001to order. This is a meeting of the Winn County Community School District Board of Education. It is Monday, January 19th, uh, 2026 at 6:30 p.m. We are in the Winn County Middle School Library. Meeting notices were sent to members of the press, members of the school board, and were posted on the front doors and/or in the vestibules of the district school buildings. This is a meeting of the board in public for the purpose of conducting the school district's business and is not to be considered a public hearing. There may be a time for public comment as indicated in the agenda. The meeting will also be available to watch live at www.youtube.com/winni. Please rise and join me in the pledge. I pledge allegiance to the flag of the United States of America and to the republic
002for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Roll call, please. >> Stellner, >> here. >> Hards >> here. >> Veric here. >> Aman >> here. >> Harder here. Kundy here. Hansen >> here. Uh recognizing our administrative team we have Dr. Larson, Mr. Pitch, Mrs. Dodd, Mr. Jerabbeck, Mrs. Horvath, Mr. Maner, Mr. Dner, Dr. Mashad. That's it. And there's a signup sheet forum. >> No. Okay, perfect. Thank you. >> I didn't do my job. >> You need it for records? >> Yeah, I'll take it. Thank you. >> Sorry, Donna. >> All right. All right. We will move into the open session then and I would entertain a motion to approve the consent agenda. >> So move. >> Second. Motion by Kundi, second by Verich to approve the consent
003agenda. Any questions or comments from the board. I would just again like to acknowledge all the donations and thank our community for their very generous donations. Um, roll call, please. >> Stellner, >> hi. >> Cowarts. >> Hi. >> Veric. Hi. >> Aman. >> Hi. >> Harder. Hi. >> Candy. I Hansen. >> Hi. uh high school continuous improvement uh work and report card. Believe that's Dr. Mashad. >> I'm really sure where to stand. So I think I'm just standing over here. So good evening everyone. Just like this Wolfpack progress document highlights many areas beyond test scores, our role as a high school is about much more than test scores as well. It's our responsibility to ensure that our students are college, career, and life ready. And I would hope that everyone in this room would agree
004that that is our goal as a high school. While bits and pieces of data that support this college and career, excuse me, college career life readiness show up in the later pages of our report card at this point, they don't factor into our score. But that does not mean that they are not critically important to our work. The majority of our high school report card comes from the ACT suite of testing that students complete each spring. The ACT tests were designed to measure one component, the likelihood that a student might be successful in a entry-level college course. That's what the tests were designed for, not for measuring a student's progress across their high school years. In fact, the preac secure, the tests our nth and tth graders test take, exists only in Wisconsin. The PREACT
005was originally designed as a practice test for the ACT and the state asked the ACT to make a secure version, hence the name preACT secure, so that they could use it in report card calculations. None of these tests take into account the whole student or the wide range of skills and abilities students will need in order to pursue their goals and to be successful after high school. Yet, it is what is used by the state to measure our success as a high school. And not only do we need to work to ensure the students have the content knowledge they need, but we have to teach them strategies for taking a high stakes, timed, standardized, multiplechoice college entrance exam. Again, I hope that everyone in the room realizes that our responsibility as a high school is
006much, much bigger than that. High school graduation coupled with college, career, and life readiness is the ultimate goal for us. The state assessments are just one piece of that, a very important piece, but one piece. I know that in his presentation, Mr. Schrader in talking about the middle school said that he cares most about growth and not so much about achievement. But at the high school, we have to care about both. Why? Because when a student applies for college or scholarships, they don't report their DPI calculated growth score. They report their achievement score on the ACT. and in many cases their achievement super super score which takes their highest scores on each individual subject test across all instances of them taking the test unlike the state of Wisconsin which uses just a one-day test in
007March of your junior year. Many of our students take the ACT more than once and nearly all of them improve their scores when they do in the class of 2026. So, our current seniors to date when taking the ACT more than once, the highest increase in composite score was five points, in math was nine points, in English was six points, and in reading was 10 points. These ACT retakes took place 1 to 3 months after our March testing date. Their improved score is not because they learned that much more between March and the end of the year. Maybe they were having a bad day when we tested in March. Maybe they weren't feeling well. They were maybe they were tired. Maybe they didn't realize how draining the test can be as it takes about four
008and a half hours to get through the whole test. Or maybe they even just missed a bubble on the scantron sheet and then ended up being off for the rest of the test. Regardless, there are a lot of factors that could have impacted each of these students on the testing day in March. Yet, even though they made those incredible gains just a month or two later, the only score that counts for us is that one day in March when they took the test. They count all of the students that I mentioned that made those gains, six points, nine points, 10 points, count as low growth students for us on the report card. Another student in the class of 2026 scored a 35 in math as a freshman on the preac preture, which is a perfect
009score, zero wrong. As a sophomore, he again scored a 35 on the math test on the preture. When he was a senior, he again scored a 35. Now, when you get to the ACT, a perfect score is a 36. So, he did get just a couple wrong this time. But the ACT math test versus the preACT math test has nearly twice as many questions and only a third more time. So, all of that being said, this is obviously a student who knows a lot about math and who will be very, very successful in any math class that he takes. Yet, he counts for us as a low growth student. Many of our highest achieving students fall into the same category, scoring 30 and higher on their subject area test. discount counting yet counting as low
010growth based on DPI's formula. While I hope I've helped bring to light the complexity and drawbacks that come with emphasizing a single data point from a single day as an indicator of success, we as a high school staff 100% realize that it is our responsibility to empower our students to be successful on these state assessments. So, in looking at our um data from last year, we do see typical growth in grades 9 and 10 with a slight drop in grade 11. That's when it switches from the preac secure to the ACT. So, we've continued to implement strategies focused on increasing student ownership and acceleration in our growth in programming such as goal setting, tailored EXL and no running programming, reviewing individual student data, and the utilization of our resource centers, which I'll talk more a
011bit about in a bit. Um, we're also seeing high levels of students in our current 11th grade class seeing proficient or advanced scores on their assessments matching or coming just below um the highest um proficiency that they've experienced in all of their school years across all the testing. Our math target group is outpacing their peers by nearly double. Our achievement score is in the top 12.8% in the state. All of that being said, we still recognize that there's work to be done, especially in regard to growth. So, in addition to teaching the targets and the standards that are assessed on the ACT, we're also very intentional in our specific ACT test preparation. So, in January, our 9th and 10th grade students will take a practice pre-ACCT test. Our 11th grade students will take a practice
012ACT test. We did that. We we've done practice testing for many years. We um last year was the first year we moved it to January. Scores from our January tests and from our spring tests we then upload into bills customize pre-ACT or ACT plans for our students based on their scores and where they need to focus and where they need to grow. Students receive a copy of their individual score report which also gives suggestions for areas that they might focus on. Our teachers use ACT style questions in their classes and they also have students practice with timed u multiple choice questions. Our math and ELA teachers run ACT prep sessions during focus time leading up to the assessment and our students also complete ACT style writing assessments in their junior English classes. As you can
013see, we're very intentional in our ACT prep work, recognizing that we not only need to ensure students are learning the content they will be assessed on, but also how to take this style of assessment. Aside from ACT scores, there are many other metrics we look at as we work with kids for them to be college, career, and life ready. Um, so this slide shows a wide variety of accomplishments and recognition. Um, I think the most interesting thing about this slide, except for Mr. Melby gave the shout out to the increased numbers in FFA biggest since he started. Um but everything else on this slide is just from the month of January. So our academic decathlon team which started later than many other schools um Mrs. Rubu and Mrs. Olsen are adviserss for that group. They
014are taking a team to our state competition. Mrs. Ron our band director was named Wisconsin band director of the year. We have an art student who her um painting which I actually have in your board packet in my report. her painting won a silver key award and is hanging in the Milwaukee Art Museum. We have a FFA student who won a national grant. Again, Mr. Melby's very excited about the FFA numbers. We had three choir students selected for all state choir, six for a conference choir, two band for the Wisconsin concert band, state choir, and eight for our conference band. Um, and additionally, since I put these slides together, I also found out that one of our high school VEX teams is going to state as well. But the celebrations don't end there. Our YA
015program, youth apprenticeship, for those of you who aren't u maybe aren't familiar, has currently has 32 students working in 22 different career pathways, learning the job on the job workplace skills during high school. Our Spanish program has 18 students in Spanish 5, which is our capstone Spanish class. Those students when they go to a post-secary school, if they take one or two more Spanish classes, they will have a Spanish minor, including at schools like WMadison. Um, in the past decade, we've gone from two to eight AP classes. We have 14 current dual credit classes, and these courses save our students well over $120,000 a year in tuition fees. Um, and $75,000 of that is just with our work with Fox Valley Tech alone. We're incredibly proud of one of our current seniors, Gabe McDonald. In
016May, he will graduate not just with a high school diploma, but with an associates degree from Fox Valley Tech. the class of 2025. So last year's seniors, they earned 26 industry recognized credentials from the department of workforce development in areas ranging from CNA certification to Microsoft Office certifications to welding. Nearly 98% of our students participate in non required dual credit courses while in high school. There are so many meaningful and impactful opportunities happening for our Winn County high school students and they happen because of the hard work and dedication our students put forward in setting and achieving their goals as well as because of the hard work and dedication our staff puts into providing these opportunities. There are unique expectations for high school teachers who provide these opportunities, often including additional M's level coursework that
017the teacher must complete, summer trainings they're required to attend, and not to mention the incredible amount of work that they put in on their own time outside of outside of normal work hours. All with the purpose of maximizing the opportunities for our students. Our success in preparing students is about so much more than a complicated formula tied to one day of time testing. Our staff work collaboratively collaboratively to support our students in accomplishing their goals. You can see on the bottom half of this slide here the variety of ways that we collaborate around student success. We currently have 40.6% of our students this year have utilized our math center. 43 and a half% have utilized the literacy center. Some our students who are consistently struggling while others might be struggling with what's currently happening in
018their classes. Students who are struggling have made great progress utilizing these resource centers, often significantly improving their grades and the resource centers, we're very fortunate this year to have them available every hour so that students have that opportunity for support every hour of the day. All of this being said, the positive side to using the ACT is that it is a test that many of our students took even before it was required because it is the go-to college entrance exam. However, as you may or may not not know, especially if you have high school or um college age kids, the way that the ACT has been you is being used nationally has changed. There's a national shift shift in the perception and value of it because some postsecary institutions no longer require it. This shift
019impacts student motivation and engagement with the assessment. So in response, we are intentionally focused on strategies that increase student ownership of their learning growth and performance regardless of the assessment or the measurement tool. So that effort and improvement remain central expectations and this is where we have focused our continuous improvement work. So while the Wolfpack progress and continuous improvement work, that's hard for me to say, it's a new it's a new term um that the district has begun this year is relatively new. We have been heavily invested in continuous improvement work at the high school for the past several years. We are currently in our eighth 100 day continuous improvement cycle led by our sale team with we have several members here tonight. We have seen a significant impact on our processes and procedures through
020our continuous improvement work including the addition of collaboration time. It's incredibly rare for a high school to have true collaboration time where every single teacher is able to collaborate at the same time. This time has allowed us to run weekly meetings including both student centered meetings as well as data meetings where departments review and analyze assessments and instruction based on student progress. Our current continuous improvement cycle maintains our focus on datadriven instruction with a focus on student empowerment and goal setting, excuse me, goal setting. Teachers have and will continue to participate in peer walkthroughs to support our buildingwide focus on learning intentions and feedback. In this process, teachers and students collaborate together at regular intervals to also complete what we call our wolves progress checks which are a snapshot update on current learning which include
021grades, pause scores, current areas of struggle, upcoming assessments, and what the student should focus on next. These progress checks serve to engage students in conversations about their learning with their teachers and then to turn around and continue those conversations with their families. We surveyed high school families um coming up to the end of first semester which ended last week to get their feedback and find out what they thought about our wolf's progress checks. While some parents felt they are unnecessary, many many parents commented on their appreciation of the progress checks. They shared that the progress checks are great conversation starters that they appreciate appreciate hearing about school and their child's learning from their child themsel that they provide clear and current information as well as information about next steps that their child is proud to
022share their progress with parents that they have prompted open conversations about grades and improvements to make and even comp comments as simple as excellent good and I love it as We have worked through our continuous improvement cycles. We have stuck to the same central focus, student growth and staff growth. We continue to ask the questions that you see here. How do we help our students to accomplish their goals and provide as many opportunities for them as possible? And how can we continue to grow in our own learning and abilities in order to increase our student growth? We've not only focused on growing our students, but on growing as a staff as well. We have spent significant time and energy learning and growing as a staff both through off-site conferences and through in in-house professional development.
023Additionally, uh Mr. Dobner and I both believe so strongly in our rapid cycle feedback process that um while this is the third year that the district has been doing that process with our cycle three teachers. So, uh roughly a third of each building, u Mr. Dr. Dner and I have been doing this for four years and we do it with every single teacher in the high school every year regardless of their spot in the evaluation cycle. All of the work that we're doing is focused on answering these two questions. So in order to grow both students and staff, we've stuck to six areas of focus throughout our continuous improvement cycle. So we have our curriculum work where departments have worked focused on the standards, breaking them down to targets, writing success criteria and talking about
024daily learning intentions. We have educator effectiveness which I just talked about with the rapid cycle feedback. We use focus time as efficiently as we can through the use of securely flex which is a program that allows us to pull students and to schedule students in places they need to be and through our um and student empowerment asking them to own their learning and be responsible for making some good choices in that process too. um student data including using edge climber to um track student progress and then our wolves progress checks which um I think I I don't think I said earlier those are actually emails that students send to their own parents um periodically throughout each semester. We have our student support and data teams that meet on a weekly basis and then again we
025have um that daily collaboration time that's protected time for us to work on student and staff growth. We're also very excited to continue to grow in our continuous improvement work through a partnership with AVID. So AVID stands for advancement via individual determination. Our partnership with AVID supports every one of our six focus areas and our overarching focus on student growth and staff growth. AVID is a college career and life readiness framework that is researchbased and highly impactful. So, in conclusion, as a high school, we fully understand and accept our responsibility to prepare students to be successful on state assessments, including the ACT, and we will continue to do that work intentionally. At the same time, my hope tonight is that you walk away with a clear understanding that the true work of a high school
026and the success of our students cannot be reduced to to a single score from a single day or a complicated growth formula that cap captures only a narrow slice of learning. While the state report card relies heavily on one assessment and one formula, the work you've seen tonight reflects the full picture of our school. One grounded in student growth, multiple pathways, and continuous improvement. We are proud of our students, proud of our staff, and confident that the work happening at Winn County High School is meaningful, impactful, and preparing students for whatever comes next. Thank you for taking the time to recognize the depth and breth breadth of the work happening in our high school every day. As a board, your understanding of the full picture of the full student matters. How we talk about success
027for our students matters. What we choose to value matters. Every day at Winn County High School, students are setting goals, earning college credit, gaining industry credentials, learning in real world settings, and engaging in meaningful conversations about their progress with teachers and their families. Every day, our staff is collaborate, collaborating, analyzing data, refining instruction, and investing time far beyond the school day to expand opportunities for students. This is the work that prepares students not just to perform on a test, but to thrive in college careers and life. Any questions? Um, Leah, can you give me an example a little bit further on this progress check as an example? You said it's is it I'm sure it's not solely directed by the students email to the parent, but can you elaborate a little bit further? >> Yes,
028absolutely. So, um, we set the progress checks up so they happen roughly 2 weeks before the end of each progress period. And our hope in that is that if there's something that needs attention, the student and the parent can have a conversation about it and the teacher and the student can have a conversation about it before that grade is kind of final as far as um the progress period being done. So every class period the teachers have conversations with their students. A lot of them will put up a slide that covers some of the information and they talk about what's your current grade in the class, what's your current paw score in the class, what tests do we have coming up, what what do you individually need to focus on or work on next. And
029they go through all of their classes. We usually take about 2 days to do that. They go through all of their classes and fill in. It's a spreadsheet that they fill in. And then um the first three times we did it, we did it during home room. the last time we did it, we we added a little bit of time to our 7th hour class kind of to see which one worked better. Um, so during that home room or during that extra time in 7th hour, then the students actually email the progress check to their families, to their parents. Um, and like I said, we've gotten a lot of we've also gotten some face toface feedback um in different meetings where parents are very very excited to have something to be a conversation starter at
030the dinner table or when their kid comes home. I I have two high schoolers and every time I say, "How was school?" I get the same response. Fine. And if I say, "What are you working on?" They they're like, "You mom, you know, you know what we're working on." Um the first progress check we got um was I didn't know that my son had two tests coming up in AP classes that he was taking. So I was like, "Oh, now now I know I work in the high school. I didn't know that he was going to have those tests on the same day." So they've been really good conversation starters with families. We have had some families say that um they don't uh they don't tell them anything that's not in Skyward. So, we've we're
031for next semester, we're going to push even harder harder. We really want the students to be reflecting and engaging conversations with their teacher and including some of that information because it's supposed to be so much more than what you see in Skyward, which is just great. >> Thank you. Mhm. >> I had a question about um AVID advanced via individual determination. Um being nonprofit, do we have to purchase the access to that? >> We do. Yes. But they're they're um they make enough money to run their business, not to make money off of running their business. If that makes sense. Most of the people and I think I don't want to get too ahead. I think um we'll be talking more about AVID in a coming um board meeting. Most of their employees are educators
032or former educators. >> A couple years back there was a lot of concern on the whole growth factor. It looks to me or it seems to me that you've kind of came and pulled in your teams and and worked on the idea of that's a that's very hard to move the pendulum. But from what we're seeing in all grade levels, you've kind of took a hold to figure out and understand because there was so much concern on such a low uh growth score on just how to take a step back and come forward so we can understand a far more better of achievement. Is that right to say then or? >> Yeah, I I mean we're definitely still focused on growth and I would love for that number to go up. Absolutely. Um, but it's
033not for a lack of very specific things that we're working on with students to try to move that that score. I think the most frustrating thing for me, I don't want to speak for the teachers, the most frustrating thing for me is when we see some of the kids like the examples that I shared with you where they are very high achieving and you know some of those kids took the test in March and then took it again in April and saw what like a 10-point jump in a score is astronomical. So clearly something happened on that day when they took the test in March. But none of that gets factored in to our um growth score unfortunately. >> Do you think there's any of the the syndrome and I've done this a lot of
034federal tests where you study for the test instead of the actual knowledge? You think that's why there's such a big jump in the score? >> I'm not sure I follow what you're asking. Sorry. >> Well, once you're familiar with the test and even some of the questions are repeated, they're in a different format, but they're repeated. >> Yes. there. Um there is research that shows that the more often a student takes a test, the better their scores are. Um the problem with a test like ACT is it costs money. It c to take an ACT test cost a student $100, roughly $100 to take the test. So that's why we do a practice test in 9th grade, 10th grade, and 11th grade. And then um one of the other things that we have put in
035place for this year, so years ago when I was um the dean of students and then my first couple years as principal, we were a national test site which meant we would host the ACT on Saturdays and kids could come here from all over the state and take the ACT. And then when COVID happened, they shut down a lot of those testing sites because kids weren't going out and taking the tests the way that they used to. So um Sarah Meyer, our school counselor, and I we started the process last year. So, we actually could become reertified as a national test site because what we would like to do is encourage our kids who are sophomores to take the test here. Um, my son had to go to FondeLac. That was the closest testing site.
036So, not only do you have to get up super early, but you're going to a school that you don't know with people you don't know in a building you don't know on top of all the things you're already nervous about. So, um, we will again this year, well, not it's been it's been quite a few years, but now we'll be a national test site again. So that does give they still have to pay for the test but it does give our kids kind of that home court advantage where they can come and see familiar faces um when they take the test so that hopefully when they take the test in March that's their second third time seeing the test. >> So um let's just talk a little bit about money. So the money for taking
037the test comes from the student >> but we have to provide the instructor or the facilitator >> like on a national test date. >> Yeah. When you have that summer national test date. So, so if they come on a Saturday to take the test, the students have to pay and then like Sarah Meyer is our test coordinator for those dates. ACT will pay her for being here on that day for the national test dates. When we take the test, when all the juniors take the test, the state pays for them to take the test and we have to provide all the staff and that's just part of our normal school day. >> Okay. Thank you. Anyone else questions? Okay. Thank you. All right. 2627 high school class proposals. >> Yeah. So, these are class you
038can get situated. These are classes that teachers are proposing to run for next school year. they they don't always run, meaning we have to have enough students in those classes, but they are proposing that these courses and then they'll be added, if you approve, added to the course selection handbook where kids can then decide to take those. But again, we hope they all run, but there's never a guarantee. >> And how do we come about these are these >> teachers are proposing them. >> Um like I don't have the I'm sorry, I don't have the sheet in front of me. The two art classes. So, um, our art teachers have asked those two those two, um, programs are currently covered in the same class and they're finding that it's too much to to cover in
039one class and there are kids who are not taking the class because they don't want to they want to learn one but not the other. So, they're proposing splitting that into two. So, we already teach th those programs just in one class. >> Um, >> piano, >> trying to remember what else is out there. >> Sorry, >> Piano. Um, Mrs. Schmidt has proposed that class. She thought it might be um again it would depend on numbers um a great way to get some kids who maybe maybe vocal music isn't their thing, maybe they don't want to buy an instrument, but piano might be um an interest to them. And then the English class, um we currently have a humanities class. It did not run this year because of a lack of interest. It had very
040small numbers last year. And we're trying to provide students another opportunity to earn that required four credits of English, but maybe a little more highinterest subject area. >> and then the AVID elective. Um the description is there for you. It's essentially an executive functioning class that would um is part of the partnership with AVID. um the the um ninth and tth grade students would be the the first group of students that we would um potentially run this class with >> for that elective. Would an avid educator come in or would one of our >> one of our teachers would, but they would have to they would get trained first. >> So, we're asking the board to approve these opportunities. Again, they may not all run, but we hope they do. I move to approve the
041new course proposals for 2627 Winn County High School. I'll >> second motion by marriage. Second by Kawarts to approve the 2627 high school class proposals. Any other questions from board members? >> Roll call, please. >> Cowarts. >> I. >> Verich. >> Hi. >> Aman. >> Hi. >> Harder. >> Hi. >> Candyner. >> Hi. >> Hansen. >> I. uh 2627 open enrollment um determination of spaces in regular and special education. So this information is in your packet. You can see which uh grades specifically are closed to open enrollment. Um looks like kindergarten, second, fourth grade, and elementary school are closed. sixth grade, 8th grade is closed, both are closed and then 11th and 12th are closed for open enrollment and other spaces in the other various grades vary according to the current population. So people who
042are new to this, we also always reserve eight spots for potential resident moveins. We've never filled all those eight, but we feel we just need to protect that those numbers. So you'll see that's what that means. plus eight potential moveins. So, and again, there's eight in elementary, five, and middle school that we predict. >> So, with the 12th grade class being so small, are you limiting it because the other three classes are so large? >> And because the elective base, we find that the 11th and 12th graders are taking different electives and we want to ensure that they have the opportunity to do that. So, whereas um freshman and sophomore year, yes, there's some elective, but it's pretty prescribed overall. Um, and then same with special ed, you can see Lauren's explanations with the special
043education numbers. Um, but not so essentially there's four spots in the cross categorical program and then 10 spots in a speech and language program, but otherwise any other program is they're closed. >> Are you okay proving those together? >> There's a motion that I requested in the notes if you wouldn't mind doing and then Mr. Hund I can help you with those charts but DPI requires us to have those charts in the minutes. >> So I have a question. >> Sure. >> I think I'm directing it to you Dr. Peggy. Um now policy 5113 open enrollment. Um, it says the board shall establish the availability of space and then I'd like to learn how do we know how much is too much? I mean, as far as the workload for the teacher and maybe even
044space um can we determine any of the teachers or ask them what they can handle? >> So, I don't know. So, on this document it talks about first of all the grade level, number of sections we have, >> the ideal class size. We're looking at four cases 18 which we think is really doable. >> I think it's the ideal the ideal column is what I'm getting at. How do we get that number? How do you know the sweet spot? >> We feel that's appropriate. So again, you can see 18 and 4K and then it goes all the way to 24 in fifth grade. >> So we is you mean the teacher and you >> and and Dr. Hughes, we feel that that's appropriate. We've never had a policy that says an exact number because let's
045say one class has 19 in a 4K. We're not going to hire a whole new teacher because of one student. So, we don't ever put that number in policy. But so, we've gone, you know, through all this to make sure we have enough space. That's why you see some areas are closed. >> Okay. So, you do have some kind of informal way of just not really taking a formal survey. You're just >> what space we have. Hey, >> and teachers we have >> how can you handle field? not adding any more staff or anything. >> So we we've done that every year. So it goes through the whole elementary, middle, and high. >> Okay. >> I don't recall how many years ago that was, Peggy, but as a board as well as uh the teams
046and so on, the professionals and teaching. We went through a whole procedure to kind of understand sections and how many students and then the projected and and based on all of our open enrollments. >> Something to do with our facility studies too cuz we only have so much space. Yeah, we went through that practice when we put these together quite some time ago >> cuz Dean, we'll have a lottery likely in 4K. So, we'll have likely more than 28 people apply for um 4K spots in our district. And um actually Lisa and Jenny Hostetler and I have to record that and literally are picking names out of a basket to say they have spot number one, they have spot number two. >> I was going to ask that. How do you stop a controversy saying
047somebody had preferential treatment? >> We videotape it. We record it. Yeah. So, I mean, but keep in mind our policy also says if your siblings already here, so like looking at kindergarten, let's say somebody already has a first grader here and kindergarten's closed, we take that kindergartener, though. So, that's what our policy says. We take a sibling >> usually. >> Yeah. >> Any other questions? I move to approve the 88 regular education open enrollment seats, four seats in the cross categorical special education program and 10 seats in the early childhood through 12th grade speech and language program for the 2627 school year. This based on the criteria in the board's open enrollment policy number 5113. >> Second that. >> Okay. A motion by Veric, second by Aman to approve the um open enrollment um spaces
048in regular education and special education as presented. >> Uh roll call, please. >> Veric. >> Hi, >> Aman. >> Hi, >> Harter. I tell >> I >> cowarts. >> Hi, >> Hansen. >> Hi. Excuse me. uh request to purchase computer servers in the 2526 school year versus 2627 school year. >> Um so just want to give you guys some context of what our the computer servers are. So at our high school we have a big server room that basically uh runs our door lock system, our HVAC system, Skyward database. All of our student records are on this system. It's something that we replace between 5 to 7 years. Um, it's in our 5-year plan. This upcoming summer, we did have it slated to get replaced, but the last couple of months, we've been getting uh
049quotes from area vendors, and just in the month of December, the prices have jumped 20%. And if we wait till the summer, the vendors are telling us they can't lock in prices. They're expecting it to be 50% more. And this is not a small ticket item. Um, we've estimated in our 5-year plan, it's estimated cost between 80 and $100,000 for this system. That's what it cost last time we replaced it. So, as you can imagine, a 50% increase if we wait until July to purchase this could be between $40 and $50,000. So, it's our recommendation of our IT team um that we make this purchase. Now, we do have phones that we were going to buy and some other items like the Clever Touch boards that we need to replace, but those items can wait
050to the summer because uh the vendors are not seeing the same type of price increases on those things. So, um, if we just wait, it's just going to cost us more money and we're just going to get the same thing to paying more for it. So, um, if I can reallocate and repp prioritize getting this server equipment now, um, I think it's in the best interest of the district. It's not going to change. I'm not asking for more money or anything like that. I just want you guys to know like, why are you spending this money now when you said you were going to buy phones and clever touches? Um, I'm just going to buy those in the summer and get the server equipment now just to save money if that's all right. So, you
051have the money in your budget. We're not >> Yep. It's not going to cost anymore. I just want to keep you guys aware that you see this like $80 to $100,000 bill. Why is it coming up now? You said it was going to be in July. >> That would be why. >> So, it's just a few months ahead of schedule. >> Yes. But there but as you guys have probably seen in the news, all these companies are building data centers across the country and they use the same type of resources, server equipment, RAM, storage space, which is what we need to build our new servers. So we're competing against, you know, Microsoft, Chat, GBT, all these AI centers that want to >> build these data centers in your backyard. So if we can get this
052before they even increase more, it would, I think, be in the best interest of the district. >> And I think it was RAM prices have gone up four times. >> Just within the last couple months. Yeah. >> I found that out and it was disgusting. >> Yeah. And our servers use like I forget what it is over 500 some. I think it's a half terabyte of RAM. So, you can just imagine like how much that would just cost. >> So, >> do you need a motion for that? >> Yes, please. >> Okay. I move that we approve the uh purchasing the servers immediately or you know the next short while. >> Second. Motion by Harter, second by Verage to approve um uh purchasing the computer servers in the 2526 school year budget versus the 2627
053school year budget. Any other questions, comments? Roll call, please. >> Aman, hi. >> Carter, >> I cond. >> Cowarts, >> hi. >> Veric Hansen, >> I. Um, in your packet you have the middle school renovation, uh, lessons learned, so to speak. Um, some likes and dislikes and just kind of a reflection on the remodel. Um, any questions or comments regarding that? I have a question on their u comments from their two columns, the likes and the dislikes. As far as the size of those lockers, they mention it the same sentence in both columns. Um, it's just all students of different heights. I don't know exactly. >> Kids were filling that out, so they might have used a different box, you know, like they just filled in the box, but >> yeah. And then top lockers
054are meant for collaboration, >> but um it said the both the same thing both times. cuz positive negative uh lockers could have been bigger. Positive negative. Well, I hope they wouldn't be smaller. So, anyway, I just thought that was kind of on P's point, which is my um >> No, it's P. It's not Myron. It's not P architect. >> That's the architect. I tried looking it up. I couldn't find their name. range. >> So, I thought that was just kind of if you want to say cheesy or kind of a cop out for plus and minus likes and dislikes. Um, so I like that we asked the the kiddos because I feel like they're going to be bluntly honest and >> um it's a good way just cuz they don't care that like and it's
055anonymous. So um but I did see like they have a pretty big consensus. I mean, I I didn't do the math, but I would say probably at least 90% of them um and what they did not like or what they wish would have been considered is the size of the lockers. Um, and so if that many of them are struggling with it, I know my own kiddos struggles with it and especially it's tough in the winter and I worry too about like days like today the kiddos that are bust like what happens if the bus breaks down and they were deterred from wearing a coat or snow pants or boots or whatever because it doesn't fit and then the bus breaks down and then now it's 30 below windchill etc etc. it. There could be
056all kinds of whatifs. Um, if this many of them are struggling with it, I mean, I think it's time we have a conversation about trying to find a solution to this mistake. Um, I don't want to speak for middle school people, but this is also about training kids to be organized. I would say last year, and I don't want to speak out of turn, but I feel like seventh grade really nailed it. Kids get it. Um, also our lockers were never meant to house gym bags and all sorts of other things. They never have been. So, kids can um find different spaces for that and we'll gladly help them. We acknowledge that they're small, but there's there's a learning curve and they figure it out and they're wearing their coats. They go outside to recess
057if they'd like to. I'd also like to think parents won't let their kids out in this weather without a jacket or some prompting to bring one. Um, but Katie, we acknowledge that, but I also think there were gives and takes and um, at this time I don't feel like we need to do anything different. Carly, do you I I mean, again, it's a learning process. Um, I think, you know, when the weather switched and it started getting really cold, there was the apprehensions that you're talking about, but my message to parents who have asked about it and the kids too is like bring whatever you need. >> Yeah. >> Right. like if you need the snow pants, if you need a big heavy coat, like we're going to help you pack it. We've done that.
058Like I'm in there in in the morning. The teachers are helping. Um and if it gets to be too much, I think that's the point that we'll discuss other options. But as of yet, we haven't had that point where we've had like spill out out of the lockers. We've been able to, you know, just work with the organizational piece and and figure it out. They do a lot of letter cleaning too. Like >> I also don't they don't think about the collaboration part of it that they're you you know that that they're being used for for instruction. >> Um and to Todd's point when when we did the um the tour, I mean just a lot of observation with behavior. Um I think that's a that's a plus for that. Um, I I do acknowledge
059that they're small, but again, I think you can the kids are very I think kids are very resilient and they can figure things out with some guidance. So, >> yeah. And to piggyback on that, the the whole safety issue, how uh Officer Ben mentioned that he can see that whole hallway um and there's not lockers blocking the way. Um, but yeah, I mean it's to your point kids, they can't be lazy with their locker, right? They they have to be organized. They have to figure it out. And that's not a bad thing. I mean, Dr. Michelle just got done talking about her we're we're getting these kids ready to be in the real world. Well, let's start in middle school by keeping an organized locker. and you know >> any other comments from the feedback.
060>> We'll send this on to Myin just to make sure they take a look at everything from when we're doing the other building. >> Ben, um didn't feel he had the time to complete it right now. So, I respected that. Um so, if he chooses to, but I think he feels also there's like he did his role like it's done. And P I really appreciated P's comments to be honest with you. They were and I love that. I think I told you this earlier too. There's a situation our special ed little walls that they felt they needed to turn. So they're using things they learned from our building to be better. And if I just think I just admire them acknowledging that and putting it out there and I met with them for about an
061hour on their comments cuz they didn't want to use the form that was created, which was fine. And then we talked through it cuz they wanted to make sure I understood what they were saying, too. So I really appreciated their reflection. Oh, by the way, I want to thank you for doing this survey, Peggy. >> You're welcome. >> It's it's a it's it's a musto. I'm glad it happened. So then we'll know that locker issue will never happen again. So it's a good learning thing. All right. Um administrative reports. Um, those are in your packet to review. Any additions from the administration? Questions from the board? We have um a lot of I think success. Miss Dr. Rashad mentioned quite a few of them in her presentation, but we also have some athletic um milestones
062that have been met by some of the folks too. So, it's nice to for me it's nice to see a balance between athletics which gets a lot of press and verbalization and then you have the arts that are succeeding too. So, that provides a well-rounded um view of the high school too. So, all right. >> Inappropriately. So, the play Frozen is coming up. >> February. >> I have it in my next notes the dates and stuff, but I kind of giggled. >> It's the 16th. >> Oh, do you have yours, too? Yeah. >> 12th. Yeah. >> How appropriate. >> 15th. >> Yeah. Um just wanted to mention as well uh starting tomorrow through the week we'll be going down board members for the uh WSB school convention um going through uh different uh program seminars
063sitting in and learning sessions networking and as well uh representing a school district at our resolution and policy uh delegation meeting this week on Wednesday. >> Okay. Any uh communications? >> I have none. >> All right. >> And HR and finance? >> I have not met. >> Marketing and public relations, we have not met. Policy, >> we met earlier tonight and went through five different policies that we'll be bringing on to the February 2nd regular meeting for approval and we will be meeting prior to the regular meeting on February 2nd with two or three other policies. Okay. And with that, I would entertain a motion to move into executive session. So move second. >> Motion by Quindy, second by Harter to move into executive sess session under Wisconsin statute 19.85 985 sub1 subc to consider
064employment promotion, compensation, and evaluation data of employees over which the district exercises jurisdiction specifically to discuss employment contracts for specific administrators currently employed by the district and the district administrator midyear review. The board will reconvene in open session and may take action on items discussed in executive session. >> Roll call, please. Aman. >> Hi >> Carter. Hi >> Kundy. Eiselner. >> Hi >> Cowarts. >> Hi >> Veric. >> Hi >> Hansen. >> Hi