001I will call the meeting to order. This is a meeting of the Winn County Community School District Board of Education. It's December 1st, 2025 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 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 time for the public comment as indicated in the agenda. The meeting will also be available to watch live at www.youtube.com. Uh please stand and join me in the pledge. I pledge allegiance to the flag of the United States of America and to
002the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call, please. >> Stellner, >> here. >> Calartz, >> here. >> Veric. >> Aman, >> here. >> Harder here. Kundy here. Hansen >> here. Uh recognizing our administrative team, we have Dr. Larson, Mr. Pitch, Mr. Sippert, Mr. Katy, Mr. Jerbeck, Mr. Maner, Dr. Hughes, Mr. Schrader, Mr. Dobner, and that's it. And I have um there is a list uh sorry, a signup sheet out there for visitors. We have no one for open forum today. Uh, so we move into approving the consent agenda. >> Motion by Harter, second by Stellzner to approve consent agenda items A through G. Any questions? Um, comments from the board. >> Again, I'd like to acknowledge the donations and the support uh for
003the district from our community businesses and individuals. It's it's very much appreciated and the organizations as well that are receiving the donations appreciate that as well. >> Okay. Roll call, please. >> Stellner. >> Calartz. >> I. >> Aman. >> I. >> Harder. >> I. >> Candy. I Hansen. >> I. >> Approve minutes from the November 17th, 2025 regular school board meeting. >> So move. Second. Motion by Kundi, second by uh Harter to approve November 17, 2025 regular school board meeting minutes. Roll call, please. >> Cowarts, >> Ecman, >> I. >> Harter, >> I. >> Candy, I tell >> I. >> Hansen, >> I. >> Uh, elementary continuous improvement work and report card. I believe that's Dr. Hughes. You're welcome. >> Okay. >> It's green. >> Okay. >> All right. So, I'm going to go through
004our report card and then talk to you a little bit about um what we call our glows and our grows. So, the glows are the things that we're proud of and the grows are things that uh we can improve on. So, on the first slide there, you can see our continuous improvement plan. And the part in yellow is simply showing you that our lang language arts four through eight and math four through eight. The growth part of our report card counts for 15% each of our overall. And so as a district we are working on growth um across the district. So I just wanted to highlight that part of it so you have an understanding of how it all fits in. Um, okay. >> Yeah, I am. >> Oh, there it is. Technologies changed so
005much. U, the next page here is our score and you can see the overall score is 80.5. Um, and then it breaks it down with achievement. um our ELA was 84 and then math was a little higher at 91.9. Uh we know that so we're always looking at those areas and then our growth score over there is 55.6. So again the growth is the area that we can grow in. Um the targeted group outcomes uh those are things that we look at when we talk about our team time groups and small groupoup instruction and things of that sort. We uh we monitor that throughout the school year. And then on track to graduation, it's pretty self-explanatory. Um, so the glows, as I like to call them, um, things that we're proud of. Um, obviously the
006achievement, um, it was it's been on an upward trend for the last several years. We have a lot of teachers collaborating and and often. So it was about 10 years ago when we redesigned our schedule and we moved to that recess in the morning and that was really when we were able to plan and engage in collaboration within the last three years. We've worked really hard to again tweak our schedules so that our special ed teachers and our the co-eing classrooms can all be a part of everything because that was one little gap that we missed that special ed teachers happen to be with students when we were having our professional learning community meetings. But we have now addressed that and so if you are a co-teer in second grade, you're just a second grade
007teacher with everybody else. So you get to attend the professional learning and and everything else. Um we do uh bi-weekly PLC meetings and data meetings. And so during those PLC meetings, we talk about and learn about whatever it is a grade level team identifies. So we have a new uh resource this year called UFly. And so for our K through2 students, teachers are learning all about that resource. We're also still in the midst of Act 20. So a lot of our professional learning meetings revolve around that. Um however it really is need-based. Um so every other Wednesday we meet. The first one we have the PLC. The the next one is where we review that targeted data that I referred to in the report card. So we have a list of students that we monitor
008and we also look at the rest of our population. Um it's also a time that we used to call it wind time. Some of you might remember that, but now we call it team time. Um, and so by looking at that data and our assessments, we switch kids from group to group because we really want it to be fluid. So just because you know Mark was in the math group in September, it doesn't mean he's in the math group until um the end of the school year. So we really monitor closely. Um, I also have we have such a big staff at the elementary that the teachers decided they would prefer a bi-weekly building leadership meeting which is made up of a team leader from each grade level and then like a representative from special
009ed and then the encore subjects. And so we meet every other Monday and really um anybody can add to that agenda. And so it's really to celebrate successes and and problem solve. So they all talk with their team prior to that meeting and then I just publish the notes for anyone to see cuz you know nothing's secretive or anything. They just are kind of that representative for their team. We've really worked a lot on building meaningful relationships with our students through some like morning meetings, closing meetings, wish you well boards, uh personal greetings, uh safety pledges, and it's part of what we call conscious discipline. So, some teachers got together and said they wanted to learn more about it and we've done a book study where we just meet after school once a month. Um,
010it's nothing new or earthshattering. It's just sort of using common sense, but there are some really nice things. If a student is absent, there's a wish you well board and the teacher puts their picture up and then the students say, you know, I wish you well. Um, it also hopefully helps with attendance because kids realize like, hey, my peers are wishing me well because I'm not here today. Um, we also some of them have a safety pledge. So, every single morning they pledge to keep their classroom safe. So, again, when we talk about, you know, building positive routines and being kind, making a safety pledge every day has has also been a really great thing. Um we assess formally three times a year. So you'll hear I Ready, Ames, and then our local assessments. You'll
011hear like Fontis and Panel. Um and we triangulate that data to determine our tiered intervention group. So essentially we take our assessment data and a lot of times we color code it just for ease. So you can see which students have yellow by their name or red. And that's essentially how we look at the targeted group and any other students and we create those intervention groups. and the students with the greatest need will work with an interventionist. So, um again, it's really based on the needs of the students and we do we've really been working hard at finding enrichment opportunities, on level opportunities, and then below level support. So, um our tier one instruction you'll hear me say is it's really that instruction that everybody gets, everybody in the classroom. And so some of the
012things we worked on there were frequently checking in with students for understanding and making sure they know what they're learning. So what is that learning target? And then our tier 2 instruction is provided by the teachers. And we've had the capability of pulling in FIAD, music, art, uh where we can. And so sometimes they are leading an enrichment group. Sometimes they're doing something with computers, but um Molly Schlack has a group. And so students that are, you know, more musically inclined or interested might be in that group. Um and we also monitor. We don't want a student to always be in the remedial math group either. So we like to look at where they've been, where they're going, and still provide them some other opportunities because, you know, you don't want to get in a
013rut either. Um let me see uh team time then is our well it's a layer of support but the tier three then comes with the interventionist. So when we talk about tier three instruction the student usually goes to the interventionist classroom and it's about 2530 minutes and they're working intensively on whatever that may be. A lot of it is our act 20 the new information that we're learning. Um but if you are in a tier 2 you also meet with your classroom teacher. So the first level of support is your classroom teacher. Your second level then is your team time. And if you are in a tier three you have a third level of support with an interventionist. And that's the point of RTI is to layer those levels of support so that we hopefully
014bring students up to grade level >> so they could flow between those tiers if there's a particular Yep. >> Right. And so that's why we monitor the data because we'll have a student go from tier three, they come out of intervention and they go to a tier two tier two group that um one of their other teachers might teach. That's the other nice thing is that you have Mrs. so and so all day, but you might at team time get to go to a different classroom because that teacher is teaching the math learning target that you need. So, kids really like that because they get to mix up groups and mix up students and um they kind of think they're like the older kids. So, we'll let him keep thinking that. We also have what's
015called SST meetings and a teacher can request an SST meeting and the people that need to be at the table come. So like the school psychologist either Mr. Elm or me the classroom teacher maybe even a classroom teacher from the year before but we look at their data they have to fill out some information and edge a climber and then we talk about that student and we always start with again what are the students strengths and then where are those gaps and what can we do. So, we might say, "This person needs check-in, checkout," which every morning they might meet with a teacher and the teacher goes over their goals and, you know, all right, Johnny, we're going to have a really great day. Remember, your goal is to raise your hand before talking. And
016it's been very effective. We keep um notes on everything. So, everybody has a little graph to see how they're doing and if they're meeting their goal. And um so yeah, it's it's a good way to look not just at their data, but really the whole child, what else is going on with them? And you know, we also have a lot of of our teachers that engage in um coaching cycles. So that's been a great opportunity again for teachers to um enhance their professional learning based on what it is they want to learn. So um I'm going to back up really quickly. So when I talk about small groupoup instruction that is within the classroom. So team time is usually smaller group also but right within our literacy block which is 90 minutes. We have a
01715minute mini lesson and then it's off you go readers. Well during the time students go off teachers have the expectation that they will meet with students. So if if a student is in the red right they need some additional help. We ask them to meet four to five times per week for 15 20 minutes to really work on whatever skill that is. If the student is in the yellow, we ask them to meet three to four times a week. Then as they go up, you know, green, it's two to three times a week and then the purple is like the highest. They're exceeding the expectation, but the teacher still meets with um one to two times a week. So, Act 20 um has also been instrumental in that. It's just helping us better identify which
018students need what support. So, we were kind of the school of thought that you had to meet 30 minutes when when RTI started, but we we've had to refine that a little because there's not enough time in the day. And a quick 10 or 15 minute little lesson with a student is just as valuable, if not more, to keep their attention. Um, so that's been um that's been effective also. >> Oh, I forgot to turn the slide. Anyway, good thing you weren't looking. >> Lisa, I got one question that would Can you explain a little further the UFly K2 as far as >> Oh, sure. I think I get to that, Mark. If I don't, then you ask me that certainly. So, um, I talk about the grows, just what we're working on. Um, we
019always kind of say like minimally we want to grow all students one year's growth in one year's time. And if they exceed that, great. But that's kind of the general um, rule of thumb we like to see. We have been really working on pushing those high achieving learners to keep growing because as you've heard um, Joe talk last week, when you're high achieving, it's harder to keep you growing and to grow more. So we also are in that scenario. Um but we have some our two academic tutors, they have been doing some really cool things with coding and um STEM ideas and things of that sort. So we usually try to get kids at least through one session of those STEM and coding activities even if they need support in reading or math. So they
020should have that opportunity as well. um we're implementing strategies to support our SLO which is a student learning objective which we created by looking at our data. So, um, at the beginning of the year, again, we looked at all that data. We said, who's in the red, who's in the yellow, who, you know, and then we said, what is the neediest or most frequently occurring skill that students maybe aren't getting or understanding? And that's how we wrote our SO, our SLO. And I'll show you that in a little bit. We also monitor progress very often, which just helps guide our instruction. So, when I talk about students in the red, right, every 10 days of instruction, they have another little quick check or an assessment to make sure they're closing that gap and meeting those
021goals. And if they're not, then the teacher kind of switches gears and uh maybe does something else. Um, we've been completing the ACT 20 training through Cox Campus and CISA. And as much as it's laborious, right, it's really, really good information. And like I've had a lot of conversations with teachers just about how they're they're really seeing kids um sound out words better and understanding and and things of that sort. So we obviously will continue to implement the PRPS which are the personal reading plans with fidelity to again get those students reading at or above grade level and the goal is always by third grade. Um implement UFly phonics. So Mark, like you asked, that is a new resource and I mean it's a really thick manual, but we are using that as a universal
022tier one instruction in our K2 classrooms and there's about a 30 minute lesson each day and it's comprised of letter naming, letter sounds, vowels. um they do things like if you have the word pot, they'll say um change the P to a C and what word is it? Cot. And so it's really getting kids to think more about letters and sounds and how that all fits together. Uh but it's it's a great program. It's always hard to fit more instruction into your day. So that was one of the things we did with the coaches is we looked at our literacy block and said, "Okay, we have 90 minutes. how are we going to get this in? And so we just had to really revise our small group instruction and we included a lot more of
023those science of reading strategies. So last year we started act 20. We did not say like you have to implement this or you have to implement that. We just kind of said try whatever you want to try. And so many of those teachers just jumped on it and started with the phonics that this year when we said, "Okay, we're all using UFly." They're they were all already doing phonics things. So kudos to them because they were um super enthusiastic and and I think the kids, you know, they're they're they're getting it. So that's always good to see. um the teachers write a professional practice goal and a lot of times they're writing that to support our SLO or whatever that is we're doing. So for example, some of the teachers will say like I'll participate
024in a book study or I'm listening to a podcast on phonics instruction or you know anything like that. Some people join collaborative groups where they collaborate across districts or across state lines or what have you just to find out what what other people do. Um oh sorry Mark I'm going back to you fly a minute. So K2 has youly right then in third grade fourth grade and fifth grade we have new units of study and those units of study have a component that's called word study. So third grade has word study. Then fourth and fifth grade has a vocabulary focus. So everybody got something new. K2 is that phonics focus. Third grade is word study which is a balance of phonics, vocabulary um because that's that turning point grade. And then fourth and fifth the
025focus is on vocabulary. Um any questions on any of that? That's a lot. I have one question. >> Yes. >> Um is are is the I ready and the Ames yet? Now I know act 20 is relatively new. Are they assessing those things just yet or >> just AS is as the only test that we give that is what flows into and and tells you what you who has a personal reading plan. We use the others um assessments and stuff to just you know again triangulate that data because Mark might score really well on the Ames but he might tank you know three other assessments. So we have to look again the whole child and say you know is this a bad day or >> you know so but Ames is the one that is
026what put puts kids into that personal reading plan. So um next I just put in here the student learning objective and um at the beginning you can just see it it gives kind of that baseline of 827 children and all the kids in our district will take the assessment at the beginning of the year unless it's a student that's on an alternate curriculum. Um the assessments then serve as that baseline and then we develop that SLO and in the spring they again take those assessments so we can determine our progress and growth and minimally we're going to say 85% of our students will reach proficiency in their area of focus. So if you look through you can see like 4K is working on letter identification super appropriate for 4K kindergarten they are working on writing
027CVC words which is vowel consonant vowel. Today I was talking with a kindergarten teacher and just her kind of gut reaction was that last year at this time kids were really not getting the CBC thing and she said this year they gave the assessment and almost everyone in the class passed the assessment. So whatever they're doing instructionally is is working. Then first grade they are measuring uh oral reading fluency. Um second grade also third grade also and again that's as measures the oral reading fluency. It measures other things but that's kind of the most important one and we we've noted that that is an area we need to work on. Um and then fifth grade we're working on vocabulary growth. So, um, I like that the teachers came together as a grade level to say,
028"This is what our grade level needs because obviously we're not going to have fifth graders working on letter identification." And it's really hard to find a goal that fits your entire school when you have four year olds and 10 year olds. Um, so the goal obviously is to show growth and then um based on each individual grade level, what is that area of growth? And those are all things again that are monitored through out the year and through those different assessments. So, how do we do it? Well, Mike and I are um right alongside those teachers in the PD sessions. Um Mike and I have talked about like in order for us to engage in meaningful conversations, it's just really important that we have an understanding of what the teachers are going through and learning.
029So, all those best practices and things. Um, Mike and I are currently dipping our feet back into the classrooms. Um, and I've taught fourth grade vocabulary and then I'm working on kindergarten this week. I'm a little nervous. Phonics. Um, but again, it's a really great way to get an idea of what the teachers are learning and expected to learn and then what they're expected to do in the classroom. So, um, one kid told me I still knew how to be a teacher. I was like, >> just one. Yeah, that was a fourth grader. Yeah. So, we're just kind of working our way through um the different grade levels and the the different um but that also means like the units of study like I'm reading those books and Mike's reading those books because, you know,
030again, we need to have that background also. So, but I think teachers like to see it too because now they're like, "Hey, will you come in my room?" Oh, >> probably because they want to go laugh. Um, and again, we participate in the PLC meetings and the data meetings, and there's always an admin at our SST meetings. Um, and again, supporting teachers just with trying those new strategies. Um, again, we're using UFly, but there's other things that we're learning in Cox Campus and with CISA that it's like try them and and we're extremely supportive of that because you won't know if it works if you don't try something, right? Um, so again, read and review those resources and just modeling the expectation again, teaching in the classrooms, analyzing data with teacher teams, and setting those
031goals. And then um again the grade level SLOs's were specifically designed it with the greatest area of need per grade level. So um there's a million other things we can do but I think these are the highlights. So any questions? >> Yes I have a couple. >> Yes. >> Back to the safety pledge. >> Um what is the purpose of that? Is that to help stop bullying or >> Yes. Yep. It's and and to keep others safe. So, it's to develop a classroom community environment where kids pledge to keep each other safe, which is using kind words and kind actions. And um it's a great way to start the day. Now, do they always do that 100% of the time? No. But it's also a great way for a teacher to say, remember, you took
032a pledge this morning and now you're not following that pledge. It's not every single classroom, but it's traveling and there's quite a few that are implementing that. >> I see. Um, what was the other thing? Um, oh, can you touch on summer school? Do you, let's say you think that'sial for a kid, um, you push it to the parents or do you push it to the child or do both? Well, when we do our spring assessments, we um look at again all those students and then the classroom teachers make a recommendation and depending on the grade level, right? It it's not meant to be a secret, but the first information usually goes home to families to say um you know, hey, we're recommending your child for summer school. In a fourth and a fifth grade
033classroom, a teacher could have that conversation with a student like, hey, you know, I think it'd be great to go to summer school. But ultimately the information goes home to parents so they can start looking at it. And it often ends up being a good time for a little um conference about you know areas of need and growth and things of that sort. >> As far as the the summer school that is generally because I've had I've had kids recommended for that before and maybe this will help answer your question, Dean. Usually that's the tier two, right? like the reteing of the the previous year. >> Yes. >> Okay. I thought so. >> We don't have interventionists in the summer. So, you're you're right. It's a it's definitely that tier, too. And I mean, you
034never know how many kids are going to sign up for a summer school, but in the past, we've been able to try to keep them a little smaller so that you can do some of that small group and remediation. >> Thank you, >> Lisa. with the questions that were out there on the report card on surrounding that whole growth area. I really like the way you've implemented strategies to attack that um so we could really understand um because at first when that came out there was really not the understanding and it didn't look positive >> and with what you're implementing here across the board at all grade levels in the tiering and and in the grouping and so on really then supports an understanding of what that growth factor means and is. And it doesn't
035happen overnight, right? But I think every year, you know, we look at what are we doing and what can we tweak and what can we improve. Um, we worked a lot last year with fourth grade and the manner in which we did it was was interesting. We had every student written on a card and we spread them all out on the table and said like math, you know, and the teachers had gone through all the assessment data and it was a really good visual way of putting kids into those team time groups. Um, so some teams prefer that manner, some want to do it on the computer, but it's really that look at the whole grade level. What also happens is then when they might switch teachers, another teacher gets to know little Johnny and
036then they can weigh in and say, well, when he's in my class for team time, you know, here's what I see. And so a lot more eyes on and they all get get to know that whole fourth grade or the whole fifth grade and not just like my 20 kids. So yeah, we just keep keep working at it. This is maybe a premature question. Um I know we're going to be hearing the middle school report, but a little bit of the transitioning from grade level five to six is always a crucial stage. Can you give us a little idea of how you're passing that on to the >> So now that we have Edge of Climber, everything is documented in there. So it's much easier, I'll say like last year and the year before because
037a teacher can pop into Edge of Climber and it'll say this student is having a reading intervention, the student's having a math, here are their test scores, here's their fontis and panel score, uh they're on check and checkout, here's their behavior incidences, and here's their referrals. It's really up to the teacher. Then oftentimes teachers like to start the year with a clean slate, right? You don't want to like that Mark, you better watch him, right? And so the information becomes useful when the teacher in sixth grade maybe starts to seem something's going ary and then they can kind of pop into Edgie Climber and see. We have we do now. Joe, don't we have those vertical meetings? >> Yes. >> Yeah. So last year um those fifth and sixth grade teachers have come together and
038we've learned some some interesting things just about like how we're teaching math. There was a vocabulary word or something that we were using differently than the middle school. So we came to an agreement about like well how should this be or in English language language arts do you call it a topic sentence or a thesis which it doesn't sound like a big deal but when you think about it if you've gone to school from 4K to fifth and heard topic sentence now you get to middle school and hear thesis or vice versa and you're like well that's a whole new thing when it's really not. So that is definitely something we work on that transitional piece. >> Thank you. Um I have one more. >> Sure. >> So this is kind of hypothetical. Let's say
039if we had people wanted to volunteer to help read to the kids. Um what would you say is uh what's what what would be the cut off? What's the best time for that to happen? You know, or what what grade would you cut it off where you say it's not >> benefit? Usually they want to come into we put them with either K1, two, three. Um, and then the the teacher does kind of a quick and dirty like here's what you do when a student comes to a word they don't know because we also you run the risk of having a volunteer come and then like not teaching them the wrong way but you also want them to use that same language that we're using. We used to say look at the picture. Now we
040don't do that. We say what does the word start with? What what letters do you know? Do you find any words within the word? and and so we do um you know sometimes a a grandparent or somebody will say like I really want to work in my grandchild's class but there's not a huge need for that like reading out loud in fourth and fifth grade because most kids have achieved that by then and if not they're usually working with an interventionist. Um so yeah, we have several um adults that come in and we'll sit in the hall with a student and they read a book to them and yeah, the kids love it too. you give like a little bit of coaching that parent. >> Yes. >> Kind of what or parent what to do,
041>> right? And it's changed just, you know, over the last three years with act 20. So, um I think we always have good intentions of saying like here's a volunteer handbook, but it's never it's clear as mud. I mean, what do you do when you come to a word you don't know? Well, again, it kind of also depends on what they're reading, the context. There's a million, you know, things. So, it's more of a conversation where the teacher kind of guides like here's what you would do first and then if this if the volunteer has a question after they're reading or whatever, they'll just ask the teacher. So, I think we have three three maybe that do that right now come on a regular basis. >> Okay. >> Do you want to come in? >>
042I've been thinking about it for a long time. >> We'll take you. >> Yeah. >> I do it for library day already. So, >> Oh, yeah. It is fun. I mean, you know, kids say funny things, so he'll be entertained for sure. >> Any other questions from board members? >> Okay. >> Thank you so much. Very, very informative. >> You're welcome. >> Okay. >> Um, long range facility plan. I believe that's Mr. Katie. >> Yeah. >> Okay. >> I do not have a PowerPoint. Never trust technology one. Um, yeah. So, in your packets and actually there's a highlight in the agenda. You can kind of follow along with what I'm kind of going to be going over. Um, if you saw Wicked this weekend, you're going to be disappointed because this will be far better.
043>> Oh, >> yeah. Far better. So, hang on. Here we go. So, uh, I'm not going to bore you with all the minutia on this. You have it in front of you. You can look up anything that you need. Call me anytime and ask me. But I did want to hit some of the highlights of this. Um, so this is a budget that is required by law to uh, present to the board. So you know what direction we're going in financially as far as facilities is concerned. So it isn't like uh tada I need a new vehicle. You know I we just don't want to do that. We want to plan and we want to kind of make sure that emergencies are taken care of but we want to plan out as much as we
044can. Um in here are just big ticket items. So, if you want like the nuts and bolts, every time you guys meet in your packets has a complete list of every single thing I've ever purchased, and that must be so boring to look through it, but um it's all written there. >> Really? >> Okay. So, it's boring for the rest of us. >> Yeah, >> Mr. Kundy. Um but anyway, so if you really want to get down to the details, it's always there. Of course, if you ever have any questions, let me know. So, uh, the first page here has, uh, kind of the the big things that that we want to do and the years that we're going to do them in. Um, and, uh, things in here include like tuck pointing at the
045ES, replace uh, curb and parking at the ES. Uh, golf cart replacement, we were able to do that, so that's off. Uh, some of the roof replacements and when we're going to be doing them. Uh, middle school parking lot receal, high school track repaving, which by the way we were going to do this year, but the guy couldn't get to it. So, it'll be next year. >> Oh, is that why I feel like we just did that? So, I feel like we just did that. >> Well, I you we probably talked about it. We talked about it, but the we uh we were all set to have Mr. Devin Wheat come up from Illinois to do it, and he couldn't fit us in this year, even though we got in line a year earlier. So,
046He said that for the same price he's going to do it this coming spring. >> Do you know how long ago we because I I feel like we've >> I know we're behind on our maintenance of our tracks. >> It's right on the edge. >> Yeah. Was it >> every >> because I feel like we just did it so we could host a a big meet. >> We haven't done it >> 12 years ago >> yet when it was put in. >> No way. >> Yeah. Yeah. We try to get the most out of it that we can. Remember before our track we could not host any big meets until we did >> I'm recalling. Yeah, but that was 12 years ago. >> Yep. Seems like yesterday. >> Wow. Okay. >> Lots of fundraising and
047efforts our community put in to get that done. >> Okay. So, on the list also uh next year is going to be high school basketball court, the indoor court and the gym. It's uh time. You can only get so much life out of the floor, resealing the floor every year. Well, now we've we've reached the max with that. So, that has to be stripped down to the wood and then they have to put a new coating on it. And if you're going to do that, uh you might as well get the actual high school gym painted. It's time. It's getting pretty tired. We've had water damage that we repaired last summer on the walls. It's the paint's bubbling off and so that's time. So, that's in here. uh replace the duct duct sensors at the
048high school now that we've done the renovation here at the middle school and also at the high school. The duct detectors were about due anyway and now with all that floor dust of all the floor work, they're really due and we do not want to visit from our friendly Winn County Fire Department if we don't actually have a fire. So, we got to take care of that. um our old Expedition that uh vehicle has been around I think it's a 2009 we've had for a long time and and it's uh its days are coming but I think we have it slated out for 2728 is when we're going to be taking care of that. Um the scrubber. Yeah, the scrubber also, uh, I think that we're going to be better than this plan has, but
049has on 2930, but in later plans that will be re-evaluated because I don't necessarily know if I want to spend money on a on a new scrubber. We did get a a scrubber that we can use down here with the renovation and up at the high school. It scrubs in a different way, which helps with these kind of floors. So, I'm not sold on that yet, but I have it in there as a placeholder in case something changes. Um, our big Jacobson mower that uh that's coming up 2728. We're going to be uh replacing that. And um uh somewhere down the line, and I we have it for 2930, but that's one of those cans that'll probably get kicked down the road. We got to get some sort of storage. It's killing me out there.
050So, when you have a classroom of uh of uh let's say 24 kids, you got 24 desks, 24 chairs, all that stuff. Well, now next semester there's only 19 kids in there. What do you do with all that furniture? Well, you got to put it somewhere. That's why we have all these sheds. And lots of times teaching trends change. So, sometimes the pieshaped desk where you can all sit in together and then the teachers right there talking to everybody. That's in. Well, when that goes away, what do we do with that furniture? Well, we keep it out there till that trend comes back again. Or somebody likes to teach that way. You know, if that's the way they're going to get information in the kids' head, we're going to dig it out of storage. We're
051going to get it in their room and they can use it. So, we got to have we got to have more storage. Um, and that would just be a shed. And like I said, that's pretty far off. 2930 is are the dates that we're kind of looking for for that. Ventrak Moore, we purchased, we already have it. Um, and then there's some other things here just talking about a possible land purchase for ES is in here and you know some things like that. So the hardest one of the hardest things that I have to do is planning for the elementary school. So you know what do you what do you do? So we know that the elementary school is reaching the end of its lifespan. So what do you really want to do with it?
052Now, we're lucky because the boiler system is still working there and we we some of the infrastructure is working really good, but do you put in a new parking lot, let's say, only to tear it all out because we have to build a different school there or we have to remodel the existing school or we got to we're going to abandon the whole thing and move a school someplace else. This is the stuff that really makes it difficult to budget for elementary. Now, we have not not written off the elementary for maintenance. It gets maintained just like any other school. I'm only talking about long long-term purchases here. Um that we really got to keep our eye on the ball and kind of figure out what as a board what direction we're going to go
053in which will dictate how we work with the elementary school. Um in here just a couple of things. Mostly it's uh parking lot stuff and uh we do have some stuff about the ES track but once again these are discussions that we just have to have. possibly PTA at one time had like a track fund, but then we don't we don't know if that's something that we should pursue or if that is something that we should just say, let's keep what we have for now and look what the future has to offer for are we going to stay there or not or what we're going to do. Um and then uh playground equipment. You know, ideally we'd love $200,000 uh to build some uh different playground equipment over there. We don't have a date assigned
054to it when it's going to happen, but it just in there as a placeholder. And it's not like the district has $200,000 underneath the, you know, underneath the mattress that we can just pull out. So, but we just had to have something in there. Uh the middle school, good news. Everything works great. >> So, >> yeah, the the maintenance team, we'd like to take responsibility for all that. No, it's all brand new. So, that's that's good. The only thing we really got to kind of take a look at is the parking lot. You know, they age, so we'll get it resealed and eventually be replaced. Um we have uh roof replacement in 2035. We never replaced the roof, remember, when we built this building. And um parking lot replacement we have in 2032 and just
055as a wild estimate we put in 100,000. I got a sneaking suspicion it's going to be more than 100,000 but um when we get close to the date we can get a lot more accurate of a number and then resealing it high school. So, uh, our roof replacement this next the the 26 27 school year, uh, we're going to replace roof 7, three, and five. Now, some of these roofs are like over a vestibule. So, the like a 10 foot x 10t square. So, it seems like it's like crazy amount of roofs, but it really isn't. Um, and then we'll replace uh roof 9 and 12 in the 2728 school year. And then we'll replace roof 14 and 15 in the 28 29 school year and that will be done with the roofs at the
056high school. And uh boy, not too soon. That's been an ongoing project forever. And then we'll probably have to start over at the middle school and then do the roof over here. >> Steve, is some of that considered out of the fund balance that we have figured for roof roof repair that >> that would all be fund fund 41? >> 41. Okay. 41. >> Yes. >> Uh replace fire alarm uh duct sensors in uh No. No. I don't like that. It says 2627. We're not replacing brand new duck sensors in 2627. Uh that would be more like uh 30 to somewhere around there. Uh high. Oh, I'm sorry. I thought I was looking at the middle school. I am losing it. I'm sorry. Yes, duck sensors. We are replacing at the high school. Uh resurfacing
057the high school basketball court. We kind of talked about that and repainting it. Norbert Rich is always a wish list because there's not necessarily a budget set for Norbert Rich. So, I'm not going to go into detail on a lot of the Norbert Rich stuff, but um there is a plan out there. we just have to decide what we want to fund. Um, and that that's kind of what's going on out there. And then, uh, the long range district facilities plan. Uh, we would like to get a forklift to reach the upper part of the garage. Um, we don't have a lot of space in this school and so we got to go up. We can't go out. So, a forklift would would help out. We have one now, but it's it's getting to the
058end of its lifespan and it doesn't reach where we need it to reach. Uh scrubber, we kind of talked about that. 2930 uh is uh the years that we're going to do that. Uh cargo van replacement and the Sprinter, that's the the uh cargo van that's kept at the elementary school. Uh the Jacobson mower, that's going to have to be replaced in 28. Uh and then of course uh purchasing land if that's what the district decides to do. We have uh that in here also. And then the storage shed which I hope that you'll name after me uh when it's built. So that's in there for 27. Very optimistic on that. And I think that's all I really have. And then one other thing, just so you guys know, so I know some of you
059are new, the budget for my department's a little deceiving because I'm kind of the catchall. So sometimes money is kind of parked in my budget because there's no real good place to put it. You know, there's not a line item. But generally my budget, like the stuff that I spend is approximately give or take around 800,000. So that's every nut and bolt every time we have to fix a toilet. That's what that budget comes out to. Now what I can't account for is how much water are we going to use over at, you know, over at the elementary school or how much, you know, heat are we going to need natural gas. So that's kind of the variable in there. So just to put things in perspective of what's going on in in my department.
060So any questions? >> I do have one if you don't mind. So, I noticed that the uh storage shed I think of something usually pretty small. Um, but with the price near, are we talking something large, multi-level? >> No, no, not multilevel, not heated, very minimal electricity. I'm thinking maybe 40 by I think it was 40 by 60, >> something like that. I I just need a bare bones to keep the water off stuff, okay? >> And nothing that has to be in like uh it would freeze and break. You know what I mean? And school furniture fits the bill. That's exactly what we're looking for. Okay. Thanks. >> Yeah. >> So, how many people are involved when you come up with a long range plan? >> Everybody. Absolutely. I cannot be an expert on
061every single thing that uh the district has to deal with and I rely on the experts that are. So, the ground stuff I sit down, we talk about it, we go out, we look at it and we discuss together. Um, maintenance is the same way. If if I talked to Mr. Dunham in my department and he's telling me these duck sensors can't take it anymore. We got to get these duct sensors replaced because they're really dirty and we're not able to really maintain them anymore. You know, we talk about it and then it arrives in the plan. And custodians also when they're talking about floor scrubbers, you know, this one has been the guts have been replaced so many times it's hard to replace it anymore. So, we got to start thinking about, you know,
062getting a new one in the future. So, that's how I come up with my plan. I do not sit sit at my desk with the doors closed. I just I just don't work like that. Anything else? >> Well, I hope it was as good as Wicked. >> I try to be exciting and but I will not sing and dance. >> All right. Um, administrative reports. Anything to add from administration? Any questions from the board? Uh, board reports. Any communications? >> I have no communication. >> Okay. Um, committee reports, HR and finance. Um, I will just speak in Jill's absence. We have not met. Um, marketing and public relations, we have not met. And policy, >> nothing at this time. >> Okay. And with that, I would entertain a motion to move into executive session. >>
063Okay. Motion by Callowart, second by Harter to move into executive session under state statute 19.85 to approve executive session minutes from November 17th. The board will uh reconvene in open session and may take action on items discussed in the executive session. Roll call, please. >> Ecman. Hi. >> Harder. Hi. >> Candy Stellner. Hi. >> Cowarts. I >> Hansen. I