Amery Board of Education Regular Meeting November 17, 2025

001Good evening. I'd like to welcome you all back uh to the board meeting tonight for a regular November board meeting. Uh our board was currently in close session. I'm sorry for the delay. Becky's a vital cog in our in our operation here and we're all very anxious to to hear from you. But first, we'll start off with the pledge of allegiance. So all who are able, please stand and join me. I aliance 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. >> Thank you. And we have a large group here tonight to present for our um kinship program. and so we won't keep you waiting any longer. Welcome. >> All right. Thank you very much for

002having us here today. My name is Amy Danielson and I'm the kinship coordinator for the Amory Clear Lake and Clayton area. Um, kinship of P County is a mentoring program in all of P County and we have been serving kids since 1980. So if you want to skip, kinship's mission is to work to improve the quality of a child's life by establishing relationships with caring mentors for the purpose of promoting stability, support, friendship, and community. Uh, Kinship is a nonprofit mentoring agency and we serve kids between the ages of five and 18 and we've been doing again that since 1980. There are two mentoring options with our program. The first one is our community-based mentoring program. That's where we match adults with kids in their communities. Um that's more of your traditional um model, I

003would say. And our second one is our school-based mentoring program, which is what we're going to be highlighting today. Um we school men mentoring was kind of u born out of the need that we were finding many many many years ago. Um that we had a a population of more transient kids or kids that um we were having a hard time stay keeping track of but we could they were always at school. And so we were finding that we were able to um connect with them there. And then we found out how great of a population of mentors we had access to if we kept them at school. Um so quickly on the the community base um actually I'm going to skip that because that's not why why we're here. Going to school mentoring. We

004are in all eight school districts in the county. We are we are the biggest school mentoring program in all of the kinship affiliate affiliates actually um upper Midwest area. We're kind of the pioneer of it and have been going for a lot of years. Um the high school students that you will meet, they they meet with their kinship kid one day a week for about 30 minutes and they play games together and do all kinds of fun things together. Kinship Youth, if you want to go forward, are young people who could benefit from extra support, encouragement, and companionship. And our mentors are um they're fabulous actually. They are they are um the bread and butter of our whole program. These students are I think any high any person that would come in and watch what

005goes on during the day would just be amazed at these high school students that are giving of their time and their energy and their lunch breaks. They're walking over when it's super cold. I always ask them when I meant when I'm doing my interviews, are you sure you want to do this because I will expect you to go over when it's 20 below and you don't want to leave the building. and they will still walk over sometimes all the way to the intermediate school um and over every week to be a bright spot for these kids. I cannot say enough about these mentors. I wish that I could tell you stories cuz I have I have so many stories about kids who light up when the rest of the time they sit in the hall

006because they don't want to talk to anybody. they don't want to they won't respond to a teacher and all of a sudden their their mentor comes and they light up or they come to school on their kinship day when maybe they don't want to come to school. Um and just overall they are just different kids when their mentors come. Next slide please. I just want to give you a quick um overview of the Amry School mentoring stuff specifically. We were established in the Amory schools in 1999. And I don't know if you're like me, but when I first saw this, I'm like, "Oh, that's not that many years ago." Until I realized that's been 26 years. That's a long time. And then I looked and thought and saw that in 2024 alone, we had over

0071,200 volunteer hours just from our high schoolers. Now, you multiply that by 26 years, and that is a lot of volunteer hours that our high school students have been giving to elementary school kids. Um, this year alone we're at 62 kinship matches. And again, if you get a minute in it and you want to, if you come between 11:30 and 12:45 to either the high to the elementary school or the intermediate school, you're going to see a lot of smiling kids because they are so excited to be there. Um, let's see here. The next two are just pictures from our last year's party. I just wanted to show you there's this one and then the intermediate school. Look at that group of kids. Like, it is so much fun to see their faces. Those parties

008are the most chaotic 30 minutes of my life. And I takes years off my life, but it's so much fun. Um, but anyway, thank you. Thank you so much for having me here. Thank you for supporting the program. Again, um, so so much good stuff. So much good stuff from the kiddos and from the mentors. Um, I'm very proud of our of our people. So, I want to introduce just a small smattering of our 62 matches. You guys ready? Um, so I have Caitlyn and Emma and Haron and Jackson and East and Romeo. These are all at our intermediate school. Um, they we do have 29 matches at our intermediate school and um 34 I believe at the elementary. So the first question, high school mentors, you guys want to step forward just a just

009a bit >> because then the video can get you. >> You can look that way, but just you don't have to watch. All right, so the first question is for you high school students. Um, what's one thing you hope your kinship partner remembers about your time together? >> And just make sure you speak loud enough. Sure. uh probably about like how much fun we have and about how uh there can always be a person that will show up on a set date and time. Um >> I would say the just the the fun times spending spending time with um with him and that maybe one day he inspires to be a mentor for someone too. I'd say just like always remember when there's someone there for you. Like no matter how tough it gets that

010you can always ask someone. >> All right, guys. Are you ready? >> All right. Who's going to be the brave one? Um either my you can answer one of two questions. The first one is what do you like most about spending time with your pinch of friend? or what is the what are um what is something fun together that you've done? >> I don't know. >> You don't know. >> Sorry, guys. >> Um what did you guys do last week? >> You played Uno. >> Okay. Do you want us to come back to you? >> How about you, Jackson? What is something fun that you and >> I don't know. >> You don't know? >> Yeah. >> Do you guys ever play like the little flippy connect for that? >> We have this Connect Four

011game that has like a little like launcher and it launches the chips into the Connect for thing. They are fun. >> Jackson's mom was just telling me in the hallway that he is always so excited when it's Mondays >> because that's the day that he gets to spend time with Haron. >> How about you, Romeo? What do you like most? >> Um, playing like with him. >> Yeah, cuz he's pretty fun, isn't he? Do you like sports? I like playing soccer like playing soccer with them. >> Do you guys have any questions either for me or for any of our mentors or kiddos? >> What um inspired each of you to become a mentor in the kinship program? think about um >> my after my dad retired um he went into mentorship programs for children

012different different program but for children that had really troubling childhoods um and that kind of inspired me. So that's I'm hoping to do here. Uh, I coach like some new football, some new basketball, and just like when I walk into the gym and see them like come running or something and you like that just feeling that you get, it's always nice to just be able to help out more with someone, especially that you can't see every day. Um, when I first there orientation, I saw the ketchup table there. I thought it might be try it out. Well, um, on behalf of the district, I'd like to thank you guys for being here tonight and highlighting it, um, and highlighting the program, but also for all of the rest of your peers who are mentors for

013these kids. And it it's going to make a huge difference. And even if they can't tell you today um, what their favorite part is, they'll have these memories for years, somebody that was there for them and cheered up their day. So, uh, thank you very much for you're providing a great service, not only these kids, but also being leaders in your school for other for other kids to pass that on. So, great job. >> Thank you very much. >> Great program. You can't smile after that. I don't know what can make anybody smile. All right, moving on to the um consent agenda items. >> I actually had vouchers for this month. Everything looks ship shaped. Well done, APA staff. And I will make a motion to approve the um the uh consent agenda items as

014presented. >> Gwen, it's been properly moved and seconded to accept the consent agenda items. Is there any discussion? >> Hearing none, we'll proceed to vote. All those in favor of approving the consent agenda items as presented, please signify by saying I. >> I. All those opposed, please signify by saying no. >> Motion passed. The consent agenda items are approved. >> And moving on to the administrative and committee department reports. Administrators. >> Well, if you can believe it, winter sports, every single one is officially rolling as of today. So, we're moving into the second sports season. Um, I saw many of you there already, but we had the school musical Charlie in the Chocolate Factory. So, a huge shout out to those kids. Another amazing performance as always. Um, last week we had our Veterans Day

015program. Um, always a great connection to the community. Shout outs to Luke Culverson who was our speaker this year. Talk about some family history related to military service. And then a shout out to Emily Larson who coordinates the veterans breakfast with uh 30 of our kids. They do such a wonderful job and they take it very seriously. So really proud of them. Um, we did do our 9th grade voluntary mental health screener, our warrior check last week, voluntary program. Um, that went well. Uh, we had national honor society induction ceremony last week, November 13th. We got a lot going on. Um, saw a number of you there as well. Future events tomorrow night, we've got the middle school high school band concert up at the high school. We've got high school honors choir coming up

016on December 1st. And then we've got high school choir and jazz band concert on December 8th. All right, >> going on. >> Yeah, >> at the middle school we just held last Friday the 8th grade human growth development day slashd doctor day and it went well and uh we had Dr. How who was in his second year presenting in our first year with Dr. Hanka. So um I was really pleased uh that we have two great young doctors that were willing to come and talk to our kids and it went well. >> New doctors. new doctors. Always good to have that. Um, just like Josh said, middle school boys basketball is in full swing at the middle school, seventh, and eighth grade boys. Uh, and then we we're soon behind it. We'll be wrestling and

017then girls basketball will be starting up. Uh, Josh already mentioned the band concert. So, we're excited to see uh the fall concert uh tomorrow night here in Avery. Uh, we have two big field trips coming up. Our seventh grade students are going to be going to see A Christmas Carol at the Guthrie on Tuesday, November 25th. And then the sixth grade will be going to see the Minneapolis Children's Theater to see how the Grinch stole Christmas on December 5th. So those are big days for those two um age groups and they're pretty excited. Uh we also have kicked off just last week our big five social skills training. So, a lot of you know, you know, we do a lot of different character activities and things from anti-bullying to kindness and what have you. And

018and all of a sudden, we realize we got to drill down even further down lower to to say here's here's the big five social skills. And if you're wondering what they are there, accepting no when you're when they say no, don't argue. Uh accepting criticism, um disagreeing appropriately, staying calm, and following directions. And so we actually teach over a fiveweek period the big five social skills. Um and I would love to tell you that everyone accepts no. Um I need to learn that lesson myself. >> I was just saying what you just said sounds like barrel advice. >> Yeah. Exactly. I didn't have big social skills when I was a kid. I >> you know my kids I every time I'd say no they say why not? >> Yes. And I'm like, why is it

019when I say yes, you never say why? >> Right. Right. >> I used to get them that that bubble them. They didn't understand. >> That's that's a good good point. Um, we have our last day of trimester 1 and our second of our six terms is next Tuesday, so a week from tomorrow. We're a third of the way through the school year already, believe it or not. Um, and then we've come right back from Thanksgiving break with our middle school uh, math and reading intervention programs. So, I know we've spoken to you over the last several years and most recently about our response to intervention where kids that maybe score below the 25th percentile threshold are getting um, screened out and then those certain students get into some interventions. We monitor their progress. And so

020this is kind of a meeting where we're really sitting down and looking over the data and determining which kids seem to be making pretty good growth, which ones need adjustments to their interventions, and if there's new students to consider. So those meetings will be coming up right after break. >> All right. Good evening. Um, as I've shared with you a couple times, we run a new teacher essentials class, and so I had the um joy of teaching that on October 20th of this past month. So um that teacher session focused on curriculum response to intervention and then academic standards. So all of our new teachers attend that. Um usually very well received just building knowledge of kind of how we operate here in the school district of Amory. Uh a new role to me is

021I am on the state superintendent's AODA advisory council. Uh so that's a council that meets virtually multiple times throughout the year to just talk about health and safety within public education. So, I'm excited to be a part of that council, but then also be able to bring that information back and just making sure that we're we're doing what we best what we can best for kids. Um, on Veterans Day, our local BFW uh came in and did a flag presentation to fifth grade. And so, we actually haven't done that in a couple years since co uh we kind of did a remote version where they would send them in and and um they would share some facts and things with us. But, we're really happy to be back to where BFW comes in. So there

022were several members of the VFW. Uh they met in our fifth grade neighborhood and it was wonderful to be able to do it on Veterans Day as well. So we're really happy anytime we can partner um with with any community organization, but that meant a lot to our kids and it meant a lot to our teachers as well. Um in the role of director of picking instruction. Um, another new role that I have, um, is I am on the Title One Committee of Practitioners, which actually is a federally, uh, mandated committee that works at a state level, just ensuring that we're meeting the math and reading needs of our students. And so I also, um, will be doing some work with that committee. We meet virtually throughout the year as well and provide input and

023guidance to Dr. Jill Underly uh, and the DPI on best practices for title and then also really our advocates for what our kids need. Um, I greatly appreciate where we are in location, being able to be on that committee. A lot of, uh, the other members are in more populated areas and so I think it's really important that small northern districts have a voice and what's best for kids as well. Um, educing. So, our administrative team as well as our student services team completed an educ. So, we sat down for a half day with Edge Climber and went over building our tiered intervention system. So, we have to go in and build those systems and build those pieces and the templates. We're happy to report that in terms of behavior interventions and behavior tracking, we

024are fully functioning. Uh, in addition to that, Megan and I met with our title one team a couple weeks ago and have built in our academic uh intervention pieces as well. So now when we're evaluating kids or looking at them whole picture-wise, which Educ allows us to do, we can get a really great um overall picture of how a student is developing by having those pieces in there. So Educ is generally a three-year rollout. So we are doing very very well on pace and putting in those really big pieces to help us use the program effectively for our kids. Um Cesaw 11, we continue our work with them over the last couple years. So, we have one of their reading consultants um came in and met with our 101 team, also met with the 35

025team. There's an upcoming K2 date that she's coming in to work with um our elementary department and that focus of the ELA work is now actually focused on writing. Um making sure that our writing standards, we're meeting those. We also have the scope and sequence, meaning what's expected in second grade when you leave and what's expecting in when you come into third. So, making sure that we have that all aligned. um English language development. So um supporting our English language learners. We are evaluating a curriculum resource for that. Right now we have a couple students that are piloting an online program. So that would be a student that comes with minimal English skills. We want to make sure that we have the right resources whether that be online or in print to just meet their

026needs so that they're learning English but then also we're ensuring that the writing and vocabulary and whole language is coming along with it. So, we're making really great progress on that and finding some good resources for our students. Um, our administrative team had a meeting with it and so that was to go over our assessment and technology needs for upcoming assessments. Um, we all talk about the assessments that we have. It's very apparent that we all have many in each of our buildings. And so, something that's really important is just communicating with it on what our needs are. So, we discussed what are the windows for the forward, what are the windows for the ACT, the access, the DLM, um, and just making sure that we have everything we need when that time comes. So,

027that was really a proactive meeting to make sure we're we're ready to go when the assessment window hits. Um, and then finally, curriculum adoption. So, just updating you on math. So, as you know, we're currently evaluating middle school and high school math. um middle school is uh seeking to keep the curriculum that they currently have, which has obviously done very very well for the middle school. And then at the high school, um I'm really proud of Josh's math team, really considering what is best. So they've done a lot of piloting, looking at different curriculums. Um we have narrowed it down to three currently. Um their homework after after our last one was to pilot one called amplified decimals. And so they are each piloting um five to seven lessons. And then we have a meeting

028scheduled in several weeks where they'll come back and we're going to evaluate what was the engagement of the kids. Did it align? Were the assessment pieces we needed there? Um so the course that that those that amplify would satisfy would be algebra 1, algebra 2, and then geometry. So after we finish that work, we'll then start our next work of looking at the upper level math courses and what curriculum would best support that learning as well. Upcoming dates, um I'll wait for Becky. Um, we have our all school warrior way swimming celebration the day before Thanksgiving break. Um, we have our third grade holiday concert and I just want to remind parents that that's at 1:45 at the high school. And then um, for community events, we have the Amir Community Holly Jolly Stroll on

029December 6th. >> I'd just like to piggyback a question off of um, what you talked about of piloting the lessons and um, the amplify would focus in on algebra 1, algebra 2, and geometry. And um what do you see Josh as a high school of the most necessary math um classes or or where do we lack and we need the most emphasis at this point? Do you know? >> Actually we scored third in the middle border conference last year in math. So feeling pretty good about it. How to eat schools. Um but you know the growth areas where we've struggled and so hopefully these programs will help us you know with built-in interventions and so >> so our basic like algebra 1, algebra 2 and geometry you think that are solid right now um and

030looking at more of a focus on expanding like our upper level math classes or >> No, the upper levels are kind of they aren't serviced by this program so much, right? And the focus is algebra, geometry, algebra 2 with these programs. >> And is there other programs that they're is all of them, not just the amplify, but all the three pilot programs? Is there all the same or just this one is focused on algebra 1, algebra 2? >> This is the group of the platform we want them to test out to see it's the one they're most excited about. So what I'm learning in the role of CNI is that at the high school the upper level math generally have a different curriculum, right? So I'm used to a K5 world where we pick one

031thing and it's a really great fit for us. And so I'm learning alongside Josh who's been a great guide for me is um we're going to we're most likely going to have different resources for different courses. And so what we really like about Amplify and the teachers have shared is that you know Charlotte's big pieces you talking about there's response to intervention in there. So, a kid that doesn't get it, it's got pre-teach, retach, assessments are built in it, progress monitoring is built into it. So, it's really a a robust system um that that would take learning and but it would really support the growth that we're talking about at the high school. So, they feel most passionate and they really like this one. Um the other two we've considered don't have those elements. One

032of them is missing um assessments. That is a concern for me. Um assessments is a big piece so we know what our kids know. So right now, yeah, their homework was to pilot amplify and they they feel good about that one. So when Josh and I meet with them, we'll go over how did the lessons go, what was the student engagement, did it line up, you know, with the assessments that we currently have in place. Um, and we also did um Zoom with another district, two districts actually, that have uh utilized one of the curriculums that we were considering. So, it's always nice to have uh people boots on the ground that are using it to share the good, the bad, and the ugly about what they like or don't like about the program. Okay.

033>> So, a little clarity surrounding the curriculum cycle and the choice that's before the middle school and high school. We've got a seven-year cycle. So, this is clearly a big decision for two reasons. One, you only get to pick it every seven years. And it's math, which is huge. The next year in the cycle is the K5, which is also a huge order. Just so you know, the obvious question, well, why don't we just keep doing what the middle school's doing? It doesn't exist for the high school. It ends at eighth grade, so that's just not even a choice. So, our goal was way back in the early part of the fall, late summer, actually all the way back to last spring, was to have six or eight curriculum options, whittle that down to about

034three or four. We whittleled it down to three, pilot two or three. that's where the process is right now and then have a decision made in February, March and then bring it to you for a decision. Middle school's process is easier because they've been doing the same thing for quite some time. It's proven successful and it hasn't changed. So, I don't know why we would change. So, it's just an easier process there. So, that's just a little clarity. Great thing about the middle school curriculum is that um the company they currently use just came out with version three and so it'll be something really familiar but it's also new and updated. New math standards came out in 2020 so that will align with the new math standards as well. >> The middle school program is

035called CMP connected math project out of Michigan State University. I've been on the board so long now that I think that the math curriculum was one of the first curriculum programs that I voted >> and we've cycled back around. >> Yeah. >> Holy moly. >> We've been on CMP for 27 years. >> Obviously, >> it's clearly working. >> Yeah. And we've had updates. I mean, there's it comes new and different, but it's the same concept and learning platal direction. >> Yeah. It's clearly working for middle school. So, great. Okay. Thanks. >> Well, I'm not going to add up how many years you've been on the board, but we're going to transition to something different here. >> You know, Tom's been here for 27 years now. >> That's true. >> Yeah. Tom's a little longer in

036the tooth than I am. >> So, when I first got on into my position, I talked about restructuring the schedule and I just wanted to circle back to what our what I need now instruction kind of looks like because that was one of the big pieces that I talked about, the restructuring point point. So I wanted to give you guys an update. Our groups are going are well underway. Uh we have nine groups running per grade level per day with math and reading taking place. So what I do now is really structured into categories. Assessments help us triage where the kids belong and then it's us going on their legging skills or if they've got all the necessary skills that they need, advancing those skills and challenging those skills in different ways which did include

037last week a wonderful reader theater performance by the second graders with inflection tone that Dr. Derler himself attended as an audience member. So I've been very pleased. Uh, a lot of that programming I wanted that programming in the hands of my title team, whether it was Carrie Shu in the reading portion or Lynette once in the math portion to make sure was really rigorous. And I've been very pleased with what the team has been able to do and provide. And we've already done a revamp with kindergarten. We're already on our second round and we're seeing results already. So, I can't wait to be able to report out about what those results look like in the springtime. But I will tell you that the system's working and I've been very pleased with how the team has

038taken initiative in it and also trained in our paras to make sure that they're level they're delivering highfidelity curriculum to our students. So that has been a huge win. Uh other thing that I had talked about at the last board meeting want to give you an update. The enchanted story trail was a huge success, absolute resounding success. We had almost 300 people in attendance that evening from 6:00 to 8:00. uh great feedback from the community partners saying when are we going to do this again next time we even had a couple and the beauty was it was a multi-generational attendance. So grandparents came with their with their children and then with their grandchildren. They all walked through the forest together reading stories. They followed a story walk and that at each different point they got

039to listen to stories read by community members whether it was the police chief, whether it was a member of the fire department. It was really incredible to see all of those people come together in the emphasis of reading in our school force which was pretty cool. And then every family got to take home a book which was another wonderful gift that the friends of the library gave us. So I know that was a while ago but a huge shout out to the team that helped put that together. Huge success. Absolute great success. Uh the hope is to do another one in the winter. We'll we'll see what that entails and Halloween's kind of fun because you can dress up and go through it. Don't know if people will be as excited about snow snowshoing, but

040we'll figure out a niche. >> I've heard I've heard excitement about that. I've heard good things about that. Good, good, good. >> And then the last one, uh, as an instructional leader, I've been getting into classrooms and really starting the education educator effectiveness cycle with my team. And uh one thing that we're instituting at the elementary level is called uh rapid cycle feedback which is more of a coaching model with teachers where we will meet we'll decide on a goal for the observations and then I'll come in and explicitly work with them on their goals. I've started my new rounds of cycles and then we meet after and we talk about what did they think, what did I think. It's about the reflection of the teacher and the professional in this realm and really focusing

041on little key wins that then have huge impact and then if we need to do additional cycles we do or if we feel comfortable then we continue to move in in the right direction. But that's been going incredibly well. Uh the staff members that I just completed last week said this feels really good and they felt like they were able to grow as professionals. I don't know if they're just saying that cuz I'm the newbie on the block. Uh but hearing that come from them to say this felt good. This observation and feedback you gave me felt good and I feel like I grew as a professional. It is a win. Uh and getting them to reflect is a win. Uh upcoming is turkey bingo. I hear this is a big deal at the elementary

042school traditions. I guess I have been working with Annie uh to pre-record certain characters that we'll be calling out bingo that I will share with the board how it goes later. But I'll give you a little Sean came in and I was in costume. Um I was changing out a costume real quick. Uh uh Detective Drumstick was on the case and there's multiple different personalities that will be shown to the students that day. >> She's changing so many costumes I called her Taylor Swift. >> I told him I'd sing to him if he needed, but that probably wouldn't go very well. >> But I'm super excited for that. Our kids are very excited. Um, then Thanksgiving break and we got winter family fun night coming up soon. So, we're we're we're in the heart of

043it right now, but we're still trying to have fun along the way. >> Look at what you made her do. >> Well, it's been going on a long time. >> Look, look what you made me do. you started. >> I know. That's funny. I And I don't know if I mentioned this last month, but um John, you were kind of instrumental in bringing this whole idea um that you scalped from somebody else to um up here to have the the reading in the school for us to have that night of um fun night. And I just wanted to kind of reiterate that like this is really a true team approach that you don't expect the director of finance to bring cool ideas like this to >> it was a lot of fun. John was a

044great leader behind it and >> working with I mean we had a team of leaders so >> yeah and we elevated it far past expectations and >> I hear we did better than the other one but we're not getting into competition here. >> We definitely did. I heard really great I heard really great things about it and I I've heard that people are really looking forward to having a winter one year on the hook I guess. So >> yeah it just you know I guess coming in just to speak to that for 20 seconds just coming into this role and realizing like oh we have a farm we have a forest we have these things that the taxpayers and donations and whatever have provided for us over many successful years in education. And it's like,

045well, why don't we, right? You know, that's kind of the thing that I I have in mind is it costs us nothing to use the forest. It's there. We already bought it. >> And so, let's let's use it and let's tie it back. And as soon as it kind of clicked, oh, hey, this is actually a title one engagement event. >> That's perfect, right? So now we go from three to four to five to six title one engagement events and we're blowing past what our title one family engagement requirements are and it's just having a net positive impact all around. >> Yeah. And the library and our >> Oh, the community partners. >> Community partners is just >> um really instrumental for obviously that we talk about this all the time of community involvement in

046the district and we couldn't do it without it. And I just it's just not every day that you hear of like, you know, somebody that's sitting in the district office that comes, you know, in an administrative role like you are that comes in with these kind of ideas. And um just a total collaborative effect here in the district and I just wanted to recognize that it's a great thing. >> Sorry that okay going stop. I want to go home. Um uh couple weeks ago I had the opportunity to revisit um behaviormies with our team of school counselors and school psyches. Um we had gone two days last year to CISA for this and they were back for the next portion of the training. Um this was a really good one. It kind of revisited the

047framework of and we're looking at some behavior interventions um through our tiered systems that we talk about. Tom talked about it for academics. we have a similar for behaviors and the interventions we're using. Um so the day one we got to revisit our framework kind of clean it up making sure we're looking at data which kids bring the you know what data do we bring to tell us which students we should probably be intervening on and then day two was really diving into this actual tool. Um last year I will be honest most of us walked away we're like uh let's try so we tried some behaviormies and we had we needed this to know how to do it. So, um, we have another great tool for us to use for some of our interventions,

048which I think the team felt good about. Um, and then the next one, um, our school psych team, McKinley and Kelsey, um, are biting off a big bite this year with our special ed teachers. One of the tools we use for our academic and cognitive testing for our evaluations for special education is a Woodcock Johnson and it expired this year. Um, so we had to decide if we were going to purchase the Woodcock Johnson new one. They get, they're really smart. Every couple years it expires and they have a new tool. It looks the same as the last tool, but they maybe change a couple words on the manual, whatever. Um so after doing a a big deep dive with some of our students um supported by disability or IEP for SLD teachers, our SLD

049teachers dove in with our school sites and evaluated a couple tools about do we stick with the Woodcock Johnson or is there something better that we can get a little bit more um um in-depth um data on our students and we went with what's called the Wyatt um for our assessment tool. But along with that comes some extensive training for our special ed teachers who have to administer it. So our two school sites, McKinley and Kelsey did a training um at the last intervention with the special ed teachers um for the first step of it. We're going to revisit it on our next intervention day because they have to practice it. They have to be checked off that they can do it with fidelity. Um but the data that it's going to give us about

050students specifically um and their skills I think is going to be really good for us during our evaluation period. So kudos to them cuz it's a big jump for us. So yeah. >> All right. We'll be looking forward to seeing how that shakes up. >> Yeah. Any questions? Okay. All right. Off the club host and child care report with Rachel. Thanks for coming tonight. >> You're welcome. Um, if my voice goes in and out, I apologize. I normally don't sound like this. >> I was going to say, "THANKS FOR COMING TONIGHT. HURRY UP AND I'LL GET OVER THERE." >> People in my house are sick, too. I'm trying to ward it off. >> I've had it for like three weeks on and off, so hopefully I'm at the tail end. >> Okay. Well, we're wishing

051you a speedy recovery. Okay. Um, as you said, I'm Rachel Kasnarski and I'm the director of the clubhouse. Um, our current enrollment is 6 weeks to 2 years old is 24. Uh, 2 to three year olds 14. 3 to four year olds 27. The child care total is 65. Before and after school program is 82. And we have a grand total of 147. And then this is just pictures of kiddos having fun doing what we what we do. We play to learn that stuff. Um our weight list 73 is our 6 week to 2 year olds. 22 for 2 to three year old. 17 for 3 to 4. And ages 4 plus is 32, which is a total of 144. And then we have more fun throughout the day with everything. Our summer camp, we

052had 84 kiddos enrolled. Um, had a lots of fun, including audience and field trips. We did spare time bullying, Glen Park splash pad falls, four treasures in Oaklair, the Crayola Experience at the Mall of America, Amory, um Dairy Queen, Ellie's Ice Cream, and the Pulk County Fair. And we also went to the police or um the fire station and stuff. And I would recommend taking kids to the Pulk County Fair. They were very It was a very good experience. is they the kids broke out into um into separate groups and um they had mentors that walked around with them and there was like maybe 10 kids to a group so they got the whole experience with stuff. No wonder you have 144 kids on the waiting list. I want to get on the waiting list.

053More stuff than I get to do in a year. >> Come for ice cream. >> There's not enough people to watch you. >> 10 to one. weird ratio. >> And as you can tell, we tired them out. >> And then preparing kids for Amory 4K. We send 18 out of the 20 kids from our 4-year-old program um onto the um Amory 4K this fall. The other two will remain in the pro program for another year before going to 4K because they didn't meet the cut off for school. And then just some more pictures with them learning through and doing their practice. One is practicing his numbers, tracing numbers. Uh and then um we're partnering part partnering with the Amry Public Library to provide a book cart in the main entrance um of the Lean Elementary

054to allow parents to conveniently browse and check out books to read with kiddos. And I'm also in the works of having um her coming and reading to the kids once a month where um I just have to set a time that will work for all the classes, but she'll do a story time, do songs, and then a project with the story um to do. So hopefully within the next month, we'll get that rolled out. Uh we started a new curriculum. It's called creative curriculum. The instructional approach emphasizes hands-on, play-based, and projectoriented learning methods designed to actively engage students and support development. Um, the curriculum focuses on students interests and strengths to cultivate critical thinking skills, social emotional learnings, and creative creativity. Um, it also incorporates the WEMAS if that's Wisconsin early learning standards to ensure

055that we're using the developmentally appropriate practices which is physical, cognitive, social, emotional and language and then we also started doing um parent teacher conferences. We have begun implementing parent teacher conferences in conjunction with our new curriculum. Meetings are held twice a year in the spring and fall to facilitate communication regarding progress and identify areas for further development and readiness for upcoming educational milestones. And then if you see there, that's kind of a sample where um the teachers fill out for the um age appropriate of the kiddos that they have and then that's what they go off of when they do the parent teacher conference. And so it's we have one for two months, four months, six months, eight months, nine months, and then it goes for that. And then the teacher fill out the appropriate

056ages for each child. And we got our play area moved, which is really good. So now our kiddos are walking from one side of the street or one side of the building to the other to go. Um, and they are really enjoying the new sandbox and toys. As you can see, they've got tails on their heads. And then um I brought in pumpkins and then I let the teachers do whatever they wanted with them. So they carved them and then they um let the kiddos use the sensory is all ages with um playing with the pumpkin guts and the seeds and doing that kind of stuff. And there's some more fall fun with our little Halloween parade. I thought that idea, the middle picture, um, we put out a great big piece of rolled paper

057and put paint on it and we let the kiddos walk through it and the s foot sensory whatever it was. It was a mess, but it was fun. We had paint. We did it in the hallway so it was easy to clean up. >> Everything that's fun is a mess. >> Yeah. Um, our clubhouse staffing, we've experienced minimal turnover this year. We're participating in the DCF child count stabilation stabilization payment program. Um, staff is required 15 hours of continuing ed annually. All staff are required to take introduction to childcare courses within 6 months of excuse me, hire. Lead teachers required to have a minimum of two-year early childhood courses or equivalent nonredit courses. And Youngstar requires half of the lead teachers to be registry level 9 or higher for the Wisconsin registry. And um the

058WTC is offering courses. They start in January and they're free to people um if they sign up in time and that would bring them like if they're a registry level three that would bring them up to a seven or a nine which helps with our young star ratings to do. And then that's our clubhouse staff. Thank you to all of our staff. Rachel, I'm amazed at the number of people on your waiting list. How are how are those people meeting their needs now? >> My question. >> Good question. Um, a lot of people can work from home. So, they're technically not supposed to have their kids at home, but companies understand what need there is. So, they'll let them. and they're dependent upon grandparents and you know others and we've even had some families where

059one parent had to quit their job >> because there is no there's such an especially for like our numbers what was 73 for infants and you can only you can only have eight in a classroom >> and four to one >> yeah it's four to one and eight kids with two with two teachers >> and that's you know so it's That's where our huge bottleneck is. And when people go on our weight list, seeing how we're full for, you know, so and ratios don't change up until they turn the age of two. So we won't have unless somebody happens to quit or, you know, pull their kids or move or do whatever. We basically do not have openings once they start in our 6 week to until they turn two and then we can start

060opening up because then once they're two it's one to six one teacher to six kiddos and you can have 12 in a classroom. So then we could add four more kids once they turn two. >> Yeah. And so is this normal to have this number of people waiting to get on? Um the the center I worked at before, it was a very small center. We were only licensed for 36. And out of this 36, I think it was like 10 or 11 were infants. >> And part of what you see is school district sponsored or organized child care. A lot of them are starting to fold unity unities, close theirs. Um, you know, but a big problem is a lot of them are cutting off and saying, "No, we're only going to start at 2

061years old because of ratios." I mean, that's that's really what it comes down to is a space b ratio because like she said, >> you can only have two 12 or sorry, eight kiddos in a classroom, >> but that's still two adults. And so the the ratios create a pretty significant math problem. And you know the school districts are exploring it. >> Yeah. And under and under the age of two for any business no matter if it's school or not. It's not a money maker. You you actually lose money for under the age of two. >> Requires a lot of care. >> Yeah. Yeah. >> Ste Steve and I sit on a board. Two of our biggest issues are housing and daycare. It's a board. It's economic development corporation for any >> and one of

062our missions is still continually trying to help this community find >> daycare for employers. >> It's a huge issue and we're actively looking um and having conversations with outside providers to come to Amry. Uh that's one thing. Another thing too, I sit on a workforce development board and I think they're still available. So, I might speak a little bit, you know, outside of the whole realm of knowledge that I have, but >> there is some grant money out there for training staff >> um in the in child care and if if we're not accessing that, we should look into that. >> Yeah. And that's the one that we're doing through it's through Northwood and that's that's a grant. >> Yeah. So, Northwood is Northwood is one of our service providers for the workforce development board.

063So, >> yeah. And you know, they offer that, they can offer it, but you have to have the staff willing to take it too, >> right? >> You know, and that's the that's the key thing right there. >> So, a question I have is um your limiting piece right now. Is it building or is it staff? >> Well, we both. >> Yeah, both. There there has and and we'll this will probably be on the agenda for December. You know, one of the issues that we have as far as the space is concerned >> is, you know, we've got a middle section of our classroom that is basically more or less empty for the entirety of the day >> besides before and after school care. And the reason for that is because we have we've married

064our before and after school care to our license. So if we divorce it from our license and the school district takes back more or less takes back before and after school care then we could add additional kids. The question then becomes what age level because the biggest need as we see is infant but we could only add eight infants to that classroom. we whereas we could add up to 20 up to 24 year olds or above, but that's not necessarily where the need is. >> So, it kind of you kind of have to play this wobble game. And we could partition off parts of the infant classrooms as well and add an additional eight. But we just established as well that that ratio of being 1:4 is not necessarily financially viable. So, you know, we

065we kind of have a game that we're playing and Rachel and I are kind of working on some some ideas. Um, but it it the the the solution there's just not a good one, right? I mean, there's just not. And so, it's if we fold our clubhouse, that'sund and some families that now have to go elsewhere, right? And being the only child care center in the in the area, that that causes a big problem. And so it's I I don't know what the solution is, but I do know through talking to Unity, you know, one of their ideas, well, we have the space and the infrastructure, so let's find an independent company that's willing to come in and take it, but nobody wants it because nobody's going to make money. So if it's not the

066school district, it's not the city, not the whomever that's subsidizing it, you know, what what's the the solution? So, um, you know, I know child care is kind of at the forefront of, you know, both at the state and federal levels. I just hope that something actually gets done and fast. >> Yeah. >> And I know um, our licenser, they come and do our yearly um, licensing review and stuff and she was here in August, I believe, and she had said that three of the centers that she goes to actually cut infants. they they grandfathered the ones that were in but um you but they weren't accepting anymore and then as those kids moved up then they started to fill that room with twos and up to to go and do but there was three

067centers but she has she's from like Oaklair all the way to Superior with her with her licensing but >> we've seen a lot of um community interaction um up through the years about um subsidizing child care and it's it's always kind of been the goal of the district to since I've been on the board has has been the goal of the district to self- sustain kind of break even know that you're providing a service to the community because there is no other places to go um and we've talked about the amount of daycarees that we've seen not only in the city of Amory but uh locally around Clear Lake Clayton those things and the biggest limiting factor um of why those businesses fail. I mean, there are people that want to do that, but with

068the licensing requirements and how much they can charge for the wages that are in the area, um you're basically providing the service for nothing and and then having to adhere to all the standards. It's just not feasible and people then get burnt out and you're you're you become a farmer. You're out, you know, working every day for less than nothing. So, um, not many people are willing to do that. >> Yeah. I've been in this field for 19 years and it's been real, >> you know, you can see the, lack of better words, downward spiral, >> you know, with it and licensing seem it gets harder and harder >> to get it, you know, stay within compliance and, you know, they're which is good, you know, but they're asking for more schooling, asking for this

069and asking for that. Well, when you, you know, when you can go to McDonald's and make more than what you are, and I'm not saying we're not getting paid enough, but it's just the field, the field that you choose to be in because we can only pay what we're bringing in for income. and you know being with the school it's a little bit different but >> and it and it has been a source of contention with people that we've seen with turnover that um people that are in that category those nine you know taking themselves from a three to a nine or have been in a long time um they're just not making the the kind of money that they could be either somewhere else or even people that are entering and coming coming in

070with we're not the the pay is kind of across the board that we're seeing here regardless of it's not like our certified staff that the more degree you have the more training you have we're not doing that and and it's hard >> and that is one thing that John and I have been talking about you know you know if you have education then it's ex kind of like what the teacher the certified teachers do >> to being incentivized it's it's hard to with the budget that we have >> y but we've been talking about that for a while and trying to get stuff >> so when you said that that you were um the WITC or the NWT grants um and that you had to have staff willing to take those trainings. Do we have

071staff willing to or >> there are some but they do um it's you have to go um it's two separate courses and one is you have to go on a Saturday um or you have to go the first Saturday that the course starts and then the last Saturday of the end and then the rest is like zoom meetings and stuff like that and it's weekends but you know some of the teachers don't want to um you know use their weekends to take the courses or we have several that have a second job. So, you know, just trying to make sure that they could do it with their schedule of their second job and stuff like that to do. And it's like, you know, if you can take them, they're free. You know, it's through the

072grant, >> right? The course is free, but then where's the incentive to give up your time to >> Right. Right. Right. Yeah. Yeah. And I've heard that, too. It's, you know, I can take it, but am I going to get paid more? >> You know, so it's kind of double-edged sword, >> right? >> Yeah. >> When when you have to be when you have to follow within the the laws of number of kids per or number of teachers per kids, you know, whatever it is, what do you do when you do have turnover, you have people call in? Is there like you know I look at like on the business side of things when we talk about a look back period you know you say well on average I had that many people there so

073is it an average or is it an actual that yeah it's a good question um you know I think the the reality is you know we do have kids at any given time that are out for illness you have kids that are out because um mom or dad is on maternity paternity leave but they're still paying their full rate >> to lock in that that spot for their kids. Um, so I mean, but it really comes down to Rachel's ability to combine classroom, shift staff, and fill in where she needs. Tomorrow morning, she's going to be opening the center tomorrow morning. So, she'll be teacher in the morning and you know, that's just kind of the nature of the bees. >> And it does happen. We have staff that have flexibility built into their schedule

074as well. So, we have some staff with that 8 >> hour versus 10. And you know the only thing is cuz you had to have at least one lead teacher qualified in there. So and I'm I'm one that I don't like moving kids if I don't have to. I would prefer to move teachers, you know, so then the kids are still in there and have their normaly and then move the teach move a teacher into >> can I say something real quick just as a building lead? Uh the one thing that Ra Rachel's presentation was great, but the one thing that she did fail to mention is the fact that this is also a feeder program for elementary. >> Y >> and I I just want to make sure it's said in this space that

075it is preparing kids to be ready to go for 4K and we have kids coming in knowing the letters, knowing their sounds because of the program that they've been through, which is an incredible feat and it's it's really great. What it also affords us is the ability to catch individuals who may be neurode divergent early and be able to put those spaces cuz not everybody comes to the birth to three roundup. So it's also a space where we can do proactive measures if any kid is is struggling with any kind of learning or developmental delays. So, while I recognize that it's a really challenging narrative to complete, it is an incredible added value to our school system, not just for the parents, but for our student, our future student body to consider as well into

076the equation. I just I'm saying that because it wasn't it wasn't discussed. >> It was that was the second part of that. actually do have we do have a couple kiddos that are um they get help from the school district. They you know we get they go over into the school and do and we've got another one that is just going through um some different processes and stuff like that to get help. So, you know, the earlier you can get intervention, the better it is for the kiddos and everything. I I made note of that and I was I was going to say something about that even though I I know we want to get you out of here because you're clearly not feeling well. But the um implementation of the um assessments that you

077have in the parent teacher conferences I think has been that that's um obviously something new >> um and that's under your leadership obviously and um thank you for doing that because I wrote early intervention >> um on my notes as well that um we're able to screen those kids earlier and I I was going to ask um it seems like I keep talking I I keep hammering this point and I talking about this and um that our kids are asked to do and be ready so much earlier and have so much different skills than they used to um coming into just kindergarten before even 4K and now we're asking even more of those kids coming into 4 4K um and you did make a point that you're 24 I believe are moving on to the

0784K program >> and we've talked about this at length through my seven years of being here of of why we do this of to and have asked I think we've we've asked every year do we have evidence of of tracking them and we have seen great improvement and great strides in our retention of the kids that we have from daycare and our clubhouse program into our school >> they by and large come here >> that has been something that has increased a lot in my seven years of 10 years being on the board um which is a reason that this community this board when we went to referendum a couple years ago decided to invest in that space in in the elementary school to to redo that. And obviously it's paid off for the school

079district. It's paid off for our kids. It's paid off for our local families. And if we could have done more, I mean, I think >> Well, it's there. How much can we do? >> I mean, we've been able to retain and high hire staff who otherwise probably wouldn't be out here if it wasn't for the fact that we had child care where they could bring their kiddos. So, >> yeah, that that's a huge part. >> Huge. I mean, >> which every business is focusing on, right, for their employees, for their I mean, just like you say, the workforce development, you focus on your >> That's what that's what happened up in >> up in Miltown. Miltown, >> right, with the Grove. >> Um, that was Schaefer Manufacturing put that facility in. They had a lot

080of of opportunities with grants through the the workforce development stuff >> and that's where a lot of those Unity kids are going. Yeah, >> there's a factory and clearly that's kind of looking into >> starting a child care >> aside from the government assigning an FTE value and allowing school districts to actually claim them like we do a 4K >> until that time is recognize the only way that's that this problem is going to get better is by private industry actually subsidizing it. >> Yeah. And I've noticed that as as a business owner that there's two things that are on the horizon for us and they could be many years down the road. But having our own child care facility that you group with other business owners, having our own healthcare facility, they group with

081other business owners because the need is there and and the expenses are high. And if you can do whatever you can do to attract people to your location to work, it's just a win-win. >> Yeah. And I like doing the ASQs and the developmental things too because then the teachers know what they need to work on with the kiddos too. It's not only the kiddos, it's the teachers. >> Yeah, it it's huge. I you know and I can um I a personal my child obviously was um neurode divergent on the spectrum um fairly new 20 29 years ago. Um, and I was in I was in college for education back then. And I I took my my child um in the daycare actually up to uh Rice Lake where I was attending school and and

082actually had them um evaluated for developmental um delays and if they were, you know, developmentally appropriate. And it was huge for me to just be confirm like, yeah, as a parent, I'm seeing delays and especially I was young. I was 20 years old and two kids and I'm like this one isn't like this one and this one doesn't seem to be hitting the milestones and 30 years ago >> being shoved off by doctors to say every kid is different, don't worry about it. But think of what that would have done for him early on in his progress um because he was he was shuttled around in elementary school. You know, it was either we were taking him back to going to Head Start or having to go go through kindergarten for a second year. my

083choice as a parent to hold him back uh which paid off dividends but had he been um properly assessed and had that had that four years ago would have made difference for him. >> B birth to three comes in as well and we've got two or three kiddos that are doing birth to three as well you know and they come into our you know the facility and then they do home visits as well. >> I appreciate the effort that's that's some fantastic progress there. >> Yeah. Any other questions for Rachel? >> No. Thank you for >> You're welcome. >> Thanks for discussion. >> Sorry. >> No, you're good. >> All right. Building and grounds committee. >> Well, we met last Wednesday. George gave us a tour of the high school room. Uh Larry and Steve

084and I were part of the tour and um I say with certainty that we're disappointed and uh I'll let Larry and Steve share their thoughts about that disappointment unless I'm speaking out of ter. I think I'm speaking for you. >> So the the roof um is a used to be a rock surface rock and tar and that was all that was mostly removed. Um, and the new surface that was put down uh was not put down with quality and um there are are the the the boards that were laid down are weren't glued down like they should have been and there's still some rocks up there that are now underneath the membrane that are going to be poking through at some point. And so, um, George has really been Johnny on the spot with that

085and and, uh, raising as much as he needs to raise to get people up there to look at that roof. And my understanding is they've had extended a warranty with us. Uh, but I am a firm believer that you do it right or you do it again. >> Yeah. Um, what does that look like as far as our insurance? >> Well, right now, so it's fully adhered to EPDM, correct? I think that's the the actual terminology for it. >> And so the the problem is not a this is a right now leaking issue. The the issue is ultimately it's not an if, it's a when. >> And a lot of it comes down to what's our snow load. Um, you know, if we've got a heavy snow load, just think of a little pebble sticking

086up underneath a quarter inch thick piece of rubber. Eventually, it's going to poke through and then one hole leads to two, which leads to three. And so, um, the the, uh, as of right now, the insurance companies haven't said anything because there's a warranty in place. Um, and so they're not charging us any additional money and stuff for that. >> What does the warranty cover? Well, it's a good question. The warranty is for work and materials from what I understand. >> Work and materials for what though? Damage that's caused. >> So, they have already come out and fixed and I think George probably showed you guys their fixed spot is taking a new piece and putting it over the old piece, the other piece to fix it. >> Two two layers. >> Two layers. Which

087is why George has continued to escalate this because when they come out and fix it, he goes up and they've fixed every other or every third little and I'll just they they it looks like a nipple. So I that's what I call them. And the fix is just not it's not appropriate. It's not a good fix. The fix like Steve said is get out here, rip it off, and replace it. >> Yeah. Well, there's more than that, though. It's more than just the rockets underneath it. There's >> Oh, there's all sorts of >> the drains. You know, you got the drains up there, so everything should go to the drains, and instead you'll have a pool of water next to the drain. >> Yeah. >> So, >> there's drains where the water flows past a

088drain to go to another drain. >> Yeah. So, but but to reiterate, it, you know, it wasn't a schoolboard problem. It wasn't a George maintenance problem. It wasn't anything with our staff or leadership here. Um and and the people that were hired to do the job in in in KA and and their crew, you know, they recognize there's a problem. Um my understanding it was subcontracted to a subcontracted. So it's just down the chain. Uh the great thing is is it is not going away in that we are dealing with it and and staying on it. And uh we'll see where it leads. But >> who's the they that comes out and fixes? It was the the person who the company that actually put the roof on came out to fix it, but it needs

089to be addressed and I don't think that they should be the one to address it. >> I was going to say, isn't this ultimately with KA? I mean, this ultimately has >> to choose who's going to come out and do the fix and I'm with Steve. We're not going to bring the same out here to fix that which they did wrong to begin with. >> I don't think a warranty from these people really mean much at this point, right? I mean, >> well, no. I don't think it doesn't fix the problem for one, which is item number one, cuz eventually you're going to have leaking, and that we cannot have. >> I mean, that was the whole idea that we put the roof on in the first place. >> That's the whole idea why we

090put on in the first place. >> By the time you discover you have a leak, you've got a lot of other collateral damage that the warranty may not cover. >> And that's why I asked like, what are they covering? The >> Well, exactly. the damage or the >> Yeah. >> But but the point was made when we were up on the roof, and it's a really great point, is that you might have a leak in this room, but the hole might be over there. >> Right. >> Yeah. >> So, >> in which case, how much damage is done from the hole over there to the leak over here? >> Correct. Correct. So, anyway, we're George is staying on top of it. There's been a lot of conversations and you correct me if I'm wrong, but

091Khe recognizes >> Yep. We met with KA uh about two weeks ago. They were up on the roof. John Hunick, their uh primary project manager. Um it goes very few steps higher than John Hunic from Carl Anderson. He was out in his words, he's never seen anything like it. So, he is well aware of how um egregious it is and he is putting the pressure where he needs to put the pressure and we're waiting to hear back from him and I imagine we'll hear back this week as to what's what's going to occur. >> But recognize you're not going to get anything done before the winter, right? Not >> not this winter. >> So, it's a it's a the solution to this problem is off in the future. >> Yeah. Uh, I get, you know,

092I I would feel confident that KA would address this because this would be I mean, this is then KA's action to come after the subcontracting roofing company. Um, but they owe it to our district to make this right regardless in a very timely fashion >> and that was made clear. Um, I told Cross Anderson, we will give you the opportunity to address it and if we're not satisfied with how it's addressed and then we'll proceed forward from there. But >> we'll give them an opportunity to see what occurs. >> Yeah. No sense in getting not too far ahead of our skill. >> So, we'll see what occurs. >> But it was a nice view from the rough. I mean, >> we're going there. They got shot up on the road. >> We picked a nice

093day. It was a little breezy, but it was nice and sunny up there. >> Fan of the fun of the lights. Not a big fan. >> Me neither. I go out there. So, thanks guys. >> The reality is when you have a a project that was the size and scope of what happened here. You're going to have little things here and there, right? Um, and this one is just it's just beyond little. Has to be addressed. >> Okay. Anything else with building and grounds that's of interest at this point? >> That was our tour. >> That was the tour. Okay, good job guys. Off to theformational items and our strategic plan 2530 update with Dr. >> We talked about when we adopted the strategic plan. We'll continue to revisit it. Uh my intent will always

094be to connect it back where possible to a spotlight on education. So what you see here strategic goal number one underneath successful students there are two items there that are noted in yellow and they're short so I will read them to you empower every learner to reach their full potential academically socially and personally ensuring they are prepared for opportunities of tomorrow and the third item listed there foster safe supportive and responsive learning spaces where students feel safe valued and connected within our school community. This is the very definition of what kinship is all about. And we'll continue to have a partnership with kinship however so long they will have a partnership with us because it is great for our kids and it's great for our community. Um, having been a part of it as a

095high school principal and being a part of it as a district administrator, I couldn't say enough positive things about kinship. And the coolest part I've always felt in this district, we're not just physically close to each other building wise, but our big kids are connected to our little kids. And that is as cool as it gets. >> And that's what this program does. And it's right in our strategic plan. We value that connectedness and that um uh helpful, healthy life emotionally, which there are kids that need help. Some of our big kids can help. >> Yeah. So, what a Yeah. What a great opportunity. um for them. And you know, I think tonight when I asked like what was your motivation to to be, you know, a big big kinship person to these little people

096and um you know, every one of them talked about giving something back to the younger people and and creating a legacy and hopefully it's something that they'll remember and maybe they'll pay forward to. And that's a self-feeding program and it is >> it's really something to be very proud of that we all participate in as a district to um our building principles that allow that to happen and give our kids that opportunity. So >> So a sneak preview into next month's spotlight on education. We're going to begin that process tomorrow at administrative team. We're going to assemble a list of the various charitable efforts that we are connected to as a district. who may not or orchestrate them and coordinate them, but we are part of them. Things like Salv Sal Sal Sal Sal Sal

097Sal Sal Sal Sal Sal Sal Sal Sal Sal Sal Sal Sal Sal Sal Salvation Army Backpack Program, Secret Santa, and in the season of giving, which is ultimately what December ends up being, we're going to do a presentation on all the things that we provide to our kids, their families, and this community via other third party outfits or in some cases things that we just do. and uh we'll make a presentation and that also is in the strategic plan because it is a very important part of an education we provide kids isn't just about learning. >> Yeah, I think that um the presentation is uh super important is we've had um we always have great community support and as a board member I I have people reaching out all the time and asking how can

098I give how can I what programs do you have? What who is in need? What can we do to to help? Um, and I think this is great for everybody to have that information out there that we can find in one spot and it'll be easy for people that want to give and want to help. Um, ways to contribute and the people that need it that might not know that it exists to let them know that those programs are there for them and that we are proud to participate in those programs to help our families any way we can. So, it'll be a great presentation in December. Looking forward to that. Okay. Anything else? Any any questions, comments? Okay, moving. They really do want me to move this along. Okay, back to the items. The

099second reading of board policy 851, district branding guidelines. Dr. Derler. >> Well, this is really a two-part effort. The first is the changed language and just adding the phrase to our district branding guidelines of the like a warrior slogan. That's a branding effort that's it's almost 15 years old now. Um, we started that way back in the day. Uh, so we added that to the district branding guidelines, but we also did, and I I made mention of this last meeting, that we would come to you with some brand guidelines. Um, I sent those to you via email uh late last week so you'd have a chance to take a look at them. In the branding guidelines, they're not a hard and fast every single solitary item is accounted for here, but we wanted the broad

100brush strokes of what we mean by brand guidelines. So, the correct use of our logo, the format of our logo, the incorrect use for logo, our colors, our fonts, what you do with our photography, um the icons that are connected to the our efforts, all of that's part of the district brand guidelines. Amanda Warner, our director of communications here. She's been central in this. Everybody goes through the same process in regards to a district. This is a matter of what your particular town seeks to do in regards to your name, image, and likeness, so to speak. There is always a unique part to that. Um, so Amanda is going to help us perhaps if we have questions, but the first section is about the correct use of our logo. Uh, it's the Amry Warriors and

101we want to have some say in how Amry Warriors is used. Um, so we want to create some guidelines in regards to when and where that would be used. Uh, we're developing brand guidelines. It's a strategic step to brand uniformity. Um, we want to make sure it represents who we are and what we do. Uh, I'm just giving you the broad brush strokes here rather than read it all to you. Uh, use of the logo. Um, the logo has been used for many things over the years. Not all of them been done with our permission and we want to have a say in that. So, we have spelled out there why we have terms of use, what needs to be approved. If that's a big item, anything with a school district of Amry logo or

102name, Amorry Warrior logos, the school district of Amry, Amry Warriors, that is sold or given to another party such as team gifts, apparel, water bottles, bleacher chairs, blankets, etc. We want to be a part of that process cuz it's got our name on it, if you will. Uh, do you have to have every design approved? If the logo used guidelines are followed, there should be no need to have logos approved, but there people have not always followed the guidelines. Uh approved district logos, you'll see those on the screen. The main logo, you see them everywhere. Um logo variations, there is a black and white version. There's um a lot of permutations around this particular main and local variation but this is generally what we want people to do. There are additional graphics that exist. We've

103got clubhouse, we got monosauri, we got our better together campaign, shine like a warrior. All those are additional graphics that use the ambry warrior and image image and likeness. But what you see on the next slide are some incorrect pieces of our logos. Um, that's those are just not who we are. They're either they're incorrectly cropped, they're modified colors, they're skewed, or they're rotated. That's not what we want done. Our colors are I mean, there's always been conversation surrounding this, but our colors are are clear. Um, and we want to make sure that folks understand who we are. We're we're not the Oyola chieftains, so we're not green with a W. We're the Andry Warriors. Um, and I think, well, lastly, photography. We got to make sure we're vigilant about how we're using photography. We

104can't just take anything we want and use that in the work of others because there are certain children that are not supposed to be in photography by parent order. Uh so before publishing any photos featuring students, verify that none of the students are subject to media restrictions because there is a a short list of kids that just can't be a part of that. And uh dropping an image out there might not be appropriate when it has kids in that image. So those are the broad brush strokes and I'll turn it over to you if you have comments and questions. This goes in tandem with the actual policy which is broad. These are the specifics. Sean, what's the the process that we use? If if there is a student that does not want their u photograph

105being published, >> they make that declaration that's disseminated to each of the uh building offices and then that's made clear to staff particularly staff that would be processing using photos like high school yearbook, middle school yearbook and just simply say that student is not allowed to have their image appear in a publication that we create. It's simple as that. And the list is not long, but there are some >> some >> there always is. >> There's a form that goes home usually, you know, with the packet. >> Okay. >> So, what we're looking to approve is just the policy. This isformational. >> Yes. >> And this is found on the website. >> Not yet. Once we're done here, >> we have to approve this, too. >> Well, you're approving the policy. The guidelines are not

106necessarily board action, but the policy is not going to do much on the website. This is where it's going to >> because we literally have ongoing certain efforts right now where they're using our our local UC signs up you see activity online. >> They're using the wrong logo >> and we want to make sure that they're they're following these guidelines. >> They're not doing anything out of malicious intent by any means. >> Are the logos available for them to grab? >> Uh they can request them. Yep. some uh through my research of other districts um some of them make them available online as a download. Um I think I would just prefer that they ask for them because then it opens up conversation if it needs to be had. So >> it's just helpful if

107they ask for them because then Amanda can have a conversation. What do what do you plan to do? How can I help? >> Right? >> Because she can. I mean we want there's nothing you're doing that we don't want to have occur in most cases. We want to help. It's about doing good things for kids. We just want to make sure we're using our logo and >> and I can't imagine I'll be inundated with requests for logos, but >> when the time that they ask then we'll be prepared. >> I used to ask. >> So, is this going to be disseminated to the booster clubs etc. that >> that's the plan. That's where we're heading >> when we get done here. Yes. And so this policy largely talks about the correct use of the logo,

108but it doesn't really talk about anything that's prohibited um to have our name, image, and likeness associated with them. Is there any instances that things would be prohibited to have our logo associated with um >> well I think the policy is written broadly enough where we have a say like for instance the obvious example and some of us have talked about this before the like a warrior slogan about five or six or so maybe a few years even more before that somebody put out a vote like a warrior and using the exact same campaign like you got bank like a warrior downtown. They use the exact same image as everyone else was using, but then they had a campaign signed for a candidate. Well, the district doesn't support any particular candidates, but it certainly appeared

109as if we did. And I got a whole bunch of phone calls said, "No, that that was a private residence that did that. That wasn't us." >> But this policy states that we can then say you can't use that logo in that way. You want to keep the campaign sign, go ahead. Just got to take the Lego warrior down. >> We can't. Yeah, we could do that, but now this would allow us to. >> But it it would allow somebody to use it and then it would be then retrospectively though the district would it would be following the district to say we don't want that Lego associated with what you're doing. >> This would this policy allows us to have that conversation and take that stance. Right now we can't take that stance, >> but

110it would be retrospective because you don't have to ask for Yes. You don't have to ask for permission upfront to use it. >> We would from this point forward want to say in how our our logo was used and how our brand is used. Does that fix rem issues from two and three years ago? Certainly it does. >> Well, and you're not going to stop it. I mean, you're not going to stop it. >> It gives us the opportunity to have that conversation and have some teeth to our position. And I think when you look at the next policy, the 852, it does cover a little like the distribution of non-school materials, it does cover a little bit of that, too. When you look at, you know, booster programs or other youth programs and the

111materials that they're distributing and what we approve and don't approve of. So, >> I move to approve the district district branding guidelines as presented. >> Is there a second? Second. >> It's been properly moved and seconded to approve the district brand brand branding guidelines as presented. Is there any further discussion? >> Yeah, I do have one more question. Um, what about when people use the logo but they put something else over the top of it? So, something that's related to their their booster club or something that's is there issues with that that's addressed in here? I think um it it's kind of almost a case byase scenario, right? Um when you're using it for like embroidery on apparel versus a graphic that you're going to display on social media, there's a little bit of leeway

112as far as um creative >> Yeah. because they're modifying the logo, right? So it doesn't necessarily look like your logo anymore, but >> yeah, >> the it's inferred that it's your logo, >> right? It like I said, there's a little creative justice there, but more or less it's whether or not the logo is being used appropriately. >> Sure. I think the benefit of this policy is allows us to have the conversation and take a stand. Yep. >> Whereas before we just didn't have that opportunity. >> So why can't that? >> Good question. When does that conversation take place though? I >> hopefully up front. Hopefully up front because what Amanda is saying I agree with. Just if you want to use your lowest, let us know and we'll try and help make this happen. But

113there are going to be opportunity. There are going to be times where people is going to try and byap bypass us. But then we can circle around and say no. Our policy says you can't just put that on a sign on our shirt and just do that. You can't do that. >> But does it? Because in my interpretation of this policy, it basically says that you can as long as the logo adheres to the colors, the orientation. >> Well, it talks about more in the use terms >> where like is there I don't see that there's a preapproval >> right here >> other than if you're inconsistent with you know >> the second way. >> Mhm. >> I think that if we wanted to get to a point where we need a pre-approval process, that

114is something that could be developed and if we have issues moving forward with people who are, you know, not following these very simple guidelines. I don't want to have to police everything that's going out there or what people are doing. But I would hope that they would look at these and understand what we're trying to do with our logo, with our brand identity, with correct usage, with materials that are being distributed for promotions for youth sports or booster programs. Um I I just I don't want to pigeon hole us and I don't want to pigeon hole our programming either. >> Right. Well, in and the reality is that we're looking to approve this and this is a living living breathing document. >> Yep. It's a guideline. I think where we need to where possibly SH

115is going with this and where um there's some concern is with the fundraising activities that some booster groups choose to do >> and they throw the big Amry Warrior sign on there, a logo on there and then it's out there and then voila, we don't like it. There's no taking it back. It's already on the in the free press. It's already on posters at Dicks, Cets, you name it, wherever we all go and put up our little posters to advertise our fundraisers. And so I I is there a way to require the booster groups that are not necessarily directly affiliated with our school to to have to get your consent. >> Yeah. And to give your blessing. Yeah. That that's okay. You're doing a chili feed. Sounds great. or is there another logo that could

116be created that is specific for that purpose? So, yeah, you can use it, but this says right here that you're not affiliated with us, right? Or that you're a separate entity. >> Yeah, I think the other parties I mean obviously you want things as vague as possible, right? I without I get that I get other parties if you're not specifically the the school district. Am I thinking that confusion would happen when booster clubs do they realize that they're separate from the Amir school district and they I mean this is something that they've kind of always done, right? And so then when it's like well I've always done it in the past and now you're trying to move forward and do something different. Um that gets to be hard um thing to change. But yeah, I

117think that there's things out there that other parties maybe um looking to shore that up which wouldn't necessarily, you know, uphold, you know, uh hold up approving this uh policy, but maybe that our guidelines need a little bit more to be a little bit more refined. >> Absolutely. It's a little >> Would that be fair? Um would that be fair that that the board would like to revisit the guidelines a little bit more? Yeah, but I um you're talking about this document, >> the guidelines, not the policy. >> No, the policy as written I think works. >> I think I think so. >> This I I understand where you're going with that. >> Um >> it gives me a better understanding of like how far you like how regimented I guess you would like the

118guidelines to be, which is fine. We certainly can. How long Amanda and I for next month can bring back an approval process, a sample of what that might look like. >> Yes. I And I was just going to say that because right now the way it would be written or the way that we're looking at it, it would be arbitrary. Like I'm going to talk to this person and I might give approval for one thing but then not another. And I think that people would need clear understanding of what is acceptable, what is not acceptable. We >> And you don't have to adopt the approval process that we bring. We just give you an example what it might look like because others have already created it. >> Yes. I I would like to see that

119as a to go along with the guidelines. I would like to see that. I I don't want to ever get into a situation that the school district is being accused or that one individual is being accused of saying, "But you let somebody do this and then you didn't let us do this." And then that just creates hard feelings and miscommunication all over the place. And I think if we can try to keep that from happening, that would be fantastic. >> Okay. Any further discussion on approving of the district branding guideline policy 851? Hearing none, we'll proceed to vote. All those in favor of approving policy 851 as presented, please signify by saying I. >> I. >> All those opposed, please signify by saying no. Motion passed. Policy 851, district branding guidelines is approved as presented.

120>> And we'll do a little work on the approval process. Um, >> yes, >> shoring that up. That would be fantastic. Thank you. >> You're welcome. >> All right. Moving on then to the second reading of policy number 852, distribution of non-school materials. >> So, we added two um phrases. The first of which is in the lead of the third paragraph. It reads, "Booster youth programs and community member request to distribute non-school materials on school ground shall be submitted to the district administrator, etc." And then in the last bullet point there, unless permitted. Otherwise, pursuant to board policy or procedure, any communication that is considered an advertisement for profit will not typically be permitted for distribution. Those are the two changes to the policy you saw last month. A motion to approve policy 852, distribution

121of non-school materials. >> I'll make that motion. April, is there a second? Second. >> Oh, you're good. >> Gwen's got it. All right. It's been properly moved and seconded to approve uh policy number 852, distribution of non-school materials as presented. Is there any further discussion? Well, this one's easy. All right, then. All hearing none, we'll proceed to vote. All those in favor of approval 852, please signify by saying I. >> I. All those opposed, please signify by saying no. Motion passed. Policy 852 is adopted as presented. >> Substitute pay. So, we've had a lot of conversation in the district office about the status of our sub pay rate, which is presently 145. A little backstory around the year 2000. We were still back in the days of $90 and then it moved to 100, 110,

122115, 120, 125, 130, 135, 140, and then we're at 145. There actually was a situation when we moved to 130. Our board meetings are on Monday. Oyolas are on Tuesday, I believe. We actually move ours to 130 and the next day they move theirs to 135. I'm like, you got to be kidding me. So that's just the way life works, I guess. So we're at 145. We are not competitive with our neighbors. This is a short list. There are 39 schools in CISA 11. I have about 30 numbers from 30 of those districts. But Prescott, Ellsworth, Plum City, and Grantsburg aren't on this list, but those are not who we're competing >> for subs with. Who we're competing with is by and large the people that are on this sheet. So, we're looking to be

123more competitive. And I'm not here to tell you it's free to move the sub rate because if you increase the sub rate, you're increasing the number of dollars you have to pay subs. That's just reality. But if we need more subs, probably the only or one of the only ways to get more subs is to have a more generous rate of pay in order to get folks to choose to come here rather than to go elsewhere. It's not the only, but it is one of the best tools by which to do that. Our former subcoordinator Jill Jackson and prior to her Pam Roar has said the same thing. we do lo lose subs to other districts who are paying more to do in essence the same work. So the areas that we're losing or are

124competing with for most of our subs are to Richmond Oyola and Clearway. Those are the three that we're competing with most often according to our previous two subcoordinators. So my proposal would be to move that sub rate forward and the number that I have in my mind is the 175. Now there's a cost impact to that and we can certainly talk about that or if you want the backstory on subs over time and the cost of that we can do that too but I'll turn it over to you. >> So I believe Oh go ahead Larry. what estimating what would be the financial impact of that. >> So that that's a little bit hard of a number to lock down. >> I understand. >> So the the increase it's about two 20.69% would be what

125the increase is. Um now what I've done is I've gone ahead and I've prepared five fiscal years worth of data. Um the problem being is we were very stable from 2019 all the way up until the end of fiscal year 23 having total substitute costs that only vary by maybe a couple thousand dollar here and there. Um 2324 though we had a jump of $140,000 in substitutes. Uh and it's come down a little bit in 2425 um by you know a significant amount by about $60,000 $70,000. Um so what would the if I just took 2425 total numbers and moved ahead the teachers specifically the teachers that are in that column it would add approximately 20 to 25,000. The other issue is just because of the nature of the Wisconsin Uniform Financial Accounting Register, um,

126all substitutes, whether they're support staff, teachers, etc. bus drivers, they're all lumped into the same pay object, which is 171. So when we go to look at reports for substitutes, you end up having to do a lot of just manual delete that, delete this, delete that, delete that. Um, so it's hard to lock down exactly what that is. Um, I can tell you Based off of where we are at fiscal year to date with substitute costs, we are looking at more along the lines with where we were last year, which is a total cost of 273,000. So I think the the answer to your question would be best guess would be 20,000 more than what that is because that'll go into effect from the time that it's voted forward, not prrated. So we wouldn't be

127looking at the entire fiscal year impact for that. which last year we passed this increase from to Dr. Dler's point from 130 to 145. So that was $15. We're looking at $30 increase this time. That impact last year from the year over was 15 to 20,000 was going to be a budget impact. Now you're taking 15 to 20,000 from the year before that you're taking taking that impact and now we're going to increase that twice as much for simple math. You're looking at a, you know, potentially a $50,000 impact year-over-year for the last two years to the budget. >> Yeah. >> Additional. >> Yeah. Now, I I will say that our staff absences fell off greatly last spring from where they started last fall. So, when we kind of look at at you, that's why

128I say that number is kind of hard to pin down because it's 100% contingent on people coming to work. >> So, if you know, so you Yes, you are correct. Worst case scenario, the number I think is 35,000 would be our our year-over-year if it was, you know, all staff being gone every opportunity that they had. But then we would be having a different conversation as well, right, about, you know, how do we just simply not max those times out. Um, so I I think the the big thing is that um we do still have some flexibility within the budget for fiscal year 2526. We're not talking about millions of dollars, but we do have some flexibility. Um, I would have to concur with Sean. Um, you know, we're we're never going to compete with

129the likes of New Richmond or Hudson. Um, but I do think that like you said, it's a multi-arm approach, one of those approaches being more commisserate with Oyola, but not quite there. I tell you, we're having a hard time at times finding enough subs. >> Yes. And what that is resulting in is various staff, including some of the people sitting here covering classrooms. Yes. not being able to fill their uh role that they are contracted for or having situations where you're having to move kids from one location to the other and adding more, not having title services, having a coma class, people missing preps, people missing recess, people risking a variety of things and kids kids missing out on opportunity. So, it is it is a problem definitely. But it is a necessary evil at

130this point in time. If people are going to be gone, we have to have subs to cover the folks that are gone. If you don't, then you're going to have to juggle and then some, which is what we're doing right now. I have to say with the change in the process, um, with Jill's resignation from the district, we're moving towards some different layers in our process. I think we're going to have uh the potential to attract more subs and move the number of folks that are absent on a daily basis down which will both be helpful. We have an automated process. Uh we're actually doing a presentation with administrative team tomorrow morning with that automated process. It's called Red Rover and our office staff here have spent a ton of time on it and they

131have raved about its usefulness for what we're seeking to do here. So that old position that Jill filled was two parts. There was an athletics piece and athletic secretary and then the suballing piece. So that position now was just athletics and the sub calling subcoordinating piece has now been adopted by the district office. And I I think with what we've achieved here thus far, I think we'll have an opportunity to again um get more uh subs in the pool and also uh improve um our rates of absenteeism amongst our instructors and our support staff. And if we do those two things, the cost is going to be less because you'll have less people to cover. It's definitely a many light monster. And I think, you know, um, at least the when we were looking at

132softwares and subscriptions that could help us with this problem, we'd ended up taking three demos from the three, you know, the three big players. And Frontline, which we didn't go to from a cost perspective because that was going to be $11,000 a year roughly, um, you know, they they all but guarantee a 30% increase in new substitutes in year one. So, I do think that there is a little bit of a convenience factor for certain people, especially the younger gen Z's and millennials that, you know, they don't want that text. They'd rather log onto their phone and see what opportunities are available and kind of play picksy choosy. Um, so I think that is part of the approach, but again, I would I would have to agree with Sean that I think the other side

133of it is just still for a school district our size, we're still low in our area. I'm definitely not disputing that we're low and I'm definitely not disputing the idea of raising the subpay here. I don't I want people to to misconrue that. What I am concerned about and hammering on, and it seems like we've been a broken record for the last five years on this, is again, if I take a median teacher making $45,000 a year, a certified staff member making $45,000 a year, they're on a contracted 185 day year, which is high considering it's been lower than that the last couple of years. But let's just take an average of 185. The PDM is $243 a day for 185 days. Now, we're going to add in the $175. That's $418 per day per

134teacher. Not per day for the district, per teacher that's gone of learning loss. And if we're looking at, let's say, 10 absences a day, that's 4,000 18 $4,180 a day of learning loss that happens in this district. And I and I'm not discounting our substitute teachers and what they're capable of, >> but we've had this discussion many times that our students, we want our teachers to be in front of our students. That's why we've hired them. Um, at some point, we can't continue to keep raising substitute pay um and and subsidizing learning loss across this district. Um, I don't I I'm not saying that we shouldn't raise the pay, but at what point do we we have incentivized um people to keep their sick days, people to not use their personal days. At what point

135do we look at how does this impact then certified staff pay um because it just it just can't keep going. I hope that the interventions that we're using now that the new system um will make that >> harder for for people to um come to school, but I I would like to caution uh the board that we've seen an uptick >> um in in people gone and then and now incentivizing that from the taxpayers at at the district cost to um have somebody else come and stand in front of the classroom is a concern. But the issue is when when they are going to be gone, there are going to be times when we need and when they get $55 more for go for 10 miles away, they're going to go. >> Like I said,

136I'm not disputing not disputing that we need to raise the pay to be competitive to have bodies here >> and and I can see that it's hard to compete with the Richmond at 200, but to be 30 to $40 less than, you know, Unity and and in St. Croy Falls, you know, districts sign smaller than we are. That's a problem because we're really suffering right now. >> And and I think you bring up a good point. These districts are smaller than us and so their likelihood of the percentage of their staff being gone then we're just going to have a sheer number standpoint more staff gone in a day because we have more staff to sub for. Um and again I like I'm saying I'm not I'm not disputing the fact that we need to

137be competitive. What I am saying is that there's going to come a time that we're going to talk about salary again uh for our certified staff and that this is going to have to I hope in all of my board members fellow board members minds here that this is going to have to come back that we've increased more year-over-year for staff to be gone. So, >> and this sub picture is certified staff and support staff because we cover both. Mhm. >> on a daily basis. >> And that's not addressing sub pay for certified staff here or for uncertified staff here. This is just for certified staff. And then what case do we end up having to raise our rates for our uncertified staff as well? So I just I just wanted to that was just

138a point. I'm not contesting that the 175 is out of line or you know but as a big picture item for the district to keep in mind moving forward. >> So sub somes are not eligible for benefits are they? >> Correct. Yeah. Yeah. Regardless and it's something we bump into quite quite often. We have one right now. We get a lot of Badger Care and Wisconsin care where people will apply for it and it's kind of a pain in the neck because then we have to explain to them substitutes are, you know, I understand that they might be working 40 hours a week and 184 days a year and in very rare circumstances, but no, they're they're not eligible for benefits. >> But Larry, you do bring a good point that they're not eligible for

139benefits. But like I'm I'm giving you this picture of of $45,000 per year. That's just salary. That doesn't include their the our benefits that we're paying for. I understand >> that figures into their daily rate as well. When you're figuring that in, >> I do believe they do acrew WRS though, correct? If they qualified previously, >> I believe that is correct. >> There's an expectation that they're going to work a certain hours. Yeah, there's there's some pretty strict guidelines and I think there's probably only a couple that do, but >> right now we we tap a lot of retired teachers, but they can only work legally >> like 55 days a year. >> It's 88. >> And there is so much lobby at the state of Wisconsin in regards to retirees and allowing them to

140have greater flexibility and something. I don't know why there's always so many roadblocks thrown up on that, but there is. >> Yeah, there's a 75 day there's a 75 day gap to start and then it's 880 hours and then it starts diminishing. So, you work 30 years. You know, Lisa Benson's a great example. I mean, she had to wait 75 days and her technical contract end date is June 30th. So, they're not able to return on that first day of school or anything like that. So yeah, it would be very welcome if they did remove those roadblocks. For sure. >> I think I can safely speak for everyone here that either works for or represents the district and stating what I said in my email to staff approximately a month ago. The district's interest is

141to compensate you. It was literally the only word in the entire email that was italicized or bolded. You we want to take our step. We love our subs, but our our hope is not to incentivize subs. We want to incentivize you. And I think with the 175 proposal, I think we would be able to compensate subs fairly and competitively. But again, this new system, I think we have an opportunity to decrease the need for subs and increase our sub pool. And if we can do those two things, that will be less of a cost. That's our hope. I have confidence that we can do that, but time will tell. We begin this new process where we're sort of bridging the gap with district office staff between uh today and December 1st and beginning in the

142first week of December, we will move forward with this automated system with the human touch that is the district office and I think we'll have hopefully some success. Is there a motion to approve sub pay from >> 145 to 175? >> I would move to move the sub pay from 145 to 175. >> Is there a second? >> I'll second it. It's been properly moved and seconded to approve the uh increase of substitute pay for um teacher daily rates from 145 to 175. Is there any further discussion? >> Did we discuss timeline? >> That's what >> I think we talked about implementing the new rate of pay when we implement the new system. >> Yeah. which December 1st I gathered that when you said that you were sorry December 1st wasn't sure if you not

143not retroactive any of that kind but December 1st moving forward all together so we can prop now between now and then properly message to folks this is the new system and this is the new rate of pay because our subs are actually wondering where we at now too because they got very familiar with Pam and and with Jill which they're both great I can see why they had great affinity for for their work they both did awesome work here sorry I I didn't mean the railroad. >> No, that's fine. I I asked for further discussion. That's further discussion. >> It probably should be added on to the motion. >> Uh well, yeah, we don't have to add it onto the motion because they'll Yes, it will be effective December 1st. So, >> is there any

144further discussion? >> Hearing none, we'll proceed to vote. All those in favor of increasing substitute pay from 145 to 175 effective December 1st, please signify by saying I. >> I. All those opposed by saying no. Motion passed. >> John. Yep. Short-term >> always. Yeah. So, I I don't have any visuals prepared. Um mostly because I didn't even get the documents until 3:00 this afternoon. Um or aka the execution pay packet. um dating all the way back to the October board meeting, I had discussed that the actual interest that we had was in a $3.5 million uh line of credit through Bremer Bank. However, they had zero interest in doing that. Um I like having the buffer of a revolving line of credit simply because we don't pay for it if we don't use it. Um

145our cash flow situation is starting to get better. Um the state uh after some pretty aggressive pressure from third-party sources finally unlocked uh my ability to claim some grants. But the unfortunate reality is it's a little bit too late sometimes um because they approve on Wednesdays and you're paid when they feel like paying you. Um so the the situation is getting better. Um again I won't sleep soundly at night through until you know the middle of January. Um but as discussed previously um just to quickly just recap the issue. The issue is not an overspending issue. We are not defeating our budget lines. We are not asking for additional money. What it is is it's a simple transition from being 6040 state aid to to local taxpayer to being 4060. Uh, and what that means

146is that between the between December 1st and the middle of March, we will be getting approximately $15 million total of our budget. Uh, which is about 2/3 total. Um, so it's just a a shift in when we're getting our money. Um, and so basically having that additional line of credit will just simply keep us from having to do something on an emergency basis, if that makes sense. Um, so the one that this one is through Wisconsin Credit Union, who've been absolutely delightful to work with. Um, and that wasn't me being facitious. I know it kind of sounded snarky, but definitely not snarky. Um, and so I'm just asking for that. So it would be a line of credit in the amount of $500,000 that would be callable January 17th. Uh, why January 17th? because there's

147no reason to carry any even potential for debt if we're not going to access that debt and we won't need it after that date at all. So, I would welcome any conversation and questions that you guys have. I know we've talked about this at length other times. Um but I just wanted to Yeah. Anyway, sorry. Why do we talk um why do we talk line of credit with an end date? Why isn't there just a perpetual line of credit? >> Well, the the reality is, so I I commissioned a pretty extensive cash flow analysis um that we're still underway with um through a third party. And the the reality is once we hit our actual tax payments in January, we just don't need it. There there just will not be a reason why we need

148it. You're you're making an assumption we don't need it. >> That is correct. Yes, I am absolutely making that assumption that that we don't need it. Yes, you are. You are 100% accurate. But mathematically speaking, there'll be there we shouldn't need it. Um and that's what that's what everyone's saying, including Wisconsin Credit Union. Um now, I will tell you that there is always the opportunity to extend your line of credit out. And because of this window, we would actually be able to extend it as far out as Jan or as June 30th with a callable date of October 31st just statutoily. Um but for now again, you know, with especially with a different bank outside of our normal banking institution, um they can be a little bit guarded and they kind of want a little

149bit more kind of, you know, kind of a little bit more control. Um, so the the simple answer to the question is that's because that's what I asked for at this point. Um, but again, I I think from talking to the good people over there, um, you know, they just they just want our business. >> Well, I do think it actually gives the board some control as well. >> I mean, I agree. I don't know if there's anything statutoily. Um, >> no. We are still we are still I This is going to blow your mind, but we're still about $50 million shy of even coming close to our debt threshold allowance by the state, which is just bizarre. >> But so my point would be then, and I'm not suggesting you do this, right? This

150conversation, but >> just when you run a business, you you have to have that there as strictly a safety net. >> Correct. And if the board only meets once a month to have that conversation and if you need to react quickly, >> then you have to call the board together and maybe you can't call the board together. And um so my only question is should we >> have something that we have access to recognizing that you know it it is the taxpayers's dollars and you have to take special care of that. Yes. >> And it isn't a business, it is a public entity, you know, two separate things. I I would I hear what you're saying. Um but for us to sit here and you know um we're the ones that have to answer for

151those things, right? So I think we've been elected to do a job. We've had emergency meetings that we come in. Um, I think that it it puts the responsibility and the onus back on the board to not have these and we're not only just thinking in perpetuity of just us here, but in perpetuity of regardless of who the district finance director is, um, I think when you leave an open-ended $500,000 line of credit, >> it doesn't have to be that. My question is what's up, what's available, >> right? I think I whatever line of credit you want to take, whatever that number may be, but when you leave an open-ended line of credit like that, in my opinion, is that you um as a board, you're starting to relinquish >> um that ownership of knowing

152what's going on and that fiscal responsibility of the district to then whoever's sitting in the administrative office. >> Yeah. >> To have cart launch to do what they want with it. Um, and my fear would be that we set up other board members to then not take a proactive approach to managing the finances of the district. I I think it puts too much onus, especially I I don't care if it's $200,000, $300,000. We've uh clawed this back as a board before all of your time um to having an approval process for anything over $3,000 that was given up by a previous board to a previous district administrator of cart blanch of $50,000 at a crack with no approval from the board. That was dangerous and we figured that out and I caution that this board

153would set up a future board for that failure. And I >> in my opinion callable. >> Yeah. And I would just I would just say I I would like to add to and I know this is going to be an agenda item for December. Um but what I'm going to be presenting at the December board meeting is I wouldn't say a complete revamp of our banking operation and our cash flow operation, but I'd say it's pretty close. I mean, obviously, we're really confined within the the bounds of the law. Um, and I think with using some new to us partners, um, I really think that we've got a really positive strategy just kind of moving forward and taking advantage of some interest rates that we're currently not able to, um, which is really going to

154just kind of help with any of the the interest over and stuff like that. So, um I think I I I appreciate and and the the goal has always been and will continue to always be whatever line of credit we need will come from one institution. Unfortunately, just due to sheer timing, merger, whatever the case may be, your laptop's about today. Um sorry, squirrel. Um the uh >> well, it's sticks out like a sword though. um that that I I think the goal for next year and again without saying too much before December board meeting um the goal for next year and the the partnerships that we may or may not be be going with they're more than welcome to what whatever we need essentially. Yeah, I think we um obviously, you know, we we've

155talked about that we have things that we need to look at in you know, possibly December or January that um will be a little bit different in how we proceed forward with the financials of the district. And I think that'll be a great welcome at that time. So, >> yeah. And and again, like I said, you know, the big thing that that we have to just try to figure out is if we're getting twothirds of our budget over the course of three and a half months, what legal mechanisms do we have to take those taxpayer dollars and be the best stewards possible? Not just with how we're spending it, but what are we even legally allowed to do? And that's the question that I keep posing to various banks and bankers. What are we legally

156allowed to do? >> Hands are pretty tied. your hands are pretty tied, but the the right creative banker will absolutely be able to solve some of those problems. >> Okay. >> So, anyway, so the motion again would just be it's a half a million dollar revolving line of credit through Wisconsin Credit Union. >> Is there a motion to approve the $500,000 uh revolving line of credit callable on January 17th through Wisconsin Credit Union? >> I'll make the motion. >> Steve, is there a second? Second one. It's been properly moved and seconded to approve a $500,000 line of credit through Wisconsin Credit Union callable on January 17th, 2026. That feels odd to say. Is there any further discussion? Hearing none, we'll proceed to vote. All those in favor, please signify by saying I. >> I. All

157those approve. All those opposed, please signify by saying no. Motion passed. All right, moving on to donations and grants. The best part of the night. >> All right, donations. Dick Fresh Dicks Fresh Market, thank you for donating a shopping cart to the student services department to help our students learn life skills. Pulk County Suicide Awareness Walk, thank you for the donation of $2,536.25 25 cents from the walk proceeds to support the district's youth mental health and suicide prevention initiatives. The Woodland Coral, thank you for the donation of $195 to the high school fire department. Uh thank you to Larry and Patty Cool for the donation of $3,000 for the animals at the school farm. Deer Park Lions, thank you for your donation of $500 to the Angel Fund. On to the construction academy donations. Lampurse

158Lumber, thank you for donating post wraps for the new CTE building. Thank you to Mark and Shandra Bold, thank you for donating the concrete patio for the new CTE building. Thank you to Al Clark of Outman Outdoor Man. Thank you for donating the gutters for the new CT building. And the last donation, uh, thank you to Ross Fleshinger of Sagenautry Service. Thank you for donating the use of your crane for our work on the new building. >> Is that is that picture OSHA approved to have? >> I don't know. >> Wow. Really cool. I'm telling you, like everything there's always something neat and and different. So, do I have a motion to approve the donation? >> Larry, is there a second? >> Second, April. It's been properly moved and seconded to approve the donations uh

159to the school district with many thanks on behalf of all of these departments and all of the kids benefiting from um the community partnerships. Is there any further discussion hearing? Hearing none, we'll proceed to vote. All those in favor of approving the donations, please signify by saying I. >> I. >> All those opposed, please signify by saying no. Motion pass. Donations are are approved and accepted. And we appreciate all OUR like kids in high school. They've all packed up their stuff before the bell rings. >> Not lined up AT THE DOOR, THOUGH. >> GET ME OUT OF HERE. >> YEP. Monday Night Football's on. Darn it. Um, all right. Off to personnel action. >> Okay. We have new employee contracts and letters of appointment for Allison Donnelly in school nutrition. Kelsey GRE, clubhouse child care

160assistant teacher. Eric Olsen, special ed PAR. Marissa Pauline, special ed PAR. Stephanie Tolsman, special ed PA. Riley Walls as girls cine basketball coach. Amanda Warner as ski club co-advisor. Resignations from Destiny Deosimo in clubhouse as an assistant uh clubhouse teacher, Bridget Stoclan, special ed parah, Christy Batty, special ed parah in terminations of Jessica Favoti, clubhouse childcare assistant teacher, and Bill Ward custodian. Personnel action was discussed in close s close close session uh in accordance with state statute prior to the meeting um uh the public portion of the meeting. All of those in favor of uh approving the or do I have a motion to approve personnel as presented? >> Steve, is there a second? >> Second. >> Larry, it's been properly moved and seconded to approve personnel action as presented. It was previously discussed in

161close session. All of those in favor of approving personnel action, please signify by saying I. I. >> I. All those opposed, please say no. Motion passed. Personnel action is approved. I don't think there's any uh community comments considering it's a sparse sparse source. Tracy, do you want anything to say anything tonight? >> No. Good. All right. Then uh I don't think that we have any uh need to reconvene into close session tonight. So I'll entertain a motion to adjurnn. >> I was going to say don't ever speak at once. >> April. Uh second from Larry. All those in favor of adjourning, please signify by saying I. >> I. All those opposed, please signify by saying no. Motion approved. Meeting adjourned. Thank you all.