DASD Regular Board Meeting - April 13, 2026

001meeting will be live streamed and recorded and can be viewed on the DASD YouTube channel. So at 6 o'clock and I'll call the meeting to order. Rebecca, was the meeting properly noticed? >> Yes. Perfect. And Ann, can we have a roll call, please? >> Sure. Janberg here. >> Brian Coker here. >> Sue Esser. Jeff Han >> here. >> Linda Lenhard, >> Gussy Lewis >> present. >> Gail love >> here. >> Stephanie Sar >> here. >> Megan Taylor >> here. >> Thank you. And that brings us to the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> That brings us to approving the agenda. Would anybody care to make that

002motion? >> I'll make a motion to approve the agenda. >> Thank you. We have a motion and a second. Okay. All those in favor say I. >> I. >> Any opposed? That motion passes. That brings us to announcements by the chair. The board of education may convene into close session under Wisconsin statute section 19.851c 851C and F to consider employment or performance evaluation data of certain public employees over which the governmental body has jurisdiction or exercises responsibility and to consider financial, social, and personal histories of specific persons which if discussed in public would likely to have a substantial adverse effect upon the reputation of any person referred to in such histories or data. consider administrative employee performance and evaluation um per yeah performance and yeah employment and under section 19.851E Wisconsin statutes for the purpose

003of discussing strategizing and deliberating a proposed amendment to the contract for sale of the Holm Education Center property. Close session discussion is necessary to preserve negotiation and bargaining positions and flexibility. Longest announcement I've ever had. All right, that brings us to item five, recognition of the Cole award winner. And I uh invite Matt Sharp to come on up here. >> Yes, we are so excited about that. >> Welcome, Matt. So, feel free to sit down there. Um we are so excited about this as a district. It is a huge um honor honestly to have the district recognized to have a teacher like Matt. Um and a couple things that stood out in his application. First of all, Matt is our social studies teacher at the high school, one of our social studies teachers at the

004high school. he has done an amazing job um of helping to revamp the global studies curriculum um taking the leadership role in that um and really making sure that all kids voices are heard through that as well. Um he is always willing to help in building um like teacher leader groups, teacher groups to help get the work done, always willing to stand up and help. um he has been a successful varsity soccer coach which I which I have a feeling there might be some other words to say about that as well. >> And most importantly is that students absolutely love being in his class. So it is um yeah it's hard to like put it all into words but you are just you are that model of a of a teacher that we are so

005proud of in the district. So thank you Matt for your work. Thank you. I have a feeling, you know, I don't know if you guys wanted to say anything else or >> have any questions or want to say anything to Matt. >> I got real quick. >> Yeah. >> Give us a little bit about how you get this award. Like what was the backstory of it to help me out? >> Yeah. Yeah. Um, so every year there's, you know, a bunch of teachers from around the state that get nominated for it. Um, Gail Bick nominated me this year, which I'm sure uh helped my application quite a bit, having a school board president nominated me. >> It's apparent. It was apparent. >> So, you have to receive a nomination um from somebody to be considered

006for it and then it goes to a um kind of like a a regional process for review and then a state process for review. Um, and I also need to shout out Dr. Tates for writing me a great recommendation for it as well. Um, >> well earned. Well earned. So >> yeah, thank you. Um, so then yeah, it goes to like a a state committee um that determines like winners from each part of the state. Um, and that's how eventually it it's chosen. There's a hundred winners across the state and I think this year there were like 1,200 or so applications. >> Yeah. So it is it's pretty competitive. The other component to this is that there's a pretty big lift on the part of um of Matt. Um and what the beauty of the

007work that he had to do is reflect on his work. They require several essays that um he needed to reflect upon. And that is one thing I do know about Matt is that he's an extremely reflective teacher because he's done work with our full release mentor and instructional coach. Um, and that I also think makes you shine as a candidate, as someone who can who's constantly looking for how how to help improve not only his own teaching, but the the school district, the the building, the culture of the kids, the culture of the building. So, um, again, his reflections were obviously stellar because it is one of those things that not everyone makes it to that level. Um there is a little chunk of money that comes with the SC with the award which is

008nice for both um the building so the high school gets some and also for Matt. So um I think he probably already has ideas about how to help utilize that for the betterment of kids. Um so we're really excited about that for him too because that obviously helps with when a teacher's got innovative ideas to give them a little jump start too. >> Yeah. Something I found out as well is that um I'm the third recipient just pretty recently in the social studies department here um Miss Amy Jamber who was here like a month or two ago to receive a different award won it I believe in 2021 and um who I was hired to replace Colleen Kash back in 2021 um also was a previous winner and both of those teachers I know they

009they used a chunk of that money to be able to send um part of our department to the National Social Studies Conference. So, I already talked with John Rose. I hope that we can find some money to also send um some more teachers from our department to go to the National Social Studies Conference this December because I just feel like it's you know a great place for inspiration and you know just to get new ideas and find you know some new energy um teaching. So, >> plus the power of collaboration through that, right? >> Absolutely. >> Yeah. So, we're really thrilled as a district. We do have a little token of appreciation for you. Um, and I know that uh Kathy would normally get a picture. So, let's see if we can grab a quick

010picture. A quick picture. >> And I don't know where does she usually do by the usually over there >> for you. >> Thank you. and we'll come over here by the >> DJ. >> All right. >> Thank you guys. All right. Um, that brings us to item six, board education, presentation of the district food service program. All right. So, we welcome uh Becky Terry as our uh supervisor and she is going to give us an update. Welcome. We're excited to have you. >> Yes. >> Thank you for having um excited to be here. I tried to Okay. Thank you. >> Um put together, you know, pictures are always the best um to show what you what you do and what you're proud of. So, I'm going to go through and you have copy of this

011too, but I think I'm going to go through each school like grade levels um with what we're doing and what and then go through some of the statistics and where we're at as a department and what we're trying to do moving forward. So, that is my goal for the evening. So, this first um just right on these this first page, this just happened Friday and this is at the middle school and they were so happy and it just made us they have such a great connection and honestly at all of the schools I feel like we have these lovely connections with a a whole bunch of different students. But anyway, I had to show you the happy faces here. Okay. So, I'm going to start with the elementary school and um I put our statistics

012on uh on there on how many breakfasts we're doing at each school, how many lunches we're doing at each school each day, and then what the uh participation rate is. And we are doing great at our elementary school levels. Kids are eating, kids are having fun. We're we tried a whole bunch of things to try to get our participation up this year. Um, so actually today she sent me that chicken picture. Geez Karen at um at Yahara we had April showers brings chicken power today and she goes to blow chicken and then she she said well but I can't use it serving because I don't want to go up in flames. I'm like please I'll do that. So, she um sent me that today. And then um we've been doing try it days every month

013um trying to get kids to try new fruits and vegetables. And whether you're taking from the program or not and that has been kind of really fun and successful um we're going to do next uh on Friday. So that'll be um an interesting one. And then um yeah, that middle one was orange day. everything on the food. I said it's orangeish, you know, we have the chicken and the mango, applesauce. So anyway, but these special events um just trying to get kids to keep coming back. Um so that is what's going on at our elementary uh level. Also, oh, one more thing is I wanted to shout out Kathy in the parent square um communication tool because it's so much easier for me now to just do a quick, not too much, but a quick,

014hey, tomorrow was this day. Hope to see you in the cafeteria. And that's been really helpful for parents and teachers so they know what's going on. So again, help support it. >> Okay, just a quick question. The percentages are based on the total population of the school, >> correct? Correct. >> Correct. So, um, that's how many students are taking school lunch and it's everybody. >> Gotcha. Okay. >> Okay. Then we're going to go to Harvest. So, at Harvest, we have Barb, our lovely, she's a she's a green thumb and she uh runs our hydroponic tower that we have over there. So, it's a fun way to grow stuff and put it on the salad bar and teach. And eventually we want to get know I have some fourth grade classes that want to use it

015in part of their curriculum. Um, and it's just we have it right out in the serving area so as kids go by they can watch it and see what's going on. So, it's a nice education tool. Um, and then we have another lovely worker there who's very good at baking. So, we've been trying to get a few more scratch type items on the menu um when we can. So, we did a carrot cake with whole grain flour and I was like, I don't know if that's going to go, but it did. Um and um and just again trying to get Fridays tend to be a drop off day for us. So, trying to put those on being strategic with the menu to try and get the consistency of participation. Um, we had we did a

016student survey and asked them what what do they want? What do they want to see? And they said they wanted a pasta bar day. So that's what you see there is the Italian day that we all got our little chef hats and had um a day and and and the other one is my intern. Um we get we have four students or interns this year who are in their grad um for dietetics and they are really helpful for me and learning and I learn from them and then they help and it's been really amazing. What else? Oh and then the other picture on the left the student with the hat on. Um Mr. B approached us and asked us if we would be consider having a student come help us during a certain time period

017to help him throughout his day and he's the best. And so he comes um every day for 15 20 minutes and comes helps serve and um and everybody all the ladies have taken him in you know he's like show their person and so it's just been again the connections that um the food service and students have is really awesome and been trying to do menu items and so anyway it's again too we have really great participation at harvest 58% % um so 538 lunches fly out of there every lunch uh period. They're they're busy. Okay, on to the middle school. Um we here this is we're doing great things at the middle school, but I feel like this is uh and I'll talk about it later is where our focus is going to be next

018year. Um but we've been doing a few things. We did um a ramen day and the kids that was based on some student feedback and that went really well. So that's what you're seeing here is us. We learned a lot that first time. I think we used every dish in the kitchen. There was ramen flying everywhere. Um but we we definitely learned and we just did a homemade grilled cheese and trying to get more student. It's a hard it's a tough age. It's tough age to try to figure out what they um what they want and what they think is cool and with with staffing stuff. So anyway, but um the other cool thing that's happened this year is our school store that is run by students is collaborating with us and they are selling

019um smart snack approved items um with their labor and they order the things through us and then they whatever they make in their they give us then the money back. So, we've reccome we finally have gotten to a point where we're at um we've met the or they've paid for all of their supplies and I think we we have about $1,300 of that they have raised and contributed uh to our food service department and they're learning how to run their business. So, that is new this year and is a really cool collaboration. All right. And then we have the lovely, lovely high school. And again, this is another spot that we need to um hone in on on why only 31% of kids are taking actual meals. Now, that being said, they are eating us

020out of alocart. Okay. So, our um we did a couple things this year differently where we um increased our hot sandwich uh every day. So, every day there's cheeseburgers. Every day there's hot dogs. Every day there's some sort of hot sandwich. Then there's a and they have a lot of choices. There's a hot item of the day. Um there's pizza of the day. There's salads, wraps. I mean, they have a lot of options. And then that beautiful salad bar that Sandy does every day. Um so it's kind of trying to figure out again how to get kids to eat a fruit or vegetable or take a fruit or vegetable in order for it to be considered a meal. because if they don't take it, then they'll take a pizza and a bubbler, you know, or

021an entree and a bubbler. Um, so that's something in the back of my head that we need to work on. Um, we did some student surveys to find out what they wanted. I would love and I'm kind of ahead of myself, but I'd love to do a focus like council with and I think Rebecca mentioned that there's some opportunities for me to to get some specifics. Um, but also doing theme days. We never did a theme day. We did that cookout for homecoming with the Lions Club. Came and grilled like 600 burgers for us outside and it was a huge awesome event with students, community, and food service. So, that was really lovely. Um, and we're going to try and think of something to do for seniors this year, which we've never done before. a

022special senior. I don't know. Maybe they can pick the menu that day or do a luau or something. I don't know. But um so that is kind of all the fun things and hard work but in connection that we're doing in the food service. So then I wanted to give you kind of the some more statistics of what is happening for our department this year for donations from community. We have gotten $17,000 260 per um and that I don't I word I don't know why because I don't solicit for it but we have one group that gives us $6,000 every year and then businesses have called, individuals have called um and it's and then randomly things come in and it we use that money to offset um overdue balances. Um students who have free or

023reduced um we at the end of the year anyone who qualifies for free or reduced meals, we will zero out their balance if they have anything. Um other families who I call or work with who have what we're doing, it's a really nice pot of money to be like, "Hey, if you can do something, we'll match it." Um so we do that a lot as well, or if you can do this much, we'll pay half of the rest of it. So, um it's just amazing for the community and to have that as options to help families. Um then I just put again as a whole what we're doing for breakfast and lunch participation as a whole and you will definitely see for that lunch participation it's only 46% and that's what I was talking about

024that middle school high school versus K6. So there's a definite opportunity to um try to figure out our middle school and high school lunches. Um Alakart though has increased $300 a day this year um with the introduction of all those new sandwiches. I'm thinking of maybe doing something like that at the middle school too and try maybe more options would would entice them. Um and then you'll just see our free and reduce rate. And um the one thing I just want to take note of this year because there was a lot of things I wanted to do this year that did not happen just because we have had a staffing problem in food service for the first time this year and we've had like 50 absences average a month and we only have 24 people.

025So every day there's two open shifts someplace. So we have lovely subs. Um, we have two that, but they've been subbing basically the whole year. And so between Jessica and I and the subs and moving people around, it's just been an off year. So, but that I just it's a note, right? Um, for for how we're doing. Um again this is now the finance part because you know food service is funded through the federal government the state and families. Um and it's based on a per meal like part it's based on participation and then any alle cart stuff that you do. So um I was really hoping our participation this year was going to be a lot more than what it is. Um but it's you can tell it's just rate the same basically. Um,

026but our alle cart is up and we have um managed to cut $40,000 ahead of last year. So, our debt is still there. There's still work to do, but I feel like we're going in the right direction and it's not going to be fixed overnight, but we are heading that way. So, um, does anyone have any questions specifically about that? I I do. >> Yeah. >> So, if I read the numbers right, so we're in a deficit of 150 grand. >> We are right now >> and that's based on >> that's 1836 lunches plus the 442 >> breakfasts and that. So, that is the current. >> So, add those two numbers together and divide by 150, it means we have a $65 per meal deficit. Is that right? Am I reading that right? >> I'm

027sorry. I can't do the math in my head. take 150,000 daily lunches daily. That's for the year. >> Oh, daily. >> Yes. Yes. >> Crunching. >> Um, what year to date, right? >> Year to date. >> This is February year to date. Okay. So, I don't have March. Um, and then >> it's only two months, >> but we have April and May, which are 21. So, here's the other thing that happens with months is there's months that have little um like 15 days like December and March at spring break. >> Yeah. >> And then there's those a couple months where there's three pay periods in one month. And so, April and May are going to be fantastic months because and there's no snow days >> hopefully. Um um so I'm hoping to gain some ground

028if that makes any sense in April and May from where so last year we were at negative 190. This year we're at negative 150 as of February but I'm hoping it won't be quite that. So if that makes sense. >> Have we seen a big change in cost? like >> had that price really gone up? >> Food costs. >> Yeah, food costs >> are significant. >> Um, and our reimbursement rate I just looked at from the federal government is $469 a meal. So for that we have to do labor and um food and supplies and meet all of the regulations for all the different meal components. So also trying to put things out that kids like but and healthy but also you have a bible you know. So >> you talk a little bit about

029the smart snack requirements because that's something you mentioned and I do think it what speaks to what you're just speaking about as far as the competing factors of what you're required to serve. >> Yes. Um so for and for um alle cart items which are kind of your money like that. Well, I use alle cart to offset the federal program to be honest with you, but for alle cart items, you have to meet the certain um calories, fat, sugar, um caffeine, portion sizes. Um so you can't just put out stuff that you know kids are going to buy. I mean, so the um you know, do you remember back when >> back when I was in high school, >> all the little Debbie like there was like the little Debbies and and all the chips

030that we sell are like lowfat baked meeting the regulations. Um we honestly for alle cart the stuff that we sell that makes the most money is just extra portions. So like an extra sandwich or an extra slice of pizza. So they'll get meal >> the meal and then an extra sandwich or um put it together and and then those those honestly those bubblers >> but these the caffeine is it I I have a um yeah >> on the caffeine. >> Yep. Um >> but they are minimal compared to some of the other things. Yeah. But anyway, so that's again, it's a it's a balance and we're we're um working on it. Again, I'm hoping to really target that middle school next year and get in with those kids and find out what we can do

031to have them come through the line and why they're not. But then I have a teenager and I'm like, oh geez. Well, so there's a lot of factors. >> So is there like a in order to I I want to say break even. Is there a goal percentage per building that we're targeted to hit? >> Well, if I may that 58% that we're doing K6 would do it. >> Okay. >> Right. >> Yeah. >> If we were consistent. >> Okay. >> So, Becky, I have a question. We just talked about >> from the federal program, you're getting $4.69 69 cents per meal. >> Correct. That >> and from that that would have to cover like you said labor and and everything. >> Yes. >> So what do you have an idea of what it costs

032per meal? What was it to? >> It's around $550. I mean >> ish. >> I mean I have my I knew you were going to ask that brought that to >> I did some math saying the numbers. We're like a buck 50 short per meal. So why don't we just raise it a buck 50 or we are we >> because then more people well we worried that then that's >> people would take more >> too much you know what I mean >> but we've already said that 50% over 50% of high schools are already spending more money >> identify that that's really the that is that's a good question y >> about what is the tipping point right of of charging and it's worth exploring y >> um and Hey, good, you know, turn it

033into some kind of feedback loop. I mean, those are another another step of y >> uncovering and figuring out. The fact that you've been able to reduce at 40,000 with increasing costs um is saying something. Uh >> we're trying. >> Nobody's eating a better nutritious meal for that money, >> right? >> And it's still a really good value. So my question is is is do you do you generally see from year to year the drop or are we hoping the middle school the harvest students going to middle school will just continue? >> Um we normally see the drop. Is it on average like 50% at harvest than elementary? >> This the we're actually higher this year at the middle school than we were last year but I know there's more kids there as well. But

034um there's a drop and I don't and so then that's we like >> okay >> why is there a drop you know is it well I mean I have a few ideas but I >> um we really need to target what are all the factors that are making kids not bring their own lunch or not eat or is it time is it I want to go outside is it um I don't want to wait in line is um I mean But I know there's a quite a few who bring their lunch so then they can just get outside as fast as they can. Um and you don't want to wait in line and I get that. Um also that it's a there's a this is not tangible. there's a leap there between sixth and seventh

035grade that something happens, you know, where kids I don't know what it is, >> but maybe engaging with them more and finding out what we can do, you know, to help that. >> Is there a student council that you could >> that you could have them help with >> brainstorming? Yeah. Yeah. So it's it's on the list. >> So at what point do we say like we need to cut back on what we're spending so that we're not continued all options of trying to figure out why there's a 20% gap between elementary and middle school >> and you know explored the student. I mean we're not there yet, right? But you know there's work to be done like you said that you're doing. I just wonder like how how long do we let that happen?

036Is that happening across the state, the nation? Like I mean I well reimbursement is a problem. Like there's not enough re if the reimbursement have not met where costs are. So it'll be interesting to see what happens next year if the bump is still up more. Um, I'm waiting to see about meal pattern changes too with the current um, federal, you know, to see if because there's the new food guide pyramid and >> new guidelines, right? >> Um, there was some talk a little Well, next year we have to reduce sugar at breakfast. Um, which it shouldn't be a problem. We're not >> So, but all cart items. You don't like like if somebody wanted to go buy four bubblers within one day, they could. >> They could. Yeah, >> if they have money in

037their >> right. So that like you're saying the bubblers are within the caffeine counter. They're better, you know, like and same with everything else there, right? It's within but if you buy four of them not really hitting your guidelines either way. >> I don't know. Okay. >> Um, so on this last slide, I kind of I guess I didn't answer your question, Gail, but I know it's it was kind of a loaded question. I know you're not going to have the answer to it. I just in my brain try and process like what that potentially could look like because when you talk the scheme of things in the scheme of the entire district budget, it's probably relatively small, but you know, that is something yeartoear we need to consider as as a board. Um, so

038what I have in my head right now for future plans to address some of these things is we are going to need to raise prices for breakfast, lunch, milk, all because milk is now also 34 cents a carton and we charge 40 um um so I mean it used to be This is way I've been here 20 years, guys. Anyway, but um really I don't know if we're going to raise it that much, but it will there there will definitely need to be a jump on that. Um, I need to I did a little analysis at last summer and I'm planning on doing it now on actually costing out each item that's on the menu and found quickly that for some reason canned peaches last year were like extremely more expensive than other canned fruit.

039Well, then I just didn't put peaches on the menu. >> Like, so those little tweaks to try to um dive deep, I guess, on what is going on. Also, um I the Gordon Food Service is who we use for our uh distributor and the co-op that we have 50 some school districts um are really as a group trying to hone in our order guides so that we can get better pricing on our food. So like chicken nuggets for example, if everyone buys the same chicken nuggets, we would get more a better price. Um so we're looking at that. Also, Gordon Food Service wants us to buy food during the summer. And if we buy food during the summer because they want to keep their drivers working, um they'll give us 15 cents a case for

040the rest of the year. So we we tried it last summer and it worked. So, we're going to do it again this summer. So, all those little things that are trying to um trying to address food costs, I guess, as as much as we can um for participation. Again, Art said, "We need to just keep doing what we're doing, K6, and then focus really on the middle school and high school and get focus groups and look at meal flow and look at variety and just really tailor in to what those kids would like. Um, and then the last thing is I'm this summer we'll really look at our staffing again and see what is our meal per labor hour, what um are we allocated correctly? Um, and if we can make any um decisions there,

041we will too. So, at the high school, >> we have how many lunches? >> We have two. So, do we find that we're running out of what they want? >> See, that is another >> by the time second lunch comes in, if you're getting there late, >> getting it. So they probably don't um in September October that is a common thing where all of the items that I mentioned that we offer it is hard to predict and forecast what kids are going to take because it's a new group of kids coming in for 9th graders and the seniors have left. And if we have a um rotating menu, which we do, there's nothing like you have to do your best guess of what how much to make of everything until you get those numbers going.

042Um so we take meticulous notes on what and then you have the AB schedule, right? >> Right. And then so one day if it falls on a A day this month but a B do you have to really It's like a puzzle and Camlo does a really good job but and then but it's hard and so when families call me I always try to explain this. I'm like okay but we had food. Um it's one time I know that's not what they want but but to your point it only takes one time for a student to be like >> they didn't have what I want. I forget it. >> Yeah. >> So it um um >> they also can't afford to waste. >> Exactly. That's the again the tension that's >> Yeah. So >> and

043like you think about you know all the students wonderful students that are part of the the release program for the apprenticeships right that might be not that might be releasing to go to work >> or not going to school every other day. >> Yes. >> That affects numbers for >> for lunch. Yes. And whenever there's a snow day, I am internally like there's a snow day. But then I'm always like >> because that money >> um that is that is that revenue is gone. So but it is I try to allocate that in but it just is what it is. >> And kids eat no matter what, right? I mean, if their balances are in the negative, they always still get >> they're always able to get a meal when that they can't they're not

044supposed to be able to get all, >> right? Yeah. >> A few questions about about meal debt. Um, so how do how do we compare within Dane County, I guess, is one question. And not just about debt, but how in terms of around, you know, the whole budgeting and and and participation is how how do we compare? Um, and then with meal debt, um, I'm wondering how much of of the debt that we talked about, um, is is connected to meal debt. And you already said that we we don't so so kids who get free and reduced lunch, it gets wiped clean at the end of the year, right? It does. But what about are there other kids that doesn't get wiped clean? Is there a meal debt that gets that's part of that that

045um budget defic? >> Okay. Um to answer the first question, how do we compare to other school districts? I don't have a list of what every school district's >> does for everything debt is. I think it depends on a lot of factors on how the school um manages or allows to happen, right? >> Um but I could get it I could I could get a a piece and bring that back to you. that's not a problem. Um I don't think we're like way out there. It's not we're not an outlier or anything. Um as for the debt that uh kids have at the end of the year, um we do roll over anyone who's still in the district to the next year. That being said, if they're not free or reduced, they're paid. I have

046a list that we that we contact and say, "Hey, we notice you have this. Do you want to do a payment plan? Do you want to like we have funds to help? We have there's can we have you um fill out a free reduced meal form? So, we have avenues to help right >> families. However, that being said, sometimes you >> it just it just rolls over if you don't hear and then we have to um >> start over the next year. >> Yeah. >> So, how how big amount is that? >> That might be 10 families. So like what kind of money? >> Oh, um >> you don't know. We can always get it back to the board. >> Yeah, it doesn't I don't >> I don't want to tell you something wrong. Um

047so but I can bring a report and I have an idea but again I don't I don't want to say >> and it probably changes. I'm just >> Well, it changes every day. >> What I'm thinking about is is another thing for us to consider trying to increase because you were saying you don't solicit donations and you're getting a good amount. Um, does does some amount come from the community foundation? >> Oh, the community foundation does not. Okay. Um, anyway, I'm just trying to think about other other um possibilities which might be to more systematically um request, you know, solicit donations >> and and especially to maybe offset at the end of the year so that nothing rolls over, for example. That could be a small thing to do. But anyway, I think there may

048be some room there as well. >> Yeah, the use of Parent Square has helped get um the funds in faster because Kathy Williams worked with the team to have it be a direct link when uh parents have an too much that they can they need to pay in the account. They get a an alert and then it links right to it and they can pay for it right on their phone. Whereas in the past it used to be an email then you or even a letter. It was sometimes for some of our fees it was a letter in the mail. >> Family. Yes. It's been so much easier now to like because it's all manual. You know, I'd have my list and then I'm going in and then I'd have to find and you So

049now I can just type in the kids kiddos's name and find their things and hey, how you doing? >> How can I help? You know, um so that that parent square is really a good >> that's been helpful. Becky, remind me. Are is breakfast are we required to offer breakfast options for kids? >> Um, you're not you're not required to have a school breakfast program. >> Okay. >> However, we do participate in school breakfast program which is also federally funded >> and free and reduced. Well, does that correct? Breakfast is >> correct. And um for K3, the milk program, the Wisconsin or the Wisconsin Day milk program, free and reduce would give them free milk for that, too. >> And then 4K, British 4K, >> 4K is not part of the meal programs because they

050don't they don't have meals. But 4K, the one 4K that is in Eagle Point in the building. And then also the um early childhood program, we have a special It's not the Wisconsin milk program, it's the special milk program, they are participating in that and it's like 5 cents a month. >> Okay. So, if we if our as long as our 4K is half day, it's it's not an issue. If it were full day, >> if there was full day, then they would probably roll in we'd have to roll them into the uh national school lunch program and the school breakfast program if it was full day. Thank you. So, have you ever operated in the black? I mean, it seems I just seem to remember many years. It's it's there's >> this is the

051first year that or last year. So first >> well co >> All right. >> Oh this year >> because she's had unbalanced reserves that she >> right >> but there's still there's still been a deficit but it's been covered some through a different >> through it's been through Yeah. Yeah. >> Yeah. Yeah, but I just I just seem to remember and said go ahead. >> Yeah, I know >> that it's always been it's never broke even or very rarely. >> Um it was always close and then and then we we had the COVID year where what where that that was a loss. But then the following year, remember when it was free meals for every for all >> the reimbursement came back to us then? So then we had a really nice fund balance, but

052this year there's only around around 40,000 that is in left in my fund balance. So >> Becky, has the labor amount gone up a lot with the new buildings, the new cafeterias? Yeah, that's the part I think it happened. Well, I it happened at the same time as coming back from COVID that staffing amount went up and we haven't >> Well, and like every time the tipping point of that yet >> and staff should get paid like they I you know well I mean >> that's a true statement. >> Yes, it is. Oh, it's get paid and they get paid they that the the rates that they are getting paid are significantly higher than they used to be, which is fantastic. But my reimbursement rates have not have not kept up with the food and

053labor costs. >> Well, and we're competing with, as I always say, Quick Trip. That's the that's the standard of pay that we need to make sure we're competing with. So um yeah I I think you've provided a lot of data for board >> um or for >> previous screening 190,000 this year >> deficit this year's 15,000 is that last year through February. >> Yes. >> Okay. >> I wanted to make sure it was apples to apples. >> We appreciate that. >> Any other questions for Becky? I just like to make a com I mean I'm just really impressed with all the creative oh ideas that you're already trying and the collaborative approaches and I mean clearly there's no simple no simple solution but it's it's I mean besides just the normal demands um thank you

054for all the the extra you're doing just to try to address the budget. >> Thank you very much. >> Yes, we recognize that 40,000 is a large >> a large movement, right? And and we appreciate that. I I don't I think we all recognize the puzzle that you put together on a daily basis or hourly basis, how everyone will get it. Um yeah, >> I think the work you get do is fantastic. I don't know why we're giving so many uh we give a lot of great opportunities for kids to eat many different foods. >> Thank you. >> Yeah. >> I don't know why we're giving it to the children. We have to have a little bit better strict like this is the food we have. package comes >> they won't take the live money

055though either. So that is it is truly again it's >> participation >> would it be interesting to like study that a little bit more >> right that brings us to item 7A presentation and possible approval of board policy R4. >> Right. So K and Chris and Diana. >> Welcome. >> Hello. >> We see you guys all the time. >> Happy to see you again. >> Thank you. Thank you. >> Okay, we are here for R four and so this is collaborative and responsible citizens. Students are productive and collaborative contributes to the workplace and in society. And so for this report we saw growth in connectedness, citizenship and wellness indicators. There is an opportunity to increase and support our social emotional learning at our K6 levels. Our the report includes six defined results and we are

056supported with evidence in 17 indicators. You guys will hear about how 13 of those indicators are um in compliance and met the indicator benchmark and 13 of those indicate three of those indicators I'm having a really hard time speaking today. >> Take a breath. >> 13 of those indicators have met the indicator benchmark. three are below the indicator benchmark and one we are still establishing that baseline data. >> So it's just looking at it in a different format in terms of meeting indicators looking at our um index scores connectedness citizenship and wellness um also meeting the benchmark on our SEAL competencies at the middle and high school level in all three um and then our civics exam indicator. So those are all meeting. Um did not meet um looking at our competencies at elementary and

057intermediate. I know Kate's going to talk about that in a little bit. Um and then this year was the first year establishing baseline on community service hours at the high school. Um these are the uh pieces of evidence that we used to put together this report. So looking at our student engagement survey results from the middle and high school um our social emotional learning competencies um looking at the first grading period and again grading period is semester or trimester with our middle school and trimesters we pulled it at the end of that the other buildings at semester um civics exam results um something that we track internally and then the ACP exit interview form so for those you've been a part of the ACP presentation panels Um when students are done, they complete an exit

058interview form which then they document their community service hours. So last year was the first year that we did that. Um looking at prior year capacity building action plans and outcomes. Um just talked about it a little bit. Last year's senior class was the first year that documented officially documented community service hours. This is something as we've talked about redefining ready. um we've been talking about with students for a long time and building lessons and advisory. Um last year was the first year that we started collecting this data in terms of when students leave, how many hours have they accumulated. Um this is also an area as you look at the percentage of that we're going to put more time into and really start to understand and help students um with the idea of giving

059back to your community um and how that really impacts them positively as they move forward. Um, so it was a good baseline for getting that information. >> And so this time last year, we were talking about how we were intending to hire a K6 behavior support coach and then also our PIS um, coordinator. And so we are in our first year of implementation. And we've seen that those folks have been really able to um provide additional layer support for our classroom teachers in identifying um different supports, helping putting those supports in place, taking data um and really supporting students kind of that are needing that additional support outside of our typical PBIS systems and really kind of thinking creatively and being another um building being able to build that capacity with our staff and with

060the students. And then um our PBIS support um our coordinator has been able to really focus on those systems and really trying to see um the systems that we're having in place are really kind of growing and having that calibration across all of the um K12 sites and really looking for opportunities to continue to have that calibration so that students have a similar experience within PBIS as they move kind of through our system. Just a reminder too that the PBIS coordinator is a stipen on top of teacher. So yeah, >> balancing all that. >> Um we also reference some small groups and mental health partnerships. And so really knowing that that connectedness and focus on that social emotional um support also includes that mental health support. And so we are continuing with those um partnerships

061with community providers providing one-on-one supports. But in addition, we've been able to do some co-f facilitation of some groups with some providers as well, focusing on regulation, grief, um, and some kind of explorations around that um, additional regulation strategies and tools. All right. So, areas for improvement. So, there were three indicators that showed areas for improvement. They are the elementary and intermediate social emotional learning competencies. And so we have three slides on each of them. Um and I will speak to all three kind of collectively. We also have an indicator revision that we'll talk about later which plays into also as I discuss a little bit more about the areas of improvement. So these are as a reminder at K6 we have these social emotional learning competencies and there's a lot of learning with students

062about about the competencies and practice and support for them and then the the teacher provides feedback around the competencies for students and so it's teacher feedback to the student and also to families and so that is how this is given and so this is coming from Skyward and the benchmark is 80% and we are below it for all three you're in the range of 70s for all three of them. So, a few things to know about that. A few years ago, we did clump can't think of a better word. Um, elementary and intermediate school together. And just thinking about developmentally, students in kindergarten versus sixth grade are in very much different places. Something else to note when we look at K3 this year, our elementary schools, a few things that have happened specifically there. One

063is we've adopted the character strong social emotional learning curriculum. Previously we had second step which is what we have at Ksix or Ksix. Um and so character strong is a new adoption at the elementary level and so we are shifting that and there's been a lot of learning around the social emotional instruction through that. We also have the tier 2 support for that as well. We've also started using the sabers my sabers which is a social emotional learning screener for K3 students which is new this year giving us different data to look at when we're looking at our students and how to support their their needs. Um, we also do have the coach and the PBIS coordinator which has also helped. And when you think about standardsbased learning with all that's been happening, our all

064of our K6 have we looked at the rubrics that they use for social emotional learning. K3 has even more so because of all of the changes that I've just identified. They've really put a focus on it to make sure that what their expectations are are in alignment with developmentally appropriate expectations for students those age levels. And so there's just more of an awareness around it. So I would say in reality this is probably more indicative of where our students are with their social emotional learning at the K3 level. >> Would you say I know when we talked about this quite a bit this year that it's a bit more rigorous of the expectations that we or maybe the feedback loop is more rigorous than what it's been in the past. I would say it's more

065rigorous and it's also just as with all of those things that have been going on, the staff at the elementary have just done a lot of between standardsbased learning, a new curriculum to teach social emotional learning and a new screener to to determine supports for social emotional learning. It has been on the forefront of our stu our teachers minds at K3 because of all of that. So they're just more aware. So they're more hyperfocused on it and I I would say our expectations are more accurate to what they should be first. That's a better way of saying what I was trying to say. Thank you. That that explains why the score have dipped. >> Yes. >> And it's actually the right thing in many ways. And I want to say is because it's we want

066our youngest students to really get strong skills that then translate going up. So when you look at the rubrics which I know were attached in the board report when you look at K3 and I will say I know we don't report out on 4K but there's as well it is with support and if you think about I mean to be meeting you need to be doing it independently but as a five six sevenyear-old having support for identifying your emotions and for regulating your emotions and for resolving conflict it takes time. I mean that is a lifelong skill we're all learning and so to expect five six seven year olds to do that independently which is what a meeting would be um is not always the most I mean developing is appropriate as well to be

067doing it with support and finding success is what we want for our students right so as we look at action steps um one thing I want to highlight is you'll notice there are some overlap in action steps between R3 and R4 um so with this part of the presentation, we wanted to highlight some things that we didn't talk about in R3. Um, so one of the first ones is adding a counselor at the high school. Um, we know that enrollment has continued to increase um, pretty steadily over the last few years and we know that the big bubble of students is coming to the high school. Um, so being able to add additional support for students is going to be really important. Um, so that's a strategic action that we're making starting for next year.

068Another would be is adding another dean of students at the elementary school. We know that supporting our youngest learners um in you know and being ensuring those systems are in place and that behavioral response and being proactive in that. Um so having that additional capacity will be really supportive and continuing um to to build up those learners and build up those systems. >> And I'm going to jump in there. The funding for that is coming from a district level position that's getting folded to go back into the building. And then finally, um, I had shared I think I shared at a different board report that we really have been focusing on on the professional development we're providing for our educational assistance. And one of the things that we were able to focus on this year,

069we brought in some additional support about understanding behavior. And we know that our EAS are a lot of the what builds that connectedness and has those relationships with our learners across our system. And so we did some really um targeted learning about behavioral kind of that behav behavioral progression and kind of that natural development that Kate was kind of um referencing and then the brain science behind behavior. And so that was we've gotten lots of really great feedback from our educational assistants about kind of getting that deep understanding, but then also in addition then just how PBIS and our behavioral response kind of fits into that sort of brain science behind the behaviors that we see from our developing learners. So, when we think about potential indicator revisions, as we were reflecting on the score

070report, there's a few there's a few bullet points up there. One of them is we notice that it still says behaviors that promote learning and really social emotional learning competencies. So, eliminating the behaviors that promote learning and moving into social emotional learning competencies within the board report. And then as we referenced before separating elementary and intermediate school feels more developmentally appropriate. And then if you look at there I have the the how the indicator would read. And so at the elementary level keeping that 80% of students as the threshold but moving it down to the developing level knowing that that is what's appropriate for our students because the rubrics are designed to show that they're doing it with support with adult guidance. So that's reflecting more the developmental appropriateness of the expectations for elementary. And

071then at the intermediate, middle and high school, it currently says proficient. So switching it to meeting, but essentially that they are able to do the expectation without support and consistently. So those would be our recommendations for indicative revisions regarding those three areas. >> I'd say part of the reason for the language change too is so that aligns with our grading language as well. So developing and meeting are the two on our scale for that too. >> And then there was some conversation when we completed OE10 last year about some of those attendance indicators that we have were really felt like results versus operational expectations. And so we would like to we feel like um this report would be an appropriate place to add those um indicators. So those are the same indicators that are currently

072found in OE10 which we'll be reporting on next month. Um but that we would instead add them to this board report knowing that they're they feel more results. >> Okay. Uh for that reason um we have marked this report as making reasonable progress with the exceptions noted. >> Thank you to entertain a motion at this point. I'll make a motion to approve the or to accept the report as written. >> Okay, we have a motion. We have a second. All those in favor say I. >> I. >> Any opposed? Motion passes. We now own the report and can ask questions. >> I have a question. We were talking about the social emotional, you know, learning and behaviors with our, you know, early learners in elementary. Um, I know we have some student groups like at

073a high school level. We'll go read to them, you know, maybe they stand outside and do the high five, you know, read them in the morning. Have we looked at any kind of research on how having like an older mentor for this student would impact because kids seem to learn from each other so fast, right? They think they're so cool and they want to be like that and they just pick it up really easily, right? So I I know the older students they're in school too so they don't have time you know to take a job and do that but have I mean is there any you know research that we've seen or anything like that or >> so we've actually started that on a really small scale this year um we had some from

074one of our from the BSU up at the um high school we have a student that is mentoring one of our students at one of our elementaryaries it just started just like last week and So, um, you know, I feel like we're we're kind of going to use this as an example or an opportunity to then see if we can scale it up. Um, >> sh >> um the Black Student Union. >> Oh, thank you. >> Yep. And so I feel like we have some more formal, you know, like we have our um Sorry, go ahead. What did you >> more formal programs >> where >> heard of that? >> Yeah. where that's like a class that's part of the student's day and so they are there for like a whole hour and um and

075like that partnership between the classroom teacher and the student is a little bit more formal and then we also have like some of our mentorship like the ed interns and things like that we that you know where there's opportunities for those high school students to be in elementary classrooms but I feel like a mentorship feels a little bit less formal than that and so I do think that there's an opportunity that we're kind of we're kind of starting small and then we could maybe take a look expanding. >> Yeah, we're trying to learn about what are all the barriers, the high school student schedule, the transportation, things like that, parent permission. So, this is a great way to to get some of those kinks worked out to see if we can scale it up. >>

076Other questions? >> I have a question. In uh 4.2, to our policy reads develop knowledge and global awareness by understanding diverse perspectives, backgrounds and beliefs. A lot of this um the indicators use um the seal rubric and the competencies that I looked at. Um my question or when I look at that uh to me that seems like more of internal work. Is there and maybe this is something that the board could look at. Is there any other in indicators or anything else you could present to the board that presents global awareness of understanding diverse perspectives and beliefs? So, so um so social emotional learning is the process which children and adults acquire skills to manage emotions, set goals, show empathy, manage positive relationships and make responsible decisions. So can you does Yeah. Is that does

077that am I missing something in there that I'm not seeing that answers the diverse perspectives and beliefs? >> Oh, go ahead. Under emotional development in the rubric. So, there are three competencies. Emotional development is one of them. And underneath emotional development, there's multiple levels about perspective taking. And I think that's why it was created um is to give feedback on perspective taking learner consistently provides. Oh, let's see. I'm looking at like the intermediate one um >> intermediate >> perspective taking empathy and appreciation for diversity. Those are the components and that's why it was chosen as an indicator. >> So if you go to the bottom of the report, you can click on any of the rubrics. >> Rubrics. Yeah. Okay. >> So like the elementary looks there's an element about showing awareness of how others

078might feel or be thinking in different situations or having that awareness of other person's perspectives at the elementary level. So then when you go to harvest yes it's the step up to not just have an awareness of others and potentially they have a different perspective. And the only way to give be able to like give feedback on that rubric is to do some teaching about global perspective >> and empathy and awareness of others. >> Um does that help get at that a little bit about how how that indicator was chosen? >> There's a lot in those competencies that I think are just not um necessarily we wouldn't correlate that because I would think the same thing when you think emotional learning. >> Yeah. it doesn't correlate with. Then I started looking at the curriculum for

079character strong and their focus areas and I'm like is this really hitting um what we're looking for? But I struggle a lot personally with just having the survey as a lot of the data. Um and I know is I don't I I don't know another way to measure it and I'm sure you guys can't think of it either. I know it's not easy to measure. Um, I just I wonder there that one in particular didn't stand out to me, but when we think about like the connectedness, I wonder like we we talk about participation in our extracurriculars um activities andor sports if that would be not I'm not saying go away with the survey, but if that would be another external source that would be a little bit more data focused rather than personal >>

080I guess focused. I mean, I just I worry that we rely too much on um some of the student data knowing that I have students of my own that might >> really just want to get through that survey and not necessarily put a whole lot of time or thought into it. So, and like same with like citizenship. I wonder like does our we do a lot with ACP planning um you know and and part of that is I plan ahead, right? And so now we're now we're talking about bringing ACP not only to high school, but we're we've started in middle school and potentially even going down to harvest. Like would that would something in that coursework, you know, that we're doing already in our classes say we're preparing our students so that they're able

081to plan ahead rather than just sending them a survey and said, "Yep, I know I plan ahead. I know what's happening tomorrow." You know what I'm saying? like I just I don't want to say take something away, but would that also be another piece of evidence that would be a little bit more um grounded in what we're already doing if that makes sense. >> We'll say in terms of extracurricular co-curricular involvement that is an OE10. Yum. So that's something similar to what we did with Diana talking about with a tech. It's like it could make more sense. >> Yeah. >> As more of a result. >> Yeah. >> Oh, that's true. It is a result. M >> the operational expectation would be that we're tracking it, >> right? >> So that could be a more

082natural fit. >> I I mean I just think of like I like for the longest time until we started talking about that I didn't even know how many student groups we had and offer, >> right? And so you think about how that started tracking it. I didn't either until like that really is how students a way that students can feel connected and a way that they feel like they belong within the school district. That to me absolutely feels like it >> and it's also what we're asking ready indicates the research about a student being college career and life ready. >> Interesting. >> Um any other questions? >> Um in I just have one more in 4.1 right? Because I clicked on the grades. I'm going to try and go back here because I clicked out

083of it before. But you know, um, we talk about like the connectedness, but we're asking them to accept responsibility for their own actions. Um, I guess I I think of that as more of like a behavior thing, right? So, like I looked at like when you look at your students grade book, right? If I were to go on and look at my own student and see like expectation grades or or participation within class too, like if you're accept like do I participate in class? If you go down to the connectedness and you look at that the some of the questions that they ask like are those grades that we're taking in those portions again meeting that so when you like I am willing to participate in class like does your classroom expectation or participation grades

084account for that or would that be a measure of it? Does that make sense? that reflect the same. >> Yes. >> Yeah. I say, "Yeah, I participate." But then you go look at my grade and Megan doesn't >> And your teacher does says your classroom participation grade does not reflect what you had in the survey, if that makes sense. And I know that's that wouldn't be true for all grade levels either. Like I don't think they have classroom participation. >> Oh, I don't grades >> in elementary and intermediate, do they? >> It depends on they've got standards that address. I mean there's like speaking and listening when we have discourse we we're listening for students listening. >> Yeah. >> I guess I was just in in some of them I was looking for other other

085ways when you look at what we're asking the students in that survey stuff that we're already doing that would be easily to measure to add to just the survey. That was kind of my gist of that. But that's just me struggling with just surveys. Other questions? Jan, any questions? >> You know, the one thing that I did notice in our disagregated groups, our Asian or North, oh my gosh, Pacific, if I can talk, we saw drops in all of the results for them. And I'm just making sure that we're like flagging that and we're looking, was there something that happened or do we need to like why did we see it? we said they stayed in their levels where they're supposed to be, but we saw drops and it was across the board. So, I'm

086just curious if there's >> it's something to continue to very much monitor because those used to be when I first got to the district, those were really low. >> Yeah. >> And then things like a very large Mung Club got started. Um, and I think that's been really important to our community. >> Um, and so yeah, we want to keep that monitored. I don't know. >> I don't know if there was like something like >> a root cause to see that drop with that group and it was all huge drops but like >> something to keep something I was I noticed and I thought >> um do we have a general number of how many people participant in part well I can't participate in our mental health opportunities. Yeah, I mean I could I know

087Yeah. like monthly that we have, you know, our on-site therapists coming. It's over 65 learners that are seen each month here. Um and then as far as like our small groups, those are like more limited opportunities. So it's like six to eight weeks that they're coming in. And so usually those are about six to eight participants. And I think we've had four of those this year. I just wonder if like from year to year are we I mean I know we saw a huge increase after COVID like is that continuing to rise the need for mental health and wellness that I mean I would say like my fast answer is yes I would say you know we continue to really say you know like we do continue to have a pretty significant mental health need

088just in general. I would say that we are seeing a little bit more of like our community kind of responding and so families aren't experiencing like those really significant weight lists that you know like postcoid we saw like we couldn't you know families could not get into like intensive outpatients or things like that was really really challenging you know so we're seeing a little bit more like so I am constantly getting emails from providers um saying you know like we're a new provider we're here you know and I've been on our professional development days I've been bringing those providers in so that our student services team can meet them and learn about like these different facilities that you have kind of popped up around Dane County so that we're able to refer families to them

089if there's that need. Um our our really good part, you know, our partners that we have those with that come into our facilities or we're seeing that, you know, there's they're having more availability with their therapists and things like that. They're working really hard to accept more families insuranceances, you know. So, I feel like we've made some ground, but I would say that we still do definitely. >> Be interesting to see us those kids like from this year. How many still need it next year or how many are we like we helped them this year and now look, they're thriving next year, you know? Like that would be >> there's probably some change because if she's saying she has monthly numbers, I'm sure it changes all the time. I would say so like I feel

090like we have some families that you know in students that like they see have like a pretty acute need and so we see that they're seeing them like every week or every other week. Um and then you know then what we see is like families then start to like kind of space it out a little bit more. So now we're seeing them every month or maybe like on an as needed basis. And so I would I feel like it kind of es and flows and that acuity you know as kids kind of mature you know so they could be like an established client but then like something happens and you know kind of it's like a >> Yeah. I I just I mentioned that because I I feel like the small group thing is new.

091>> Yeah. >> Right. And I just working hard. Yeah. >> It's like different and new opportunities and the need is still strong. >> Yeah, definitely. >> Any other questions? >> No. Okay. That brings us to B the indic potential indicator revisions which they had mentioned. >> Oh yeah. >> To approve the report as >> Thank you. Okay. Okay, we have a motion to >> second >> and we have a second. >> All those in favor say I. >> I. >> Any oppose? >> Motion passes. Now that brings us to the indicator. Thank you, Brian. And ma'am, um, which they have mentioned in their report. Is there any questions on the indicator? >> The only thing that I, you know, I understand moving it to the support um, for those those K to three, but why

092not keep proficient in there? Why not challenge ourselves? Um and maybe it's we move it down to 75% on proficient versus the 80% um with it. But I just think it's you, you know, and I think that there's there's good reasons. I mean, there's good reasons obviously that we need to look at the developing because they are they're K through three. They're developing constantly. But, you know, I think it's also good and it shows that growth and I don't know. >> I'm curious if you pulled apart because right now it's K6, right? Correct. So, you pulled that apart. I bet 46 is much higher than K3 those numbers. I don't know. I I guess I to me it makes sense, right? K3 I expect developing. I I I would challenge you. I think 80% at

093four six uh middle school and high school is probably I'd like to see growth between those. So something about that threshold. >> Okay. I wonder if it would be useful to the board to learn about I know we've done competencies and and maybe what that means to be emerging developing in meets in order to kind of get a better gauge on what those percentages we might want them to be or what makes the most sense once we look at those individual grade levels. I mean, I know you included them in that report, but I think an understanding of that might be helpful. >> I agree with that. What number should it be? I don't know. >> Yeah, it's based on >> right and then because I could also say if kept the way it was

094written but change that 80% to higher if we're doing developing and meeting that's another option. >> Yeah. >> So having 80% as that benchmark for K3. So, we need a little bit of a direction though on like is the board wanting I'm trying to understand you want board education at about each grade level and their and the benchmark or are you >> That's my opinion. I think if we're going to give a we're going to give an opinion on what the number should be. I don't understand that. >> It's just the K3 numbers, right? So we're going to break the the request is that we break out K3 and we we do 46 46 will stay at 80% proficient like that doesn't change K3 we want to move it to developing at 80% and then

095we are talking about taking away proficient away >> I think Brian suggested too Brian had the suggestion of do we want to see growth between intermediate middle so so my suggestion would be to bring these scales back have a discussion or learning about it as a board. >> I think I think the general gist is the board is okay with moving to to grade level that makes sense. But what those percentages are or how that indicator specifically reads I think is >> look at some history too, especially the upper levels because we just recently arrived at this >> Yeah. >> proficiency. I think this might be the first time we've actually hit the secondary level expectation. So, can we wait one more time? But I also get it like we'll bring we'll bring more information

096inside as a group. >> At the end of the day, you guys are presenting to us based on our policy which is that we want kids to leave the district. >> Yep. >> Equipped with this. So to you, you know, is what evidence do you think is going to prove that to us? >> Fair. >> So, you know, I'd say back to some education and these are recommendations of what we want those baselines to be and fine with that. >> Yeah. And you're 100% right though when you just said this is the expectation when they leave the district. So you would want the very best scores to be when you're leaving the district. So yeah. >> Yep. >> I I appreciated the attendance. I think that um to me when we're we're trying to strengthen

097the the idea that being in school matters, right? And that message that we're sending out there um to me putting attendance in here as a result um makes absolute sense. Anything else for the indicator changes? >> Um, input for the summary statement. I know Jan's been feverishly writing over there. See notes. >> Everybody's been all over the map. >> Navigate the summary of all of it. >> Stephanie says she's got some too. I don't know if you guys want to recap or if you guys think that we have enough. Do you have enough? Any good? Jan, are you good? >> Okay. Okay. All right. Thank you. >> That brings us to item D, board consideration and possible approval of district budget parameters for the 26 27th year. I assume Kathy's coming up here. >> Yes,

098Kathy is coming up with me. >> Yay. item is here. I'm assuming you want this Kathy if you don't like rejected. >> I think I was getting excited yesterday. I'm like I'm going to be healthy enough to talk to the board about budgets unlike uh the last time. Um >> yeah, so it's exciting time for me. um hopefully you as well. Um so Roz is joining me today because there is a section in um the budget parameters that um I think he can help uh provide some more background information if needed um for the board. So that's that's why Oz is here with me today. Um but just to give you kind of a recap of this uh the purpose of this, this is the budget parameters and every year we have the board approve

099budget parameters which basically is kind of like the the fence post by which the rest of the budget is fully developed. Um and then it comes back to the board once it's been developed further and then you get a couple more times to uh see it, provide feedback, um make changes if necessary. So this is just the budget parameters to kind of give us those fits post. So just a kind of a quick recap of statewide. Uh we depend a lot on the state bianual budget. We're in year two for this coming year. So there's really nothing to worry about I guess because it's already set. Um although I'll take that back. There is little something to off aid for this bianual budget for year one. It was 42% of a promise on expenditures that

100happened the previous year and 45% for the next year. Um, as all of you know, it fell a bit short to what we ended up getting for our first estimate which was uh 35% of our expenditures and for divorce that's about $850,000 difference. >> $850,000 difference. So it's it's quite um hard midy year to kind of have to recover when you have that kind of difference between what was promised and what is ex still estimated to come through. That could change a little bit because DPI I think typically comes out a little bit lower on their estimate to make sure that they don't over um allocate anything but we'll know the final number usually at the end of June of what that ended up being. and and currently legislation is actually in conversations with Governor

101Ivers right now. They're navigating what they're they may be doing something with that surplus. In case you haven't heard about the surplus, there's quite a a nice size surplus in Wisconsin. And um as Dr. Tates mentioned the the surplus conversations revolve around um fulfilling the promise of funding special education at those levels as well as providing some type of property tax uh pair relief. So good conversations I think are still continuing which gives me a little bit of hope. Um you never know. Uh it'll be interesting to to watch that kind of evolve. Um, also interesting I think going on at the state level is there's there's a lot of retirements happening uh governor legislators. Um, so it's it could look very different in this coming um bienium budget. So, who knows? We'll see. Um

102locally I wanted to just give the board a update on enrollment and um that's the primary primarily um primary factor for determining our revenue limit that we have for operating ref or revenue to work with and um this year was a little bit different with our 4K numbers quite a bit lower than um previous years actually the lowest 4K class since 201617 So that's um quite a a swing from where we have been. Um birth rates were lower. So there's um that going not just state, county, but also nationally. Um next year the birth rates are predicted or the birth rates that would happen for next year's 4K are predicted to be higher. Uh so we'll see what we have for this next 4K class. I think we'll kind of see a up and down.

103um versus previously we're just kind of going straight up. Um and you can see where we've had these the purple cells here are where we had our our biggest growth during that time frame from 2016 to now. And you can see how those 300 plus size classes are kind of just moving through the system. um which makes it a little bit of challenge to navigate that because we had to increase staffing in those areas and now we're having to kind things um because as kids the numbers change that's what we get our revenue with and we can't keep you know the staffing for when the 300 class level is not there anymore. >> I'm going to jump in there. So what that has required is this spring is our building administrators and district administrators to

104really brainstorm how to take any position that was done with attrition through retirement um or you know choosing to leave the profession or whatever um at those younger levels and then shift that FTE to the upper levels. So we've had to move some staff around a little bit. We've done our very best to make sure everybody has a job still, but we have done some and you're going to see that in the report too. But it's taken quite a lift of our principles um to really and all of us get on the same page about how do we do this so that everyone has a job and that we're being fiscally responsible. >> Also, um for local kind of information is housing trends. Um we still have a lot of strong growth in this area.

105So that's that's a good sign for us. That's not true in other communities. Um we uh Village of Forest, they're they're less single homes than they have in the past. Um but Village of Windsor is still really strong. Um these last two years they've had um over a 100 uh permits for single family homes and that's where the majority of our growth will come from are those developments. So still very strong um growth in this area which is good for us. Okay. Now, as far as um major budget assumptions for building the budget, um we're going to continue existing programming at all levels. There's no big changes planned for that. Um maintaining the cash flow reserves that are for our board policy and maintain our class size goals. For revenue assumptions, um again, revenue limit

106is our main factor for determining how much we have to work with. um pretty simple for planning this year because that's already set with the state banial budget being done. Um 325 per pupil. Um I do want to mention that that 325 is our increase per pupil which is less than CPI. So just keep that in mind. Um that we're yeah less to work with than our inflation costs. Um transfer of service. This is also part of revenue limit. um when we have whenever we have students that are either um English as a second language or um come with an IEP move into our district and there's related cost like having to add staff or special services um we can include that cost on our revenue limit and that estimate is based on what we

107know of our kids now because we claim that you these kids would be on next year's revenue limit. um equal equalization aid. I am estimating an increase which is also unusual um in Wisconsin because the state banual budget did not allow for an increase in equalization aid. DeForest is um unique because of our student population growth like um most of the other districts in Wisconsin are experiencing declining enrollment and it works on a three-year average and um our forecast is showing that because of that growth we should be receiving more um equalization aid next year and also our shared cost um which is like our fund 10 fund uh 41 maybe our debt service I in that calculation that shared cost remained relatively the same as the previous year but we had more kids. So

108then the math of that is our shared cost per student went down which means we actually have less of that third tier of the year the age formula that usually have we have a negative amount was less negative because we spent less per kid. That's kind of a long way saying that. Um so that is why for one year I am estimating that we would have increased which is good for our property tax um base and um I do think that's going to go back down the following year. It would just be interesting to know what um happens with the next banual budget to know that for sure. Uh categorical aid is um also set by statute. That's 742 per person. Um, also under the revenue limit or actually outside of the revenue limit, but

109still part of the levy would be an increase in fund 80 that we'll talk about in a little bit as well. Um, that's related to some fund 80 expenditures that we want to go through with you. Um, and then just a few other things that I'm adjusting on the revenue side would be lowering um, interest revenue. Unfortunately, those rates have dropped for um, investments. I really enjoyed it during that time that they were great. um but we they're not going to continue for the foreseeable future. So there's u less revenue there. And also our federal funding has gone down a little bit um for the title grants. We did get our first allocations and that's um actually because Wisconsin as a whole has less of their their poverty um rate went down which is great

110for Wisconsin um but not great for the grants that use that number. We do not know the flow through um grants yet that are for special education services. So expenditures um pretty normal for like across the board budget centers um you know CPI rate for the most part with some adjustments larger increases for technology and building and grounds. Um we are finding a lot of fluctuations with like technology. One day it might be a certain price, the next day might be 20% more. Um same thing in the maintenance area and services. It's it's been challenging to predict what we what we need because we're not >> utilities. Yeah. >> Yeah. Um so those two I would predict that we need to just focus a little bit more on um to help with that. for staffing.

111Um, we use for our factors, enrollment projections, uh, current programming needs and, um, building schedules determine a lot of what our staffing needs are. Um, as Rebecca mentioned earlier, um, through the tition, we are planning on reducing some staffing with those bubble classes moving through. We're finding that um we do have the ability to reduce at Windsor Eagle Point um and a half-time PE at elementary level as well as a full-time position at the high school. Um and each of these was through people um either retiring or moving to a different area. So thankfully we're able to do that without having to um let anyone go which is really best case scenario. And then on the other hand because we do have higher class sizes moving through the system um we do do need to

112make some additions as well. So there's some FTE that we're planning on for FIAD um at the middle school, a counselor at the high school, a FIAD and health at the high school and a FIAD or not not a FIAD but a art teacher at the high school. That's a big celebration. >> Yes. >> Oh, yes. We've had one art teacher at the high school for a long time. We're adding we're adding another one. So, that's that will allow that to expand. It's much needed. That teacher's been teaching on overload for a couple years now. >> Um, also, uh, we're reconfiguring because we need to be creative because we don't necessarily have more money to work with. Um but we're reconfiguring a um a district level coordinator position uh also through attrition um and reassigning

113uh some of those duties to a elementary principal who has the same um certification I believe and and then we're able to then use those freed up funds to add a dean at the elementary to help with behavior supports and and other um other dean duties uh for staff compensation. Um, we still have to have conversations. Those haven't started yet, but they will soon with staff. Um, and right now, um, you know, the negotiation rate that is out there, um, that is is set every year on CPI for our certified staff is 2.63. It's based on a CPI um, index. Benefits for staff. Um, pretty stable here, too. Uh we've been I think this is our fifth year with group health cooperative. Um and it's the rates have been very stable. So 6 and a

114half% where a lot of our our peers are seeing doubledigit increases in health insurance. So that's been really great for us for these five years to be able to keep that that cost um pretty stable. >> I'm going to sh do a shout out to um our HR department and Kathy Davis as well for working through this. And I know it's Augustine that does a lot of that work with Nate um because I just met with the Badger Conference superintendents. They were all sharing their rates. This is the lowest one. And the fact that we've been able to keep that is just awesome for the budget and it allows us to focus on programming and staff and for the kids. And obviously we want our our staff to have quality healthcare too. So, um I

115really just this rate is something worth celebrating. >> Yeah. And and I don't think it's Nate and Sue, but it really Yeah, it is absolutely wonderful. And just sitting on the the meetings with the group health cooperative, I feel like it's been the most transparent insurance company I've ever worked with. Um because usually I feel like they can hide behind the numbers. you never really truly know what your experience ratings are, but they're very upfront with information, which has been really very refreshing. Um, dental insurance, we we self uh fund that, so we have more control over that uh rate. Um, but we don't have a need to increase it, so we're going to keep that at the rate it is this year. Okay. Community service fund. This is where we would like to do

116some changes. Um, and I feel it's pretty warranted at this time. We've been mostly uh, well, Raz has been doing a lot of work with facility usage and really getting a better sense of how we're using our facilities outside of school hours. U, what groups are using them, what resources are needed to keep these spaces available for the community. And um we basically have two full-time custodians that are for that use of the facilities for community use of the facilities. Community service expenses really should not be in the general education expenses because those general fund goes to determining what our shared cost is for aid. Um and the community service really has nothing to do with education. Um, so that's why you really should, now that we've isolated that these are related to community service,

117pull those out and use the community service fund 80 to fund these positions. Um, so what you see is a recommendation in the parameters to build this around assuming that we're going to fund those two positions. Um, I did put an estimated cost there. Um, that's for salary and benefits. Um, and then also I I see a need to increase for our existing services just because we're using our facilities more. Um, uh, community pool used to be a part-time director, now I believe she's full-time. Um, so there and there's more lifeguard costs and also our part of our PAC is funded through this too. and just the the natural increases in employment rates um warrant really increasing uh food service fund or sorry not food service community service fund. I did put in a chart

118of the Dane County um fund 80 because it really it varies so much across districts and we would be on the lower side currently. Um, so this would bring us to I think I'm I'm going to guesstimate it's a little over 300,000 about 325 is what we would need. I haven't fully built it out yet, but that's where it's it's looking to to be for right now. Um, and that number would come back when I have it more finalized for the board as well. But, um, even with that, I feel like we're pretty in line, if not less than most of our like peers. Um, but then higher than some as well. Uh it one of the main things I think that really depends is what else is available in those communities to provide community

119services uh like Cambridge. I used to work there and I know that uh they have a very robust community service program that all runs through the school district versus places that have municipalities that would run those things. So and there's also community usage of the facilities that just vary by what you have to offer. Um, so that's why there's really there's no like direct comparison that is easy to do with these. Um, but just looking at what else is going on in Dane County, um, I feel good about our number and I don't feel like it's really outrageous compared to to other areas. The tax impact is pretty minimal and I do think there's a way um because we have some fund balance built up and debt service that I can offset that. So, I

120don't think it's going to be noticeable. Um, I won't know that until I've officially done all the budgeting, but I I think it's gonna I'm going to try to keep it so it's not noticeable >> and all that comes back to the board before we do anything. >> Are there any questions? And this is a bigger change. So, I just wondering if there's more. We had a year ago or something where you guys put together some suggested >> sure >> ways for the community to pay back >> sure >> youth football to pay for some of this or you know whatever these different clubs and things that >> terminating the reason I'm thinking of it yeah >> is that they should help pay this >> debt >> if they're using it then they should >>

121yeah when we look at this that I'll keep that part separate because this is really about um staffing and I'll add a tiny correction what Kathy said. Those two positions are high school only. Uh so we looked at our data to go where are we using it the most? And so we staff two people. We staff a person uh 410. So somebody who works Thursday through Sunday and then a person that runs uh Saturday through Tuesday knowing that the majority of our larger events are weekend and then Tuesday and Thursday being those times. U when we look at our events. So, I'll use this month just as an example. And it's a low month. April's pretty low with our our usage of our our buildings. We have 36 events today in our district. Just today,

122ranging from 6 a.m. to about 10 p.m. So, 36 events that are going on throughout our district. Um, in the month of April, uh, we have 631 events. And so, that's where this comes. not so much what are we charging um but how many events are actually coming through through our district and what do we need to do to support those events clean because when we think about when when they come they'll work until we're having groups are in our buildings till about 10:00 and our custodians end at 10:30 so if you're using the event it's hard to get going with that so um I'll keep that that separate with with that piece as we continue to work with our community groups um because a lot of that was just our level two which is

123our not not our forprofit groups or out of community groups. Uh uh level one is our district sponsor groups. Level two are our groups that are in our community that are using our facilities. Level three are those outside of our community that want to use our groups. And then level four is our for-profit groups that that come across with that. So, um, kind of taking it all around there. This really comes, this was a need just to keep it in the past before I came in. All the work on the weekend was overtime and volunteers. And so, we didn't have anybody scheduled for the weekends. And it was who would like to work? You've done your 40, now I could use you another 10 to 15. Um, and so we did some moving around of

124positions to do that. That's where those >> and that that was really quite costly. So it's overtime and burned out our staff and they wanted to leave because they were burned out. So I feel like you >> you're coming up with a solution to a sustainable model. >> How do we do this and get really look at people too to own those spots? >> So we do have custodians that are athletics and activities based. >> Yeah. >> Your expertise is in gym care, facilities care around auditoriums and those kinds of things. So that's another change that we did with that. >> With your numbers, you said 30 36 events tonight. Yeah, today for range from 6 a.m. >> But how many of them are at the high school and how many of them are community

125events versus district events that we should be paying for anyway? >> I don't have that exact that exact number, but but it'll range with everything within that. Um like this morning I could say we had two community events in this building alone, >> but in district office. >> It was at district office. Yeah. >> But these positions are solely for those. >> They are high school, right? I just wonder like balancing the look of like those two positions solely at the high school which I imagine the high school is the most widely used in the community right the building itself and everything it entails >> but like to pull >> I don't know that it is getting creative because I just feel like I don't know if those twofold positions a lot of the high

126school events that happen are our own district events that happen later but we're pulling them out of a community fun Sure. >> But I don't know how you would do I don't know how you would creatively work that to be like, "Oh, okay. Well, five hours are going to go to district office for a half, you know, when they spend that year." >> Reason our middle school staff to fund that one or things, but you're exactly correct. Absolutely. 100%. >> Move money around. I get that. But that was my same question. How do we try to recoup some of that if possible? Right. >> Right. >> And this doesn't mean that there wouldn't be fees. >> Yeah. Yeah, we actually have to charge fees, >> right? >> Um and part of the the custodial piece

127is for the pool as well. So there's a lot of um needs for maintaining that pool. >> I appreciate the comparison districts, but it sounds like everybody's all over the board as to what they use this fun 804, and you're I'm looking at the numbers like what? Like it doesn't >> Yeah. There's one of our neighbors that um they have a lot of private schools in their district. So they have their middle school program is open to all the private schools. So that's a community service fund um for them. We don't have that, but it's just that was something I learned that they're using that for. >> So like fun 80 gets used for if I know that the pool charges for some of their lessons. So that all goes to 80 then. >> Yes.

128Okay. >> Yeah. all the revenue offsets and that's built into that budget. >> Okay. >> Yeah. We'd have to charge a lot if we were going to break even on a pool because they're just so expensive to operate. >> No. Yeah. I'm not saying that. >> Every little bit. >> Oh, absolutely. >> And you look not only with the staffing piece, but you also look at at what some places do is they'll start to break apart utility costs. Yeah. >> When you're using this because electricity, heat, everything plays into that piece with with that, too. almost like a per mile like when you be like >> I'm going to reimburse you 75 cents per mile like that's what it costs like wear and tear on the building and staffing and whatever this is what be

129more than.75 just saying >> it does it does matter though when like I feel like we we've been capped for so long with general education expenses anytime we can pull out something that we can legitimate have data for and legitimately be a community service one. We ought to be trying to do that because we just we can't afford to, you know, continue to have >> subsidize. >> Yes. >> So all of the revenue that we get from these outside levels >> go into fund 80 >> and then we're just >> Yep. And then we off but we're looking for >> more. >> Right. Yes. So that we don't have to charge them more also. Correct. That's a because that's been the >> it becomes a win-win perhaps >> navigating that about how to how to

130to do that equitably consistently. >> Yeah. >> I just I mean when you think about like we we talked about budget with food service being in debt, right? And that I mean they seem like small amounts and then we I'm sure adding them up continuously like that and then we're transferring this into there. It just Yeah. If this is more visible, we also have better opportunity to recover maybe not all of it but maybe more of it to at least understand what the cost may I mean I get it. The costs are always going to be hard to figure out between what we all the kids that are in the district versus what's an outside uh expenditure. >> Yeah. And there is when you look at O12 the responsibility of us to provide these facilities

131for our community. I think it's very important >> that we provide these these awesome facilities we have to our community to make sure that our kids have the best facilities that they possibly can that they can learn and grow from. I think it's extremely important and I continue to work with my staff to you know provide that service to our community becomes extremely important uh to our work that we do as well. So and to keep that at that high level that our community has given us becomes part of that responsibility that we need to do. It's like that fine balance that that Terry was walking through. Like you the our community has already paid for these buildings, right, through their tax dollars, but yet like at what level do we push them to not

132have to pay so much to rent the facility or use the facility? >> It it's that's a tough >> Yeah. So we need to find more tier fours, >> right? >> To our tier ones and twos, right? Another one when we work with people is we want to have availability. Yeah. >> And so we need to provide that once and twos >> because that becomes important. We're not going to charge you and then okay we need to make sure that you have that >> but we still have to provide the services because >> absolutely >> and the upkeep of things and everything else. >> Totally. >> It's just that balance that push pull balance and and making sure and luckily we've got great groups and great kids that take care of our facilities. will work

133hard with them to develop that partnership and try to figure that out to the best of our ability. So >> I think it's a strategic move that we uh yeah >> there's questions on that fund part. Okay. Um also you will see in the future the capital projects uh long range plan will come to the board in June and then um we will incorporate that into the budget planning as well. Um, and probably the most important part I think of of building the parameters for the budget for next year is all of the capacity building items that have come from operating expectation reports, monitoring reports, um, and results reports. And so, like yours in the past, um, this list includes all the ones that we have to date. Um the ones that haven't been presented

134yet. The last um C capacity building items are from 2425, but we have a few more I think coming up this year. Um and we'll monitor those if there's something that comes up in the capacity building. Um we're probably already aware of it and um but would make sure that we would incorporate that in as we're building the budget. >> Question Kathy. This is gonna sound ridiculous, but it in all of our reports with capacity building, are these inclusive of everything that was asked for in capacity building? >> I would say there are some things that I have edited out that don't have a monetary okay, >> it's more of like someone's just going to do something. We don't need to add a position to do it. But there's not say something that was asked

135for in capacity building that we're not having in here. Like we're not able to provide for whatever reason financially or whatever. We're not like not able to do something. >> Um there wasn't anything that was like, oh my god, how we could ever pay for that? >> Okay. Is that what you're asking? Yeah. Um, yeah, there wasn't any thing that I I feel like the direct our director's team, you know, is pretty, you know, we collaborate on a lot of things and if you know, we discuss kind of what we need every year for staffing and programming to be successful and um we haven't come up to a point where there's something like can't succeed at this. Um, we may have to be creative about it, but there isn't anything that I have been aware

136of that we haven't. >> Right. I will 100% say though that every director and building administrator feels the pressure of if we're going to add something, it needs to come from something. Like, we just don't have >> we don't I mean, when you have an eight, you know, $850,000 difference from what we were projected from the state government, we can't just say we want to add all this. So you'll often see maintain in the capacity building because we're fighting to just maintain some of the programming. Um and that's unless something significantly changes in funding, we will that's our reality is that we have to work really hard to make sure we maintain. >> I guess I can appreciate that you're not I don't feel like you guys work in silos like they're correct, you know.

137Yeah. I'm really >> asking Kathy for parameters of of what that looks like and being creative in a lot of different um areas that we've seen which is um I think appreciated and and needed when it comes to funding like you said there's >> not an endless supply of money that we're >> correct. We know that and we also >> constantly reminding staff that we just >> Yes. I just made a video about it for our staff um because it's the season of you know people asking for things. So I we tried we made the video together about where we're at. I also really want to point out the model the fact that capacity building sits there from each of the monitoring reports is really important. Like I think that's this really highlights the board's

138work on making sure we keep the most important things the most important things. So >> yeah. Okay. Thank you. Um, a little update on this year. I do need to do a budget amendment which will come in June. Um, kind of wanted to see what happens with with the conversations for special ed that are going on. Kind of hoping that something will come out of that. Um, but regardless, I'm going to be coming to the board with some some changes like I do typically every year. Um and then some next steps is um after I get your feedback tonight, then we'll continue the budget planning and forecasting and getting the numbers as they come into us um and prepare a budget draft that I anticipate in June uh for the board to review. Uh and

139then we'll have our annual meeting um budget hearing and um which typically we've had in well we've had them in July and September before. I we'll have to approve that I think at the next board meeting. Um and then um in October we'll have the official let's approve the the official budget with the the levy. That's about it. Any questions, feedback? I missed your um your quizzes on funding. I kind of wish they would come back. >> That could happen. >> Yeah. I feel like it just keeps little snippets of funding at the forefront of the board's mind and like us that maybe don't live it every day and get as excited >> as you do about stuff that it might be helpful. >> Careful what you ask for. I don't know if the rest

140of the board is open for that, but I I missed that. >> Maybe prizes >> like a prize for money. >> How about I owe you >> sticker sticker? Yeah, >> this is great work. It was a lot of information, but I think it's really thorough for the for the board and easy to understand for us big things that are happening um within the next budget year. >> Thank you. Thank you. >> Okay. All right. Um I would entertain a motion. You need approval on the budget parameters. Correct. Entertain a motion. >> A second. >> A motion on what? >> Parameters. >> Okay. Perfect. Okay. And a second. All those in favor say I. >> I. >> Any opposed. That motion passes. Thank you both. Thank you. >> That brings us to public input, which

141I have none. Brings us to board consent agenda. Would somebody care to make that motion? >> I'll make a motion to approve the board consent agenda. >> Thank you. >> We have a motion. Do we have a second? >> Second. >> We have a second. All those in favor say I. >> I. >> Any opposed? That motion passes. That brings us to superintendent consent agenda. Would somebody care to make that motion? >> I'll make a motion to approve the superintendent's consent agenda. >> Thank you. >> We have a motion. Do we have a second? >> Second. >> Oh, second. All those in favor say I. >> I. >> Any opposed. That motion passes. That brings us to press verification. I don't believe he was here tonight. That brings us to convening into close session. Would

142you like a roll call? >> Yes. Let's do a roll call. Ready, B? Oh, I should probably do a motion to go. >> Yeah, that would be a good idea. >> Make a motion. >> Thank you. We have a motion. Do we have a second? >> Okay, we have a second. >> And now we'll do a roll call. >> Okay. Bird, >> Coker, >> yes. >> H, >> yep. >> Lenhard, >> yes. >> Lewis, >> yes. >> Love, yes. >> Sar, >> yes. >> Taylor, yes. Okay, very good. Perfect. Is there um we're on item 14, further discussion or action related to close session business? >> I would like to make a motion to accept the resignation of the high school principal as presented. >> Okay, we have a motion. Do we have a second?

143>> We have a second. All those in favor, we're going to take a roll call vote. >> Yes. >> Okay. Ready? Berg, >> yes. >> Coker, >> yes. >> Han, >> yes. >> Glenheart, >> yes. >> Lewis, >> yes. >> Love, >> yes. >> Sar, >> yes. >> Taylor, >> yes. >> And we will note Esser is absent. >> Okay. >> Uh, thank you. That brings us to board debrief of meeting. Lot of stuff going on. So, is there anyone that would like to make comments on this on the board's role in the meeting? >> Well, I think the board asked um pertinent questions. We did we we really delved in and I got a lot from it. >> The answers. >> Awesome. I would agree. Yeah. Anything else? Linda's thinking. I can see it.

144>> No. Okay. That's okay. It's been a long meeting. I would entertain a motion to adjurnn. >> I'll make a motion to second. >> Okay, we have a motion and a second. All those in favor say I. >> Any opposed? Meeting is adjourned. Thank you everybody.