CFAUSD School Board Meeting Regular Session January 28, 2025 Source

001To 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. Next up is our student representative, Addison Zimmerman, who will read our mega statement. All students will graduate with the knowledge, skills, attitudes, and behaviors necessary to achieve their personal goals and make a positive impact in the world. All right. And the next agenda item is also involving Addison with the student representative report. Yes. Um, good evening members of the board. I'm pleased to present an oral summary of activities across the school district for the month of January. A more detailed written report will be available for the CFUDS stakeholders in the public minutes and in the board's monthly newsletter for considerations. At the high school, third quarter has

002officially kicked off. The high school has a new um electronic board in the cafeteria, which is exciting, which will display upcoming events. and orchestra took a trip to Nashville and enjoyed lots of unique opportunities at the middle school this past weekend. They held donkey um basketball, excuse me. Last night they held a showing of screeners at MCON and their winter sports have officially kicked off at Homestead. They held their jump off. Um, they had a visit from the high school wire choir and their kindness crew has been leaving kind notes for students and staff around their buildings. Uh, at Hillrest, the PTO has been working to raise more money for their playground and they have just finished up midyear assessments and data meetings. At Park View, they are participating in one school, one read, and

003they hosted a family swim night at the middle school. And finally, at South View, students have been participating in bus retaches to review expectations. In conclusion, our district is off to a great start to the second half of the year. Thank you for your time and attention. I would be happy to answer any further questions at this time. Thank you, Addison. Does anybody have any questions? All right, thank you very much. Uh, next up is 4.01 public comment. Uh, are there any people signed up? There's no one signed up. Okay. Well, then we'll move right along to 5.01 master facility study. And this has Chad Trobridge and ETSNR representatives. Yes. Thank you, M. Uh tonight we have representatives from ATSNR, Sarah Fox and Dwayne Parkos joining us tonight. Uh they were the people doing a

004lot of our master facility study. Just a little context for everybody. Uh this is our third version of a master facility plan. We do intend to continue to update this every five years as part of our ongoing work. So, uh, I don't want to steal any thunder from what Sarah and Blaine have to present, but they went through a rather extensive facility condition analysis just to assess our facilities both from, you know, mechanical, electrical, space considerations all the way down to um, meeting the needs of modern learning environments. So, can be a little overwhelming is the big report. Um, sometimes I think people have the impression that we don't do anything to our facilities, but a lot of our facilities are so I think what you'll hear tonight is similar uh to what we have

005heard the past couple studies. There are some facilities with some fairly significant needs and I will turn. Thank you. Any questions from the board before they begin? That up. Okay. Thanks. So yeah, last time at the last time we visited, we talked a lot about um the FCI and the findings that we we had discovered through our analysis. And first of all, we want to go through the book and just show you the layout, how to know what information is in there and how to read it. Everyone got one? So if you want to just there's tabs that hopefully will make it easy to flip through. So we're just going to guide you through what's in there. and uh start that way. Right. So you open up into the table of contents. So that gives

006you your general layout of the various pieces. Um you can return um zoom out so it shows the whole page on your um is there. comment. Is there a zoom right there on the side? I'm not seeing one over here. It's usually page layout. Just like this. Oh, he doesn't have keyboard. I can't imagine trying to look across the room with a mouse. Yeah, it's really hard. I could not do that. Oh, it's right here on the side. Uhhuh. Oh, there it is. It's hiding in the corner. Get the escape button out trying to put in minimize the screen and then do that. Okay. Is that drag? Thank you. Okay. There we go. Okay. So, you have table of contents and that's going to give you your overall layout of what's in each of those

007tabs and we're going to quickly go over some of the highlights in the facilities assessment criteria. We went over a lot of that last time. So, we gave you a lot of detail about that. So when you have some time, dig into it and look into you want to see the detail behind it and uh you know really see some of those things that that are out there that that uh you want to be paying attention to in your facilities. That's kind of where you'll see a lot of that stuff. uh section three educational adequacy criteria kind of the the criteria that we're using to uh review ed adequacy and uh you'll start seeing some plans and layouts uh when you get into section four uh which is building data and educational adequacy maps. So

008you'll see site analysis, facilities analysis, some building age information and educ educational adequacy information. That's where all the plans are. So the the ED adequacy plans are in there and and the FCI information, right, is set up per building. And I find that is always a a it's a nice kind of go-to at a glance. You want to look you you look at the building and see, hey, here's some needs in these areas and adequacy side. Maybe we're getting smaller rooms over here. We got some needs over there. kind of a nice at a glance spot to go if you you know to give you some good information really quick. So this is Homestead. This is the first one. So you have your site plan, site efficiencies or and efficiencies and then your facility assessment.

009Uh the keynotes are all labeled on the plan so you can see specifically where we may have highlighted a specific item and then blending. Yeah. Then you get into some of the mechanical electrical stuff. You'll you'll see some of those notes in red. You know, those are things to start paying attention to and in this particular building. And then you'll see on the electrical side like the the building's painted red on that one except for a few areas of yellow. You know, a lot of that deals with, you know, Fluorescent lighting. Fluorescent lighting is getting to be a big thing that the EPA is trying to come down on right now. You know, Minnesota and 16 other states have already banned fluorescents and the sale of fluoresence. I can only imagine Wisconsin's going to be

010shortly behind that in the next couple of years. U but but once you start getting out to 2030 2032, that's when the fluorescent ban is going to start hitting kind of nationwide where you're want to start getting into getting more into flu into the LED fixtures and stuff. So that's why you'll see that as red is versus in color on that particular issue. So and building age know if you want to see the different ages of some buildings many add-ons many additions. So that will give you an idea know the older older parts of certain buildings. And then if this is a ed adequacy where we use a stoplight kind of analysis over here on the side. So red is is the most deficient. Yellow is no it's it's okay. You know there might be

011some element that that we found to be deficient but otherwise is is acceptable. Then green is is good obviously. Uh And then uh the district likes to have a toilet count understand you know where they're at school and then you want to explain just quickly how to read. Yeah. So once you start getting into the indepth facility condition information, this is the background that uh when we start looking at systems, whether they're electrical systems, mechanical systems, roofs, walls, windows, casework, flooring, you know, we start digging into the building as to what's good, what's bad, what's okay, and that's where this starts playing into into that whole aspect of it. So we we have in there what's um considered conditions one through uh we really concentrated one through three a lot and then you'll see some

012stuff that's fours in there as well more so on the mechanical equipment we we kind of went and try to catalog as much of it as we could so that way Randy would have kind of a nice catalog of stuffed reference for the future so that way if he's ordering parts he's he can go to this catalog and hey here's the here's the model number for that piece of equipment for him. So, uh, so we did them that favor by getting that information in there for them. So, so, so that's that's where we have all that newer equipment in. So, that's that's where you see some fours and fives, you know, because it's newer equipment. And, uh, but that's where all that background goes and and cost breakdowns. So, if you're replacing that those parts

013and pieces, uh, we have that cost breakdown in there. So, that way you have a budget to at least start working with. And of course that can be flated inflated up as as the district decides to do stuff and you give us a call we can if it's two three years from now we help you guys make sure that you have the right number at that particular time because it's currently a window of time that those are budgeted in and then obviously it inflates up as time moves on. So um but those are things that we can easily do and as as we hand over spreadsheets as we like to do to Chad and and his team that uh we want to do some education with them to show them the planning side of it

014and uh and also how to move it into the future. That way they can show and see how that cost affect. So then section five is a summary of all that data. It's more by item. Yeah, section five if you cage. There it goes. Yeah, this is where now it starts breaking it down in different ways. So in this case we have a a by building and then we break it down into like four major categories. One being site work, the other one being building envelope, building interior and building systems. So, so you think about that as you know uh building envelope you know that's your roofs and your walls and your windows and uh your systems that's your mechanical systems your electrical systems those types of things your interior meaning uh more of your

015carpet your ceilings your walls and and that kind of stuff and then site being your sidewalks and your parking lots and and playgrounds and those types of things. So, so we break it down by building that way. So, you can see it. Uh, the costs are right now in 2025. So, you we also have a high, medium, low priority in there as well based off of our our meeting with Chan, Randy, and some others to to start initial prioritization on that. Uh, so that shows you where those break down on by building in categories. And then as you keep going in here, we start breaking it down in other ways as well. And then this is I like to call this one the uh the salsa chart. This is uh section six. Yeah, section six.

016We'll do that. So So again, I like to call this the salsa chart because uh again on a by building basis, it breaks those pieces down even a little further. So now you can see it in this ADA accessibility you know air quality issues under air quality is like ventilation temperature controls mechanical systems and then you get general building condition exterior general building condition interior continue you see plumbing electrical program needs safety security type stuff and then site and if it's white in there that tells us that there's very little need in there if it's green, there's a little bit more need. And if it's yellow, there's more need yet. And if it's red, that means it's a fairly uh significant amount of need that uh that is needed to address in that particular uh

017building. And then again, you can see it by category in there. Um it says Green Bay Area public schools on top. Oh, no. So that too. I was I was going, "Wow, they have the same name schools we do." But the school names are right. We'll get that correct. That's okay. Sorry about that. It's fine. It looks like it's our data with the wrong heading though. Yeah, it's the right data. There's a there's a header in there that someone buried in this thing that Yeah, I was corrected and was corrected. It might have saved itself back. I know. Fix it. I just wanted to be first because you Peggy is the one that always I was I was I wanted to be first this time. So yeah, we'll get we'll we'll reissue that these these

018um as a amendment. So good catch. Luckily it's just on that one. Okay. So yeah, I call it the salsa chart because it looks like kind of a bowl of salsa out there. So it's kind of how it's gotten its name. That's the easiest chart to read. Yes, it's a nice easy chart. Again, red, yellow, green kind of stoplight stuff. So, it's easy to draw your attention to those things that where you have more needs versus things that don't really have as much need. All right. So, then we have our section seven, which I'll go over more here shortly. Uh the building options and aspirations. Uh so, I'll come back to that just to finish going through the book. uh after section seven then we go into our appendix which has all the data. So

019section eight is where the appendix starts. That has the uh FCI questionnaires that went out to uh school custodians uh and Randy. Uh two is all of our ed adequacy questionnaires and responses. It's pretty it's great stuff. the staff took a lot of time in completing these and very informative and we we gain a lot of knowledge from these surveys. Uh and then uh we have section nine section. We have section 10 is those principal interviews just our notes you know just my handwritten notes which is just for for what are not very useful probably spend a lot of time on on those sheets. And then see and then we have a uh future ready and kind of the uh trends that we're seeing in school design project based learning uh providing for the future

020ready student uh is in I can't read it uh is in section 12 is that part which is pretty interesting stuff if you want to read through that. Uh and 11 has our standards uh design standards which we utilize for the ed adequacy uh uh building sheets the diagrams that you'll go back to per building. We um identify spaces that are under sized based on these standards. We use Minnesota uh just because it has a very easy sort of user friendly analysis that we we utilize. Um so so it's interesting stuff on square footages. And then at the very end is your uh your enrollment projections uh which helps make this book super thick. Uh that's that last section. So going back let me go back section seven. Are there any questions before I dive

021into section? I do have one question. I'm sorry. So, how do how do you determine an aspirational option? Okay. So, I'm kind of looking and I'm still confused. So, we start with meeting with the executive committee and we discuss goals and priorities for the analysis. And we complete the analysis and then we in order to the nice thing about the options and aspirations it it really highlights the you know any deficiencies just by creating these options know their solutions to a problem right uh so we take what we find from the analysis and essentially it's our recommendations based on our uh conversations with the executive committee on what those priorities and goals So if you go there it is. So scroll down maybe. So what you'll find in part one in the executive summary, you'll

022find those goals and priorities that were discussed with the executive committee and I think we maybe went over those. Oh yeah, we sent a survey out also. Uh just to get the board's opinion on that. It did get too many responses. I think he got one response, but uh and that that goal was just to prioritize these items, but really, you know, maybe they're all important. So, the prioritizing isn't going to be necessary. Uh but those are in here. And sorry, not going to spend time zooming out here again, so I'm not showing you everything. But in this executive summary, we go through the enrollment trends, you know, the the history uh and these are from that um enrollment projections report of it. And then we the five-year uh outlook uh just some other just

023data current districtricting. And then here describes if you guys can this page what aspiration options goals. Yep. So this highlights what uh we uh the goals of the options and aspirations were. Uh so this is based on those goals and priorities from the executive committee. you know number one all the options include the priority one and two FCI uh costs for the maintenance of any repairs uh to the building. So each every option includes that. Uh the second one was know complete the improvements at the high school and middle school. Uh enhanced teaching and learning at the elementary schools and the reason for that is because of the priority to build further from the previous referendum equity into the remaining schools in your district. Uh and then along with that improving safety uh with the

024parking there were some a few schools with deficiencies and and pickup drop off. So those were included. That's at number three. And then we looked at different options to centralizing the district operations uh with people's services quarter chestnut uh and um the central office uh and there's a few options with chip high school. Uh and then the you know the right sizing of school facilities. Uh again things that were started at Hill Crest, Middle School, and High School renovations from the last referendum. So, those those are what the options represent. I think you meant Stillson. What did I say? Hillrest. Yeah, thank you. I have Hillrest on screen. Yeah, I definitely don't mean uh so part two is is basically a menu of each building option. uh the elementary schools very simple you know we

025just did one option for most of those there uh I can I'll go through and show you briefly what those plans look like but this first page is the menu of those aspiration options and then a very short summary uh square footage existing and new and then there's a cost over here. Uh so that's the menu. This is the little abbreviation that you'll find in the packages. So these are the different options. Several for the central office. Wish I could zoom out. Uh so when you look at these uh the colored orange is renovation, the blue is addition. So this one for instance is Homestead. So one of the uh priorities was to any school that has a caf cafeium to build either a new gymnasium or the cafeteria. So Homemstead uh this option uh

026has a new gymnasium. Uh we also added a new media center uh with it and some additional special ed spaces. Uh it also know adds in those elements that Stilson and uh middle school and high school have with some breakout space. Uh so we have to know kind of move move some things around uh to provide those those um those uh uh amenities essentially uh to the school that other schools have. So, this one also has a renovation to an option to solve their uh parking and bus drop off issues at Homestead. Would you go over Hillrest? Uh yeah, Hillrest is HL1 I think is Oh, yep. So, this is Stilson. So this is HL1 is is offering a a new school uh for Hillrest. Uh HL2 is closing it and not building new but

027redistricting. Uh and then HL3 uh renovates it. It it gives that provides those uh breakout spaces, small group spaces that were lacking and it hands over a portion of Hillrest over to the central office to bring in uh pupil services and some like HR from Chestnut. And then we're proposing here just a new boardroom because of this room is undersized for for your needs. So gym balls again the new gym only has very small gym, very small cafeteria. um adding on for a kitchen expansion, tiny kitchen. And this in the addition would provide a breakout small group spaces and then some toilets and storage and new gymnasium. That's Park View. Park View has two options. Park view essentially just right sizes and adds in those breakout spaces and small group spaces. Uh that's why these

028are these classrooms are additions because we're taking up that classroom space to build in those flex spaces. also uh adding on uh c uh cafeteria space and kitchen renovation, expanding the kitchen. This one also has a um modification to the the bus. like car car would come in here and loop around and then bus would have had its own separate exiting. Now these are concepts keep uh no there would analysis would have to be done and completed for this but okay so don't get too hung up on the solutions necessarily but the point is no you want to have a uh bus where it goes can be worked on. Uh this is the second park view option. This option you'll find in I believe it's package option three. Uh where we propose to close Hillrest

029either redistrict or um redistrict build Yeah. redistrict or build new. um this option for redistricting, we would add additional classroom space to increase enrollment at Park View to handle some of those those students from Hillrest. That's what PB2 South View uh SV1, how are we doing on time? Are we okay? Do we have more time because we started earlier? up to our current in charge. If we're still talk, if you're still talking at nine o'clock, you're out of Okay, that's fair. Okay. Uh now again right sizing adding in those flex spaces small group spaces in this uh SV1 uh SV2 again park view adds additional classroom space to increase enrollment potentially to house additional Hillrest students. Okay, let's see. And then middle school has one option. Uh you'll find in the option packages that I

030think it's maybe four where we uh in that option nothing is done at the middle school. Every other package has this work in at the middle school included. This is the completing of the remaining areas that weren't touched in the last referendum. uh updating music wing, updating uh your shops and CTE and art spaces, uh toilet like um changing rooms and uh accessibility to the uh locker areas by the pool and then enlarged fitness uh center. And then this one again it's you know it's a allin, right? So, uh, this option has, uh, four new tennis courts, uh, a track, I think it 300 meter track, so we couldn't make a a 400 meter fit. So, this this would be the alternative to that. Uh, they have a track program, but no track. So, no,

031these are things that came out of our conversations with staff uh at the middle school as uh things that they don't have that if they do have would provide um enhanced programming at their school. This also has a you'll see in there also has a cafeteria expansion. I forgot to mention that. Okay. and a lot of work at the high school. New music expansion. This has a gym, an additional gym. Uh fitness edition. This No, they have a great need at the cafeteria. Um very tight. Uh so this would include cafeteria expansion also. Uh trying to build in more of those flex spaces, small group spaces, creating a commons, you know, maybe a coffee shop kind of common space for students. Uh expanding art, expanding facts, maybe the opportunity for culinary arts program. Uh and

032yeah. Oh, and the auto updating the auto shop and expanding the parking. Uh, again, you know, these options dependent on on maybe the options to Hillrest. Uh, we do have a couple options where you close Hillrest and you hand that over to the high school site essentially. Uh, but it comes with building a new central office, I believe, is one option. Uh but we included a reworking of the the bus loop so they could get some more visitor parking at the main entrance and then also expanding parking on the west side because you're you're losing some up here and you're tight on parking as it is. Okay. So then I would zoom Oh, I think this is CO one. Yeah. So this is uh the central office option uh one which brings in uh Chipoa

033Valley and expands the central office into Hillrest. this uh I have some notes on here where you know depending on how much space you want um the Chipela Valley uh program and the quarter chestnut uh community uh uh programming and testing that occurs there would overlap their programming above valley potentially. uh if you want to close quarter chestnut. So that's what these these notes are attempting to explain as an alternative. But this option here keeps quarter chestnut open. And then there's a program for the central office. And then this option is CO2. This one uh maintains Chipoah Valley where it is. Uh and then quarter chestnut uh moves into a portion of space. Uh larger central office also for central storage expanding the the shortage on storage space. and then gymnasium uh for the high

034school. And then central office plan three would be a new central office. And when you look at the packages, you know, they there's, you know, you would select that one for if Hillrest closes or, you know, there's it's very relevant to the package that you're looking at. And then this is central office 4 which I've mentioned before reduces hillrest and expands the central office. There's uh Corger chestnut some renovations that's in a couple packages takes out human resources and moves in uh CCLC uh into the first floor maybe expands uh some community outreach programming Voyagers programming in there. Yeah. So now now you get into the options. So there's a summary page that breaks down the option and which of those building specific options are included. Uh the grade out option one includes all the

035elementary schools. Uh that those are included in option two, option three. Option three is a little different because South View and Park View are uh the expanded um options. So that's the grade out and you can read through the summaries and then there's a cost. There's a cost and then a um inflated cost depending on when when the work would be done. These are project costs. And so you have your option one which um let's see how are we doing on time? Uh option one uh moves to valley to Hillrest to people services and a portion human resources uh to from Corey Chestnut uh to Hillrest and you build new Hillrest. This each option includes essentially all the work at the elementary schools uh and again all of the repair and betterment that you find

036in the FCI that are priority one and priority two. Stop me anytime you have a question. Uh so then the next slide has each option uh listed the cost and then total cost at the bottom and then a enrollment projection on the effects of that option package. And then it has the subsequent uh different package different building specific options. So there's option one. Sorry, I have to scroll. Maybe I don't go back. So then option two. So option two uh again uh moves people services encourage chestnut to Hillrest. Again you're building a new hill uh new Hillrest. Um but Chipoa Valley stays where it's at. Now I zoomed out and now you central office quarter assessment option for that package. Oops. Option three, close Hillrest and hand over Hillrest to the high school site. build

037new central office with people services again portion of administrative um spaces at Corger chestnut to maintain valley and corg chestnut [Music] and option four reduce Hillrest enrollment uh to expand the central office uh and move people services and HR to the central office. Still maintaining quarter chestnut, but you can close people services. Option five, uh, move Chipoa Valley People's Services and again the administrated spacesh from Cork Chessa to the vacated Hillcrest site. Redistrict enrollment boundaries. So this has that South View and Park View the second option that expands those two schools. Um and no no other work at the middle school except for the returning betterment at the middle school. So high school is still on board and option five. Um that's it. So those are the options. If there's option and even after you've

038looked through this, you feel like there's an option that you want to see, you know, you can add that to to the book. Comments, questions? One question I have is um I know that I briefly mentioned the enrollment rates, but to what extent does these options take into account future enrollment declines? So when we're looking at redistricting, I see a lot of expansion and renovations and but if we're looking at declining enrollment, I guess in my mind, it seems to me less space. And so I didn't really see an option necessarily that focused more on utilizing the spaces that we have rather than building new and just transitioning. Yeah. But I didn't know to what extent you know the model shows those declines over I mean obviously at 100 million I don't think that's a

039this year project so we're looking at few years out so to what extent does your enrollment model take into effect these projects being built over a period of time? Yeah. So, you know, when it comes to right sizing and building in equity into schools, it's it's a question that you as a district should ask, you know, do you want to reduce your capacity? Um, even though you are declining, you know, is there at to what point do you want to reduce that capacity? And so I was going to pull out even maintaining capacity with a reduction in enrollment has Yep. gives you more space. So you know some of your models where I see that you're building additional cafeterias all the kids are being fed as is. And so you know I assume that there's

040an advantage in some of those models for doing those sorts of projects. But, you know, that's why I'm wondering, you know, to what extent are you considering a reduction in enrollment being that everybody is currently being fed? So, is that really it? I can speak to that. We worked at Humpstead for a long time. Our whole schedule is dictated by when you can eat lunch and when the gym has to be used. It's not about kids and learning. It's about not having a space, a dedicated space. So I mean I you know in that one it's a big deal not to have that even even with you know shifting enrollment you still have to share that space all the time. If you're going to go down to a two section school then it would probably

041be more doable I guess. Yeah, that that one issue, you know, that is more based on scheduling and just no time and coordination, you know, indoor recess. No, there's there's many factors specific to that one issue. Um that really enrollment, you know, whether or not you're decreasing or not, we would still make that recommendation. The high school was the same way. We've had to modify our schedule just because of the room we have in the cafeteria. Um, cafeteria is not nearly big enough if you're going to have two sections. Someone will tell you that some kids get fed about five minutes before the bell rings to go back to class. So, I mean there are definitely there's some reasons to do that. First, I want to thank you for all this. This is a lot

042of work. My next comments have no reflection on you, but um the last few days I've been getting a lot of phone calls hopefully from Parkview parents that um are questioning whether or not we're going to close Hillrest and all those kids going to Park View. Judging on the options we see today, four of the five options mention closing Hillrest. Um which if that is the intent of the district, I think we should be a little more forthcoming about that. Um, in the meantime, building a new Hill Crest would be great, but there are a couple of things like, for example, where you going to put it? Um, right, that would be probably the hardest. And second, convincing people to build a new $35 million building isn't going to work. So, um, and I did

043notice too that Park View would have to be expanded, uh, to accommodate, I think, 414 to six 44. So having a having an elementary school with 600 and some elementary students might seem um efficient, but I would think that that would be um not a a healthy place for kids. That's just way too many. Um the other thing that I'm going to remind everybody is is that we now have new schools moving in and the two things that they promise everyone is discipline and class size is being reduced. So, whatever we do, I hope we're careful not to start packing them into certain buildings because we want to close one said building. Um, so that was not intended for you. That was intended for people that are watching and the rest of the board members.

044So, but I I I love the thorough thorowness of this and it gives a gives me a lot to read. Yes. A lot of late night reading for sure. I don't think late night Are there any other questions? And I would agree with what Mr. Martino said that a lot of work and consideration obviously went into this and it gives us a lot to consider and figure out what our options are and but does anybody else have any other questions? Is there a specific area that addresses you know 10 20 years out enrollment rates for these specific models? I mean I see are these options? with the options with the options. Uh no, we did not project out that far. Uh I would think you know if you want a option that does not expand

045and actually closes like reduces the number of sections uh that is an option we can create and give you a enrollment capacity because with your model here you you're calculating at five down 5% in the last decade essentially and I don't know what the projection is for the next 10 years but I would assume that's similar or at least where it's at. And so I would be interested to know, you know, if we are projecting an an additional 5% decrease, you know, that's another 500 kids. So what would the options look like knowing that we're not going to complete all these projects in one or two year? I mean, it's going to be a decade buildout anyways. And so really my initial thought is without having thoroughly read through this would be whatever model is

046selected it would be a good idea to have an understanding of choosing that now but it's going to be built out over the next 10 years in 10 years we have a different pupil population and need then we do now so I just am more interested to know how this model looks in the future that we're building it I think that's part of the motivation behind us developing a 25-y year plan and updating it every five years so that we can respond to some of those changing conditions. That's in a perfect world, snap your fingers and all this gets done over. Pick whatever plan you want, right? But the idea is that we're, you know, working towards some concepts, whatever they might be. But a big piece and I guess you know I I know

047these guys like to take heat sometimes for what they recommend but when you put that lens of efficiency adequacy right sizing our learning environments for all buildings it takes more room and I think what I see here is that you know if if we're going to get a little bit smaller when we do rightsize our facilities we maybe don't have too much space right now but when we look to the future That might be something we need to reassess a few years. Let's be honest, a fiveyear study on population could be totally wrong. It's been in the past. We can only just kind of plan for five years and then keep an eye on 10, 15, and 20. Talking about kids that haven't been born yet. Yes. Or you could have conditions around the country

048where people actually want to move to Wisconsin. Um, so, you know, there's a lot of things that could play into this, but, um, I think it was, um, somebody said that this is like if we were going to fix every nut and bolt in the district, this is kind of our our wish list. So, I Yeah. Yeah. So, I I I see some of the plans where some parts of it are are very necessary and maybe other parts are just right. Oh, yeah. That'd be nice to have that, but definitely a larger cafeteria at the high school would certainly be something that would have to be considered. So, I should just Oh, sorry. Homestead. I'm just going to say in prioritizing and finances like what Dennis said, probably not a next year or two project.

049Probably not. Well, I'm gonna ask Chad a question. Is that really to do any of this, we're going to have to probably at some point ask the public for help. We can't do this on the operational budget that we currently have. Some of the repair and betterment we can we can do out of our budget and we'll plan to do that but in terms of aspirations yeah would be impossible to do that without a referendum. So so that's that's always the fly in the pudding. I think it says I don't know but it can be fly in the ointment. I don't know. Maybe it's a spoon in the pudding. I forgot that saying. Great. Well, thank you very add one one more thing just so for your knowledge uh if you look in in the

050tables of the enrollment tables um and some of the options we do a reduced enrollment for future ready um space spaces uh allocation um that shows a reduction what that number might be um for capacity. So and also remember we have a lot of kids that open and roll out. Economic situations change. We could see some of those kids coming back. And that's I mean not that it's likely, but that's certainly a possibility. Well, thank you. Well, thank you for your time and all the absolutely gives us some reading material. Thank you. Yes. Next up is 6.01. South View Elementary Showcases. Promise not to be as long. Sorry, that's not me. This is every five years. You get your only You're going to sing for us though. What? To sing for us. Not me. No,

051that wasn't me. You wouldn't want me to sing either. turn this on now. Okay. All right. So, our focus area was social studies and I want to thank anybody who came for our learning walk. It was a great afternoon and a great visit. So, thank you for coming for that. Um, today we're I'm just going to do a brief look at our social studies data, talk about some instructional strategies, um, celebrate student engagement with some short videos, and then I have some student feedback and common themes. So, first off, and Katie's not here, but she helped me put together some data, which I appreciate. Um, so looking at this slide here, just want to make sure, um, this shows students who are scoring in the meeting or advanced range on the forward test. Um, you

052can see the trend over the past three years. Um, it shows that our students have consistently been making gains in the area of social studies on the state report card and we're consistently above the state um, the state one as well each year. And then this slide here breaks it down into the social studies strand strand area. So polyside geography um history, behavioral science and economics. And you can see where our students score and then the state average as well. So consistently above the state average um in that in those areas as well. So then moving on from data the instructional practice. Some of the different instructional practices that our buildings use would be um inquiry based learning students investigates maybe historical questions. We have some project based learning in our buildings too. Creating presentations,

053models or different timelines. Um we integrate technology, a lot of virtual field trips or interactive maps, things like that. Um and then we also um collaborate or partner with ELA and integrate social studies in our ELA curriculum as well. This slide here shows um this chart shows how our ELA curriculum complements both social studies and science. So throughout ELA you'll see that um we hit some of our social studies topics. we don't not complete like very deep but it gives the students background knowledge to be able to dig in deeper um within social studies. So specifically in second grade they learn about the American West or civil rights heroes. So I have a few videos to show. They're just they're short. The first one is a student explaining it's a second grade student that have

054I been clicking or have you been clicking? I've been clicking, right? I've been doing it. Okay. I was like maybe I just think I am and she's over there. Magic. So the first video shows a student explaining her favorite project. She's a second grade students and they had learned about the Plains Indians in ELA and then she's just talking a little bit about her project. So we can um watch just a little bit of that one. So the reason why We made the choy is because we were learning about the plains Indians in wisdom. So uh in science u Mr. Schneider decided that we should make a turbo boy because uh we because it was cool we could make one and we were learning about it in written wisdom. So, we started off with a

055big bucket of sticks and we got six and we broke them up if we needed and then we uh do a special type of tie and we tie them together and then what the name of the tie was uh I don't it had a name but I don't know what it was. and the person would pull from here. And me and Ellie haven't gotten this tie down, but um this is what it looks like when the next slide or the next ones that I have um are from a fifth grade classroom and it's um their focus is on economics. So, you can kind of see the difference between the types of lessons. Um I will say she showed she tied she tied the knot and it took a very long time. like I had I

056thought it was going to be a lot quicker, but it did. She got it though. She did get it. Okay, so the next one is um the fifth grade examples here. Your economic decision is would you consume would you buy PS5? Let's get a little more information on the PS5. So PS5 right now at Best Buy, we're looking at $424.99. So this is a personal question. I appreciate right now if you don't share your answers out of yourself in your own head. Would the benefits that you get from spending $4, let's call it $25 on this thing be worth it? the other things that you could no longer buy because you're spending $425 on this. You can't buy other stuff because your money's going towards this. Is this would this be a good purchase for

057you? Would the benefits of this thing for you outweigh the cost of $425? I'm going to want your opinion on this and I'm going to have you write it in a pad. This is where we need our Chromebook. So go ahead and open up to our social studies Google classroom and we want to find the topic economics. [Music] Once you find our classroom, scroll down to economics PS5 Padlet. In the lower right corner, there is an addition sign. Click on that addition sign and then you're able to post your thoughts. So, in there in that post, I'm looking for you to tell me what kind of economical decision you would make. Does purchasing a PS5 outweigh the cost? So, if you go to our social studies Google classroom underneath economics, then you can click to

058the next one. Yep. subject can just be PSI because see I have varying answers out here. I like that um one person were to go yes still understand the idea of consumption when we're talking economics doesn't mean to eat. It means to buy. So um no you should not try to eat a PS5. You're right. We don't want to consume this stuff. Consumption means we're talking economics. consume means to buy something. Seeing a lot of nos, seeing some yeses though. Yes, because if you have a good TV, you can run better FPS, whatever that means. [Applause] Now I know. Now I know. I saw somebody said yes because it brings me a lot of joy. It relieves my stress. Good idea. Some people commenting, "No, there's other things to spend your money on. food, um,

059charity, things for your family. Then somebody asks, is it selfish to spend money on a PS5 for yourself? And again, this comes back to needs and wants we talked about last time. If you have the money, if you have thousands of dollars saved and you think, you know, I'm going to take some of that money and yeah, I'm going to buy myself a PS5. I have the money to do it and if I spend it, I'm not really taking money away from other things that I need to. Like um Astron mentioned was you still got to pay your bills. You still have other things you can spend money on. You need groceries. And that's absolutely true. And all that stuff needs to be thought of when you make the decision. How much money do I

060have? How much money do I make? is spending this much thing on that good on a PS5. Is that gonna prevent me from paying other things or buying other things that I actually need? I need to pay my bills. I need to buy food for myself. So, those are decisions you have to make. So, if one person's saying yes, that's fine. If they have the money to do it. So, I wanted to just give you a little glimpse of what you'll see if you come and just a lot of deep conversation that can come out of that. And then I surveyed the students and just asked them um why is it important to teach social studies or what's your favorite thing in social studies? And um can I do the next will that move? Okay.

061Would you consume would you buy PS5? Let me bring it to my screen so I can see it. Well, and I have them. I can just read some of the um the quotes that the kids sent. So, um, when the business jobs we're learning about will help me pick a job when I grow up. I like listening how to be good with money because I have an idea of how to be good with money. And I like to compare my thoughts to the lessons like how me and my two other friends are saving for a cheap car that we can use when we're 16. Was very specific. Um, I learned how to properly spend my money. I have watched the news and learned about what's happening around the world. My favorite social studies project is

062the project where we create a website for a business that we create. And we watch some of that during our learning walk, too. I learned how to tell I learned how to tell people the truth without making them upset or mad. That's a great life skill. I've learned that judging fast is wrong. Tried to get to know them more first. So, those were a few um comments that the kids brought and then I Oh, this is me now. So then of all the comments that I got, I wanted to find common themes. I thought it was interesting what came up. So the first was engagement with practical learning and real world applications. Many students mentioned enjoying activities like making a business, learning about economics, understanding government branches, and saving money. They value hands-on projects and

063real world skills that relate to their future such as creating websites and understanding financial concepts. So that really came through in their quotes or their feedback. Um, an appreciation for history and cultural stories. Comments reflect a strong interest in historical and cultural learning such as the Revolutionary War. And that this comes through in um during our ELA through wisdom. They learn a lot about the Native American history and how America was formed and oh I said that and then many of the topics that I explored during ELA time. And then there was also a clear focus on relationships and personal growth. Several of the kids mentioned the importance of kindness, being a good friend, standing up for others, and learning not to judge people too quickly. Um, this suggest a theme of value valuing social

064emotional learning and personal development without within the classroom. Um, it was really good for me to I I liked having the topic of social studies. I think sometimes I we forget like how important it is and it was really good to walk through and and reflect on it. So, Thank you. Any questions? That's what I was just gonna say. Thank you, Jenna. Your kids, the kids were fun and they were engaging when we were just seeing what they were up to. Thank you very much. All right. Thank you. I want to see how long it took her to do the knot, but then it it was like very long. She did it, right? She did it. Yes. Yes. All right. Um, moving on to 7.01 academic performance social studies report R-21 and I think I'm

065supposed to go to members of the board have received the CEO's monitoring report on uh academic performance social studies. It is now the board's responsibility to consider the report as evidence of reasonable organizational progress in this area. Director of curriculum instruction Sue Kern has developed this monitoring report for our review. At this time I would ask her to provide an overview of the report. Thank you Mr. Trober. So based on the results criteria that I share in this monitoring report, it is my determination that we are making reasonable progress with noted exceptions in social studies in each articulated target set forth by you the board. The first target for reasonable progress is that the on the Wisconsin forward exam and social studies we will increase the percentage of students scoring meeting proficiency or advanced. And

066the second target is that on the Wisconsin state forward exam and social studies, we will decrease the percent of students scoring developing or approaching. Social studies is assessed at the state level on the forward exams in grades 4, 8, and 10. The results of the 21, 22, 23, and 24 administration of the Wisconsin forward exam have been provided to you. In social studies, our student overall p prof proficiency percentage increased as Janet showed um at the fourth grade levels and dropped slightly at the eighth and tth grade levels. The number of students scoring proficient or advanced at fourth grade increased by 2.9%. And again, you saw that in the graph that Janet shared. The percentage of students scoring proficient or advanced at the eighth grade level dropped a little bit by 0.8 and by 2.7

067at the high school level. In social studies, our student overall non-proficiency percentages decreased at fourth grade and increased at the eighth and tth grade levels. At the fourth grade level, the percentage of non-proficient students dropped by 3.1%. At 8th grade, the percentage of non-proficient students increased by 3.6 and at the 10th grade level by 4.4%. It should be noted that although there was a decline in the percentage of our eighth grade and 10th grade students meeting proficiency from 2223 to 2324, the percentage of our students meeting grade level expectations exceeded the state average with 59.6% 6% of our students meeting proficiency standards and the percentage of students across the state meeting levels at 53.4%. We were above the state average by 9.2% at the fourth grade level, 1.7% at the eighth grade level, and 7%

068at the 10th grade level, respectively. The third target for reasonable progress is that on all standardbased assessments, we will increase the percentage of students achieving proficiency in the priority standards for social studies. Formative and summitative classroom assessment results are generated by common classroom assessments and are are analyzed by our instructional sta staff to make instructional decisions at the classroom level which is the most impactful on student learning. The source of student achievement information also provides insight into which students may benefit from an intervention or an enrichment opportunity. The data below or the data that I shared with you reflects the end of course proficiency scores for 22 through two 2024. The percentages indicate the percentage of students who met proficiency at the end of the year standards taught and assessed at that time. The proficiency

069benchmark is 80% of students meeting proficiency of the identified priority standards at the universal level. There was an increase in the percentages of students in grades one through five meeting that proficiency level at the end ofear learning targets set forth by every grade at the elementary level. And as mentioned before, a strong universal level of instruction programming meets the needs of the 80% of those learners. This correlates with the results that we saw in the forward proficiency levels in fourth grade. At the middle level, there was also an increase at each grade level, six through eight. However, only sixth grade had 80% or more of its students meeting the proficiency um benchmarks at the end of the year. At the high school levels, we continue to see a high level of student achievement percentages in

070our required social studies classes. our commitment to improvement um in the area of social studies in uh phases four through seven of our curriculum process. Phases four through seven focus on the continued review and revision of our developed universal curriculum. This includes data reviews of common assessment outcomes and making adjustments to lessons and assessments based on those student outcomes and inputting those revisions into our online embark. A significant amount of time and energy has been dedicated by our teachers to entering all of our courses in social studies to the topic level in our curriculum platform so that our updated curriculum is transparent and accessible for all STE teachers who teach social studies. We continue to analyze our assessment data at the district level and building levels to make determinations on what standards of our tested

071core content areas that our students are mastering and those standards that seem to be challenging for our students. I provided you a forward exam item analysis spreadsheet that we are utilizing to take a deep dive into the Wisconsin forward questions and specific areas where our students struggle. Our uh instructional specialists have been meeting with um the teachers and the academic chairs to go through the data analysis so that um additional changes, questions, those types of things can be um changed and utilized prior to the next assessment window. By understanding the areas for improvement, um our teachers are able to adjust their lessons, units and uh assessments uh in these areas. Teachers are also able to identify assessment question types and do additional practice with the students engaging in assessment design and that better aligns with

072our forward exam structure. At the elementary level, we are seeing beautiful games in the area of social studies. We credit the continued achievement levels to the increase in rigor that is expected at of our elementary students in the areas of reading and writing both of which appear very heavily in the social studies portion of the Wisconsin forward. The CR curriculum task force and the social studies academic chairpersons continue to provide coaching and facilitation to their colleagues aligned to the prioritization of academic standards and the articulation of the learning targets in the common formative assessment process. ensuring that our local common assessments do align to the prioritized standards and that the feedback from our assessments continues to drive force of the instructional process around social studies proficiencies in K through2. Additionally, uh, Amanda Hilly, one of

073our instructional specialists, is working closely with our 612 social studies teachers on collecting inventory of our Act 266 and Act 31 requirements to ensure that we are in compliance with both state statutes. At this time, I'd be happy to answer any questions that you might have. Thank you, Miss Kern. At this time, I ask for acceptance of the measurement. And I would look for a motion and a second to accept the monitoring. Motion. Motion by Martino. Is there a second? Second. Second by fair. Uh all those in favor of accepting the monitoring report so we can discuss it and accept ownership of it. Please signify by saying I. I. Opposed. The monitoring report is now available for questions and discussion. Are there any questions for Miss Kurt? What do you have any particular um I

074know in your report it shows it kind of had a slight dip um from prior year to this year. Any particular reason for that or that you know? So, no to be honest. So, every year when we get the results back, we're looking very closely at the types of questions and the themes associated with the questions on the Wisconsin Forward exam. Um the the spreadsheet that I linked for you is new this year for us um and really provides us great detail more so than we ever have as far as what particular questions students are really struggling in. Um what we're finding is that on the Wisconsin forward, one of the types of questions that um our students did not farewell on is where they had to have select multiple uh uh answers. And so

075our teachers recognize that they don't do that in any of their assessments with the students. So, one of the things that they're doing is making adjustments to their own common assessments to put questions that students may see on the Wisconsin Forward exam um and and to have them have some practice with those types of questions. They're also looking at um the sequencing of the courses and when um when students are gaining access to the particular areas. um and what time of year. So we administer the Wisconsin forward typically the end of March, beginning of April. There are whole sections of um students who have not had their required social studies class until the fourth term who may not have even had exposure to certain concepts um before they're um taking that exam. So, we're looking

076at how do we embed those concepts earlier throughout ninth and um you know ninth grade courses to asssure that students at least have a level of exposure to those learning targets before they take the Wisconsin forward. Fair enough. Any other questions? How about our marginalized groups like our free reduced speed? How are they performing? Yep. So they in all areas consistently are not performing at the same level of as all of our students, but they are increasing in their um their scores. So they're showing growth, but when you look at just achievement, they're not achieving at the same levels. Um but they are showing growth in all of those areas. But comparison to state are they above the average? Yep. In social studies in all of the tested grades four, eight and 10, we continue

077to score above the state average in social studies in all areas. The reason why I said with noted exception is because we did see a decline internally with the percentage of students who were meeting those proficiency levels on the test. So we saw a decline at middle and high school, but we were still above the state average. So that's the re rationale for my interpretation. Any other questions? If I could just add one more thing and I know that Janet sorry Janet Janet alluded to that too is that um we're working really hard with curriculum to do a lot more integration. Um and so looking at our content areas not being siloed but really being integrated. We're seeing that at the elementary level, middle, and high school level. And that has made a significant impact

078on how well our students are doing. So even though we don't have necessarily a social studies text at the elementary level, what they're gaining from our ELA curriculum and through the other experiences that are provided to them, they're gaining in a better understanding of especially in the social studies area, all of those different strands of social sciences that are really important. So that work will continue. Thank you. No other questions. Okay. Then uh I would look for a motion to either accept the monitoring report. I'm sorry. Not accept it. Move that the district has made reasonable prog reasonable progress or has not made reasonable progress or has made reasonable progress with noted exceptions. I move that the district has made reasonable progress. That's my motion. Is there a second? We will have it with noted

079exceptions. That's what that was my recommendation. I make a motion that the district has made reasonable progress with noted exceptions because there wasn't a second then we don't have to vote on that. So Peggy Peggy ups me again, right? That's what I'm if you want to look at it that way. Yeah, I do. Um motion by McKillip to note that the move that the district has made reasonable project progress with noted exceptions. Is there a second? Second. Second by Martin. Any further discussion? Okay. All those in favor of uh noting that the district has made reasonable progress with noted exceptions regarding report R21D regarding academic performance social studies signify by saying I. I. Those opposed. Motion carries. Next up is 49, communicating with the board and members of the board have received the CEO's monitoring

080report on 09, excuse me, communicating with the board. It's now the board's responsibility to consider the report as evidence of compliance in this area. Thank you, Vice President Malaw and members of the board. I'm pleased to present the January 2025 OE monitoring report regarding board communications on Mr. Holmes's behalf. Our comprehensive review demonstrates full compliance across all 12 operational expectations. Throughout the past year, we've maintained consistent, transparent, and equitable communication through our established channels, including monthly board considerations, documents, and our board docs platform, which ensures equal access to information for all board members. Notable accomplishments include our proactive media relations management and thorough reporting on significant instructional program modifications. We've successfully commun made communicated major initiatives including a possible JOTC implementation act 20 early literacy intervention legislation and our secondary math curriculum review. Our financial

081reporting remains strong with no s significant transfers requiring board approval during the fiscal year. Looking ahead while maintaining full compliance, we're committed to three key improvements. enhancing our crisis communication protocols within our emergency operations plan, potentially implementing more robust tracking systems for curricular program modifications, and strengthening our cyber security incident reporting procedures. This report reflects our ongoing commitment to effective board communication and transparent district operations. I'm happy to address any questions you may have about specific aspects of the report, those that I can speak confidently on. Uh, and I'm happy to provide uh, Mr. Holmes with any clarifications uh, for the board who may need to address upon his return. Having said that, at this time, I would ask for the board acceptance of the monitoring report. And I would look for a motion to

082accept monitoring monitoring report 09 communicating with the board as presented. So moved motion by fair. Is there a second? Second. Second by McKillip. Uh now the uh monitoring report I'm sorry the OE9 report has been accepted by the board and this is a time where we could ask oh that would be a good idea. Thank you. So if uh we could take a vote all those in favor signify by saying I. Those opposed see this is my this would normally have been my job. Wait, we haven't voted yet. Um, now the board has accepted the report and it's time that um board members can ask additional questions or get clarification or anything like that. Does anybody have any questions? I have a question just because we ran out of time at that November meeting. Um

083I don't know if there's any plan to do a midyear on the um strategic plan in district surveys or our plan for this year work plan was not to have a mid-year progress update. Uh we are working on some followup uh doing some deeper dive with our administrative team. We may have an opportunity to do some presenting on that. We're wrestling with the year versus if we get so close to year end, we'll just do a year. Buildings and departments though are sharing results and looking at that with their staff and their department members. So for instance, in my department, we had our meeting yesterday and we went through our entire scorecard that we developed um as a as a group and then we made any shifts to our current actions that we have based

084on our midyear results. Any other questions or comments? All right. I would look for a motion uh either to say the district is in compliance with monitoring report 089 communicating with the board the district is not in compliance or the district is in compliance with noted exceptions. What's your pleasure? I move that the district is in compliance on monitoring report 089 communicating with the board. Is there a second? Second. Motion by McKillip, second by Fair. Is there any additional discussion this time? We'll I remember we have to vote. So all those in favor uh find to the finding that the district is in compliance with monitoring report 09 communicating the with the board signify by saying I I those opposed nay. Motion carries forward to one. Next up is uh the board consent agenda. Is

085there any um request to remove any agenda item from the board's consent agenda for separate consideration? Then I would um ask for a motion to approve the board consent agenda as presented. Motion to accept the board consent agenda. Motion by Martino. Is there a second? Second. Second by fear. Any further discussion? All those in favor signify by saying I. I. I. Those opposed. All right. Board's consent agenda is approved. Next up is the superintendent's consent agenda. Is there any um request to remove an agenda item from the superintendent's consent agenda for separate consideration? Hearing none, I would look for a motion to approve the superintendent's consent agenda as presented. So moved. Motion by fair. Is there a second? Second. Second by McKillip. Any further discussion? All those in favor of approving the superintendent's consent agenda

086as presented signify by saying I. I those opposed. Motion carries. There are for 11.01. Nothing was requested to be removed. 11.02. Nothing was requested to be um removed. So we're up to 11.03. Consideration of communication meeting notes. I don't know who is the chair. Steve. Steve. Okay. He's not here on obviously and I think Dennis is going to be presenting on policy. So Dave, would you be willing to talk about communicating with the the communication committee meeting? Uh yes. Um um a lot of it well I should say about half and half the the first half was on the board learning walk. Um I unfortunately didn't attend the last one. I should have, but um but anyway, they talked about the successes of it, about how we could maybe better shape it in the in

087the future, but I think everybody that was at the meeting kind of agreed that it was a it was a a good start. We just kind of have to get get everybody used to it, get it down, and um and it'll work fine. And then the other half we basically uh talked about the north um um the fair booth participation. Um that was uh the conversation kind of went all over the place. Um some people uh liked it, some people didn't like it, some wanted modifications. Um so we did didn't really come to an agree I shouldn't say an agreement, a consensus. Uh, so they were going to do some um polling, right? Survey and I haven't seen the survey results yet, but that's what we kind of left it. So, so far there's only

088one response on the survey. So, I did resend it. What did you get? There's one response and I don't I can't see who sent it. So, I couldn't get on it at first so I copied. I think I did. Yeah. So that makes me that's why I'm wondering that's why I kind of went okay I mean a couple of them come out but I can do it again but because the first time I went to do it it wasn't you had to have it wasn't shared so I went to do it I could read it but I couldn't interact with it. Oh okay. So I just copied and paste and put my little X's where they belonged. So okay I'll take a look at that. But if not I can do it over again. That's

089fine. and um u uh talked a little bit at the uh very end about the uh Hill Crest playground and what a nice job the PTO has done raising uh quite a bit of money and um also talked about in the same vein the the booster club's pro uh progress on the the fitness center. Um those were more just discussions. There wasn't really anything to determine at that point, but anyway. So, what kind of I see four responses though, so if you did it, I got it. Okay. Magically, they appear. Sharon, you were going to ask a question. Um, I was What kind I mean, you said you talked about Hillkart's progress. Have they raised enough? Um the last time I talked to them, they had raised $54,000 and they had potentially uh even more

090money. They had um organizations lined up. Uh they just haven't had the time to follow through with all those, but they're expecting some even some more, right? Um donations. I I didn't ask how much the playground's going to cost, but um that seems like a significant portion. probably not enough to pay for all of it, but um but anyway, that's um they've been doing fundraising for nine months now and so they're they're pretty proud of themselves. I I that's a lot of money to raise. Yes. So, and Miss Hamlin, the PTO for um um the PTO lady, if I can call her that, she's going to kill me. Um she is she's a dynamo. She just keeps uh keeps working hard to get uh things for Hillrest. So that's wonderful. Uh anybody have any questions

091regarding the communication committee meeting notes? All right. Well, then I would look for a motion to approve the meeting notes um from January 9th, 2025 for the communication committee. Uh motion to accept. Motion by Martino. Is there a second? Second. Second by fair. Any further discussion? All those in favor of that motion signify by saying I. I. Those opposed. All right. Next up is 11.04 consideration of policy committee meeting notes. Um, you weren't at the committ communication committee meeting either. So, it was a good thing I didn't ask you. Yeah, it is. So, um I thought that was intentional, so you fool me. No, I I'll admit I didn't notice till afterwards. Um but yeah, the policy committee meeting went well. Um you know, we that I think uh the title n being reverted back

092to the 2020 was um probably the biggest most newsworthy thing that kind of has happened since the last meeting anyways. But I think we made good progress on the the other policies that we looked over for social media stuff and um the disciplinary policies that we have. So I think it all went went pretty good. They uh don't really know what to say other than that. I guess it went well. I think we've got some actions to bring forward in the next meeting. So, uh, all looking pretty good. Questions, Dave? Yeah, I do have a question. Uh, it says there is no debate in the future about what an employee actually said. Um, what does that mean? We can't talk. No, but when we have a disciplinary meeting when we're in here, we can't talk

093about it then. Well, I think uh I mean, everything's confidential. We don't talk about anything unless we're Oh, no. It's it's with that particular policy. Um recordings. Yeah. It's just specific to the recordings of those. So there's one official record. Yes. Okay. I maybe it's saying because of the recording there is no debate in the future about the employee said. Is that what Okay. Okay. That I was like I don't know what that means either. So I'm glad you asked. All right. Any other questions regarding the minutes? Okay. Then I would look for a motion to approve the policy committee meeting minutes from January 27th. That was just yesterday, right? Um as presented to accept. Oh, well, it looks like uh Miss Jasper beat you to it, but you could be the second. I'm always

094second. That's my That's my life always. All right. Any further discussion? Those in favor of approving the policy committee meeting notes signify by saying I. I. I. Those opposed. Motion carries. Next up is 12.01 budget monitoring. And that would be in your regular position. Thank you. Uh you have the the standard list of reports for your viewing. All of these are as of January 15. Uh per policy, uh we provide this update to you at least once per year. Um at the January meeting. Uh so I'm just going to kind of cover some highlights. Uh first, if you would look at budget source summary, uh it lists where our revenues at or as of just kind of past the midpoint of the year. And this what you see is a fairly detailed list of revenues.

095As you are all aware, state aid and property taxes are bulk of our revenue. Projected to be under budget in some areas and over budget in a few others, which is actually fairly common for this time of year. And I don't have a ton to report at this time other than this is the time of year where we start to receive our tax limit money and that is filtering in nicely overall which projected to be slightly over year end. Um next if we could look at budget object summary again this is as of January 15th. It lists our expenditures and a detailed version of the what if you will. Um there are some overages and underages here as well. Uh again this year and it's kind of been a consistent theme for us the past

096few years. If we look at 241 medical uh this again for us this year is trending a little bit high. We will say though it is a new deductible year. So it can have an impact as we turn the calendar year here as well. Right now our utility costs are trending a little bit high. Part of that is just cost of utilities. Uh so as we look at year end uh we we would expect to be slightly under in expenditures at this point in time. Couple other higher level reports. Uh we have a budget function report. The next one I'd like you to look at is summarized by program category consistent with object and source reports. There are some overages and underages but overall uh things look pretty good. Obviously again we'll have to keep

097a particular eye on that medical area. Uh next budget function summary. This is again by major program category a very very high level uh consistent some overages and underages that you can see but again overall I think this looks pretty decent for this time of year. There's also some other uh backup reports for your viewing if you'd like to take a more deeper dive or get more granular expendit executive expenditure summary executive revenue summary. Sharon loves it when I say my favorite report, the schoolboard summary by object. So, at this point, uh, from my perspective, I think things are tracking pretty well. Other than that medical area, as I mentioned before, you know, a new calendar year, new deductible year that does have an impact. There are a lot of variables here that are are

098well beyond our control. Couple of other areas that we're watching in addition to uh utilities that I had mentioned is staffing overtime just kind of as we we utilize labor here moving forward. Uh so I will update you again in the summer. There's a lot of fiscal year in front of us, but overall things are looking pretty good uh from my perspective from a fiscal standpoint. So, we don't have any transfer recommendations or adjustments for you at this time, but answer any questions. Does anybody have any questions for Mr. Charidge? No, I appreciate the the midyear update. So, thank you for that. I agree. I love that school board summary. See, it's a trend. You guys are obsessed. Okay, moving on to 12.02 compensation study update. Uh, director Denure. Well, thanks for a few more

099minutes of your time tonight. This is just our January update. Um, I'm going to also include not only the groups that are being studied, but just a brief overview of the process work that's been going on in the background as well. So, district services, um, school nurses, OT's, PTS, SLPs, school sites, and co-curriculars are under study this year. Um, we have finalized our job descriptions, and I'm meeting um, this week, which is potentially taking place at the February meeting with the staff in the review cycle um, to just let them know kind of how the numbers rolled out um, and then sharing that with you as well tonight. Um, I'll come back to you in February with any updates based on your feedback and further conversation with Mr. Trobridge, the final recommendation in March, and

100then final meetings with the employees and um, bringing the balance budget forward in April. Um, so right now, again, these are the groups that we are studying. Um, if we were to stay on our current scale, um, it would be an increase of around $63,000 that we would need to uh, budget for. If we um use the 51st percentile, which is our common practice and within our process, um it would be an increase of 141,000 roughly. Um I did include the 61st percentile just because that was a decision made for our hourly staff. So I just wanted to provide that information to you as well. So about 172,000 increase. Um I did uh share back in October I believe that those highlighted groups in blue um are currently on the teacher scale and so see

101an increase every three years after um performance reviews. And um we had opted to move them into this group with the school nurses and school psyches because those ones in blue are also very hard to fill positions. Um and so we felt like we needed to remove them from the scale. um for our teachers from our teaching scale just because their requirements for their certification and lensure um does require additional schooling that our teachers are not required to have. Um so that's why um they're in there DSS district services staff. So how come school counselors aren't here? um because we have not moved them over to this one because of the additional Yeah. you know, you're required to have a master's degree to have that lensure. Okay. Um I think that that is a very

102good point. I think that in my mind I was um grouping the OT, PT, more of the medical field as opposed to the school counselor field. But I don't know that that's not something we can explore moving forward. Um they they will be studied next year as part of the teachers and so I think that would be another time when that conversation could come up and they also might be impacted differently with um the final proposal that the compensation process committee brings forward to sorry nope you go on I can ask it one more go ahead if it's here and it starts from here yeah so I know that the district gives a stipen for national board. Y um and I don't think OT's are required anymore, but I think SLPs are is that above

103or is that considered in this? So now we because we moved them off of the teacher scale, we took a took away in a sense that additional stipen because the compensation study that we did, it's now built in. Um, and so again, they wouldn't go back and pay either, even though those might feel like they're removed, they're now built into their scale. Other questions? And and the reason just it was confusing for me at first, but the you'll see the current scale for OTPT and social workers that doesn't cost anything if we were stay on our current scale, but that's because they're in that three-year rotation right now, and they they don't move that no one in that those two groups are in an evaluation year. So, that's strange that that would happen. um co-curriculars.

104Um just looking at uh some percentage increases is what the committee that has come together around co-curriculars has looked at. Um so th that would be the u cost uh to us if we were to make any increases in our co-curricular contracts. Um so again February you got a pretty decent cost out right now, but if we need to do any finetuning or tweaks, uh Mr. Trobridge and I will meet on that between now and our February meeting. Um again, I'll bring forward the final proposal um in March that would then be included in our April balance budget. So, questions on the the group that's in the groups rather that are in study right now. All right. Um and then this is just that overall compensation process work. So, we've taken some time um Mr.

105Trobridgeidge has provided um some information around school funding and our current process for our committee members to review. We've engaged in conversation about potential shifts to our current process. Um I still feel that the sense I get in meeting with that group is they would like to see um those who have a successful evaluation experience some sort of increase in pay at a set increment each year. um regardless of the group that they're in, they they do like the financial incentive to continue their further education connected to their job. Um if adjustments or when adjustments rather are made to compensation, uh trying to figure out a way that returning staff who may see an increase are placed um at a higher rate than new hires because they would have a year of service or more.

106Um and so working through that um in our conversation. Uh they do have some interest in doing some communication with our elected officials about school funding and the challenges that that presents. And we have a meeting um on the calendar for February to continue our work. Well, I have to say I think um I think pivoting, I don't know what other word to use to gain meaning an increase in pay each year if you have a su successful performance evaluation makes way more sense to me. I think it's easier to keep up with because otherwise they can go three or four years without getting an increase and by then you could be way way behind. I understand that percentage increase can create budget issues. Don't get me wrong, Chad. I get that completely. But um

107and I also think that making sure that the salary compression, you know, that the issue when adjustments are made that the returning staff are at a should be at a higher level. That's really important. If we want to keep people here and show them we value their experience, that's an important factor. That's those are just my thoughts. Any other questions or comments? When when you hire somebody though, do you do you look at their experience to determine and and look at your other employees so that you don't leapfrog anybody or do they just start at step one? Um, I'm just trying. We we worked to not leapfrog anyone, which in this case, if we were going to talk about hourly staff, because of our increase, really meant that all of our new hires this year

108started at step one because otherwise they would be leaprogging. Um and and same thing we're talking about hard to recruit uh teaching positions and um knowing what we've offered some hard to recruit people it it feels uncomfortable to offer somebody with less or the same amount of experience more um and the feedback that I've gotten from the certified staff um when I bring that topic up is right it they appreciate not leaprogging but right there's still that challenge of trying to recruit and get people because they can pay them more in another district for those hard to to get positions, but we want to be respectful of the people who have committed to us as well. Um, so it's a balance that we're working through. It probably has as much to do with starting wage

109too. You know, when that bottom keeps coming up, it creeps up on employees with some experience and times they get too close together. questions or comments. Okay. Well, thank you. Moving on to 12.03. Uh, Elementary Boundary Review Committee. I think that's you, Mr. Turberg. It is. Thank you. Uh, the Elementary Boundary Review Committee or EBRC has made significant progress in working and establishing a framework uh for evaluating potential elementary school boundary adjustments. At the first public session on January 15th, uh the committee co-f facilitators shared key developments and gathered some community feedback. There was good attendance at that event. Always could use more, but overall I think it was pretty decent. The EBRC has identified five guiding themes. Student centered decision making, facility and resource optimization, special programs and services access, community impact management, and

110implementation metrics. They've established some non-negotiable parameters including class size targets of 18 to 22 students in grades K through three 22 to 25 students for grades four through five and alignment with the Wisconsin Act 20 early literacy emphasis. Current enrollment data shows significant disparities across our elementary schools uh ranking from the lowest at 117 the highest to 378. The applied population lab study projects continued enrollment decline districtwide with most schools expecting a range of decreases by the year 2020. The committee co-f facilitators developed a draft weighted scoring system for evaluating boundary scenarios with primary criteria being 60% focusing on student impact at 30% facility utilization at 20% demographic balance at 10%. And then some secondary criteria making up 40% addressing operational efficiency and community impact each at 20%. The committee will review and make a

111determination whether the weighted scoring system is appropriate to meet their needs. If not, they will adjust that accordingly. Uh the third EBRC meeting is scheduled for tomorrow night, January 29th. Uh the focus will be on interactive mapping training scenario development. That will be the first opportunity for this group to see the ATSNR study. uh provide some feedback on the scoring review system or system review and also the timeline. Four four working groups will analyze current boundaries and develop some initial proposals considering community feedback and documenting the rationale for their changes. The committee remains on track to present final recommendations to the board in March of 2025 for implementation for the 2526 school year. For more information or to provide feedback, please visit the website, the EBRC web page, which has been active since December 20th.

112Respectfully submitted by Jeff and myself. Anyone have any questions regarding this update? The only question I have is, you know, I see in here that over the next five years or so they're expecting between a three and 18% decrease. So in population between the schools but um kind of as we move forward when we look at the facility plan then um how will that look as far as however this is altered you know the way I see it not a lot of the options that were laid out in here really reflect what's probably coming with the redistricting. So, how does that kind of play in? I guess. Yeah, I think that's the perspective of the architects and what we ask them to do. So, I think I think the group can sort through the data

113of what does it mean from a facilities perspective? What does the population study show us or at least predict and how does that factor into kind of formulating a recommendation for so it's pretty likely that that this recommendation will be drastically altered probably the recommendation from the committee this is just a piece of data for it I'm talking how this how this you're pointing to your master silly plan yeah Sorry. So, I mean, this is kind of gonna I mean, I've gotten also calls from parents concerned about school closures and things of that nature. And so, I just, you know, I realize it's just their recommendation, but I can see more calls coming in about that particular thing. And so I'm thinking it's just a thought that it's likely the facility plan will likely change

114drastically based on the outcome of the redistricting. It certainly could. Yes. Thanks. Any other questions? I just want to thank everybody who serves on that committee because it's a lot from what I understand. For committee members in the room, anything that we missed? No, no. Um like you said, it's been going good. We've developed the framework um you know waiting on the um studies the population study and tomorrow they'll dive in. Mr. Olson where is he pick up his slack playing golf in the dark with his minor. All right. Well, thank you very much for that update. And next up 12.04 is discussion of board activities South View Learning Walk. Who went on that? Who wants to give that update? It was I mean it was wonderful. We we um Janet spent some time with

115us just sharing the building and then um we had an opportunity to be in almost every grade level and also in either music or PE and again just you know what we learn here and then being able to in action and be able to interact with kids in a really sense. You're doing a lot of really good stuff. It's wonderful. Yeah. Yep. It's it's um nice to go go in and see what they're working on. Um you know, in the classroom, you know, from that the economic portion with with the fifth graders, I know one of the classes I was in, they were um creating business businesses or whatever. So, you know, they had to like think through. So, yeah, it was really really good. Or um some of the the younger grades and and

116things that they're learning or know is is amazing. Yeah. I to be honest, that example where they were supposed to decide if they could buy a PS5, was that the number? Yeah. Or not. And I expected all of them to say, "Oh, yeah, absolutely. Yes." And they're like, "Well, no, we have to buy food." And I thought, I know I wouldn't have thought like that when I was in fifth grade. I'm can guarantee you just ask. My parents were still around. You could ask, but uh All right. Chamber of Commerce annual meeting. Did anybody in here go? I can. I sense a theme here. I don't know. Yeah, there was there was a lot of a lot of people there. Um, I just remember it was really cold. Oh, it was during that. Yeah. Yep.

117And, uh, Kathy and and Sarah joined us as well. So, it's great to be able to talk to other people and whatnot. So, yeah, it was very good. Okay. Again, Wasby State Convention. Were they you and Steve? And Steve, but I can read Steve's report. We submitted a report. Wow. So, here it is. This is my report on the WASB meeting. Um, the convention provided many opportunities to learn about what is happening in the many districts throughout Wisconsin. All but a few are struggling with enrollment issues and around 80% have gone to an operational referendum in the past years. The sessions I attended range from information on school funding, communicating with the public, better board communication, and how to market your school district. I also attended a session presented by WIAA to better understand the

118challenges they are facing. The general session was interesting and I estimate the exposition hall had more than 250 vendors. If anyone needs the ink pen, I may have a few extra from the vendor tables. Alto together, you spin a wheel to get those. I would he collects well and you know I feel that we as a district are ahead of the curve in the discussions of funding declining enrollment and mental health. I am also thankful for our healthcare initiatives for our district employees as rising healthcare insurance is also a topic discussion. Thank you all district employees for your efforts to make a good school district. That's a great report. That's why I decided I'd read it. Wow. Impressive. We'll have to give him kudos next time we see him. Not too many. No, we'll go

119to go to attention. Uh, okay. 13. Bill. Does anybody who else who attended the the convention have anything to add? It was one of the better. I mean, I've been several years. It was one of the better ones. I thought just a lot of variety, a lot of um opportunities. And again, as always, I just feel like, you know, we're we're doing great things here. when you listen to where other folks are, I don't feel like, oh my gosh, how come we're not what should we be? Doesn't come up. I just would like to thank everybody who had the opportunity to attend and appreciate you going and I think everybody found the experience to be valuable. It never worked with my That's the hardest. Maybe if I retire at any point in the future, I

120can go because I sense a theme with three. Just saying. Three amigos. Yes. All right. Uh 1301, discussion of meeting. Does anybody have anything or input regarding the discussion of the meeting? Okay, moving right along. 13.02. Uh, Thursday, right? January 30th must be Thursday is the district holiday and years of service recognition gathering at the view. I'm presuming people head to RSVP if they wanted to go. So, uh, February 20th is the boarding learning walk at 1 p.m. at Jim Falls Elementary. February 24th is business after hours at the Chipoa Youth Hockey Association. And February 25th is our next board meeting at this location. Anything else that anybody knows of? All right. Well, then I would look for a motion to adjourn. And I want to note that I'm early compared to what the agenda

121is going to be. And when we started, I thought we were going to get out of here late. So, well done. Thank you ma'am for a very wellrun meeting. Um motion to adjurnn though. I did forget that thing. Anybody? So moved. Motion by McKillip. Is there a second? Second because that's a theme with me. Second by Martino. All those in favor signify by saying I. I. I. Those opposed. Meeting is adjourned at 9:04.