the feeling of their child and a personalized report on their child. So I thought that that was really exciting of how they they made that work with their tech people and their data people and um also saved teachers time. So, I thought that was just a great presentation, but lots of good stuff at convention. Now he's come home inspired and ready to do some more work. Um,

055I was able to be there all three days as well. Um, and I found it kind of interesting because every time I go to one of these conventions, I feel like I have this like almost like running trend that I seem just that seems to happen. And this year, um, it also correlated with your survey. It was a lot about trusting staff as professionals and letting them take risks and be safe to take those risks to be innovative without the consequences of these big things. As we talk about moving scores forward, just letting them be the professionals that they are. Um, and then a lot with stress management. Um, we know that there's been a lot of teachers have left the profession at our breakfast. I think he has said 600,000 teachers across across the

056country have left the profession entirely over the last several years. Um, so that really tells you that we're putting a lot on teachers plates and we see that even with the compensation and um, not feeling acknowledged. So, we really need to make sure we're keeping an eye on that. Um, I went on Thursday and Friday um, and was also at the breakfast and the keynote speakers were amazing. Um, and I think the theme of a bunch of the ones that I went to, or at least several, had to do with engagement. Um, there was one where it had to do with community engagement. There's one where it had to do with parents and engagement, one that had like a parent focus group listening sessions, and then one that had to do with students voices and

057student belonging. So, um I think there [clears throat] was just a lot of really great information in those for us to look at and consider and think about um how we do that and how else we can improve. >> um I attended I've liked the keynote. Every year I found something good, so I've always looked forward to that. Um I attended a session on AI just because I was curious and it was really sort of just exploring like implications in school and um some some things to think about and then I one about um student what was it called? It was called academic accountability and there was a quote that they put up on the slide that I actually have that I just want to read because it really resonated with me about the school

058board's role in um student academic progress. And the quote is, "The most powerful and essential job for a school board is to provide a school district with clear direction towards expected student outcomes, regularly monitor progress towards goals, model a culture of accountability, support, and continuous improvement, and then let the professionals do the work they've been hired to do. So that that particular session was a really good mixture of both [clears throat] um school staff's role and what they could do and then also it had that obviously because it's a schoolboard convention the piece the governance piece and the strategy and vision piece. So um that really resonated with me. So, I was there on Wednesday and Thursday and uh Wednesday was uh I went to all financial stuff and I'll get back to that. But

059on Thursday, I went to several of them, but the one that was really um uh interesting was it's called learning learning places matter, the third educator room. So, it was basically, you know, what we put in that room and how students react to it. And I and there was a bunch of questions and things I got from it and I was able to go right downstairs to the vendor floor and talk to Frey Frey, excuse me. And um a lot of those things that are addressed in our in the the three new classrooms over at Edertton and and the chemistry labs over here at the high school. So I was really really happy and with the with the uh with the new building for the swimming pool. So I was really happy that we're on

060it. we're getting the latest and the greatest and all stuff. [clears throat] And then um one of the one of the uh finances uh was the importance of a highly qualified business manager. [laughter] But uh and I think we have a very high qualified business manager. However, uh they were I got to say I was very proud a very proud school board member because they asked uh a open question to the whole group to the whole room how many are in operational referendum and I would say I and maybe one other person weren't and I have to thank all our staff members, previous administrations, previous board members. uh my mentor uh Bernie Shaw harped on me and that all the time that if we're taken from our from our fund balance to pay bills and

061and it's it's just not right and something's wrong. And so I was very proud of that. I'm very proud of this district after hearing and seeing what other districts are going through financially. And if if your financial house isn't in order, your educational house is not going to be in order. To me, it's that simple. So I was very proud to be a Whitney board [clears throat] member at that time and I and I as well the speakers were phenomenal. Uh the dude at the breakfast was he was high I don't know how he sleeps at night but he's so high energy. So um and most of them never felt leather like we had here. One was from Louisiana, one was from Georgia. >> I don't know where the other one was from but yeah

062like I I don't know about this stuff and I ain't going back. So the guy from Louisiana, he was getting he was on the plane this morning and heading out that night. >> Yeah. [laughter] >> So it was wonderful. You know, I've been to like 13 of these and it it's always a challenge to find something new because some of the stuff is retreaded, but um but there is new stuff out there. So >> I went on Wednesday. Um it's difficult trying to pick things to kind of attend because they give descriptions. You go in thinking it's one thing and then it's completely something else. Like one of them was building a data informed student driven district. I sat in on that for about 15 minutes and realized that these are people who were just

063putting data together and making improvements on that. So, it really gives me, as Quinn had said, a sense of pride in what we do because some of these districts are just well behind where we're at. So, that that makes me proud of that. And then another one was moving a strategic plan into strategic action. And I caught like the tail end of it, but again, we've we're on another strategic plan already. We've been through it before. We know how to [clears throat] put one together. We know what is important. We know where to distribute resources. We don't have to pull from one thing or another. We know what's important to us and where we want to go. So, that was another thing where it's like, okay, well, it it's great to hear that, but I

064didn't get a whole lot out of that. Um, as the delegate assembly went, um, we talked last time, I think it was the last time about, uh, pro a proposed amendment to the bylaws that did not pass. Uh, somebody actually asked the district that had proposed this amendment. Well, why are you doing this? And they said, well, everything that we're for gets voted down. Everything that we're against gets voted forward. And they said, well, can you provide us with some examples? and the school board member wasn't able to provide some solid examples during that time. So, that didn't happen. Um, there's a lot of interesting things that did pass in terms of there's one about um let me look at the exact term here because there was I don't want to misconrue it was related

065to drug use um and supporting students in that type of situation. And that one passed and it was like them advocating for a certain amount per pupil. And there's a few other things that were like that where it's like that that sounds great, but there's only so much money for everybody in the state without somebody being like, "Hey, you can't take anymore. Where is this going to go?" Um, other than that, it it seemed to be pretty straightforward. Um there wasn't a whole lot a lot of people understood like okay we're just retreading this and calling the question. So it didn't go for five hours like it has in the past. But um there was just some things for uh a big one was the decoupling not decoupling and the majority were in favor of

066not decoupling um as it relates to private schools. So that was pretty much the big one. Um, >> you guys have something with school or with asking legislators to for school funding as well, correct? I think there's a press release about that. >> Yeah, there was one where it was for special education, I believe, and it was there was an emergency resolution to create a subsection to 2.31 funding for children with disabilities. And then it was WASB supports legislation to provide the additional funding that is necessary to meet the estimated special education categorical aid reimbursement rate when original sum certain appropriation has been determined to not meet the bianual budget reimbursement rate. I didn't take a picture of that one because they didn't have it on the package. Uh, I want to point out for

067anybody who's here who doesn't know, um, Jesse goes to this delegate assembly every year and he gives up at least a half a day of other options he could do to sit in this, um, delegation and represent us as our advocacy arm of WASB and it's really an important piece. So, thank you so much for doing that. That allows all the rest of us to go to other sessions and learn other things and because he does that for our district. Yeah, it's quite interesting hearing where other districts priorities are and the ones that are truly there for advocacy and then the ones that are there kind of of well I want to say my piece on this well that's great I respect your opinion but that's not moving forward with the things that are going

068to benefit everyone like again the um special education that that's a huge one so I I don't know anybody who would be opposed to supporting And there is also so that came out of this conference but also the five largest school districts also came out of this conference with a resolution to ask the legislature to correct the special ed funding because they have given us far less than was expected and there is a larger surplus than expected. So, there is money. They haven't been funding it, like they said, if they could release those funds to fund special ed. Um, and all of us can reach out to legislators, including people watching, >> if that's important to you. >> Any unique items from the vendor floor, Jesse? >> Um, there's one that always has like unique

069socks, so I take those and do them with my kids. But I normally don't grab two of things because >> it it's [clears throat] like, okay, well, I took my one and I move on. So then it kind of causes trouble at home because it's like, all right, well, you get to pick. Here are the things. Split them up evenly how you want them. >> Ask Quinn about cookies. >> I like cookies. [laughter] There were some individually packaged ones. I did grab two of those. >> We also learned that PMI changed their name. >> It's got a T in it. be >> and some work for the company and some don't. >> That's all true. >> All right. If there's nothing else for 4B, we'll move move on to 4C, superintendent report. >> All right.

070So, um some of you stole my thunder uh with my report, so I'll go probably go a little quicker than usual. Um first thing, uh last Monday we obviously had the had a day off. Students had a day off. Our staff was hard at work uh here within our buildings. So, we had uh some district supported time at the beginning in the beginning and then in the afternoon was uh back at their buildings to do uh various activities and work with them to catch up on. As Cassie mentioned, um we received a donate donation of pickle ball equipment from Ace Pickle Ball Club in Brookfield. Uh so that'll be great for our um our PE classes here. um Hills Corners uh last week and then Edertton tonight had their 4K orientation night or or learned

071about 4K. So, uh we're excited. That's uh that's the Whitmill High School class of 2040 that uh he's here the last couple days learning about the options that we have here. >> Um then obviously we attended we all several of us attended the uh the convention. Um though we did not have school on Friday. Um, Mr. Sivert and a bunch of WMS students and families went to the Bucks game that evening in the freezing cold uh weather. That was their PBIS celebration. Uh Karen mentioned uh uh some data security. Uh I just I just want to kind of heap praise on Tony, our our te uh the lead of our our tech department. Um you know, just and as well as the responsiveness of our our staff. We've had two recent attempts to get us

072and uh both of those were um avoided. One was through our accounts payable uh department. There was actually uh someone that reached out to them saying you need to pay this $60,000. By the way, here's an email from the superintendent, Brady Ranky, and there was a like a fake email within the body. And uh so it was great. Uh, back to just the the communication that we have. Uh, our accounts payable person called John and said, "Uh, is Brady really was have you guys talked about 60 grand?" And then John called me and said, "Um, I think we're getting hacked or trying to get hacked." And I, yeah, I think so. Um, back to, you know, Quinn's question, John and I, a purchase that big, John and I would have talked about about 600 times.

073Uh, so that that was great. And then um actually so we we got that one taken care of and then um this last weekend I don't know if you any of you you saw my email but I was standing at the wrestling tournament um and I got I started getting texts from principles that said hey did you send something out and I was like uh no and um then I started Brock came over our athletic director came over and said hey I think something's happening. So, I I I got an email really quick and um yeah, somebody had logged in or stolen an account, an email account from a school district in New Jersey that sent an email that said Freddy Ranky is requesting you to do this. And it's basically said the HR department

074is conducting an investigation. Please click on this link to see if you're one person that needs to contact HR. So, uh, within a matter of minutes, I was able to then contact Tony, who's our technology director, and, um, he shut the email down. So, it may have been more accounts, but he got it out of there. Uh, contacted the school in New Jersey and said, "Hey, I think you guys, somebody stole an email here." And then also, um, was able to send out something to our staff and say, "Hey, if you happen to click on that, you better change your password." So, uh, some some really great, uh, awareness there for our whole, uh, team, which is really awesome. [clears throat] Uh, I want to congratulate our girls volleyball team. They were nominated, uh, by

075the high school girls volleyball association officials association uh, for a sportsmanship award. Uh, so we're really looking uh, forward to hopefully winning that award. Um, we had the battle of the birds with the boys losing and the girls winning. we went to to Greenfield. So, sorry, Quinn. >> Oh, she didn't say I was We just had our board meeting and she didn't say anything. >> Yeah. Um really excited. Nice that New Berlin Eisenhower is allowing us to host a boys swim meet there, senior night, uh tomorrow night, I believe. And then, like I said, we hosted the a wrestling uh team dual tournament and then on Saturday and then the dance team was at regionals. So, um, we're starting to get to that end of the season for our sports and, um, we're excited to

076look looking forward to WIA competition coming up. So, that's what I have for you guys. [clears throat] Right. Move on to 4D, school board liaison reports. Let's go down the list of the way it's organized here. Um, middle school PTO met on the 14th. Uh they are having an eat and earn fundraiser at Kudova on 76 in Edmonton on February 11th starting at 4 pm. They're also doing a fundraiser uh cookie grams. You can send a cookie gram to a student. Uh it is $4 and the cookie grams go out on the 13th [clears throat] of February. They have the link on their Facebook page I believe for that. And then I believe they're also potentially still looking for volunteers for their school dance which is also on the 13th. Right. Move on to Edertton

077PTO. >> Yeah. So most um pressing is Wednesday. If you don't feel like cooking dinner, there is an eat dinner for Edertton at Chipotle um by 84 South from 5:00 to 9:00. So skip cooking dinner. Come get some burritos or tacos. Our next meeting is the 5th of February at 6 PM in the library. We are looking for several positions for the PTO to be filled, some volunteers to run some um fundraising things, some family events, different things. So, if you're have availability and would like to volunteer for the PTO, we have a lot of our our current volunteers have kids who are moving on to middle school, so we need some new ones. And then save the date school, our family fun dance is February 27th. that will it acts as just a fun

078activity as well as a fundraiser. We have silent auction and raffle. We they've already gotten over $7,000 in donations. So, thank you to all the businesses that have donated and make sure you watch out for that silent auction to come out. It is all online. So, even if you don't go to the dance, you can participate. And then, um other save the date is March 26th. We have our all school zoo field trip and anybody who wants to volunteer to attend with their students, we accept all volunteers for that and it's a really fun all school field trip. >> Sounds good. HC PTO. >> Uh we had our January meeting last week. Couple big things. Um deciding on what we'll fundra for for knowledge, which is one of the bigger fundraisers of the year. We're

079looking at like upgrades to playground equipment and field day. Fun things will probably be um what the fundraiser is for. Um general updates around things. There's conferences coming up [clears throat] in like three weeks. So is that right? Yeah. Then [clears throat] uh the PTO does I think it's like the 12th and 13th of February supplies meals for teachers and staff during those days. So there's always opportunities to donate there. Um and then there will be another meeting February I want to say 10th, but don't quote me on that. And then March 17th. Um, and I think that's about all the highlights. >> That's good. Music. >> All right. Um, advanced choir is visiting eighth graders next week to sing and talk about high school. Uh, so they're going to the middle school to kind

080of recruit. Um, there the high school band choir and orchestra students have an opportunity to go to an MSO concert. Vibrant Vivaldi on February 12th. So tickets will be first come first serve. Um auditions for high school musical, which the middle school is putting on, is ongoing. Um there are middle school and high school students working on their solo ensemble pieces for uh the event in March. Oh, the high school choir is going to perform at the Admiral's game on February 18th. And there was some talk about how in January through August of 27 due to the referendum, there's not auditorium available and talk about where the concerts are going to be. I'm guessing that's probably already a conversation that's happening. Um, information about summer school. Uh, jazz band is also going to be going

081to the middle school to recruit. The Fourth of July parade is happening. Um, and they need uh students to register for this. And oh, basketball pep band is starting and pizza will be provided by the music boosters for two of the games, likely the first and last. They're also doing pep band for the shooting stars and transitional ed and life skills class basketball game. Uh, the date is to be determined at this point. Um, let's see. and uh senior scholarships application info will be out in early February. So I think that is the highlights. >> All right, Greenfield, Park and Wreck. So, we just met this past Thursday and uh the biggest thing was uh going on getting that donation is uh Greenfield is going to have uh four pickle ball courts at the Dan

082Jansen Park which is uh 74th from home just I think it's just south of Leighton. Uh probably if everything goes right midsummer they'll have them. So um that's it. >> All right. Those corners park and wreck. So, I have nothing specifically for park and wreck, but adjacent Hills Corner is is already looking for volunteers for July 4th for their park activities. Think about that. >> Sounds good. SWSA. >> Yeah, I was not able to attend the last meeting and I think Brady sent out a update in our last board update. >> All right, sounds good. We will move on to 5A final referendum bond issue with PMA. >> Uh the presentation >> this is >> no presentations in the general. You got the top. [clears throat] >> That's the one I can't see. >> The

083admin one. >> The bottom one. I'm sorry. I'm sorry. Yeah. >> Are you getting? >> Yeah. Well, I think everybody knows uh Eric, he's been here the third time and the last which you'll find out soon. [laughter] So, um at least for a long time. Um so, uh he'll just be presenting the final bond issue like he has the other previous two times. >> Yep. follow up on Quinn's point just to give a little bit context. So last time we met I was operating under PMA securities. I still am today but um since last time we I was here presenting our firm PMA actually merged with another national firm called PTA. Um so we operate in a couple different spaces. One that we're talking about tonight is on the debt issuance side but we also

084do a lot of investing for funds for public entities. And so PTA was a competitor of ours didn't really operate in the same states. They don't have a presence here in Wisconsin. So through that merger, our marketing team got really creative and just added the T from them and kept the MA with us. So now we're PTMA. But sometimes these business units because we're highly regulated by the SEC and FINRA take a extended period of time to get all the regulatory paperwork done before we transition our name for the bond issuing side to PTMA. So to Quint's point, we still do operate under PMA securities. Just to kind of give you a little background on that. Uh what I wanted to start out by doing is just do a little rehash on what's already been

085issued for the total 79.1 million authority. So initially back in December of 2024, we issued almost 14.5 million. And on both of these issuances, there was a key strategy underlying that we had discussed. So, if we were to stay under $15 million in a calendar year, we're able to invest those funds and they would not be subject to what we call arbitrage, which means that you weren't subject to a potential rebate penalty back to the federal government because you earned too much in the in the IRS's eyes. So, each of these issuances, the first one done in December of 24 and then the follow-up 14 million in April of 2025, are both not subject to arbitrage. So what we were able to do with that, to put that into context, is we were able to

086invest almost 22 or 23 million out of that 28.5 million all the way out to be the last dollar spent. And so that's turnurning a lot more interest and flexibility for the school district as it relates to the project and what you can do above the 79.1 million. So, both of those issuances um were were done 20-year amortization and you can see listed there are the all-inclusive rates and I'll talk about what we're seeing for the final issuance here in a second. On the next slide, we looked at a couple of different opportunities um with John. So, we do have the ability from a cash flow perspective to do two more issues, but really every time we issue it cost the school district money. There's fees associated with rating agencies, fiscal agents, our fee, bond

087council. So, if we're able to minimize the remaining issuances, it is always more um less costly for for for a school district to do so. So, we're here this evening to lay out the plan to issue the remaining $50.65 million as it lists there. The sale date is currently scheduled for February 9th, 2026. That is a regularly scheduled board meeting. So, we'll go through the process to get everything ready for your consideration that evening like you've done two times already. With that timeline, the funds would close on March 2nd, [clears throat] 2026. So, the district would receive that final 50.65 million in the bank to cover upcoming cash flow needs and also to continue to gain investments. It would be a 20 20-year amortization just like the first two. And currently, the all-inclusive rate is

088projected around 4.1%. And I'm hopeful that we would beat that. But when we track uh deals that have been done here in January to dates, that's kind of our our projection with a little bit of of push on top of that. Goals of the upcoming financing are to fund the financial final phases of the construction project. Um of course earn interest on the proceeds and once that is executed, the all $79.1 million would be fixed. But as we talked about in the last two issuances, this would have a call feature in eight years. So if interest rates on the issuance were to look better 8 years from now on this specific issuance, future boards or if you're still on the board, you would be able to consider refinancing to lower your interest expense at that

089point in time. So there is flexibility built into all of these issuances similar to that. Very quickly, um not spending a lot of time on this, but just give you a little perspective on where interest rates have been. So this dates back to January 1st of 2025. You see there's three lines. The bottom line is for a 5-year issuance. The green line is for a 10-year issuance. And the top line, which we're here considering this evening and for future approval, is a 20-year issuance. Um, if you look in that March to April window, that's when we issued the the last 14 million last year, and that was um unfortunate for the school district, but very well timed because you see that spike, which is when tariff discussions really came about. So tariff discussions came about,

090the market reacted and spiked up and then as those kind of were put on pause until a lot was figured out, you saw they came back down. And what I would also point to is starting in September of 2025, we've kind seen a slight decline as well as a renormalization of what we would expect the interest rates to be um in in the marketplace. There still is value u between the different disparities, especially the 10 to 20 year, but when we look at a 10-year issuance for the remaining debt, it puts a lot of pressure on the local tax levy and those commitments that were put in place pre-referendum. So, unfortunately, as we sit here today, we're not able to grab that 25 basis point differential between the two, but just wanted to give you

091a little bit of update on where the interest rates look right now. Finally, on the last page, a lot of numbers there. Um the first two issuances like I talked about are already fixed with um secured amortization and interest rates. The projected amortization for the 15.65 million still is a little squishy based on the final interest expense. But what I would point to is what we're able to do, we talked about it's a little bit small, but if you have it up on your screen, is we're able to lock in the levy required over the next 20 years to repay the debt at 5.2 million, which beats the projection and expectation pre-referendum. So excited that we're able to lock that in and have a flat levy. So even if property values increase, the mill rate

092associated [clears throat] with debt service will continue to to decline as we fix that at a roughly $5.2 million figure. So with that, I can pause and certainly answer any questions you have. >> Eric, would it be possible to get a report as to uh where or how you saved this money through this process and what the final cost of your service was? Yep. Absolutely. >> That'd be great. >> We can integrate that into kind of the final um presentation talking about the cost savings as well as the cost associated with our services. >> Good. Thank you. >> Yeah. >> Any other questions? >> I know you talked about in the future being able to refinance and I'm assuming there's additional costs with that process as well. >> Correct. Yep. Right. If there are no

093other questions, thank you very much. >> Thank you. >> All right, we'll move on to six action 6A. Do I have a motion to approve 6A as presented? >> So moved. >> Second. >> Any discussion? >> I'll just throw that out there. Nothing has changed since. >> All right. All in favor? >> Opposed? Seeing none, 6A carries. I will move to approve 6B as presented. >> A second. >> Any discussion? >> One small uh just typo we corrected. Alicia pointed out that in number nine on one of them it said 2025. It should have said 2027. I changed that and u so other than that nothing has changed. >> Sounds good. All in favor? >> I opposed. See that 6B passes. Do I have a motion to approve 6C? Consider Neiola policy update 35.1. >>

094Um, >> just approve that. >> Right. I'll second that. Is there any discussion around 6C? The only thing that uh I changed and I I sent an email is we I the technology policy or the uh personal communication devices policy. I pulled that out because I wanted to just sh talk a little bit more about that. So that that was originally in all the the updates. I I pulled it out. So other than that, nothing has changed. >> All right. All in favor? >> I oppose. >> All right. 6C passes. We go on to 6D. Do I have a motion to approve 6D? Consider updating the student support organization policies. >> So moved. We'll second. >> Any discussion? >> Go ahead. Nothing has changed. >> Any discussion? All in favor? >> Opposed? 6D carries. Do

095I have a motion to approve 6E consider policy 5136 personal communication devices? >> So move on second. >> All right. Any discussion? >> Yes. Oh, sorry. Go ahead. >> I will um I'll just start uh why it was we pulled it from the packet. Um, first just just you know so everybody knows this policy was written through NEOA by Niola uh with their attorneys and um the their work. So everything that's in it is part of you know act 42. Um the the other the reason we pulled it out is because um if if you were to approve it tonight, that would mean tomorrow this would be the policy of the district. And very likely um our high school and possibly our middle school may be out of compliance with the policy you set. And

096one of our jobs is to make sure that we're following all of your policies. So, we're recommending that you approve the language of the policy to be put into effect on April 1st >> [snorts and clears throat] >> uh 2026. What that does then is it essentially gives us a runway um to address some of the issues that these two uh young men talked about tonight uh specifically around [clears throat] um the um the educational purposes. Uh I spoke with the I've spoken at length with the high school administration about okay we we need to be we we need to have a common understanding across the building what the educational things would be. And so some of the things that I think these young men uh brought up for using their personal computers may be

097a legitimate educational uh use uh for their personal computers i.e. we need to use them because the computers we have run a little bit more uh better or efficient for the programs we need than our current programs. So that gives our administration time to put them into place that that into place so we can be in compliance with your policy. Uh one of the things that we found is in in the old policy the language in the old policy was very similar. Um however there was some I think um miscommunic not miscommunication but uh um misunderstandings or one teacher was really hard on things where you got to turn everything in. One teacher was like you know do do what you want. Um and so we have to we have to reel that in and

098really get really consistent with that policy. So for that reason that's why we're putting it in. The other reason I we pulled it out is um when we when we we looked at the K5 section of the policy and the the old policy said um kids need to keep their cell phones or or whatever in their backpacks when they're at school and they there needs to be a form filled out by the family. Um when we asked um Magnamorei like okay what what does the form look like? We've never had a form or or used a form. So, actually the district for many years has been out of compliance with that policy. Um, when we spoke to them and then I spoke with John from Miola, uh, he said, "Yeah, not many districts have that

099particular thing in their policy." Uh so it might be easiest and less uh difficult uh and easier to enforce if you have don't have that because if you think about it all of a sudden somebody sees a kid with a phone in fifth grade out in they they need to you know they say put it away then the administrator has to go back to the office and figure out okay did that kid turn in the form I need to go look for my form things like that it's just a it's a little bit of a challenging situation for our princip So again, nothing has changed with the policy other than we're recommending that we put it in effect until uh or by April 1st. That gives us about a quarter, the high school specifically, a

100quarter to get some of these things uh worked out and then just that one strike out. So, I have a couple of thoughts um given the student comments tonight. And one is I'm wondering what the effect would be if we amended the motion to strike item C laptop computers from this policy. Brady, do you have any feedback on that for us? >> Well, I I >> specifically says it in act 42. It lists laptop. >> Yeah, that's that's my only feedback on that would be that >> [snorts] >> you know, Niola's uh legal [clears throat] team has looked at the the policy and felt the need to write it as such. Um, again, I think it goes back to the interpretation of our teachers uh and or our administrators at the school on educational purposes.

101>> Okay. look at just hold on. Um the other my other thought is perhaps what we should do [snorts] is not take action on this tonight and kick it down. We have some time before April 1st to explore this policy further. So that's my other thought at this moment. >> Yeah. I don't I don't think the policy is going to change though. I mean to Alicia's point, this is what the law says. >> Yeah. Unfortunately, it specifically says it in the law. like on a Wisconsin state legislature play page, cellular telephone, tablet, computer, laptop computer, gaming device. So what we need to figure out then is how to write what is used in the district for like saying what's acceptable use. >> Correct. And that's that's >> and that's outside of this policy. >> That's

102outside of the policy. The the it's the implementation of having a consistent message across. >> Yeah. So unfortunately we can't change the language in the policy but we can >> I mean >> write our own like procedures for how to address it within the schools. >> So I thank you Brady that did really clarify a lot and knowing that you're going to like work through to address what the students and I appreciate the students coming. It takes a lot of courage to come and and speak for something. So I really appreciate that and it's important that we consider them in our decision-m what I do have a question about is do we provide other uh computer devices or rooms that are up todate where some these types of computing can happen so we can data

103>> I do think it's a conversation we we we need to continue to have uh we know we know we moved to the Chromebooks a few years ago um for our staff for you know for our students I do think there's some updated technology, but it's something that >> we have access in the high school at least for like a computer lab with state-of-the-art. >> Yeah. I can't speak exactly to what we have >> from a technology stand. >> We got a principal here. >> Yeah, we do. We have a computer lab um that is used for classes. So, a lot of times during the day there is classes in there. So there's not like a free and open computer lab with upstate up toate technology. >> Okay. I'm just going to finish my thought.

104So I do feel confident that you'll address this situation with the educational. So [clears throat] if we move forward with this there's this other issue that will be addressed throughout. Um to build on that, my question is similar, but if there's students like the AutoCAD as an example, >> is there allowance from a personal device issued by the school standpoint that certain students with certain needs would get a schoolisssued laptop with higher computing power power that would allow for us to be compliant around the things like recording and cameras and u monitoring the websites that they go to. Maybe that's something to explore where it's a compromise where we're compliant with the law, but maybe there's a certain number of h higher power devices that are issued to students in, you know, a tech class

105that want to be able to do work at home. So that also then they don't have to purchase software because some of those softwares are pretty expensive. So I'm offering that for for your consideration. >> Certainly something we can we can look into. >> Then that's a maybe a middle ground. We're compliant but the students still are mobile in their ability to do some of their higher powered computing. So, I'm actually kind of feeling a little confused because I do feel like a lot of these issues are already addressed in this policy. Um, there's an entire section at the bottom of page two um to three on this policy that says students use of PCDs in the following circumstances will not be considered a violation of this policy. And section D is for educational purposes.

106student use is authorized by a teacher or legit for legitimate educational purposes during instructional time as described above. So those would provide those exceptions for them to use their own laptops if it meets the if you need different computing needs. Now obviously that is an implementation thing where there needs to be a clear message to staff and training and that may not be happening yet because this is a new policy and there's growing pains. Um but it's in this policy already. And [clears throat] then as far as the recording, the language around that has a lot more to do with consent and making sure that they're recording with consent, which is an important piece of the law and an important piece to responsible use. So I do feel like a lot of these concerns are

107built into this as it pertains to the law. It just might not be implemented completely [clears throat] that way yet because it's brand new where staff is just learning it. And so there's going to be the growing pains with that. So I do think there is that. And I know that when we talked about computer purchases, they talked about we brought up the fact that these might not be the right fit for every student and they do have other options for CAD and for other students who need it with disabilities. They can provide different types of devices. So there are options already built into our policies and practices for those concerns. It just might not be happening right this moment because this is brand new. >> So we don't have procedures as to how because

108you have the policy and you have procedures, right? Yeah, there's no I mean there's no proced the the the thought the the thought process is to have the board approve the language of the policy to be in in place by April 1st so that it gives the high school administration time specifically the high school administration because that's where to have those procedures up and running and in place. they've started doing it as as the gentleman mentioned um at the at the turn of the semester. Uh but yeah, things like to to Sarah's point um you know d the educational purposes, right? I think one of the things that that we've we've run into issues with in the past with a policy like this and this was really more specific towards cell phones is that every

109teacher had a different expectation. [snorts] So any classroom you walked into could have a different expectation. So part of the work that we've tasked the high school with is to get everybody on the same page so everybody has an understanding of in this classroom what is it or in every classroom what does it look like and what is educationally acceptable. >> So we have till April 1st. >> Yeah. >> Well I'm opposed to voting for this if I don't have all the information. I don't know how I can vote yay or nay. >> Well, I mean the >> Well, >> nothing about the policy is going to change. >> Nothing about the policy is going to change it. No. >> But we're going to we're going to have some procedures in place for staff to

110understand the policy to skirt the policy. >> Not to not to skirt the policy, just to what what's the what's the educational educational purposes? I mean that's that's that's the discussion that staff is going to have is okay what what are the educational purposes >> and and why can't staff >> if you say nothing's going to change between now why can't staff bring us those procedures that they're going to follow >> they can >> and but it won't prior prior to April 1st and have legal have Nola give their consent to So what I'm what I'm concerned about is if we have this in place and then we go outside of this, will Neol back us? >> They will. We talked to John about that. In fact, John was the one that worked with us

111on putting in the the educ what what it is across the building for educational um uh purposes. So going back to the policy, one of my concerns is when it talks [clears throat] about educational purposes as or during instructional time as described above, is it talking about that's not very specific and I think that the students have brought forward a very valid use of laptops um for when the laptop, the Chromebook capability is not enough for their legitimate educational needs. And so what I would like to see is the policy modified to include a specific mention of laptops for coursework, you know, and that might be blessed by an instructor, but then it would I I we don't necessarily want a teacher saying, "Oh, yeah, you can use your cell phone for this web press

112and this photo sack scavenger hunt and all these other things that we're doing with cell phones." So then cell phones are out around the school all the time and you can't really tell that you have any um compliance with the law. But here we have a very specific use case for laptops by students for educational purposes and I would like to see that written directly into this policy or referred to directly in this policy. If we complete I think we can do that and if we completely cannot do that then I would like to see the admin come to us with your procedures before we take a vote on this. So I guess at this point I would be in favor of tableabling this to um the second meeting in February we so so we

113have more time to explore it. I haven't had a chance to speak yet, so I'm going to go really quick and then we'll go to YouTube as we go back around. Um, the part that I'm seeing here is, and I I think it was mentioned in the comment of accept as authorized by a teacher, administrator, or IEP team. So, I guess I'm fine with the way that this is written if it goes along the route of it's very clearly communicated to students. If you have needs outside of the Chromebook, you need to fill out whatever request form it is and say, "I need an exception to have this at school because of these reasons." That way we're not scrambling to find out, okay, we need 15 different devices because this class uses this and this

114one uses this and what are the statistics that we need on on these because those some of those devices that run CAD software are very expensive. They're not cheap. Um, not saying that we can't afford to do that, but then you're scrambling to do a study on which ones do we need? Can we loan them out to students? What is a student's liability and responsibility for this device if it breaks? Because breaking one of these is clearly different than breaking one of those. Not saying that they would, but it's a possibility. Accidents happen. So, I would need I I'm fine with the policy, but then I would need something before well before saying here's the exception that we have available. Here's how students can apply to it. um and communicating it to students or having

115you know some sort of input from them saying okay this is what I need to do am I good for the whole year if I say I'm taking this class for a year I have this on my file I have my laptop here it is here's my whatever it may be and having staff know okay they have an exception I'm not going to be on their case about it because I know that they have it now if they're doing it in a class that require that device, then that's a different story. But if it's, hey, I have individual study time. I'm working on my stuff here. This is what I need to do it. I see no issue with that. So, I'm fine with the way it is as long as there is a means

116for those students to be able to obtain that permission. Go here. >> Yeah. And my concern with adding specific things to the policy like saying laptop for CAD or for a particular class or something. I think that that can ultimately become limiting versus saying as it's written except as authorized by a teacher administrator or IEP team like I can't remember who was that was mentioning um about like okay so is there a form that we fill out that says they meet this need for having to for being able to use their own laptop and also too with even with what you were saying about updating the software I'm sure there's lots of different updates to many different software that you use for different purposes for different courses and I could see that becoming like cost

117prohibitive or just challenging to keep up with what's the most recent for the school district to maintain on the devices that we have and do we have the right system that can run it at the right speed even for it to be useful or whatever. Um, so I think having it read the way that it reads is fine and then building in those procedures that define that clearly define what they can be used for outside of the policy. Um, I wonder if we're getting a little bit too in the weeds on this too, though. um it's our job to set the policy which this is the policy that aligns with the law but then we let them do the procedures and implementation and I do agree that there needs to be more clear communication with

118staff and students and families about how to use a personal device when you can when you can't and how to implement this. However, I do wonder if that's really not our work as a board and if that's more administrative work and there's obviously work that has to be done there. But from a policy standpoint, this policy aligns with the law that we have to approve. And so I don't necessarily um have any issue um approving it from that standpoint. I also agree with Alicia that if you start putting specifics in there about this is when you can use a laptop, this is when or specific to that device. What about an iPad if it's needed for something because somebody needs touchscreen? Like you're getting down this rabbit hole of being so specific that it is

119going to make it harder to be in compliance. Um and it's going to be create it just can create a mess which is why it's left in this kind of legal language. And so I don't want to word smith it to pieces on that specific. Um, I think leaving the ability for the district to be able to implement it is important. When someone brings a current state, when someone brings a personal device to school and they access our network or internet on their personal device, are there constraints with like in on our Wi-Fi network you can't access certain things? Um, and I think about like a use case realistically. Well, yeah, I'll just put my cell phone in my pocket and log use my hotspot and then get around it. Um, which people are going

120to find a way around things. That's why I go back to um for those circumstances that were flagged here as like nuance, maybe we don't need to change the wording, but maybe we get around it by saying, you know, if we're committed to a certain type of coursework, just using AutoCAD as an example. I haven't been around it in a long time, but I mean, it's like very like $1,000 a year or something to buy for a student to use on their personal device anyway. I don't know maybe families are but you know that's a sort of a different story but um do we feel going back to my like original question do we feel confident [clears throat] that in the instance where it would be allowable according to the legal language educational purposes the

121intent of the there's an intent here in the law that I'm considering too as I say this out loud out around if they use their personal device for educational purposes, are we still being compliant compliant and quote unquote with the intent of the law if they're able to get around restrictions that the school district can put in place on a school issued device? >> I don't mean to interrupt you, but in the policy itself, it actually identifies the student accesses content not available through the district's filtered network. student is solely liable for the content in accordance with policy 7546. >> Yeah, but I know like that says that, but my curiosity is like actual use case. Like they're liable for it, but also we it'll it'll impact how I vote about whether or not we

122have any control over that because of our network. Not not saying liability, more around can they actually get to things we don't want them to get on their personal device. If a I mean if a student is if somebody's on our network I mean our our filters kick in >> like with a cell phone obviously they can use their data plan but I'm talking like laptops specifically >> and that's yeah I mean >> some of those have their own networks too. So like no she's just saying I'm asking a general question if I are you if I understand your question are you asking if I don't want to put words in your mouth. You're asking if they're on a a laptop versus a cell phone and they're accessing our network. It should be >> my

123understanding of it, it should be the same in terms of how it's logged out >> regardless of which it's a school issue device. >> It's all it's all the same way. >> Yeah. So, for instance, if if I'm if I'm on my cell phone on the >> cell phone Yeah. I'm saying I'm saying like a laptop where they a non wifi enabled non internet plan like a typical PC laptop or a Mac or whatever. Correct. >> I was curious about the Wi-Fi network. >> The proxy filter is the same. Okay. Thank you. >> Yes. >> Um I have a question. >> Yes. when you were saying you would take care of the whole um educational use um would that be consistent so that there wouldn't be this teacher says educational use this teacher says that's

124a student so educational use is educational use is educational use >> like if he if a student has a laptop in one room takes it to the next room and the teacher's like >> everybody has the same expectation >> and you know bring those to us yeah we can certainly bring to the board. >> Yeah. Um the one thing about AppSt is it's a Chrome extension for GoG Guardian, which is how our teachers monitor their activity on their Chromebooks and it would not work from a laptop. So they would be in unmonitored use. >> Yes, there are they blocked, but the teacher also couldn't monitor what they were doing. So even if it were a school issued laptop, >> a school issued laptop, I think it would be different. >> Yeah, that's the direction that

125feels like the best compromise to me. But thanks for that clarification. >> I think the risk with then saying like some people can get a schoolisssued laptop versus a Chromebook is then we have like how are we determining who needs a laptop, who needs a Chromebook, and who just wants one. Like that gets can get very murky too. I guess where I'm landing right now is like I would like to make sure that the student concerns presented tonight are adequately addressed that everybody feels good and I mean because I feel like the intent here is truly educational. It's not how can I do a workar around to play Roblox, you know, this is students who want to do and many times advanced work and um I think that that suits our mission as a district

126and that we trust um our students to behave responsibly and um es especially in their upper grades as they're moving out into the adult world. So, but I do think that this is a topic that may need just more time to develop. So, I'm willing to make a motion to postpone to the February meeting, Jesse, if that would suit you. >> So, again, it's the board's, you know, we we will do what what you know we're directed to do. Um, one of the reasons why we wanted to bring it tonight to get approval on the language is to give us then a framework to be moving towards something, right? And so if if that that and that's kind of the work of what the high school has started. They've used Act 42 uh or is

127it 42, one of the two to be be their thing. know this then would put it to the next level where it's like no this is the actual policy that we're working to implement by this time. Um and that and that you know Cindy that that's kind of the the the thought behind why we thought to bring it tonight as well. Are you sure? >> I'm looking in this too because I heard them say when they were talking that I was concerned about [clears throat] not being able to use their personal laptops like after school during after school activities or like I think you guys said something about that or like being able to have it like something with a policy. And um I'm just as I'm just reading through it, it doesn't look like

128it says that you can't. So, um I know it says that you can't in the way that's written um including off campus on like a food field trip. Um but it seems like it's written to say like record or transmit order sounds and images and again like what Sarah said with consent. So I don't the way that I'm understanding the policy is that it's not limiting your ability to use your own personal laptop outside of school hours here at school. So, I thought that was a concern one of you guys brought up, but I just wanted to clarify in my understanding of the policy that I'm not reading it that way at this point. And I'm I understand what you're saying, um, Brady, about how the schools need something to go off of to build

129those internal procedures. So, I'm confident or comfortable with um proposing to vote on this language tonight knowing that that's the next step. I wanted to um there was I think an amendment that would be needed based on what you were asking that we would need to amend this to approve this policy to take effect. >> It's already in the motion. >> Is it in the motion? >> Yeah. Yeah. >> To take effect. >> Okay. >> Yeah. Perfect. Um I delaying the vote. It's not even if we're doing more work on the implementation, it's not changing the policy at all. Again, those implementation and um training and staff discussions doesn't change what we're voting on is where I kind of stand on it. I was going to say I'm fine with approving it tonight, but I

130just want to make sure that tomorrow I we're not getting a bunch of emails saying, "Hey, I still can't use my laptop and you approve this." Uh there needs to be something in place for the people in these situations to be able to do that and do that right away. So, as long as that's the case, I'm fine with approving it because it is what Neiola has suggested. It is going to be what the law is. And then we have those exceptions built into that policy. So I'm fine with that. >> So I guess my question then is Brady, do you feel like the administration will be able to come up with something that meets the needs that were presented by the students here tonight and is compliant with I42? >> Yes. So we actually

131already started today for an example and discussed the exceptions for his laptop. I've been meeting with students for a few days on it. Um, so we started highlighting some things. We're meeting with our PLC's on Friday. >> Thanks. >> Um, what when Cindy, do you think we can come back to the board to explain where we landed on the most educational sometime in March, right? When March. >> Yeah, I apologize. >> Yeah, fine. I get it. But at some point before April 1st, we could bring back to the board where the staff landed on >> those kinds of things. >> I I wonder too if we could um entertain um some higher quality options that would actually meet students needs in a in a district um device for students. it. Um, maybe that's something we

132can look at within reason. Of course, we want to be fiscally responsible, but we also need to keep up with our everchanging. >> Yeah. And I don't I don't want to make promises for Adam or Tony or John. We are we are working on that. >> We are working on the ability for students to check out laptops that specifically meet like our coursework needs. I think in some of the situations we're looking at early college credit or starting college now where it's like yes there's a engineering class for MSO and that's where the individual cases need to be like really looked at with >> yes um this probably goes without saying for the people who are in the trenches but the more exceptions that are approved then it becomes an enforcement problem. I mean that

133that'll be administrator's problem to deal with, but then it's like the inconsistency of enforcement. >> So just calling that out as a reality that I'm sure you've thought a lot about, but um I'm I like this idea, Adam, like you're saying that there's some middle ground there where we're we can get away from the enforcement nightmare, but be able to offer something that meets the needs that's portable. Um, but I'm fine approving the language as presented because we wouldn't approve procedures anyway. So, >> sounds like you're already including the students, but I guess I just wanted to valid verify that students voices in what they need and why they need it are being included in the consideration. >> Yeah, intense was my intense and met with today. So, I have been talking about students. >>

134Thank you again for coming. Um, thank you. We don't usually get students who come and speak. So, it is good to exercise your rights that way. >> And your perspective is important. >> All right. >> So, we have a first and second. >> Yep. >> If there's no more discussion, all in favor of 6E >> I >> oppose. Seeing none, 6E passes. Move on to 6F. Do I have a motion to approve 6F as presented? >> So moved. We'll second. >> Any discussion? >> Nothing has changed. >> All right. All in favor? >> I >> opposed. Successf carries. Moving on. 6G. Do I have a motion to approve 6G? Consider policy 7544, use of social media. >> So move. >> I will second that. Any discussion? >> Nothing has changed since the last one. >>

135All in favor? >> I opposed. >> Seeing none, 6G has carried. All right, we'll move on to seven. Announcements. Anybody have any announcements? >> 4K enrollment opened. So, some of that. >> All right, move on to eight [clears throat] meeting debrief. Does anyone have anything for meeting debrief? >> I just wanted to say that I appreciated the this discussion that we had. Uh it felt very respectful. It was great to be [clears throat] able to listen to um student voice and immediately have a conversation and um just think that was great nice to have. Um I know it's nitpicky but um normally for the topics that we have limit the discussion to the topics. Um I would say if we have somebody presenting we're asking questions or interacting with them that's acceptable. Um typically we

136don't speak to the audience directly. I know this is a very important topic that we've talked about but just to keep in keep it from turning into a discussion. Um it didn't today but just want to keep that in mind. Anything else for meeting debrief? All right, we move on to nine. Do I have a motion to adjourn to close session? Uh 9A, the board of education will adjourn into close session pursuant to Wisconsin Wisconsin statute 19.851c 851c consideration of employment promotion, compensation or performance evaluation data of any public employee over which the governmental body as jurisdiction or exercises responsibility specifically to discuss a superintendent evaluation midyear update. >> So moved. >> Second. >> I'll ask for roll call vote, please. >> Who? Sorry, who was the second for that one? >> All right. Uh,

137Quinn, >> yes. >> Uh, Sarah, >> yes. >> Rachel, >> yes. >> Cassie, >> hi. >> Alicia, >> hi. >> Jesse, >> hi. >> Karen, >> hi. >> You need a couple minutes to go? >> Yeah, please. >> All right, we'll come back. Thank you, everyone.