Special Winneconne School Board Meeting - December 8th, 2025

001kind of question. >> I don't know. >> I hate those buttons. >> Okay. She's so busy. >> Mrs. Hansen, you should be good to go. >> You should be good to go. >> I will call the meeting to order. This is a special school board meeting of the Winn County Community School District Board of Education. >> This is Wednesday, Mrs. Hansen, you should be good. >> Monday, December 8th. We are in the uh Winn County Middle School Library. Uh meeting notices were sent to members of the press, members of the school board and were posted on the front doors andor in the vestibules of district school buildings. This is a meeting of the board of education in public for the purpose of conducting the schools district school district's business and is not to be considered

002a public hearing. Uh please rise and join me for the pledge. Oh, I pledge algiance 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. >> Individual call, please. >> Stellner >> here. >> Cowards. >> Veric >> here. >> Ecman >> here. >> Harter here. >> Kundy here. Hansen >> here. Uh, administrative team, we have Dr. Larson and you signed in, Adam. Okay. Um, all right. And we will then move into the interviews for the construction managers. Manager. So, I have some questions here that um we're going to pose to you and then you can answer them. We've hopefully everyone's reviewed the packet that you sent out, which we appreciate. Um so, first question, our >> Do

003you mind if I just ask you a question first and then Do you do you want to jump right into questions or >> Yeah. Do we want to have them do their presentation? >> Oh, I'm sorry. Okay. Sure. For sure. The only reason I say is cuz sometimes when we do the presentation I might start to answer some of them, but it's up it's up to you. >> No, that's perfectly fine. >> Okay. I just didn't didn't want to interrupt you there. But >> hey, Craig, could you introduce your team? >> Yep. And that's what So you were throwing me for a loop like this show on. >> So uh but yeah, so let we'll get started then if that's okay. >> Okay. Absolutely. But yeah, so on behalf of Myin Construction, thank you very

004much for having us here tonight. We're excited to be back and and talking to you a little bit again. We do have a PowerPoint that's behind you. I apologize. So, you'll just have to maybe look back occasionally at a couple things on there, but but um I guess as we go through this process and we'll we'll all of us will introduce ourselves here in a second, but um we definitely want to make it just conversational. So, I I don't want to make this a long presentation or anything, but it's just it's good information. And one of the things we felt that probably was a good idea tonight is that as board members, some of you have been through this process a couple times, right? But some of you haven't. So, so as we go through

005this, there might be things that are repetitive to some of you that have been through the process before, but for others, it might be good just to sort of understand what how that process looks and and what we'll take you through over the next, you know, year or two years or whatever the case. Okay. So, uh we'll just start with introductions and you'll see us uh here in front of you, but uh my name is Craig Ellen Brook. So, I might be a familiar face to some of you. So, I started back here in 2014, just a couple years ago. Right, Craig? >> Just a couple. >> Right. So, um, but I've had the pleasure of working in the district a lot over the years and, uh, was heavily involved in a lot of the

006previous referendums and, uh, started on the middle school referendum as well and then worked worked my way to Wasau after that. So, yeah, I just showed you a picture of my family because we always like to tell you a little bit about us again, but my we have two kids. My wife Melissa's on the right and we were a St. Norbert College family. So, our son and daughter both graduated from St. Norbert. So, we were we are proud of that, but uh, happy to be here. So, with that, I'll let uh Oh, I'm sorry. One other person we've got here. So, Megan is not with us tonight, and I sort of joke that I said, as you can see, she literally has her hands full from the picture right there. So, she just had twins.

007Uh, so she has three kids now under the age of three, I believe. And so, uh, she has actually one of them is sick tonight, but she has some other commitments. So, she wanted to make sure that we put her picture on here, though, because she will be heavily involved in the project. she just couldn't be here tonight, but and she's a familiar face to a lot of you because she was involved with me on a lot of the previous stuff as well. So, that's her with her husband Paul and the three kids. >> And I'll turn over to Joel. >> Yeah, I'm Joel Stavi, pre-construction manager for the project. Um, and I'm really excited to be here tonight. I'm excited to have the opportunity to work with the district again. I worked with Peg

008in the district on the last two projects. So, the secure entry project and then the middle school renovation project. I ran the pre-construction for both of those. Um, also pictured on the screen is my wife and then our two boys and then our baby girl whose face got cut off a little bit by the by the second picture there. But the more important picture, that's me and um the pride of Winnani, Brody Schaefer. So I've been I've been able to train Brody as a quarterback for the last three years. So got to know him really well, but also in doing that got to know a lot of the guys on the football team and have really become pretty invested in the Winn County community. So, I kind of feel like an honorary member of the

009community and um excited to be here tonight. >> You're the sole reason that >> certainly he wants all the credit. Ben is I don't think Ben's willing to give him all the credit, but based on this next picture. >> So, for those that don't know me, Ben Saminsky, um resident here at Winter County, also project manager at Myron. Uh feel very honored to be here. Obviously the the one thing I always take pride in is I said you always want as a project manager you always want to come to your hometown and do work. And I said fortunately I said I was able to do the middle school project and actually I'm over at the church doing the project and then you'll see coming up I'll be doing the new beach house over at Marble

010Park. So doing three projects in a matter of four years is something very prideful that you know I hold dear to my heart because I said that's really want what you want to do is uh give back to the community. I said that's kind of my piece of it. So, obviously you can see there's my family up there. Uh, my wife works over at the elementary school, got three kids. Obviously, people have heard of Hudson. So, um, and my daughter Avery, she's in, uh, sophomore and then Parker is in 8th grade here at the middle school. So, again, thank you, um, for everything. I obviously love the Winnie community, loan community. So, uh, it's been it's been great been great this year so far. Last Dan. Yeah. >> Yeah. Good evening. Dan Boss. Uh I'm

011CEO at Myin Construction, part of our ownership group. Uh and I'll act as principal in charge. So really, if there's any concerns throughout any part of the process, pre-construction into construction, whatever you decide uh to move forward with, that would be my role. Um grew up in Winn County since since I can remember. I've had cottages on Lake Puyan. Uh very active in in a lot of different scenarios. my family on the bottom right. I also have a Hudson, but he's about a tenth of what Ben's Hudson is. Uh so young family live over in Larson. Uh three kids. My wife Tanya stays at home with them. So I'm very fortunate enough to be able to do that. Uh and then the top picture was just a me acting silly. Uh very actively involved in

012what we call our MVP program or the Myron volunteer program. Uh that was a picture over at the school forest uh that we had a group of about 20 25 uh individuals from myron that helped volunteer. Uh we actually made um like planks for handicap accessibility into the forest uh that day. So uh again actively involved uh from the top down uh throughout my >> so just highlight a couple things before we get into the actual facilities planning phase just to talk a little bit again about again for people that maybe don't know everything we did in the past but being here back from 2014. We've had a great uh success in the district and work with you a lot on projects all the way from as you can see from the picture there the

013you know the original high school expansions the beautiful performing arts center of course all the stuff that's happened here now at the middle school and uh we just take a lot of pride and one of the things that we always talk about when we meet with school districts is that it's the repeat clients and doing a lot of business with them and I can honestly tell you that Winn County is one that we talk about a lot because we've had a great relationship with the district over the years and worked on a lot of projects So we we take a lot of pride in that. >> Yeah. In addition, obviously growing up here, uh my family is Myron's a family-owned company and the Boss family grew up in Winn County. Uh so actively involve involved

014and we've been very fortunate enough to give back uh to the community. You can see some of the uh different pictures. We're currently working at St. Mary's Catholic Church. Uh my parents, my aunt and uncle, my grandfather uh and grandmother used to go there. So, pretty neat uh coming full circle uh for that. Um my father and I right now are looking at assisting in a design build effort over at Marble Park. Uh we got asked to uh take a look to see how we could help there. So, we're going to uh possibly do a little design build project to enhance that area. And then again, bottom right is uh another picture of what I was referencing over at the forest project. Um outside of the four of us sitting here today, uh pretty excited.

015We have over 20 people that are actively involved in the Winn County School District. So that's either um you know, parents, family, alumni, coaches, you can see the pictures, kids of all ages. Uh so I laugh, you know, we have to do a good job because even before we left tonight, there was a lot of eyes on us to say you better make sure you get this and uh we make some sound decisions. So uh pretty cool when you see it. I I knew we were obviously heavily invested but didn't know that it was at honestly 20 plus. So a lot of touch points within Myron and the Winnie community. All right. So before we get started uh again I'm not going to show you the facts and figures but or I'm not going to

016explain them in depth but the educational market is one that we heavily focus on at Myra. Um, how we do that is really sitting here tonight, understanding your concerns, answering questions because every district, every project within a district is very different and it's unique. Whether we did a great project before, things change, drivers change, all of that changes and we need to understand where your head's at and how we can help. Uh, so really these guys are going to walk through the process of how we do that. Uh, and answer any questions you have. But again, very proud of the fact uh of the repeat business like Craig mentioned uh because we can't afford a bad job in the education world. That's just plain and simple. You are our best salespeople. When we're all said

017and done, uh other districts will be calling you to see how we did. So, uh again, can't afford a bad project. So, okay. So, let's dive in. So, we really wanted to start to talk about what what does the process look like after tonight, especially for some of you that this is is new to you as board members, but um and we have a sevenstep uh process. Now, just to go back a for a second back into people's memory bank. So, we're on chapter 3 right now, right? So, if you look at it's a little bit hard to read on the left there, but you look at the timeline starting back in 2012, you know, we went through a lot of phases in this journey, right? We started with the uh well originally with the

018elementary improvements but then got into the high school then the middle school and you know now looking at the elementary. So it's been a great process to this point and now we've come to that chapter 3 and really the focus of chapter 3 is is the elementary school right and there's a lot of different things to look at with the elementary. Do we do we look at deferred maintenance and just addressing the any issues that are still outstanding with the elementary? Do we look at additions and renovations to the elementary? Do we look at new construction? So there's a lot of different directions that that could go, but it's really doing the due diligence, right? And doing our homework up front to figure out what are all the needs and and what is the best

019way to address them. So it's going to be that next slide that you see here. It's a sevenstep process. So I'll walk you through each of these and then you I'll ask you if you have any questions on each of the steps just to make sure it makes sense. But that first step is really will be the project kickoff and data collection. So, uh, once, uh, once we start going here, we're really just going to start getting everything aligned. We want to get our team assembled. And I'm going to talk a little bit about that on the next slide because there'll be a third piece to this puzzle, which will be the architect, getting an architect involved as well. But we want to get the team assembled and then start collecting data. And there's all

020different types of data that we're going to start collecting. And so, that'll sort of be that that first phase. Then then we're going to also during this time do a building condition assessment. So a lot of the focus right now will be on the elementary school. We have some data from the previous uh assessments that have been done. So we can definitely look at that but some of that was done you know 10 years ago. So it's important to re-evaluate that and see you know what other things we need to address with the existing elementary. So that'll be focused on the building itself, the roofs, the mechanicals, the site, you know all those types of things. Then another phase that happens at the same time is what's called educational adequacy. So there's really two pieces

021of that study. you're going to be looking at the the actual building itself and what you'd want to do, but then you have to look at it from the kids' perspective, right? And from the teachers perspective. So, what are the programmatic things that have to be thought about, you know, how do we how do we provide the best spaces, educational spaces for the kids and the staff to teach in. So, it's going to be those two will be running parallel because they they both affect each other. Um, so that'll happen. Then, in stage four, we start to get into the the stakeholder engagement, which is really the community side. So, we're going to start to engage the community in some of these discussions and I'll I'll have some slides on each of these to show

022how we're going to do that, but could be focus groups and surveys and all that type of stuff, but we want to get input from the community as a whole as part of that. Then in step five is as we start to develop some of these different solutions, what's one of the first things that a community member typically asks, right? How much is it going to cost? Right? So, so we're going to start pricing out a lot of these different options so that they start to understand, you know, what a renovation cost versus new and all those different types of things, but give them those. And then after we have that, then we also have to look at how we phase it. So, this middle school and and Joel talked about that today is a

023great example, right? So, if we're going to if you're going to stay at that ex existing elementary and you want to renovate it, you don't have anywhere else to go with all those kids right now, right? So you're still going to have to be able to teach and operate a facility while you're doing that renovation. So we'll talk about some of that again tonight. And then ultimately once you create the cost the phasing and and that's and you get all that involvement uh all that input then you ultimately will have a final report that we we would provide to the board and then that sort of becomes that final chapter in the in the book and then it's a matter of how you want to execute that and we'll talk a little bit about that

024tonight too but then you know then that's that next step after that. Do you want to go to referendum or whatever the case may be. So that's sort of that sevenst step process. So I'll dive into each one. Does anybody have any overall questions on that before I dive into them? Okay. So step one, like we talked about, one of the biggest parts of that'll be choosing an architectural partner. So when you've gone through this process previously, we've had some different architects on the different projects and there's a lot of good educational architects out there. So we want to now again bring architects to the table for you to consider. So, we will develop a criteria for that. There'll be an RFP, request for proposal that we'll send out on your behalf. Then, we'll have

025the opportunity to evaluate those and then we'll set up an interview process where we can bring multiple architects in to meet with the the board and everybody and then ultimately you can decide who you feel comfortable working with for that process and then we will include them then in this whole planning process. So there will be an architect that you know probably within a couple months in I think we had said I think Peg we were talking maybe February to maybe start engaging in architect get through the holidays and stuff like that. So that's sort of the time frame that we're thinking for that. So any questions on the architectural side? >> Uh yes. >> Okay. >> So for all the different firms for the architects? >> Yep. >> Have you ever seen an exit

026interview after a job has been completed? see what their performance was, what the likes and dislikes were >> on a previous Yeah. On a pre previous project they done done. Yeah. Yep. Yep. we've had conversations and I mean that goes back to sort of like what Dan said is that you know we got to make sure that they've had success and and good good uh >> so that's a common thing that >> I I would say I I would say that not every not every project does that but definitely there there are ones that that go through that process and just make sure that they were comfortable with how they you know what the services were that they provided on the previous project and again we would do that too as part of that RFP

027process ask for you know references and check into some of their previous projects to see how they went and if the district was satisfied satisfied with their work. >> Maybe to add on to that, Dean, there's a lot of good options for AE firms. It comes down to the people you're going to be working with those individuals for a year and a half, two years to develop a plan. You have to feel comfortable with that individual. It's not a sales pitch for the company overall. It boils down to who's going to lead that effort and is the board comfortable. So after that is typically decided upon, we don't often see then an exit interview because you've gotten that comfort level and a relationship built with somebody. >> Does that make sense? >> Yeah. >> And

028I would assume part of that RFP you can request letters of recommendation, things like that. So we can kind of weed through that at that point, too. >> Yeah, definitely. Yeah, we can definitely do the due diligence and you know, PEG of course has a lot of relationships with a lot of the other school districts and that too. So, we we definitely like Dan said, there is a lot of good educational architects in the state here. So, there'll be some good people to choose from again. But, but we definitely want to do our homework. So, um and again, I know this is a very attractive district to to a lot of the architects. So, I would expect that we'll get some good we'll get some good responses from a lot of firms that would like

029to to work with Winnani. Okay. So again, good question, but keep asking me as we're going here. So that so that was really so that first step is assembling the team. Then there's that building condition assessment. So some of you who are on the board uh in the early days, you know, we started in that process that that visual over there is is part of that assessment. So at the time it was Winchester Elementary School that that's on there. But uh but you know, each building then at that time and we would still look at it. We want to look at, you know, the elementary school is going to be the focus, but there might be some things that we want to address at some of the other facilities potentially, but we'll capture all that

030information and start to look at it where you can see on that chart there. We always try to prioritize it in what you can see there is level 1, 2, and three. And basically we start to look at the scope of the work is okay what things have to be done fairly quick in the next two years what can go out let's say three to six and what's seven to 10 because that that starts to help you figure out you know how how what types of things do we really have to start addressing and how quick do we have to address them. So we start to compile all that for all the existing buildings and just what those those conditions are and also establish costs associated with that just so you have an understanding if

031we're saying the elementary school is going to need a new roof you know what is that going to cost okay so does that piece make sense okay then step three I said if you remember early on I said there's that parallel thing where we're looking at the building itself but then we're also looking at the educational adequacy of it so that is saying okay What's the capacity of the elementary school? You know, what's the util? And I'm just going to keep referring to the elementary school tonight because that's the focus. You know, we might look at some other things as well, but you know, what's the utilization within that building cuz some people sometimes think that, well, if it shows that like has 100% utilization, that's great. That's actually bad because that means that you

032don't have the ability to, you know, collaborate and use the spaces for some other things or for some, you know, downtimes or teacher time and that type of stuff. So, you know, there's certain utilizations that you want to try to meet with buildings and stuff like that. The architectural partner that we'll have will be heavily involved in this piece of it cuz that's going to be their specialty is understanding that and how those spaces need to function. I mean, you really trans transformed at this middle school here, right? How your kids are learning. I mean, if you looked at what this building and how it how it operated prior to this, it's a lot different than how you're operating it now. So, you have to look at the elementary school really the same way. you

033know what how how do we want that building to function and then you have to figure out if the existing building can do that or renovations can do that or whatever but but that'll be part of it. Does that make sense? >> Mhm. >> Okay. Just stop me if you uh if you want to tie in anything. So then step four again it starts to get in that stakeholder engagement. So we're going to compile all that information. We're going to have the building assessments and the adequacy and that well then we have to start getting out to the stakeholders and talking about this. So, we haven't figured all this out yet because we want to sit down with Peg and, you know, there's ways we did it in the previous referendums, but we might want

034to look at it differently this time or use the exact same format, but you know, we'll probably do some focus groups and and get some information out to the community on here's the things that are happening and here's the things we're looking at and evaluating. So, just starting to build that engagement cuz you don't want it to just be a board-ledd decision, right? I mean, you want you want the community involved in that. You want the staff involved in that. So, we just got to make sure that the one thing I've always applauded applauded Winnan on is this whole journey to the future. You you've stuck with that from day one and you've told people from day one that this is going to be a process and we're going to keep coming back to you

035at different times with different things to continue to improve our facilities and you've held true to that and this is now that that last piece is, you know, what are we going to do at the elementary level? >> And we've really always made it a community decision, >> right? Yeah, absolutely. Because ultimately if you decide to go to referendum that the community is going to make that decision for you, right? They're going to tell you if they're going to support it or not. So, um, so again, that'll be a process as part of this as well. Then we talked about the estimating side. I'm going to let Joel take over then to sort of talk about how we build those estimates early on. >> Yeah. So, the next step here is is cost estimating and

036putting some some budgets to the options that you're looking at. So, at this point, the budgets are very high level. They're very conceptual because we don't really have anything designed yet. So, a lot of the budgets are based off of off of narratives. But one of the important things that we do is we want to make sure that we're giving you options and dollars associated with those options. So, what's on the screen right now is what we did for the middle school project. And um ultimately what we landed on was option two. But as you can see we we priced out seven different options in the um in the pre-referendum stage. So that when you go to the community and try to understand what the appetite is for, you know, how much we want to

037spend versus what we think the right solution is um from a construction project standpoint. um we were able to put some dollars to it and really um give uh give the district an opportunity to make informed decisions and and give all the community members um some context around what each option would cost. Um so that's kind of step number five. Any questions on and you'll even see too that's where we say you know the focus will be on the elementary but you can see you we were sprinkling in the high school parking lot and you know some remodeling and stuff like that. So there might be some other miscellaneous stuff, but but I think this will end up looking very similar from an elementary perspective because there's going to be a lot of different options

038that you can consider, you know, for what to do. >> And just um if I can add for the new board members, we used this as kind of part of our community engagement to see what they're willing >> to support and um that was that was really helpful. Yep. >> For the the middle school. >> Yep. Exactly. And I'll show you in a little bit too, even the survey was that other piece. So there was there was the early meetings with the like the focus groups and stuff like that and then we took a final solution out in a survey before we even before you even decided to go to referendum. >> Okay. Yeah. And then the next step is phasing and implementation. So, I know Peg will recognize this, but we for the uh

039for the middle school project, um this is a great example of the steps that we had to go through in the pre-construction or in the pre-referendum process to make sure that what we're proposing is actually feasible. So, for the middle school project, we had to confirm, okay, does it actually is it actually feasible for us to renovate almost the entire square footage of the building while keeping it operational for a full school year? and we had to come up with a really clear defined plan for that. So for the elementary school um it could look very similar, it could look very different. So the phasing and implementation is really dependent on what the final scope of the project ends up being. But if we do go down the route the route of renovating the existing

040building, very similarly, we'll have to have a really clear plan in place so that we are putting us as the construction team in a position to have success, but more importantly putting the school district in a position to have a successful school year and not having a lost year or kids not having the um the facilities that they need to learn for a full year because we're trying to do too much. So, this is a really important step. Um, and it's really important to hammer out a lot of these details early. Um, so we can make sure that what we're proposing actually is going to work. >> We went through a lot of conversation, too. Like, at one point we thought maybe eighth grade would have to go up to our high school and use

041some spaces that way, but we were just creative with Joel's help to make sure that eighth grade could stay down here, which was great because we were reluctant to have them go up to the high school for all the reasons. So, >> it was it was kind of fun, honestly. We put some parameters around it of like, >> all right, eighth grade needs six classes, seventh grade needs six, sixth grade needs six, plus we need our science rooms and our like music and band. So, some of these rooms we can kind of shift around here and there, but like science rooms have to be done by the end of the summer. So, it was kind of fun. It was a It was kind of a puzzle piece of how do we put things together to

042make sure that at any point in the school year, the school has what they need while we can still be productive in construction. Well, and I feel like you did a really good job with that because there's very minimal disruption during the school year to get all of this done. So, >> no, we appreciate that. And that again, that's why you have to build the stuff up front because that's the questions that people ask because if you start to tell them you're going to complete completely do a gut remodel of that existing building that it's hard for them to comprehend that how are my kids still going to learn, you know, when you're doing all that. So, but we do have a great example to share with them if that's the direction you go here

043because you did it at the middle school. >> Okay. Okay. So, good on that. >> Mhm. >> Okay. So, then step seven. So, then at the end of that whole process, you end up with this deliverable. It'll be like three, four, 500 pages that we expect the board to read cover to cover and have every, you know, but but there will be a document at the end of this that will just compile all that information. And the reason that you want that is it's again it's something that you want to it you want to have it live like on the website because you're always going to want people to be able to reference anything if they if they ask you questions. Did you look at this? Did you think about that? You know what was

044this taken into consideration? You always have a document that you can go back to and said yes, you know, we did evaluate a lot of these different things. So it's just a great resource that you know we can always go back to and uh evaluate as we're going through the process. But there will be a final document at the end of this planning phase. No matter what is decided, I mean, if the at the end of that document, the district decides that, you know, we're just not going to do anything, that's fine. Then you you've still got that document that you can work from when you're ready to start the discussions again. Okay. So, does that all make sense? I think that was the LA. Okay. So, yeah. So, that's sort of that sevenstep process.

045So that's sort of that first phase just to get through the study and understand everything all the components all the different options. Then like you just talked about there's going to come a point at that early stage you have done some some focus groups and got out to the community but then there's going to come a point where you're going to have sort of a solution that the board feels pretty comfortable with that they're going to say I think this is something we'd really like to take out to the community and test. you know, we're not ready to go to referendum yet, but why not? Let's see because you're going to get a subset of the community that'll come like to the focus groups and that, but you're still not going to get the overall

046community in uh involvement, right? So, the thing that we've done and and a lot of you are familiar with this because we've used it in Winnie is a survey process. So, uh I put the school perceptions logo up there because they probably do 95% of the surveys in the in the state, but there's other survey companies we can talk to as well. You're going to contract with an independent survey company and they are going to build a survey that you're going to send out districtwide and you're going to ask the community. It's like it's the way to ask them about a potential referendum before actually going to referendum because you don't want to go to referendum for something that the community isn't going to potentially support. So, the survey will go out and say, "Okay,

047here's a proposed solution. Uh here's what it could potentially sort of look like with a phasing plan or something. there'll be costs associated with it and then there'll also be tax impact associated because that's a big part of this is it's not only how much it costs but what's what's the impact going to be on my taxes. So we'll work with uh is Bar still doing all your So Bar is sort of the other part of that team that when once we get everybody involved Barrett gets pretty heavily involved too because they start to look at all the financial implications of the different things. But that'll all go into a survey and then the survey will come back to you and tell you what the community is willing to support and and then that'll give

048you pretty good direction on does the community support a project? Do they support a referendum? Do they not support it? you know, and then you'll be able to make a decision as a board. Where do you want to go from here? Are you ready to go to referendum? If you remember back prior to the middle school, you know, we there's certain things that nobody knows about that that are going to impact something at some point. And we had that happen first time when we went to survey on the middle school. All of a sudden, right after we got the survey results back, CO hit. All right. That changed everything. I mean we delayed we just sat on that for what a year was it two almost two years >> because the community wasn't ready to

049even have a discussion about anything at that point. So so then we paused and and we came back and and then ultimately you know talked about the the middle school project. So So again it's you know where you go but it's at at some point it's nice to have the survey results because they're pretty solid if you listen to what the survey tells you. um it's a pretty good indicator of what the community is willing to support in a potential referendum. So, does that make sense to everybody? Okay. So, that'll happen. >> One question and I haven't really seen or heard in here is and we did this prior as far as population projections and growth. >> Yep. >> Can you maybe just touch on that where and how you look at that? >> So,

050yeah, that that's a good point. So, I I did not have that in there. That's a good catch, Mark. You've been in this a long time. Okay. >> So, we will have to make the decision up in that early phases, early stage if you want like an applied population. Well, you had Mark Roofers at one time here, didn't you? >> Yes. >> Yeah. Which wasn't he wasn't very accurate if I remember. Right. >> Right. I know that was also a long time ago. >> Yeah. That was a but but there are those abilities. So you can use somebody like like that or you can use like the state of Wisconsin has their applied population and I don't know if that you know when the last time you've updated that information but but that could easily

051be a part of that upfront process in the data collection. We can you know get like an applied population involved. They can update um you know your uh enrollment projections and stuff like that. So yeah, great point Mark that that definitely could happen as part of the data collection. So we we'll look at that when uh when we get started. Um, so once let's say the survey results come back and that there's support. So let's say, "Yep, we're willing to go to referendum and so that the board adopts it and they got that referendum date." Now, from that point on until the referendum, you're going to have to start communicating that specific plan with the cost and the tax impact. And that's where you're going to start to see a lot of the branding and

052communications. A lot of that look familiar to you. Even if you weren't on the board at the time, hopefully that looks familiar to you because you all got it at home in your mailboxes and that. But it's just all that information that tells people, you know, again, in that branding and communications process, it's not telling people how to vote. It's just providing the information so that they can make an informed decision, whatever direction they want to go. But it'll just give information and we help the district through that whole process of building out all those communications. But it's again a way just to continue to stay in front of the in front of the community and make sure they have all the information to make the best decision they can. Okay. Any questions on that?

053Okay. So, we've gone through the whole let's say now we've gone through that whole process. We've gone to referendum. The referendum is successful. You've now you now have a project in a dollar amount that you have to stick to and you're ready to start that pre-construction process. So I'll let Joel take over from there so that you understand what what happens after the referendum passes. >> Yeah. You want to flip the slide there? >> Oh, yep. Sorry. >> Yeah. So the passing of the referendum is really when the pre-construction process kind of kicks off. Um so at Myron, we have a very hands-on pre-construction process. Um and we kind of use that that visual on the bottom there to try to explain our pre-construction process, but it really is engagement and experience. And we try

054and weave those two things together. So the engagement is really me as the pre-construction manager being fully engaged in the project from right when it passes. So for every design meeting, every budget review, every stakeholder meeting that we're having with the district, I would be a part of those meetings. I'd be a um I'd be working handinhand with the design team throughout that whole process. And then the experience is I've been fortunate to work on a lot of school projects. I have not worked on all of the school projects that Myron has worked on. So, we have a lot of experience um in in the walls of Myronin outside of just myself that I will lean on throughout that process to make sure that anything I have questions on, anything that maybe seems a little

055unique, um I'd lean on the rest of the Myron team for experience. So, we would have we'll have internal meetings where I'd be meeting with Ben and other folks who have worked on a lot of school projects um to bounce ideas off of and make sure that the approach that we're taking is the best pos possible approach for the school district. So, that's really our approach to pre-construction is is my engagement weaved in with the experience of my as a whole um to give you the best product during pre-construction. Um, so one of the first things we'll do in pre-construction is establish a milestone schedule. Now, I know this schedule is very small and there is a ton of lines on there, but um, essentially the way that we'll break down the design schedule or

056the design um, is into three separate phases. And it's pretty much a 30% of the way there, 60% of the way there, 90% of the way there. And at each one of those percentages, we will get a drawing set from the design team and we'll do an updated budget. And what we're doing with this schedule is we are establishing the dates that we're going to try and get each one of those um drawing sets from the design team. So finishing a project on schedule and on time starts right from the beginning. And that's what we're doing here is making sure that right from the beginning we're establishing when we're going to get through design. Ultimately, you get through design on time and you bid on time. You bid on time and you start on time,

057you finish on time because you started on time. So, it all starts from the beginning. Um, and having buyin from the design team and from the district to hit the dates that we're all agreeing to hit. Um, and then the next one of the biggest steps in in uh the pre-construction process is estimating. So, as you see kind of with that funnel there, um, as I mentioned in pre-referendum, we are very high level. We're very conceptual. That's kind of the top of the funnel, right? That's the historical data. That's looking at previous projects to give us a a good idea of where we think the budgets are going to be. Um, but then as we get into the design process and the design becomes further developed, further developed, we can kind of funnel in and

058our goal is to get as close as we can in the budget to where we're going to land on bid day. And in doing that, as we get the design, we'll do uh a takeoff and make sure that we have all the quantities correct. Um, but then one of the other things that we'll do, it's a really important step in the budgeting process, is we'll reach out to subcontractors, the people who we know are going to be interested in the project, who are going to be bidding the project, um, midway through design, we'll see if we can get budget updates from them, um, to help us kind of shore up our estimates and make sure that we're as accurate as we possibly can be. So, it's a process as we go through um, as as

059the design develops, the budget is a process. Um, and the goal is ultimately to get as pinpoint accurate as we possibly can. Um, and then the last tool I'm going to talk through here is just kind of the scope tracking tool. Um, this really goes handinhand with the budgeting. So, for any project, the scope is going to fluctuate. There's going to be things that are going to be added from one design iteration to the next. There's going to be things that kind of come out of the budget. Um, so we use this tool to really tell the story as we go through the budgeting process, where things went up, where things went down. Um, and then we'll also use it to track specific items that the school district maybe is not exactly sure if we

060want in or out. One one really good example that we used the tool for on the middle school was um the chiller location. And Peg, I'm sure you remember when in the original scope, the chiller was going to be located just north of the gym. Um, but know that that area had also kind of been earmarked for potentially other athletic expansion. So, if you put a brand new chiller there, it really kind of shoots that expansion in the foot. So, we priced out a number of different options, having it there, putting it up on the roof, maybe putting it in a penthouse, um, and then assigned cost to each one of those options so we could ultimately make an informed decision on what's going to be in the final scope and what is not. So,

061the goal of this of this uh tracking tool is just to bring more clarity to the budgeting process and making sure everyone knows um exactly what's in the scope and what's not. So, questions on any of the preconstruction information there. All right, Ben. All right. So, the last kind of piece of it is talk about the construction phase. So, um one couple things I'll just go through a few quick items. Obviously, my goal and I I told these guys as I walked in, I said, "My biggest thing is be a cheerleader for the community." So, for the next how many of years, okay, I'm here to support. Obviously, I live in the district. You know, I want to see, you know, the district grow and thrive and, you know, that's my goal. So, so one

062of the kind of big things talk about is local participation. Obviously, as the project bids, okay, we want to get as many many local subcontractors as possible. And when it there isn't, just to be frank, there isn't that many, you know, contractors that can support it. But you don't realize how many of the contractors in Nenina or in Ashkosh or in Appleton that have a cottage here, that live here, that reside here, that work here. Uh, so you'd be surprised. So obviously the biggest thing for us is try to find, you know, as many local people who are supporting it, who are actually paying for it, kind of be able to work on the project. Talk about pride. I said that's one of the biggest things I always come through those subcontractors. Well, you know,

063they go home and say, "Hey, guess where I was working?" You know, tell their tell their family, tell their their sons or daughters, "Hey, I was working on, you know, a school project that you, you know, or a project that you attend school to." So, obviously, we talked hit on a lot about project bidding and getting local subcontractors. Um, so again, talked about it. Here's a list of all the subcontractors uh to the right that potentially could have um in the Oshkosh, Appleton, Nenina, uh little bit of Green Bay area that potentially could have people that reside in the district. You just never know. So again, that's what we're working for. Um part of our bidding strategy again is to get as many of those people as possible. They're the ones paying for it, so

064um get their support as well. I talked about safety and communication. So this is one of the big things. Um, we talked about this project. Pretty much every school project, kids are number one. So, it's you have to make sure the kids are safe as they go throughout the school day. And that's something we worked on here as well. So, Steve and I, Jordan, constant communication with along with Dave who was a superintendent. Hey, what do we need to do? Are the walls adequate? You know, are the kids walking down the hallway? Is everybody safe? That's one of the big things. Um, so again, we talked about zero incidents. So, that's kind of one of the big things. We want to make sure we have zero incidents on projects as we go through um the

065project. Couple things we do site specific safety orientation, making sure everybody goes through background checks. We'll do the same thing here as the future projects going on. Uh weekly standown meetings, safety meetings, meetings with Steve and Jordan just to make sure uh things are working properly. Uh the last thing kind of we do informing all stakeholders and I can't take all the credit for this. This is really comes from our marketing team. Uh so Bridget uh would send you guys updates on the middle school pictures, kind of send you what is happening in the past month. Um she works with Megan a lot just to make sure um there's nothing to hide here. We want to make sure you guys are all aware of it. You're our greatest advocates for out in the community of

066people walking up say, "Hey, what's going on in the middle school? I haven't seen anything going on." "Hey, what's going on?" You say, "Hey, well, they, you know, started remodeling the band room. we started doing the science, you know, wings cuz people can't see what what what's inside the building, you know, once the walls are up. So again, that's part of it as well. Uh we talk about student engagement. U this has become a very very important piece of um my doing the school projects. Uh you look up on there, Dominic Dunar, he obviously worked or he worked on the middle school site while he was a senior in high school. Um, Connor Riff right now a senior in high school. He works at our yard uh doing heavy equipment mechanic. Uh, Caleb Maner, obviously

067a common last name, father works over at the elementary school. His mom works right here. He's actually joining us. So, he's going to be hired on full-time. So, he was an intern for three summers with me. He's going to be coming on full-time in June and starting off at Myron. So I told him he better hurry up cuz uh Marble Park can't wait for him to. So um no, so he's really excited. Um but as you can see, we like to engage with students. Uh we built some benches out there. You'll see some benches. Uh we did that with Mr. Arps uh in his classrooms. But uh it's one of the things we like to do. Obviously, construction seems to be a dying industry. Like a lot of the older generation is retiring. uh we

068have to find you know people to to build it up and there's no better way than working in the school districts to find those people. So big part of my >> uh so with that so we sort of walked you through the whole process in a short version but uh hopefully that helped you a little bit sort of understand what what this could look like but with that then sorry Donna now you can ask whatever questions you want. Well, before I start that, does anybody have any questions about um the content that's been covered so far? >> I do have one if you don't mind. So, you mentioned that we still have the old elementary school information from what was it called? Uh >> assessment. >> Yeah. Would we be able to compare that to

069the new one to see if we've been doing a good job at keeping up with everything? >> Yeah, absolutely. I mean, our plan would be to to resurrect that in the this early phases because we still have that document. Again, it'll be a matter of updating it, too. Yeah. because we don't, you know, some of the stuff either might have been addressed over the years. You know, the district might have taken care of it or or there could be things that weren't even on there, you know, that 10 years ago that now all of a sudden have started to creep up. But yes, we'll definitely if we can prove that we're doing a good job with that, it'll be much easier for the everybody to get on board. >> Absolutely. >> Yep. Yep. So, we'll

070definitely resurrect that. >> Uh I think you uh answered a little bit of this question. um the community and the board of education has not committed to any future project at this point. How do you ensure your study remains an objective analysis of our needs rather than a sales pitch for a large project? >> Right. Yeah. And I like you said, Don, I think um you know, we sort of talked about that from the beginning with this is we're there's no preconceived agenda or notion of anything that's going to happen. I mean we want to just compile all the information and explore multiple options. So all options will be reviewed and then ultimately you know the district and the the community will have a chance to weigh in on that and tell us you know

071what they think is is something that they can support or don't want to support or whatever the case may be. So I I think that's the big thing is that we aren't going to we're going to turn over every stone. You know there's not we aren't just going to walk in and say that elementary is shot. we just need to build a new one because that definitely may not be the case. So, I think it's just that we have to keep an open mind to looking at a lot of different things. Anything to expand on on that, guys? >> Great. Well said. >> Um, so currently we have existing debt from phase one and phase two. >> Yeah. >> Um, if there were to be a future project recommended by our community and board, it

072may be several years out due to our current debt. How does this financial constraint change your approach to the facility study? >> I'll start, but I don't want to answer all the questions, but I'll start. Um, I just got I've been doing it too long, I guess. But, um, so I I'd say the first thing is the facility study itself that it, you know, we need to do that no matter what. So, that just has to get done because even if it ends up sitting on the shelf for another 5 years, that I don't think that'll be the case cuz you're going to start to use that information. But, we want to do that no matter what. And then we just let the discussions dictate, you know, where this goes. It sort of goes back

073to like I said with the middle school. I mean, we never anticipated that we were going through that process and then COVID hits. Yes. >> So then we had to we had to sort of sit back for a little bit and then re rethink, you know, the process and and how we want to go about it. So I think, you know, again, it's just getting the study done, getting all the information so it's readily accessible and then and then really the the community can dictate when and how you want to handle that. And again with that discussion with Barrett too, cuz Barrett will help you figure out financially when you're in the right when is the right time and the right position to be able to to you know request additional dollars. >> I have

074another thing to add on that. Um when we're doing those really high level kind of preliminary estimates, um one thing that we'll do is if we're going to build it in 2026 versus 2030, there's going to be some inflation factor to it. So trying to build in some inflation. So we understand as year to year goes on, how much more is it going to cost? Because obviously everything continues to go up as time goes on. Um so just look back at historical years of inflation and try to build in some of that buffer so we we're we're sure that we're covered from year to year. >> The only thing I'll add is I agree with that. I actually like not going so fast because you do a more thorough job of investigating everything and anything.

075But as far as uh the other comment I'd make as far as Myron's resources if selected, those aren't going to lessen if it's two years from now or three years from now. We're we're on it to make sure that you are have informed information and make a decision. >> Just if I could add a bit to that, >> the other factor I think is important is if the people tell you you can only spend that much money, what can you tell us we could do for that facility with the money the community okays us to go to? >> Yep. Yeah. And that a lot of times the survey, it depends on how the survey is written to, but a lot of times the survey will ask questions at certain dollar amounts with certain tax impacts.

076So, you know, early on in the process, you probably don't want it, you don't you don't want the a dollar amount to drive the potential solutions, but at some point that will factor into it because, you know, there's only so much probably that the community would be willing to support, you know, from a tax impact and stuff like that. So we have to continue to always the you have to you know weigh each of those against each other as you're going through this process and ultimately you know there might be a certain threshold that the community is willing to support but then that'll also help you make your decision on what you can do because you know if it's if that's a lot lower than what it's going to cost to build a let's say

077a new elementary school well you know that takes that off the table right and then you got to start to focus on some of those options that are you know maybe it's capital maintenance or a small renovation or addition or whatever the case may be. But that all gets sort of, you know, thought through in this in this process of working together, but that'll all play into it. Okay. How would you handle a situation where your findings suggest that only a robust maintenance plan and minor repairs are needed rather than a major capital project? You might have answered that already. >> Well, yeah. And again, I think just the fact that's fine. I mean, I I don't think, you know, the the right solution is the one that the community will support. Sometimes, you know,

078that might not be ultimately the solution that everybody wants, but but you got to do what the community is willing to support. And in some cases, maybe it's a it's a smaller dollar amount. You know, maybe it's just some maybe it's just a new roof and some new windows. And the community says that's all we really want to do. And then you just, you know, you got to do what what uh what's what they're willing to support. >> All right. Um we are a board that needs time to process information. We do not want to be handed a final 500page report. >> Sort of what I was >> and be expected to understand it. Um how will you phase the study findings for us? Um, so I I feel bad that I'm answering it, but

079um I think that it uh you know it's we have to we will be chunking it for you throughout this process because I we don't go and just compile all this information, sit down with Peg and the the principles and so forth and just create this grandiose plan and then bring it back to the board and say here you go digest this thing and figure it out. We'll we'll keep you know as we go through these phases we'll continue to provide you with information. So at the end of it, you will have that 500page document, but it's not going to be the first time you've seen that information. So it might be it might be a little overwhelming for somebody that just goes onto the website after this process is done and tries to decipher

080through it. But again, we'll we'll continue to help through that process. But the biggest thing is we have to give it to you in chunks so that you're not just trying to figure out everything at the end. >> Okay. Um and just this next question just kind of goes through and I think you've answered it about you know the option that is you know the premier option whatever that is buying land building a new elementary school um or renovating the existing or raising and building on that whatever >> um so um do you plan and I think You answered this too. Do you plan for future expansion while you're doing this whether that be up or out so that there is room for growth for the next 20 to 30 years? >> You want you

081guys want to talk a little bit about that Joel or just like >> just kind of talking through the the phasing and how we would plan it >> and just making sure that you're considering for future growth and those types of >> things. Yeah. Yeah. That that's certainly it's all a part of the kind of phasing and imple implementation uh uh step that we talked about. Um, it's not only looking at what you're going to do, but how you're going to do it, how it sets you up for the future. So, it's a it's a very in-depth look. It's not just, uh, oh, let's let's do a little addition here. And >> yeah, and you made the comment about building up because that that's something a lot of times that people just think like with

082an existing building, they're like, well, let's just put a second story on it or, you know, something like that, and they don't understand that, you know, the structure itself can't even support, you know, a second story addition. But but you have to investigate all that and explain why that doesn't work. So, you know, then you may have to say, you know, we can't really build up. We might have to build out or, you know, whatever the case may be. So, it uh so it's definitely it's just looking at all those different all those different options and just sort of thinking through and making sure that we're planning and that's why you've done a great job with the journey to the future and knowing that you have all these other steps. So, like he talked about

083with the chiller is let's think about, you know, if if you decide, for example, that the elementary is going to stay stay right where it is and we're just going to do some renovations, well, we better make sure that still in the future that that elementary then can support, you know, some future additions or future renovations because your district is doing very well and I don't see it it's going to continue to grow. So, uh you just make sure that you're thinking about all those things as you're going through this process. Um, if the community decides on a complete tear down and rebuild of the elementary school on the current site, how would you plan the building with students still needing a place to learn? >> So that, you know, we we've had to deal

084we've had to deal with that. So that's that's different than the middle school here cuz right the middle school you didn't tear it down, you just renovated the inside of it. But we have done again because of the amount of work we've done like an elementaryaries in particular. There's there's two recent examples. Joel was involved in one of them too where we actually built the new elementary school on the existing site while they were still utilizing the existing and then then moved them. Well, we just did at Manasha with the middle school. So if you had a chance to see Manasha with the new middle school, I always I compared it to Extreme Home Makeover. So if you were ever over there in Midway Road, we were building that whole middle school behind the existing.

085Nobody had a clue, you know, what was going on other than they could see cranes sticking up and stuff like that, but they those kids stayed in that existing middle school up until the last day. And all of a sudden the last day of school hit and they left and we started demoing the middle school. So when those kids came back for the start of the next school year, magically it was like moving the buses and all of a sudden there was this brand new school there and they're like, but you know, again, we we'd have to look at the site here and stuff like that and understand if it's capable. But those are all part of the things that we have to look at is, you know, from a phasing standpoint, could we if

086you decided to stay on that site but wanted a new school, could we physically put a new elementary school on that site, maintain the existing while we're building the new one? I can't answer that question yet. I don't and we haven't put enough time and thought into that, but um you know, if you go and build if you go and buy land and build it somewhere else, that makes a lot easier, right? Cuz you can build the new one while uh while they're still here. But it I guess all I would say is it doesn't scare us cuz we've done it on options. >> It's it's a decent sized site that you have there now. It's just being creative, thinking through a lot of different options and some of them are probably not going to

087be good options, but that's part of the process. you know, you think through a bunch of different things and throw stuff at the wall and see what sticks. And um very similar with this project here, you know, we went through the phasing plan 15 times before we landed on what the final version was and not all of those were good versions, you know, but the the final product was. So, um it's just it's just working through the process and being really thorough. Um, have you had any failures while designing and managing educational properties? >> No, I'm just >> And how have you ensured that those failures will not happen in future? >> Well, I'll let that to these guys. They're on the I don't do the So, I said we laughed and and I said,

088unfortunately, I've never had a perfect job. Um, been doing it for 25 years and you know, obviously you learn from your mistakes. And I said I said that's the biggest part of growth and project management and growth and you know growing my and everything else is you learn from your mistakes and you keep moving on. There's no ever finger pointing. There's not hey you know you screwed up. You know it's it's hey learn from it move on. And um I know Dan will attest to this is you know hey if we make a mistake we're going to come back and fix it. No matter if it's one year, 5 years 10 years 20 years whatever it is. Um if it's our if we own it okay we're going to fix it no matter what. So,

089um I wish I could say every job is perfect, but it never it never works out that way. And you know, you just keep learning from it and learning from it and growing from it. And >> maybe an example of that, too, is in our gym. >> Um so, I don't know if you've noticed, but the paint's coming off. >> Oh, yeah. That's a good example. >> And so, right away, they're on it. They're going to fix it. Basically, I think the whole bottom layer needs to be redone. But, you know, it's it's unfortunate, but they're going to fix it. So, kudos to them. And I'll say even with our architects, there's some really good experiences. They brought a group of students through our buildings to look at and I just followed Devon with the

090group and they pointed out flaws that they would do differently even and I said that's really cool. Like not that I wanted to hear it necess but but it was like some angles of walls for sound and stuff but I thought how fantastic they're making sure that that doesn't happen in the future. So I and I told Devon, I said, "Okay, so that's our situation. We're, you know, that's what it is, but I'm so appreciative that you're telling these students to be cognizant of those kinds of things so other buildings can be even better in the future." >> Awesome. >> Well, that's all the questions I have. What about Yes, absolutely. Sure. >> Yeah. I just want to say is being a new guy, um, you know, I love what you did here. You obviously

091have an eye for detail and it's good work, too. >> Thank you. >> That's that's a great thing. Um, I just got a little problem with the process. It's not your fault. I I was disappointed that, you know, the two more competitors didn't bid. And, you know, if you're going through state statutes and all that and the good news is it's all legal. it only affects cities, towns, and and uh villages. But anyway, um it's I just, you know, I just wish this wasn't so rushed. I wish it was, you know, other competitors. Um but I mean, I feel good about your team and your company, but um like and and I didn't pull this out of thin air. I mean, there is an assembly bill out there. It's not passed, but it would change

092all this. But that's that's that's a moot point. But um there's a thing online, the construction businessgroup.com, and they state uh because we're only three states in the union that don't do this, that don't have the mandatory competitive bidding. Um competitive bidding requirements were enacted to prevent fraud, collusion, favoritism, to ensure the public receives the best work or supplies at the most reasonable reasonable price. And I I do that with my own home. I mean, whether I get a black top done or a electrician. I mean, I just got done doing all that. Um, and that's why I'm just disappointed. And I was That leads me to my last question. Um, is this rare? Are you alarmed at all by it or >> No, I mean, it's not it's not really rare. I mean, there's

093and there's some districts again because of like you said the statutes don't require I mean there's there's a lot of other districts that we work with that we just have had long-standing relationships and continue to do the work for them. Um, so I think that you know it's not it's not necessarily uncommon and I think you just as long you know you know that you're being treated fairly and uh you know in this process and the other thing that I would say too is that when you talk about competitive bidding keeping in mind and this is the way we've always operated on the previous projects I mean you're hiring us right now for our professional services as the construction manager meaning that we're overseeing the construction with the the manager and the the superintendent and

094stuff like that. All of the work, you know, if this comes to a referendum again and we build a, you know, do an elementary school project, all of the work is competitively bid and that even anything that we want to do. So, I don't know if if he was involved in when we were going through the bid process, but you know, if if there's concrete or carpentry or masonry, we have to submit a bid just like any other contractor. So, so I think you know rest assured to feel that you're still going to go through that competitive process. When it comes time to actually having a project that's going to go out to market, you are going to get competitive bids for all that work. You've just selected us as your professional services to manage

095the project. We may or may not do any of the work, you know, when it comes to the actual construction. >> Dean, I think I told you too, it's a really formal process when they open the bids. Um Jackie, I think you came and the board's invited to attend and essentially all the bids are lined up on a back wall kind of thing in a sealed envelope and then they go through like the FA it's phase not every sing like they just do it in phases but like the ground work or the earth >> the earth work >> whatever's first. So they'll open up all those bids and tell you what they are and then they go back and make sure we're comparing apples to apples to make sure that they bid on the >>

096scope is vetted out appropriately. Yep. >> Not apples to Okay. the scope of the work is >> well the same all the time. >> Yeah. >> So um you are always invited to attend those two. So >> then well at at that point then who who makes that decision? Is it us? >> Yep. So then they come back and say okay all the bids the scope of the work wasn't in line with what was requested and then generally Steve and I board is certainly available said okay we know this I'm just making this up now. Let's just say there's a certain um earthworking company we've always used and we just feel really confident in continuing to use them. And if the bids are all relatively in line, you can choose cuz in our policy, you

097don't always have to choose the lowest bidder. >> The other one the better example is probably the opposite though too. So like if there's a electrical contractor that you know Steve and Jordan have had nothing but problems with, right? Every time you've had them work here, it's it's an issue. So in that bid process you again because you don't have to necessarily take the low bid you can decide to pick uh you know a different contractor if you want >> and that would like we have some opinions on a couple things you know from here that actually came from our security project and we just said nope we don't want that company to work with our glass because it was a headache. >> Did that answer your question Dean? I mean really really their job

098is to make sure that we're getting qualified biders, a lot of biders. So you and make sure our scope is very black and white. So we capture everything that's on the drawings to make sure the bids are black and white and then ultimately you guys make the decision. >> Yeah. I mean it's it's kind of apples and oranges. Your biders affect your bottom line. Whereas if we had three companies here, that directly affects us cuz you have a certain pot of cash to work with. That's why it's in your interest to get that best bid. >> I don't understand. >> Out of curiosity, does the savings come back to us? >> Yes. >> Okay. Correct. >> Yep. >> I mean, I you know, there'll be a referendum dollar. Let's just say it's a $20 million

099referendum. So there there's going to be $20 million there, but that's all then when you go through that bid process, you're seeing how how you come up to that $20 million. It really doesn't matter who you know that we're all going to get bids and get bids on all the different trades and you're going to help select who those subs are. So it's >> so on the project the referendum value is 28.3 million. >> Um after bid day, we came in probably about 27 maybe just just slightly under. And with that extra money, we were able to just add more to the project. So, we ended up doing the playground and upgrading the playground. We ended up painting the whole gym. Um, so we had a number of additional kind of add-on scopes that we're

100able to do because we came in under budget. That $28.3 million is ultimately the districts to spend. So, anything that you come in under on bidday just can get added into extra projects or go back to the community as a tax what whatever the you know whatever the decision is, but it doesn't automatically come to my >> Yeah, we don't have a vested interest to make sure every dollar is spent. And on this last project, Dan, we had gotten reports as far as contingencies as the project was bought down. >> Yeah, that Yeah, you're always updated on on where it's sitting from a budget standpoint. Yep. >> Other questions? >> I kind of have a question. Dean, are you trying to figure out how Myron gets paid and how that's competitive? >> I can't hear

101you. I got flight ears. >> Okay. Are you trying to figure out how we pay my because we didn't have any other bids that they're going to >> No. >> Is that what you're trying to understand? >> No. No. No. I I mean when they come up with a big dollar amount, the final big bid to complete the project, they have to make their shoe fit all their separate little bids. Yeah. And I know we Okay them. um that just has to fall at that number or on. So >> okay, >> that's kind of different. >> Mhm. >> Okay. >> So what what do we pay you during this process like this? >> So during the study phase, we donate that those services. So there's not anything that you're paying the the only thing that

102you will pay for is like if we do the survey. So that third party um you know if it's a school perceptions or whoever they will charge but that that's they contract directly with the district. It's not it's not affiliated with Myron or anything. And then if there's any printing or mailing costs, like so if we do mass mailings with uh uh newsletters or brochures or something like that, but but other than that, we're donating those services during the during the study phase. So So that is >> so there's a potential that you could never get paid at some point if nothing moves forward. So if Kaibash has put on any any sort of remodel, renovation, new build, whatever, whatever, >> then we say no, we're not doing it. My will not is not earning

103any dollars. >> Okay. >> Yeah, we'd like to say we what we worked on passes a referendum, but that's not the case. >> Anything else? Okay. Well, we were just Oh, we were just going to wrap up and just say we always have a little thank you at the end when we present this. I'm just talking a little bit again about why we're so excited to be here in Winn County and it we have four sort area. So, the proven team. So, I think I think you guys like the two people down on the end here, but we we thought we could bring them back. So, they're coming back again. But it's uh again it's a proven team that has worked well with the district and uh we appreciate Dean's comments that it was quality

104construction and quality work cuz we take a lot of pride in that. So so that uh you know proven team is definitely important. Our continued partnership I mean again that means a lot to us and uh to be able to work as long as we have with this school district and have that relationship and continue to help you grow as a district has been awesome for us and we appreciate that. >> Yeah. To give back to the the district itself as well as the community. Obviously, we take great pride in that and giving back to where our employees live, work, and play. Uh, so very proud of what we've been able to give back to the city of Winn County. And like I said, we have a lot of eyes on the four of us,

105too. Uh, there's a lot of people eager, uh, wanting to know what's happened, supporting the project, uh, whatever the case is. So, um, certainly appreciate the time tonight. If you have any questions after the fact to say, "Oh, I wish I would have asked that," email us. We'd be happy to respond, uh, for anything. So, but yeah, we look forward to it and we're excited to to get started with you. So, >> I have one question. If once the board makes a decision, um what do you guys get started like right away or what's is there a gap in there a little bit between doing the >> probably the only little gap would be maybe if people don't want to do stuff on the holidays here because we're getting close to the holidays. But I

106I think the next step is once you give us the green light, then we really start working with PEG and starting to build that framework for that timeline. So we'll sort of build a little timeline on this front end so that we know, okay, when when do we want the RFP to go out for architectural? When do we want to get them back? When do we want to get them on board? Do we want to start to look at enrollment projections? You know, we could start getting proposals from like applied population and that to see what what they would charge for that. That's one other one that, you know, the district would have to pay for. But I I think we'd we'd get started right away with building the framework and and getting everything in

107order and then probably after the holidays start, you know, diving into, you know, more of that stuff. But >> but there really is we we don't plan on taking much of a break. I mean, we're ready to get we're ready to get rocking and rolling again and help you. >> Okay. >> Again, not to go fast, but just get the process started however long it takes. >> Okay. >> Thank you. We'll let you go. Yeah. >> All of you for coming. Have a have a great rest of the night. >> You, too. >> Oh, don't forget your laptop back there. >> All right. Are you uh preparing, P, for this big snow day coming up in the next couple days? I'm hearing about it. >> Yeah. I mean, you might as well start shutting down

108school. >> I already get emails from my high school students. Mrs. Larson, what's it going to take to get >> Yeah. Yeah. I would say nothing. >> Yeah. I was telling I haven't done my snow dance. >> Yeah. Peggy told me we didn't have any money for snowb blowing or snow plowing and blowing. >> Yeah. We're kind of open about four or five. >> Just kidding. your problem that I appreciate. >> Just like usual, the weathermen are going to scare the crap out of everybody and uh it'll probably be a dusting. >> Thanks everybody. >> Appreciate your time. I will shut that off when you do the close session thing. >> Thanks everybody. >> Thank you. >> Snow inches of snow over the next three days. >> So they're covering all of the bases. Yes,

109we're getting >> that backpack. >> Don't trip over your corner. >> He's got that sticking out. >> No accidents, remember? >> Yeah. >> Safety first. >> All we care about is the kids, not our employees. She's excited. >> Yeah, we used to have snow. We were kids, didn't we? >> What? >> We had snow when we were kids. >> I know, right? I know. >> We used to get like a foot or two >> and you you'd always go to school. Yeah. And I walked I walked up. No, no, but I did walk a good mile. It wasn't uphill or downhill, but I did I did walk. >> In 1978, we actually had to get the dozer out when the railroad was down there to push it through so we'd get them out track to

110the final. >> Um, I would entertain a motion to go into executive session. >> So, second motion by harder to move into executive session under Wisconsin statute 19.85 985 sub one sub E for competitive bargaining purposes where close session is necessary specifically to discuss performance and contractual priorities for negotiating purposes for the construction manager. The board will return to open session for possible further discussion that does not require a close session and to make a decision in an open session either tonight or on December 15th, 2025.