Amery Board of Ed Regular Meeting 10-20-2025

001Good evening. I'd like to call our meeting of the Amry Board of Education October meeting back to order. We previously uh convened in close session and all of those that are able, please join me in standing for the pledge of allegiance. >> I pledge 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 will start off tonight with our spotlight on education with our CTE academics program. >> Okay. Well, we have with us the four members of our CTE program. And if you're not familiar with what CTE, you can look right up on the big board and you'll see that we have uh family and consumer ed, we have egg, we have business,

002and we have tech ed. So what is CTE? I'm not one to read slides to you and that you'll be able to read slides yourself, but in essence, what we're seeking to do is to create opportunities for college and career preparedness and readiness. seek dual enrollment programs where they are enrolled here as a student and they uh the student here is also enrolled in another environment such as a Northwoods Tech which is typically where our students are dual enrolled uh to create a you a workbased learning program which is more commonly known as youth apprenticeship which um uh we spend a whole lot of time on in this district for placing kids into into businesses places of And lastly, to come up with opportunities for kids to receive what's called workforce credentials or industry recognized

003credentials. They get a specific skill. They get a certification in that skill and we receive benefit for doing that. The person that's really led this effort in regards to CTE and the items I just listed off really began with conversations way back some 10, 12, 15 years ago. Ramona Lockwood, myself, Karen Gangji, Ivon Kurtzols in the guidance office. So this has roots far back beyond the decade uh more than a decade in regards to what we wanted to do. So these are many of the CTE offerings in essence that we have available to our kids. They make partnerships in a wide variety of ways. And Ramona, if you could come up to and there's no mic. These are the mics here that are hanging from the ceiling to just speak in an ordinary way and

004you'll be heard for for you to talk a little bit about what that looks like. Again, these are ourmies. These are our offerings and I believe one of the next two slides is where the rubber meets the road. Next slide after that. This is our business and information technology slide. So, I'll let Ramona talk about that and we'll go from there. >> Hi, my name is Rora Lockwood. I think I know most people here in the room. This is my 32nd year at Amry. >> You're cheering for Amory. You're making it 32 years. >> Either way, 32 year. >> I have to tell you guys the other day I was teasing Sean and I said I don't want to go to your meeting, but I didn't tell him why. Is because those who know me

005know that I put my pajamas on at about 6:00. So, I didn't tell him that. But >> I stayed up late for this. And also, when Becky emailed out this first draft of this, I didn't tell anybody else this, but I told Becky this. The first draft came out and I looked at it and I sat at my desk and cried. I should have said that. >> Oh, you're going to cry. >> Because this stuff started 1994, 1995. All the seeds that we started to plant have now become really cool things. And Dererick's got cool projects. Emily has cool projects. Josh has cool projects. And in the business area, our function has kind of been the bookkeeper of the grants and keeping track of things, keeping track of our meetings, keeping the notes. So, we

006have a little different role in that we don't have these huge projects, but I would say probably our youth apprentice is. So we'll kind of get to that here in a second. So one slide a couple slides ago there were three colleges listed. So we have courses at Northwood Chipo Valley and most recently River Falls. The River Falls ones just started this year. We have Intro to Teaching and Ed Psycher teachers. So we're trying to grow our own. So we're trying to get kids into that program so we can say go into teaching, come back to AMY. So that's kind of a new little side thing that the business department's been working on. But we have a lot of offerings. Today we had a school visit. So we had a school visit us. We're mentoring

007two schools this year. And they're trying to look at the stuff that we have going on. And when we start to show them, their eyes are just like this. And then I have to sit back and think, wow, this is a lot. But it didn't just happen a day or a week. It's been like 30 years. So we've kind of been building over time. and each department will kind of talk to you about what they do. But as far as the business department, we take care of the required careers class. So, we used to kind of split it between us. We still kind of do that, but we focus in a lot on the academic and career planning. So, that's a big part of what we do. We have the personal finance, so we're getting

008kids ready with their financial stuff. We do a lot with the youth apprentice. So Becky said, she said, "Ramona, give me your list of your business partners so I can put them up on the slide." And then I emailed her back and said, "For the last 10 years, there were 158." I said, "I don't think they'll all fit on one slide or 10 slides." So then we scaled it back to just in the last year it was 50ome. It was by the 50. And Emily helps with that too. And Josh and Karen, Gagey also help with that. So last year we had 105 kids place out in the community in the program. And the really cool part is that the kids get the skills for the workplace. They get a certificate. The employers get workers

009sometimes during the school day. We've got CNA kids who can go work at the nursing home for part of the school day helping that employer. And then when they graduate, we get money back from the state incentive grant. So that's the money that we split four ways. So each year we get this pot of money back. We split it four ways. We each get a chunk. That is the money that was the seed money to get all these projects going. So like Derek was able to start. He did micro greens and he did hydroponics and some other projects. Depending on what kids they have, they'll talk more about their things they have going on. But the seed money to get it rolling was really important. So I think that's Yeah, let's get this one. >>

010So these are numbers of youth apprenticeships over time. Maybe you could speak to that quickly. >> Well, this is a little it's kind of youth apprentice, but it's also other stuff. This is this is a chart showing since the program started how much we've gotten each year. So the first year that we did it, the first year was available 2014. A lot of schools didn't know about it. It wasn't really on the radar. We were one of the first schools to jump in. So that year we were able to get 39,000. >> So 39 certificates were earned by our grads. Does he can't say 39 students cuz some kids would have gotten more than one. Yes. >> You get a,000 for each kid. You get 30,000. $39,000 comes to us from the state of Wisconsin

011in the form of what's referred to as an incentive grant. Now the formula on that has changed each year. So it's not as great math at a thousand, >> but over the course of time you'll see the math adds up. >> Yeah. based on how many kids how many schools apply for the pot. I over time like in the last couple years we've had like 80 some certificates earned from like our graduating students but we can only count them one time. So you can have one kid that has like three things but for the grant we only get them one time. So what you're seeing here is at least this kid one time got something. So it's 631 certificates over that time. It could be youth apprentice. It could be Emily's got a child care

012certificate. It could be CNA. Could be information technology. Josh has carpentry. So it could be a combo of any of those. Our biggest chunk though is youth apprentice. So the kids go through the program, they graduate. The next fall we apply for the grant and then it comes to us in the summer, which is weird, but then John gets it and then we say divied up into the floor. We each get a chunk and then we get to build our programs. Like I bought a computer lab which helped the district then not have to buy computers. I bought some predictors. I've been able to purchase cameras, all kinds of cool technology. I've been able to fund student organization stuff and field trips and all kinds of different things. 100% from the state grant money. So

013if you look at the total, 436,000 is what we've got so far. >> So we weighed in probably first if not first, very close to first, but we haven't stopped weighing it every single year since we've done it. >> Others have joined us, but we were we were I would say we were there first. I mean, let's be honest, we were there first. >> And I it's been really important that we function as a team. We meet every Wednesday for PLC. We talk about all of our projects. We talk about the money. We talk about other grants. We have some other small other grants we deal with and we feel very strongly that we split it four ways because we're each providing a different part of the puzzle. That's kind of we have why we

014have the little puzzle piece logo and we all have a different function. But ultimately the goal is our kids are ready like our kids are prepared for the next step. My own daughter graduated last year and she had 21 credits. So, she was able to transfer in 19 of those. So, she actually is going to get done a semester early, which is awesome. Saves a lot of money. >> Look at the money. >> So, that's a really big benefit of this. But, we just want to make sure that it's very clear that the students are earning all these awesome credentials. The state is rewarding us back for that. And then we're taking that money and even building better programs. So it's pretty cool >> for the students. >> Yes. >> So it's typical self sustaining.

015>> Yes. >> And really students helping the other students. >> Yes. There's lots of that, too. So are there any questions about the money or how we get it, what we're doing with it. When you look at it like this, it's a sizable chunk that's gone into a lot of different things. >> So I think the next slide is the next section. remember technology >> Mr. Ge >> Mr. Ganji in technology education >> extraordinary. >> There's all sorts of things happening there. >> Tell us what you know. >> Yes, sure. Not a lot. Um so we have courses in our department machine woods and engineering which Miss Cond is teaching this year. And then I teach a small engines and welding. Welding is a dual credit course with uh Northwood Tech. Uh then we also

016have a home and auto maintenance uh class that we teach. I joke with the kids, it's the most important class that you'll have in high school because it's the biggest purchases you will make. And if it's not, I want to be your best friend because you own a private island or something and I want to come visit. We also have our AHS construction academy, which I'm guessing is on the next slide. There we go. Thank you. Uh we've built five homes. Uh the academy is in conjunction with Northwood Tech. Also students will get a certificate from them if they take print reading, construction, framing, and um build the actual project. And so we've had lots of community partners. Uh they're listed. House number one, House number one, and two are behind Slumberland. I'm not going

017to read those slides to you. Um and I apologize if I left anybody out. I tried really hard not to. Uh but we've had some great partnerships from the beginning uh until today. Uh house number two uh COVID year that had to kind of get paid to get finished cuz we got done in March and we weren't quite done. Um and then house number three we moved over to Hillrest. We purchased lots from uh the Peters Craig Peters. Uh those were not the farmland. uh house number five is, but we use the profits from house number two to pay for the lots for house three and four. And uh there's number four. These were more complicated homes that we built. More gray hair. Um but as they as we progressed, they got a little easier.

018House number five, that was a lot we carved out of the school farmland and um created put that back on the tax roles of the city. And uh yeah, that was the last house we built. There's a cost breakdown that I don't know if you >> So each and every year we turned a profit on the home and that's not that doesn't get used to pay the XL energy bill if you will. That money goes right back into CTE construction whether it be to purchase new land as Josh just made reference or purchase equipment because as you probably well know building the house requires equipment and that equipment is not cheap. So, we have put it right back in to our projects, which is in direct benefit to our kids cuz many of these kids,

019and correct me if I'm wrong, Josh, have gone right from here into the trades. >> Some have. Yes, definitely. >> And that was what we wanted to do all along. And I think we've been successful in that endeavor. And further, as you'll see when we get to the strategic plan, we wanted to make partnerships with community. Well, you add those five houses together, that list that I know there are some folks that worked every year with us. There's got to be 30, 40, 50 names there of outfits that we've worked with. That was intentional and most of them are local. So, I think we have set out to accomplish a partnership with community and I think we have done an excellent job of doing just that. Other questions for Josh in regards to the house

020building? We're going to talk a little bit in a little bit about it's not a house across the street, but rather a building and what we're going to be doing today. But any questions up to this point, I think, because this is the end of that section, so to speak. >> Are you uh with the profits so far? Are we able to bank on ourselves doing that or we're still going out for funding and then repaying that back? I >> I mean, it's a little bit of both depending on the situation just because I mean, you can see like Mr. Angie was saying, you know, the sale of house two paid for the lots of house three, four. Yep. So, it's lot five, but there's also, you know, um there's also tools and stuff. So,

021the district is still helping to offset. I mean, um building a house is not cheap. Uh but it is, you know, profitable. I don't like using that word in the school context, but >> does it come out of a specific fund or come out of >> Yeah. So there's a project code that's associated with it so that we can track every individual expense and make sure that everything is staying um really nice and accurate. And then it's also tracked in the high school office as well. When we first set out to do this that this meaning building houses, we never thought of ourselves as a real estate developer. We're not that kind of an outfit. What we set out to do is to provide opportunities for kids to learn the trades. And as you can

022imagine, building a house, there's a lot of trade work that exists there. And we've given kids an opportunity to learn that and see if they're interested in that. Some probably said, "Nope, this isn't for me." Many other kids said, "Yeah, I'd like to pursue this." And fortunately, some of the folks we've worked with that said, "Mr. Ganji, who is so and so?" Because they seem like they have an interest in an aptitude. Can you introduce me? And from there it went. The next slide, and we didn't talk about this one, this is the tax revenue from these five house bills. Obviously, house one's got five years versus house number four has only got two years. So, this is the number of property tax dollars have been put back on the rolls. Please remember that 35

023acres of land that was the Peter's property that this district purchased back in the day, the total tax from that 35 acres of land the year prior to us purchasing it was $500. That's 63,735. And I know that only three of those five homes were on uh adjacent to that property. But this is in perpetuity. This is always going to be a home if occupied. Someone's paying the tax and all of this added up over the course of time only gets bigger and bigger. So this is a a winwinwin in so many ways for us, for the district, for the kids, for the town, for everybody. So that point should not be lost because it's a very significant point. Josh, as you've built these homes, how difficult has it been to sell them? >> Not

024difficult at all. >> And on house number four, we actually had nine realtors weigh in bid to help us sell the home. And the bid we selected just told us we would they would sell the home for 0% commission. Said, "Sign us up for that. 0% commission. Can't beat that." So people have been eager to help and it weighed in and we've sold them. None have sat on the market. None at all. So that's a good thing. >> I know my kids loved it. >> Every minute of it. >> Yours did it twice. >> Mine did it twice. Yeah. >> Uh but I would like to conclude. I would like to thank everybody. Administration, school board, I mean you name it. everybody helps with this project and especially the community members uh that I've worked

025with. Um they've been fabulous and and this could not be done without them. So, thank you to them. Also, >> I'd like to thank you, too, cuz that is not an easy undertaking to round up kids and build a house. But but the experience that they're getting is totally invaluable for so many reasons for their lives, for the community. Uh thank you very much for your patience. >> Thank you. >> All right. Hey, uh we have deemed it, called it the farm, if you will, and Dererick's going to talk to you a little bit about what's happening across the street. There's a lot of stuff happening across the street. So, this uh I think this is year five, I believe, that we bought the uh property across the the area there. And um and uh

026I guess the way that I like to look at it is uh these are programs that are set up for mentorship programs. They're they're set up so that somebody that is an expert can help uh these kids take it to the next level. Whether it's building a house or uh selling coffee or uh or learning how to run a business. I you know these programs are set up that they help kids get to the next level. Studies show that if you can teach a kid to uh skills that will help them become an entrepreneur someday that the chances are that they're going to stay in your community. And especially if you do it in the school setting itself. And so my goal has been since we started all these programs that we we have an

027entrepreneur part of this that will hopefully instead of our kids going off and and doing the wonderful things that they do all over the over the place, they do it here in our community instead. And uh and so uh and so that's been a goal of mine since since we started doing um all of these different types of programs. And uh and I think it's, you know, we're well on our way of of doing that for for a lot of kids. And and uh you know, just uh the other day I think we had cupcakes from uh one of Emily's uh kids that started her own business after taking Emily's class. And and uh and uh there's lots of, you know, of different businesses that have started because of the programs that we're doing here.

028And I think that's important to kind of understand. I also um I think it's really important to to uh to show my gratitude to all of the businesses and all of the people that have helped us with these programs. I know that Josh said it, but I don't think we can say it enough of the people that have reached out to help us um you know, help help us help the kids uh take it to a whole another level. and uh and so I just want to you know I I can't thank the community enough to to see our vision and what we're trying to do here and and kind of take it to the next level. So when we first began this way back some decade ago, I remember having a conversation with Derek

029and I actually asked the very illinformed question, do you if we did a farm over there, do do you think the a community would weigh in and Derek said they're ready to give it a try? And certainly that's exactly what's happened. They were ready to and they were in a big way. >> Yeah. >> So we have we have a lot of different programs that go on over there. Um including the uh planting and harvesting of a crop every year. Uh we have about 23 acres that we do that with. The first year we had corn or first three years we had corn. Then we rotated with soybeans and then we're back to corn again. Um I I I really want to thank uh Minglewood Farms uh the Solen family uh for all of the

030um effort that they have uh put into this of uh of helping us with this each year. I also want to thank Marcus Quali um from LG Seeds and Elcivia uh for helping us over the years. Uh it's really been a a a wonderful uh program and it's brought revenue back to us. Um Minglewood has done it uh uh for us for such a long time and and really has uh not asked for much in return uh for it. So we want to make sure that uh that everybody knows the you know the impact that they have made on our program and what we're doing. Um the so inside the corn maze we also put uh we've had different mazes that go through it and we call it an educational maze. So if you uh

031we have different uh stations set up in the middle of the of the maze and uh we use that for a bunch of our different programs. We have all of the elementary kids come over uh uh prek all the way to uh second grade. uh they come over uh for one uh week and then uh we have a food for America program that we bring the fourth through the sixth graders. Our goal is that eventually that every single uh student will um have will use the either the school force or the or the farm um in their you know will be impacted by it um each year. Um, and so the the programs that we're trying to do kind of uh, you know, starting with the younger kids, it it usually uh uh gets them

032a little bit more excited. Studies also show if you get the kids excited about your your programs when they're small that they will remember that and they will have a more positive um, outlook on on school and staying in school. Um, and so the programs that we have designed uh, help with those kinds of things. So, uh we started another program uh uh it's called the quality meat program where we actually uh have kids that uh they they can't either afford to uh show an animal at the fair or they can't um they don't have the room for it. And so we have actually uh started this program that uh that we will actually pay for the pig, sheep or goat um if this is our first time ever uh showing an animal. And so

033we'll pay for all the expenses and then they'll show it at the fair. And if they make the auction then uh then they will actually pay us back for that. If they don't make the auction, then uh then we will kind of eat those costs and we'll use that we'll sell that meat to um uh in a in another way. But the student uh their big thing is that they have to take care of the animal. We have some great people that have helped us over the years. We have one anonymous person that uh donates to us every year to make sure that we can uh purchase the animals and and have everything that we that we need to to have that. So, we want to thank that person. Um, and then we also would

034like to thank uh uh the people that help us uh uh cool uh farms, cool uh um show pigs, uh Dane Christensen and Kylie Black. They um uh they are instrumental in in mentoring our kids that are part of the program, helping them learn how to take care of those animals, how to show the animals, and it's been a really amazing program. So far, we've had 12 students that have uh taken advantage of that program. And uh it was really fun. Last year was the first year that we had it actually out at the at the school farm and uh we had five pigs and three sheep out there last summer and it worked out really well. Kids came out uh twice a day every day um from about April until they sold the animal

035uh the uh last week of July. So, I think it's been a a really positive program and uh you know, giving these kids experiences that they otherwise probably wouldn't have had. And uh so we've been really happy with that program. Uh I want to thank uh Duke Duke Krueger. He's uh our main person that helps us with our with our bee farm uh that we have. Uh it's been a a really good program and and uh we have some kids that every year uh uh help maintain the bees and then uh and then they collect the honey and and uh collect the wax and stuff like that and and Mr. Krueger has been instrumental on on that program actually working and uh we sell I I never have any honey because people buy it right

036away. I don't have anything left always. Uh and then we started a new one called the chicken hazelnut soil regeneration project that we have. Uh uh Mr. uh uh Gary Gangi uh donated that that chicken coupe that you see there. He built that and donated that to us and then we made a little chicken run with my landscaping class and we have uh eight chickens out there right now and they're laying lots of eggs. And then uh as part of that we are uh we planted uh 20 hazelnut trees. And the hazelnut trees uh they're really tough to kind of grow around here especially because there's a lot of insects that like to attack them. Well, the chickens eat the insects that like to attack those hazelnuts. And then eventually those hazelnuts will uh will

037replenish and and uh they'll have their seeds and the and the chickens can eat those. And we can also maybe sell some hazelnuts as time goes on, but the pro project just started this year. And uh we have some other really neat things that'll be happening. We're going to be um we're going to be taking uh we're going to raise our own insect larae and uh and then the uh chickens will get their protein that way. So everything will uh kind of re it'll keep itself going as time goes on. That's what we're excited to to do with that. We also did a goat project last uh last year. We have two kids that uh decided that they wanted to raise goats and then uh and then we were going to use them for our

038um use them for out in the woods to take care of some of our uh buckthornne problems that we have. We raised them all the way till about June and we kind of tested out if we could actually move the fence that we had uh really easily and would they not get out and things. and we had some problems with that. Um, and uh, so we sold them all so that we uh, so we wouldn't have to uh, until we can kind of figure that out a little bit better. We're not giving up on that program. We're just we need to get a little bit better with it. We're trying to write a grant right now to get a GPS units that uh, that they have invisible fences. It'll be a lot easier to move

039it. It was really difficult for those two girls just to to move that fence. And uh so we just decided to uh make sure that we were ready for that. But they loved uh having the goats and and uh it was a really good project and really good learning experience for those kids raising them from from little ones all the way to about I think they were about 85 lbs when we sold them. So uh we also sell our we we we don't sell Christmas trees yet, but we are raising Christmas trees. that uh we uh planted I don't know we probably have about 700 Christmas trees now um every kindergarten class uh plants uh Christmas trees in the spring and the goal is is that um our FFA kind of takes care of them

040and stuff and and uh and then uh when they're juniors probably sophomores or juniors in in high school then they'll be able to go back and and actually get a Christmas tree for for free and then the rest of the Christmas trees will sell um as we go out. So, that's another program that we're working on. We just planted our first apple trees with the uh I think it was the first and second graders and um we're really excited that we're starting our orchard and it's uh you can see it um on the farm from from the uh from the road and it's a really uh it's going to be a really neat thing as as time goes on. We we plant it all honey crisp. We started a program um University of Minnesota has

041done some studies on uh on ways to uh take bare root uh uh trees and to get a really uh really good fibrous uh road on it. And so we uh we started uh the project with pea gravel and then we watered them all summer long and then uh we just planted them and their their root systems were amazing. And so now they have a better chance of making it through the winter and so that's a program that we'll keep uh working with and so we always try to have a bunch of educational things that and research that we've done from different uh areas. So then we get into our educational events. You can see uh from the pictures there, we've had well, it'd be thousands of kids now probably on that farm as the

042time has gone uh on with their with our with all of our stations set up with uh uh it's been a it's been really a kind of a fun program with our food for America, our elementary fun day barn dance kind of thing. and and uh and then we also do our landscaping class has done a lot of projects um over there as well and and we'll continue to do a bunch of them as we go on. So So we have a lot of different programs and these are a bunch of the people that that help us. I'm not going to read them all, but there's a lot of people that help us. Um hope I didn't miss anybody. I'm sure I I I try not to try to remember everybody because it's really important.

043we we just uh it's super um important what the community does for us and for the kids. There's lots of learning opportunities for our kids and so I think that's probably where we're at. Uh we have we got a $50,000 grant um this uh just this uh fall. I want to thank uh um Debbie Meyer as well for for helping us write that grant and and uh it's uh and that money is going to be used for the school store that we're putting up right now. And is somebody else talking about the school store? >> Uh yes, Emily's talking about >> Yep. So, I'm going to let Emily talk about that. But, uh, we're really excited, uh, that we're going to be starting to sell our products out there from the bees to the apple,

044uh, to the Christmas trees to other projects that our kids make in the classrooms from our horiculture class all the way to, you know, even our maybe even our fish and stuff like that. So, that's >> questions for Derek or thoughts to share about Derek and his work. >> I just saw your that list, Becky, if you could go back to that list of people. I saw another school district on there. Yes, Serin. Uh, Suririn, Wisconsin school district. So, we actually went out to Suririn, uh, this summer. I took a, uh, 10 kids out to Suriring and they have a school store and so, um, they sell a lot of their products right there and and so we wanted to learn how they were actually doing that and our kids said it was super, you

045know, helpful. Um, and it's all, uh, run by kids over there as well. And that's what we're hoping to do here. So, uh, another school that we didn't that I don't have up there, but another school that has really helped us a lot is the new Richmond High School, um, with, uh, Rachel Sava. She's helped us a lot. And then Woodbury, Connecticut about, uh, 15, I don't remember years ago, was maybe 12 years ago. Uh I took a group of kids to connect uh Woodbury, Connecticut, and we learned about the programs that we actually went to school with them for a week and we learned about their uh school and and what they actually do and and a lot of the programs that we're doing uh are kind of uh uh replicas of of what

046they did over there. So um so I think it's important to find people that are smarter than you and do something really good already. and and so that's what I try to take the kids with those things to to kind of learn from it. So, thanks to Debbie for writing that $50,000 grant mobile. Um we all know that grant writing is not easy and uh you really have to, you know, do something special to get these types of high dollar grants and the building uh over there tonight driving in looks a lot different than this picture does. It's It looks very amazing. The red siding looks perfection over there. It looks It looks fantastic. >> Gorgeous. >> We want to thank Mr. Gang and his kids. >> Thought he's going to be We got Emily

047first. >> You're talking about >> Okay. Well, yes, we're going to be talking about what's going to go in that school store, but I just wanted to introduce myself first. I'm Emily Larson. I've been here for 21 years if you can believe it or not. It's been a long time. It's very much changed. Uh so it was a 1970s classroom and now I have this beautiful kitchen uh where we do all kinds of catering things and have a lot of certificates. I have 10 college credits with CBTC technical college. I have 12 industry credentials that I can offer to my students and uh help with some of those grant things too, which is phenomenal. So, I'm only going to be focusing on the warrior catering and the beverages and kind of what we do a

048little bit different, but I am going to also talk about service learning, too. So, coffee, coffee, this is big. I have a lot of people come and tour our school. So, we had I think in 2023, we had 28 different groups, individuals come in to see what we are doing right here in Avery. And it all came from Larry Stelter and I were just chatting one day about coffee because we both love coffee, right? And uh he was in looking at my classroom. He goes, "Have you ever roasted your own coffee beans?" And I said, "No, please tell me more." And then I have of course summer's off and I read so many coffee books and went to all these different coffee shops and we tried everything. And so we started roasting our own coffee

049beans. We I mean my students and Larry and um just reaching out to others for help. We don't know anyone else in the United States that is doing this, although Ellsworth is helping us now, but and some other school districts have started it too. And it is a huge money maker for us. So, we started with this little tiny roster. Tyler Mccardi and uh Larry helped me kind of pick like the right one to start with and we we couldn't fill our orders. So, then we got this one here using our CTE incentive grant money and we purchased it. And you guys, I'm over a 100 bags behind again. So, I'm really excited to get that school store up over there because we're going to have a big coffee roaster and then hopefully we can

050get through those hund bags a little bit faster, too. And it started too like our veterans, we we do um a veterans breakfast and we had them try our coffee beans that we were roasting. I was like, we don't want to just send this out to anybody, right? So, we gave them to them for Veterans Day and they gave us feedback of what was good and different things. And I'll be honest with you, I don't really advertise that we sell our coffee too much. I mean, sometimes we'll put it on our school store if we have a couple extra bags, but people contact me all the time. Businesses contact me. We uh So, like I said, we're over 100 bags behind. We don't usually have to I had to just move the guidance in for

051a VIP one. I said, "Okay, Jana, I will move four bags in up ahead of our big order." Uh, so sometimes we can do that for the school, obviously, but it's it's a wonderful thing. Okay, the next one that we do is freeze-dried foods. We love this. The kids always have something in the freeze dryer. Their favorite, of course, is the candy, right? It sells the most, too. The freeze-dried Skittles are phenomenal. There's something about fresh freeze-dried Skittles that everyone loves. Even April's son definitely. Um, but we also do things too where Jenny Bergman gave us a whole bunch of herbs and things and she was just going to compost them and she gave them to us and we used a bunch of them and then we used them in our cooking and stuff and

052the freeze dryer really preserves the food and it keeps all those vitamins and nutrients in them. And then again, we're always giving back to the community and they also have to learn how to package their food. We are a catering facility. And in one of my CBTC classes, it's actually cooking and catering. They have to, like I said, package and and make something. So, this is the parsley that the kids made. And they donated all of those to the Deer Park Library. So, they learned how to package it. They we laid everything out. They gave back to the community. It was an educational piece, what recipes you could use with it. And that's one of the things that we love to do is uh give back through some of those things, too. And honestly, it

053it's great. We had a a farm give us 600 years of corn and we froze a bunch of it and gave a bunch to the homeless shelter, but then we also put it in our freeze dryer and then we used it for our soups later on in the year, too. So, it's great for helping us save some money that way, too. So, our school store, we have a secret online school store. Did you know that? We do, right? Um, so you can we can yes we email every once in a while when we do our freezer meals or different things or the kids off like they'll purchase boba or teachers will purchase coffee online and we have apparel on there too sometimes and eventually we'll have Mr. Meyers things on there too like the honey,

054the eggs, all of those things. So you can purchase them online. I'm really excited to have the school store over there because people can come through. we're going to have a drive-thru window and they can pick up those items as well. So, our freezer meals are probably another big profit item that we do. We we sometimes have small ones with the community. I'll reach out like for the community club. I'll ask if we can do their desserts for their program or something like that. And we have a lot of those little things. I'd have a whole list of them for you if I had. But it'll be nice that they can go over there and pick them up. Since we are a school, it's kind of hard. you can't just bring anybody into school and

055so pick up and stuff comes a little tricky for those things too. So it'll be super nice to to have it over there and have things packaged and with our catering how it goes too and the CBTC technical colleges they learn about an item we practice it and then we cater out. So we learn about soups and sandwiches and we practice it and cater out pizzas things like that and that's our first level. We do have a two and three where they can cater any of those items which is really nice and I see a lot of those kids stocking the school store with those. But service learning uh that's always something that we've done with our money. We're totally giving back to the community. It definitely helps with the kids with their GPA coming

056to school. They definitely want to be a part of the school and the community and everything. So I know we're we're talking a lot, aren't we, CT? We just we're just so passionate about what we do. So, I'm not going to read through all of those, but we do a lot with our veterans. We do a lot with uh the homeless shelter with the Ronald McDonald. And then when we see things, we donate to. So, we do the hats with the second graders and stuff. And then we donated a sewing machine to the Deer Park Library so kids could check it out and do it. We have school groups come over and cook with a pizza and different things. We do take and bake pizza nights. Uh so, just really kind of giving back to

057the community is really big. and we've get thousands and thousands of dollars back. So, >> questions. >> All right. Well, we've come full circle. I'm going to make Josh come up again. Sorry, Josh. >> We have a building. This is a refreshed, more upto-date picture of what we got going on across the street. Uh, coming fall of 2026. That's somewhat true, not entirely true. could could be into the winter. >> It could be into the winter. So, our aim in the fall is to get it buttoned up before the weather hits. Therefore, you'll see kids out there basically 7:30 to 11 or so. And uh once we're buttoned off, we'll let it sit until we get back out into the more uh the better weather in the spring and then we go back out and

058finish it off. So really coming fall of 26, it's really spring of 26 into the summer and then into the fall. It's the various iterations of it. We'll probably be ready for the fall of 26. No guarantees, right? We we talked about this in March of of 25. Um this is going to be a 12 to 18month project basically because of funding which I think you'll talk about here in a second. This is a school store. On the left half, as you're looking at the picture, in the middle is the utility room and a bathroom. And on the right is a another area that can be used for multiple uses. Um, we will have this all buttoned up by Halloween. We're going to get an apron poured next week. Uh, we're working on that and

059it's going well. The kids kids are doing it. Um, they were there in August and they're there 7:30 every day. We've slacked off on that a little bit because we're running out of work to do honestly and so um but they're enjoying it for the most part, learning a lot and uh think are appreciative of the opportunity. And then another uh round of help on that next slide, you see our partners on this particular project. Many of the same faces and many of the same outfits, but some new as well. It's a different It's not a house, so it's a little different this time around. And that's as of today. So, and we have folks, you'll see a donation next month. We have folks who are wearing it all the time in all four of

060these areas with donations. Donations of their help, donations of their money, donations across the board. Um, the funding of this really, this one's gotten trickier because it's ultimately moving fully over two budget years, but the two budget years, remember, these aren't district dollars by and large that are being used to pay for this. You've got a $50,000 grant plus all the other monies and the revenue streams that you've seen prior. Certainly district dollars weigh in. But remember, it's not district dollars that we need to use to weigh in for these four areas because they have other revenue streams that are supplanting that money that we would feed to them. It's given right to back to us from the state. And remember, who's earning that money? It's kids, not staff. So, we said this was going

061to be self- sustaining from the beginning and it's proven to be just that. Couldn't I couldn't be more excited. I mean, there's so many good things happening for kids and for community and for school. Comments from the board, questions from the board. Tremendous program all of you. Yeah. Have there been thoughts on like times you're going to be running the store? >> Yeah, so we're talking about that. It's going to be uh Siri does it in the mornings from like 6:00 in the morning until about 8 depending on how much uh you know if they have a student that's going to be a part of that during first hour, whatever it is. So, it's going to that's kind of, you know, we'll we'll have it open during that time and and there'll be other times

062as well, but for sure in the mornings and then we'll see from there depending on how it gets funded and stuff. Sur got to the point in the beginning it was kind of in the in the morning and now they run it pretty much all day long. Um, and so they have people that come all day long because the the uh the store itself pays for the kids to be there. So that the kids actually get paid to work at there. And then they actually have a supervisor that gets paid and they make enough money to pay the students and the and that supervisor. And it's not their teacher that's doing it. I hate to point this out, but since since Ramona and Emily brought it up, I think Ramona, you said 38 years. Is

063this for you now? >> 32 years. >> 32. Emily, 21. Derek, you've got to be 24. 25 >> 21 >> here. >> 30 years. So, total. >> Josh, you're at >> 31. >> 30. This is over a hundred years of experience that you four bring to the table in this district. 100 years combined of mentoring kids, mentoring students, mentoring people that are now grown community members and giving back and becoming productive members of society. And it's commendable and it's admirable and it's something that we want to continue and we couldn't be more grateful for all the years of service that you all bring and these projects that are amazing and knocking it out the park. Very, very cool. One of the coolest things in my opinion that we do as a district. >> I agree.

064I have a child who's graduating from college this spring going into a field that's a direct result of her work with Josh and I have one who's raring to teach in Amry in a few years as a direct result of her work with Ramona and obviously a young son who gets his sweet tooth fix. >> So thank you all of you. You have greatly impacted my family personally. >> I didn't know you could freeze dry Skittles. >> I think it's like all the rage, right? Like you can buy it at the store now, too. So yeah, >> now I want to stop it. >> And darn the research that you had to do with all of the coffee work. Darn the reason. >> Really cool. >> Great spotlight. Thank you. >> Work, please. >> All

065right. Well, we expected nothing short of all of that time from our CTE teachers because they love to teach and they love what we do. So, now we're going to move along and and the administrators are not so long-winded. So, off we go. Oh, no. We got any consent agenda items. Um, and Larry, did you have that? >> Uh, yes. >> I reviewed the board vouchers last Friday and I also had a chance to look over the other consent uh items and I'd move for approval. >> Is there a second? >> Second. Steve, it's been properly moved and seconded to accept the consent agenda items as presented. 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. >>

066I. All those opposed, please signify by saying no. >> Motion passed. The consent agenda items are approved. And now off to our administrative reports. >> All right. right at the high school. Um, you know, we're getting to that point here where we're getting into the end of all sports. This happens fast every single year. Um, shout out to Paith Halverson who qualified for the state tennis tournament last week. Um, hopefully we'll be able to join her up with maybe a cross country runner here hopefully next time as well. Um, we had our first uh ACT practice day on October 1st for all 9th and 11th graders using our practice software we call. Um our first of three practice runs through the full test. The next one will come in December. Um parent teacher conferences at

067the high school are focused more on the academic and career planning which ties right into a lot of what you heard with the CTE projects here. Parents can go online and and find all that they want for students grades and assignments that they're missing where the high school is really filling in the gaps. It's working with all of our students and their parents having those conversations about what the future holds. what do they want to do? Um, where are they going for next steps in their life? I I know I can speak by myself as a parent going having gone through ACP conferences. I can do a hundred different meals with my kids at the dinner table and ask them a thousand questions and they're not going to answer one. We show up at an

068ACP conference with their teacher and talk about guided, thoughtful questions and they start opening up about what they want to major, where they want to go to school. So, firsthand, I can tell you how valuable these experiences are. Uh future events, we've got we're about two weeks away from the end of our first term, our first quarter. Uh we've got the exciting school musical Charlie and the Chalk Factory November 6th through 9th. Always a gift. Our music department does a fabulous job. Veterans Day program Tuesday, November 11th at 8:30 a.m. Um always a wonderful event. Emily's cooking catering kits put on a breakfast for the veterans as well. Uh the school calendar has a little snapoo on that. that says November 10th, but it's Tuesday, November 11th. November 12th and 13th, we have what we

069call a warrior check. It's a voluntary mental health screening program we do for all 9th grade students. Completely voluntary for families that want to have their ninth grader um go through this screening process. And then I hate to say it, but the start of winter sports will be here in less than a month. >> Hey Josh, I had a question. um for the academic and career planning conferences. So basically there are parent teacher conferences but that's what we're calling it at the high school and it's been um happening for a number of years in that kind of format. Um and you know you just kind of had you know mentioned that parents can go online and find out grades and missing assignments um for students. Uh do we know can we see who's logged into

070the system to see and track their um students progress? Um can we see that? >> I would have to ask >> not we see that but you Amanda Warner and we've had this discussion before but >> I don't know if we can track exactly who went in but I can we can see how many people went in. >> I remember seeing that in the past. Do we have um and and due to that do we have other interventions that happen at the high school um for kids who are missing assignments? Is there do individual teachers reach out to parents at all or or are we putting the onus strictly on parents and students to track that progress? >> Well, we always want, you know, teachers to be proactive, especially if a student has a struggling

071grade as, you know, whether or not they're going to pass or not. Um, like anything, some teachers are better about it than others, and some parents are more inclined to call and follow up on it as well. So, I don't know if that answers your question necessarily, but um, and the expectation is we always want to be in communication with parents, especially, you know, if a kid is struggling. >> Yeah. Okay. >> Okay. at the middle school. The first thing on there, we just held our at the beginning of October two required uh school safety lockdown drills. We have others planned as followups and refreshers on that discussion in January. Uh but I'm not going to go into great detail on it because Josh has on the agenda for all of us districtwide. We just

072completed our second part our first term uh last week. So students now are into their second six week term with applied arts classes and some of these exploratories, some socializing science switched. Uh we had an eighth grade field trip last Friday out to Wapo. They actually up there. They're actually up at Ox Lake and they go through a team building low ropes safety course and they uh work on team building and then they come back and we have a studentled um anti-bullying presentation that was outstanding and it was probably one of the better ones I have seen and the kids did a lot of work and I want to shout out to the eighth grade teachers and um and Kate Weisenbeck who really led that initiative for us. Um tomorrow we train a group of

073peer tutors and we have almost two dozen that are involved I believe into um would like to help out um students and some are specialized in math some in English some other areas. Uh it's really nice to see them giving back. Some especially if kids aren't always in all the music and like I said band require they have a little bit more time and then I tell them everyone their parents say they're kind of interested. I said they will learn more tutoring than they ever would doing homework because I said when you're trying to teach someone something you really really learn and it's a great program to see them give back. Uh and then on Wednesday, our peer mediators are trained and so they go through how to help mediate out issues that kids may

074have and um they talk about confidentiality and how that process works. And so we're pretty excited for that program. Uh we only use uh the peer mediators for issues that are appropriate for peers to mediate. Um, obviously there's things that we're dealing with that need a bigger touch, but and we unfortunately aren't using them enough and one of my goals this year is to try to use them on some more of the smaller things. It it's really interesting because the the students will they're pretty attentive when their peers are trying to help mediate out the issue. And again, that what a great experience for them all to go through. Um, uh, drama, we have the drama festival. We have students uh from grades uh 3 through 8 that'll be competing on November 8th in Woodville.

075And we have the middle school dance on Thursday. So, we're pretty excited for that. I don't dance, but I make sure that everyone's appropriate. We for parents that may be new to the middle school, we also open up the gym. So, there's open um games and activities in there. So, if they're not in the dance, it's just a place to come and and be safe and and have a great experience. So, um, that runs from 6:00 to 8, not 6:00 to 9. Pick your kid up. Sometimes we're there a little later than we wanted to be waiting for rides. But, um, the middle school warrior way, we have an assembly on the 31st. And again, that's just u typically it's um once a month, maybe once every um six weeks where we get into uh

076what's it like to to live the warrior way and be respectful, responsible, and safe um and be uh good citizens and good classmates. We have inservice coming up on November 3rd and we are going to be centering a lot on um PBS, but also DATM item analysis and goals. It's one of my favorite inservices because the teachers get this raw data and they basically can say on the state test which questions did kids consistently not do well and which questions did they knock it out of the park and I have about eight years of it. So I'm like, look over these trends. Do you see is it do you see the same problem every year? And if so, what are you going to do to immediately go back and change what you're doing? Because there

077obviously you're missing here or boy, this is doing really really great in in seventh grade, but then on this standard, um, can you show what you're doing to get there for everyone else and work together? So um, we'll be doing that on November 3rd. Pretty excited about that. Um and then November 14th is the eighth grade human growth and development presentation Dr. Day. Um again that is a um the one of the few presentations where it isn't a passive consent, it's active consent. You must sign that you want your child child to attend that and if not we have an alternative place for that. Um but I would say 95 to 98% of the students participate. All right, good evening. Uh, at the intermediate school, we've had a lot of exciting events happening since um

078since we last met. Um, one of our processes we do is we do um retaches for bus and parent pickup safety. So, I think it was about the third week of school. We walk our through students through um what bus safety looks like, loading buses, and then we also add parent pickup to that just to teach our kids the routines. I want to thank Ryan Peas. he um borrows us a bus driver for an entire day and so it's usually Deborah handy and she will go um through the bus safety with kids um crossing like how do we cross out in front of a bus? How do we look for traffic? So really important things. Um and then our parent pickup staff that is out there does the exact same thing with parent pickup just

079to make sure that our kids know what our rules and safety procedures are. Um much like Tom, we celebrate Warrior Way rallies. We do those um each trimester. So, we had our first one um two Fridays ago and this was a very interesting different one. Um our third grade team and our specialists came up with a warrior read rally and so students got the opportunity to bring blankets and flashlights and books and they made cozy little spots in the gym and they got to read for a half hour with a friend and that was really fun. I think they enjoyed it. Uh Mr. Meer shared with you high school invites over third, fourth, and fifth grade for um a big chunk of the day and they go through different stations. They learn about different animals.

080Each grade looks a little bit different, so it's not repeating third, fourth, and fifth. Um our student gets students get really excited. Grade four actually gets to eat food, eats ice cream. So that's the best grade to go is what I'm told. Um so I want to thank Derek and the high school for that. My teachers immediately came to me after that day and said just how great it was. the kids, the high school kids were so good, so kind, so organized. Our kids greatly enjoyed it. So again, I think that just highlights all the work that our CTE program does is even our own littles get to experience and enjoy what what they're doing. So I want to thank him for that. Um, we had our parent teacher conferences just like the rest of

081the buildings did. We averaged um 94% so 94 94% attendance rate from our parents, which is fantastic. Um about 25% of those were actually by phone. And so we've had a lot of conversation of do we continue to offer them by phone. What's important to me is that we're just connecting with our parents and so by phone is the way that we can share uh glows and grows of kids. I think that's really important that we continue to offer that. So really good parent teacher conference attendance. Um Mr. M last Friday took a group of eight fifth graders to CISA 11. A gentleman named Mike McGawan does peer mediation training. So that really lays the foundational work that then is able to happen at the middle school. So these eight students are part of our

082leadership committee. They are trained for an entire day with other districts there as well um as a team and they are learn they learn tools and how to facilitate a conversation to help peers problem solve. So if there's a conflict going on um one of our teachers is involved but it really is um resolved with with peers with these peer mediators asking prompting questions about what do you need to move forward? Can you move forward together? Um, so I want to thank Mr. M for going to that, for leading our team, and I'm excited to see how these fifth graders can help problem solve some things here. Um, looking at curriculum and instruction, I wrote a lot. Uh, we are continuing to navigate our middle and high school math curriculum adoption. So during our last

083inservice, I facilitated a conversation with middle and high school math departments. Both Josh and Tom were there. Um, at this time, both of those departments are considering three different math curriculums. One is CPM, one is CMP. Why would they do that? But um and then the other is amplify decimals it's called. Um you know, our math departments are doing a fantastic job. They've um they vetted these programs. They've actually got their hands on the materials of these programs. They've piloted a couple lessons. Um they're feeling very good about it. One of the next steps is we are actually zooming next Tuesday um with I believe a former E- Marie graduate Derek Olsen who works at the Oaklair Area School District. He's agreed to Zoom with our math department. Uh Oaklair Area School District currently uses

084one of the curriculums that we're looking at. I have found that when vetting a curriculum, one of the best things to do is to meet with the people who use it, right? the actual educators boots on the ground that are using it and ask the good, the bad, the ugly tell us tell us you know the glows and goss of a curriculum. So that's our next step. Um we have a shared document that um I shared with the administrative team that really outlines what we are looking for in a curriculum at the middle and high school level. That uh document has standards alignment. Does it have response to intervention tools, pre-assessment, post assessments? Um are we going to need supplemental materials? it it really will be the guiding document of the work that we do.

085So, the high school and the middle school math department have this um it's kind of their thought log um and identifying what what's going to fit the rigor that we need at a at a secondary level. Um but the ES and is so we are still one year out. Um next year we will go through a similar process but a lot of that work right now is being led on aligning our standards. So Lynette Wentz is the math lead at elementary. Lindsay Brutder is the math lead here at the intermediate school. They have spent a lot of time um looking at report card language, standards alignment, making sure that when it's our turn after the high school is done is that is that we're ready that we really know what our needs are. We really

086know how we need to move forward. Um and that process we have also reached out to different vendors already uh to get our hands on new updated materials. And then finally act 20. So, I'm proud to say that we uh K3 have met the DPI's ACT20 requirement. All of our students are screened. Uh they've all been assessed. All parent communication is going home. At this point, we are missing a a couple family history surveys to be returned, but we're on top of it. So, we've met the requirement. Um I feel really good about it. I think, you know, our Title One team is a huge part of that success. Megan is a huge part of that. Um I do also want to share the final tidbit is that the DPI is considering um adding math

087to app 20 as well. So most likely next year we may be looking at going through the same process with math that we do for region. So I had a feeling that was going to go one of two ways. You were going to say they're going to pull the rug out wrap it all >> or they're adding and they're done with it. >> That was that was the one that I saw coming. You know, I in my DPI meeting, I saw some negative reactions and just like when we navigated act 20 the first time around last year, I already feel really confident with what we do. So, if anything, it gives us a little bit more information. It it just ensures that our systems are solidly in place, which I am confident that they are.

088So, if it comes, we were we are ready and we will be just fine. Um, when I look ahead to the upcoming events, um, we have our IPO Halloween carnival this Friday. We have the spooky trail event that goes on in the school forest on Saturday. We did adjust our Halloween parade time. We used to do it at 1:45. We are starting it earlier at 1:30 just to make sure that our families can get to the elementary in time. That was a challenge. Um Tom talked about the November 3rd inservice. I do want to thank him. The tool that he talked about, the data analysis tool, he's been able to share that with me over the last 5 years. And so, um, the time and space that he's giving middle school teachers to really drill

089down on that data and those standards, I'm proud to say we've been able to do here, too. And that has a lot to do with Tom mentoring me on that as well. Um, on that day, we'll also do vertical PLC's as well as a district. And then finally, we are running a new fundraiser and it is called a glow run and it is exactly what it sounds like. Tom is going to let me use the middle school gym. Our students get to dress in bright clothes, black lights. They get to run around the gym. Uh, and hopefully we'll raise some good funds to do some upgrades to our playground, which is very expensive to police. So, >> see, that's a lofty goal. >> Here we go. >> It's a lot of money. >> Go big.

090Go home. >> That's right. >> I do have a question. >> Yes. in regards to um if this is going to the act 20 is now going to encompass math which would be the act 21 maybe I don't know >> um is there then you you we knocked this out of the park the last time that we were set up with the science of reading that that's what they were implementing do we have an inkling of any which way that they are going to mandate any kind of curriculum certain curriculum or standards into the math that would help us get a light up on our curriculum selection which is soon upon us for >> and timeline. Yes, >> just like ELA lended itself very well actually. So, as this is rolling out, I'm being told

091it's consideration for next year. Um, so next fall, so next year is when K through 5 will be vetting curriculum. So really the alignment could not be better for our district. Um, one of the things that was changed in the last math standards change, um, was practices, mathematical practices was something that was really promoted and pushed and embedded in the curriculum piece. So, I really highly anticipate that, uh, if act 21 math goes through is that we would see some required practices being taught in there. there's not a training like science of reading, but I would anticipate that there will be some components that would be non-negotiable such as math talks, mathematical practices. Um, you know, our math department's really strong, both Lynette and Lindsay are are highly trained in math. And so, a lot

092of the things that I'm mentioning right now, we are, again, we are currently doing just because I I feel like we are very innovative. We're very on top of things before they become a mandate. Do other school districts have somebody in charge of act 20 as giddy as you seem to be really excited by I I am pleased that it's something that you've tackled and done well with. >> I appreciate you appreciating my enthusiasm as no one at home does. >> We've we've described it other ways other than enthusiasm. uh with these uh acts coming in, it seems like they're very focused on elementary through uh our intermediate. So why did the middle school and high schoolers get off so easily without them being included in these >> and these forward thinking >> we should

093be building the foundational pieces, right? I mean reading by the time you get to high school and you look at the standards they're so complex and the depth of knowledge is so deep where if you can't you know so the foundational pieces are being built at that K through three level that's why it's all focused on K3 >> and and it's based on the early intervention >> um so that basically the research says you want them reading by the time they hit middle school at grade level and then you want them to do math at grade level by the time they leave eighth grade and um even though there's um re like requirements of act The nice part about it is is that we've been doing response to intervention forever. So even in my building,

094um we're doing the exact same things they're doing where we're screening out our kids um re sitting down looking over the data, putting it into intervention groups, assigning teachers to sit down and intervene and to make sure that those kids skill by skill, kid by kid are getting what they need to be successful. Um, and just kind of like when we're picking these math curriculum out right now and you know, math has changed so much and really what they've learned is that the problem with math and the way it was taught all along is that the kids didn't understand why these formulas ever existed. And so most of the math that what they there's a lot of why to it. They're breaking down problems and having to solve critical thinking things to understand why these

095formulas and then they learn them and then they replicate them and read. but it's much much harder to teach and um and so the curriculum luckily that we're looking at kind of does that like we um CMP was one of them that's the connected math project we have been on CMP which I believe is the best in my opinion but we've been on it for almost 25 years at the middle school CPM's college preparatory math very good but they're all really similar now and and the ones we're looking at every one of the programs I think that the high school is me is modeling right now and diving into them. Um they're all all really strong and it's really nice because they're all talking now saying, "Well, we love this program, but if we find

096one that's going to help you as well, we're willing to step back and take a 612 view of it if it's going to help what you're doing." Um I don't know if that's necessarily going to have to be the case, but um I have never seen um these teams these high school these high school teachers were knocking out of the park. And these are rookie teachers, a lot of them, and they were really into piloting programs and really getting into um some great discussion. Um and I know Sam's been a big leader on that, too. So, >> I think what Tom was also trying to say is the middle school curriculum that they like ends at 8th grade. It doesn't continue on. >> See, that's the problem is that Yeah. the middle school, the one

097that we run stops at eighth grade, >> right? >> And but I'm going to have a hard time letting go of that because it's been so incredibly successful for us. So, it's >> But, >> so the one we're here, >> we're not asking you to as well. No, no, no, no, you're not. But, but the teachers are saying if we can find one that we like that's going to meet the needs of everyone, but otherwise we may be on two different programs, but they'll both be really solid. >> So, the one resuming uh with the Oaklair Area School District is CPM, which I'm hearing is very similar to CMP, but that one is is 612. So, we've have we've had a lot of good conversation of, you know, what's working at the middle school works

098really great. how can we extend that um you know either the curriculum piece or the success piece that builds off of the middle school to the high school. And so I think we have three options right now on the table and I would absolutely agree with Tom um meeting with the high school math department who who are newer teachers. They've requested curriculums. They've piloted lessons. I mean they're they're all in. They've they've done a really nice job. And I told them that I said I'm really proud of you. I appreciate you you know doing all this work. So, I think we're going to we're in a good spot. No. Okay. >> You know, when um before I got on the school board, and I'm sure that there's a lot of people in the public that

099are the same way I was, where you have no clue about the work and the energy and the thought that's put into what you're doing, why you're doing the interventions. And I don't know other than this meeting how you broadcast that and how you market the work that's being done, but I I honestly think there should be something that's done there to to try to enlighten the general public on the efforts that are put in to what's done because it's multi-year efforts and it's in in systems that take so much time to prove themselves out. and the interventions that happen here, you might not see the results of it till, you know, further down the road. And it's, man, what a what an amazing, incredible thing that goes on that I just, you know, I

100just assume that, well, here's your lesson book. I taught on the lesson and now we're done. We're on to the next thing. But it's so much more than that. >> It is. Okay. >> All right. Uh, open up that can of worms there with Maconia. >> She wants us all to be well prepared. I don't blindside anyone. >> Well, besides trying to build culture uh within the school community, within my walls, we've tried to extend that outside of the walls and involve family and community engagement as well. And it feels like it's been forever since this event happened, April, where we got out of the rain, but we had the popcorn and PJs uh at the playground event, which was highly successful. >> Great. It I thought it was excellent. Uh got great feedback from

101families uh in regards to that. And the walk to school day in which uh uh Gwen joined us uh for a nice little stroll to school was highly successful as well with 54 families joining us that morning. a nice brisk beautiful October morning promoting health, wellness, and safety alongside of our police department. Making sure we made it there safely. You know, it was only one turn, but we got to make sure we got it right. Matters. >> Yep. Uh our parent teacher conferences too was at 94% attendance. >> Yeah, I know. Look at that. Right. We we've since had some follow-up conversations with families that didn't come and just talked through some pieces. So, but that those actual two days was 94%. And then we continue to strengthen our partnerships with the public library. We

102intentionally went on field trips there to start the school year. We invited families to meet us there so they could see this beautiful space that can help equip their kids with knowledge and read to their children. Uh, and one thing that we've also opened up for our families is what's called a mobile library. So the public libraries actually said yes, you can essentially rent out books to your families. So we have a station in between the elementary school and the clubhouse school where families kind of coingle where they can literally just put their name on a sheet saying they're taking this book home and they take the book home with their kid. We recognize that there's some barriers to getting to the public library, especially for our clubhouse families with the hope of getting a

103thousand books before kindergarten is really the hope there. So, we've partnered with clubhouse director Rachel and just making it so we're trying to remove every barrier possible to make sure our kids are being read to because we don't want to have them to go through the act 20 rigma roll as best as we possibly can because we want them reading before they get through kindergarten and being equipped with that knowledge. Uh Derek did an amazing job, but I don't think he can really showcase and capture how beautiful that farm is and how amazing that day was. I have never experienced something like that as an educator in my life. It was such an incredible day out there seeing the kids engaging with something that kids other kids had created at such just levels that were

104just so pure and simple and just organic for lack of a better term, right? And uh the specialists really kind of elevated to a next level. So we had some apple cider storytelling events, the apple tree, talked about face painting, corn mazes, farm animals, apple juggling. Yes, >> we got some skills there. >> Uh but then they create a there's a song like it's the IT director, our nighttime custodian. >> I was playing the castinets, you know, and we had our music department and we put on a show. The entertainment was awesome. >> We put that showcase next month. >> The way I was ready. >> The band's getting back together. We're getting shirts next year. But it was wonderful and just those are memories that kids will keep >> forever and it was truly

105incredible and then again like getting to experience the rich culture that our kids understand and we got to go to the data farm as well and I I really enjoyed that experience. I had never milked a cow before and the second grader just thought it was hilarious to watch me try. Was successful by the way for all of you. But it just seeing our kids understand the world around them is really an incredible piece and I thank all of the people that put that together because it's it's truly remarkable. And then I had a unique opportunity. I was in China last week. Yep. I uh before I had been hired, I had gotten uh the opportunity I got invited to speak at an international conference. Uh, and this international conference takes care of all of

106the costs. So, this was at zero cost to the district besides just my absence and Abby filling in for me. So, it was really her time. Thank you, Abby. Uh, but it was a beautiful conference in which I got to talk about digital innovation at the elementary level and what that looks like and how to be mindful to create parameters and not just go all into technology, but really you have to have a mindset and a thought process behind it. I learned about digital innovation and artificial intelligence from around the world. There were 14 different countries also speaking there, not just China, but everybody else. And when you're a fish out of water, uh I'm not from China. >> I don't know the language. They put us all together, all the different international speakers. So

107then you get to collaborate there, too. So there's lots of things percolating that hopefully will lead to interesting international opportunities, not only for our students, but potentially for our staff as well. So, as an admin team, we still need to dissect that because I got back on Wednesday and we haven't met formally to kind of talk through what the next steps could be. Uh, but it was truly remarkable and incredible uh to be able to go to that organization and get to speak. So, thanks to Dr. Derkler for allowing me to do that when I signed on the dotted line saying, "Yeah, we'll figure it out." >> So, thank you for that. And my hope is to bring that to our school community. Uh, one thing that's really kind of coming up, Jess, uh, mentioned

108it briefly, but the Enchanted Story Trail, uh, John McBride kind of brought this to my attention when I first got here and said, "Hey, I want to do this." And we've gotten some traction, momentum going on it, but we invite you all to join us on Saturday at 6:00. You do not need to bring Halloween gear, but it is highly encouraged. Okay? And you're going to get to walk through an enchanted story trail in which there's a story walk. So, you get to follow a book along the way. But then we've also got members from the police department, our public library, our hospital, and our fire department have all chosen to be standouts that will also be reading books or helping with crafts along the way. So, you can come, you get a cra, you

109do a craft partially way through, you get a book thanks to the friends of the library on your way out, and you get a healthy snack as well. So that's a whole totality of many community partners coming in to do this event. So >> yeah, >> healthy educ that's it. >> But I'm really excited for that. >> That was disgust. [Laughter] It should be a good time and then the parade uh and no school. So, just a couple of key things coming up. >> So, John, was this your idea? >> It was a stolen idea. >> I I my wife and I attended the Baldwin version and the guys in Dander School forest a couple times with nieces and nephews and um that one is is solely the public library but done in the school

110forest. Um, so it's they've always done such a nice job and um my wife actually said, "Do you think that we could do this in Amory?" Because she comes up with hikes for us up here quite often. And >> yeah, I mean the answer is yes. >> And you pitched the idea to Megan. >> Actually, I started by pitching the idea to the title team. >> Oh. >> And then the title has a potential parent engagement event. And then when Megan came on, she's all about >> parent engagement and bringing the community partners. So, it's really morphed from just kind of a simple little let's get some people reading books at night and stuff like that to being in all things. So, I'm really hopeful that we've got a good turnout and it's going to

111be great weather. >> Y, >> it looks >> and our hope is because we've kind of invested some different entities here that we'll be able to offer this enchanted story trail three different times throughout the school year. Uh, so this is the spooky edition, right? But there might be a snowshoe edition or some other different pieces along. >> Yeah, we there's some pieces there. So, we're hopeful that >> we have such a wonderful piece for >> dogs and it's it's Yeah. It's quickly becoming very wise, which is fantastic. >> Yeah. >> So, I have a two two things. One is I love, you know, all the stuff where the kids are learning without realizing that they're learning. >> Let's trick them. >> Right. The other the other thing was, and it's for all of you,

112with the with the um parent teacher conferences and the and the percentages being so high. Has that always been the case? >> Yes. >> Yeah. Pretty high. >> I would say I was I'm always above 90%. >> Yeah. >> And it takes a lot of effort to get above 90. I mean, >> we used to track the numbers way back in the day, 10, 12, 15 years ago. And it's usually elementary is 95, intermediates 95, middle's about 80, 85, and high school is usually somewhere between 50 and 75. I mean, that's the way it's always been. >> Prior to us switching to ACP conferences, the high school >> Yeah. 20. >> No one was coming. I mean, you've heard you've been there, done that. You've heard what you needed to hear by the time you

113>> made that. >> I think the parents have appreciated that they're busy that they can do them on the phone. >> I don't think it's this I I still like when they come in, you're meeting them because I'm like a face to face person, but um it's still an option for some. >> No, you can look at all the grades online. That's also >> Thank you. Um, next, um, kind of kind of to go off of what Steve said about the all the communicating about all the different programs that are happening behind the scenes. You talked about title intervention. Um, I wanted to give a shout out. I met with our districtwide student services meeting team. Um, this is our school counselors and our school psychologists and our atrisisk teacher and they're the ones who

114do the really hefty li heavy lifting around our um, kind of our behavior and emotional care um, interventions and and support in the in the different buildings. So, we are we started our work um together um on this year and we have some goals that we're going to set for ourselves um on how to re kind of fine-tune our um tiered interventions around behavior and kind of streamline between all the buildings and um again building our toolkit. So, they're doing lots of work in that area. And then finally, we had on our last inservice day, I don't know if Sean's going to talk about it, so I don't say much about it. >> Um oh, if I can say it, Dr. Joe Sanippo, >> that's great. came and spoke to our staff and he and

115his message was really about um sharing and uh the great things that are happening in our district and supporting each other and taking care of each other. One of the things they did is that they had staff meet and write down and then talk about some another staff member who's doing great work or that they like a shout out. Um, and so I wanted to share the shout out um that we saw. Um, Christine Schroen shouted out Tucker Buffy. And so the then Tuck got to come up with Joe and take pictures and Joe actually sent this video before this. We all had to write down somebody who we would want to share this good news with outside of school, right? And so Tucker mentioned his mom and so uh Joe actually sent this video

116to Tucker's mom and in a text. It was super cool. It was a really great example of how we shel each other out. So I wanted to show Christine and Joe Tucker. >> I don't know where he is, but all four of us here said Tucker. Where is he? Right there. And we were talking about how we're still getting emails with him at 9:00 and he's been there until like 8 last night. Is that what you said? He is always going above and beyond. He doesn't even take a lunch break. So we we we're talking about how we can help him with that and kidnapping him the next because he needs to take time for himself too. >> Can we give Tucker a round of applause? [Applause] Great job. Great job. I love it. >>

117Tucker is one of our um elementary special ed teachers. And yes, Joe gave me a lecture afterwards and we are working on that not here till 8:00 at night. Tucker and we need Tucker forever and so we don't hear any. So >> we we were lucky enough as a school board to witness him as well and he is >> phenomenal. >> Yeah. So he was great. >> Yeah. >> I did I did have one more question for Josh. You had mentioned Mr. M. >> Yeah. >> How's goose by the way? Goose is not here quite as frequently um as last year, but you know, he we try to establish our routines first with kids and then slowly Goose is embedded back in his day. So, okay. He's had >> lots of days off recently, but

118we hope to get him to work sometime. >> Well, get Goose back to work. >> The dog every day is pretty much >> It came to mind when you mentioned Mr. M that I'm like, "Hey, where's Goose?" All right. There's a little bottle back here. >> All right. And then uh did you have anything to add to the >> We do I do not. We do have a change in our script cuz Laura Shogan is not able to be with us tonight. So Jessica is going to take the baton and run with it for the summer school report. >> Okay. I was wondering who was going to who was going to fill that. I thought maybe you were, but >> I will do my best. >> Stepping up. >> I will do my very best

119to honor Laura and her wonderful presentation here. >> All right. So this is highlighting summer school from last year. So um Laura has embedded some really beautiful pictures highlighting not only our kids but also the courses that are offered. So um last year we offered five weeks of summer school and those are a blend of enrichment which means those are highinterest classes that are tied with academic uh components as well and then we offer straight academic classes which is math and ELA. Um, so when Laura listed what was accomplished, I am amazed. Um, we provided learning opportunities for 724 students. Um, we shared almost 38,000 hours of instructional time with our own kids. Um, we encouraged academic growth for students entering grades 4K through 9th. So again, that focuses on math and ELA, the academic

120course does. Um those are usually run in two-hour blocks. So a student could have reading from 8 to 10 um and then math from 10 to 12. So they're 2-hour blocks. Um also created and offered 54 enrichment courses for students who completed grades K through 8. So again, those are highinterest classes. A lot of the pictures that you see um are high interest that kind of grab the kids attention, but then they're embedded within academic uh content as well. um offered adventure learning opportunities at the Boundary Waters. So that was at a high school level. Um and then also our coursework just really offered growth in music, strength, swimming, and agricultural skills as well. So here is a picture of the Boundary Water trip. Um and then also one of the courses that was offered

121were the summer Olympics. And what a better spot than a brand new track to be able to oh start summer Olympics on. Um the 2026 proposal is to continue with a fiveweek course offering. So we would offer June summer school like we have historically. Um last day of school is June 4th. We always take one week of school off. Um we have families at vacation. I think it's a great time for teachers to be able to reset as well. And then we welcome students back for sessions um in weeks A, B, and C. Um this timeline would also end on a Friday. Fourth of July this year lands on a Saturday. So we recognize that we wouldn't hopefully impact a lot of Fourth of July travel as well. Um next course um or next slide

122I should say we continue to offer welcome to kindergarten and welcome to 4K. We are really fortunate in that both of those offerings are taught by current kindergarten and current 4K teachers or in some cases uh some past uh teachers. So, like Miss Staca Kerper, we still see her every summer, which is wonderful. Um, those are offered that kindergarten and 4K is offered all five all five weeks of summer school as well. Um, the August sessions, cuz we run three in June, we run three in August. The August sessions, um, they fall historically right here where we've run them each year. Um, those are also academic and enrichment. The great part about having the academic piece is it really is a great boost. You know, there's a coin term called the summer slide, which when

123kids aren't engaging in reading or doing math or learning that we do see a little bit of a setback. So, greatly appreciate that we run these two sessions in August just to get kids back in the routines of going to school, but then also start a little bit of that um academic work ahead of time. So, this matches those dates um running week D from August 3rd through 7th, week E from August 10th through 14th. Um it is then two weeks off. Uh and then we're actually back at school at that point. Um, connecting with the farm. So, one of the courses this past summer was being able to visit the school farm, being able to see what was happening over there as well. Um, and then something new over the last year is Gene

124Edward runs a cheer camp and so she does that during the summer, but Gan also then um ties that cheer camp to uh they cheer at a girls basketball game, they just cheered at a football game. So, kind of extending it throughout the year, too. That's been a fun opportunity for our students. Little bit change in swimming lessons. Um we've had a lot of uh conversation just about the center. So historically we've done our swimming lessons at the center in New Richmond. You know Laura tries to get on the books and schedule as soon as she can. Um but we're kind of at the mercy of what they run in terms of their own summer camps. The center does a lot of activities there. Um they partner with other school district but they also run

125their own summer camp. So, I know last year there were some barriers with dates. Dates were really hard for us. Um, and so Laura reached out to different facilities. We have neighboring districts around us that have pools. And so, uh, we're presenting to move forward with renting the Unity School District Aquatic Center. Um, those lessons would run the same as they currently do, which is in the afternoon. So, they so students would go to morning classes, they would then go to swimming lessons in the afternoon. However, we generally run those in June. the swim lessons. These would pivot us to running them in August just because June wasn't available at UNB. >> Approached the subject way back this last summer and engaged with both. Uh one of the big tickets is on the next slide.

126The entire facility rented for Amry students not open to the public during lessons. That's a really big deal. It'll be slightly more, but it's a really big deal from the safety and security standpoint and the development standpoint of kids. It's just a much better deal to do it this way. >> You know, New Richmond has been great to us, but one of the barriers were that they were not willing to close down their pool, right? I mean, they they told us that their members come first. Um, so that was just hard when it came to logistics. logistics of getting, you know, how many kids in and out of the pool, but then changing in a safe environment and making sure that we have supervision. So, having it actually within a school district um really allows

127us to to have the the place to ourselves and make sure that we're, you know, running it efficiently. >> I used to run uh the summer school program at Frederick and we partnered with Unity all seven years and I have nothing but great things to say about that programming. When you have educators helping other educators, they tend to think through the small little things. So, it's it's going to be a good partnership. I can guarantee it. Wonderful. This is a couple more highlights um from some enrichment courses. Uh story books and art. This is a current actually third grader of ours. As you can see, she made something pretty fabulous. Um and then a board's game was also run. Um I believe that one was taught by Jennifer Kennedy actually. Um, this is where Laura

128and I have met. Actually, Abby, Megan, myself, Laura, and Sean met uh last week. Um, just making sure. So, part of act 20, one of the requirements is that we offer rigorous and relevant uh reading instruction to any student that has a personalized reading plan falls below the 25th percentile. So, we have to offer it. We cannot make them come but we do have to staff it with um staff that have been trained in the science of reading. So so same components in terms of the training um we have to offer it. We are making the decision to offer it for all five weeks of summer school. The mandate does not tell you how long but we've just made the decision that's best for our students is that we will offer it for every week

129of summer school session. Um we're currently having conversation on who will teach it. we want our experts in the room to teach our kids. >> So for us, K3 is the mandate. It's approximately 300 or so kids. We've got via our screener identified about 30 40 kids. So about 10% can't require them to do it, but we're required to offer it. So we're going to require we're going to offer it. We're going to staff it and we're going to strongly encourage those who need it to be there because if you can bridge that gap from spring to summer with some learning over 5 weeks of time, that's a really big gain for kids. So, this is our first foray into this. So, the mandate for us, we said all along if we're going to be

130mandated to do something, we're going to do it better than everyone else. And that's our goal to do it better than everyone else. A really another great component are academic courses in the summer for reading and math. Um we have curriculum. So you know a lot of districts will offer academic coursework and it's kind of just up uple left to the teachers that are teaching it and what they're going to use and actually I think it was Cheryl's last year and in my first year um we vetted a program called the 95% group. And so we actually use a curriculum that is tailored to summer school, tailored to close gaps. Um, so not only will we offer, you know, this this rigorous reading for any student that falls within that ACT20 screener, um, but also

131our students that attend our academic classes, we are using, you know, evidence-based curriculums to promote the growth of our our students. Um if there are um caregivers, parents, um guardians that choose to once their um student has been identified as needing this extra help if they um I don't want to say refuse the help but do not participate in the program. um is part of that offering finding out what the barrier may be to um the refusal or the the not participation. I mean obviously we can't solve all the problems but or there's just going to be people that say this is not for us. We don't want our kids to go to school year round. We want the break. >> We we imagine most folks are going to be agreeable unless they just physically

132can't logistically make it happen. Again, the approach is going to be made by building principles and title teams who know those kids best and know those families best. My hunch is we're nearly everyone's going to participate. And again, that's going to be a good thing. >> You know, in addition to this, something we started three years ago um is uh any of our families that are in title one. So any of our students that are title one students and get service throughout the year, whether that be in the fall right away and they graduate out of title or they qualify in spring and they start title is um we actually as a district purchase they have the option for us to purchase them a summer workbook. And so that summer workbook is something that we

133we gift to our students that are struggling learners and the hope is that we're fostered relationships with parents and guardians at home to be able to give them that resource and that they're using that as well. So again, that's just another layer of of what we do to try to meet the needs of our kids as well. Go really above and beyond to give them resources. >> Final slide is the uh ever important and eager kids just love Pioneer School. So Pioneer School, if I'm right, is three generations of lead homes. Um and so it's wonderful to see the pictures and I know that the turnout is is always great if I'm not mistaken. I think there's usually a weight list. So that's that's the last slide. Well, thanks to Laura. She does a great

134job. Even though you're not here, Laura, uh you do a great job with the summer school program year in and year out. I don't know that anybody does it better. And the amount of tracking that she does with our numbers and our hours is um it's staggering to look at once it's presented. So, any more questions for Laura Standen? All right. >> Thanks, Jess. You're welcome. >> Standing in building and grounds report. >> Uh there's nothing to report at this time. We we did not meet this month. Uh we'll be back at it again next month. >> Okay. Well, >> that was the quickest and easiest part of the whole meeting. >> Probably. >> All right. Off toformational items and the strategic plan 2025 2030 update. So, the approval of the strategic plan, not so

135long ago, we made it a uh point of emphasis that we're going to be back each and every month to talk about a piece of the strategic plan. And the welltimed piece this month is CTE. So, you'll notice in your strategic plan document, there are three sections that are highlighted in yellow. And I simply want to make reference to them by reading them. The successful students piece under strategic goal number one at the bottom four measurable objectives increase the post-secary preparation score and early college CTE participation by 3% by the 2930 school year as reported on the high school state report card. So there's a section there that speaks to the involvement of our kids in post-secondary preparation and what we talked about for the first 45 minutes of our meeting. That's those kids and

136that's those opportunities. So we are targeting that because a it's really good for kids and b state of Wisconsin is telling us you need to target that for kids. We've been doing it way before the mandate even began because the mandate really didn't begin about 10 years ago. So that's the first area in the strategic plan. On the next page underneath strategic plan goal number four, there are two items by 2930 school year establishment of five new student internship or mentorship opportunities de demonstrating expanded support for student success and stronger school community connections. We already have many student internship and mentorship opportunities all in the area of youth apprenticeship. We're simply looking to add more. We have a big number, but that interests of kids, that type of kid is ever changing and our community

137in regarding what it can offer is also ever changing. So we want to match up and continue to evolve with where that interest is. And the last item by 2930 school year increase active community and business engagement in school district activities as measured by the establishment of at least five new community partnerships. So you saw here this evening between the three areas the u family consumer ed teched and egg piece. I didn't do a running total in my head with the number of partnerships there had to move out towards 100 and we're about a town of 3,000 here. we want to add more because we know there's more out there. There are new businesses in town happening all the time. There is more opportunities. We simply have to engage and it's typically not the case

138where they're going to say no. They're typically ready with open arms to do that. So these will continue to be an emphasis of ours as we move forward and we will continue to look at the strategic plan every single solitary month. This needs to be living and breathing documents. A big waste of time if we don't keep our eyes on it. questions or comments about the three areas of the strategic plan? >> Agreement they fit in well with um what we were covering this month and um really to keep our eyes focused on um additional opportunities um and additional businesses that are coming into town. um and really gives the the community um city council something to think of as as well moving forward that we have uh young adults here ready and willing to

139foster their education and and work. >> Nothing further needed simply anformational items. >> Any other questions or comments plan? I just think the CTE presentations this evening were extraordinary. >> Yes. >> Yeah. >> You know, it's really something to remember. You didn't have the opportunity to experience this when the state came to meet with our CTE staff. The part that was so awesome is the CTE staff sort of took backstage and it was the kids and that was really cool to see the kids super excited and explain what they were doing cuz Tracy taught us this lesson long long long ago in regards to pumping what we're doing in the district. They don't want to see the adults. They want to see the kids. She couldn't have been more right. And that was awesome on

140that day to see that. >> Yeah. and that um out of seven years that I've sat here, that was one of the probably proudest moments that I've had being involved in education in this manner. Um is to watch a student that worked for us personally, worked on that house, um who was just in a a major car wreck the week before, but uh was his first day back to school because he didn't want to miss that presentation. um to see to see him stand there um and and to have people tell him what a great job he did when that was something that he probably hadn't really experienced a whole lot um spoke volumes to watch students in uh Mrs. Larson's classroom talk about their projects, their service projects um that they've done and then

141to build each other up the clothing lines that were um you know uh created there in in that space. Um uh to to watch how other students spoke of each other was incredible. It was an incredibly proud moment as an educator to watch that happen in those buildings and know that you've all made that that possible. It really has it it was an extraordinary presentation because extraordinary things are being done there. It it really lends itself to amazing things there. >> If only we could get bonus points in our state report. >> I I think that you made a plug for that, did you not? Before before Dr. are utterly left. Um, yeah, it would it would be great. Um, there's great things happening there. Really great things happening. >> Um, weather cancellations. We don't

142want to talk about snow. >> But we're going to be there eventually. So, uh, we do this presentation typically in October. I've never done it after the snow is blowing. So far so good. We don't have any here this evening. Um, biggest factors to consider. We can't lose sight of what we're up to here. We got to consider where the kids can get here safely, the buses can get here, our parents can get here, and can we get hold? Because that's also a factor because we're not here and staying here. We got to be able to get home. So, those are the big factors in any decision. Um, do we have to make up the days? That is always the big question. Now, typically the seniors don't ask me this question, but nearly everybody else

143does. Uh we have three school cancellation days built into our instructional minutes. So we don't have to make up the first three after that. We need to do some remote learning. Uh the only other option is to come to school in June. And I'm not sure that anyone will be very excited about that. So we got to make up the days after we get to three of them used. So the timeline last winter was a little sketchy in regards to timeline. If it starts snowing like crazy at 9:00 at night and snowing all night long and by the time we get to noon the next day, we're going to have 12 ines of snow. That's easy. But when you have snow or ice or snow ice slash rain between 5 and 7, that gets to

144be pretty much impossible because you just can't make that call in time because we have folks in route to school for work at 5:30 in the morning coming to the bus garage and come to the clubhouse to pull. So, the timeline and best case scenario is to do it the night before if it can, but that really isn't someone anyone's interested in doing because your prognostication may be off and there you sit at 9:00 in the morning, nothing's happening other than it being 35° and flurries in the air and you look like, "Oops, you shouldn't have made the call." So, very, very, very rarely is that going to happen. Now, if everybody calls off, if this is Halloween storm of what, 1991, >> I remember that. >> We'll we'll make that call the night before,

145we can all build snowman the next morning. That's fine. The decision hopefully can't guarantee always be made by 6:15 in the morning by parents and we will communicate that in every single possible way we can with the help of all of the ways that we can communicate that exists. So, I'll have conversation with the director of transportation, other district administrators. We start texting about 4:00 or 4:30 in the morning and other members of the district team that may be on different roads than I'll be on. So, school cancellation notification, we're going to send it via text, email, and call to everybody. So, that's three ways you'll get it. You'll get it on every single local TV station. If you are patient enough to watch KSTP run the names across the screen, it'll be there. You

146just got to wait till the A's are on the screen. There is a glory in that, but the heart goes way back to back in the day. You got to know. And it'll also be on social media platforms and on our website. I believe we tallied it up last year, the year before. A person would not have to leave their bed if they had their television and their phone. They'll get it 17 different ways if they wanted to. So, please pay attention and don't come if we've canceled school. extracurricular activities. That's not always an easy one. I'll work with the athletic director on that. Um, we'll work with the other team. I mean, if we're playing Altuna and it's going crazy there and it's not doing anything here and Altuna can't get here, we just

147can't play or vice versa. So, we got to work with the other team. Sometimes the WIAA weighs in and says, "You got to play regional basketball game number two on Tuesday night. I know you didn't have school, but you better play because we got the team on the other side waiting for you. And sometimes that happens. Typically, we don't have practices and games the day that we have school canled, but it can be true that we had school canceled and by 3 4:00 hit ship shape and we're okay. It's about safety and if that's the case, then we'll go and we'll have practice or we'll have a game. It doesn't necessarily have to be cancelled, but it could be. uh remote learning and elementary and intermediate. They have uh learning packets that they will uh

148provide to kids. We will get it to them when the time is right, not in October when the time isn't right because they will probably be lost in the shuffle of the world that is an elementary school family. Middle and high school, we have students that can do virtual school learning with kids. When we get a little closer and the weather seems like it could become inclement, we'll test our systems. But we've done it before. We did it via co and we've done it ever since. We'll go ahead and work with folks and we'll learn right from home once we get back in the year 2020 and 2021. >> Don't even bring that up. >> Don't even bring it up. >> Just don't even This is the only good thing that ever came out of

149that whole situation. >> So that's the plan. And remember, of course, employees. We need to get a decision made for employees if we can. Bus drivers and clubos by 5:30. Once they're notified, I I'll notify Rachel and Ryan and they'll let their people know. Then I'll send a message to the district team and send a message to the board and then we'll get a message out via Amanda doing the uh social media stuff and Becky gets it on all the television stations. We'll get that done hopefully by 6 and hopefully a call scheduled at the exact same time. So, it should be well before 6:15 because we really got to do it by 5:30. For some of those folks, it's difficult for them to have driven all the way here, then have to drive all

150the way back when it's in Clement. It's just not fair to them, but their timing is a little harder. So, yes, it's true that we do not want to be the only ones open. Yes, it's true that we don't want to be the only ones closed. So, yes, it's true that we have conversation and if everyone around us is closed, we're probably going to be closed. And I know that some folks may say, "Well, they did not plow the roads and fill in the blank township." I don't know what to tell you. It's tough. If you live in the city, it's easier than if you live in the, you know, the hills that are outside of the district. But we got to make one decision for all people. And if you feel truly feel unsafe,

151you can stay home. You really, really can. We'd be okay with that. >> So that's the inclement weather. I make no promises what will happen, but I'm sure something will happen. >> Yeah. I think that parents need to know that it's always ultimately up to them to decide to send their child to school or not, regardless if school is open, don't send it if it's closed. But if it's open and you don't want to send them, just don't send them. So, um, >> we have to keep our eyes on reality. Josh and I know this probably best. high school drivers are driving in this inclement weather and they haven't been driving for very long. We want to be careful about that. >> Yeah, our community has seen enough. Our neighboring communities have seen enough of

152that and so >> let's just stay home and just >> use good common sense >> or put them on the bus. I know that was always >> was always you're going to ride the bus. No, not the bus. Ride the bus. We we have parents that call us on 2 in the afternoon to make sure my son or daughter drives the bus home. >> Yes. >> I love delivering those messages. >> Thank you. >> Did you come over the loudspeaker? Do you have John in your >> mommy? [Laughter] Hope she doesn't call me. >> Pick up the car later. >> Um, okay. Off to It's been working. This is obvious. So it is I mean it's never a perfect I mean it's an impossible decision because there's always a we could have come to school

153or oh why did you have school? Yeah. >> And there's always I mean >> I hate making that decision for my work. I can't imagine doing it for the district. >> No I mean again give me give me snow apocalypse on >> Halloween 1991 for those who remember. That's easy. That's 26 in snow in 24 hours. That's that's easy. My most prideful moments are when you text me early in the morning and ask me what the roads are like and I get to take my truck out to see. >> Well, now you have a new truck. Should be easier. >> So, the rumor is true. It really is just Josh out there whipping donuts to see if it's safe. >> Well, Josh, >> but again, you have a new truck, Josh, so it should handle

154better. >> Yeah. >> Is the Did the van just The van's been retired? >> Van's retired. The green truck's retired. >> Wow. >> All right. Well, then we we can't take your word for We got four-wheel drive now, so never mind. You're out. >> All right. Safety drills. >> Okay. Wisconsin Act 143 from the Office of School Safety requires that we do present this to you guys every year. Amongst the things we have to do as our safety drills at the different buildings, but also things that I have to upload to the DOJ website are crisis plans, um, safety trainings that we conduct, seminars that I go to, safety assessment walkthroughs that I do with police annually, and then blueprints, um, building blueprints, which goes right into the next thing there, the Department of Justice

155grant. Um the state was running a grant on digital mapping software that I was tipped off on um through Chief Dan Peters who has some nice connections in SR Falls. I put in for this way back in uh June and was denied the grant in June July because they had exceeded the a lotment. So they keep us on a waiting list and we waited, waited, waited and about three weeks ago, we were notified that we were now going to receive the grant and I had already lined up the company for this. I had done all that leg work already. And so um been working with John here and the state of Wisconsin grant people doing the behind the scenes data entering part right now. This company in New Jersey, they they do a lot of

156Wisconsin schools. They'll be coming out um later this fall hopefully. And I've provided them with what we had for our blueprint digital maps which consisted of Microsoft publisher type documents and blueprints that we got from KA from projects. And now they're going to come in and walk our grounds, walk our buildings. Not only do they have our room numbers, but they will also grid off our entire campus. So, um, let's say that Poke County is dispatched for whatever reason. They don't have to necessarily be familiar with where the Emory Middle School is or which building is the high school or lean elementary. They'll be grided to a specific location that happens right on their phone. They can all go right on their phone and get access to it. And all the deputies in Poke County

157have this, fire people have this as well. So, this is really putting us at the state-of-the-art technology wise for digital mapping. Um, the grant was uh for approximately $20,000. Our bid did not cost that much. So, we will only be paid for the amount that we do. John, $11,000, >> like almost 12,00 $12,000. So, we'll just be claiming 12,000 of it. We can't keep the rest of the money for other things specifically for this purpose. So, we we're very excited to get that. >> Awesome. >> Yeah. >> And to be used in any kind of emergency or anything that would need arrives. >> Yep. >> Fires or ambulance or whatever. >> EMS, ambulance, demon police, Poke County, state law enforcement, they'll have access to. >> Awesome. Very cool. Well, thanks for writing that grant and

158and getting that done. That puts us a leg up. Any other questions for Josh? Okay. Off to then uh the first reading of board policy 851, district branding guidelines. >> Okay. Amanda Warner and Becky and I have met a couple of times and we have two new policies. The first of which is titled District Branding Guidelines. It's short enough that I'm just going to read it and then it's two paragraphs. The school district of Emory logos and branding elements are the most visual visually recognizable district identifiers to students, staff and community. Consistent and correct usage of the shield logo, the AW logo, the district color, fonts, etc. is crucial to the in the accurate representation and recognition of the school district of Amry. District branding guidelines have been developed to demonstrate acceptable iterations of the

159district's logo and brand elements. For a copy of these guidelines or further communication about the use of district logos and branding elements, contact the district uh director of district communications. So, the references to the guidelines, we have a draft version of guidelines. We're going to bring that next month. We simply wanted to get this out there first that this is a conversation piece. This is the overarching statement that's going to direct us towards what's going to end up being the rule or the document of what those guidelines are. We simply want to not to use NIL, but it's really name, image, and likeness. We want to make sure that we are holding close to the best that which represents us. And our logo is just that. And right now, there are simply not guidelines. and

160our logo is being used elsewhere without our permission. We want to make sure we have more skin in the game, so to speak, on that because it's very important that we protect what represents us. So that's what this policy is the beginnings of. It's only a first reading. Nothing is done tonight. >> So it's basically a trademark without trademarking because of the financials surrounding a trademark. But we can certainly have a policy. >> Yep. >> Um does this also protect the um we talk about the color logos. Um all of the the shield logo, the AW logo. Um what about the and I think we've talked about this before the like a warrior. Um >> yep. That would fit under the same oes. Yep. Because for instance, there was an example of this where somebody

161used the like a warrior campaign where they secured a like a warrior uh banner and they put vote like a warrior. Well, we as a school district do not ascribe to any political party nor do we endorse any political candidate. So that obviously was troublesome that our logo or our in essence what identifies us our branding was used in a political campaign. So we don't want to do that. This will help us prevent that. >> Very similar to like kind of a watermark with our with photography and a release um to use those to print those pictures and things like that by independent um printers. So I I'm thinking of it kind of in that situation of our principles and things like that. >> Yes, it would be similar. >> So more to follow. You'll

162see the specifics next month and you will have every opportunity to weigh in on what those specifics will be. I will also make sure that our attorney is attorney is vetting what those specifics are because we want to be within the guard rails that are the law on this. Any other questions or things that need to be possibly included with the district branding guidelines moving forward? This was a first reading. We won't be acting on it, but this is obviously where we would offer input for those policy requirements. Now, I'd like to see the like a warrior um slogan or or just even the use of the word slogan um put in there. that changes over time, but I would like to see that added. Um, okay. Then off to first reading of board policy

163852, distribution of non-school materials. >> Speaking on behalf of the building principles, I think I can confidently say we get canvased often. Can you put this in family folder and get this to everybody in the district, elementary and intermediate see that most often most often. uh at the middle and high school we also get can you make sure every kid gets such and such it it gets a little unsustainable I think most of the people in the room have run through the family folder experience it can get chuck full a lot of stuff just if it's school stuff when we add everything else it gets a little unsustainable so the bullet points in the middle of the screen talk about sort of the rules of the role what we do and do not want as

164part of that process and this policy is written in a way that the building principal can determine what is and what is not. And there are some very very innocent requests, but we don't want to get lost the very important information that we're trying to get to them. It's school specific. We add six other things, it will get lost. So, we are seeking to cut down on the number of things that goes there. We will always entertain a conversation about can you make an announcement and have something available for them in the office. That's much easier for them to avail themselves of that opportunity. Like for instance, I have been a part of and April's been a part of the coloring contest that's done through community club. If a second grader wants to come and

165grab a sheet to enter a a picture in that coloring contest, that's that's great. That's easy. That's right there for them to grab. But to send it home to everybody, that gets that gets big fast because then, oh, I can send this. Oh, I can send this. So, this is simply trying to firm up what we do and do not send home in family folders and distribute to families at the middle of the high school. >> Again, this is just a first read. I really think that with the use of social media and other alternative sources, you know, this isn't as critical to get kids aware of things that it used to be probably 20 years ago when now I'm feeling kind of old back when my kids were >> Well, you get it much

166faster now than you did in the past. >> True. >> But we do do sometimes get treated as the panacea. Let's get it to the kids. Let's give it to Jessica or Megan. And here it is. get it done. >> Any input on first reading of board policy 852? That's pretty straightforward and very detailed. So >> distribution can also be there. They say can you put this in your newsletter and we're always like well we can make it available in announcement or and you know but those newsletters are already if they get too long they stop reading them. So we don't want to have to do that necessarily. >> Yeah. Unless it's >> I agree. >> And none of us are here, I believe, to say that no, your thing is unimportant. >> We're just

167trying to focus on the school stuff because we got a lot of that stuff already. >> Yeah, it becomes very overwhelming very quickly. >> All right, we're off to uh Paris, France, Parent, Paris, France, Fras country, Spain, and Barcelona. Yeah, with your guys' permission, we'll be sending uh 18 Avery students to Europe again this year. Uh this year we'll be partnering with Oyola. Um by combining the two groups, we get to cater the trip to exactly what we wanted and plus hope to build some lifelong friendships with some kids from the neighboring community as well. Um, similar trip to last time, swapping Paris this time instead of going to um, Italy, just a different experience for this group of kids. And yeah, I'm really excited about the opportunities here. And you guys will give a

168blessing. >> Hope you give your blessing, too, because I've already paid for most of it. >> Well, then I would like to make a motion that we approve. Make sure Steve's got the rest. >> Language student trip uh scheduled for March 13th through the 21st of 2026. >> It's your second for Thursday would be all over. >> I'm in the same boat. I should probably recuse myself. >> Um is there any discussion on the motion to approve the high school foreign language trip? My only question is better through comparison. >> I'm sorry. >> I've heard that. >> My my question, Josh, is um when we're partnering with another school, um same student guidelines, teacher chaffron guidelines have been agreed upon by both schools >> 100%. They're >> all running through the same travel agent group.

169>> Okay. >> But hotels are great. They've got security built in and tour guide all the time with them. So I I was a chaperon on the last trip. Other than having a blast, I didn't have to do anything hard the whole time. >> They don't do home stays anymore. >> No home stays. They're with the group 100% of the time >> refundable cost. No, >> if they buy insurance. >> Okay. And that's up to each family, right? >> Each family's decision. >> Okay. more shacks than I was. >> And how many shaper rooms are gone? >> Over six. >> And this is over spring break. True. >> Still an opportunity to shap. Steve, >> I've been asked for a reason. >> I figured they didn't want me there. >> Maybe not they >> maybe

170just maybe maybe Paris doesn't want me there. All right. Any other questions for Josh? There's a motion on the floor to approve the high school foreign language trip. Any further discussion? Seeing none, we'll proceed to vote. All those in favor of approving the high school foreign language trip March 13th through the 21st, 2026, please signify by saying I. I. >> I. All those opposed, please signify by saying no. Motion pass. Kids are off to Spain and France. Have a good time. 2025 2026 budget levy and no right. >> Way more exciting than a trip to France. >> I don't think so. Okay. Maybe. Uh all right. So, um there's kind of three parts to this action item. So, I figured we'll just take one at a time. Um, so this is the budget that you

171guys were presented with in September at the annual meeting, less one exception. Um, so what we're going to do is we're actually going to bounce all the way to the end when we start talking about tax rate and the the total tax levy. Um, because really there's only one change between the budget presented in September here and it has to do with the levy. Um, so if you wouldn't mind going over the PowerPoint that would be wonderful. Um, so, and I forgive me, it's really hard to see. I know Becky did all she could to make it as big as possible, but it's Yeah, good luck. Um, so essentially what's in front of us here, this is a presentation that I actually started doing last year, um, just to kind of bring a little bit

172more information and shed a little bit more light uh, for the public um, as far as how do we get the numbers that we get. So this is the revenue limit worksheet that is uh part DPI part John and all frustration. Um so basically this is uh 95% of the information here is gathered through the various reporting deadlines um that my office is responsible for but primarily our annual report which is submitted at the end of the year and our aid certification which is done at the end of uh uh not the end of the year the end of September. uh and our aid certification which is done at the end of August. Um all that information is then certified by our auditors and it is plunked in by DPI into the spreadsheet. Um so

173it takes all sorts of different factors into account. Uh it takes FTE membership. It takes our three-year rolling average of that. It takes all of these different things and essentially it arrives in uh item number 13 which is on the right side of the screen about 2/ird of the way down. Oh, that's fancy. Um, okay. >> So, what that is is that gives us what's called our allowable limited revenue. Uh, which is basically the state saying that you are allowed to levy this amount for operational use in fund funds 10, fund 38, and fund 41. Uh then underneath that is the only part of this that I actually input data into uh which is line number A and B. Bonreferenderendum debt aka fund 38 and then our general operations. So essentially what this is saying

174is that we're going to utilize $10,560,57 for the operation of the general fund and then we are going to use $388,98 for the repayment of debt. Um underneath that is the total revenue from other levies which is our community service fund uh fund 80 which we've done for many years now and then the uh referendum debt service that is right there. So, what that gives us is our total fall 2025 reported all fund tax levy of 13,873,765. Now, I want to highlight this just simply because this number as we discussed during the annual meeting and what is voted on there, it does say in the resolution that is voted upon that it is a it is contingent on many factors. It is a estimated levy, not the final levy. Uh when all of the data

175is inputed by the state, it actually it actually gives us uh it's given us an additional $218,000 over what we had talked about in September. So therefore, you can see where it says levy rate right there. That is ultimately what the mill rate ends up being um which is 7 uh 751 at that current number. So the original projection was 7:41 if you go back to the original or uh 7:41 uh to the original annual meeting and this is 7:51. So I'll pause right here um just to see if anybody has any questions as far as the revenue limit worksheet is concerned. >> So just a worksheet. >> Uh yes essentially. Um but again it's it's you know this is this is the the you know kind of the frustrating part is it's you know

176you can see about again you know maybe 60% of the way down the screen where it says it right to pretend certification of general aid. Again that's the general aid formula. So why are our property tax levy going up? It's because our state aid is going down. Um it's the the the the best way of explaining it is that the school tax portion of your property bill is going to slightly increase this year. Um but it does not reflect a major increase in district spending at all. Uh Wisconsin's school funding formula sets a maximum revenue limit for districts each year. That limit is funded through a combination of state aid and local property taxes. When state aid changes, the local levy adjusts automatically to fill that gap. This year, while our budget is remaining mostly

177stable, the local share increased slightly because of shifts in aid and property values. Um, so this means that the mill rate is raising, resulting in a modest increase in the school portion of property taxes for most homeowners. >> And I I know what we talked about at the last meeting was simply a projection, >> correct? >> There was nothing guaranteed at that meeting. Um, obviously this is much this is a little bit different picture. Um, we're looking at about a $220,000 increase with this formula over what was presented last month. So that would be a 10 cent um 10-cent increase for the mill rate that was that was given last last month >> more or less. Yes. Yep. which via property tax is $10 per 100,000. That's probably easier language for both numbers. >> Okay.

178So, instead of the $6 and10 per 100,000, it would be $10 per 100,000 or the seven. >> Wait, no, >> not right. >> Yeah. No, it it's the the formula that and I I know that there's been several that have been kind of used. um the the way of calculating the mill rate, you know, because that's always one and this is Thank you. This is perfect. Um so the way that that that your actual mill rate is calculated is you take your total schoolbased levy actually. Well, you go to the last I think it's the last slide. Um you take your total tax levy and you divide it by the equalized property value. Then you multiply it by a,000 which is how we're getting to the actual bill rate. Now, if you go back, >>

179if you go actually I don't have that as a as a slide. Anyways, so it it's just essentially if you just take the value of your home, um if you just take the value of your you take the mill rate, divide it by a,000 and then multiply it by the assessed value of your home. Yeah, sorry. Um I wanted to get that out clearly and I definitely didn't do that. So, >> it's my fault. It's not an easy. Well, there's and there's there's several different ways to get to the same number, but ultimately that's the the easiest way of doing it. >> But again, as I talked about during the annual meeting, um, and not to beat a dead horse, but our budget has not expanded and exploded causing this levy to increase. It's the

180state formula that hasn't been really a change in 32 years that is not friendly to rural Amory Wisconsin. Um again, as we talked during the annual meeting, it was 100 almost $150 million advance forward in the equalized property value of the area, which is crazy. And if we look back less than a decade, it's doubled. And so you can draw what conclusions you you've made from that. Um but it's it that's just the the position that we've been put in. >> And legisl legislatively they are not helping us or other districts. >> Correct. Yes. And I I would say that they're they're not really doing anything. Um so >> well they are they're shifting the burden to the taxpayers. >> Correct. >> And then the taxpayers are blaming you and the board. >> Correct. >>

181So in that regard can we then instead of continuing to shift that burden to the taxpayer to not shift that burden to the taxpayer because you said our costs are going to remain quite stable. Our budget would remain stable. Do we need to levy the actual 220,000 then over or can we under levy and keep it relatively close to what we what our projections were last month? >> So Becky, if you wouldn't mind just one more time switching over to the budget, that would be great. Um so this ties back to what I had what I kind of originally tied and then you could go straight to the top. Um this is kind of what I had talked about previously. If you look at the annual meeting packet, the biggest difference and where is that

182money going? Um because we had a balanced budget at the previously discussed number from September um that number is just going straight to fund balance which is not a bad thing. Um because we've had several years of modest reductions in our fund balance. So adding an additional 200,000 or $220ish,000 to fund balance is never a bad thing. Um, and it'll certainly, you know, be utilized in in years to come. So, to answer your question, can we underlevy? I believe so. With with some, you know, just really close closely watched individual expenditures and that sort of thing. I I think we certainly could. Does it mean we should? I I that's not for me to really decide. I guess if it did, does it affect does it affect future numbers you could get? Cuz I think

183back to I mean I didn't understand it back in the 90s. I remember the conversations when we were students. I don't know if you remember that conversations about you know the district not getting what they needed because of the decisions that they had made in the past. >> Yeah. I mean, the the I think the big thing is I think you can get into a really you can get into a a little bit of a tail spin of year-over-year under levying and then it becomes expected. So, when you have a year where you're like, "Yeah, absolutely not." Then you're you're kind of in that place and and I don't want to speak with like I absolutely know what's going on. But I do think that that's part of the the frustration or part of the

184pinch that Hudson is feeling uh because they have underlevied in the past and now they're in a position where they have to close two schools to make future budget requirements. So I it I am always in favor in returning to the taxpayer if it's possible. Um and do I think it's possible? Yes. Um do I think it's favorable? I don't know. I I really don't um what concerns me personally is just straight from the federal level. Um that concerns me because I feel like at times even though we're doing we're doing we're following everything exactly the way we're supposed to, it just has this air like we could drop something from the federal government at any time and that kind of scares me a little bit just from a budgetary perspective. Um, but again, I

185think, you know, logistically, I think that's really what you just have to look out for is are you underleving every year. The problem, and I wish we weren't in this position, is that's really the only control that we actually do have is the ability to underlev. We don't have the ability to change the formula. We don't have the ability to change the state's mind. That really is the only control point that we do have at the local level is are you gonna levy to the max or are you going to underlevy? >> In this political climate, my recommendation would not become under level. I understand that us as a district operator a different set of rules than the state does. The state is the the place in which there is a $7 billion surplus. They

186hold property tax relief. They are far more than we do. And not by giving it directly to the taxpayers. By giving it to the districts, you can then have more flexibility to give it to the taxpayers by not having to go to referendum. Everyone's going to referendum every chance they get because they have no choice. We actually have infrequently done that based on our track record and we've been fortunate enough to pass the ones we needed to pass to keep ourselves going in the right direction. The amount that you gain by underleving the 225,000 I don't think is worth the risk of what's happening at the federal level because there is at any moment in time something could drop there and will dramatically change budgets nationwide, not just statewide. That's my two cents. I I

187would also just add to to Sean's point. If you underlevy this year and a one-time expense comes up that could use that money, then you're in a position next year where you are having to go to referendum in order to pay for that expense outside of your normal operating budget. So, that would be another risk. And so, I appreciate that, but that I didn't think about that. Um, so but I I again I mean the the the mill rate is still in in my opinion um as far as when you look at statewide averages at 753 our mill rate is still middle of the pack if not low to low middle of the pack. It is not at the high end. Um it's not rock bottom like some areas are are fortunate fortunate enough to

188be in. Um, but I I what I would like to see happen is um I I would like to see the state actually take this up, take on the challenge and and use other states, Nevada, New Mexico, their funding models as far as income tax to property tax ratios is much more palatable to most people than we are here in Wisconsin. We already live in a state with the sixth highest per capita property taxes out of 50 states. Um, and we are number 25 for state funding for education. So, it doesn't take much to realize what the problem is. And it's time that it's addressed. It's been time. There's not a lot of political expedience for elected officials in the state of Wisconsin to make investment in public education. It doesn't get you the favor

189of anyone that you need to answer to in your political party. It just just is not in this political landscape. There's just not a whole lot of political expedience in it. And I I'll be very transparent. One party pulls nearly all of the levers of government and there isn't a lot of political expedience and helping public education if that's not part of a platform. So why would they do it? I don't know. They haven't. I just think our kids deserve funding that mirrors what the administrators across from me do on a daily basis and the programs and everything that these kids actually need. And the only way of doing that is by doing it at the state level, not at the local level. So, are we still waiting on on other things that could affect

190this or is this >> Yeah, we absolutely are. So, our our our um our 1505SE or our special education categorical uh categorical uh reimbursement report was just due this last Friday. Um so, we could be in a position where you know the allocation did increase from last year and so based you know it's all based on aortionment and based on what's available. Um, so that could also that could add some money back to fund 10. What that looks like, I don't know at this point, um, unless Abby has heard something crazy. Um, there's also some with high with high cost special needs that also increase this year. The problem being is that there is, you know, me and Abby have gone through that exercise. And you, when they say high needs, it's high needs. You

191know, you're talking about kiddos that cost districts hundreds of thousands of dollars a year. Um, and we just, you know, by the grace of God, we, you know, it's a great thing that we don't have that. Um, but at the same point, you know, it it would help. Um, so yeah, I mean, we're still waiting on some things. Um, the other thing is, um, you know, the potential for developing a financial oversight committee that could help to kind of start shaving some costs down. Um, which is something that I I would be happy to um, talk about. So, what are we looking to approve tonight? So, you're actually target. >> Yeah. So, you're actually approving two different things. Sorry, I didn't mean to interrupt you. No, that's fine. So, you're you're formally approving the budget

192and um I will say that the budget can be amended at any time um in open session, the budget can be amended at any time. And I fully expect throughout the course of this year. Uh unlike previous years, I fully expect that I will be coming to you guys with at least one if not two more budget amend amendments uh before the end of the year revised budgets. Um and that's just to so that our budget could actually mirror what is actual um you know typically budgets if you don't do that they end up not really mirroring the to the penny. Um and that's something that I would like to change. So we can absolutely amend that. Uh and then the uh second one would be uh the tax levy and middle road. >> So

193we discussed the the the tax levy. Was there anything on the budget that's different than what was presented? >> No. Like I said, the only thing that was different is an update on the on the actual levy line item which added the 200,000 >> 200 um roughly 200,000 going into that fund balance. Um obviously we have been told every year in our audit that that is something that we need to build >> or not enough not enough >> it's not enough. we're like looking at 15 12 to 15% and we were not not close there um the last time. So I can uh appreciate the benefit of that. Um I do think I do agree that if our spending hasn't you know really increased and this is you know mostly obviously we're making this up

194because of the state funding um I don't see it getting a whole lot better um at the state level. anytime quickly. I do think that it's a really good idea brought forth to have um a a budget committee. I don't think I think that one of the major things that this that that any board, school board does is finance and oversight. And I think that's very hard to accomplish um in just a few meetings a year when we're looking at I mean, we're already at 9:00 tonight. We've been here. We've talked about many different things that we have to talk about um in our board meetings. I don't think that we as a board can give good consideration to major financial decisions that impact our taxpayers in such a short amount of time. I would

195like to see more hands-on um say in that through the year. Um >> yeah, I would I would propose I would propose having a five to seven person working committee um you know advisory committee that meets monthly for 90 minutes to two hours and we go through a very similar agenda with some adjustments based on what time of year it is. Um and whether that's you know looking at simple expense and revenue reports. um those are the types of templates that you know can be pretty easily thrown together and and um and discussed and then ultimately help with the budget process. I mean because I if part of the reason why I I think it's a very valuable idea is simply because it's a big heavy complex thing school finance in the state of Wisconsin

196and it's a lot for any one person to wrap their brains around. So I think the more involvement within reason to help kind of digest some of that information and think constructively and creatively on how to spread things out, how to shave where appropriate, how to increase where appropriate. I think it can only help and not really hinder the process. Um so I would be happy to come back to you guys. Um you know that's something that I think we can start doing rather quickly. Um and um I don't think it needs to be a boardappointed committee. It can just be a board sanctioned committee and um I can develop that process, procedure, protocol, agenda, template, all that stuff rather quickly. I may or may not have already done it today. >> So the geekb

197says it sounds like fun actually. >> And I think it would be I I think it would be >> making fun of Jessica. >> No, no, cuz I I love numbers. So, yeah. >> Yeah, >> I think it's imperative. I just don't see the state portion of this getting any better anytime soon. They've already held the keys on a $4 billion um overrun that they have not released to public school. We're looking at almost double that, I think, now at this point. And that doesn't look like that's going to come public education way either. Um, so I think that we have as a board a lot of things to consider of working within a realm of this budget and being contained. >> Well, I would also just add, you know, and I know it's already

1989:06 and we're at hour 14 for most people here, but I would also >> No, that's fine. I would also just add >> that I I definitely think that there is money to be freed up without doing aggressive cuts. I think there is, you know, I've already been working on, you know, things like insurance and health insurance and looking at other opportunities and possibilities to um see where we can have some some flexibility and supply wounds. And again, those are things that were brought to me um through just other people. So that's why I think it's it's it can be incredibly insightful to have um a good working committee that you know is just dedicated and reports you know whatever that report format ends up being to the board at every month. I mean it

199again it's just a it's a transparency builder and it's um if we can shave a million dollars worth of expenses without cutting anything well then next year we could look at under levbying in a more significant way and do control what we can. I do think we owe it to the taxpayers to as a board. We we owe it not as a school district because what you guys do in the district office cannot be um oversimplified and it cannot be stated enough how much work you all do. But I do think that it's negligent for us as a board to continue to come to these meetings and say, "John, Sean, do we have it in the budget?" and and and then that's kind of where it stops and that we're trusting that process and not

200that we don't trust you, but it's not fair to put that burden on you when really the board job is oversight and finance. And I think the board has fallen short there. Not not because we've chosen to do that. It's just kind of been the status quo. And I think that >> I don't think there's anything wrong with another layer in the decision-m process. A layer with all sorts of meat, I don't think any I think it's a good idea. I think I think we owe that to our taxpayers to say that we are trying to be very good stewards of your money um and that it doesn't come up just when we're talking about referendums or building projects that or um salary um for staff. I think that that does have to be dug

201into more. Um I'm very on on brand with that. And with that, I'll turn that over then to to stay on the discussion of the mill rate and the budget approval. John, is there a timeline on when these decisions need to be made? >> Uh, today. Yeah. Yeah. Yeah. We We have until November 1st to certify the levy. Um, >> well, then that's a problem. >> Say that again. >> Well, then a decision has to be made. >> I think Shar's making reference for the future. >> Oh, yeah. Not for this budget year because November 1st is after all about 10 days away. >> Oh, yeah. Yeah. Yeah. Yes. >> Are you That's That's where I'm getting confused because for the future for this one. >> In fact, this uh >> We don't have time.

202No, not for this one. But I do think that we because we are I'm not going to say so far apart because this could generally be worse than the projections we were given. But it is a um a departure from the assessment that was given, the estimates that were given to um our taxpayers last month. Um there was a lot of talk and I and I can totally appreciate that this is above and beyond what we've already asked for for the referendum that was passed uh a couple of years ago. This is above and beyond your property tax assessment that we don't control. This is above and beyond your townships, your city that is also asking for more. And again, I mean, and for me, you know, I look at that and say, well, that

203was $30.50 per $500,000 worth of property, which $30.50 doesn't seem like a whole lot, but it's above and beyond what we asked for for the referendum. So, that's another, you know, $60. It's another It's above and beyond what the city's asking for. And so I can appreciate that I can't control the city. I can't control the townships. I can't control the property valuations, but we can control being the stewards of the money here. And it's only appropriate to have this conversation because I think the taxpayers are to the point of every year you're increasing the mill rate. Even though it's only sensitive, it's only an ask, it adds up after a while. And with declining enrollment, what can we do to um our our costs are remaining stable, but we are we do have declining

204enrollment. Yes, educating students has never been higher per pupil and we've never been getting less per pupil at this point and and shifting that burden onto the taxpayers. Um, but we owe it to we owe it to John and we owe it to Shawn as a board for that oversight to not just put this squarely in their laps to take the ownership uh of what we've been elected to do. And I think um having this discussion to see this is um certainly shows us that we need we need to do that. Obviously not for this year. We have to approve this now. But I moving forward, we have to when we go to the taxpayers to say this is the levy that we've passed tonight. This is the mill rate that we've passed tonight. What

205are we going to do moving forward? This is the plan moving forward. >> And the committee could absolutely help to do any sort of budget provisions, right? I mean to to look at what can be reallocated from here to here and those bigger picture things to help kind of, you know, sway this year. still, I mean, it's it's not locked in stone. There are still absolutely things that we can do to to shave costs um and adjust the budget accordingly. And you know, that's that's always the the that's what we're always striving to do. >> I'm sorry, that was probably a very long- winded explanation there, but um >> Oh, hey, let's just have a committee. I make a motion we approve the uh changes as presented to both the bill rate and the budget.

206>> I'd like to um Yes. So approving the budget as presented and then the Miller rate. I would like to have that um 7 >> 53. Make sure that that's the formal motion. Is there a second? I'll second that. >> Larry, >> it's been properly moved and seconded to approve the budget as presented um and accept the mill rate of 753. Is there any further discussion? Hearing none, we'll proceed to vote. All those in favor of approving the budget as presented uh and approving the mill rate of 753, please signify by saying I. >> I. All those opposed, please signify by saying no. >> It's approved. >> And I would just like to add just and I'm going to continue to add. I welcome anybody to call at any time and I will happily walk

207you through the numbers. I will happily walk you through what this means. I will happily take questions at any time. Um, and please, you know, right now is a very busy time of year. Um, but I am always happy to drop what I'm doing to speak to members of the community 100%. >> Thanks for all the work that you put in on this. I know this has been a very moving target and has not been easy. So, >> it helps when banial budgets are done early, not late. >> That's for sure. >> Well, and it doesn't make sense. I mean, it's it's not it's not it's not personal finance. It's not business funding. >> It's its own beast and it doesn't make sense. >> Correct. >> Thanks for the work. >> Okay. Off to start

208college now and early college credit. No, no, no. Short tour borrowing. Sorry, I I didn't want to cover that right now. You know, I tried to skip right through that, but after we just had that long financial discussion. >> Yeah. Unfortunately, all of the fund school finance related resolutions and stuff all happened in really just in in sequential order. Um so, as we discussed last year, the year before that, year before that, year before that, um you know, school districts all throughout the state of Wisconsin have um funding gaps throughout the year when we actually get our monies, whether it be tax levy or state aid. um a problem that is only further exacerbated by the fact that we are now more property tax dependent than we are on uh state aid dependent which means

209that the gaps that we go between getting actual money into our accounts uh is only growing bigger. So what is in front of you is a resolution to have a line of credit. This is a revolving line of credit. Uh this is a prime minus a half uh line of credit which means we're getting a better deal than what the prime interest rate currently is. It is a fixed interest rate. Typically revolving uh lines of credit do not have a fixed interest rate. They usually have a variable semivariable depending on what the market is. So it's a very uh very safe line of credit to for us to have. This is going to be through Old National Bank, formerly Bremer Bank, uh just as it was last year. So, this is basically just the resolution

210for us to have a line of credit of up to $3 million, which we will not pay interest on unless we access the funds. >> This is something we just do every year. >> We just do every year. Correct. And again, yep, it's in the state's court to look at a 12-month calendar and say, "Hey, let's evenly spread things out throughout the year. And I really wish they would do that. My sleep cycle would appreciate it. >> Make a motion we approve the short-term borrowing. >> Is there a second? >> Second. >> It's been properly moved and seconded to approve the short-term borrowing um as presented with a uh line of credit. Is there any further discussion? Hearing none, we'll proceed to vote. All those in favor of approving the short-term borrow, please signify by

211saying I. >> I. All those opposed, please signify by saying no. >> Motion passed. You can go ahead and use that if you need to. >> Thanks. >> Okay. Sorry, Mr. Gold. Have to um start college now and early college credit. 10 students who would like to take advantage of the statemandated program that allows them to take courses elsewhere um that we do not offer at for the spring semester. >> Approve that. >> Why do we have to approve that? >> You can't say no. >> I know. But why why does it have to be an action item? I don't understand that. >> Well, you have to approve the uh the occasion for the kids to do it. Well, we don't get to approve whether we pay for it or don't pay for it. >>

212No, I get that. be happy to approve the fact that the kids are doing it. >> Let's not talk about how this >> All right. >> I would like to make a motion to approve um early college credit program start college now for 10 students for the spring of 2026. >> Second. It's been properly moved and seconded to uh approve the early college credit program and start college now for the 10 students. Um all those is there any discussion hearing? Then we'll proceed to vote. All those in favor please signify by saying I. >> I. All those opposed please signify by saying no. >> Motion passed. I will make them go to school. All right. the proposed new date for December board meeting. >> Well, when you approved the calendar last January, um we had

213eyes on all the targets necessary, but I'm not sure that the music department had entertained the calendar and they double booked us. >> No fault of theirs. No big deal. We'll figure it out. But Monday, December 15th is our present board meeting and that's scheduled for 6:30. And Monday, December 15th at, you guessed it, 6:30 is the holiday concert. And that's middle school and high school. And that involves a lot of people, some of the people here in this room. So, a new date proposal of Wednesday, December 17th at 6:30 is on the table before you for a motion. If you so choose, I will make a motion we move the date to the 17th of December. >> I'll second that. It's been properly moved and seconded to move the proposed meeting date for December

214from December 15th to Wednesday, December 17th. Is there any discussion? Hearing none, we'll proceed to vote. All those in favor of moving the date to Wednesday, December 17th for the regular board meeting for December, please signify by saying I. >> I. All those opposed, please signify by saying no. Motion passed. Mark your calendars for Wednesday, December 17th. Don't be showing up on Monday the 15th. >> It's my birthday. Thank you. on the 15th. This is a much better plan. >> Oh, I like this. Okay. April 39th birthday. >> Thank you. >> Make a note for the future years. >> Is it the 21st anniversary of your 39th birthday? >> Your 29th birthday. >> All right. Um, okay. That's been successfully moved. Now we go on to the best part of the meeting, the donations and

215grants. >> Okay. Well, we have a few. We've got Allenson Appliance. That's alpha out Rice Lake. If you're not familiar with that, they have done a donation of $1,500 to the Angel Fund from appliance sales over the course of summer. So, a portion of that. Wisconsin Credit Union. Thanks to you and all the customers for the donation of hygiene products collected from your scrub aadub campaign plus a check for the fund. Riverplace dental thank you for the basket of snacks provided for each of your staff lounges. >> Teeth friendly on that >> teeth friendly snacks shouldn't be if they were smart business. >> They already got me. That's why I talk like this. They've already got my teeth >> of St. Croy Falls. Thank you for the donation of $4,000 to the Amry Band program

216raised as part of a 100 days of giving celebrating 100 years in business. Bwell Nutrition, thank you for the donation of $100 for homecoming menu sales. Perfect. Wisconsin beauty council, a $200 grant to be used for the seventh grade animal science unit. Pope Bernett, $500 grant for Global Scholar Spanish Club, volunteer partners of Amry Hospital and Clinic. Thank you for the donation of $400 to POSA, which is that health cooperative that we've established at the high school. Department of Justice, a $20,000 digital mapping project that Josh talked about a little bit ago. T-Mobile, $50,000 T-Mobile Hometown Grant. It's uh about a month out now. And many thanks for your generosity and support. You need to make a motion if you want to approve those donations and grants. >> We would like that money. Is there

217a motion to approve the donations and grants? >> I move to um approve the donations and grants with a big thank you. Of course. >> Of course. Is there a second? >> I'll second that. Thank you, Larry. Is there any discussion on accepting the donations and grants um as presented? I'd like to offer a huge thank you from the board and the school district. Um it just amazes me every single time we sit here on the amount of money that comes into the district. Um even a place as far away as Rice Lake to think of our school district. That's amazing. Thanks for all of the people that are local and support all of these businesses to make that possible. and for the businesses to continue to come up with these really cool campaigns like

218the scrub dub and the homecoming menu and really cool. Thanks. What a great way to give back to the community. Blows me away every time. >> All those in favor of approving the the donations and the grants is presented, please signify by saying I. >> I. All those opposed, please signify by saying no. Thank you. Donations are approved. Many thanks. And then off to personnel action. >> Okay, we have a few personnel items here. Uh, new employment contracts for Adelene Aman, seventh grade volleyball assistant coach, Scott Ball, eighth grade boys basketball coach, Tracy Hendrickson. Can't get her to go away. A director, school board meetings, AB director for music concerts and varsity athletics live broadcast coordinator. Noah Oliver, special ed parah. Reassignment of Tina Wagner from school nutrition to office parah. Resignations. Abigail Bushinger as

219high school girls wrestling coach. Megan Cree, office parah. Chad Edwards, high school girls basketball se team coach. Jill Jackson, athletic director, athletic, sorry, secretary, substitute scheduler. Nathan White, special ed teacher. And Jacine Weisermanman, seventh grade volleyball assistant coach. Apparently, we can't get rid of uh Coach Ball either because with a name like Coach Ball, how do you not coach basketball? But he keeps coming back and I'm grateful that he does because he's really great with the kids. And Tracy, uh are you sure that you haven't rethought your life's choices after it's 9:30 and you're still here tonight? Thank you. >> I I was just thinking about that. >> We're not going to give you an opportunity. So, do I have a motion to approve? >> I would make that motion. We approve the uh personnel

220action items as presented. Is there a second? >> I second. >> Thank you. It's been properly moved and seconded to accept the personnel action items as presented. Uh discussion was had in close session regarding those personnel action items. So we will move to vote. All of those in favor, please signify by saying I. >> I. All those opposed, please signify by saying no. >> All right. Motion passed. Tracy, you're stuck with us. Thank you very much. >> Um thanks Becky for going out and get that community. There's no left. I don't think Tracy's adding on to her night. So, we're pretty boring. There's no community comments tonight. So, I will entertain a motion to adjurnn. I don't believe we need to go back into close session tonight. Uh, I'll entertain a motion to adjurnn. >>

221I move to adjourn. >> Gwen, it's been moved to adjurnn. Is there a second? >> I second. It's been properly moved and seconded to adjourn the meeting. All those in favor, please signify by saying I. >> I. All those opposed, please signify by saying no. Motion adjourned. Thank you everybody for a late night. It's a productive meeting though.