Mosinee school board 8-19-25

001So would that individual get paid more or that would just be part of their responsibilities inside their current contract? >> Both I mean yes it could be in a potential additional stipen but it's still part of the contract. >> Okay. >> So I'm all I'm saying is that when we had talked about this in the past we were just trying to look for additional ways to do cost saving me. So like FFA like why why is that not part of the agriculture? >> I can I answer that for you? So they all of these clubs like with the math thing they have competitions that are generally outside of the school day >> that they go to and like the F they have weekly meetings after school monthly meetings. They go tons of places they take

002field trips constantly. That's it's a lot of extra work for that person to do it. >> Not saying it's not, but all I'm saying is that >> but I'm just saying why there was an ex the contract was there. >> That's why I think it should be like a full board full board discussion because we had talked about it. I know many times over the past this goes way back to David. >> Okay. >> And we can do that >> to sit and try to >> and thank you for explaining that. I just want to understand that um what you're what you're thinking and what you're saying and I do now. >> So 5.3 is really nothing to tied to 5.2. 5.3 is just where it is on the compensation listing, not tied to an

003individual. So the appendix F that you're now talking about. >> Correct. >> What did this one go up in in cost? It went down. >> Yes. >> That one I don't I I don't think needs to get pulled. I just wanted to that that two. >> Okay. >> You want to have a discussion about what the board is Okay. >> Yep. Yep. Just because of the historical discussions that we're having. >> I understand. >> So, I think we're at a point where we need a second for 5.3. >> Okay. Right. Correct. >> You'll second. >> And then we have to vote. >> Okay. And >> all in favor? I >> Okay, the rest are uh discussionary items. I apologize. 5.5 long story, but anyway. Um >> 5.4 >> four liquidated damages analysis. Uh I had

004Rod reach out to his colleagues. He has the connections with his um he has his connections through the uh uh finance people uh to get an idea for liquidated damages. So he provided the liquidated damages analysis um for me or got it together the data and then I I cleaned it up. Uh but right now our liquidated damages are in line with with everybody else's. Uh, I would say if you look at >> with the exception of a couple that are outliers, you know, Marian and Marathon and Florence are out. >> Yeah. Right. But for the most part, if you look at everybody, we're in line with where everybody else is. And that >> uh, you know, are we 1,000 2,000 $3,000 range seems to be the most consistent one. So, I don't have any

005recommendation to increase it. I would keep it right where it is personally, but there's a desire to increase it then that would come we can bring that back next >> or change it >> I don't >> I'll make the motion to approve >> okay >> I'll make the second >> okay >> all in favor >> okay >> any discussion any >> so then the next one is the substitute teacher analysis um uh so we gathered some of this data as well in the past. If you look um you know we're consistent with our neighbors in terms of where we are. If you look at our our two biggest neighbors being uh DC Everston and WASA, we're in line with where they are in terms of our per day rate and our our long-term rate. Some

006of that can fluctuate, but we're right in line with all those individuals. So, um I have no recommendation to change that one either. >> I'll make a motion. >> I'll second. >> Okay. Um, all in favor? >> I. >> And then last but not least, update on opening positions. We have none. Uh, everything is full. Uh, we have a handful of coaching positions to cover for the winter. So, we got a little bit, you know, we got a little bit of time to do that. So, uh, overall, you know, got teachers and support staff hired and so we're good on all those fronts. So, I have really nothing to add on that at all. >> Okay. Um, we don't need any motion or anything. Okay. Uh, and future agenda items >> and stuff that's part

007of the the revolving. So, unless anybody has anything else, it'll be on next. >> Okay. Anybody have anything else? >> Okay. If not, um, >> I'll make the motion. >> Okay. >> All in favor? >> Meeting is now in my house. >> Good. So this is >> on the corner. Tonight the agenda or the sign up is back there. Please do it before the public forum. Roll call item number two. Roll call of directors. >> Alandra >> here. >> Diane Gorman >> here. >> Jessica Maple >> here. Megan Sowski >> here. Paulinsky >> here. >> David Bower >> here. >> Derek >> here. >> Joe >> here. >> Okay. Item number three. Pledge allegiance. Friends over there. >> I pledge algiance to the flag of the United States of America and to the republic for

008which it stands. One nation under God, indivisible, liberty and justice for all. Item number four, approval of the agenda. Are there any additions? Any changes? Anything we need? >> I'll make the motion to >> We have a motion by Gorman to approve the agenda. >> A second by Bower. Any more discussion? All those in favor say I. I. >> All those opposed say nay. Motion carries. Item number five, approval of the minutes from last month's board meeting. I'll make a motion. >> We have a motion by Kaiser. >> A second. >> Second by Zebro Stanowski. >> Oh, Stanowski. Sorry. By Stanowski. Any more discussion? All those in favor say I. >> All those opposed? Name. Motion carries. Item number six, special presentation, discussion of possible action, donation by Intelligent Future Foundation. >> Yeah, this is

009a group that uh for those you that are groundbreaking, heard a little bit about it uh already. But I will turn it over to Tom because he worked with them on this from day one. So I'll turn over to Tom to finish it. >> Yeah. So um I guess I I want to give a little bit of background to the donation. Um the the fastforward grant is a grant that is offered by um DWD, the department of workforce development and they they changed the parameters of the grant last year that allowed if you could find um private industry specific partners to help you on the grant project and provide either inind um money or donation. the state match went from 2 to one to one one. Um and so if if you were unable to

010do that, it was a two to one. So you had to come up with more money and get less from the state. And so um the the donation that that you have on here to accept intelligent future foundation donated $21,000 to our school and our teched project as part of that grant. But by doing that as a as an industry partner, that increased the amount that we got from the state. So really the true value of that is about $36,000. Um and and so with that along with an inind donation of curriculum from FANIC, uh we were able to get $100,000 from the state as part of the last Fast Forward grant at no expense to our district. And so, um, the I'm asking you to accept the donation from Intelligent Foundation, uh, in terms

011of $21,000, but the true value, um, really exceeds that because of the the, um, makeup of that grant and how it is. So, the equipment that was purchased in that round of grant, um, is a a fanic material handling robot. Um, so to get kids being able to program logic, um, and get their hands on on robotics, um, a virtual reality, augmented reality welder set, um, to give kids opportunities to access that in a in in both a cleaner atmosphere, uh, so we could go maybe younger grades. We can't get them into the welding shop, but maybe we we talked about, can we go to a middle school lunch and and let kids see this? Um, or as well as just getting extra if all the welding bays are full. Um, as well as a

012um 3D area scanner, which is going to allow our students, especially on the the far more advanced side, reverse engineer products and be able to take a a piece of equipment, use the 3D scanner, reverse engineer it, create blueprints, um, and either 3D print or take it, you know, to the mill, uh, in a metal shop and fabricate that piece to that exact design and specifications. um as they work towards just being um more prepared for advanced manufacturing, which is our goal. But so that's kind of the long background of this donation. Um and I just wanted you to know the background and how I guess impactful this one donation really ended up being. >> Make a motion to approve. >> I have a motion. >> Second by Gorman. Any more discussion? >> Mr. Awesome.

013Thank you. Nice work. >> Excellent job. >> All those in favor say I. I. >> All those opposed. Motion carries. We'll send all the appropriate thank you letters and everything. Thank you very much for your effort. >> Yep. >> Item 62, uh, discussion, athletic director report. >> Okay, turn it over to Kelly as she's walking up. Uh, Kelly started her position officially July 1, but she started much, uh, earlier than that, getting acclimated to position. Uh, as I told the staff, Kelly and I share a wall. Um, actually Christie has the connection on her. Um, it's wirelessly connected. >> Yep. Okay. Um, so yeah, she's done a really good job. Her and I share a wall. Uh, so I get to hear everything she does every day and she's doing a really nice job. So

014I'm really happy with the progress. So I'll turn over to her to talk about what she has been doing. It doesn't matter. Sounds good. Uh we had different a few different sports start dates. So those are all now officially underway as of yesterday. So football started already two weeks ago. Um along with girls swimming started last week and then other three cross country volleyball, soccer started yesterday. The next slide I just some of the numbers of participants that we have out for the different middle school and high school sports. Um, a total of I think I just added up 343 um, kiddos out for different sports so far this fall. Just a couple pictures. We had volleyball practice start yesterday and then we had the football scrimmage already last Friday that was at Everest. So,

015fun to see everybody back in the gyms and on the fields. Um, some of the that I've sent out. Um, registration opened July 1st. So, I had sent out Skyward messages, emails, um, to students and parents. Um, we held a coaches meeting in here on July 31st. We ended up having 33 of our fall coaches or actually it was all all coaches were invited to it. I'd like to try to implement at least minimally seasonal meetings just for the coaches to try to get to work together and hear what each other's doing, where they're struggling, where they're succeeding. Um, just to have more of that communication between all the coaches. We also have held a parent player meeting on Sunday, August 3rd. Again, that's something that I'd like to again do seasonally um before the

016start of all of our sports seasons. So, we met in the auditorium. I kind of did an over kind of general overview of expectations. Um students were able to take the impact test that day. So um we have freshman and juniors mostly. They have to take it every two years. So normally freshman and juniors um take it, but we arranged to have the technology here for that. The new athletic trainer was here as well. So we tried to hammer out as much of that impact concussion test. Um it's pretty much a baseline and then if a if a student athlete does um had some type of head injury, then they take that concussion test a second time and then the trainer is able to compare the first results with the current results and they kind

017of come up with a plan from there. Um, after the meeting that all the parents attended in the auditorium, then we broke up into the different sports groups. So, it was kind of another point for the coaches to be able to meet with the parents um and then the students were able to um meet them up meet with them after that. Um the athletic passes, we just got them uh printed yesterday. So, we do have those available. They're going to be available for all um at all varsity events. We have a cost right now of $15 for adults and $25 for family. Um just a little bit of research that I had done, just reaching out to some of our local school districts to just kind of check and see, are we in the right

018for that. Um so tried to get as much um feedback from that I could from around the area and also the great conference. So >> that might be something we want to talk about in the next year on the low side of that. >> Um Arbiter is our new is taking over for our school. So Arbiter was a brand new registration program that we are using this year. Um pretty much the whole state of Wisconsin is going to it. So eventually everything will get run through there. But our registration got um put through there this fall. So parents had to create a completely new account. So it was a little bit new to them. Um but the process I don't know I probably did it in like 10 to 15 minutes. But all the forms

019are on there. Back in the day you used to have to fill out like five or 10 different forms and turn those all in. Now it's all right within the Arbiter program. So the registration is completely transferred over and eventually it'll include all of the game schedules, the refu which is more so for my side of it and then my game contracts between the different school districts. Coaches certification. Um I've been looking into this quite a bit and trying to make sure that we're all in compliance. All coaches are supposed to be CPR first aid and AED certified every two years. So, I've been working with Chloe Smith and Sarah Gettle here, our school nurses at within the district. Uh, they've offered, I think it's been at least four different dates that they've offered for

020the coaches to come in and get their certification. Part of it is done online and then the in-person um training is done normally within about an hour or so. Um, high school coaches also must watch um the video for their sport. Um, it pretty much includes any new updates. And then they also have a test that they have to take. So most sports it's down to a 50 question test. I think maybe cross country might only be 25 questions, but that's again a requirement for for the WIA for all high school coaches. So trying to keep track of that maybe a little bit better and try to get everybody again up to date on that. Um we also have a category of coaches that are not licensed to teach. So those are our CNLTS. Um,

021the WIAA also requires those people to take a fundamentals of coaching course offered through the National Federation of High School. Um, with that there is a I think it's a $35 cost, but the district is covering that once they get us the completed certificate. Um, they need to do that before they begin their second year of coaching. And that's a one time thing. So, if they take it now and they're here for 15 years coaching, then they're kind of So, those are just some of the things that the coaches are having to make sure that I'm make trying to make sure I'll have to be coach. Uh, we have a new athletic trainer. I just saw him buzz past um Luke Howard. He comes to us from Aspirus. So, um he joined us for the

022parent player meeting and he was also here for open house. During open house, we also had um a room set up with Chromebooks for the students to also do the impact test during that time. He's been here a ton. So glad to have you on board. Some other updates. Um I know this was kind of floating around Facebook, but we have a new scoreboard at Veterans Park. So special thank you to all those sponsors for making that possible. So first Friday night football game is this Friday. So excited to see it in action. the K Cabota. We got the stickers um for the K Cabota. We have the All Paper Mill and also Mullins's way um which was a donation almost two years ago. Um, but we finally got the the stickers on it. So,

023we're giving them the proper um recognition for helping us sponsor having a UTV on campus to be able to um run back and forth from different events, whether it's a football game. Um, we're going to take it up to the cross country meet next September, not next Tuesday for the cross country meet up there. Um, we also have the banners that need to get updated. Um, the storm hockey team won state in 2024. So, I'm working on trying to get that updated along with baseball, softball, and volleyball. I think they have years that need to be added to either their conference champ section, their regional champ, or their sectional champ section. So, those stickers are on and in the process of being put up. We're just kind of at liberty or at the mercy of

024the lift and when that's available. So, working on other things in the works, um updating the Hall of Fame. There's at least two plaques that are missing from it, but potentially more. Um I know for sure two that were inducted in 2020. I don't know what happened between now and then. I know I had a couple emails. Um, one of them was somebody that actually walked across the field, so I'm like, I know she should be up there. Um, so working on updating those plaques. We also have our scholar athlete that the last person on there was from 2019. So, we have lots of room up there. So, I'd like to get those all updated. Heather Bartick's been great at she's kept record of all that with doing the um recognition whether it was at

025the scholarship night. Um, so she has all of the updated information, so working on that. And then we also have a 12 sport athlete display that at one point, I guess what I've been told, it kind of broke um and then they never ended up putting it back up. But that is something that um those athletes when they're seniors um they get recognized for. So trying to work with Mlin's actually in the fab to try to create some type of display. Um, a couple questions. You know, we created that list and maybe the it's great what these reports you're doing, but can we compare the number of students in sports? Like, you know, we watch for the coaches. If we are dropping the numbers, we might have to get rid of, you know, displace that

026coach at that point. We don't might not need that many. So, is it something that could be shared with them as well as they watch their sports when they go throughout the seasons? So, it's and through the years. And the other suggestion is if you're going to look at like the passes for parents and families, maybe with a comparison of what our student our student athletes paying to participate in sports versus other schools so we can kind of try to balance it out to show that as well. >> Otherwise, great. >> Yeah. >> Additionally, you have made a comment that we'll have to look at for the family that it's not for next year. Why wait till next year? Is this somewhere that we're already in the process. I mean, they start they're being sold

027on Friday night. It's not an action item for tonight. So, by the time you get to September, we're going to have multiple athletic events that hosted was my thought. >> Okay. So, they were starting to be sold last Friday night. >> No, they're getting sold this coming Friday night for the first home football game. >> Okay. But it's not an item that board can act on tonight because it's not agenda as a disc as a possible action. >> But it is in general listed as a discussion of possible action item. >> I think it has to be a specific increase that you're going to do to be new business. >> I would the board can do as they see fit. Um, I would say the way I've always seen board uh items have to be

028listed is the average person has to understand what the action item is that the board is going to be taking um in order for it to be an actionable item. Uh, and the athletic director report to me would not be sufficient enough to argue that it is detailed enough. It would have to be increase if it was me that would post it. It would be increased to uh student and family all sport season passes is how I would list it on the board agenda. But if the board wants to act, it's entirely up to you guys. It's your meeting your decision. >> Understand it's just showing that the comparators that we are definitely very well I mean that that data is there. So go ahead. >> Well, I think seeing that It's the public has

029a chance to see this and they if they're watching they heard it. Um it would be kind of unusual to Friday night raise the prices to me. That would be unfair to the families and to the people they weren't they wouldn't be expecting. >> I I think you really lack transparency with the public >> when you do that because we post our agenda items for people to come and look at. I understand where you're coming, but I think this is something that we should look for future. Even if we talk about it next month, we don't start it to the following year. So people understand that, right? >> I mean, your your your other option would be to not start selling season passes until after the September, >> in which case that people that would

030buy the season pass will already attended. We have what Jack what's >> so this fee is on the fee schedule that was approved at the April 15 meeting just so you have that as information on >> we'd have to change a lot of things >> wait for that or >> thank you for let >> Jessica I understand where you're coming from I think we just need some time this is the first time we've gotten a report this detailed it been nice to get this a few years ago but we didn't and now we do and we have some information and we know that things have got to we're looking at. >> My concern is is if it falls off the radar again and then next year rolls around and we missed it again. That's my

031concern. >> Just in general, it's happening with other issues. That's all I'm saying. >> I I get you. >> Go. >> Is the um the concussion screener for all student athletes right now? It's just high school high school. >> I had a question on that too. Who's ultimately responsible for determining who takes who goes through that and then who signs off when that is? >> The athletic trainer. The athletic trainer is always on. >> It's a WIA role. >> Yeah. Right. That's what I was gonna say. So, it's not >> I don't know if that was part of our coaching training or how that all >> the trainer was the one that I arranged with him. He'll sit down with this analysis >> the analysis of the of the >> It's all a computer based

032test and then the trainer or their individual doctor will do an analysis of the results to determine >> if they're so done by doctors. Yes, it can be done by a doctor or by the athletic trainer. Both depending upon if you're in the Aspire system, odds are the trainer will do it because it's in system. But if you're not in the Aspire system, sometimes the doctor >> so that never falls back >> the school district or the coaches do not determine >> there's no Okay. I just want to make sure there's no >> athletic medical take anybody out of competition. Yep. At any time >> can do that. The athletic trainer can if you have any signs of a conc. You're out until you're evaluated. >> The referee also has >> referee has the same

033>> for the for the trainer to verify that they're uh not concussed enough to come back. >> Whole system is about the safety of the player. Thank you for all the the the backlog and the cleanup that you've done. Um and also for the email that went out to parents. That was the first one I've ever gotten as a parent that said, "Just letting you know you need if you would like to participate." >> So, I probably >> No, but it was nice though because usually it's parents scrambling after they've heard that so and so has already started a sport and they had no idea. So, it was nice to preemptively get an email saying, "Just a heads up, registration is is open. Please go online and this is how you do it." It's helpful

034for all parents to know that. >> I've heard nothing but really good things about the parent meeting. >> That hasn't always happened. And the coaches meeting, the communication, and I know you're going to be evaluating coaches, going to practices, doing things, and that's the way it should have ended up. >> So, there's 33 coaches that attended, and I think I forgot to mention there was 97 kids represented at the So decent number and then I also did email out um the presentation that I shared and then we also it's also post on the website trying to make sure we get everybody some school districts require it. It's just hard and it's trying to find the perfect day and weekend during the week 4 o'amilies. In the past, we used to film it many years ago

035and then if a parent couldn't attend, they had to come into the school with their child and they both had to watch it. >> It can be, but >> one school district I saw they had like a Google um form like quiz that they take after the fact that they would ask questions about. >> We just want people to come and so we can give them information so they're not asking us questions midway through the season. I do have an additional question. When you do the the parent and student meeting, do you have the athletic trainer spend a good chunk of time on the concussions? Just concussions alone and education and the long-term the lifelong effects from concussions. >> He did not speak at the this first meeting. I can definitely see adding him in

036there. Um with him being new, with me being new and um the way that it kind of worked every students and parents and once I got done doing the kind of in beginning of the meeting um that the students were dismissed to go with the trainer. So I just there's a lot of legislation that's out there and I know there's one certainly out there right now that's going through at the national level for service members experiencing multiple concussions from blast. athletes have can have the same experience that people do not understand the lifelong debilitating effects from these things. And I just hope that parents can have a good education because it's just like asking somebody who is intoxicated and they're going to say they're okay to drive because you don't know what you don't know

037because your brain has literally been rocked and they don't know how athlete or that parent may not know. And it is just so important to get the parents to understand that put the child's safety first and making sure that they have enough information to make a decision or even a week or two later if they still need to take them back for further evaluation. But I think just that further education will will go miles at potentially helping that student for the rest of their life. are used to seeing the concussion stuff. I don't disagree with that anymore. Um, but recent legislation has required youth sports to also now have parents sign off on concussions. So, if you're student athlete is in youth softball, youth baseball, youth basketball, any of that organizational type stuff at the

038youth levels, you also have to sign off on concussion education concepts and go through that whole approval process. >> Summer camps are recorded the same thing. >> Agreed. But we all know that like when you sign many just click and sign. They don't they don't truly read. They don't have that educational um somebody really feeding them what those the the definitions the effects the signs the symptoms all that. So that's all I'm saying is just hopefully it helps some family and it's more proactive rather than reactive. >> Are there any other questions? >> I said one just high level like said are you seeing any obstacles to your success or anything you need from us? Every day is a new day. So that's kind of where I'm at. Like from portaotties to log rolling, like

039stuff that I never like saw coming. So working through it though and there's a lot of great people to to rely on and ask questions to. So >> thank you very much. >> Item 63 discussion construction project update. >> All right. >> Um just a couple quick notes. First of all, I was going to say open house was a success. I'm glad everybody could attend could could attend. It was great. Had a good turnout. I think the public received it very well. So I think that was a very good evening for all parties included. But updates really uh Fendorf has been installing all the major footings around the building. You're seeing that happen as we go for our goal really with the weather being decent that may be completed by Labor Day. Um our masons

040are going to be back on site after Labor Day. They've been working on the four firewall that separates our building. They're waiting for materials to come in, but they'll be in full force after Labor Day. So, it'll be a lot of happening out out job site. Um, excavators are doing a wonderful job. A lot of people don't realize there's a lot of product that actually get shipped off the site and they're storing it off site for us. We have no site to really store it to. Um, and that's fine. So, that'll all come back to our site once they're ready for asphalting and leveling everything out. So, but they've been doing a really wonderful job and they're being very safe, which is great. Um, one of the big hurdles we had really is storm water

041management on our project. The state required us to install a pretty large tank. It's a 70 foot long tank. It's basically sift out all the silt that comes off our parking lots. Um, and that is now buried underground that'll have to be serviced every year, but it's really to maintain the quality of the water before it hits the river. So, just new laws, new codes. Um, but it was a big ask. It was $200,000 put that in. So, um, it is what it is. Um, public service has done great. Uh, pretty much finished all their their routing of gas and power. We have one little line that's going to get done uh tomorrow actually for a internet line. But that's basically in really good shape. Um, and if you look out, you'll see a lot

042of white pipes sticking up. So, that's our plumbers out there stubbing up all the piping for the restrooms and lock rooms and that type of thing. We have a large grease intercept that will be buried hopefully next week. Um, that will feed our kitchen, service our kitchen that's actually on site right now, which is great. a long time to get it. So, I'm glad it's here. But, you know, weather's been really good so far. Look have a good week coming up. So, they're happy with that. Um, we're a lot of concrete. So, we're happy to keep rolling. Um, and so far saf is huge. But right now, there's nothing to report other than off the normal schedule. something comes up, I'll let you folks know. But other than that, it's been very successful so far.

043>> Other questions for Steve? >> We're doing a time lapse of that. >> Is that right? Okay. >> Camera, which is great. Got >> every 15 minutes taking a picture. >> It's really neat to watch it. You know, you don't realize what stuff gets moved and unmoved and taken back over there and >> just all that. >> It's good history. >> It's great history. Do we have a plan to make that public or publish any of it at some point? I mean, we will maybe when it's finished, it'd be cool to show the progress reports as we go along, too. >> Any other questions, >> Steve? Thank you. >> You're welcome. >> Appreciate item 6.4, discussion, act 20, update. >> Right. Um, >> Greg just asked I briefly kind of touched base on on an

044update of Act 20 as it continues. Um we we've heard a lot about it over the last two years um preparing for it to get here implementation last year. So just um kind of an update of what what continues to happen, what's new as we approach uh year two. Um some things that that continue to happen that you've heard in the past. Um our our teachers continue to receive professional learning through Cox Campus, which is the approved vendor that we chose to deliver that certification. Um those who were here um last year and continue to to teach here are in year two of that. It's a three-year certification process. Um time was built into their inservice days to complete that learning and we'll continue uh to be moving forward. Typically how it works is we

045give them a little time to to watch the videos and do the learning, but then there's always a followup with Kathy so that there's actually application to what they they learn. Um the state aligned screener is still administered three times a year, fall, winter, spring using Ames web, our first window will be um 9:22 it'll start. Um the development of personal reading plans will continue to happen for students who qualify um as well as the continuation now as we move forward of students who didn't test out of those plans. Um the goals were pulled forward and the work around there. What's new as we kind of move in and and progress through this legislation um and how to implement it properly is now our third graders who were a part of that move to fourth

046grade. So, the fourth grade team now gets on board um to the training and how to how to work through these goals, how to write the plans. Um the ACT 20 space on our web page will hopefully go live by the end of this week. You should be able to see it. Um and on that will include the public posting of our early remediation plan. So, any parent who's wondering um if my student is is struggling reading, what is the district's plan to address that? Um so, that should be live um here in the next week. Um and then we moved from Edge Climber to Next Path as our data collection warehouse. Uh and where that is relevant to this area is uh Next Path built a very specific portal uh for act 20 within

047it that allows teachers to to populate the personal reading plans to communicate right from there to parents. It syncs with our student information system. So all the parents contact information is there, autogenerates that letter, lets the parent know that the plan is live. They can go in and see it. It logs the communication between them. So, we're hoping that that's going to streamline the teachers process there, uh, and save them some time and make it more efficient. Um, and then something new that we're working out is how to onboard new teachers now that we've gone through this training. Um, how do we properly onboard a new teacher who is fresh out of college? There's a gap. Eventually, the teacher prep programs are going to be required to have teachers come out certified, but there's still

048a two-year gap until that's going to happen. So, in that meantime, what do we do? What do we do if we get a teacher from a different district who started training in a different program, came to us, and is in the middle of their training using something totally different. So, um that's part of the planning process is how do we support those new teachers through this learning? Um, so that uh because there's there's limited time at the beginning of the school year, but there's also a sense of urgency that that first screener goes out September 22nd and they have till about October 6th to have that personal reading plan done. >> Thank you. You might as well stay there. >> Yeah. >> Item 65 discussion liftoffs presentation. So, we wanted to talk a little bit

049uh we just finished up in service last week and we wanted to talk a little bit about um what some of the things we're working on as a school district from an instructional lens and standpoint. Uh and so before I get to some of the things we've communicated to our teachers, we wanted to give a little background of of what started this conversation um as an administrative team and as an educational field in general. Um Um so one one thing we spent as an ad administrative team doing is um we as a group read the anxious generation last spring um just to try and learn and understand students today a little bit better and a little deeper. So um for for those of you who are not familiar with the book, what this uh book

050did was it it took a look at what generationally um makes students today different than maybe some of us who were in different generations. How how did the the change in childhood from the advent of the cell phone um fundamentally change the way kids are growing up um and trying to better understand and what the implications of those changes of childhood are as they walk through our doors and as we try to teach them and learn. Um and so uh what it did uh to a lot of us is it we had these anecdotes right and these personal experiences that kids were different but we couldn't explain it and and this provided a great explanation a great data point to help us say yeah our anecdotes and experiences are true and now we we have

051research that shows that that the new generation of students Gen Z and now uh Gen Alpha are are fundamentally growing up differently and their bra is is being rewired differently as a result of those experiences compared to the ones that we had. Um and so um with that we kind of spent a little time trying to understand you know what when we talk about different generations right there's some fundamental difference that changes the way kids grow up that marks the change of the generation um I'm on the elder end of that millennial part and and even within that millennial group my experiences from the elder side of that is different than somebody who was born 1996, right? Um just the the changes in what they've experienced, how they interact is probably the bigger thing. What

052they how they interact with what they experience and what that change does. Um and so as an admin team, we started to to look at, okay, well, if if kids are different and we know that um we understand that, we have to try and understand them better. So from that from that research what we what we've learned is um some of the implications of of those changes that we're seeing and we see it there is social skills are suffering um attention is it's fragmented that that attention span is there sleep deprivation which causes a whole another um set of issues in some students who do that and and screen addiction. So when we talk about addiction with kids understanding that now is screen addiction as opposed to um you know substances and things that we

053may have experienced. Um and then understanding what what is kind of that portrait of Gen Z. We know that although we have some of those negative elements, there's also some other really great pieces. They're incredibly creative. They're incredibly innovative. They they can walk circles and run circles around a lot of us when it comes to digital digital literacy and techn technological advancements. But we also know they're also very safety conscious when we talk about how they interact with the media. I mean imagine, you know, some of the horrible things that we grew up seeing on the news. We could turn off the news and forget about it for eight hours. But if you have a phone, it's hard to do that. Now you have, you know, 40,000 Tik Tok videos on your feed reshowing you

054that over and over and over. And I can tell you from my experience in the high school as well as what some of this research shows, we have a generation of kids who are afraid to get their driver's license. They're they're genuinely not sure if they want to in some elements. Um there's some social isolation that happens. There's some emotionally insecurities that happen. uh but they're they're interested in in community purpose. They want to get involved in their community. So understanding all of these things kind of brought us to you know the question of if if now we know students are different. um really questioning what have we changed in the last 15 to 20 50 75 years um as the world continues to look different and we started to explore this as we geared

055up for the school year um we took a look at this data to to ask us some questions about okay so what are the implications we know that maybe they interact differently than than what we had seen 20 years ago what does that actually mean educationally and you can see in that upper right right hand corner. Um that decline is student engagement through ages. And so you can see that as as students enter our our buildings, um they're incredibly curious. They're incredibly excited to learn. Um and and every year we see a decrease in that percentage of students who maintain that feeling. So what what can we do about that? Um 41% this is a a a survey done by the Walton Foundation. Um, 41% of Gen Z students felt un uninterested in their learning

056at school. 51% did not feel challenged. 54% felt that school does not connect to what their strengths are. They're failing to see relevance. And then we kind of looked around and said, okay, well, if they fail to see relevance, um, you know, what why might that be? And and I think if we take a look at how fast the rest of the world around us is changing and they still see a a school that is operating in the same systems that their parents operated in, but we have to start asking ourselves questions. Is is what we're doing still the best fundamentally. Um and uh what kind of systems and not saying they're all bad, but we have to question right if that's the data we have in front of us. We have to ask ourselves,

057is what we've been doing the best still? And we can't just keep doing it because we've always done it. And so, you know, wondering if our mission is to make sure that every kid here is ready for life after high school, are we doing that? And really exploring what we need to do to do that. On top of that and kind of going with that, we also understand that there is a major workplace skills disruption coming to our economy when it comes to technological advancements. Not only do you have work workforce shortages coming, right? But the skills needed um and World Economic Forum anticipates about 40% of the core skills needed um are going to change from now until 2030. So, we're preparing kids for a future that that today is going to be different

058in five years. So understanding how how we do that, really reflecting on that, taking a look at what are the skills that are going to be valued. You see creative thinking, analytical thinking, technological literacy, the top three that are booming in what employers are saying our people need to have. They need to be able to work on a team, solve a complex problem together, and be able to navigate tech technology in the process of doing that. They also need to be flexible. Can they be lifelong learners to be able to adjust? The current uh research shows Gen Z students are going to change their careers sometime somewhere around five times before they retire. And that's a combination of trying something new or their job being phased out by technology. And so, do we have learners

059that can be flexible and pivot when that happens and still be employable within their um within their job? And then just comparison we showed staff about what some of these predicted skills are and the changes. Um you can see one of the biggest jumps there is not only by 2030 you need to be tech literate but you have to be able to integrate and and move AI and big data around. You have to understand somehow some way how to navigate that um because it's everywhere. And then we found and this is why it's tied to liftoff. We found some other common districts who are also doing these same questions and thinking and and there's um we join 13 other districts who are networking together to try and solve these problems together and it's called liftoffs

060and and it's it's centered around CIS of four which is out of the Alaska group and um there other small rural school districts white hall strongum cash us tomahawk um other schools who don't necessarily have all the resources of 10 instructional coaches per building, three administrators, but rural school districts who understand that their students need to be prepared for a world that is ever changing and how do we do that from an instructional standpoint? So you might see this acronym as the year goes on and we wanted to have a basis of what it is and it it is this group of schools where we're coming together to try and solve these problems together because we don't know exactly what it's going to look like because like we said in five years it's going to

061change and so it's going to be an everchanging process and we want to align ourselves with other people who are also just questioning the same thing. Is what we're doing um still working? And these are their four um pillars uh you know that they believe is really important. Inquiry learning, helping kids ask questions and solve complex problems. Um understanding that there are there are readiness skills you have to have career readiness. Um and there has to be some differentiation and personalization for learning um with today's students. uh this is kind of their phases of implementation. Um and what a lot of the school districts are trying to navigate this year is number one and number two. And we're no different. We've kind of flipped the order for us personally or combined them I would say

062into two that we have to find a way to personalize education to meet every student where they're at. We know that every kid walks into this building with a different story, a different background, a different level. How do we leverage technology to make sure every learner gets what they need? Um and then two, how do we design in a way that we're we're getting really deep learning so that those durable skills come out, that analytical thinking, the creative piece, the teamwork, the collaboration, the communication. Um, not just the memorization of material, but can they take that and apply it at a really deep level so there's a transfer from what we're doing here to that world after high school. Um, and so this is our our Mosy take on it and how we wanted to

063roll it out. We feel these are the four areas that we have to get really good at. We have to align everything that we're doing. If we're really passionate about improving teaching and learning in our district, uh we have to create alignment of the things that we're doing. We believe that student centered learning has to be a part of it. Is what we're doing about students. Is it benefiting students? If it's not, why why? Right? Asking that question. We do have to understand that we have to empower our teachers um with those skills, with that knowledge, that data to be able to provide high leverage instruction so that way we're getting to that deep learning. And we know that not one person has those answers. So collaboration and community has to be built in. We

064have to give teachers an opportunity to see other teachers work, talk about what's working. um how can we find a way to connect a a social studies and an ELA classroom working on a a project that is the same thing but two different products maybe right how do we build this cohesion um and just continuing to build professional growth and leadership for our teachers to do that um and and this was kind of our take on those four levels um that liftoffs had but like I said we kind of combined them how do we leverage the techn the personalized learning knowing we have AI at our fingertips. How do we take that, accelerate some of that baseline knowledge so we can spend our time getting to that deep stuff, building human connections, understanding what a

065student's passion is, and tailoring their instruction to that passion. Um, so our K4 learners have access to a program now called Espark. That is a a program that allows um it's uh reading, writing and math generated. Uh it leverages AI to personalize their experience. So let's say um in in their literacy instruction, they are um working on a certain letter blend. Um and when it's time to use this program, this program will allow uh a third grader, let's say, to choose a character that they're really interested in. Choose a topic. Let's say they love basketball and they want their character to score 40 points. This will generate a decodable text that is specific to that letter blend that they're working on with their character, their story. Um, and help engage them in that reading, but

066also that skill. Um, and I think it's important to note that we're not talking about students doing that all day, 15 minutes a day. Uh, it's small doses. It's little pieces of when a teacher is working in small groups with a with a group of students. Now we have a really high leverage immediate feedback tool that the kids working in their desk have access to. So it's like working with another teacher and multiplying our teachers by leveraging that technology. Um and so working through that is that esport being used only in the classrooms now I should know. I've got a K through four kit. Or is that also at home where you can >> uh the students would have access to it at home. We would caution you not to use it too much though

067uh because um there there could be uh what I would say maybe a plateau. They they might still enjoy it but they might not eventually see g the gains they might see if you over use it but they still might find it fun. >> Diminishing marginal >> return. Um, and so we just shared this with our teachers, just understanding that these are the pieces that when we plan PD that we want to make sure is included when we're doing our educator effectiveness. These are the things we're giving feedback on. Um, to just create that alignment around the idea that we believe learning should be personal, purpose driven, and future focused community of learners, educators, and families working together to prepare students for a world that won't wait. through innovative learning experiences and strong relationships. We

068empower every learning to thrive in a dynamic diverse future. And just to add before you turn over to any questions you might have, uh you know, obviously this is something that administratively we spent a lot of time on this summer. Uh we did a a three-day retreat um sponsored by DPI on it. We spent a couple days uh on it during our admin retreat. So, we spent a lot of time working on this whole framework. Um, not to mention last year we spent some time on it as well. So, this is a lot of effort that's gone into this. And I will tell you, it's it's not, as I told the staff, you know, we're we're kind of uh blazing our own path on this. We are we are a trends setter in this. Um,

069it's a shift of a mindset. It's not a one-time we're going to do it for a year and move on. This is a complete shift in a mindset trying to figure out a way to better reach kids through engagement as as the core sense of it. U because if you aren't engaged in what's happening, you're not going to learn it. Uh so that's what we're looking to do. And uh channel 8 n CBS which one seven the only one I didn't have between seven eight and nine uh was here today to kind of talk to us about our kickoff of school and that was one of the things we really focused on. So there should be a story on that at five. I think there was >> question >> comments. Fantastic. I think this is

070fantastic. I feel like this is something that we would see at the convention and we would bring it back in hindsight and it's really nice to be on the other side of it saying, "Oh, look what we're doing. I could see you coming down and presenting, you know, this to everyone else." I think it's great. uh so great that I would like it to be maybe not a standing agenda item but you know a frequent where are we at in a couple months where are we at what have we done like just brief updates I think would be really helpful because this is really new and exciting and I think especially the image of the two classrooms 75 years apart they literally look identical I mean maybe there's a table instead of a desk right

071but that's basically the only change you say I think that really like strikes a cord. But I think that the question has always been out there, how to engage students from years. I remember talking about this when my kids were in school. You know, how do we get kids to be motivated to want to attend class? One of them is being in sports or being in some type of extracurricular activity. So, it's it's not something like new. It's always been there, but how do we keep making it change? >> So, we just got to move forward. It's always that same question. It's been there for years. >> That was a message we really tried to help our our I guess that we spoke to with our staff was folks, we we have been talking about

072this for 15 15 years. How to re-engage students. But the question is how do you sustain that? How do we build systems to make sure that a a threemonth progress doesn't go back because it's really easy to go back to old ways, right? That's why we continue to do that. So, how do we build a system? And that's where we're really hoping by creating a a framework for teaching and learning and always bringing it back to those that we can hopefully sustain that and and really build some purpose for our students in their educational process. Now, we also have technology that is helping us really personalize that experience for kids to create that autonomy. We all know if we're going to be intrinsically motivated people, all of us want some form of autonomy, right? We

073we all want some of that. And so, how do we that to students there's something >> right and that's the part that's I think you're right the engagement conversation has been there in my 26 years of education it's always been there I think what's different is the way we're approaching answering the question uh because a lot of times you might have heard me say this we're the only industry that's still in operation that has never gone through a major revolution >> you know the sign of the p the picture of 75 years is proof of that um and we're looking at creating a revolution to change the way we completely think about how we're going to approach it. That's the part that's different. >> And Tom, I got a question. Sorry. >> No, ask me.

074Go ahead. >> Um, I know there there's probably some of this in here. Um, but what about the teachers? What what what are you doing for the teachers so they can keep up and ahead of the kids? >> Yeah. So like you said, different generations are going to struggle with this >> two twopronged approach is really making sure that when we have inservice time, making sure that we have some kind of learning opportunity for them. Uh with that liftoffs partnership, we get two indistation of the year for student engagement. And so in the country >> in the country um so they'll be here and so we've kind of structurally planned it that they're here sometimes on our our PD days to deliver learning but also on days we have students here to deliver coaching um

075and actually being in classrooms with our teachers and then also making sure that we're getting in and doing that learning. So while we're in classrooms we're giving feedback too. Um, with what what's really awesome is with any AI generated tool that we're providing students, there's also a teacher side. So, Eastark, for example, has a side that they call NOVA, which is their teaching assistant. And so, that that takes the data that's created from the student side and helps provide AI generated teacher content help. So, let's say u my students are working through a certain skill in week one. Um, what this Nova teacher assistant will do is take the data of how students are performing and give you suggested recommendations for your small group stuff next week, saying, "These three students are really struggling on

076this letter blend. These four are actually really advanced. I would recommend this enrichment activity to push them a little bit and help kind of hopefully streamline some of that process." So, we're also trying to find ways to integrate AI in teacher practices to help save them some time, too. Um, yeah, I just wanted to comment that I I read this book a while back and I thought it was really insightful as a parent. If you have young children, I would recommend it to anyone. So, I was really glad that you guys read it. Um, I love a lot of the new things that you're talking about that you're doing because it's so important to stay relevant. Um some of the suggestions in the book too, you know, also talked about even just kind of going

077back to more of the basics. Have you guys talked about you know any of that things like well for instance we did get rid of the you know implemented the no cell phone policy which is so important also a suggestion from the book. Um but like just focusing on more free free play time and more independence for kids. You know they suggest that for social development. I know we talk so much about social social emotional learning now and you know maybe some of that stuff might be a good addition to some of that part of what we're doing. >> Yeah. And some of that you know you talk about the independence. Some of that's going to be part of the the personalized learning component. Uh but I think the other thing is is we've had

078the opportunity to go see uh a school the superintendent I'm really good friends with there a year ahead of us on this journey. I've been working with these guys for three years. Um and one of the things you would see in that classroom is they're using some of this technology. But what it's not kids on a computer per se. I mean you got kids teaching each other. You've got kids working in small groups with communication skills. They're asking each other questions. I mean that so some of that you're talking about that communication is is happening in the classroom. Um and and they're able to then explore uh do a bunch of different stuff. So yeah, that that we're not forgetting about that part of it either. >> Cool. All right. So obviously there's a lot

079to this which is good. Um, it seems like the schools are obviously taking the bull by the horns and owning this, but obviously there's this is more of a systemic problem at home and in the community. How are we engaging like the community and parents to be able to leverage some of this stuff and I guess help you guys? It seems like I mean there's a lot to this and there's no way you can just build school. >> I would echo Kandra's comment that if I could get as many parents to read the anxious generation as possible, it would help us a lot. It was far more eye opening to me as a parent than it was as an educator. Um, but we we've talked about how do we um, you know, we talked Jenny

080is the the person who whose dissertation is up for how could we get her to do a presentation for our parents to understand like we've talked about it. I don't have a great solution. Um, it is part of what we know has to happen. Um, that's a work. Yeah, we're having conversations about do we bring her in during a a parent teacher conference and have her do a session because she talks an awful lot about just the difference of generations um and the differences in these kids and and you know and it's you know I mean it's it's simple things you know you can think back how many of us wore a bike helmet once we rode our bike but how many of your kids would you allow to ride a bike now without a

081bike helmet you know I mean just you know you think about you slept in the backseat of the car out of a seat belt and now if you don't have your seat belt on your car's dinging at you know, so just it's all these generational changes that have occurred. Um, and that's where we're have we're looking to bring her in to talk to our parents about that and and you know what that means, what the impact of that is, how they can help us in that process as well. So yeah, it's it's going to be a lift for all, but we want to try to get our house in order. >> If you some of you went to the in service, >> there was a lot of energy at the in service. A lot of

082it was directed to this. Um, I went to your presentation a little bit. There's I mean it's it this isn't going to happen overnight. This is going to take baby steps and time, but the engagement part is the key. >> Um, several years ago um we went to Hayward and we observed their reading program which is generated similar to what you're talking about here and how um the kids kindergarten, first grade, second grade, how the progression of this was and it was awesome. It It's exactly what you're talking about. We saw how it works and how the kids themselves self self um do the program without much direction from the teacher and uh so it's exciting. It's exciting seeing that this is happening here. Other questions? >> Thank you very much. >> Thanks, Dom. >>

083Item seven, public form. The public form provides the public with the opportunity to ask questions, address issues. Um, the schoolboard president runs it. There is a clipboard back there or you have the clipboard. Do we have anybody? >> We have one person. Um, the rules haven't changed. You get three minutes. There's no personal attacks. Uh, you can come to the podium and state your name, address. I will raise my hand when it's at 2:45 and then 3:00 three minutes we're done. Okay. Um address is 2005 Civil Road in Cronin. Um and then just for background I'm a teacher at the high school here. the year 13 for me at the high school and I'm also the Mosie Education Association president. I was not planning on speaking to you all tonight. Um but I was sitting

084in on the personnel committee. Um and as a result of a discussion in the personnel committee um I felt like I needed to sign up and just share some information. So I'm sorry for about twothirds of you this might be a little bit confusing but hopefully will make sense shortly. Um so there was a discussion in um personnel about co-curricular uh contracts. Um and I just wanted to kind of provide some teacher perspective on this. Uh teachers have just had an additional duty added to our normal teaching day contract. This year it has reduced our prep time by about half of what it was previously. And teachers have been very accepting of the need for this taking on that additional workload given the necessity to do that and some of the budget constraints that we

085are seeing and those different challenges. Um, and we have all pretty much said, "Yep, we're willing to take on those additional duties." Um, co-curricular positions exist outside of our normal teaching contract. They have always been an additional contract because they involve extensive time outside of our 7:40 to 3:40 teaching day. Um, and many of these positions historically can be difficult to fill even when they're provided as an additional contract, as that extracurricular um, pay. And um, if we start lumping co-curricular contracts in with a regular teaching assignment, I anticipate you will see a lot of your teachers looking at other districts or leaving the profession altogether because the workload will be far too much. I don't know of any area districts, and I could be wrong, but the ones that I'm familiar with, I don't

086know of any um who lump co-curricular advising positions in with their normal teaching duties. Um, and then there's the question of inequities that could result from uh assigning co-curricular positions. Those positions currently are paid on a schedule that has different stipend levels uh based on the workloads for those different positions. Um and how you kind of lump all of that into a teaching contract gets into a lot of inequities. Um and that's that's my hat. So thank you uh for your time. >> Thank you. >> All right. Uh we will now move to item eight, consent agendas. We did have one agenda item that was requested to be pulled out in the personnel. That item was uh 5.2. It was the 2526 co-curricular positions contract which Mrs. Natsky spoke to. Um were there any ones

087from the finance or curriculum? So with the with that I'm going to ask >> I was going to say the only thing I had on the finance committee was we pulled off item 6D for the audit from quotes. We're just going to postpone that until we had time to give it. >> You just postpone it. >> Postpone it until Yes. >> Okay. >> So with that, what I'm going to do is I'm going to ask if I can get a motion to accept all the consent items that were approved and then we will talk about the item that was pulled up. >> Okay. I have to um I have a check that's in the fin finance thing. Do I do that now or >> so I need to >> abstain from a check? >> Okay.

088>> All right. So, consent item. >> I'll make a motion to >> motion by Gorman to accept all the ones of approved. >> Second by Sowski. >> Any discussion? >> All those in favor say I. >> All those opposed? Motion carries. We will now go to uh the item 52, the 2526 co-curricular positions. And Greg, I'll let you pull it up. >> Oh. Uh can you pull it up? >> It's uh Yeah. Pull up. Um, yeah. That one. That one right there. >> Uh, you're going to have to go. All right. >> Yeah. You're gonna have to go out. >> Have to go all the way out >> here. >> Can I Can I override you, Christie? >> Not. >> I just want everybody to see this. So you know what a reference is. I'll

089blow it up once I get it out. So this is the list of the co-curricular positions we have in the district uh that are on the schedule used to be called schedule G now schedule F um because it's appendix F now I believe it is uh on the employee handbook uh these are the positions that are part of those um and the individual who is under these these are separate contracts much like a coaching contract much like you say it's the same kind of contract that you give your football coach your basketball coach your wrestling coach etc etc etc >> Jessie you're the one that wanted to pull out >> I'll let you speak ahead >> so years back and I'm sure that Diane can attest to this as well this goes back as far

090as David maybe even as far as that we had talked abouting some of these and making it part of a contract the the staff contract just because it made um it's potential one costsaving measure and two it makes logistical sense. So just I'm not trying to pick out any particular position but if you have a specific subject such as and I have to make a bit of an identification just to give an example but if you have FFA and if you have an agriculture teacher, what other person is going to do the FFA additional duty? Most other staff members don't even have that educational background to be that additional person. So, as an a way to cut back at on perhaps an administrative oversight paperwork, why not just put that as part of the contract?

091Now, what if you have a staff member that says, "I don't want to do that." Well, then what happens to that particular program? Does it does it go away that club or what have you? So, it's a way of looking at being more efficient um in terms of the process and perhaps the pay. Yes, I do remember talking about that back in early David days and it was supposed to be looked at, reviewed because some of the positions that were there were positions were added, taken out that need to be upgraded, changed, and yep, we're going to look at it. We're going to do it and it never happened. It just kept falling by the wayside. So, and you also want to make sure you have the best person for that position. You don't want

092to have any like if she's using FFA, well, you don't want, you know, an English teacher taking on the responsibility when you have somebody that's more wellversed in that program than that said person. So, it's it's not that you would be cutting the pay necessarily. It would just be written in cleaner cleaner language so you can get rid of, you know, there might be things in this appendix F now that don't even exist. >> We actually went through that this last spring. stuff that no longer >> and I'm just using as it was just to make it cleaner. >> It's a large list to manage. >> Yes. >> I I don't know of another school district that puts it in the teaching contract, >> but we could be first. >> Was that >> we could

093be I'm not I'm just >> And we could do it right. >> Well, >> maybe I'm not understanding either. So, all the contracts sold like an FFA teacher just because we're picking on that one. Um are there is their contract identical to what like English teacher would be like if we were to write this in there I I >> no >> wait no you want to assign it to the the appropriate >> you would assign it to the role and the responsibility for that >> every teaching contract is the exact same contract it's just a mail merge that >> and that's what I was wondering so this is all a generic one that we would now be customizing each individual >> you could just put an addendum to it still be the contract itself would

094be the same but in in terms of efficiency it just to me it doesn't pass the common sense test to have all of these different things It could just be a quick addition to that page three or page whatever a quick addendum to that >> to a contract for the for that >> for whatever whatever teachers. What I understand you're saying is like for FFA instead of having this on here, we would make it an addendum which would basically be this contract as an addendum to >> because what if what if you're not I mean because they're two separate things right now. Why not bring them together? Otherwise, you may miss one of these these staff members. >> So we're doing where's the cost savings then? Is that >> because who knows? I don't know.

095I don't want to assume that if when they went through this, did we look at the the what we're paying for each of these? Are these in line with with what other districts are doing? >> One of the concerns I have is that when you start doing this and they're looking at different districts, they may say, "Well, I'm not going to lose me. I've got all these extra duties to do." And the pay doesn't equate that. I wonder if we'll lose some of our competitiveness. um for for you saying, "Well, I got to do these 10 other things and I'm not getting any compensation, >> but that's not what's being necessarily proposed." >> So, how is it currently like last year? How is this structured like this? >> Yes. >> Okay. So if you're you're

096doing a >> if you're I'm assuming you volunteer to be the middle school drama teacher or you apply and then if so if you're getting paid to do that extra work >> the same way a cultures >> right sure and I'm I mean if I'm expected to do extra work I would expect to be compensated for it. I don't personally think the juice is worth the sweet here. >> Saying not compensate just for it in our teaching contract, right? >> That's what I was going to say. I think some of them make sense. Like I said, the FMA one or whatever. Like I said, it makes sense to not have an English teacher, >> right? You want the best person for that position, right? >> If you had a child in that classroom or that

097program, you want to make sure that they're getting the best quality person. >> They still have the applicant process, >> right? I was going to say I still think change somebody doesn't want to do it anymore, you find somebody else. So >> you put it in someone else's contract. >> Are you kind of suggesting that when this person applies to be a math teacher, you're going to you're also going to be in charge of the math club. It's probably going to be you. >> It could be. It depends because there's there's multiple math teachers, but there's only one. But there's there's ways to do this more efficiently. So maybe, you know, it goes off of um if there's multiple math additional duties. I mean, there's a sea of things here, but then okay, every every

098math teacher has to take on, let's say there's five different math types of clare additional duties. Then every person should have one. >> What are we what are we going to do with long-term subs? Let's say somebody has a leave by absence and we hire a long-term sub for the FFA teacher and that person can't do because a lot of this stuff isn't done >> that happened last year. >> I know >> they did. >> Yeah. >> They just find some a sub to fill it. >> So, >> but what I'm saying is if part of their contract is that they have to run the club, somebody may not be able to do that because a lot of this is done at night after school. find someone else, take it out of the original person's

099name, contract it. >> That's what I feel. I don't know. I don't know that you're making this list go away. You might tie it to a position when you hire it, but I don't know that the list goes away. >> So, just clarification. So, if if you're applying for an English position, English teaching position, >> so high school, middle school, whatever, >> in that contract that's going to say you may be responsible for is that the addendum that you are asking for or that in that job description for all English teachers you may have to in your school be part of the forensics um coach you may have to is that what you're proposing >> perhaps perhaps not I don't know what is now volunteers does it is it just go to the wayside and

100it doesn't exist? >> Yes, that's what happens is the job's not filled that club or whatever activity doesn't meet. >> Okay. So, just for clarification for this discussion purpose, are we looking at changing contracts and and making a requirement? Are we looking at cleaning up this list? Are we looking at the application? Like I I guess I'm a little confused on what we're talking >> the initial administrative recommendation was to approve this list. That was that was the recommendation by the administration. >> Okay. Not to change anything. >> Was there a pay increase that came with the the new schedule? >> No. >> You approved the schedule last month. Employee handbook approval. >> I'm wondering if we're just asking what what already was done to clean the list up >> and perhaps we can do

101that for next year. Just find it. To me, it's just harder to manage two separate lists. Well, it's too late to do it this year because contracts have already been signed and issued. >> Yep. Absolutely. Completely agree. >> This is just a very large list to manage. >> It was just get getting larger and larger and we were just trying to make it more streamlined. >> Are you thinking on along the same lines of of how you brought up before like the number of kids in this sport looking at the number of kids in this club is kind of what you're >> right. you know, because you want to be able to handle it because you mean this is there's a dollar amount associated with this too and and to watch the budget if you

102know it's tied in with and we'll use FFA, you know, that's always going to be in that annual budget for that portion of it. But if you start to have kids drop and they're not going to be in there, is that position >> we have >> there's things you got to look at. >> It's tied to the contract that's going to be a lot harder to pull it out though. >> Yes. >> Well, you would and again I'm just using that as >> I mean I'm just saying if you tie it to the contract >> we already Okay, let's just hypothetically let's just hypothetically say you tie it to the contract that you issued to the teacher on April 15th that they have to return to you by June 15th and that's an addendum and

103that's signed and then we go to trees for tomorrow and nobody signs up for it, >> right? >> That contract is out. You're obligated to pay it. You can't back out of it. In this system, you could back out of it, >> right? >> How? Because it's still a contract, >> but it's it's it's not tied to it. It's it's a contract you can you can hand out when you know what you're dealing with because you have more time to analyze the situation versus handing the contract out on April 15th. You're binding yourself in my opinion. >> I agree. >> You're binding yourself to a larger thing. And now right now the way contracts are this is all a male merge and a fairly simplistic process. If we're starting to add addendums to it, we've

104now complicated a fairly simplistic process because now you're having to basically all you're doing is taking the contract you would be issuing them tomorrow and issuing it to them two months ago and call it an addendum instead of having two separate contracts. I'm wondering if you're not thinking along the lines of we just want to clean this up and make sure we have adequate people kids in these co-curriculars and we're not wasting our money. Correct. Foolish. >> Correct. Right. >> But see now to me this what I'm hearing you say Greg is a contract is not a contract. These are two very different things then. >> What do you mean? >> So a teaching contract like you said it's got the deadlines. It's binding. This is binding, but there's no deadlines tied to it. >>

105And that's >> because these are because the one the one thing you have to understand is extracurricular contracts are at will employees. Teacher contracts are not >> because they're at will employees. It's a one-year contract. I could I could decide tomorrow because I see Matt Lindseay's there. I could decide tomorrow that Matt Lindsay I could decide in March that Matt Lindseay did a horrible job as a basketball coach this year and I could fire him and I there's no it's an Atwell employee. he's got no recourse with which to do anything about it. But if it's a teaching contract, there's a lot of different variable opportunities you have to go through. He has rights that you have to abide by, like proof of reasons why. There's a lot of more more work and more proof

106and more data and more time that goes into it. So you're when you're talking co-curricular and extracurricular, they're at will employees. they're only there when you act will them to be there. With a teaching contract, the world is a completely different animal um because of the statutory language around a teaching contract. >> Then that makes sense. That makes perfect sense then. But to Paul's point, I think we should always try to clean this up and review it because Lord knows if this when is the last time we even went through it and took out positions or clubs that don't exist. >> Wow. administration did it in March, >> right? >> Years. >> Well, we did it in March. I don't know how long it was before that, but we sat down in March, didn't we?

107You, me, Jolen, and Brad, and went through line item by line item and >> did it again in August this year. Got rid of some. >> I can't speak to previous, >> right? >> So, you don't know if anything was ever like removed or taken out or changed like because I know some of the questions came up too like some of the people were questioning, well, how do you choose that person for that position? Are they picked? >> No. >> Do they assign? Is there an application process? >> I I mean I I would say for some of the specialty ones that you guys are referencing like if we interview some of these people like this last year we hired band part of that process was just so you know you have pep band and

108you have like those became a non-negotiable as part of that hiring process. >> That's what you know you sign up for >> that. That's that's some of those specialty but now >> there's not to say three years down the road that person says I don't want it. you know, that'd be a different conversation, but um that does happen. Um but we eliminated probably six or seven that were on the list that >> I don't I that we couldn't say when the last time that group met. So >> have to stop reissuing those because if you just like you're saying blindly renew the list. Well, now somebody's collecting. >> I also want to be clear when we talk pep band. You got to realize they're they're meeting outside of the school day at a sporting event.

109A lot of attendance, but I think >> but you don't want anybody I think you could also amend the motion to that every year our administration should look at this list and come back with recommendations of things that are added and not added >> and taken off the list and not filled. >> Yeah, we we cleaned up we moved stuff around um in terms of the level. We got rid of a level. I mean we did some things like that um to make it more common sensual um and uh and we got rid of some stuff that wasn't meeting. Uh that was one of the things we did in in this last school year and then we reviewed it again in August. >> Well, I think what had happened and this is years ago and

110just remember this. Um some of these items were actually in the building's budget and all of a sudden they went into this appendix now it's G and all of a sudden it just ballooned and that's what happened years ago and kind of turn into a mess. So that's why we're trying to say keep an eye on >> Yeah. Yeah. And I think one of the things, you know, that that >> some of this stuff um you know, it's all based on what you want to see. Like you're going to have a department chair. Do you need to formally go through that process or do you just, you know, I mean, like you need to see all the names on the list. I mean, that is a position that's applied for by department or a team

111lead. you know, but this stuff es and flows. And I think one of the things that the district wants to be careful of is this district has prided itself on the diversity of club offerings we offer to our kids beyond just athletics. We've prided ourselves on that. So, if we start pulling some of that away, then we're actually taking away some of the fabric that we say we are as a district. Because I will tell you one of the things that was very intriguing to me during the interview process was the large number of nonport opportunities for kids in this district which I will tell you is not common for a school this size which I think is something that this district needs to applaud is that we do provide kids opportunities beyond just the

112traditional sports um and and and provide kids opportunities in a lot of different ways to be we just got to talk about engagement. What better way to engage kids than to engage them in your school system in some way? Because otherwise, you know, I came from a place that was sport-based only, you disenfranchised a large number of your kids because if they didn't play sports, they had no connection to the fabric of your school. And so with these other opportunities, whether that be uh you know the the the Trees for Tomorrow or or FCCLA or or you know some of these other ones that you see on here, uh Skills USA, graphics, art, you know, those are opportunities that kids have to feel connected to the district that um and and to the school system,

113that school spirit. >> But it's about like if let's say a club only has two kids. >> Yep. >> But that's not effective, inefficient or worth the time. So, it's do we put >> those types of >> protocols on you have to make sure you always maintain seven or 10. Do we do that? >> Um, >> are we monitoring that? >> I would say we're monitoring. I would say the difficulty with that is every one is different. um you know what what it takes to run a quality FFA program is different in number than what it's going to take to run a quality middle school ski club. Um, you know, so it it, you know, I mean, I can tell you right now as as as I sat and helped, I was part of the

114group that put together the sports numbers, sports caps, ratios, that alone was a mess. Um, it wasn't a mess. That alone was a very detailed conversation about all right numbers to that you need on the field or on the court or on the rink or whatever versus all you know like I think what we do administratively is we use a common sensual approach to this which is what makes sense >> because if you're paying somebody I just don't even know $1,500 to manage two kids in the club that just doesn't make sense. >> Correct. And we use a common sensual approach to that which I think is sometimes better than putting numbers where you finite yourself into a you pigeon hole yourself. >> I feel comfortable that our administration is looking at this and getting

115rid of things or adding or doing what they need to do. I think that I agree with that and I think that when when they are looking at it and let's say there is a a club or an activity that's number numbers are dwindling I think rather than going to the default of we're going to cut it. It would be more like how do we get more kids involved in this I think Kurt in one of his interviews with us brought up a point when he was the ad at East on their you know come pick your night that every single club was set up throughout the school and all kids were required to be in something. The safest schools are the schools where kids feel connected and it doesn't have to be to a

116team. It can be to a club or whatever, but to make sure that all kids are involved in something, keep a large plethora of opportunities um and look have the give it to the admin every year to make sure that the numbers are are looking good. And if not, How do you get more kids engaged in that? >> And I understand what Jessica Diana is saying. Let's be efficient about it. We don't want to waste money. >> Correct. >> How much money is involved in this? Just >> it is a lot. >> Was it over like 300? >> It's probably >> Yeah. I I >> just in that portion of it. >> No. What would you say? 100. >> Let's say 100. >> Is that? >> Yeah. But again, I think >> are you talking

117salary? Are you talking total budget? >> No. >> But I I think we have Mosan has taken a lot of pride in things that are not at totally athletic. >> I mean, our our band, our choir, our FFA, I mean, it's big. our musical >> our musical humorous our variety show >> even at the middle school and our drama performances and and all of them are are just really amazing. >> I'll make a motion to approve um this recommendation with um going forward ensuring that there's always an administrative review of this on an annual basis for efficiency and cost saving measures. We have a motion by Mabel to recommend the 2026 2526 co-curricular position contracts with administrative oversight and evaluation. >> Second. >> We have a second by Can. Any more discussion? >> All right.

118All those in favor say I. I. >> All those opposed. >> Motion carries. All right. Uh we are going to go to item nine. discussion, possible decision, approval, a monthly voucher list. That'll be a roll call vote. Any discussions? Do we have one abstension? Correct. >> Donna, do you need to abstain for something? >> Um, check number um I just had it here. 2526003. >> Okay. Otherwise, we'll do a roll call vote. >> Need a motion. >> Motion. >> I'll make a motion to approve. Have a motion by second. >> Second by Corman. Any more discussion? >> Okay. Roll call vote. >> Yes. >> Zebra. >> Yes. >> Kaiser. >> Yes. With >> yes. Yes. >> Okay. Motion carries. Item 10. >> You say yes. >> Discussion possible decision acceptance monthly treasures report. Discussion. >>

119I'll make a motion. >> Got a motion by Nest. >> Second by Bower. Any more discussion? Okay. Roll call vote. >> Zebra. >> Yes. >> Orman. >> Yes. >> Kaiser. >> Yes. >> Maple. >> Yes. Yes. >> Yes. >> Motion carries. Item 11, new business. Discussion and possible decision. Booster club endorsements. >> This is our annual booster club endorsement. Uh annual thing we have to do every August. This is the month we're in right now. >> I'll make a motion to approve. >> There you go. Second. >> We have a motion by Corman, a second by um any discussion. Did did all of them reply or no? >> Jackie, did we get feedback from everybody? Pretty much. >> I think we got quite everybody. >> Yep. But we gave them ample opportunity. Sent the letter.

120>> Are we individually approving or alone? >> We're going to lump. >> Copy. >> We got six responses. Sorry. >> So, six out of out of 12. >> But >> so, go ahead. >> So, the question would be then, remember when we looked at that gym schedule? They can they can request at any time with him. He has the right to approve it. It's in our policy. >> Okay? Because otherwise >> so if somebody forgot all of a sudden says, "Oh, we messed up." >> He has the right not punishment has the right to approve that at any time. >> It could be that the person that we had in our records >> is no longer the person. >> Any more discussion? >> Board member changes. >> All those in favor say I. I. >>

121All those opposed, nay. Motion carries. 11.2 discussion and possible decision clubs and groups seeking uh the fee waiver status >> which is basically the same thing as above. >> I'll make motion to approve. >> Motion by Gorman. >> Second by Zebro. Any discussion? All those in favor say I. >> All those opposed? Nay. Motion carries. Item 11.3 discussion possible decision annual meeting agenda 2025. This is just the annual meeting for uh uh for next month. Remember the annual meeting and the board meeting are are happening at the same time. Just want to point out uh this is for approval. So we recommend approval. It's the same agenda that we had last month or last year that uh at last year's annual meeting the location was set as the district office out of boulevard. So the

122meeting has to move out there next month for the annual meeting of the board. >> Also note that we will be taking our board picture at that meeting. >> Thank you. >> Okay. >> Do I need a motion? >> Any more discussions? >> I'll make a motion. >> Motion by Kaiser. >> Second by Zebra. >> Why can't it be? >> Uh because the motion was made at last year's annual meeting to have >> we set a location last year >> at last year's annual meeting and we can't change the decision on the annual meeting. >> It's the law. >> That's the law. >> All right. Any All those in favor say I. >> I. >> All those opposed? >> I inquired Joe. Motion carries. >> Lawyer told me I couldn't. >> 11.4. Um, discussion policy

1230144.1 board compensation. >> I only put this the board I only put the the policy number on there just for your reference. Uh, but you know the the annual meeting sets board compensation. Um, and what I want to make sure we understand at this coming annual meeting uh is whoever makes the motion uh hopefully reflects uh kind of what the desire is. So, a couple things that the board needs to to make sure is or whoever makes this motion, the board can't doesn't have to, any elected member can is and the board needs to think about is what do you want to do with the maximums? Do you want to keep the maximum dollar amount on there or do you want to eliminate the maximums? Because that came up as as a as a question

124this this last fiscal year. And the second one is the the motion needs to also articulate um the dollar the the the 14 meter maximum uh stipen along with the dollar amounts provided to those that are running committees and serve on officer positions. So, I just want to make sure that we capture everything and we do not expose ourselves uh down the line to where we're doing something that's not completely articulated in the uh the board in the annual meeting motion. I just I want to make sure we're covered on all grounds on this. And I just wonder, I know I was contacted by uh two board members about possibly eliminating the max that board members get in compensation. So because they're going to meetings and some people felt that so whoever is going to

125make that motion understand exactly what he's saying has to be done at the annual meeting. >> Yeah. So, I don't know if the board wants to talk about it now or if you want to let whatever happened happen at the board meeting or if you want to put a bug in somebody's ear about exactly what you want them to articulate at the board meeting next month at the annual meeting. I'm sorry, but I just want to make sure that we understand what we're staring at here uh to make sure that we're we're all uh uh we're good on what the motion needs. The an the questions that really need to be answered are do you want the max or If you want the maximum, then the motion basically will stay similar to what it was

126last year. If you don't want the maximum, then you don't talk about a maximum in the motion. And then we have to make sure we articulate that the $1,400 or 14 meetings gets you the uh the additional stipen along with the uh board officer and board committee chairperson language to make sure that that's completely articulated. So that way because everything is set at the annual meeting and what it ever says at the annual meeting, nobody has the authority to fix until the next. >> So essentially that's what we did last year. We did add additional pay for the president and all the seats and chairing the committee then the maximum didn't change. So >> correct the maximum was yes the maximum was still in the motion. So we were obligated to stay. So ultimately, whoever

127makes the motion, in my opinion, has three decisions. You either keep the maximum the same, increase the maximum, or get rid of the maximum. I guess you could decrease the maximum, too. I guess you have four decisions. Um, you know, it's kind of the way I look at. I always try to try to what are the decisions I need to make and let's take this large question down to the essential questions. >> Well, guess you don't want to see board members not attending conferences because of this or not getting compensated for the work that they've done. So that's what we got to look into because that was added as like you're saying the board chairs and >> I I would say a maximum is uncommon in my experiences. Typically it's it's one of two things.

128Either you get a per medium per meeting or an annual pay. And um there's a lot of arguments I've heard against an annual pay. I personally would do a per meeting pay. >> Um but I would say that the uh the maximum uh is is an uncommon thing and and it probably came into play because somebody was attending everything and so it just was a way to curtail some of that. Um but uh I think it's it's a bottom line of what are what is the intent of what you want to accomplish >> and that's more just for everybody's information. Okay. >> Okay. Any more discussion on it? Just so everybody's clear, we kind of looked into the legality of it and went from there. Okay. 11.5 discussion, possible decision 2526, proposed school district budget.

129>> Turn it over to Rod now. Our budget expert. >> All right. First off, biggest thing it would probably be balanced if I budgeted, you know, I budgeted estimated conservatively. So, uh, revenues pretty much in line with the expenditures for fun. Here are some of the bigger items. The state budget 325 per pupil increased. Uh the open enrollment ins and outs increased by 12.7% and we are to the good unless you know we were to the good plus 20 at least last year. So we should be to the good at least that much >> which means more revenue >> which means more when you're figuring 10,000 per kid. So for plus 20 we're 200,000 right there. Uh but what really helped was the special ed categorical aid going from 30% to 40%. Other things not

130related to state budget. WRS went up I haven't seen that big of a jump ever went up a quarter of a percent which is ends up being 3.6% increase. Health insurance went up 10 dental on one and a half. Um, of course, the whole budget is derived by enrollment and we still have declining enrollment. We will for the foreseeable future. I don't know if I'll have an official enrollment at the September meeting because it's third Friday and fourth Tuesday, but can have rough numbers and then in October I'll have a nice clean summary of the membership for the meeting. Go to the next page. Before you go to the next page, Chris Oh, never mind. You can stay on this one. It's on this page, too. I want to reference something. >> All right. So,

131the revenue limit where we get 85% of our funding. >> You can see we're only having 120,000 of new money. That's because the 325 is going up 2.9%. But then declining enrollment is sucking away the revenue. So, only 120,00 which actually works out to a half percent increase whereas inflation is 2.95% increase. So yeah, we're paying for everything. Utilities isn't going to go down, you know. So everything still's going up, but we're still balanced this year. It's just next year is, you know, we'll get to that, but state aid. Um, so part of the state budget, we got the 325 per pupil increase, but there was no state aid increase whatsoever. >> So, can you talk, Rod, about what that means to the taxpayer? >> So, that means any increase that we levy for is

132all local dollars. No state aid offsetting that, which we'll get to the next screen when we look at the tax levy. But, so last year this year's state aid and the state aid is based on enrollment expenditures and the valuation in the district. So less kids, less state aid, less expenditures, which we did cut positions last year and everything to save money to balance out this year. But that also means less state aid then and valuation of the district's pretty strong. So that means less aid also. So, we got basically 1.3 less million less state aid than the prior year. And that's a rough estimate. That's using DPI's July 1st aid estimate, but their aid estimate is only as good as Milwaukee, Madison, Green Bay, school districts, none of ours, you know, because they're driving,

133you know, the state numbers, the big schools. And if they're accurate, then DPI is accurate. if they're off because there's no reason they have to be on mid June for DPI is July 1, but the statute states state July 1 DPI has to give us state aid estimate. It doesn't matter has to be accurate. So, they gave us one. I threw in our numbers. Hope we're in the ballpark. Um, but remember that decrease. And if you go to the next page, Christie, here's the levy. So big line fun 10 going up quite a bit of money there. The other lines we're holding our ground are this is the referendum debt fund service fund. We're actually able to decrease that. So, but our levy in total is going up 1.38. Well, if we got that state

134aid, we wouldn't have much of that increase. But people are going to probably blame the referendum project for the big tax bill they get. So, how we communicate that to the public that doesn't come to the meetings, I don't know. We can give township some letters. We'll have to get that out. But >> they might put it with >> But to be clear, what he's saying is is the tax levy increase is not the referendum. It's the state budget where they put no new money into the revenue limit formula to increase state aid. That was the decision that and the the deal that was brokered between uh the governor and the legislative branch uh inre involved no new state aid. So the entire $325 per pupil increase falls on the backs of the taxpayers to

135fund >> local taxpayers. So when people get their property tax bill, it is going to see probably about 11% increase with the school. >> Okay. So why don't we go to the mill rates, Christie? >> Okay. >> All right. So using a 4% property valuation, here's what our mill rates would look like. We got an estimate from CISA that would be 11.84% increase valuation. I don't know if the parcel every township accurately. So I don't want to run with that. But if we do get 11.84% our mill rate goes to 596 would be the mill rate. If our valuation instead of four is 11 but of that 11.84% 84% valuation increase. How much is new building or renovations that are new to the tax? Or Joe Smith's retiree that has a house that just went

136up 11.84%. But nothing else changed. So he's going to see 11.84% more >> or value or revaluate reassessing. Well, hopefully that isn't a big thing because the state sees when townships reassess and they add on a factor if you haven't reassessed lately to your valuation I call equaliz valuation. So, you know, but they probably do catch some when do eventually assess. So I guess any questions on those items? >> Is that something we can help communicate? Like obviously I help represent whether I can go to a meeting. We've got EMTT said that's something we can help do. >> Well, that when I was at and I talked to Greg about this when I was at the conference this summer, that was exactly what you said is that we need to um inform our townships. We

137need to inform the people somehow through that. You know, the township send out um letters at the end of the year. They could if we give them what you said why the tax rate has gone up and give the numbers then the people in their just be when we get our tax. >> I'm not sure how many townships will actually stuff their envelopes that way. I think town of Mosine might have >> but at least, >> but we get a we get a chart at the end of the year with how the taxes went up, why they went up, >> and this and that. So, >> it'll also be a focal point of my link articles for the next >> how many other months until this is done. >> There's a lot of community members

138that don't or do they all get that or is it interesting? >> I was going to say it depends if it's districtwide mailing. We're not the only every school district right have problem. So I would recommend that we try to get the TVA Everest Mos get the TV people involved >> saying hey this is why it's going up and radio whatever we can do Mosy Times daily herald >> any of the news outlets we can do to start informing people now >> right >> before it happens because I mean every school district is going to get a hammer >> right and that the message is the same for all of them >> and like you said you don't want it tied to But we don't want the misinformation which we're going to get. Oh, you

139told me the referendum >> was going to cost this much. You lied to me. >> And we know we have a transparency issue. People feel we have a transparency. So, I definitely want everybody to know that this is what the referendum was and this is what as a result of that $325, we've got to do a a pretty good job of doing That'll be a focal point of the annual meeting which will be how much the referendum >> if we can get ahead of it because I know when the property tax bills go up for criminal they have an explanation of where your property taxes go and they break it out. If we can get ahead of it is we're not going to get as much from the state. >> Correct. >> So we got

140to raise our >> real estate tax. >> Not good lot of people are going to say well what else can you Yeah. >> I said I think it'll be across the board, but we've got the referendum that I think we want to make sure doesn't get to. >> Well, you don't want people to say, "I'll never vote." >> Right. >> Because you lied. >> We want to make sure you manage that message. >> Yep. And we didn't lie to people. We This was something that we did not believe would happen. >> Not at all. >> Me either. I think this only happened when act 10 came in and they changed everything pretty >> um so then if you want to flip to the next page Christie this is just the various funds fund 10 is

141the main fund or it accounts for any transaction that isn't in a specific detailed fund we got revenues we got expenses got less revenue as you'll see and but we've also hopefully keep expenses in mind too. If you got any questions as we go, just yell. Um, otherwise, special projects. Fun 21 is donations, scholarship, student activity accounts. Fund 27 is special ed fund. Debt service is nonreferendum and referendum is combined in those funds 38 39. capital projects fund 46 is money we've stashed away for future projects. Um right now I'm not estimating use any of that next year kind of finish the referendum and see where you're at. Food service fund fund 50 and fund 80 community service fund. Um I would note on the last one uh 2425 activity reflects one SRO. So I

142I budgeted an extra 100,000 for a second potentially one in 2526. If we end up getting three tomorrow we would be under what the amount is but seems like they have a hard time to be hiring. We'll see how it goes. But uh community service fund is also the pool middle school athletics. Uh anything that would be community service related any questions? >> Is this the format that is required to go into the paper? >> This will Yeah, this will pretty much >> Okay. This is how I I guess maybe I should know the answer. Even as an accountant, I struggle to follow it sometimes. So I Well, they have different rules for >> I was going to say that your statutes lay out how you have to. I was just curious if there's a

143>> basically our funding from the state is going down because our enrollment is going up. >> It froze if you kept your enrollment the same, but because we have declined enrollment, it's less money pupils we receive. >> The state won't give us the the the revenue we can generate is all based on enrollment. PH2 then you go from so it's like a plus b C. C is the revenue limit, which is so much per pupil. A is the the levy that you would charge the taxpayers. B is the state aid that the state gives you. The state is giving us less state aid. So when you take C minus B, A has to increase to make up for B's decrease. >> And they're giving us less state aid mainly because our enrollment's going >> that

144and a couple other factors. is yeah they >> state aid went down but you also have to couple in the fact that the revenue that they allowed us to increase they did not bring any state aid with it. So even if state aid stayed the same with that additional 325 per pupil that revenue li the the tax levy had to go up to make up that difference. You get what I'm saying? >> Think of it this way. Um, if our enrollment stayed exactly the same with 325, that would be a 2.9% increase to the prior year's number. So, this we'd have a lot more money here, but this is a half. So, we'd be taking three six, we'd have $720,000 of new money if we didn't have any enrollment. It was exactly the same as

145the year before. So that's where the declining enrollment comes in. We get less new money. But the state gave us new money, but that new money they gave us, they didn't give us any state aid to go with it. So that we can levy more for that 325, but the levy is all local. I don't know if that helps. So I'll also say too it's not a moan issue it's a systemic it's a state issue that we have declining population. So because we have declining population most schools in the state are losing students simply because people are not having as many children. So it's not that we're doing anything wrong. So that declining population in combination with the state saying you're not getting any more money and then we lost some students due to that

146population decline. We're we have to come up with the funds from the local property taxes is what the state has forced us to do. >> Very well said. >> Anything else? Thank you very much. Item 11.6, discussion and possible decision district safety handbook and protocol. >> Yeah, I've been working on this over the summer. Um, I was able to get uh one I've put together in the past along with one of of a local or a national expert that lives locally um and combined a couple of them together. Uh we've made some significant uh not significant, we've made some changes to our protocols um and how we're handling uh evacuations, reunifications, rally points, uh things like that. Uh I'm in the process. I have one uh come or one individual left to reach out to

147to confirm uh that their uh place as a rally point. that won't be an issue. But because research will tell you that most likely your active shooter is going to come from your community, your school, your district, I'm not releasing a lot of the information on this because I'm not giving away the blueprint to the plan. Um there are only a handful of people that know where our reunification point is. Uh and that's done on purpose. Uh in multiple conversations with safety experts at this at this level, uh they tell you to minimize who knows where that is. Uh and um a lot of safety reasons, but administration has had a chance to look at it. Uh you know, it's I think it streamlines some stuff for us. I think it also puts us in

148a better position. Uh, one of the things I guess I'll touch on with it briefly is, um, and by the way, the staff's not going to get the full 60 page, 70 page document. We're creating a much smaller one for them that's flipchart based that just gives them the essentials because a lot of the stuff in this is actually the nuts and bolts of how we're going to put it everything together and everybody's roles and responsibilities on a given crisis. But um you know, if you think back to the to the bomb threat that the district had and everybody went to the rec center or the elementary and the high school went to the rec center. Um if you think about that from an active shooting perspective, let's hypothetically say the worst scenario happened and

149it was an active shooter. You've got EMS, you've got fire, you've got police all trying to respond to this location to assist in in it. And then you've got 1,800 parents also driving to this fourb block radius of the city. You're going to have gridlock that's going to minimize your ability for your your EMS, your first responder personnel to come do their job. So, I will tell you we're going to rally points and then we're going to move kids to a reunification point. The only information I'll give you on where the reunification point is is it is across the river. Um, we are getting across the river. We are getting out of this part of town to allow those individuals to do what they need to do to respond to this uh in the event.

150My goal and hope in life is we never have to use this and I just wasted a bunch of hours over the summer is my goal in life. But we do have something in place in case something were to happen. >> Any more discussions? >> Yes. >> So I have some recommendations. >> Yep. >> So umvious obviously you ran this You're saying the security piece is >> um why do we have names in here? Is it mandated that we have to because people come and go, positions don't. >> Right. The reason we have the names in there is because it ties to that. The way the plan is written, Jessica, is is how it looks on my computer screen or how it looks is every page is its own Google Drive. So, what will happen

151is you'll update it on an annual basis um as people come and go and then you'll just give the one page that they need to change in their crisis manual tool because a lot of the stuff is tied to phone numbers as well that we need individuals active phone number in it. So that that is why that's included in there. >> Okay. And then I did not see any guidance on if you're going to set parameters for the amount of time that you are practicing the drills in the training. So I know historically we've done a lot of talk but we haven't really enacted the true training for the staff and and the students. I think we need to hold ourselves accountable to make sure that we are doing that as a district. >> Good.

152And then I see no mention of the partnerships that we have with the Mosny PD, the Mosny Fire Department. If we're going to if there is a mass casualty situation, if we're going to partner with mutual aid, right? Are any of those parameters laid out like you're saying, big picture, not in depth, but at least we know who our community partners are. >> Uh we do have identified the community partners. Uh I'm in the process of communicating with uh Phil and I'm not going to try to pronounce his last name, head of emergency management at Maritime County um to continue to further those. I have had conversations with the chief um about that. Some of that mutual aid stuff happens on their end because they have all those connections through their own individual uh uh

153sites. Mayo, I think is one of them that they're called. So that stuff that happens on their end, not necessarily on our end. Um because the reality is is in a crisis situation they're taking over complete control of the site. I don't have any control over what happens once uh the highest ranking police official shows up that I lose all control. Uh so a lot of that stuff is on their end how they're doing that. I'm also working a little bit. Um I've had some conversations with the airport about how they handle some of these exercises. So we're trying to gather that information and I do have scheduled coming up with Phil to talk about how we can do that, but it's been a work in progress trying to get everybody to a table. >>

154Okay. So, are we going to at least put some of those aspects in the book? So, because if this is written for staff, correct? That's the intended audience or is this checking a box for the state? >> Uh, no. It's well, the intended audience is twofold. It's number one, the staff is going to get a shorter version of it, a condensed version. they're not going to get the full version. And the other one is for the administration to have access to the full version to make sure that we know what our responsibilities are. And as a stop, you have to go back to check to make sure you've done all the responsibilities that you have. Um, this crisis manual would not include any conversations with what happens um from a first responder PD side because

155that's their realm. Our realm is this side. >> Yes. But to me, putting them at least in there helps staff to know that to your point once they're on scene it's their game they're in control >> just reading that I just didn't gather that from from the document so um and then additionally I know that this was an issue when we have that bomb threat >> so have staff been trained on communications meaning the brevity and making sure that your coms are short and and concise and clear so that you're not stepping on each other trying to all use the same net. >> Right? That has not been the that's one of the next parts of it. But the reality is is staff will not be on the same channel as the administration as we're

156talking about this. There's multiple channels on our radio system. >> Any other questions? The administration recommends approval. Also, >> I have a motion by Stanowski. >> Second by Kaiser. Any more discussion? >> All those in favor say I. I. >> All those opposed? >> I. >> We have one made. >> All right. Motion carries. 11.7 discussion possible decision on usual hazard transportation plan renewal. >> This hasn't been renewed since the '9s. Um theoretically it should be renewed a little bit more frequently than that once every five to eight years. Um I actually was not able to get an electronic version of the last one. It was typed on a typewriter so I had to transpose it. Um but uh we have provided an updated list. I did uh since when I typed this it I

157hadn't responded but uh well we did get feedback from the bus company. We also receive feedback from the sheriff and the sheriff followed up with a letter of support. What happens is the the sheriff uh supplies a letter uh approving the plan if you know working with you to approve the plan and then the plan the sheriff's letter coupled with uh the minutes from a board meeting where hopefully it's passed go to the DPI for formal approval. It's a required step you have. It's just typically you analy this on a five to eight year basis. not a 30 to 40 year basis >> discussion any questions I will seek a motion >> have a motion by Bower to accept the unusual hazard transportation plan renewal >> a second >> second by Stanowski any more discussion

158>> so there's real no real changes on this >> no it's just >> it's just the plan the the last time the plan was updated Uh, and I don't even know if we have the original. We just have an updated one from when they added a housing development and Cronin letter. I have a letter in my office from a Sheriff Lewis or something like that from >> Yeah. from like 1977. >> That would be in the 70s. >> Okay. All those in favor say I. >> All those opposed, nay. >> Motion carries. Uh 11 8 discussion and possible decision dedication of wrestling room to the Dick Kazminsky community wrestling. >> Uh that was a request brought forward to me uh by uh Dylan, the head wrestling coach. um as they're looking to raise some funds

159to outfit. Uh we are with the with the transition into the new building or the renovated building. They are going to take over what's the current weight room as a wrestling room. They've never really had a dedicated space here. Uh so it's nice to provide them a dedicated space, but they're looking to outfit it with with mats and and other such things. Um and so one of the things that that he requested is to name uh it after uh their former coach. So, what I did is I gave you the letter of the request along with the policy that outlines the uh the parameters around naming a space of building a room or whatever after somebody. So, for people that don't know, uh Dick was a longtime teacher at the elementary, called him Mr. K.

160He was a longtime wrestling coach here, dedicated a lot of his life to teaching and coaching. >> I think it fits our motion. Motion by Gorman, second by Kaiser. Any discussion? >> Okay. All those in favor say I. >> All those opposed? Name. Motion carries. 11.9 discussion of possible decision policy revisions. >> Annual pol twice a year policy revision update. Um I did not see I did it a little while ago, so I'd have to rethink but I don't believe there's anything real. No new policies, no deleted policies, mainly revisions and some legal changes along with some technical corrections. Uh but nothing of great uh anything I thought that was earthshattering in here updates. >> Any questions? >> I'll make a motion. >> I have a motion by Gorman. >> Second by Nest. >> Any

161discussion? >> All those in favor say I. >> All those opposed, nay. Motion carries. Item 12, administrative reports. >> I have nothing new to add. >> Nothing new. >> No. Anybody else? Any other administrators? >> Okay. Other reports? Item 13. Item 131, uh, the Wasby report. >> Okay. So, there is a workshop coming up. Um, Sorry. Regional meeting which is going to be at the holiday. >> Yep. >> And the date on that is >> November 4th. So contact Jackie if you want to attend that. >> And then I'm assuming you probably all got this letter as well. I received the mail um notice of election in region five. So if you want to nominate someone, >> yeah, if you have a nomination or there's a form you have to fill out and the board

162has to formally approve the nomination um that one of your board members running for the WASY regional board that's currently held by Jim, correct? >> He's a school board president, >> former football coach was east and a principal in Lakeland. >> So yeah, I believe everyone probably received the same paperwork. >> Is anybody interested? >> Thank you very much. Item 13.2 season 9 report. >> Okay, season 9 had their annual meeting on Monday, August 4th. Um I was um what do you call it? Approached by stealing one of their employees. Um but I it's okay. I think they got someone they they like. And anyway, um Allan Hana, they presented in Chicago. So that was quite a um what do you call an accomplishment for them. Um they also um uh Ryan McCain, our former

163teacher, and Erin Truax are also working on re doing the state report cards. So two of our um Mosin people are on some committees that are helping to um better our probably reporting and things like that. and um yours truly um was elected to the board, the CISA board of control. So, >> congratulations. >> Four meetings. >> Nice. >> Monday nights. >> So, anyway, first Monday of the month. >> Yes, we got the Mosanese seat back that >> um it's been how many years since Mike was on the board? >> Yes. >> How many years ago? And so it's it's kind of a a good thing that we have it back. Um because um I don't know you just it I don't know Mia maybe can uh report it the it's unique. The CISA um

164nine is a unique group of people. They're um what do you call it? Albetry is so organized and so he and Hana they They just it's fun going to the meetings because just of the way they are and how they accept everyone that comes and and you just feel like you're part of it even though you only go once a year or once a month. So anyway, that's it. >> Okay. Awesome. Thank you. Thank you both. Um item 15, move into close session um with under section 19.85 85. We will consider employment promotion compensation performance evaluation of data of any public employee over which the governmental body has jurisdiction and tries.