001from 10 to 50 to cover the food service. Uh we did increase the prices of lunches this summer for next fall. However, it's probably not going to be enough to make up that. Most school districts have to transfer money from 10 to 50 every year. That's like normal. 25,000 for a district our size would be reasonable, but we're way beyond that. So, I don't think charging an extra quarter for lunch is going to make up the difference. but she's got to plan a little bit more there. Spec, that's not too bad being a little 14,000. So, she'll average a little bit more on that. Um, yeah, and hopefully with the 875 coming in for the referendum rather than a half a million. That should make up a gap. Um, my concern is the state budget
002wasn't as friendly to school districts as I was hoping with the special education because we were hoping for 60% from 33% and they're going to go to 42% to 45 in year two. So, we got about halfway where I thought was reasonable, but it is what it is. Um, so yeah, so we do use these numbers as we're planning to move forward and yeah, it's what it is. questions for Kyle. >> I'm laughing. I'm like I don't think a a bake sale is going to help us like is there a way we can extra defense for some based on our rent rate last year was 54.7% or something. So well over half of our 400 kids. Yeah. And you got to remember when CO was happening, there was free lunches for everybody for a stretch.
003And that sounds great. When you're long-term planning and you keep getting the money coming in and all of a sudden it's cut, like well there, you know, it's a wakeup call, you know. So, um I worry about federal funding and state funding for daycare centers because our roots and branches receives money monthly and if that ever gets cut off at either level, it's about $10,000 a month we receive. If that disappears, we have a 100 plus kids there. The charging of those 100 plus kids to make up that $10,000 a month. So, I hope that the feds and the state keep coming through and that your state did pretty well for us. It's the feds we got to count on, too. So, it's funny when cuts are made someplace else how it hits you pretty
004quick. >> It's not funny. It's >> No. >> Yeah. Maybe frustrating. >> Sometimes people don't always realize how those cuts impact us at that local level and and they're real. >> Yeah. you hear federal budget, you go, "Okay, well, only two steps and it's here." You know, it's at our door. >> Any other questions for Kyle from that upate? >> All right, on to the summer learning symposium update. Chris. >> Um, well, the good news is a lot of stuff that I've heard we're already doing. So, that was really very cool. I was very proud of our school listening to advice from all these different presenters and they were wonderful presenters and a lot of what I kind of gravitated to was about communication with community. So on that stuff I gave you a list
005of stuff and read it or burn it. It's up to you. Um some of the little green highlighted ones are the the nuggets that I pulled out that I thought would be appropriate. Um listening to the legislative update, basically the budget was explained Kyle had already explained it perfectly I thought. So it was really familiar ground. But what this fellow said was um involve your legislator, your local legislator in your school and like communicate right to him who happens to be and um and invite them to come to the school, you form those relationships and um I think Rob Stafsold was on the joint finance committee was >> Rob Stafold. >> Yeah, he was. >> Yeah. And um and I don't know about Duke, but um I think it's a great idea to reach out
006to those people and to say, >> "Hi, you know, here we are. We're still here." >> Duke was in the listening session that was in Hayward I went to. >> Okay. >> And he has emailed me since then. We've gone back and forth, so he's listening. >> Excellent. That's good. Good to hear. Um screening budgets. They said be open and transparent about your budget issues to communicate that to the public in terms they can understand without jargon or um any kind of an acronyms or anything like that to make it to make it more real. Use analogies that are um the real that people can relate to. So that's kind of um they endorsed a couple different things. WP public education network as far as if we're moving forward to um like another operation referendum
007or a building or any kind of thing like that. They uh between the different presenters, they said Wisconsin Public Education Network and Wisconsin Schools Public Relations Association, I put both those in there, are really helpful partners to come in and and talk you through everything. Um the fact that we're doing a survey, I was talking to one presenter and she was um happy that we're using school perceptions. So that's most of the state uses it and still very good and so I felt good about that too that we're on the ball with that moving ahead um letting students shine. I thought that was kind of fun. You're talking about um and maybe you do I don't know video announcements for the kids like in the morning when you have announcements having the kids do that.
008I know kind of grants a few years ago, but I thought live game broadcast by students. I thought like on YouTube or Facebook or some of those different links that sounded really fun and um it made me think again about our conversation about a spring fine arts festival or something to showcase student work that's um more academic or more art side of it. So, that was kind of a fun they had brought that up. Um, interestingly enough, when I went to the youth risk behavior um seminar, they were talking about cell phones being boycotted in the school. So, I put a link on there that she had shared with us. Um that page will just take you through the arguments and some of the the um research done for removing cell phones from the school
009or amending it different ways of amending cell phone use. So that was kind of interesting. Um yeah and you have it all there in front of you. So any questions from me? >> Sounds like it was really useful. >> I felt it was and how two days. >> It's like [Music] for the bar has been set. >> Now I can't anything. I guess >> it was interesting the the from the state mental health um part of the not the DPI but the government the state they were talking about um communicating to parents like educating them on how to monitor student behavior and it was all kinds of things and they said the biggest problem with a lot of students was lack of sleep Mhm. >> And it's like, yep, we go back to the basics.
010You got to have those needs met or you can't get anywhere. >> I am done. >> Thank you very much. Appreciate that. And um I don't know if you guys noticed, but the the document that Chris provided us in hard copy is in your extras. So when she was mentioning links, you should be able to access the document through um through your extras and click on links there. see that this recently didn't come back after I like it. I like the data you get out of it. It's optional and we we had a a little bit of a wave of culture of families opting their kids out and then pretty soon we only had two kids making it. So I think it's a good lose a lot of >> Yeah. So, I think it's probably
011good to try to wave that back. >> I mean, yeah, that goes back again to, you know, how transparent we are and how we educate the public on what's >> Yeah. >> the importance of it, what we can do with that data. >> And I do think it was more students than adults, right? So, it was kind of a, well, I'm not taking it. Well, I'm not going to take either. And then kids go home and say, hey, I don't want to take this. Can you sign this? And then parents may or may not even put a thought into it. >> And, you know, >> seems random, >> right? you get kind of this mob mentality within the building, right? So, I think it's wise to try to change that. It's been a few years
012now, so I think it's a good good time to have that. But, but we certainly access the data each year. Um, I access it for some compliance monitoring reports that we do for the DPI. I just accessed it for the human growth and development meeting. Um, there's some really good there's some terrifying information. >> Yeah. that comes up. >> Okay. >> Um and and you can it's just Wisconsin information. So you can get national or just Wisconsin. So that is interesting itself. >> Any other questions for Chris? >> What's the one about putting it in the grocery bag table? when you go to communicate to a lot of stakeholders in our district don't have children in the school. So it was just ways of how to communicate to you know the property tax payers or
013other stakeholders they call people who are influential both. >> Um and what was fun was she was talking about I think it was M that had to really push hard. they were if they failed they were going to lose their school district kind of thing. And um she was saying how they made those table toppers. You know you see them in restaurants where they list the you know stuff on tap whatever or wine but they put their little spiel on that and put them in the bars and in the restaurants and you know the cafes and stuff. So at the table people are sitting there waiting for their meal. Oh, >> I thought it was cute. But it is a good way to reach creative group of people that >> and a group that you
014don't usually reach which is their talked about if you're doing a strategic plan to how to bring in those other stakeholders that aren't necessarily going to volunteer >> reaching out to different parts of a community. >> Right. Well, it's easy to communicate with people who are looking to be communicated to. Like >> we know how hard that is in all >> the restaurant you're sitting >> I mean you're more likely to pick that up and look at it like bullet points you're right >> so you can't have me write it >> pretty much so exciting for Yeah, we hear you will edit it. That'll do. That'll do. All right. All right. Now, we're on to the really fun part, which is the adoption of the new policies. So, hopefully, I mean, obviously, the policy committee
015has been um combing through these things now for months, and we thank them again for all of that work. Um I thought the 5,000 section was going to be the death of me. Um, but then I was able to power through. So, I don't know the best I don't know the best way to tackle this. I I I was telling Kyle, I of course when I read something typos and mistakes and those kinds of things. We don't need to use meeting time to go through where there's a, you know, missing parenthetical or something like that. I can certainly talk with Jess about the things that I found before we publish um so that those things get fixed. Um so I don't really think I don't need to spend any time here on that. Does So
016I just thought I mean I could I had I made notes on a couple of policies where I maybe had some questions or um I is that >> Yeah, that's fine. Yeah. Um there was only one I wanted to comment on. Um >> you go first. Okay. Uh, lunch account 8,500. We have some folks that are delinquent their payment of our their lunch accounts. And like I said, we're transferring thousands of dollars into fund 50 from fund 10. So when the policy committee looked at it last week, they had they had some options. And um and this is some information I sent out with Amy Herman and this week and uh Lindy. And currently we have $11,349.75 outstanding debt. People haven't paid their lunch accounts. Some of it's real minor. We have 17 families or
01732 students who owe $358.85. they haven't hit any sort of threshold. However, we have a subgroup of 11 families who uh attribute to $10,990.90 of this outstanding debt. And you have to remember with our population, we have about 400 students and 54.7% are already on free and reduced uh lunch. So the economically disadvantaged are already receiving free lunch. then is the next. So these aren't that >> they're not free or reduced. These are people that um the government says we can pay for feeding their children and I'd like to work with any contacting the families because in the policy 500 says you get to $100 or more greater you'll end up getting an alternate meal until you get paid up. And with the folks that are really high like this, over $100, if this policy
018passes, Amy's going to contact each one of them and see if we can get them in to fill out the paperwork to see if they do qualify for reduced. If they do, then we'll wipe out their current debt level, get them up to speed. If not, they got to start paying because the government says that they're capable of doing so. We do know three of the 19 kids already do qualify for free introduce. So those will administratively just wipe those accounts off of those for those three. But Amy will contact those and then our return to school notifications. The principles will also let the families know, hey, this is the system because I think it's Tuesday night is that you guys get the notifications with the email that hey, your kids child your account's low
019and you >> Monday. It might be Monday. Okay. Whatever day of the week it is, there's a set time. >> My phone rings. I did or deny gas >> cuz if it goes in the whole like 30 cents you get a call. >> No in the whole one penny you get a call. >> Yeah. >> Well, mine might be at like 137. >> Say you're campus $25. you start getting >> right >> and then we would set that system up too that you get notified if you're getting close to that $100 threshold and I told me like it's 75 then we get a personal call from her saying hey just so you know you're approaching that >> I mean I think that obviously we we can't we can't continue to just allow people to acrew
020outstanding debt with no cuto off or change or something some response from the school in addressing that. And we want to try and help families as much as we can. There are many families who I you know the that paperwork packet is daunting. It just is. It's a lot of paperwork. It looks daunting and some people sort of assume that either filling it out isn't going to be worth their time or filling it out is going to be harder than they want it to be. Um, so the more that, you know, as Kyle and I were talking about this, the more that we can offer resources to families with with assistance for completing those things, helping them, you know, access that maybe rather than just, oh, we gave you the packet, you didn't fill that
021out. Like I my hope is that we can reach out very personally to the families that are affected. And that was kind of one of the things we talked about too because I said sometimes parents like see you have a parent who works in um the you know hospitality and tourism you know so they're making a lot of money right now. So when they fill it out in August, their finances look good. So they don't qualify for September. But all of a sudden now >> the restaurant or wherever they're working at, you know, they're not working. And so it's like, okay, but now you can fill it out in October like and please do because now you're so let it and that would be part of that too, you know, like watching it. So then
022Amy could say like, has your income changed since, you know, you first tried or since this summer when you didn't feel like you qualified? when she contacts them, she's going to welcome them to come in the school and sit down in your office in private and >> so can we help you to get this cuz this >> can be challenging to fall for it but absolutely >> we're not no shame it's just purely like we really want to help you too because yeah I mean if they do qualify for reduced please take advantage of it that's there for and like you said people think oh I fill out the form in the fall I didn't qualify and things switch by November and they don't realize that it's anytime you have a change of life that
023might change if you didn't get it. So that was the one I wanted to make sure we talked about. That's kind of a change of operations earlier. >> Any questions about that one? >> Um, okay. So I guess I had a question about trying to get to the right. >> Are you an extra? Are you >> I'm not I'm in I'm in um >> Docs where the policy drafts are. >> Um so let's see. I guess when I was looking through in the in the 1000 series in the administrative templates um policy 7530.02 Nope. Policy 164. Sorry. Oh, no. In the in the zeros. Sorry. Okay. >> That's in the bylaws. Yeah. Um 0164 which is about ratings. The question that I had was There's some language in there about um virtual attendance in meetings
024and a question that I had was whether or not it and so the way this is written I couldn't tell completely if this was intended to be any kind of change to previous policy or just I guess what our thoughts are on virtual participation. So the virtual participation um in meetings section says that it says generally the board does not allow virtual participation unless otherwise determined by the board or due to an order by an authorized authority preventing inperson attendance at a meeting. Um that board members are expected to attend meetings in person at the location set by the board for the meeting. I wasn't clear. I was looking for a separate policy that might address virtual attendance because I think our current policy manual that's in place right now has a provision for virtual
025attendance. We we've had board members attend virtually in the past. But we had also talked about, you know, that's I think one of those policies that it's good to review from time to time to see how that's working. Um sometimes does pose challenges. So, I just didn't know what the if if this was at all something you guys spent time on in your discussions as a committee. Um, the way this was written, I couldn't it I couldn't tell if virtual participation was was allowed. So, I wanted to ask for just some clarification on that. What you guys >> Yeah, it is it is allowed, but we want you in person. It'd be more like I can't make it next week month and then the group would say, okay, should we have them in or not?
026This is how I took it. >> That's kind of how I interpreted it. And then am I correct in saying that if it's a closed session, virtual attendance is not allowed in a course meeting. >> That's how we do it. >> But a meeting like this, if I were to have if I go to town or something like that, I could have said at the last meeting, hey, I'll be out. But >> the second part, I think, would be like if a doctor put you in quarantine or something, >> right? Yes. That makes some sense. >> But yeah, if you're traveling for work and you can't be here, look for no head time sleep. Okay, next month. Yes, you can, but we don't want to have it. We want you. >> Well, and that so
027that was the second part of my question is would we want to set any limits around that? Because it's not it it says if you are allowed to participate virtually, what's the line where we would say, okay, now this has become problematic or more habitual than we intended by the way we wanted the board to run. So, I just wondered if that was something you wanted to think about. And it's all and it's also possible that we can adopt the policy as is and continue to consider that because we have I mean it's not like once we adopt the policies tonight we have to say no changes in the future can ever be made. So we don't have to consider and decide on a change tonight. I just it was something that I was thinking
028about as I was reading and the language was a little odd to me. It it did make clear that board members have the ability to vote virtually. So I was like, "Okay, so so virtual participation is okay because it talked about voting and that that's a couple policies later. It speaks about if you do attend virtually, you do get to participate in a vote um on anything that's occurring. So it's certainly something we can kind of come back to as a we >> what's too much or what frequency or percentage. >> Yeah. >> But I do agree. I think would be something to take into consideration like that um if there if it became a habit you know is it is it due is it due to a special circumstance once or twice during the
029year or is it every month all of a sudden now it's reading >> okay so once again back >> to this the like this wording is just but could this be in a handbook >> or with the board members it's different >> board doesn't have a handbook doesn't have a handbook or it has policy. Okay. So it's not >> I'm just clarifying. >> So these are our rule. These are the rules we have to follow as a function. >> And the language is we didn't >> sometimes you can cross things off and you only gives you options you pick or whatever but the actual language is their language their words. So if we wanted to change something, we probably want to talk to Ed, >> right? Talk to our rep say, "Hey, we're looking at
030this, you know, how would you say we should look at it and still keep it within parameters of the policy." >> Okay. >> So yeah, but yeah, and maybe Ed would come back and say we're not allowed to set limits and then that would be good to understand, >> you know, so that it is good. >> That's why we have follow them and see what they allow. Um, okay. Um, let's see. in the 2000 policy curriculum. It's a curriculum development policy. >> So 221 is special observance days curriculum course >> special observ special observance days. Yeah. So, I just I guess the only question I wondered about is because the language is that the board directs that the following days are appropriately observed in all schools. But I worried that that could become confused with
031it being a school holiday because appropriately observed doesn't mean no school. But there's no qualifying language for what because they're not all school holidays. They're they're things that might be observed in a different way, not with a day off school. So, I didn't know if there was a reason to clarify that language because if somebody looked at that policy and didn't know what the boundaries of appropriately observed meant, they might think, "Oh, that's a great list of days off." >> Yeah. >> I mean, obviously, if they consulted the school calendar, they would see that it's not, but >> yeah. Um, I just I thought that was I mean um but again that's >> I thought it was a good for us as a school because there's >> ph days on there that we're supposed to
032remember that >> I guess is our cadm day that one >> that in the state of Illinois is a day off >> it's the first uh first Monday in March >> but um it's not a day off of Wisconsin but most must don't know what philosy was, right? So, that's sort of a good reminder for us to say, okay, we got to make sure we hit that someplace in our curriculum or somewhere. The kids have got to be aware of that during their experience throughout their all years here. Doesn't mean everyone has to celebrate everyone every day, but somehow that has to be hit so kids know about it, right? >> Like maybe even having an announcement in the like in the morning announcements or something like that. Yes, we're on the display board as
033the elementary Nelson's rolling all day, you know. >> Yeah. Yeah. I thought it was a great list as well. I I was I was actually really happy to see it. I thought, "Oh, that came by." >> Yeah. Absolutely. So I don't know if that's something we can run past Ed to see if you know is there is there a way to clarify that what appropriately observed means just so someone can't become confused and think those are days off school because it's quite a lot and it would be a windfall for somebody who thought it was days off school. It would be very excited about that and very disappoint.