Mount Horeb Area School District Board of Education Meeting held on 9/15/25.

001All right, it is 6:34 of College Board of Education meeting board. Dr. Slingo and Mrs. Spin properly. >> Excellent. We'll do a roll call and Joel here. Leah >> here. >> Jessica >> here. >> Sarah here. >> Tom here. Carly >> here. >> And myself. We're all here. >> Please stand and say the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> So like to read our mission statement. The Mount Hor School District in partnership with the community is dedicated to nurturing, educating, and challenging all students, preparing, and empowering them to be productive, responsible, and self-fulfilled members of society. >> Thank you, Jessica. 2A, approval of our presented

002uh agenda. Any revisions that any like to suggest? Otherwise, look for a motion to approve. >> Motion second. >> Motion by Carly and seconded by Jessica. All in favor? >> I. >> Any opposed? All right. Motion passes. To be approval of our September 2nd regular board meeting minutes. Motion to approve. Second. >> Motion by Joel, second by Tom. All in favor? >> I. Any opposed? All right. Motion passes. Dr. Sando is there. Are there any citizens ready for this meeting? No. Okay, great. Uh, on to school news. >> Yes. >> Fantastic start to the school year and that's due in large measure to our students, our staff, our parents being so well prepared. I'm excited to say that we've already got homecoming week next week. So, lots of activities. Come out and say hello. Uh,

003visit uh volleyball games, cross country meets, football game. There's even a dance next Saturday night. We're really excited about that. Our students are really in great spirits and uh I had some opportunities to talk with several uh 11th and 12th graders over the course of the past couple of days to encourage their involvement on the board student representative. So I think October the 8th is a date that we've tentatively set aside for interviews uh uh so we can slot people into uh some of their u civic leadership roles here in the district at 7:30 in the morning if board members you happen to be available and would like to help us in that. We sure welcome your insights. Also wanted to um mention that uh we're already preparing for the January um WB convention that

004happens January 20th through the 23rd, a Tuesday through a Friday. If you wouldn't mind just looking at your calendars and letting us know if that's something you'd be interested in. Typically, we've been able to reserve rooms prior to registration occurring, but this year they've gotten wise to us because what they've been doing is that people have been booking rooms and then they're cancelling them. Uh, so they're really smart in getting people to put their nickel down as to whether or not they're going to participate in the actual convention itself. And last but not least, here's one that I always appreciate our our families always willing to help us. And this is an example of a area that we might use their help. um it has to do with the intermediate center bus. We're finding increasingly

005um our parents just because they know the bus drivers and and these sorts of things. They often are approaching uh the buses while kids are around. And as you might imagine, little ones in particular are a little nervous by seeing that. Often times it might be for great reasons like I want to get my kid off the bus or I need them to ride a different bus. And so we're just asking families that if they need assistance in any way, if they're listening to this video or um they'll also see it in the board recap tomorrow, that we want to help them. We want to get them what they need. But let's do it in a way that doesn't um uh cause people to wonder if they don't have one of these badges on should

006they should they be at the bus loop. So I'm confident we can continue to work together to get to a really good spot on that in the best interest of all our students. Thank you. >> Anyone else with any school news? All right. Thank you, Dr. Sler. Uh, item number four is personnel transactions. Dr. Schl, anything to call out there? >> Not tonight. >> Any discussion of this topic. Otherwise, I ask for a motion. Motion to approve personal transactions for >> second. A motion by Tom and a second by Jessica. All in favor? I. >> Any opposed? All right, motion passes. On our consent agenda, Dr. Sona, you did have a couple items you might just take note of here. >> Yeah, thank you. I'm so proud of our young people, as I know you

007are, too. Here's an example of how our kids are finding solutions uh to getting involved in our schools when they're sometimes belt felt a bad hand. And what I mean that by that is our girls hockey co-op. A couple of years ago, um it looked like uh their dreams of being on the hockey team were, pardon the pun, put on ice. And this time around, they're going to continue to have an opportunity to work with Middleton, Edgewood, Madison Memorial, Madison West, and Verona in the Metro Links. We're just asking if the board would be kind enough to continue that partnership because we have, I think, two students who attend and participate in that actively. So, thank you for your consideration of that co-op. And then also wanted to extend a note of gratitude and know

008that the board has already sent a card uh to the Mount Hor Wrestling Club, but it is uh bears worth noting publicly how profoundly grateful we are for their generosity. $14,500 thereabouts, I think was accepted uh from the finance committee last week. This goes to help uh maintain safety in our wrestling um practice room. They're buying new mats for us. And as you know, that's not cheap. And so, if we didn't have that extra support that we enjoy, not only from our wrestling families, but softball, football, basketball, you name it, I think our programs would look a lot differently. So, I know on behalf of the board, you join me in extending our our profound gratitude for good generosity. Thank you for that. Do we have a motion to approve the consent agenda? >> Motion

009to approve. Second. >> A motion by Jessica and a second by Sarah. All in favor? >> I. Any opposed? Consent agenda passes. Onto uh discussion items. Starting with the uh education committee. Jessica. >> Yes, that's me. [Music] Sorry. through stuff. >> They're right here. Okay. So, we met on uh September 17th. We had a grading and assessment update. Um Sarah showed us um all the different things that are on the website. Um we talked about the family and student communication strategies, the t teacher work that's happened um on the essential learning outcomes and the proficiency scales. uh the alignment at the elementary level with rubrics and um there are a few questions from both Joel and Tom um and Sarah is going to as a result discuss reassessment and reperformance at our next month's education

010meeting. We also talked about um policy update to 345.1 the grading system which will be um discussing our agenda and then we get a very brief update more of an introduction to sale uh which we are going to get a uh more information when we have our workshop this month. And then lastly we had a curriculum update uh Sarah shared that all the fall assessments are occurring in the next couple of weeks. It might even be done by now. Um and um that's about it. Our next meeting will be October. >> Sounds good. Thank you. Any questions for Jessica? >> All right. You got the next one, too. Community. >> Um we have not met since our last update. We only meet four times a year. So, >> Got it. Got it. Thank you. And

011I'm on the look for the uh liaison report. I don't have any new stuff to report out of that either. I think I mentioned the last meeting just the focus on focus on um uh affordable housing and housing in general and the conversations that we've had at the between the district and the village that is very much on their um on their minds in terms of our picture in terms of enrollment and what role they can play in um bringing more families into the village. and uh surrounding areas I suppose as well as on our minds. So more to come. Uh Dr. Solido believe we have >> three architects online for our long range facility. >> We're in for a great presentation tonight. Let me see if I can get this fired up for us.

012>> Hey, how are you doing there, Ryan? I'm good. >> It's nice to see you. You've been working hard on a fantastic presentation with a lot of different pictures uh for us, designs, renderings. Take it away. >> All right, sounds good. Well, thanks everyone for having me this evening. Excited to share uh our update. Uh we'll start with the maybe less exciting stuff. Um just a quick update on schedule. Um we are uh about 50 uh 50% of the way through the construction document phase. Uh and we're approaching our general contractor pre-qualification. So that'll be advertised here shortly and then we'll send that out um next week. Uh as I mentioned, we're about halfway through the construction documents phase. So getting into the the uh the weeds if you will of the construction document specifications

013coordination with engineers um but uh we are on schedule for uh issuing to bid first thing in 2026 so making great progress. Uh with school back in session we've had additional uh staff engagement uh which has been great. Um, we were able to present some of the interior finishes and gather feedback from the subcommittee as well as have additional needs with some other user groups. [Music] We're going to start the design update as we just uh click through the site plan and floor plans which we've got for reference uh and start where we left off the last time. So, I'm just going to do a quick refresher on some of the background thought that went into some of the material selection, color palette, and that was related to um building off some of the Norwegian

014heritage within the Mount Bor uh area school district community and some of the uh area geography related to the Sugar River as well as Cave of the Mountains. Um so we looked at the river as being that circulation element, the cave then as some of our small gathering uh educational spaces, classrooms, library etc. And the idea of those spaces occurring along uh a river. So the the circulation representing the the river in this uh motif and then the caves as our educational spaces. Then we also talked about the field as kind of the the gathering space uh and our cafeteria within the building. And then the uh the uh civic space or our gymnasium being kind of that uh that grove or clearing uh within the landscape. And then we looked at our digital finish

015board. Um, so seeing how some of those thoughts uh translated into materials. So along the bottom we've got our different carpets. Um, some with some subtle colors in and uh kind of our typical gray field color. We've got some uh homogeneous vinyl Tyler HVT. Um, so pulling in some of those natural tones along with the some pops of red in strategic locations. And then same thing with our paints. really leaning on some of those natural um tones here with the blues, greens, and grays um but pops of that Mount Horum red um in again strategic locations. Then we look at some of our case work um playing off of the light wood uh bringing in some warmth uh with some neutral countertops. Similarly, you'll see in the ceiling treatments, we've got a number of areas

016with some baffles. Again, trying to bring in uh the warmth of the look product and then a couple of kind of more specialized flooring uh walkoff carpet tile and our vestibials and kinetics in some hightra areas. You can then see how uh some of those tones were pulled from our our landscape elements. So pulling some of the blues and cooler grays um from uh the the idea of the river along with some of our flooring here and then some of those warmer tones and um and tans from the cave. Then incorporating uh some additional green from the grove and the field along with the blues tying in with the the sky. So how does that translate to our building? So before I jump into the readings, I'm just going to throw out the quick caveat

017that um while our software has advanced a lot uh even for those that were part of the the previous project at the high school and the middle school um you know rendering software has come a long way even in the last uh 8 years, but it is still representational. So, there are things that aren't modeled 100% accurately and things that are still uh in the works from a design standpoint, but hopefully this gives you a really good idea like it did with the uh exterior renderings of what the project will look like. So, we're going to start with the view that you've seen before, and that is our main entry vestibial. So, now you're seeing it uh in color. Uh and so you can see uh as you enter the building, you're in a a

018taller two-story space that connects directly uh to the first floor through the doors in front of us as well as to the second floor through uh the windows uh above. We've incorporated some of those acoustical baffles here to bring in some of those uh warm tones as well as some of those more organic forms um from the the cave idea. We've got a built-in bench um here for uh kiddos that are waiting for parents to get uh to pick them up uh or for uh gathering ahead of going in or out of the building as a group. And then our red framed uh entry here is the door into the admin office from our secure vestibule. Uh we also have kind of just uh just down the the left side of the image here that'll

019be a sliding glass uh transaction window for any interaction with um parents. Say a kid forgets a lunch or something like that, they can interact with staff at the window and don't even need to enter the building. Next, uh we're going to move into the admin office. So you'll see how this red um portal element uh translates into the office. Um so you can see that extends here. We're showing a TV uh on the wall for any digital messaging or display. We're working on incorporating um the signin system um that the school is implementing. Then you can see our uh reception uh area here. Some waiting uh area furniture here. And then we've got principal's office back here. And then this is the door into the uh the nurse help room. As we flip around

020then now we're kind of behind the reception desk. So this will be that sliding transaction window. Here's our main entry door from the vestibule and then our main door back out into the school. Um, you'll see, you know, red was a strategic choice here since it's the admin office. Um, but we've used a lot of the neutral neutral calmer colors in the majority of the academic spaces within the building. Next, we're going to move uh into the the kind of commons entry area as if we've just gone through the doors um at the end of the secure vestibule. So, this I think is also a view we saw in white mode a little earlier in the process. Um so, here you're seeing um a combination of uh keeping some of the existing building brick exposed

021in a few strategic locations. Uh we've got our twostory communicating stair and our uh bridge ramping element going from the existing building into the twotory portion of the addition. Um we're suggesting potentially uh incorporating a water jet um logo in the flooring uh somewhat similar to at the entry of the high school. Um although in this case the team showing uh a bit more um whimsical Viking uh logo uh that the the team has been uh toying with between these doors here uh is our connection to the existing building on the first floor. And then uh under here would be your connection to the existing elevator that we're utilizing. and then suggesting an opportunity for some um seating element below this stair here um as a way to both uh provide the required blind detection

022as well as utilize that space. You're seeing some of the same ceiling elements carrying into this space. Um some vertical light fixtures that are, you know, loosely uh reminiscent of some of our, you know, vertical um forms that you might see in a cave. And then uh keeping those second floor windows exposed from the existing building into the new addition uh with the ability and you'll see in an upcoming image to borrow light through uh the twotory portion of the addition to maintain daylight to the second story windows in the existing building. So we've now shifted um to the um lower portion of the addition. And so one of the things that we are achieving within the addition is trying to simplify some of the elevation changes. So in this general zone um this is

023the main level of entry and the main level of the first floor of the existing building. As you know on the kind of back side of the existing building there's a small addition that was put on at one point to ramp down to the lower elevation that the current gym floor is at. So we're accomplishing that with a ramp right here. and then these stairs that will connect you to the second floor and all the way down to the gym or what will be the new cafeteria level. Um, so we've made up all that change in this zone and everything then at the lower elevation is now flat. Next, we're going to jump up and we're going to stand up here on the second floor and uh we'll be on our connector ramp between the

024existing second floor and the new second floor of the kindergarten wing. Um, so now we're up close to those acoustical baffles. You can see those existing second floor windows that we're preserving and the borrowed light uh, sorry, the uh, clear story windows that are borrowing light into or through the addition into the existing building to maintain daylight into as many spaces as possible. Uh, we have a a perforated guardrail. So that will be somewhat similar to the guardrail on the stair um by the arts and science uh rooms in the the high school. So providing some visibility um but also um some degree of privacy to avoid uh you know kiddos trying to to talk to each other between levels. Next we're going to spin around here and we'll be at the top of our

025communicating stair. So, now we're looking down at the lower level portion of the addition. So, to the right here, um you're catching just a glimpse of the windows into the cafeteria. And then all on the left, we have um some uh student support uh team members as well as the staff lounge and workroom. And here you can really see those clear story windows bringing a lot of daylight into this center space within the building. Next, we're going to make our way down the stairs and we're going to be standing um at the bottom here looking uh towards the cafeteria. So, so far you've seen a lot of the neutral tones. Um the the kind of lighter flooring here with the blue speckles is a kind of our wayfinding element representative of that river um element

026uh within the the motif along the cafeteria or what's the current gym you're seeing again exposing that existing brick to maintain some of that character but we're adding a lot of windows along um this wall here the south wall of the current gym to again borrow light into the cafeteria and really enhance this space along here. Um we're not going to enter the cafeteria through this door. We're actually going to make our way down the current corridor that would take you to the gym. Um so you can see kind of the path that students will take uh to get into the cafeteria. So we're replacing the flooring in that existing corridor. This door here is essentially where one of the doors into the gym is today. Um we're have we're adding excuse me a um

027handwashing station off the corridor so that um kids are able to wash their hands on the way into the servery um without needing to go into a restroom. And then we have a door directly into the servery from the corridor. So, we'll be able to do a lot of that queueing for the lunch line in this corridor and save some of that queuing from taking place in the cafeteria to try to uh limit the congestion in there. So, now we're going to go into the cafeteria. Um hopefully uh it doesn't look like the current gym. Um so, this is the current gym transformed into the new uh cafeteria. Here you can see we're pulling a lot of those green tones from that field idea. You can see the idea of kind of rolling hills, the

028tree canopy in the ceiling panels transitioning into uh the sky and clouds. Down here you're seeing those windows um out to the ex the corridor of the addition. Um, one of the really exciting things about the how the project has developed overall is um, based on the floor area of the existing building and the new addition and the fact that the existing building is sprinklered, we don't have to have any firewall separations, which really gives us a lot more flexibility to preserve those windows you saw into the existing building on the second floor, as well as add all of these windows um, without needing to uh, have fire rated glass or some of those expensive types of elements. Um we're bringing in a lot of daylight through these clear stories uh up high these windows

029here. Uh adding a very tall window and exit door um here at the end and then an additional window um on the west wall of the cafeteria. Um, one thing that developed through the course of uh, our work with our engineers is our structural engineer evaluated the west wall of the current gym and determined that based on its construction, we we couldn't add additional openings beyond the openings that are there currently. Uh, and so we did shift a bit of our daylighting strategy to focus more on the south instead of the west as we uh, had initially um, thought we might. Now, we're going to spin around and stand uh over here and look kind of back towards the serving wall. Sorry. Um so, here you're seeing the coiling door that would be open with

030access from the servery um during the lunch hour. We've got a couple of builtin sinks and cabinets for tray return uh or and uh kind of getting rid of the the mess as they take their trays back to the the dish window here. Uh you can see the flooring pattern uh meant to provide some interest and way finding as well as now you can get a better look at some of those ceiling panels. And then as we spin around, you're seeing uh looking back towards where we originally standing. So here is that door into the cafeteria that we saw in the the corridor. And then there's another door directly into the servery. Along here, we have um four single occupant toilet rooms to provide um restroom facilities directly off the cafeteria as well as a

031drinking fountain. But we feel like this will be a really uh bright, exciting space for um our K through 2nd uh kids to have lunch. Uh and hopefully uh it's a very inviting space and uh start transformation from the current gym uh which is always exciting as part of these types of renovation projects. So now we've kind of jumped to the other end of the addition. These doors here in the the background there are the doors from our entry vestibule into the addition. So this is uh our drinking fountain and our setup toilet rooms on the way to the first floor kindergarten wing as well as um providing public access for those that are using the gymnasium. We've taken the approach of having um handwashing um visible from the corridor from a supervision standpoint. Uh

032we do still have one sink in each side of the the restrooms um for privacy. This provides uh again ease of handwashing uh and uh supervision for uh the restroom facilities. We're now going to spin to our left. And so we're looking at the doors into the kindergarten wing here and then our doors into the new gymnasium. So we're going to go into there next in the gym. Uh this is two regulation size basketball courts. Uh we also have you can see volleyball nets there. We're providing um four divider curtains so that there's a lot of flexibility for the teachers as far as how they divide the space up for PE as well as for any type of uh tournament environment or competition. We're providing um the Lou interactive system um here with the projector

033and the wall mounted um uh equipment as well as a rock climbing wall. We'll have bleachers on both sides um with approximately 140 to 150 seats per court. Uh we're bringing in daylighting up high on the north and the east. And then in this space, we did obviously add the possum color. Again, bringing in the the mount of red uh as well as pulling in some neutral tones kind of representative of those uh trees and uh and stones and things from the grove um in our uh in our motif. [Music] Next, we're shifting to the kindergarten wings. And we're going to do the first floor first and then jump up to the second floor. Um the diff the difference here is really uh we're focusing on blue tones on the first floor and green tones

034on the second floor. Um wanting to have some differentiation from a wayfinding standpoint. Then you'll see the green and blue tones uh change as we make our way down the corridor as well, trying to implement again some wayinding on each floor. And so here's where we're going from kind of with our our same uh river element to our little uh cave areas, if you will, at the entries to the classroom. So differentiating those uh and then similar treatment at the next set of classrooms at our cubby elves. And then we get to the end of the corridor and we've got our darker blue again um with the similar ceiling treatment and wood accents um framing our classroom entries and our uh cubby elves. Um so kind of a regular rhythm as you make your way

035down the corridors on the second floor. Then you can see how we've incorporated the the green tones in the same fashion on the second floor. We'll also have bar light windows looking down into the gymnasium. So, um adding some interest along the corridor that connects from uh our common space to the kindergarten way. Second floor bathroom. Similar treatment just with that green uh accent of tiles um but still the the easy supervision of the handwashing stations. And then this is our uh kind of collaborative zone uh as we connect from our ramp element out in the commons connecting to the second floor, the existing building uh uh as we connect on the second floor. We also have um behind us off the image a small group uh space uh as well. We're also looking at

036opportunities for um either little niches or ways to display student work. So, um we're still working through whether this is a tackable surface or writable surface um but thinking about both um active instruction as well as displaying um work that students are producing. Then this is uh the next two images are of our typical classroom. So, um, the preference of the the teachers here was to lean on our neutral gray tones, uh, in the finishes, uh, knowing that each teacher will have various things posted on the wall and you'll have furniture in these spaces. So, opportunities to add pops of color with, um, different materials that will be on the walls and potentially in the furniture in these spaces. We're providing a nice amount of storage case work uh and tax surface uh in each

037classroom near the entry. Um we'll have some additional tax surface on some of the sidewalls. Each classroom has an individual bathroom and a shared storage room uh that can double as break up space. As we spin around then look at the front of the room. Uh we're bringing in daylight through our windows here. We'll have um whiteboards and technology. Uh we're transitioning from a hard surface flooring um that HVT tile at the casework sink and bathroom so that if there's any uh wetness, we can account for that. And then transitioning to carpet um in the main learning area. [Music] That wraps up our rendering tour. Uh, with that we can shift to an update from Steve and the team uh, regarding the school name. >> Brian, those renderings are absolutely beautiful. Thank you so much

038for all that you've done to help facilitate conversations with our faculty and staff who've been part of the building design team. Uh board members, maybe before we launch into uh the next p part of this, if there are any questions about what you've observed or things that came up with. First of all, those are awesome. I have one question, please. We have sinks on a hard surface floor with high traffic heading to the lunch area. Is that right? Was that a choice that was made intentionally by the I don't I just know that my senior in high school and my freshman in college are they still play in water like every so I'm just curious. >> I thought the same thing >> that was I I I don't know. [Music] >> Yes. Uh I guess

039to answer your question that is true. We do have uh this is the same um homogeneous v vinyl tile flooring. Um we have implemented this on a number of other projects and it is uh you know popular especially with teachers because kids can wash their hands without having to do the the back and forth with the bathrooms. Um we obviously have the benefit of our bathrooms having outward facing hand washing um in the other areas as well. Um, but I I I would assume you're maybe asking through the lens of water getting on the floor. >> Yes, the safety question. Yes. >> Yeah, it's a fair uh it's a fair question. I can certainly um talk to our interiors team about if we want to transition to a different flooring perhaps. Um, I will say

040the the, you know, HVT is a bit more slip resistant than like a a BCT, which is that, you know, high wax, um, kind of sheen, uh, finish or gloss finish, I should say. Um, but certainly still something to be cognizant of and maybe a bit of an operational thing. Just trying to remember now in the in the primary center, David, I don't mean to put you on the spot, we do have the BCT, don't we? On on the floor in the primary center where the kids go to the restrooms. >> Yeah. Uh the hallway >> hallway does >> the hallway where the water fountains are. >> Okay. >> Yeah. In in the in the toilet rooms uh proper there. um tile for top and we had the Dyson where they put their hands in

041there and then that kind of put it all I don't think we've had it >> but I just can't get your question into it >> or if you need like some sort of mat we we have we have put mats underneath water >> areas that that we're used to that >> or a drain in the floor there >> we build a school or a barn We do uh we do have um walk-off carpet shown. It's just kind of right in this corner of the image here. So, that's a bit more um gritty carpet. It's made from it's usually made from like recycled plastic or tires or something like that. Um so, it uh is resistant to to water and uh any type of um you know, dirt and things like that. We could potentially consider

042extending that further because that would at least not create, you know, pools or something if somebody did spill some water. So, we can work with Dave, but I I appreciate you bringing that up. >> Yeah, I don't want to belver the point. I want to leave that to professionals, >> especially outside the lunchroom, like they've got their lunch and whatever and then they wash their hands and then >> I know what my bathroom looks like most of the time. So, >> yeah. >> So, that's the kind of questions we welcome. So, if there's others or other observations, please let us know. We have our next building design team meeting that's all virtual, I believe, this Thursday at 10:00 a.m. Um, and it's open to the public, by the way. So, if you like what you

043see here, come on back. Uh, we'll keep on working on it. One of the things that we are working on that Brian helped us kind of get a feel for uh had to do with naming. Before we move on, I just I had one more just one more general question that when we first looked at the colors and the schemes, the design scheme last time, I just had like colors in mind, but it's clear that you've actually thought about actual materials, um, carpet types, floor types, that sort of thing. I'm just wondering if you can speak to the ease of maintenance on that compared to, um, what we're currently doing, the ease of replacing when things get worn out, um, that kind of thing. Like it's it's gorgeous. It looks beautiful. And then I see

044like these floating blue things and I'm like, "Oo, I have one that breaks." >> Sure. So, uh I'll I'll maybe hit on the flooring first. So, um the uh HVT is a throughbody um tile product. So, that means that the color goes through the whole tile. Um but it doesn't have to be um stripped in wax like VCT does. So that will ease the maintenance um in the summers as far as Dave and his team um not needing to strip back. There's obviously still, you know, maintenance to it. Um we're specifying um tiles, not a sheet good, so that if you know, something does get um damaged or need to be replaced, you can pop a single tile and replace it as opposed to um you know, cutting out an area or and having to

045like um key weld it or have a seam. Um, we're working through, uh, like I mentioned, kind of the locations for that walkoff tile. So, that's a more, um, heavyduty carpet. Um, both through the lens of getting dirt and salt and things off of shoes at entries, um, as well as resisting, you know, moisture and other things. Obviously, uh, in Wisconsin, there's a lot of moisture rot in the building in the winter with snow and whatnot. Um, so being thoughtful about that. Uh similarly, that's what we're putting at the um cubby elos is uh that's where the kinetics product that I mentioned is. So that's kind of a hybrid between um regular carpet and I'll say walk off. It's a horizontal weave and it resists moisture. So that's really good in an environment where you're

046going to have kiddos putting boots and things like that, but it's clean like a carpet. So you can use hot water extraction to pull that um off of the the product. Um, and then from a uh acoustical standpoint, and I think you were maybe referencing the ceiling, um, you know, being thoughtful about keeping uh things like this out of reach uh of little hands um and thinking about um some of the tactile things of where the hands would be. We've even had conversations around um you know, our our wall colors and things like that. um knowing that uh that's very common especially at uh the K through2 uh age level. Um and then uh with regards to some of our acoustical panels and things like that, again um most of these would be uh like

047a fabric wrapped acoustical panel. Um but again uh keeping those up higher where uh uh people won't be able to touch them. Um, typically you can also, if you need to, um, you know, vacuum those if you ever wanted to, uh, to get like dust off or something like that. Um, just kind of flipping through. Um, we're typically providing a tile at all the restrooms. Um, so that provides, you know, better clean, easier cleaning. Uh, we're working with Dave on, uh, you know, what those tiles are. Um we've talked already about um well this maybe shows a light colored grout um using uh appropriate colors of grout so that doesn't look dirty uh after the first week. Um things like that. Um let's see. Uh and then in the classrooms we've had some conversations with

048staff about the different um countertop project uh products I should say especially in locations with sinks. So, we're working through what the final solution for the casework and countertops will be as well. Does that hit on your question? >> Yeah, exactly. Thank you. >> I I would have a follow. >> I would have a followup on the the lunchroom. Um, >> what about the acoustic um dampening of those uh baffles that you have there? Are those kind of dampen the sound as well? I know that correct in a lot of our mushrooms. >> Yes. So, we are working with uh um both the ceiling panels that you're seeing there as well as uh some of the wall treatment. Um so, uh these panels here are also acoustical panels uh on the wall. Um kind of

049working our way up. again being cognizant of, you know, we're kind of keeping them above the that 7 foot or 8ft datam to keep them out of reach of uh little hands, but otherwise um yes, we are working on acoustical treatment. Um certainly in a cafeteria that uh can get a little noisy at lunch. So, appreciate you asking that. >> Thank you. Ryan, you mentioned the um regulation basketball courts. Does that translate to 84 in that space? >> Uh translate to sorry the length the length of it. >> Yeah. So um both courts are 50 ft wide by 84 long. So regulation high school size. >> Y great. >> Yeah. So uh you know a little larger than maybe your typical elementary competition would be but gives you the flexibility as a district to use

050it uh kind of across the board. >> Yeah. That's That's nice. Um, I did have a question just to get my head around usage on the bathrooms with like that common entry area. I was going through my head. I think number one like kids in K through2 are both coachable and obedient. So, um, but the the common entry way, you know, to get in and I'm just thinking about like the setbacks of the sink and where they're sort of guided um where to go directionally on that. What experience you've had there? Yeah, we've uh we've implemented uh this type of solution uh in quite a few schools. Um the one thing that we aren't showing currently um but did uh did discuss was the potential for some um signage or kind of wayfinding. Maybe it's

051like more of a pictorial uh wayfinding um within these wood areas to help guide um students. Um so we are thinking about that as far as kind of clarity of um which side uh students should be using. Um but yeah, generally I I'm not aware of any any major issues. I will say it's probably a new one for community members coming to use the gym um perhaps to have the majority of the things on the outside. Um but yeah, especially at the elementary level, it's very popular from the standpoint of there's less area where you can't see the kids and supervise um you know, as you're cycling kids through the through the restroom. And this was a this was a arrangement that the staff saw at multiple schools when we went on tours at the

052beginning of the design phase. Um so it's it's something that they really liked on the tours um where they saw it and were really excited for us to be able to utilize on your project. Great. Yeah, I do love that visibility. >> Are we going to be updating the classrooms that already exist? Right. So, in the the PC, the classrooms that already exist, are those going to stay the colors and everything that they are, or are they going to get >> Great question. Yeah, they're going to be the same as we've got now. We uh provided the budget permits. We also want to address some of the issues with like the laminate on where the kids cubbies are at right now. That's part of our budget. Um maybe some of the tile flooring. >> See,

053I know there's at least one classroom that's got it's not it's not bad, but it's like if you stick a marble, it just it's not horrible, but it's a little little offkilter. >> So, I was just stairwell used to be. >> Yeah. All the stairwells will get some love, too. Yeah. >> Okay. If you sit on the bottom of the classroom, all the knowledge rolls down. >> I like it. real good right there. >> Really? I tripped on what's up in the classroom and went, "What's wrong with my feet?" She's like, "The floor is just a little little curve." Okay. >> Love these questions. How about others while we have Ryan here with us? [Music] >> You must have been busy with crayons, Ryan. Well done. >> Thank you. I I definitely can't take the

054credit. Uh so I will pass along the the feedback to our team. Thank you. >> One of the pieces that we had been talking a little bit about is what do we do with the name since we're taking the early learning center and the primary center and putting them into one one uh area, one home. And so you may have seen that we sent out a message to all of our families as well as our faculty and staff. We had 190, excuse me, 189 respondents from our families and 34 from our faculty and staff. And never would I have thought this would they all have the same answer, but the vast majority by quite a bit all came to the same solution. And so we're proposing to the board of education um consideration of Mount

055Horup Elementary School as opposed to using the words um primary or early learning and the word center. they felt like it was a new branding. Uh and then this got if this were to meet with the board's approval, uh this got the immediate center uh thinking, well, you know, we'd be the only school that's a center. Should we maybe consider a school? Um so we'll certainly start having those conversations if it's appropriate to do so. I have checked in with um the good folks at the DPI and ask them what does it take to change name of a school and it's actually quite simple. Uh so uh first if you are inclined to do so then we would just put it on a future agenda uh for the board to take formal action but we

056thought we'd just let it ruminate with you a little bit. We gave three options um and they were all pretty much uh the same. Maybe you saw the the survey itself and you participated in the survey. U but we think it's a nice way to blaze us into uh our next our next trails. So, uh, any thoughts there? Mountain Elementary School. That's what people want. Sounds great to me. >> Yeah. I I did suggest the Rachel Johnson for the chronically gifted children school, but somehow they were not. >> I was going to propose Lipka Elementary. >> There you go. >> Wasn't on the list. the advertising the 1.8 I can't you can't >> and Ryan if I seem to remember there was another slide in the deck too wasn't there um as you know uh

057we will be touching every building during the summer of 2027 whether it be uh small in terms of some roofing at the intermediate center one day intermediate school um or um doing some uh uh tuck pointing at the high school around our brick. Um and then you know some extensive work here in this building uh in restrooms and classroom spaces. Uh and then of course um any of the work that needs to be done uh between the primary center and then the decommission of the early learning center. Um, and so, uh, we've been asked by our good friends at Bray and and as they get ready to take our general contractor pre, um, bidding paperwork out to the streets, um, what what could we do in terms of our schedule? And later on in today's

058agenda, we'll ask the board to please consider one of two options um, that have been vetted through um, some community members and through staff members. Um but just wanted you to understand the rationale behind why um there was a need to to revisit and re rethink about the 2627 school year. Ryan, would there be anything you'd want to add to that or does that capture the need? >> No, I think you summarized it well, Steve. I mean, the the the that last summer of the construction will be the busiest with some of the heavy renovation um at the the primary center especially. So, the more we can do that without kids in the building, uh you know, the easier it'll be for everyone. So, appreciate you considering it. >> With that, any final questions for

059the honorable Ryan Sans, vice president of Bray Architects? Well, we end where we began in gratitude to you for the good work that you and your team continue to do. We look forward to seeing you come this Thursday morning at 10:00. >> Sounds good. Well, thank you everyone uh again for having me. It's always exciting to share the progress, but especially when we have 3D renderings. Uh and we look forward to uh seeing you again next month. >> Thank you. Thanks. Thanks. >> Have a good night. Bye. Excellent. Uh, we're on to 60 or some summer capital project updates. Mr. All right. Um, just a little side note, if you want to see the walk-off carpet that they are proposing in the kinetics carpet, you can see that at this building in the in the

060vestibule and in the office and at high school. The high school industrial has the walk off carpet and the kinetics carpet. It's top off stuff. It really is. It wears that iron and does resist water. So, I'm pretty happy with those choices for sure. >> Did you put images that are 4,000 dpi resolution? >> I don't know. I send those off to Chelsea and hope that she just edits them down. I >> good. I'm like is I'm like what is taking >> I hope it is okay or whatever. >> Holy smoke. Okay, I got it now. It's all good. >> Steve can't open. >> Yeah, I can't. I got to get some going here then. >> Thanks for your patience. That's not what I wanted to open. Here we go. >> Not nearly as exciting,

061>> but thank you for that. If you find if you find painting and then starting parking lots inside >> that's my role. >> I was worried it was going to crash during the call. So yes made it through >> Dave did such a super job. You and your team were so busy. Let's take a look at these. >> Yeah. So, you know, back in in April, we talked about what the capital um maintenance budget would be, $27,000 that we use for upgrading and fixing up across the district. Um, you know, just to remind you, just a few years ago was only $100,000. You spread the peanut butter pretty thin. You guys were able to get more peanut butter and spread. I'll tell you, it's not enough, but it certainly goes it certainly goes a much

062longer way. Um, so thank you for that. Um, is this the beginning of the of the slideshow? Yeah. Okay. So, one of the things that this is this is a 9-year culmination of wanting to have a sign at the bus garage. Um, we would have to explain to people where we were, what we were, you know, oh, it's the it's the um the green burgundy building, you know. So, now we have a sign out front there and it matches exactly what we have at the district office. It's exciting and we go to having this branding as and having this sign this this look across house people know that oh yeah this is this is a school district facility. So it's a step aggression for sure. Um more exciting stuff here. This is this is you

063know the the bus loop uh at the IC was in need of some um patching seal coating um and restriping. Every year we like to get that fresh so the kids know bus drivers know where to park the kids can find their buses easily enough uh things like that. Uh in the right hand corner there that is uh what the what used to be the butterfly garden. There was a couple big gardens at the end of that building that were um untended and pretty poor repair. So there was a frog pond on the other side of that bump out and then this butterfly garden. Uh, principal Huggy had, you know, been asking for some time, can we get those things gone and because they just they were unsightly and I didn't I don't have the

064manpower time to uh to keep them up. So, now they're gone. Um, I know at one point we had talked about creating some sort of outdoor learning pavilion in one of these spaces that that's still available, but that's just a dream at this point. Um, other things, um, again, Principal Huggy had approached me about putting in a sidewalk that connected the, uh, I would call it the service, um, driveway back there by the dumpsters, um, to the front parking lot. A lot of kids come out from the playground or go to the playground when they get there in the morning. So, um, happy to help her, you know, make the make it possible for kids to transition through there safely. Oh, here at the middle school, uh we did some more work around the front

065side. Um we incorporated a couple trees that uh um we put into the landscaping there and then did some more top dressing and stuff to um the wordj the building. I I I inherited that word from one of my daughters. Um she uses it liberally. Um, another another um thing that we've been been trying to get at for quite a while um is new partitions in the restrooms. Those are 1993 originals and you can imagine the condition that they were in at this point. Um, so and I want to point out that so the the cost of the um of the partitions is pretty substantial. For this building, it was $17,000. Uh, we went with a heavier duty hybrid kind of thing. What what I want to point out is that we're installing them in

066house, right? In order for us to fit them into the budget and spread the spread the money out further, uh Sergio Sanchez, who's the head custodian here, and his team have been picking away at, you know, a couple of of restrooms at a time and they've done a great job of installing them and that it just makes the money go further. To to have them installed would be probably in the $45,000 range, still. So um again it goes it goes a long way when we can do the work ourselves in house you know so again principal Christianson was very excited to have these things in there and he would rather have them done over the course of the summer but I just didn't have the bandwidth to get in time so we're going to keep

067it going um more middle school things um you may see this thing sitting out there that's a dust collection system um um that has been, you know, it it's certainly something I support as being a former tech ed teacher, a recovering tech ed teacher as it were. Um, again, this is something that we decided that we were going to bite off and try to do inhouse. Upwards of $200,000 for one of these. Um, if you have Na'vi put it in, we'll get this installed for around $30,000. So, a vast savings. The problem is is that um I have to kind of engineer how it goes. Uh you might imagine the where the hole goes through the concrete the brick wall was a big concern for me and measure twice, curse once, you know. But anyway,

068so we we actually hit it right on the money. Um so I'm very happy that we're kind of through the the critical stage if we if you will and then we'll just be do adding the duct work inside of the machines. And uh I have to say that uh Todd New South who's the um the tech head teacher here has been very patient with me and he knows it's coming. It just takes some time. >> I was talking to some middle school kids a bunch the other day and they said Dr. Sar when are they going to turn on the ice cream machine there this summer. They saw us sit there and they asked what is that? It's an ice cream machine has an ice cream machine. So, yes, but we'll just continue that on

069for sure. As long as it's sawdust flavored ice cream. >> Well, I know he was having to empty out the one in his classroom like almost every day. >> I told him he should try to brack kids for silver cord at that point to come and like unload it. >> Yeah. And having the filtration actually occur outside the building as opposed to in the space you're at is is certainly huge. So, yeah, I'm excited to get it done. It we're we're certainly making progress on for sure. high school. Um, couple free upgrades there. We went through and restriped all the parking lots, renumbered, lettered them all so the kiddos could uh see where they need to park. Uh, the one in the lower middle is a culmination of a project that started uh last year.

070Wanted that new fence uh along there. Um, don't know how it got past me, but they're coming down to the end. I'm like, oh, if they put the fence up, the hydrant's going to be on the wrong side of the fence. Fire department's not going to be happy with me. and it required a retaining wall to to actually make that happen. So, that retaining wall got put in this summer. The the fence finished up and certainly is a much nicer looking setup back there. So, and and we we love the guard rail setup. That that certainly an upgrade for sure. And then the upper left um is a air conditioning system for the eight street cafe. Another one of those I didn't realize that was going to be a thing. The um air conditioning for

071that space is the same here as the cabins and the thermostat for the cabinets says it's really cold here cuz the doors open all the time and the heat just keeps pumping into that room. So now we have air condition. Plus there's there's coolers and chilters and things like that there to keep the food cold. So it was it was a much needed upgrade for the people that exactly work in there. >> What did you do in the south parking lot? >> Oh, that's just re reading and lettering. Yeah, we we we made sure that all the kiddos could find their parking spots and I I found it funny that you know this I did show this one particular stall that was um you couldn't see the the letters. Yep, she can. She says no.

072But the one next to it and the one on the other side clearly legible. I want you to understand that this is 59 and that's 61. This is I wasn't a math teacher teaching critical and it's must be eight or something. I don't know. But it's fine. We we it was I found a new vendor that's very reasonable. So I'm very happy to your your comment about having to spend all this money on on pavement. Well, we keep searching for vendors that can give us a good product at a better price. So we we we definitely found a better um a a better vendor for this sort of thing. So save. >> Well, Dave, I I can't thank you enough for your coordination skills, but then that of the using the time and talents of

073our employees uh and maximizing that like you did with the bathrooms and Sergio. >> Yeah. Yeah. It was You're welcome. And and it was very helpful for us to hire a former carpenter as a custodian. I was like, "Oh my gosh, this is the greatest thing since sliced bread." Um, I'm a former carpenter, too, but I'm an old for former carpenter, so I don't move as fast as I used to. And it is a it is a team effort. It does it does take my grounds guys, my my building guys to to get some of these knocked out. Now, this isn't the end of we're still we're still, you know, surging in with some things. Um, for me, my vein is is trying to find a glass contractor that wants to work. So, I've got

074some glass that needs to be repaired. We'll keep uh we'll keep uh slogging away at the list. So, is there anything on the list that's kind of rising to the top? Because I this was, if I recall the list at the beginning of the summer, this was pretty much it. There wasn't a ton. >> There's there's more. There's there's certainly more. I don't I I wish I had that list in front of me. I got this much done, but there there's certainly other things that um the atrium glass, there's there's some doors that I want to get I want to get replaced, too. Um there have been some things that have come up. that didn't expect that to come along. So, they're having maybe have to push some things back a year. Um, you to

075your comment about where we're where summer school the summer school thing. Um, I kind of hope to put some new carpet in the IC, but I think the IC is is on the hook to be the summer school. >> So, so that so once again, best plans to buy some men get get messed up and we'll just we'll just push things around and we'll work and and get what we can done. So, you're welcome. And again, if there any questions about this, I mean, you can see this stuff around there. Again, it's it's such a help to have this um this fund to do this work. I mean, I was just excited about it's it's that time of year when I go to K&A on the last day and buy up a bunch of their

076trees at 75% off, you know. So, I'm that that's that's on my list of things to get done every year as well. So, >> well, every day in the summer, I take the list. I walk walk around these That's >> just want to make sure. >> Right. Okay. >> Looks great. >> Well, thank you also very much. Are you sticking around for the calendar discussion? >> Yeah. >> Okay, that's great cuz that'll save it for that. >> Perfect. [Music] >> Awesome. Um, we are on to the triple header here of information and advocacy reports. we have the post-secary course uh percentage of students and then taking an AP or IB test and then receiving the postsecondary credit for all of these multiple >> Sarah. >> I don't know if I want to order on the

077report, but do you mind if I go in order? >> Go in order your presentation. It's all together. Okay. >> Yeah, >> perfect. Thank you. Well, as Adam said, this report really focuses on um how we are preparing students for college and career, looking at all those post secondary assessments, measures, opportunities our students have. So, um I will just go and highlight a couple things within this report because there are a lot of graphs that and the graphs hopefully are pretty easily um readable that you can see some things. But, um overall about onethird of our kids take an AP course in any given year, which is which is pretty neat to see. Many kids take multiple AP courses school year. Um and our course enrollment which is the first table um has been up

078and down depending on what happens each year the past 5 years six years it seems like uh but we seem to be stabilizing at above that 13% of kids uh taking an AP course. Now we get to add IB this is newer. There's not much yet to give. So I I broke it down a little bit more in table two looking at the students this year who are take taking our sports exercise and health sciences class. We have 11th and 12th graders and looked at gender in this case uh because the gender piece is actually pretty telling across the board when whether you look at the the personal and professional skills course and then looking at how the students are taking both. Um it's really no male dominance right now. Uh so we are aware

079of that and scratching our heads and and thinking how to continue to market the course for all. Um Craig Smith will be with you all next October October 14 I should say um to share more information about how I was going. So I don't want to steal this thunder but just want to give a teaser of some of the information there. When we think about the second indicator looking at the percent of students actually taking the exams, right? So students can take a course that's the first indicator. Second indicator then the percent taking the test and passing the test essentially. Um table three looks at that exam participation and we actually have the highest participation that that we've had in the past six years. And I think back on historically even further past 1920 I

080would say probably in the last 10 years as well. So more students are taking the exams as well. We think about the breakdown. I'm not going to go into those demographics. Um but again that gender piece does stand out to me in in table 4 with 60% of students who are female participating in the exams as well. Um, Dr. SL, I believe in a weekly update to the board, just so the public knows, we get to indicator five. Those are students now, they've taken the course, they've taken the test, how many are receiving credit, and that's where we get to indicator five. looking at the percentages of students um who are passing the AP exam usually at three or higher and we're at 85% of our student or of of the population taking the tests

081up to that partner you're good so we can see over time um we had a dip in that 21 school year thank you but we was steadily increasing now to 85% of our students getting through higher so it's nice to see that upward trajectory for our students that bigger. I know it's a small graphic, [Music] >> but really celebrating the individual courses. When we look at the last three columns, the third to last, that's the Mount Hora success rate. Second to last is that Wisconsin AP success rate and the global success rate. Um, our staff and our students are just doing spectacular. um you can see many courses 100% success rate students are getting at their three or higher. So kudos to our staff, kudos to our students for um just buckling down and and

082doing what they need to do to be successful. Any questions on the API before we take a brief turn to dual credit? The one area that we did um not perform commensurate with the other test areas was our physics as you'll see. And you may recall last year about this time in the beginning of the year or was it two years ago? >> No, last well last year January teacher. Well, okay. Well, there's a couple things going on. So, so last year we started the school year. >> Oh, no. Two years ago. You're right. Which which one we're talking about. Two years ago we started um without a teacher. they they took online physics. Um this past school year we we had 24 25 we had a physics teacher through the first half of the

083year for first semester. Um but they had a new opportunity and left us in Januaryish. >> Mhm. >> And uh we had a long-term sub finish up with the students as well. So I I'm I'm thoroughly impressed their students performed as they did um despite where they had where where they had some challenges with we had some challenges with staffing >> continuity wise and now with a good doctor there I'm confident that our kids will Dr. Y >> so >> trajectory. >> So yeah, we are in a great spot um for AP teachers, but we're in a great spot for staffing knock >> right now. Right now too. >> Sarah, one question for you just relates to the gender disparity that you >> is that um do do you know how many like the percentage

084how that relates to collegebound kids though? like is that is that basically equivalent to you know the percentage of boys that are headed to college >> versus females? I don't know the answer, >> right? Because it would make sense if you're on that track >> or not on that track that you would >> I'm trying to think when I do the um postsecary report I do that one more >> I probably could look at gender to see how many of them undergo a private fouryear twoyear I could probably easily look at that. >> Okay. >> And maybe that person could share it. >> Take note of that now. >> Yeah. I'm just trying to figure out stuff over it. >> Unless I count one by one. If I count one by one, you go by.

085>> No, I think you go one by one. >> Okay, >> that's okay. >> Okay. Okay. Just clarify. >> And you don't necessarily need to go back to this, but I'm also curious. You all did survey the students. >> So, was it more females than male students said that they were interested in this pathway? you know, like that would be >> Oh, >> I I mean I also just think about like the picture on the district website of the whole I would say >> almost all female students. Yeah. So, I mean there might just be a sense that that's female class. Do you know what I mean? Like that we might just need to do some more educating. >> Yeah, definitely. >> It's interesting phenomena. Mhm. >> On table two, I don't have a senior

086doing a two-year course. >> Oh, yeah. I was just trying to get a senior 2-year course. >> As students work through this 2-year program, more information, >> did we just let some people in just because it was a good class fit their schedule? Well, >> there was opening at that time. Got it. Okay. >> The course hadn't filled up yet. >> Um, and as course programming was occurring, seniors were placed in >> Y. Okay. um as Mr. Simpson may talked about in his presentation, I steal this thunder from again, but um talking about next steps and thinking about how we position students and the messaging there as we learn after our first year. Um also learning about what course prerequisites we may want to have too to set people up, set students up for success,

087especially sports, health, entertainment, fun, sports, health, entertainment, >> exercise. >> We have sports entertaining too. Um, so yes. So that's on that. >> And then Carly asked this question I think the last time we saw this report about the reasons why students don't take the test that do the AP work but don't take the test and making sure that it's not something simple that we can solve as making sure it's not financially motivated or something like that. >> No, I know that language is there. that language piece I've seen in school counseling newsletters about scholarship pieces are there. Um some kids want to do it to learn or the institution they're going to may not accept that or maybe four or five and those kinds of kids are getting savvier with do I need do

088I really need to do this and they do their homework >> or they panic and decide they don't want to take the test. >> Well the problem is they're panicking in September. So, cuz that's when the the $70 is due, that's when it's made. And that's >> Yeah. And if they pan it closer to the test, you only get half your money back. >> Oh, these guys. But >> no, >> I again, I just wanted to make sure that it was for >> solid reasons. >> Dual credit. >> Okay. Um so dual credit uh with a smaller section on that but I always like to provide uh the courses that we have for dual credit and typically we have agreements with MC which is Madison College. Um but we do have a couple agreements with

089Blackhawk Tech and one agreement actually for our CAP program with Ashkosh for that Spanish class. So just want to provide the board over time for the six years um that we the last six years we've been offering dual credit for many years prior to that. But the dual credit pieces and how we've been adding on a few classes here that that's been our goal to grow it. Um but we also know in some of these areas some of these staff members particularly in CTE are already teaching multiple multiple classes. So we only have so much bandwidth to keep adding and adding adding. Additionally, the requirements from the higher ed commission um five six years ago, I don't say made it harder, but it made it challenging um for staff members to sometimes teach dual credit

090because you really need a masters and you need work experience in that area. So, um we're we're I'm really proud of the staff who have been going out and doing this and getting those things done in order to increase our dual credit for classes. Do we ever work with the university to determine which ones of these they will take? Because like for example, Orion at Whitewater, he took college, read, right? He got six credits. They won't take they don't transfer to Whitewater. So, I'm just curious like if we know some of those things have like do we know not that he would have still taken the class but like do we know like some of these the UW systems will take and which ones they won't there are um in the transcript you students can

091go online and look at what credits or what universities take transfer credits and things like that um so there is that out there I don't know I don't want to give you language the teachers say yes you can get at these at these instit institutions. >> Um but always reach out to Max College and Mass College have that information as well. >> Okay. >> And students do the enrolling for the dual credit like in the class with the teacher often >> unless they're sick and then their mom has to try to do it for them with no clue what's happening. >> But I guess that raises the question in the process. So, why isn't it automatic that if you're applying for dual credit that you wouldn't check to see if those credits would be taken

092at a list of five schools you're considering? >> I don't think every student necessarily knows what schools they're going to go to. >> Yeah. Well, that's true. Yeah, >> but not not exactly what he was doing so smooth since it's the title of the class that he has to take is the exact same name of the class and he's like I'm pretty sure I took this class. >> That's frustrating. >> He's going to be fairly easy then. >> He's got to pay for it, right? Yeah. >> Well, that's just it. I've always tried to even with my children besides the experience of the learning piece and the greater credit rate but you learn a lot more in the work habits and pieces more than double that >> our team's been cutting >> and and we

093see it in our the popularity of our CT enrollment courses staffing it's it's busting the scene which is great So, uh, really in closing, the the addition of our IV program, the expansion of our dual credits just really broadens those post secondary experiences for our kids to make sure that they can get the path that they want to be. >> Any other questions? >> All right. Thanks, Sarah. >> Next one. >> Okay. We got a couple of action items tonight. a few action items tonight. Uh first one up is our second reading of revisions to board policy number 860, visitors to schools and school property. Dr. Serno, thank you board members for um the feedback you provided during our last meeting. I think I've been able to capture um the feedback that you supplied in

094the drafts that you see. I'm happy to answer any questions or if you'd like to offer any other suggestions for >> I like how it was folded out. much more sense. >> Two two small things that I might throw out there. >> One was the uh the graph that begins a person is not allowed. >> I'm just wondering if we want to put that verb in before a school sponsored event. It could also be disrupts again, but just since we have the sequence of groups there. So, could you say this one? >> Yeah. So it's got um person substantially disrupts the educational missions of the schools, disrupts the school sponsored but that andor poses a threat >> just so that there's a verb on that middle. >> Okay. >> You would like the word disrupt.

095>> I feel like disrupts could just be used there again. I know that was your intent but >> right before the before the A. Okay. Right. Okay. >> Yeah. >> And then there was like how close that was. Um the paragraph starting in the event in the event um may be a threat to the safety of others. To comply with this policy and trying to see that it's the the third to last line on the left side threat to the safety to the safety. There you go. >> Thank you. Yeah. I I do think where you have the superintendent uh has the authority to determine I do think you Steve you probably should put in andor assigned individual I know we talked about it last time but I'm just thinking in the event that you

096or a another superintendent for whatever reason can't be there to make that choice >> I think it's >> I think if you go up it's the first reference Yeah, up further. >> Further, >> right, right there where it says the superintendent has the authority to determine if their presence will be allowed and under what conditions. >> One more paragraph of >> Yeah, just above the uh >> I know we talked about it last time that this really should rest with you, which it should, but >> we need to have it down. Any other comments about the language in here? We entertain a motion. >> Motion to approve. Second. >> Motion by Jessica, second by Sarah. All in favor? >> I. Any opposed? Right. Motion passes. 7B is our first reading. Uh considering revision support policy

097345.1 grading systems. Sari >> this policy uh looks looks very different if you look at your inside the red line it's all red I realize that do that a lot so sorry thank you um but the evolution of this policy has has been going on for many years now and you all have been prized of the work we've been around assessment. Great. Now's the time to take a look at our green grain systems policy to bring it to bring it up to what our current practice is and where we want to go in the future. So we've been very thoughtful in keeping this policy concise but yet making sure um philosophically our ideas are there as well as laying out some of the ideas um that have to whether it's for administration staff um and

098looking at how we create. So you mind if I go paragraph by paragraph and just talk through it is that okay my navigators >> absolutely >> thank you appreciate. So first paragraph right that that primary purpose of grading um is really to provide an accurate and meaningful representation of students achievement and their learning and growth and that learning growth piece is very important model that we've been implementing in how the second paragraph then that vertical alignment is something since I've been in the district we've been working towards in many areas and making sure that our grading system is vertically aligned and the language is the same so parents have to figure figure out a new system at each building, their students attend has been important because really reporting on grades is communication tool and communication

099tool shouldn't be something parents figure out whether they're in the K2 building which has a new name, the 35 building which may have a new name, middle school or high school. Um, and those should reflect standards. That leads us then to the third paragraph. thinking about how academic grades for achievement are reported separately from behaviors, right? You look at those academic standards and not average in behavior or participation or punctuality or sign your name at the top of the paper. Those things muddle what academic learning is. Are they important? Yes. Should should we record on them? Yes. Should they be thrown into a math concept? No. Right? that that muddies the water in the communicating of what the student truly knows to the family and to the student. I'm going skip the fourth paragraph. It's

100pretty straightforward. Fifth paragraph then the teachers are instructed paragraph. Um again that grading consistency making sure whether it is a course making sure whether it is a department everyone's on the same page as to how they're grading the same student work. Classroom A, classroom B, and classroom C share the same experience for all kids. Paragraph I think six. My starting to get a little muddy here. Uh during the instructional period is that's paragraph six. So student records um student reports again um prompt specific feedback. That's what really drives instruction, drives the students learning to know what they knew or did not know. And then ongoing communication with families. So they can see in a grade book what the concept was, whether the student was proficient in it, whether they were extending in it, whether they

101just approaching versus getting 78%. Right? That's not really telling the the family where the student is on the journey, especially as we're trying to add rubrics into our campus curriculum as well. Paragraph seven then um is a piece that Joel had brought up in our education committee meeting and just making sure that those in the post secondary systems are aware of our grading system that's up to our administrators to have that be known. Um whether it is through like high school has something called the school profile that the counselors send out um to university so they understand what we're classes we offer all those kinds of stats. Then we also have our grading systems in there. So then counselors know where kids are coming from and what those grades mean. And then we always want

102to make sure that we have a non-discrimination um state within our policy. So there's the complete complete new policy. Now you may be wondering where did the old stuff go? That is going to be all in the admin right cuz that's more the how things that may need to be tweaked as time goes on. This is the watch that we will follow based on what you approve. >> Mr. President, if there were a move not here tonight to consider this, it would be a roll call, but some reminder any comments, questions on this. >> I appreciate we had extensive conversation in education. Yes. a good conversation, great questions for our team members. I think for the seven of you were in that meeting. So, um yeah, we had great time. Yeah, thanks for the walk

103through too on this and how it's structured is reflective of all the conversations that we've been having for years >> and all these other discussions especially with families. >> Yes, I did have one suggestion on language and it's in the um third graph um closing phrase there about how it shall not be included in academic grades. like nitpicky, but I'm wondering if we can just spell out like shall not impact >> include um seems it could be integrated as more of a packaging versus like it's not going to affect it just calling that out directly. >> Thank you for suggestion. I appreciate the reference in your two that caught my ear when you said talking about it out loud about prompt feedback about including them and how much more important that will be in the

104system. >> Yeah. Especially as we look at providing students opportunities to um reperform or or share new learning. >> Yeah. And um we need to send the feedback in a timely manner for students to then approach the teacher, try to understand what went wrong and then relearn that cuz that's that's the business we're in. We're in the business of learning, right? So we want to make sure kids keep understanding things not [Music] any further discussion on this one. Um, we could open for a motion on this if we feel like we're ready to move forward. >> Make a motion to approve. >> Okay, we got a motion by Jessica, a second by Sarah. Do a roll call vote. Joel, >> yes. >> Leah, >> yes. >> Jessica, >> yes. >> Sarah, >> yes. >> Tom,

105>> yes. >> Carly, >> yes. >> I'm also Yes. Motion passes. Thank you. >> Thanks. >> Appreciate it. [Music] >> Dr. Seno and to 7C, the consideration of the revised 2627 school calendar. >> Yeah. Thank you again, board members. And uh we've already talked about the why. Why do we need to do this? And now the question comes down to how how do we how do we go about doing this? And we developed two um calendars uh that uh we asked team members to reflect on. You may recall we have a calendar committee and based upon survey results we received from families. Um I think we administered it maybe two or three years ago. We're probably ripe to do that again sometime soon. But there were some things that families wanted us to be cognizant

106of when planning our our calendar. So, for example, trying to coincide spring break uh with the University of Wisconsin uh system for spring break, which typically puts us at the last full week of March every year. Uh that's that's an example of one trying to uh get us done as early as possible in June. um this this case here um what we would need to do is because we potentially if this were to be approved would be starting school so early uh in advance of what we legally can do we need to petition the state to start prior to Labor Day. There's actually a law that says you can't start until after Labor Day. Um and so um the rest of the kinds of bits of feedback we have um also are informed by what

107our staff has asked us in the past. For example, can we u make certain that we have three days around Thanksgiving? Uh might there be some time around October um to have like a fall break day? Many professional associations host professional development conferences at that time. And rather than have a bunch of colleagues out um at those uh out of school not able to teach, they'd like to be able to go to those together when possible. Um and so we use that feedback coupled with what we did um in 201718 which was the last time we had to make some proposed alterations to our calendar uh to come up with two drafts uh draft A and draft B. I won't spend much time on draft a but to say that um it's not one that

108we could be like quite frankly because we trying to maximize enough summer break uh in the 26 summer so that way we can still offer a summer school program and many of the people who need summer school are also uh needing a little downtime too, right? And so, uh, we proposed, um, having under this draft B, make this a little bigger for you so that you can see, uh, that we would start our our teachers, um, and faculty during the second week of August and the children would start the third week of August. This would then um, allow us to maximize the summer of 27 like we spoke of earlier. uh you never know what happens when you open up walls and there ends up being some issues uh that occur uh particularly at the

109middle school. And so under this model uh we're proposing that um uh the end of the school year be May the 19th um and uh would allow us also to have our first semester done uh before the students leave for the holiday break. students like that, you know, kind of put a pin on the first semester and when they come back they could start a fresh. Um there's some implications. Uh one of them being well when do you hold commencement exercises? And uh right now the good folks at Allied uh Energy Center are holding two dates for us. Um and my proposal would be to host um a graduation on the 16th of of May. um that would mean that it wouldn't be um con conflicting with Mother's Day uh which is I believe the

1109th isn't that usually the second uh Sunday if I remember. Um so a lot of the other dates where you see X's in the middle narrative portion um are things that I I think we we just need to have some conversation about um with our colleagues. Um, I understand our 4K partners are u understandably um supportive of this uh plan. Um, and um we've checked with uh some parents uh as well as teachers in the community and so this is not optimal. Uh, I know that. Um, but we do think it's um going to hopefully help us um procure our uh general contractor uh quickly uh get us to order things a little more quickly as we know that pricing is pretty volatile right now. Uh not to mention the fact that trying to get

111a hold of a lot of materials right now requires a great deal of lead time and the orchest or orchestration of that uh into our workflow is going to be important and could have an impact on uh the actual cost of our of our construction project, our brick and mortar project. So um if we can get ahead of this, I think we I think we'd be in a in a really good spot. We've talked with uh David and his team about um what does that mean for cleaning uh in the summer of 2026 um 27 and then 28 obviously we'll have a lot more time the following summer uh to really get a lot more projects done and quite frankly uh he says touching wood maybe we could have some savings from the project that

112would necessitate some more projects that could be done uh with an extended length of time uh much like we had with the last project. Um, and I think we we we're going to figure out a way. We don't know what that will be, but we do know that there there needs to be a way to do that. We're already talking about summer school and and what implications there are for dates there. We extend summer school in terms of the number of hours per day and then have a shortened window of time. Um, those kinds of things are being discussed now as we speak. So um with that just highle uh overview of the calendar I really welcome your questions and feedback and concerns about what you see here please. >> I have a I have

113a couple random questions >> please. >> Um so if we get done May 19th >> what impact does that have? Like I know state track is usually like whatever graduation is in June. Are we going to run into any WIAA issues with being done with school but still still doing sports? >> Yeah, right. Yeah, great question. No. >> Um, we didn't the last time and I don't anticipate this time cuz we also have baseball when we go to the championships uh that year as well. >> I think last time we only started like a week early. I feel like I feel like it wasn't this early. >> It's quite it's quite a bit earlier than last time. You're right. Yep. cuz I feel like we ended like the last week of May last time and

114so it's like >> we ended right before Memorial Day, right? >> So this this is a little bit more. So that would be one like question. My other question would be to start the year. What does that do for band? So like I just was thinking like the the middle school band stuff is usually that first three weeks in August. So because also because of summer school. So I don't know what that does for the Jenga pieces and the Tetris. But >> we've actually had some of that conversation at a very high level with our band team. Um because band we uh run for summer school. We made state aid on that to pay for the salaries there. Um, and so we need to be uh alerting people now, we think, so that if they're

115not making plans uh because it's going to be real hard to find a lot of substitutes to start the school year. We did notify staff, band staff included, that um this is what we were proposing. If they had already made plans, we certainly want to honor those plans. Uh, and so far I think I've only heard from two people and it's not a real it's not a real thing at this point. Um, so I think we can get to a yes there. It's going to be a tough summer, but I always know this much is true. And as Brian Johnson reminds me of this, how do people feel when May 19th rolls around and we're ready to finish school? >> It's not as painful, but it sure it's going to be tough. So my my

116one I think this is my last question. So I did have a couple people go I already have vacations scheduled like we're going to be gone for a week. So we only get 10 days of vacation like for to take our kids out of school that aren't medical. Are we going to have any leeway there so that people aren't going to get penalized cuz >> we've had these schedules out now for like what two three years. >> Uh the this one went out last January. >> Okay. >> Yeah. So you're right. So the way we'll treat it is the same way we'll do it with the staff, right? We'll put this out if it is approved tomorrow. Uh and we'll say to families, certainly if you can demonstrate that you're you've had that vacation already

117booked, it's paid for and you can't move it, we're going to be very flexible principal excuse that no one wants anyone have to incur any additional expenses in order to But if it was I was just kind of thinking about it, >> might you think about a different day, Ben? >> Yeah. >> Right. Um, we do we have any concerns about transportation bringing bus drivers back generally? >> No. >> Uh, is this still the same number of days? I I should say one thing though, and I failed to mention this before. Can I bird walk off your thoughtful suggestion? >> U, our teachers have uh a contract with the board of education that would be 180 days per per year. And you'll note down below I I don't quite get to 180 days um with

118our staff. And so I'm proposing some flexibility um that uh we're about short about 3 days. And I'm proposing and you know our teachers, they're already working. Uh I was up here yesterday afternoon and many of them were working even in their classrooms on a Sunday afternoon. Granted, it was only the Bears playing, but still um they're still working hard. And and so my my thinking would be could we uh those three days um flex uh those so they could be professional development days. They're not any less days of instruction for the children, but it would provide us some flexibility from a dollars and cents point of view. um instead of paying for substitutes or paying for a stipen for them to attend a training of some sort that we have that baked in and

119they work with their building administrator to to complete two of those three days. And then quite frankly um because we are asking our staff quite a bit quite frankly to to come in a whole three or four weeks earlier. um why don't we just forgive one of those days just as a as a trade of goodwill and and thank them for their their thoughtful partnership with us. So I did I wanted to build off your question about our bus drivers because I think they can do it and um with the exception of two staff members I think I think we can do it there too. >> Okay. The only other thought, sorry. The only other thought I had in I mean it sounds like the days off aren't settled, but you know there's kind of

120a typical pace and rhythm to the year and I know my kid is like you get a few weeks in and you're like, "Oh, I need a break. I need a" and starting that early. Your natural breaks get pushed out longer and so you can go more consecutive weeks without a break in like this. Um, >> good news is >> I was just going to say Labor Day. Yeah, that's true. That's true. >> Yeah. And so where you see the yellows, >> that's like typically the number of weeks into the school years when we've had parent teacher conferences. So we tried to move that up a similar kind of >> I guess my only question is if we have a repeat of the winter two years ago where we had 7,000 school uh snow days.

121Yes. >> What can this do to that? I mean, h how how cuz I see only one of those built in there other than like spring break or some of those things. >> Great question. So, because now we have moved to an online learning format during those kinds of days, we'll make up our hours. Um along the same lines, um what if we get to August 2027 and they say, "Guys, we're not ready yet." Yeah. And and I'm not that I'm trying to throw bad things into the air. Um but I do just want to quickly pull up a September 2027 calendar. Um because I think because there's such a late Labor Day, if we had to uh extend the summer further, I don't like that idea. Um but I'd rather not. Um, we could

122still start after Labor Day, have our staff start September 1stish if we had to and still be done because the way in which the calendar falls that by June 9th of 2028 just isn't the worst case scenario. So just to maximize as much of that instruction time as possible and refresh my memory, it's DPI holds us to hours of instruction, not hours of instruction. Correct. So there would also if if push comes to shove adding time which isn't necessarily the right answer but it is >> answer possible solution. Yes. Go ahead. >> If we push that 2027 the kids aren't going to come back to September. They're never going to be back. They're going to forget how to school. >> Yeah. Teachers are going to cry in the corner. It's going to be an adjustment.

123>> Huge. >> No, I I appreciate the thoughtful questions and >> yeah consideration. I know again it's not optimal, but hopefully you can get us to a better end. Dave, I was going to ask you before just in terms of because you had the summer maintenance schedule up and everything like that and how much more you could frontload, you know, next summer or or how you would adjust to the longer shorter periods. Um so for for a typical summer where we where we deep do a deep clean in buildings um depending on where the summer school would be in that short summer we may have to manage expectations of what we can do you know um say like the PC we have to take out the rooms and strip and wax the floors. The IC

124is a carpeted scenario where we can we can move faster through those. Um when this gets to be real, we'll figure out a way around it. Whether I've got, you know, bulk up manpower, have the carpets professionally cleaned and it gets done faster. I can we can we'll get to a solution. We my team won't be a hold up. I can tell you that. Have you given thought to maybe having to only do like the remedial summer school? >> Yes, but I don't know that that's really necessary. >> Um it might be depending upon how many people want to help during that summer or we have to go external to the uh school district to hire talent. Um I prefer not to um just because know that's important to families too. I as as I

125know it's important to you too. So if we have to cross that bridge, we certainly will, but it's not not our first choice. Let's continue to see if we can deliver that service, >> especially since concert tickets to try to get into thanks for walking through the school days too and and the get back day to faculty. I know we talked about that. I was very supportive of that given all the changes on that. It sounds like this board is too, but just wanted to call that out in case there was any other discussion on that item. Okay. What What action would you like to take tonight on this? Uh the administration uh um based on the feedback we received would propose if the board could please consider approving calendar B. Um tonight >> motion

126to approve calendar B. I will second that. Got a motion by Lean and a second from Sarah. Does this one need to be a roll call vote? Straight voice vote. >> Um, all in favor of that. >> I as well. >> Any opposed. All right. Motion passes. Thank you. We've not seen any other citizens comments come up here. So urge everyone just take a look at the uh future agenda items coming up and our list of upcoming meetings. We obviously have our uh workshop coming up at the end of the month. I'm looking for the particular day September 29th at 6 p.m. Just to underscore that one. Great. And um at this time entertain motion. >> Really quick question. Sorry. On the on the schedule meeting it says that >> safety and wellness is going

127to be virtual. >> We're virtual because No, wait. I know this because we are moving the October. Okay. >> No, that's good to good to bring up. >> Thank you for saying that. >> I didn't move it in my calendar. >> Yes. And buildings and grounds folks uh agreed at their last finance meeting. They all happen to be financed at the same people as our buildings and grounds. So we asked the question if we could hold that meeting in person on October 27th because uh we'll be going into close session at that meeting. Although our members are welcome, but the purpose of that meeting really is to determine uh who met the pre-qualification um construction general contractor uh process that we've established. Uh that will hit the streets next week. Yeah. Excellent. Item 11 on

128our docket tonight is her contemplated close session. Per session per section 19851C considering employment, promotion, compensation or performance, evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility. >> So move second. Motion by Leah, second by Jessica. And I'm trying to remember that is a roll call. Correct. Joel, >> yes. >> Leah, >> yes. >> Jessica, >> yes. >> Sarah, >> yes. >> Tom, yes. Carly, >> yes. >> I'm also Yes. To close, reconvene in 5 minutes.