001Um, we'll begin with the pledge of allegiance. 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. Um, we don't have any community members here want to speak. Um, is there a motion to approve the consent agenda? >> Make a motion to approve the consent. Second. >> Questions or discussion? All in favor say I. >> I. >> Opposed. Motion carried. Um, I'm going to take a 30 seconds for the benefit of the camera and anybody watching. Again, we have so many donations. This community is so good to us in um the donations that they make. Um, $500 from the pennies to the people's services fund, $493 from nights of service to the special ed
002program, $1,200 to the landing for the girls basketball program, $1,000 from the Packers to the high school football program, $5,000 from the Booster Club for the AC acoustics. And then, um, spiritware donations, Landmark, $600, Horseshoe Bay golf club, $300, Portide $300, Fred and Company, Holdier, $650. Wilson's Ice Cream 300, Jacksonport Craft Cottage 300, and Ramat Tomy's 300. So, thank you to all of those individuals and groups. Um, we'll begin with administrator reports and tonight start with Mr. Schaefer. >> Uh, thank you. Um on my report, I had touched base on our esports program and I would really like to highlight them today uh just because I was unable uh when it when I shared my report to get any um final data. But you can see on there um our high school Rocket League was
003playing for the championship. So for the first time in Sebast history, we are champions. We won the Rocket League championship and uh um Sebast Sebast plays in it's called the PlayVS National League and we are in the Wisconsin division. So it's not a national championship. It's with teams within Wisconsin and it's not a part of the Wisconsin High School uh there's another a separate uh what's the word I'm looking for like division. So but neither here nor there. We won um our our championship team consisted of Juan Gallardo Abera, Graham Kllinberg, and Brighton Kapitzky. They will be receiving a plaque uh for their championship, which is awesome. Um and they uh also have the opportunity, the date and time to be determined, but they'll get to compete in a national uh event as a team
004where they'll be eligible for a lot of scholarships for college uh when they participate. And not uh not to be not to to set anyone short, but we also um uh one of our high school Fortnite teams, they actually lost in the championship where if they would have won, they would have been eligible for over $7,500 in scholarships. So, we actually had two teams in the championship. One team won and uh that team was Ian Kapa and Ian Sespus Cole. So, really awesome. And uh also if you're thinking about like what does esports actually offer? One of the things too that I think is really cool is esports is attracting a different group of students, right? Somebody who plays basketball, there's some requirements, right? To be to play to be really good at basketball height,
005athleticism, what have you. But the cool thing about esports and what I really want to commend uh Mr. Phillips and Mrs. Schumacher is, you know, it it's co-ed. So boys and girls participate. It's all inclusive. It builds leadership, teamwork, responsibility, u more personal playing because they're in the same room. So, they're communicating and talking. It's not like what you see on TV with the kids on the headsets and stuff. They're actually communicating and doing a lot of stuff. And the other cool part, it's available to everyone. And uh the competitors are getting everything they would get from a sports team through this experience. So, just want to give a huge shout out to our uh esports program and the uh the teams who did a tremendous job. So, >> cool. >> Thank you. >> Very
006good. >> I I noticed Jibralter and Sturgeon Bay got a lot of talk in the pulse about their esports, >> but nothing about us. >> They mentioned it in the followup. There was a followup. We reached out to them. Okay. >> Right away. >> I didn't see the followup. Thank you. [laughter] It's a basketball hoop, right? >> Miss Barbara, >> uh, I just want to highlight that, uh, district assessment is, um, it's not as exciting as eports, but district assessment season is starting and our access testing is well underway. Just want to thank um the multilingual staff. So Shelley Stenzel, Brenda Martinez, who not only have started in new positions just teaching and being a part of the community and getting to know the kids, but you know, you know, the first semester of the
007school year, they're responsible for facilitating and giving this test to all of our multilingual learners. So they've done a great job. Their testing was almost done, and I just really thank their efforts uh for preparing kids and doing a great job. That's it. Thank you. Um, you had the athletic director gift to tell the report, so if you had questions, you could direct those. Um, superintendent, thank you. Um, a couple of things as we've been talking about, we wanted to take a look at where our students were with our locker rooms. And so, we surveyed our students, [clears throat and cough] 174 responses out of 330. We'll put together a complete profile for the buildings and grounds committee in January. But I just wanted to give you a couple of highlights. 80% of the student
008population said that the locker rooms need improvement. But when you take a look at what they're actually talking about is they're really talking about privacy is extremely important. 83% of them said that privacy is important. 82% of this is one that kind of is concerning to me. 82% of our students avoid using the locker rooms because of the privacy privacy situation and the way that the locker rooms are set up. Um, however, it's not the shower piece. 70% um would say that if the showers were improved, they would might use them but not consistently use them and then only using them during gate game time. But where their priorities are is 74% would like to see the locker rooms cleaner and updated. 65% would like to see the storage spaces larger. Really, they talked about
009in their narratives, primarily the football equipment, that the football equipment doesn't fit into the locker rooms and that some of the locker rooms are old and rusty and and hinge a little bit. Remember, it's a 1960s, right? So, it's, you know, pushing a lot of years. >> Be careful. Be careful. >> I know. I know. Um, and then the other component that they talked about was more team space. So, when they have their huddle in there during their athletic events, their space is really small. Um so overall themes again space for the lockers uh locker security cleanliness thinking about the bathroom stalls and privacy and modernization of appearance. So we will meet as a buildings and grounds committee kind of take a look at what some of the options are. What I would like to
010to do is um at the end of the evening you get a lot of you haven't seen the locker rooms for a while. Everybody should be cleared out of them um to take a tour tonight or we can do that on a different time. But just to give you an experience of what the locker rooms are. Um the good news about the locker rooms is last year we had the floor tested the tiles because they are so old but they do not have asus. So that is a positive because that keeps the cost of trying to refurbish um way down unless you have to do asus removal. So, we'll meet in January, talk about next steps, and take a look at what we can do there. >> So, these lockers date back to the 60s.
011>> Yeah, >> the locker rooms date back to 65. >> We always thought in the 60s they were kind of like meat blockers then, so I can't imagine what they look like. >> They were brand new in ' 65. >> I know. We thought they were like [clears throat] 65. >> Nothing's changed. the game show, >> but we should we should go look. We should everybody. >> Yeah, the office is in there, >> but not used like it was back. [clears throat] >> That was the teacher's office >> back when a couple of other updates. Um we did one of our vans was totaled this fall and so we're looking at uh replacement costs that'll be something that we'll bring to buildings and grounds in January also. Um we just got the final insurance piece
012that that ban was totaled out. And then um another update annually by state legislation we have to file file our safety and security reports. You've seen in the weekly updates that we've been doing some work around that. I'm happy to say that all the reports have been filed in collaboration with Ashley, our um SRO. So, we are good to go on that. And my last plug is our holiday concert is tomorrow. Um our senior citizens dinner. Hopefully the weather will cooperate. It looks like rain, so hopefully we have a high attendance, but concert starts at 11:30 and then dinner to follow, lunch to follow in here. So, get a chance, please come out. It's a great opportunity to see our staff and our students. And then followed with an evening concert, second through fifth grade.
013So, it'll be a packed house. Monday night was a huge packed house. >> Any questions for the superintendent? Um, Daniel is not here tonight. >> No. Okay. Um, I don't have anything except the administrative staff put on a very nice lunch for the staff yesterday. They came in their shifts and it was um a lot of food and I think a lot of staff came down for it. So, they did a they did a good job. Um, building [clears throat] and grounds. I think you were there. >> Yep, I was. uh mainly issues centered around security cameras, updating our security cameras, updating lighting for security. Um that was pretty much uh I think it's also on the agenda here tonight. Um you know, a start of some of that work has to be done. So
014that was our negotiating with the town for the police for this >> for the So what's their what's their stumbling point this year? We put some accountability pieces in there and dates and time. So, we're working through that. >> It's a whole different issue. >> That's a whole different issue. >> Pupil services profile. >> Yep. In your packets um this year. Um but we the pupil services department, we put together a profile um much like the elementary school did and the high school um and middle school did. they did a really nice job. Um, and people services have the opportunity to highlight, you know, the hardworking um, staff, the programming that goes in for all of the students in our special education 504 multilingual and then all the other responsibilities that go along with um,
015the people services department. So, it was a really nice exercise to, you know, be able to showcase all the hard work that's done for students. So appreciate the opportunity and I very much thank the staff that I work with for who they are and what they give every day to the kids at Sebastical. So um it was nice. So I hope you enjoy that profile and are able to use it very nice some publicity or to highlight and showcase the basketball. >> Any questions for Mrs. Marra? >> None. Um, we've got one piece of old business, the 2026 27 school calendar. >> Thank you. And thank you for the opportunity to go back and seek feedback from the staff. So, you had two calendars in there. Option three, which was the original that I thought
016was going to be the final um had staff development days and snow days flip-flopping. Um, but after surveying the staff again, 60% of the staff wanted their snow days built into the calendar. So, administration is bringing forward option four, which is final. It says final. Um, I just want to note a couple of things. Um, due to state legislation, you cannot start school before September 1st. That's why we're starting on the 1st and not on the 31st. I could have petitioned that to start on the 31st, but there has to be a financial burden or construction for DPI to um approve that. And I we didn't have that. So, starting on the 1st of September, um extending the day five minutes at the end of the day. So, not doing a five minute at the
017beginning and five minute at the end, only doing a five minute at the end of the day. So, ending our day at 3:15 won't impact our sports runs, that type of thing. We'll still be good to go. Um we did add an extra day in February just with everybody in winter and lack of sunshine. Um we had done that this year in the October with the parent teacher conferences and that was a huge positive feedback from staff. So we added that day in February. We have 2.7 days built in for snow days ending then on June 4th for staff, June 3rd for teachers. Historically in the district if we don't have those snow days we back that end date up a little bit so we could get done a little bit earlier. So, we do
018go past Memorial Day. Um, again, that was staff recommendation. So, really seeking your board approval on that final calendar so we can get it out for everybody. >> So, motion. >> So, move to approve the final draft of the 2627 school. >> Second. >> Questions or discussion? >> All in favor? I >> motion cares. Then we have >> Thanks for putting so much effort into that and getting everybody's input. >> Um, we have our audit presentation. >> So this evening I'm pleased to have Riley here um to do our 2425 final audit report. And you have a hard copy of the final report in front of you along with the summary. I will get started. So, um, thanks for having me. Um, my name is Riley Hutter. Um, I'm a manager with CLA. Um, over
019eight years of experience in the state, mobile government industry. Um, performing audits, um, compilations, reviews, budget assistance, rate studies, and consulting. Um, many of which are is with similar um, districts like yourself. Um, and I'm going to interview them. Um, I've been the manager on the district audit for I think five years now. So, um, you know, consistently have have seen you over the years. Um, so I'm going to get started with, um, really a summary of your governance communication matter. Um, so that is going to be one of the letters in in the back of your your packet here. Um, and what I'm going to do is touch on a lot of the standard language, lots of um, you know, wording in there, but I'm going to touch on the key points. Um, and
020then I'll move into some financial statement numbers. Um, then I'll kind of end with, um, some updates, audit updates, um, and things to look forward to. So, uh, required communications and again, this is your governance communication letter. um our primary responsibility as auditors um is to provide our opinion on the fairness um of the presentation of the financial statements. So how we do that is we review um internal controls um take a riskbased approach based on your internal control structure um and and based on your internal controls we um kind of develop our audit plan um and how we're going to um figure out our scopes and test any transactions. So as part of the audit we don't test every transaction um but we do um you know take a risk based approach um and
021and scope and look at different different areas. Um so then finally we express our opinion. Um we uh planned um communicate prior and during um the audit preliminary work and field work um you know on timing and work with Tasha on on the timing of fieldwork. Um and then also um some of your significant um accounting policies um for the most part they they stay the same every year. Um if we do look at a new Gazby standards um this is where they'll be outlined. So um this year we did look at a new Gazby standard related to compensated absences um as and we evaluated that with Tasha um did not have any ch material effect um within your financial statements. So you won't see any changes to your your policies but just one thing
022to note that that we look at um as a part of the audit each year. Um and there were no no unusual transactions not made. Um within your financial statements there are um some estimates. Um we disclose significant estimates. Um and and the one estimate that um rises to that that level in your financial statements is your other post-employment benefits. Again, similar to previous years, um all disclosures were adequate and clear and complete. Um there is some other information within your financial statements related to the required supplementary information. Um our opinion isn't um we don't um offer an opinion on those, but we do evaluate um each year um and and compare to previous years. Um there's also supplementary information and again um we do make inquiries um evaluate that content and as a part
023of our opinion um no disagreements with management and then um management representations. You'll also find a management representation letter in the back of your financial statements. Um this is management taking responsibility. Although we prepare um the financial statements on the district's behalf, um they are your financial statements and um Tasha and management do review them um and take responsibility of that letter. Uh there were no consultations with other accountants um no issues um with with retention and no um difficulties encountered um as of course through the audit. I think this is uh really and getting to the majority of I guess contents that that I like to cover is um corrected and uncorrected misstatements. So um corrected misstatements are items that we identify throughout or through the audit process um that are material or significant
024that we um propose um um to the district to change whether with that's a journal entry or um something along those lines. There were none. So we did not identify any um significant changes. So, what that means is you're receiving um accurate information monthly. Um and it's really important that that the information that Tasha is providing you with um you know monthly and throughout your meetings is is materially correct. Um and that's really a a good goal um to get to every year is to have that um corrected misstatements be at none and has we've seen good progress there. Um and uncorrected misstatements. These are items where um again might be significant or material from an audit standpoint um but were not district or um adjusted on the district books. Again, there there was none
025of those this year. Um and again, that's that's what you want to see from an audit standpoint. Um I would like to touch on that. Um we had minimal to to almost zero journal entries and that's very impressive. Um Tasha did a lot of cleanup before um the audit process. Um there was some things that DPI reached out about just some internal cleaning up of accounts. Um and she had all that cleaned up um for the audit process. So just wanted to to let you know that there's a lot that goes on behind the scenes with DPI's charter accounts and things like that. Um, and that that was something that was cleaned up this year and um I think keep making improvements each year to to try to get things as clean as possible. So,
026moving on to the summary of audit results. Um, so our our opinion that I touched on earlier um was an unmodified clean opinion. Again, similar to what you've seen in the past and this is what you want to be seeing each year. this is the highest um and best um highest level of opinion that that you will want to be seeing. Um and there there are no issues um within the financial statements. As a part of the audit, we also evaluate internal controls. Um and um and as as a part of that there's um two findings, but these are al very similar to previous years repeat findings. um something that that you um is not a surprise. Um so number one is preparation of the annual financial report. Um this one uh so we prepare
027the financials on the behalf of the district um in order to to kind of for this finding to go away. Tasha would have to prepare um every single page within the financial statements from a from a cost standpoint. It's not not effect um much more um cost effective for us and efficient for us to to prepare those. So, um that that finding number one is is very common um throughout probably 90 95% of the districts that I work with. So, >> so why don't they change that >> where >> 95% of the districts the same. Why don't they change that requirement so it doesn't fall out of the line? >> Um so it's it's not really a requirement. It's it's um I guess something that so we do have like I have some larger clients
028where their accounting staff is very robust. Um they do have the capability to prepare this on their own. So that's where you wouldn't see that finding. Um but you know with a staff of essentially one or one or two people um it's just really not not feasible. Um, and it's not something not something to really be worried about. Um, it's it's the lowest level finding I'll say. >> Yeah, that and you'll most likely always see that going forward. So, um, finding number two, segregation of duties. Again, this is similar to last year with the size of your accounting staff. Um this is really just saying um that duties aren't able to be segregated as ideally as possible. Um you know there's one or two people essentially doing everything. You have as much um I think
029you do separate as best as possible. um we don't really have any concerns, but um you know, in order to um for this finding to go away, you you'd have to have a much larger county staff. And again, very common with the district of your size to to have these two findings. So, nothing nothing to be worried about. Just um kind of wanted to explain a little more in details of what those are. And then any other compliance um we do we evaluate um other compliance issues? No, no other issues related to compliance. Now I'll get into some financial statement numbers and footnotes. um fund balance comparison. Um and I'm going to after this slide I will touch on your fund balance policy um after this but this is just kind of an overview of
030your total um governmental fund balances as a whole. So um starting with your your general fund slight decrease about 144,000 um we will compare that to budget later on too um but overall very I guess minimal minimal decrease. um debt service fund did decrease as well about 500,000 and that can be based on you know the timing of payments. Um your special revenue funds um community service very minimal decrease as well as about $2,000 or $3,000 and then your student activities funds um did increase about $62,000 overall um decrease of about $656,000. Now, kind of comparing that um to your fund balance policy. So, um and I know we've talked about this this percentage in the past and you've you've had discussions about um you know, your fund balance policy percentages. Um so, over the
031last four years, um unassigned fund balance has decreased um from about 5.1 million to about 4.2 million. Um if you look at that percentage um as as a as a percentage of expenditures um it has decreased from about 47% to about 35%. That's still above your um highest fund balance policy range of about 33%. Um but I think it is important to note that um you know this is a point in time and we're looking back at previous expenditures. So your expenditures going forward are likely going to increase. So I think finding that that point where where you can really evaluate what your strategy will be going forward. Um you know you might want to stay on the higher end of this range. Um just because you know if you compare um your fund balance
032to future budgeted expenditures it's likely a little even lower than than 35%. Um so it it also is not your cash on hand. Um, so I think it's important to know um that you know you can have different strategies related to short-term borrowing um whether you know interest rates are low if if that's something you want to do or if you want to keep enough fund balance um you know in your reserves where you don't have to short-term um borrow. I think that's that's really an important you know thing to to discuss. um your cash flows. Um you really only receive significant amount of cash twice a year. Um so there are going to be times um during the year where your cash balances do drop. So um again this is this is your fund
033balance as of year end. But to you know to manage your cash flows effectively I think that's just another another point to to be aware of throughout the year. You know where you be with that with that number. Um, any questions at all on this slide? I think that's pretty much everything I wanted to cover related to that. Um, so then looking at your general fund, uh, budget to actual, um, I'll I'll kind of stay a little higher level with this. Your total revenues um were about $270,000 over budget. Um your total expenditures um were about $744,000 under budget. So overall um you know, you really you budgeted to use $1.3 million worth of fund balance and you really only used 160,000. So, um, just something to note that, you know, you did have a
034a pretty good year where you were over over budget for revenues and under under budget for expenses. Uh, general obligation debt, this comes from your debt footnote um within your financial statements, just a summary um over the last four years. So, your general obligation debt um capacity increases with um the change in equalized value um of of within your within your district. So that has increased um significantly over the last four years. Um and if you look at your your outstanding um go debt, it really has um decreased slightly from or just about in half almost from 21 million to about 12 million. Um so your your debt capacity um at the end of 20 or the the amount of debt that you've actually used as a percentage of your capacity is 5% um at
035the end of 24 25 school year. >> So from a financial is that good or bad >> because there are some financial people say you're not using your what you could use to pay. So, >> I I think it depends on >> it depends on what you have out there. You know, you just had a brand new you've done some significant projects. Um, and I'm going to touch on this next slide, too, on how you've really had saved a lot of money with your debt defenses, too. Um, I I think it's kind of a loaded question, and >> it was meant to be. >> Yeah. Um, I think it's, you know, based on what the district really, you know, has in their long-term plans. I don't think it's I I wouldn't say it's a a
036bad or good thing. Um, you know, you're you're being smart with your money, but if you know, I think it's important to know that you do have capacity as well. >> Is that what percentage is that of total property value for this? Is that a percentage that you use to figure that out? Um there is a calculation um off the top of my head I'm not sure but it takes your equalized value I believe it's 10 10 I think it's 10% don't quote me on that but it is a percentage of the total equalized value and that that is what your statutory limit is so it's a percentage of of that any other Um so just a an overall kind of snapshot of um your debt defusences over the last three years. So um you
037know from coming from your original you know project where you where you had significant um or not significant but a larger amount of debt um outstanding um you have reduced those payments overall of about 8.9 million over the last three years through defeasences and then your economic gain um through um defeasing that early is is 3.2 million. So that's sign significant um interest and you know a reduction of your debt service payments saved. So something to note um I know you know you've used um yeah some of your your cash balances to um diffuse debt but also there's a lot of savings there too. So, um, next I'm just going to touch on, um, quickly single audit updates and upcoming Gazsby standards. Um, effective next fiscal year, um, the single audit threshold is changing from
038750,000 to a million dollars. Um we did have I think two and three years ago we had single audit um um single audits where you were above that threshold u most likely I think it was due to the er funds that you received. Um so your uh federal expenditures this past year were about 630,000. Um, so with this increase, you'll likely stay under that single audit threshold um, going forward unless there's new um, federal grants that that you will receive. But just something to to be aware of going forward. Um, there are upcoming Gazsby standards. Um, usually these are are never ending, but um, we do evaluate these um, with Tasha each year. Um, we've had some heavier ones in the past related to leases, um, subscriptions, um, compensated absences, um, the last three years,
039um, upcoming. Hopefully, these are a little lighter, not as much, um, work, um, from from the district standpoint, um, which will be nice to have a little bit of a break, but we do always evaluate these annually. Um so this next Gatsby 103 um upcoming for the fiscal year 2026 um is really related to MDNA um which the district doesn't present. So don't have to be worried about that. um a few unusual or infrequent items um being broken out um some differentiation between operating and and nonoperating expenses and then your budgetary information um will move to to be required to be presented as RSI which is really just in a different spot in financial statements. And then Gatsby 104 again um coming out in a couple years um requires some additional disclosures related to capital
040assets. Um we're pretty much doing a lot of these already. There might just be a few tweaks um that we'll need to make. So hopefully no significant changes um coming forward. Any questions? So, kind of in in conclusion, um I just really wanted to to thank Tasha on, you know, how much she's really cleaned up over the past um couple years. Um I really have no recommendations from an audit standpoint, which is great from your perspective. Um that means things are are going very well. Um, and you know, it's it's great to see, you know, come in and have um almost every single item ready and adjusted um and all of our reconciliations done. It really, you know, we appreciate that from an audit standpoint. Um, and also, I think it's just important to note
041that, you know, the numbers you're you're looking at are correct throughout the year. So, um, just wanted to to give a shout out to that. Um, and you know, overall as as a district, you're you're in a good spot financially. So, um, I think that's that's important. [clears throat] >> Thank you. >> I think we should thank administration, especially Tasha. What a difference in your happiness if we were sitting on this board. But this was not always the best of times. Finally, >> they've been they've been a very good team. >> So, thank you. >> Thank you. >> Good job. >> And I'll also say if you go into the office, Heidi [clears throat] Heidi has everything up [laughter] tiles and it's >> it's not my desk. That's why it's school stuff. So I guess
042we'll take a motion on uh to approve the audit report. >> I'd make a motion to approve the audit report as presented. >> Second. >> Questions or discussion? All in favor say I. >> Motion carries. >> Middle school course proposal Spanish for Spanish speakers. >> Yeah. So, we uh I had this at the last board meeting where we approved it for the high school. We want to extend this also into the middle school. There's a lot of carryover between the two. The only thing that's different is some of the literature. So, what we're asking to do is extend it to middle school. It's the exact same same premise, same idea just all the way through sixth grade. >> And it is not an increase of FTE. Um there may be some costs in curriculum design
043in the summer, but we'll build that into the budget for 2627. So, >> and our staff can handle staff. Yep. We always >> make a motion to approve the middle school course proposal for Spanish for Spanish speakers. >> Second. >> Only question I have is I'm all in favor of it, but I read the course itself. Why did we get into so much sociology as opposed to >> culture? >> Huh? >> Culture. You mean culture of the >> Yeah. Why? They already know the culture that they're coming from. What they don't really know is a lot of the culture they now live in. So why do we spend so much time on the your heritage culture as opposed to the strange world? I mean like I I always favor like I think >> young Spanish
044speaking kids cuz we were told by some Spanish kids here a few years ago they refused to speak Spanish when they were 16 or 17 years old. They don't speak anymore. And what a gift to have of now mastering two languages. >> Financially, it's worth a boatload of money. You know, that's from just But I guess if I came from Germany, I don't really want to hear any more about my German culture. I guess I'd rather know more about this new American culture that I now have a master of German and a master of English that I'm living in. >> But this is one class. >> I understand. Or that's a new class for Spanish speaking kids, >> right? But they have six other classes during the day that they're learning. >> So why do
045you want to why do you want to spend their time take time away from learning? It's a >> ward sixth graders through 12th graders in their country. They may have been six. They may have been three when they left, but they they may not know that. >> So what's the importance of that now? Cuz you you know the old theory was you've left at all. You're in a new country and you you're going to be successful in this country and the more you know about the ins and outs and the why we do things the way we do in this country, you're going to be more successful. That's a that's a chapter from the past that they're going to know from home. Yeah. >> Their parents are going to tell them talk to them about
046that at home. They're going to learn about that when they have a pizza lady like a few days ago about if you're Mexican. And and if you're going to get into that, then what's the what's the culture you're going to teach? You're going to teach Central American culture >> or you're going to teach Mexican culture? Because one thing I learned way back when I was working in Chicago with a was a Cuban secretary. She told me Spaniards are not Spaniards are not Spaniards. The top of the pecking order is people from Spain and then whatever part of Spain, the really top of the pecking order is where the king of Spain who has the list came from. That's the bottom not to be negative. the bottom of the list. She she outlined the whole list.
047She had a whole list of in the Spanish world, who was the top dogs and who was the bottom dogs, which taught me, which I never knew as such an ignorant Midwesterner, [clears throat] that there are different Spanish or not Spanish or not Spanish. There is a whole different world. >> Not like United States. I mean, >> what is American? >> What are you gonna teach them though? What are you going to teach in this class? What part of the what you part of the society of Spanish speaking people are you going to teach? In my own little world, my son has a Hondur Central American girlfriend. She doesn't like sp Mexican food. She doesn't even like Mexicans. It's a And then when you get in Central America, those different countries, it all isn't one.
048And I'm I'm fearful that we look at Hispanic speaking world as all one blob. So what are you going to teach about it? Like how are you going to teach the western world? You just don't teach about America. You teach about all the increases of the western world. So in this course, how are we going to speak speak teach about the Hispanic world? It isn't Mexico. It isn't Puerto Rico. I think that the teachers would differentiate that for the students that are in their class. >> All South America and all the Hispanic speaking parts of the world. Do they even know it? >> Do they know that? Do they know that the Puerto Rican >> I don't know if they did it, but >> it's the same case with United States. >> We teach about
049we teach about Okay. >> We teach about the Polish, about the Germans, about the Spanish, about all of that stuff. This melting pot. >> Yeah. But that's not the indigenous population. And what they're talking about in New Mexico, the indigenous population is the Mayans. They were the original inhabitants of Mexico. The Spaniards came and basically invaded Mexico. >> Yeah. >> And the Mayan culture was >> But they're not going to teach about Mayans. >> No, but I mean it's a very similar analogy to what goes on in the United States. >> Yeah. But Okay. But what I'm saying is from a value of assimilation into this country. Do you look is it important to is that really important or is about because the purpose of this course is to teach take advantage of that we
050have sp young kids in their later grades who are fluent in Spanish and learning English not to forget about their Spanish language because it's so valuable but and how do you capitalize it's like saying we're going to teach the whole world about the about the melting pot of the United States in a very short period of time without saying here's what you really need to know if you're going to if you're going to be successful because I look upon these kids how you going to teach them be successful in this new environment >> you go look at your roots or do you look about what you're sitting into and these are the challenges you're going to encounter in this society >> well they're they're going through an indoctrination just by being here and and participating
051that's their indoctrination >> but they're indoct indoctrinating of a new country you need to know about the roots of that country and what what formed to make it the way it is today >> so I think I think >> I think they get that because they do have this is just one specific class of that I mean but they have they have other history >> they have a American history >> and why were you teaching any of this stuff because the purpose of this stuff is to take advantage of your Spanish speaking abilities and the buildup cuz most young kids who came here from Mexico or Central America, what they came here as young children, they know how to speak Spanish. >> Not all of them. I mean, that's why we have >> No, they
052know how to speak Spanish. That's all they spoke. >> Yeah. So, I mean, they're not all fluent in their own in their native language. >> No, but they don't but what they don't know is how to write it >> and read it. I think what you I think what Jerry's hitting on is the philosophy is is the philosophy you came to America you want to be in America you should assimilate to the American culture >> assimilation >> and is it the school's responsibility to teach you >> your culture >> your former culture or is it the school's responsibility to teach you to speak and write in English and to also support speaking and writing in Spanish, >> right? Cuz what I really looked I when I first read about this, I thought the beauty of
053this class is cuz I have this in my own family, okay? Is that a young girl who is now in grade fifth grade? She speaks fluent English. She speak speaks fluent Spanish, but I bet she can't read Spanish. And she read Spanish, she didn't. So, I always thought this was going to say, "Okay, we're going to take your skill level of knowing how to speak Spanish because all these young kids who came as refugees or however they got here and their parents don't speak English because they speak they speak their foreign tongue in their homes. How are you going to build on that?" So, they now have this complete the thing of you can speak it. Let's be able to make sure that you hear and you're going to we're going to build on this.
054you can read it and you can write it. >> You don't need to know about the history of where you came from because this the purpose of this class is >> I thought was to take advantage of your ability to speak Spanish and now build on it. >> So my question is we're not increasing this is this is not we're not increasing the need for staff to teach the class but there we're increasing their responsibility. So, how much time is it? How much time is going to be put into teaching culture versus reading and writing Spanish? >> I mean, there seems to be one unit here, culture, tradition, >> one out of five units. >> One out of six. >> I purpose >> I'm not I'm not opposing the class, but I guess I do
055sort of agree with Mr. work. Our responsibility is to teach >> reading and writing and arithmetic culture. >> But if you learn any language, part of it, like when you're learning French, you part of learning any language is the food. >> But you >> the culture, >> but you already know the language. >> Sir, I get it. But I'd like to speak on interrupted. >> Okay. I'm sorry. I >> So when you learn any language, you learn part of language is culture. like they're interchangeable. You can't just speak a language without the culture with it. It doesn't go together. That's how American English is different from British English, which is different from Australian. Like there's differences. Language is culture. It's un you can't separate it. And a lot of them you're making a lot of
056assumptions about their background knowledge of where they came from. And I think that to keep it interesting and to be able to not just be conjugating verbs on a daily basis in school because that's really boring and they'll not do it. You have to use different books or movies or food or different experiences and that's how a teacher kind of collectively does it. This is one class out of whatever how many they have six or seven per day. >> Six per >> and so it's one class. They have six other classes that they're learning English. And if you want to use the term assimilating into American culture, but I don't think that's really our goal either. Why why don't you think it's why don't you think it's prior for them to assimilate to the American
057culture for them to be successful? >> If they don't assimilate to the American culture, they cannot be successful. That's just the way it is. >> What is the American culture? >> That's what I would the American just like >> okay how do you define American culture? >> You can't have southern culture. You can't but there are certain norms of quote what we call American culture >> right here in this area >> in little old door county yeah >> we can't we can't teach them to be successful we teach them to be successful on the world stage >> we don't teach our kids here just to be successful in D county we teach our kids how to be successful on the other side of Brussels Hill because part of the problem in Dor County I've seen
058is kids go on the other side of the Brussels Hill like oh my god you know and to encourage the kids to Go on the other side of the Brussels Hill. A whole this is never neverland up here. This isn't the way the rest of the world is. >> It's our world. >> Well, I here but they do leave. >> Some stay. >> Not very many. >> But anyway, I I I I'm not against it. I was just surprised. I thought that the purpose of the class was we had this group of children who already are fluent speaking in another language and we are going to take an advantage to this. Not only can they speak it, you're going to come out here writing it and reading it, which will then allow them to explore
059their cultures in the in the in the books that are written in their language and and I I just think that's a I thought that was a really neat thing to do. They got a skill that our other kids don't have and push it forward. not >> she brings up very good point though about how to how to accomplish what you're trying to do by incorporating the the the part of the culture to understand I mean that >> I think you're both right >> culture is a component of reading writing speaking and listening so the primary focus of the course is absolutely absolutely to enrich and enhance their ability in the three Rs or however you want to look at it. But in doing that, you also understand and respect and value the culture that
060they're bringing to the table. So it's it's a match between the two. no different than if you were taking French or if you were taking German or if you were taking um Latin um sign language even to some aspects is understanding the culture in which the language has has come from so I think it's a it's a small component of the entire course the course primary purpose is to enhance their skills but that [clears throat] it's a component of it we can do two things one we can bring Shelley to the board we can table this um topic and bring Shelley to the board meeting in um January or we can move on it. But those would be the two the two pieces. And Mr. Schaefer, I apologize. >> They already get a lot of
061that. I mean, my daughter takes Spanish and they they get a lot of the culture. They have topies and they do things in there that I mean, it's a Spanish speaking class that they're learning, but they do other things in there that >> aren't always learning verbs. They're Central Mr. >> I work with Hispanics and my job waiting patiently. >> Okay, Mr. Scher has the floor. >> Okay, so we also have to understand where our Spanish speaking uh acquisition skills are in their in their own language, right? And we also have to understand that they're spending a bulk of their day being exposed to English and working on their English acquisition. I that the purpose of the the courses and what we're trying to do and what is best practice is when you have a
062bilingual student, we want to be able to enhance and um both languages that they develop. And in order to do that, we have to have them to be exposed to those different languages and to be uh create opportunities for them to use it. Whether we're talking about culture, where they're from, we always want to embrace the cultures of all of our students and where they're from. And this presents a good opportunity. But also our our ultimate goal here, which I talked the first time I brought this up, is we're really working on we want our students to uh achieve the seal of biiteracy, which they can put on their transcripts. What that signifies and gives them opportunities. And that's really what I think when you're looking at this, we're getting a foundation starting in middle
063school, enhancing it to high school with an ultimate goal of having an AP Spanish that we teach within to achieve the goal of the seal of bi literacy. So I guess the short of this is this this is a great foundational program where we are we're enhancing our students in both languages, making sure that their acquisition skills stay with the grade level that they're in in both languages. Okay, so this is a new course. It sounds like generally the board is in favor of it. What if what you know maybe we approve it and then let it run the course of the year and have those teachers come to us at the end of this end of the school year and tell us how how successful the program was, what they did, explain it to
064us >> from the students and their parents, you know, like what was everything that's just the suggestion always going to be edit. >> I don't I don't I agree with exactly everything you said, but I I would suspect that a fifth grade child who came here from where, you know, south of the border and speaks fluent Spanish at fifth grade speaks much more fluent Spanish than our seniors in high school do that graduate with four years of Spanish. Right. They could probably run circles around. >> I don't know. I don't know if I'd agree with that. I think some of our students that' >> be interesting to see take a senior who's got three or four years in Spanish and you have a fifth grader or sixth grader talk to them in pure Spanish at
065the speed they speak. I bet they can't I bet they can't call. >> I'm I'm going to call question and call for a motion. >> I move to accept the >> We already had a motion. >> We have a motion. Oh, >> sorry. Okay. We had a lot of discussion. I would like to end the discussion by saying for the administration to consider bringing those teachers back in at the end of the school year. Maybe some of the students and staff or not the parents and te parents and students to tell us how the class helped them. >> All in favor? That's not part of the motion. It's just a request. All in favor say I. Oppos. Motion carried. >> [clears throat] >> AP American History secondary course proposal. >> I'm afraid to bring it
066up. Just kidding. Just kidding. Just kidding. Just kidding. Um so AP American History uh Mr. Judas uh has has agreed to um go to the AP Summer Institute this summer to get training on how to offer an AP course. Uh the great thing about it is it is a very rigorous course for our students that would be offered to our sophomores which is uh would be the only AP class that we would offer currently for our sophomores. All AP classes are junior and senior level. So, um I think the uh the description really articulates some of the highle thinking that's required which will allow our um sophomores to make a determination if they would like to try the AP version or just take American history without the AP. So there's um options for our sophomores
067and and those who want to get challenged and um prepare themsel for some intensive reading and writing and uh you know diving deeper into American history uh and maintaining uh or obtaining I'm sorry a college level credit as a sophomore um it's a pretty exciting opportunity. Plus, the other great thing when we have teachers teaching AP courses, it really makes our teachers uh really it helps improve their instruction as well. It it's really they're delivering highle content. It's very a lot of work. It's a lot of work on the teachers end and it's a lot of work on the students end. a lot of time is invested, but it really does help our students who are aspiring to um you know next level education after high school uh and to be in a course that's
068going to stretch them and challenge them and help them grow in their reading and writing skills as well as learning American uh history. >> And I will just reiterate there is not an increase in FTE right now. We currently run two to three sections of that. So you'd still be running two sections, one that's AP and one that's regular. So again within the cost would be the course um work that a teacher has to do to be certified the Navy and we can build that into the 26 27 budget. >> So what's the history requirement for students to graduate? Do you have to have his a course in history? [clears throat] It's a very ambitious uh looking at the syllabus here really indepth book and having um you know viewed the American Revolution on public
069broadcasting um >> I think this is really right up you know in the same theme uh of really indepth looking at American history. >> I have a motion to approve. Is there a second? >> Second. Um any further comments? >> If you don't know and make the same mistakes. >> Okay. Say hi. >> I motion carried. >> Varsity track coach position. >> Oh, sorry. I I was afraid to go there because we might have more questions. >> Um 2627 high school course catalog. Mr. Schaefer, you have any comments on that or does anyone have questions for Mr. Schaeer? >> It looks great. >> Um, >> I'll make a motion to approve the 267 high school catalog. >> Second. >> Questions or discussion? >> Hearing none. All in favor say I. >> I. >> Oppos. Motion
070carried. Now, varsity track coach position. Thank you. Um, administration is recommending that rather than having a single head coach, we would have two co-head coaches. There is not an increased financial cost. Um, taking the current salary stipens for that head coach and that assistant coach, bringing them to those two numbers together and splitting it for the two head coaches. This is due to the responsibilities and just again having such a hard time trying to find um coaches for our seasons. So recommendation for administration is to be able to split the head co position into two part-time positions not increasing that budget staffing budget. >> I'll make a motion to approve the change in the track. Second >> questions or discussion hearing? None. All in favor say I. >> I. >> Motion carried. >> Press box
071security camera. Safety and security is of utmost importance to us and it was brought to our attention that we have some spots out on our athletic field that are hard for us to be able to review if we need to. And so buildings and grounds committee met um recommending to add some cameras on the press box seeking your approval so that we would have better access to the area headed towards the concession stands. >> Move to approve the uh installation and funding of the uh price box security camera system. >> Second >> questions or discussion? Hearing none. All in favor say >> I. >> Oppos? Motion carried. >> Parking lot lighting >> um in lines with the safety and security cameras. We also have as you know on the back side of the staff parking
072lot headed towards the athletic field there's dark spot. um recommendation is to put a pole in there to be able to better light the parking lot area. >> Move to approve the uh upgrading to the uh parking lot lighting system. >> I'll second. >> Questions or discussion? All in favor say I. >> I. January meeting date change proposed for um January 28th will be held in the high school IMC and that is due to um the annual W Wisconsin Association of School Boards convention date. We do this every year. >> I'd make a motion to move our January meeting date to January 28th in the high school Second >> questions or discussion? >> All in favor say I. >> I. >> And then we have a new bus driver hire. >> Like to recommendation recommend
073the hire of Darren McFir as our bus driver. He will be um supporting us on our athletic routes and field trip trips. >> That's awesome. I make a motion to approve my area of affair as bus driver. >> Second. >> All in favor say I. >> I. >> Opposed. Motion carries. >> Okay. So our next meeting is January 28th. And with no other business, I would for a motion to adjourn. >> Move to adjourn. >> Second. >> All in favor say I. >> Oppos? Sunshine carries.