001NHS just had their first meeting with the newest members. New members learned about what the chapter does and how to use volunteer hour logging system interview. In the next few weeks, the chapter will be hosting an induction ceremony to officially welcome the new members. Forensics is assigning categories and starting to practice their pieces. They'll have around three weeks to prepare for the first competition of the season. And now the sports recap. These are all updated since I turned in what was on your things. Dance team just competed at Freedom with their pawn and jazz routines and they're making appearances at our home games. Right now they're hosting a pizza fundraiser through Dominoes to get new uniforms for their team. Girls basketball hosted parents night on January 16th and won with a score of 54-39 against
002Rhyander. Boys basketball fought against Rylander on January 16th as well, defeating them with the final score being 75 to61. And finally, the hockey team has a game tonight at the rec center at 7. And last week they won in double overtime. Thank you. >> Thank you. >> Item seven, special presentation. uh discussing possible decision donation from the I hope I put up Brazinski foundation for the food pantry. >> You want to come? >> Come on up. I think we'll also get a picture, but thank you for the generous donation. >> That is incredible. >> Somebody lost somebody lost the check. >> Just stand right over just a little bit. And then right there is perfect. >> Dan in the back. Just cover Dan up. There you go. >> Thank you. >> That is awesome. >>
003Do you have anything to add or anything you want to talk about briefly? >> Anybody want to say anything? >> Any any questions you have about the food pantry either? >> I don't know if you want to take just 20 seconds, ladies and just talk about what what you do with the food pantry. >> Yeah. So every week um we put food together for kids to have on the weekend that may or may not have food at home, parents in and out, um parents working, shift work, that kind of thing. Try and make it stuff that they can heat up and and make for themselves. We're currently serving districtwide about 75 kids. It kind of fluctuates week to week, but um that's been running pretty steady, I'd say, for the last five yearsish. >> How
004long have that many You two have been doing this for a long time. >> Yeah. >> How long? >> Greta was um in seventh grade when they had a service learning project. So we started that and the kids >> close to 15 years. >> Yeah. >> So it's it just started small and got a little bigger. Got a little bigger and now it's um you know so thankful that people are very generous. I mean every you know so often we get a a note or a surprise. >> This was a total surprise. I never answer calls from people I don't know. scared. She gave me goosebumps. I was like, "Oh my gosh." >> So, this will really help us for the rest of the of this school year and then getting set up for next
005school year. >> That's awesome. Thank you. >> And if you want me to say just a few foundation as well, um the Anthony P. Bzinski Foundation was founded by my uncle Anthony Bzinski and um my dad was his is was his brother. Um and anyway, we're a private foundation run by family. Um and uh my uncle was a very generous man who did well for himself. He was a bachelor and um and he founded the foundation back in 2004. Um he passed away uh in spring of uh 2023 and from there um we are for moving forward with his legacy and so he had a special place in his heart. He grew up in Bevent, Wisconsin. That's where he was born and raised. Um did very well for himself in real estate. And um and
006so we're really focused on community, especially rural communities, um that are near and sort of dear to the central Wisconsin area and everything. So we were just really happy. We got sort of to the end of the year and we're as a board we're like, what should we do? What should we do? and we picked three rural food banks um that we wanted to support. So, Feeding Our Future, um the Wittenberg Food Pantry as well as Rashel. So, just to give you a sense of sort of where we focus our energy. So, yes, we were really excited to be able to do this. Thank you. >> Thank you very much. >> I'll make the motion to approve. >> Motion by G to approve. We'll second by Bower. >> All those in favor say I. >>
007I. >> Opposed? Nay. Motion carries. >> Item 7B, discussion, summer school presentation. So, this is just uh an overview of some of the early planning regarding summer school. Uh dates have have been looked at. Um couple factors that are dictating how summer school runs this year a little bit. uh include um the construction here at the school. So all of summer school with a very few exceptions is going to have to be at the elementary school. Uh so size and space requirements are dictating some of our planning with summer school. Uh our early out due to construction allows us to get our same five weeks in in the month of June. um which might be exciting to families um to be able to get all five weeks in starting June 1st and we'll finish July
0082nd. Uh daily schedule is still being worked on but it will look uh very similar to what it did last year. New this year um or maybe a revisit from a past attempt is exploring a a small required academic piece for our youngest learners especially K through five. uh this coincides with the requirement for reading alignment with act 20. Uh if if it's good for some, maybe it would be good for all. Uh and so we're looking at improving engagement, supporting that academic growth, uh hopefully increasing attendance. Uh so proposed timeline is is we're continuing uh I believe a survey went out today and if not today, tomorrow, recruiting staff interests so we can uh hire as many of our internal staff as possible before reaching out to external. We're going to f uh firm
009up that daily schedule. Another part of the logistics that is is a something we're figuring out with David from Chartwells is with one cafeteria and all students in one building, lunch might be a challenge to serve this year. Um especially given the size uh and scope of that cafeteria versus what they would have had access to here. So, we're working on that before we firm that up. Uh and then we will get the classes all put together and out to to families. Hopefully before spring break is the anticipated time. >> Any questions? >> Thanks, Tom. >> Thank you, Tom. >> Item 7 C, discussion, elementary school presentation. >> All right, Mr. Fitzgerald. >> Favorite part of school. I just want to have jump start. >> All right. So, I have an awesome team with me
010here um tonight. I'm just going to let them introduce themselves and tell you what they teach and then we'll go from there. >> Alison Mccardi first grade third grade stuff. Andrea Lewins second grade. Um Jay Daniel second grade. But um on behalf of kindergarten tonight. >> So I thought the best place to start is with the students. All right. That's why we're here, right? The kids. That's what it's all about. So, it's kind of hard to bring elementary students here tonight at the board meeting. So, I'm bringing them to you via video. And I simply asked them, what is what do you enjoy most about the elementary school? Uh they a few of them did need a little bit more specific prompts to that, but we'll see what they say. Um this just goes from
0114K up through third grade. So, we're going to start with the youngest here. and go from there. >> What do you like to do in school? >> Build. >> Done. >> You like to build things in class? Cool. >> Part of school. >> The math rotations. >> Math rotations. And what about the math rotations? >> The color numbers. >> Cool. All right. Thank you, Favorite part of school? >> I get friends. >> Oh, awesome. >> Thank you. >> What's your favorite part of Mosie Elementary School? >> Lunch. >> The classroom when you're learning. um our many um math because we also write and do math to explain what we did in our lesson. >> Awesome. Thank you. >> Like learning in math. So when I grow up, it's I'm going to be like a decent
012person to know what to do and I'm going to >> I like reading because cuz I get to read with my friends. >> Why else? >> Because I get to read funny stuff with my friends. >> Funny stuff. >> When I like when because we're building robots and they're math robots and I think the area is going to be a little over 2,000. So, there was no editing there. You got the straight up truth. As you saw, lunch can be a favorite part. Recess can be a favorite part. But, um, I thought that was pretty interesting to get a a point of view from the students. Um, the next part we'd like to talk about, and maybe we'll just go by grade level here. So, um, Andrew, you can start with your second grade community
013events. >> Yep. So, second grade put on a wonderful holiday concert. I'm with Mrs. entice. And then something we do special every year is a coin drive. So amongst the classrooms, all the kids collect coins. We do like penny and pajama. So they get to wear something. It helps them learn to identify coins, bring in coins, count coins. Um we learned that a little bit can add up to a lot. So they're just bringing in a little bit. And at the end when we present the check, um we invite the food pantry here, the community center. Hope she came and got the check. and after their concert and their donations, we gave them over $2,000 this year. Um, so the kids were learning about giving this holiday season instead of just receiving. I think that
014was really powerful. >> Third grade, >> um, we have our family night at the school forest. This year it was at the end of September. It's every fall. And, uh, the kids learned all about the trail and how to lead their families around. And then families were invited in in the evening um, to hike the trail and to fun activities, too. So, it's a great activity. >> First grade puts on grandparents day. We also work with uh Mrs. Ty to learn grandparents day songs. Grandparents come in, they have a snack, they have coffee. We try to discourage the kids from drinking coffee with them for the rest of the day. Um, but they enjoy singing to them and then they do activities about grandparents, what school was like for them versus what school is like
015for kids now. So, it is a fun little engaging activity for kids to realize how lucky they are. >> And the kindergarteners um went to a pumpkin patch with their families and learned about the life cycle of a pumpkin among some other games and stuff. So these are just a few of the many things of how we bring the community and family members um to the school. >> Um although I teach second grade, I am here for kindergarten tonight. Um one thing that we do uh kindergarten through 2 grade is our UFly curriculum. And UFly stands for University of Florida Literacy Institute. And basically this is just our phonics curriculum that's assigned with that's aligned with the science of reading. Um um and this we use um kindergarten through 2 grade um individual letter sound
016instruction. Um we it's our um explicit systematic and cumulative instruction. Um, and what's really really cool about UFly is that um, we teach the new concepts every single day, but then at the same time they're reviewing old concepts. I've had uh, fifth and fourth and third grade teachers come to us and say that uh, it's a really good curriculum considered at least in the past. So, we're excited about that. First grade is currently working on animal research reports. We just started our non-fiction reading and our non-fiction writing unit. And so we have children, we pair them up pretty strategically. And the pairs of students decide together what animal they want to research. So they work together to learn about those animals. We take them down to the library where they get to check out books,
017but we also have them go on Pebble Go, which is a subscription that the district pays for for us, which is great because it is super helpful with kids researching all the way K3. So, um, they do this research, they look at the animals body features, their habitat, their diet, and their life cycle. And then they also have an interesting facts portion. They write their research, they take notes, and then they write their research report. and then pairs of students go up in front of the class and present their reports. So it encourages collaborations between partners um that dur those those durable skills that we're looking for students to have. They have to collaborate, communicate, sometimes they have to kind of work through arguments or disagreements with what they want to include. They both utilize
018books and technology to access that information which is important all the way through high school. And they are practicing speaking and listening standards when they present to their classmates. >> Okay. Second grade, one of our favorite literacy celebrations is called our fancy word parade. I know a lot of you had kids who participated in that in the past. Um, but it's one of our favorite ways to really help kids develop their vocabulary and also their like expressive language skills. So, they find a word that in a text that is new to them or fancy to them. Um, they get to use their creativity and artistic skills to create posters. Most of them give get really creative with costumes or props. Um, they use it in a sentence and then we get to pray around to
019other classrooms to share that so that their speaking and listening and presenting skills are also in place. Um, and they're kids see the same words over and over. We're hoping that they go through and start using those words in their reading or writing and our kids are so proud of it. It's kind of become a tradition. So when they hear it, they're like, "Yay!" And then they get to go back and visit some of their favorite teachers. Um so always a really fun event for us um during the spring. >> So third grade's been really working on project based learning, and one of the ways that we've been doing that is by um with our uh interactive readaloud. It's a three-day cycle and on the third day of rereading that story, we uh have some
020sort of a project. So, it could be and lots of different kinds, but what we're highlighting here is a reader theater and a lot of times we um like plug into AI, the book that that we're reading, and it helps us come up with a script for the students to read. They um get into teams of students, they practice, they're working on fluency and decoding skills. they're also um you know really focusing on understanding that text better and so the comprehension skills along with it. Um so we're incorporating all of that reading and then they perform for each other. So they get up in front of the class and perform um their reader standard for everyone. So >> we might see someone on stage in a few years probably. >> All right. So I'm speaking
021on behalf of the specials team. Um just some updates. social studies and computer science. They've started using the VR goggles more often. Um Renee took the kids on an interactive field trip to a cultural fest and to a museum. And with the VR goggles there are different tools like one they can pick up artifacts off the shelf and depending on how they hold this dice shaped cube. Um they can look inside the artifact or on the outside of the artifact in a 3D in front of them. um at the culture fest afterwards they got to write a retell of their experience and what they noticed and learned and appreciated. Um Chris had them go to a pond habitat in a temperate forest before going to the school forest and making connections this fall. um as
022well as he has them designing and he's um ornaments and Valentine type keychains for their families. So those are two big projects they've been doing. Um in art, Rob has been using some of the new equipment to help prepare for our family night coming up and the art show. Um and then investigating ways we can make adaptive tools for students to build equity within art and different um specials areas with school. Um I found the 3D printer for myself making like when we study salamanders and features of salamanders some kids aren't comfortable or ready to hold the live salamander. So you can make articulated animals to represent so all students have a way of entering that lesson. Um it went up as a team and visited learn build fly. It's up at the Wisconsin airport
023as well as a rep from CEK came and gave a presentation on the future of AI and the importance of that content vocabulary and understanding in manufacturing. people aren't going to just have one job or role and kind of how you talk to AI to get it to do some of those repetitive long tasks by learning the vocabulary and how they use it for their graphic design projects as well. Um, I find a a benefit by having longer specials is students are able to do their own teach me time and teach other time, which is good on on building those vocabulary skills, I can hear. And when I say, "Oh, have you tried this?" We can I can kind of support what they've already been doing. It's what the tools are what we use for
024regular lessons. So, they feel because they're showing me and what they're proud of. So, it's a nice give and take. They often will do math. They do love math and they'll be like, "Is this right? Did I do this right? Can I do it this way?" Right? With the different tools. So, that's been fun. Um, next one. So, here you're going to see that we're using the equipment to create props and instruments for music. So talking about ways we can reuse waste. So the 3D filament there's a lot of poop involved so they can make instruments for them. Um the chop saws they're working on fractions and creating miniature models to the 1/4 scale. Um just tasks like that, safety, some of their protective personal protective equipment, how we keep our hands in here safe.
025So >> thanks. So that's a little bit about what's going on in the elementary school. Um do you have any questions for us? >> Very good. Thank you for coming. >> Thank you very much. Very good. Happy birthday, Mr. Daniels. >> Happy birthday. >> I didn't have Steve on here. >> Steve, do you want to do a quick construction update where we are with construction and where we're headed? >> Sure, please. >> Yeah. So, as you can see when you drive by, things are changing little by little. Um, right now the building is watertight for all intents and purposes. We have to cut the roof open for installation of things yet, but that'll happen. Um, the crews right now are inside the building. So, the masons are working inside as well, putting up masonry walls.
026They're doing actually our kitchen walls right now and our big freezer is going in as well. So, a lot of things happening in that area um since the last walk through. Um, the outside steel panels are going on and the window frames will be going in shortly based on weather of course. So, right now we're not going to hold onite. Um but uh over Christmas break there was a lot of work that was done. We opened up some of the existing parts of the building that had asbestous and whatnot. So that's been removed that reason. Um that'll be an ongoing thing as the project goes forward. But for all intents and purposes, you know, we are uh actually tracking very well on the schedule. Um some of our great equipment is already on site which
027is great. Our fans are here, our curbs are coming. So that's a big uh push because when you look at a lot of the structure will be open, it'll be sprayed out. So They're hanging all the duct work and all the conduits and stuff. So, lots of pieces that happen in the building. Um, but I would tell you that uh we have very good contractors on site with very minimal problems. Um, equipment showing up. So, pretty much everybody's pretty happy. You're working right now. So, we'll take that for what it's worth. But, we'll keep you folks posted if anything comes up that the major will let you know. But, um, you see the bi-weekly reports in Fendor. They do a wonderful job doing that. I think it tracks us very well. Um, and I don't
028if I ever told you or not, we do have a camera that's monitoring the site 247. So, there's going to be a nice time lapse and we're all done with this project. You'll see it all come in real time. Um, so that'll be a nice uh thing on the website for us too. But other than that, no big surprises, which is huge for us. So, finally, I think a nice bucket and we're just working through some things. So, any questions I can answer? >> Hope I don't hear from you. >> Me, too. All right. Thank you. Thank you, Steve. >> Item eight, public form. Uh the public form provides the public with the opportunity to ask questions or address issues of agenda and non-aggenda. Anybody sign up? >> No. >> Okay. Uh item nine, consent
029agendas. Was there anything that needed to be pulled up? >> Yeah, we're redo. >> Uh okay. >> Um 5B, the defined learning contract. >> Okay. All right. Um what this is is um a supplemental resource that can be used uh by any staff member in our middle school uh or our high school. So when you look at that contract um it that is a >> Tom can I stop you just for a second? >> Yeah. >> We should approve the rest. >> We can do it either. >> Let let's let's somebody make a motion. >> I'll make the motion. >> Motion to approve all the consent agendas with the one item being taken up. >> We have a motion. >> Second by Zebra. >> By Gorman. >> Who made the second? >> Stacowski. Any discussion?
030Okay. All those in favor say I. >> All those opposed. Motion carries. Now we'll go to this item. >> Sure. Um so what this is is a supplemental resource um that has two avenues. Um and so what brought us to to looking at this resource is uh we've talked a lot um here about uh two different items both of which are met through this this resource. The first one is uh how to create relevance in our classrooms and our schools by connecting academic work to careers. Um which this does a really great job of. And then the second part, if you recall back to when we talked about school report cards, one area that we know we need to do better of is our growth scores. Um, and so part of that when we look
031at our growth scores is how are we engaging our students at a deeper level and ensuring that they're being pushed um at a a deep level versus just surface learning and moving on. Um, and so uh defined learning has two different arms. They have a career arm and a uh academic arm. What the career arm uh provides is deep dives into all of the different career clusters and the different jobs within those career clusters. It offers pre-built projectbased learning opportunities that will allow them to go into those careers, explore them at a deep level, um, learn about what it takes, what kind of skills it takes, what kind of education and training it takes, uh, to help us meet that goal of better aligning our students with the pathway that they're that they're hopefully going
032to choose after high school. um on the academic side and that's what brought uh our attention to this software was um I was attending a webinar that was highlighting student or schools who faced a similar problem um solid achievement but low grow scores and so how to address that through deep learning and it was highlighting schools who have used uh the project based learning modules here to help engage students at a deeper level um while aligned to standards. So all of those standards are um aligned directly to Wisconsin standards. Uh teachers can search by standard or their content area and it will populate projectbased learning modules that gives our students choice about what kind of project they want to do based on their skills, strengths and passions. Um and then on the back end of
033this there is personalization. they will they will build um a portfolio that's aligned to the portrait of graduate skills that we select. Um so that way as students are progressing through this work, it will compile and help them track their progress and growth along those skills. So if we wanted to be able to monitor how our students are doing, let's say if we we highlight, you know, problem solving uh or communication as one of those skills, it will track their progress through all the projects that directly align to those skills and help them build a digital portfolio. Um on the career side, there's also uh prep on how to prepare for certain careers. So, um, when we look at our high school students, if they have certain jobs that they are looking to go into,
034they can upload their resume, it will cross reference that resume with job descriptions in that field and help them build a better resume, give them tips of experiences they need to go out and get to be better prepared to get that job. It will give them um AI generated mock interviews where they can either type the answers or speak the answers and get feedback as to if you were sitting in interview here's where your answers fall short. You need to find experiences to highlight here if you want to go for that job. Um they have simulated job boards with all of the major corporations and careers. So say I want to work for Amazon. They have a simulated job board for Amazon. I click on there. They they compile all the different jobs that have
035been posted by Amazon with the job descriptions, qualifications. You can then upload your resume, match it against that, get feedback on if you're ready to apply for that job or not. Um, so what you're looking at on that contract is a a one or a three-year. I I put the three-year in because they they gave us such a tremendous break if we wanted to commit, but also understand um the the idea of piloting for one year. Um, they gave us a a really big break. Uh, so like I said, that that contact cost is your top line. Typically, that's five grand per module per building. We would have been looking at $24,000 for one year. Um, they give it to us for just a little over 10. Um, that professional development is that second line
036which uh is the upkeep and that is alle cart and negotiable. Um, so for example, there is a line item there for coaching that I would I would reduce. I we don't need the $6,000 worth of coaching. Um, however, I I do think we need um the one day kickoff PD for our staff um as well as the two half days to get it up and running. They've also agreed that if we sign um now, they'll give us full access now and essentially give us this semester for free. So, what you'd be paying for is next year's um budget. Uh we have this um money allocated and unspent um materials adoption. So, it would all come out of this year's no impact on next year's budget when we talk about preparing for that. Um and
037so I guess in conclusion uh we think if we're going to start this journey around deeper learning competencies on the academic side and providing our middle school students with far earlier and better career access exploration and our high school students with more relevant career exploration. This resource helps us get our feet underneath us to do it faster, quicker right away while we continue to get the experience. Um, and I asked Tom to pull this because just because it was something new and we didn't have a lot of information prior to the meeting and I just thought it'd be good for the board to hear it and you know with the budget that I just had some questions but do they have to um is there a timeline when you need to commit to this? >>
038Um I the quote is good for 30 days. I mean they reserve the right to change. Like I said, it is a pretty substantial price break and I'm not sure they would honor it past this past the 30 days, but they might. I would just have to ask. >> Do you know of any other school districts that use it? >> Uh, so in Wisconsin, um, New Berlin Middle School is the one that I talked to that is using it for career exploration. Um, and when when we browsed this, that was probably the most relevant usage. Um, like I said, through that price break, they essentially threw the academic side in. We're paying for the careers that we get the academic side. Um, but I do believe that there's also merit in these pre-built performance assessments
039as we continue to try and get deeper learning within our classrooms. So, if we would do a one-year contract, um, you know, next year, would it the price possibly be more because we do have this break in this one-year contract or three-year contract? That makes sense. >> Yeah, it I that would be open to negotiation. They would certainly have the ability to go back to the original price, which is why I did put the three-year in there because of the the break that they put in there. Um, however, we would not, if we did reup, we would not need that one-time implementation cost anymore. It would just be the content renewal. >> So, what's the total cost for three years versus the one year? >> Uh, yeah, I have >> the content is just a
040little over 10 for one year and it's 24 years. >> 24 years. >> Is this taking >> estimated numbers? Okay. I don't have it. >> Is this taking place of anything else we currently have right now or is this an addition to? >> Th this is filling a void. >> Okay. >> Um we use currently we use Zello for career exploration. Um and what that is the the resource DPI has selected and we waited um on what to do with this because they just reuped their their contract with DPI and DPI chose them again. um we find that it lacks significant relevance. Um every year the the kids redo the same interest inventory from sixth grade to 12th grade. Um it it does not provide that connection. While they can watch videos about uh a
041certain career cluster, it doesn't connect the skills to the jobs within that cluster and what it takes to get there. And so we have to supplement with a lot of outside things. And and to be frank, what's become about that is is an absence of career exploration in our ACP at our lower levels. >> So if this is going through middle school through high school, how many staff are we talking that would need to get involved or >> Yeah. What what we would look to do with this semester of early early adoption would be get our academic career planning teams together and and prioritize the career side of things. Uh so we would be looking at our counselors mainly um as well as um our principles, our assistant principles um to start building how we
042would build this into the day for kids to start exploring mostly through like a home room or a TA likely. Um and then uh on the academic side, we have a portion of our staff went through a pe a free professional development the last three months on what performance assessments look like and how to build them. So we would introduce this as a supplement to that professional development that they're already doing as a way to kickstart some of their progress. Um and then next year we would do a full kickoff so everybody knew. That's what I like about this software. They're not they're not nickel and dimming you for every teacher that logs in. It's just a per building. So, we can give access to all of our teachers and allow them to decide where
043this fits if it fits. And if it doesn't, we know that the careers does um and we know that this will fit some classrooms. >> So, up front, so up front, if we did the one year, it would be the 22,000 but a little bit less maybe. And then 10,000 to renew or It would be the 36,000 for a threeyear, but that's the onetime fee, >> correct? >> Or else 20 and then when we renew, it'll be the 24,000. >> No, I'm sorry. 10,000. >> 10,000. >> Yeah. Continue to honor that >> after the third year. >> Yeah. >> So, have we gotten quotes from any other um competitors? >> I I have not. I am not aware of a competitor that does the careers and the academic within one. >> So, do we utilize
044the career cruising as well with Zello? And I say that because when you look on the Department of Workforce Development website for the state of Wisconsin, that's what they are pairing together is those two entities, the career cruising and the zoo. >> Sure. So, and if our overall objective is to my opinion try to retain individuals to live in Wisconsin because we're hemorrhaging people. They're they're moving elsewhere which will help in retaining students. Are we looking at pairing the Zello with the career cruising? And have we talked to Zello to say is there anything else that you can offer as add-ons? >> We we have talked to Zello. They were here this fall ahead of the DPI renewal telling us about some of the add-ons that they've added. Um truly the only additional add-on that
045we found would be engaging is they did add on um a simulation um similar to if you guys remember Denny Flathom used to run the real life academy here uh with our seniors. Um they've run a they've done a digital simulation along those same lines giving you like a monthly budget job. Um, other than that, they really didn't enhance their product at all. Um, as far as career cruising, our access when they did Zello was limited to career cruising. So, I haven't looked at that in a couple years to be honest with you. >> So, that would be something I would have to explore. >> I used career cruising before with our kids. >> It it was when before DPI chose Zello, that was our our our vendor and then when they went with Zello,
046we lost a lot of that access. Um, yeah, if we could revisit that and then see if there's any other competitors out there, just making sure that we're getting the best product and the best pricing. But in addition, we may find some options as well at the convention this week >> and they they will be at the convention if you guys want to stop and talk. >> Good to know. motion table. Anything you want to do? >> I'll make a motion to approve the one year. >> We have a motion by the the one year. >> Yeah, I would think we should do one >> the one-year contract. We have a Do we have a second? >> A second by Butler. Any discussion? >> I think it's only right to go out and get other
047bids versus just giving budget concerns credit doesn't affect next year, but it's still money that we can we explore other options perhaps find a better opportunity. >> I'd almost like to see is as long we're all going down there quite a few of us and Greg maybe to visit this and look at it and then I mean if we got it good for 30 days we could bring this back next month to prove >> I I trust our administration. >> Okay. Motion a motion second. All those in favor say. Let's do this way. I think we're going to need a roll roll call vote. >> Zebra. >> No. >> Corman. >> No. >> Kaiser. >> Yes. >> Maple? >> No. >> Skowski? >> Yes. >> Nest. >> Yes. >> Motion carries. All right. Can I
048just I'm sorry. Can I ask a follow? If we only do it for the one year, which I was a little leerary of. What could we be potentially losing by not going for the three-year? >> Say it again. I didn't I didn't hear you. >> I would say the biggest thing you're potentially losing by going from one year to three year is the price guarantee of having it for year two and year three, >> which is what approximate. >> What's the price difference? >> Yeah. If we if we don't do the three, >> what what were they originally quoting us? So, like I I the the first quote I got from them was $5,000 per arm per building. So, we would have been looking at $24,000 for one year. They gave us a little over
04910. Um so, what you risk, I suppose, is them after one year saying we're going to go back to our original pricing where essentially that three-year price is what the original one year. Now, one thing that maybe they would entertain, right, since we vote, since we voted the one year is if you guys are down there and talk to them and like what they see, maybe you can revisit the three-year contract language. We can, it can't hurt to ask if that's what you guys want. >> Anything? >> Okay. Item 10, discussion, possible decision, approval of monthly voucher list. Roll call vote. >> I'll make the motion to approve. >> Thanks. >> I'll second. We have a motion by Gorman, second by Nest. >> Thank you. >> You're welcome. >> Yes. >> Kaiser, >> yes. >>
050Motion carries. Item 11, discussion, possible decision, acceptance of monthly treasurers report. I'll make the motion to approve. >> Motion by Gorman. I'll >> Second by Nest. Any discussion? >> Roll call vote. >> Kaiser. >> Yes. >> Maple. >> Yes. >> Nest. >> Yes. >> Zebra. >> Yes. >> Corman. >> Yes. >> Motion carries. Item 12. New business. Discussion. possible decision on resolution establishing parameters of the general sale of obligation bonds. Greg, I'll let you. >> Yeah. You know, and and Rod can jump in because he's been working with this, but uh uh we did this last time we sold bonds, we did this the parameters resolution basically authorizing us to be able to sell them inside a certain parameter of interest rate prices uh not to exceed. Reason being is then we can close on
051the sale when it's the right time to sell. Otherwise, uh if the parameters resolution is not there, then we'd have to have a special board meeting for the sole purpose of approving the sale of the bonds as they see fit. So, this is really just a motion of efficiency more than anything else. um just by basically saying we're we agree to uh the board agrees that we can sell the bonds at at the most opportune time uh with an interest rate not to exceed and I believe it's in here a little over 5% I believe it was which it's tracking less than that uh not to exceed 5.25% um so it's tracking actually less than that rod do you have anything else to add >> you would have done the same agreement last >> a
052year ago >> or January when we sold them in February got the money in April. >> I'll make the motion to approve. We >> have a motion by Corman. >> A second. >> Second by Zebra. >> Any discussion? All those in favor say I. >> All those opposed? And motion carries. Item 12 B discussion possible decision resolution of open enrollment space ability and projections. >> Yeah, this is something that happens every year. Uh we have to do every year in January we have to set our space availability caps for open enrollment. Um so 90 you know the large majority of the space availability caps for us comes in the form of special education. Uh so that's why Brian has a little bit of a presentation together for you along with his projections. I will tell
053you we are not we are not recommending we close open enrollment for regular ed kids. If anybody that's a regular ed kid wants to come to Moses need we're more than willing to to allow them. I don't know if you follow the the paper highlights you get but I don't know if you saw that arrowhead is capping their open enrollment >> um at zero which is is an interesting those kids can move up here if they want to. >> But uh but anyway go ahead. Yeah. So, just to kind of go over, you do this every single year and what the requirements are and you guys, we are in current compliance. All district policies have to and ours is 5513 specify whether we consider open enrollment caps or not. Establish a criteria and we also
054talk about whether current attending siblings, how do they play into the caps and if we're going to establish a waiting list. That is all specified in your policy. But what I quickly want to show you is how do we determine workloads? Now, this is something our special education teachers do every December prior to leaving for winter break. So, they go through each student on their case load, look at what are their accommodations, academic needs, medical needs, behavioral needs, and they score them on this. And this is all based off of a student's IEP. So they look through that score a student on this and a student is deemed to either be minimal, moderate, extensive or comprehensive. And this is where the workload comes in that you'll see on what you are approving the actual numbers
055of seat availability. If a student falls into that minimal moderate range, they count as one seat. If they fall into extensive, that's where they count for two seats. comprehensive counts for three. So, what I do on my end is I look at each of these that our case loads have completed and the numbers you have in front of you, you're approving for the whole building because that's how you approve it. But what I do on my end when the OB room applications actually come in, I monitor and say how many seats does an elementary third grade case manager have to make sure they're not exceeding the recommendation of a workload per case manager, but you guys look whole building. I monitor that internally to make sure we're not exceeding certain caps. So it doesn't mean
056like when you see that the middle school for example has 21 seats available that doesn't mean I'm going to automatically approve 21 in say sixth grade and sixth grade's going to have this huge influx. I manage the numbers to make sure I'm not overloading one grade and they're all going to one area. But this is how we calculate that workload. Um, the big reason why do many districts look at limits within special education? Really, the biggest thing is to make sure we can still provide services. Because if I just make it open and say, I were to get 21 in sixth grade, I'd be coming back to you as the board saying, I need another sixth grade special ed teacher because we had all these students come in. Because if you just leave it open,
057we still have to provide those services. So, it's really to also help keep our budget where it is so your fund 27 transfer doesn't have this huge increase. I still have times I have to go to Rod saying, I had this student move in. I can't control the moveins, but open enrollment is something we can control to try to keep our costs as predictable as possible within special education. So just with that you know um the biggest thing is with the areas we contract for and this is also on the second document. We contract with CIS for OTPT vision deaf and heart of hearing since those are contracted. We technically do not employ those staff members. There are no seats available in those areas. So if I were to get IP that says, "Yeah, I
058might be able to take that student, but I see OT and PT in it." I would have to deny see contract for those those services and they're not our staff members. So I don't have any space availability for that. So like I said, the second document that you have really starts Oh, apologies. really starts to go over what's that seat availability. The one thing I want to note, like I said, seats does not mean students because if I look at IEP as students extensive, they're going to take two seats, comprehensive three. Um, one I just want to point EC every year does have open seats because I roll their kids up to kindergarten while they still have one more um child development screener. So they have to go through some evaluations and things like that.
059But one thing I always explain to them and even at the elementary we have this quite a bit. We do get a lot of initially evaluations at that level. So what you approve tonight doesn't necessarily mean that's everything I'm going to take open enrollment wise because as a kid qualifies I take a seat away because we had another student within our district qualifying. So just know the number you're approving tonight. I just start working with this and as we go through evaluations, I will remove seats as kids qualify. Um our both elementary, middle school, and high school um ID programs, our self-contained programs are already at capacity. So we're not taking any en open enrollment there. If you approve this, middle schools at 27 And then high schools at 21. We do have our speech
060and language pathologists. Um, as you will see, we don't have a ton of seats, but our early childhood speech path sits in that same seat as our early childhood teachers. I roll all of hers up to kindergarten. She doesn't know what she has coming yet because of that child development day, but that number will go down. So, she always she does a great job, but she averages. Just so you guys have any idea, she averages 40 evaluations a year. So that number always does, she gets to capacity usually by semester. So um and then that last piece of being at capacity for PTO, DHH and visually impaired. >> Go ahead. When when you say that you evaluate the kids, you're talking about you evaluate the students in our district, whether they're one, two, or three,
061depending on how much they need, how much assistance they need. But when you're taking an open enrollment from another district, are you privy to that information from the district that this kid was a three, do you have three? >> Yep. So, what happens when I actually evaluate these in May? because I don't look through them and this is how many districts do it. So when open enrollment closes I then request the IEP from the other district that's allowable under open enrollment for me to say a I know in May roughly how many seats have I taken away due to evaluations but then I can look at the IEP and say based on their services are they minimal, moderate, extensive, comprehensive. So, I do get to see the kids's IEP before I say yes, I can
062take that student >> in or deny. >> When they apply, they have to tell you they have an IEP. >> Yes, that is a question right on the application. So, >> do you sometimes just leave? Because how long does it take for an average kid to comes into kindergarten if that's their first Abad at school, they wouldn't have an IEP. So, sometimes it might take a lot of time and a lot of interventions to get all that together. So, then do Do you think maybe to we should air on the side of caution and lead a little bit more because there's going to be kids within our own district who are going to eventually need those spots. >> So I wish I could do that. That's not allowable. >> Oh. >> So cuz I would
063like to do that knowing because I know I have some kids we it's called the SST process, the student success team. I have some kids in the middle of intervention things like that. So if they qualify by the end of the school year with us ending early, >> I have everything I need to take that seat away for open enrollment, >> right? >> But if they're one like, oh, we didn't get everything in there going into next year. I can't count that as part of a seat. >> So So the the seats available then that's a that's a bylaw number where you have to offer that. We're we're able to cap it at that number, but by law, you can't say we've got 22 seats available, but we're having a really hard time in the
064elementary school this year. So, we're not going to stretch ourselves even more thin than we are. We're going to cap it at 15. You can't do that. Is what you're saying? >> I have to look at the students we have. The only time you're allowed to do that where I could just say we're stretching ourselves thin. I'm just capping the elementary or the middle school or the high school. The only way you can do that is if I were to have unfilled special ed positions. That's where the state does say since you don't have positions filled, you're already working at a deficit, so you can just cap that building for a year because you're not even fully staffed. >> Sure. >> All right. Thanks. >> Questions. >> Okay. I will seek the motion. >> Can
065I just make one for just because we have this number of seats. Just so you know, projecting out last year when I worked through this, I didn't even get applications to fill all of our seats. So, just because that's the number, that doesn't mean that that will be what we're getting in. >> It's just that's what I have to work with. And again, if I know there's one grade that's really high and I get one in and I'm like, "Those case managers are already at capacity." I can say that great level is at capacity. My availability is here. You just approved by the bill. Any other anything else? >> I'll make a motion. >> We got a motion by Zero. >> Second by Kaiser. Uh any more discussion? All those in favor say I. >>
066I. >> Opposed. Motion carries. >> All right. Item C, uh, discussion, possible decision, gymnastics cooperative with Stevens Point, Pachelli and Stratford. >> Yeah, we already did the Stratford one. Uh, but since we approved the Stratford one, Stevens Point Pachelli has now come forward and is requesting to co-op as well. Uh so because the timeline is is hasn't been uh completely done that we have to get it in by the end of this month uh we have to go through the process and have it approved again um to add Stevens Point Felli to the existing cooperative that we already have with Stratford. Uh so instead of sharing the cost in half now we're going to share the cost in thirds. So um it's saving us even a little bit more money. >> Do we have an
067estimate of how many? >> I do not know. I do not know, but I know that they're looking at that and then they might be looking at wanting to co-op with us with one other additional sport as well. Depends upon how this one goes. >> So, um, so are the meets always going to be held in Mosan? Then if we host a if there is a meet, then we would be the host. >> Most likely, yes. We're the host school of the co-op and then also we have the equipment. >> Okay. And but in as time goes on, are they going to help share what the replacement is that part of their >> as part of the acquirement as they share the they share the cost >> and staff? >> Yeah, they we take the
068costs of the program and divide it by three. >> Okay. >> And everybody pays a third. Right now it's divided by two. >> Are we thinking we need more staff then if they were to bring in 12 kids a piece? >> I can't imagine. And then we we may have to add a coach, but then that cost gets floated back into it. >> So, right now we have one coach for all three. >> One coach and then we have an assistant that does middle school as well. >> Where do they practice? >> The middle school the basement. >> Uh so far from everything I've heard the co-op with Stratford's going well. Um >> yeah, I talked to amazingly well >> I heard also from >> this is the same situation those students from Velli their
069responsibility to get here practice or whatever it is. >> No, we're not on the hook for any of that. I'd make a motion. >> We have a motion by B to accept the co-op, second by Stanowski. Any other decisions? All those in favor say I. >> Opposed? >> Motion carries. All right. Uh item D, discussion, possible decision 2627, budget development calendar. >> Yeah, we have a budget development calendar that we have to put together every year. here. The calendar that you see before you is uh very similar to the one that was before you last year. The dates were probably just updated. Uh so Rod put this together. Um that kind of gives us an idea of how we're going to work our way through the budget process uh that we've already started actually. So
070it's it's already kind of plugging along as we speak. Uh but we are recommending approval of this calendar. >> Any other questions, discussions? I like the fact that we're organized and have a calendar. Thank you. I'll make a motion. >> Got a motion by Nest. I'll >> Second by Kaiser. Any more discussion? >> Go ahead. >> Just a question. Not discussion, but just a question. You know, looking at when everything comes due like I know at one time we come back and we see if there needs to be any potential cuts. Will that be coming back at board meetings at certain times? >> The plan is to bring the staffing plan together uh the preliminary staffing plan next month. >> Got it. >> Anything else? All those in favor say I. >> No. Those opposed?
071Nay. Motion carries. All right. Admin item 13, administrative reports. Any administrators? >> Uh, the only thing I have is uh for those of you going to the convention, I kind of gave you a rough outline of things going on. And then Jackie gave you some stuff for hotels. I also shared that uh that document uh with you electronically in case you're more of the electronic uh world. So, you have a couple different options. just, you know, everybody's got my cell phone number. Usually that's how we communicate down there is via text message or whatever. But if you have any questions, I'll let Jack. I don't. >> Thank you for doing that. That's awesome. Okay. Any any other administrative reports? Okay. Thank you. Uh item 14, other reports. The Wasby report a >> So obviously we
072have the state convention coming up. Um, there is another, it's the state law conference, I believe. Yeah, that's Thursday, February 19th at Elcart Lake, but probably I'll get a postcard for that. >> That's it. >> Okay. Thank you very much. >> Item B, Ca 9. >> Okay. Uh CISA and I we had um last month Linda Myers gave um a report on the director or she's the director of excellence in teaching and she gave a report on that which was very interesting. Um and um other than that um there wasn't a whole lot of um other than you know a few things about the state convention coming up uh involving CISA and they said everybody should stop by and say hi. So >> thank you. Thank you both. Item 16 or item 15, pardon me,
073future agenda items, correct? >> Yeah, we have uh employee compensation which is just the start of the process. Uh, and then like I said, uh, I forgot to put it on here was the is the preliminary staffing plan, shared services contract with season 9, uh, strategic plan dates, uh, that we're we're working our way through trying to finalize academic and career plan, and then the high school is up next month. >> Anything else? Any discussion? Okay. Item 16, movement into close executive session. Section 19.85 85 reads, "Consider employment, promotion, compensation, performance evaluation data of any public employee over which the governmental body has jurisdiction and exercise responsibility. We will be talking about A discussion possible decision superintendent evaluation, B discussion possible decision administrative evaluations and item C discussion possible decision amendment to the director of
074technology contract." I think we have to do a roll call. >> Yep. I'll make the motion. >> We have a motion. Thank you. >> Second motion by Gorman. Second by >> yes. >> Megan. >> Yes. >> We will go into close session. Five minute break back.