Prescott School District March Board Meeting

001All right, welcome everyone. Uh, this is the school district of Prescott Board of Education regular meeting. I'll call the meeting to order. Subject >> section subject to section 1983 Wisconsin statutes. Uh, pledge of allegiance. Vicki. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Next item is recognition of visitors. Public comment rules. Please approach podium one at a time stating your name, municipality, and topic you'd like to address. A lot of time is three minutes per individual or six if you're representing a group that's present at the meeting. All comments should be directed to the board and not to staff or other participants. The board will not act on any comments

002that are made during a meeting. The presiding officer may direct the district administrator to follow up with that individual at a later date. The public comment section will be limited to 30 minutes unless board action is taken to extend. And as always, please refer to our full public comment policy listed on the agenda for a full description. Anyone care to approach a podium? >> All right, we're going to move on. Good news, Kayen. >> Good evening. My name is Kayen Hillibbrand and I am the school board representative for the student body. For starters, the intermediate school student council had a school supply drive where they collected school supplies to send to Albert Town School in Jamaica. Students at the intermediate school collected nine boxes worth of supplies. Furthermore, both the middle school choir and band

003concerts this week. Also within the middle school, the student ambassador leadership team or salt went down to the Prescott Elementary School on March 9th to assist with their bring your grandparent/ bring a friend to lunch day. Moreover, the middle school library participated in read across America where students and staff were invited to read in the library for 20 minutes at a time resulting in avid rears throughout the entire school day. Within the high school, students from V VBO University performed at the auditorium on Monday night along with members of the high school choir. Additionally, the high school's production of Legally Blonde will premiere Friday, March 27th at 7 p.m. And there will also be performances on Saturday the 28th and Sunday the 29th. Thank you. Thanks, Ken. Just go. >> Good evening, members of the

004board. Just a couple of things um tonight from the administrative team. Um Miss Dusk wanted to point out um that they had over 200 grandparents and special guests that attended their their event. Um and so she was extremely happy with the the turnout of that. Um the sixth grade math masters team competed against other western Wisconsin schools in the annual math masters competition on Friday, March 6th. Uh 10 sixth graders from Presca Middle School competed uh which consist consisted of a fact drill, three individual rounds, and three team rounds. We had three students finish in the top 10 of the 93 participants and one of the Prescott teams finished first out of the 20 teams. And so congratulations to Miss Wall and the sixth grade um mathm students. They they were really excited when they

005came back in the building and um they're they're pretty proud of their accomplishments this year. Um from the activities and in Mr. Smith u boys basketball earned middle border conference champions. Uh they shared it with St. Croy Central and Oyola. Um as Miss Hillbrand said, we had some really great uh middle school and high school uh band and choir concerts in the past uh two weeks. So hopefully you got to check those out. The band trip to Disney um if you haven't if you have not heard was a huge success. Um they said they have lots of great memories. Um and then congratulations to uh Bryce Faren and Addie Also for qualifying for the WIAA individual wrestling tournament um which they participated in at the end of February. >> Thanks ma'am. Uh, I was able

006to also stop by both the intermediate school and the elementary school for the grandparents day. And a huge shout out to Nicole Lensner and our entire food staff and the staff of those buildings. I got to say that was the most well-run uh session of little kids eating with grandma and grandpa and hundreds of cars in the parking lot and it was perfectly organized. Um, yesterday I was able to speak at the gathering space. Um they have a potluck once a month. Um and they fed me great food that everybody brings in. But then we talked a lot about the uh intermediate school, the sale of the intermediate school, um future locations of the gathering space. We got a little bit into school funding um and a little bit into cell phone policy somebody even

007asked me about. So a very uh engaged and supportive group of seniors and there's probably about 25 people there. And for me, one of the biggest honors every month is the Cardinal Champion. Uh this year, if we'll get them to come up in a minute, or this month, we were uh honoring the Pac family. Prescott School District is thrilled to honor the Pac family as Cardinal champions. Mike and his family have always gone above and beyond with everything they do that involves our school, community, and the people of Prescott. Whether it is their time, overall commitment, or financial support, they are always stepping up for the Cardinals in every fashion possible. The list is endless in terms of generosity that the Pac family has offered and done for the youth of Prescott Schools. They're incredible

008people with huge hearts and make our community a better place as they genuinely care about the people and show that in their actions. Do you want to come up and SPEAK our picture? picture. >> Just want to do the handshake in the picture. That's good, too. >> You want to come for pictures? >> I can come. Sure. >> YEAH. >> I not know what my computer is doing here. >> Just updating in the middle. should probably get like this. >> Oh, okay. >> Thank you, >> guys. Thanks for Thank you. >> Mike, you planned the black. >> Yeah, exactly. Thank you guys. >> All right, Jim. Is that it? >> Yep. >> All right, we are going to move to the school business. Starting with consent. In the consent, we have the February 18th, 2026

009board minutes, finance reports, athletic overnight trips in April and May of 2026, and CC11 services contract for 2627. And finally, the considering their early college credit, sorry, something just popped up. Early college credit and start college now applications for the summer and fall of 2026. That's everything. Is there anything in consent that someone would like to pull out and discuss? >> I don't know if we'd pull it out, but just point of um reference, the boys golf, we kind of just discussed this, but the boys golf uh trip is um has a date conflict. So, we just want to make people aware that that's wrong. So, I don't know if we need to put that in there. So, we need to that something going to pull out or just >> um it's probably up to

010them. I mean it's up to them with their team. I I suppose >> approve it and then the date >> can be >> flexible >> because also April 16th and 17th it's possible to get snowed out still you know so or weather of some kind. Well, I don't think the the data is not flexible because it's a um it's the boys golf thing is not flexible because it's at this this course. >> Just whether or not the kids can do it >> just so they just so we know. >> Yeah. >> That so that's all we we'll just approve the location and then the date is >> awesome. >> The date. >> Okay. So, we're going to leave that in. Anything else? I want to abstain just because I have a child on the early

011childhood entrance piece. So I'll abstain from voting. >> Thank you for that point. >> So we can entertain a motion to adopt the agenda and approve the consent. >> I move to adopt the agenda and approve the consent agenda as presented. >> I second. >> It's a motion and a second. All in favor? >> I >> oppose. >> That carries. Tanya abstains. Moving on. Thank you. Uh, next item is consider personnel reports for certified staff. >> Uh, Mike Tomley submitted his letter of resignation that the board should have a copy of. Um, and he spent nine years here in uh, the Prescott School District and almost three years uh, or three decades, sorry, in education on various roles. I know he plans to continue to teach driver's ed in the Prescott area through Northwest Technical

012College and continue to serve our students. >> All right. Anybody have any comments or questions on this one? >> No comments. >> I'll just echo our just comment that, you know, Mike, I've gotten to know him. He had a son the same age as my oldest son. Um, so we got to know each other. I appreciate his dedication to not just teaching, but uh coaching and sports in general. and just what he did for the community, driver's ed, all that stuff. Uh, congratulations, Mike, on on making it to retirement. We all hope to get there someday. So, uh, we can take a motion. >> I move to approve the personnel report for the certified staff as presented. >> I'll second. >> All right, we have a motion and a second. All in favor? >> I

013oppose. >> That carries. Item C, grants for as well. >> Our fabulous nurse, Amy Cross, is here to talk to you for a little bit about that. >> Hello. Tonight, I am requesting approval to accept a $5,994 asthma education grant. This funding will allow me to provide one-on-one and small groupoup asthma education for our students beginning in fall of 2026 and run through August 2027. The grant will support um nursing coverage while I work with students. It will provide education materials for our students and implement an air quality index flag program to display air quality and expand respiratory health education for our students and the community. So, I am here to ask the board for approval to move forward with accepting this grant. >> All right. Uh any comments or questions on this one? >>

014I just want to comment this is great. This is obviously you put a lot of work into this. This is exciting for our kids and um appreciate it. Thank you. >> Thank you for the efforts. Yes. >> Dylan. >> Yeah. Thanks for putting in the extra work to get the grant going and and congratulations on on so >> much. Thanks. >> So, we can take a motion. I move to approve accepting the $5,994 uh grant donation for asthma in action. a second. >> Is that number right? 5,994. >> I don't know. It's on the letter six, but >> I just don't want to prove it cuz I'm different. >> Yeah, it's fine. >> That's still okay. I'm just reading from a letter that wasn't part of our board packet. >> Yeah. >> Are we good

015with it? >> Yeah. $5,9 will come out of Pat's pocket if we're off. >> We have a motion that a second. All in favor? >> I carries. Thank you. >> You would have paid the difference. >> All right. Item D, consider first reading of the Neola Act 57 special in it. Oh, >> so this is a set of policies based on a a law that was passed this winter um and signed by the governor. We are um our administration team since it's been since the act's been signed has been enforcing it. This uh revolves around the mandatory reporting of student uh any type of abuse or um grooming or any type of crime on a student. We've been doing this for decades in this district. Um, but the law passes um a little bit more

016constraints. There's also a law that's probably going to be signed in the next two weeks, uh, Act 88 specifically on grooming. Um, and they all kind of go together. Um, it's really three versions of the same policy. Uh, one for support staff, one for certified staff, one for the district administration. Um, and then the child abuse and neglect. Again, we've always been covered by law that we have to report that as mandatory reporters. Excuse me. It just changes the definition a little bit. And then the policy puts in a lot of guidelines. Um, you know, appropriate conversations, appropriate communications, um, not having anyone over to your house or in your car, etc. There are exceptions for close family, friends. Um, we're a small community. A lot of our teachers, it's a wonderful that they live

017in the community. So, it's not going to prevent them from having their neighbor, you know, giving their neighbor child a ride home or, you know, if their child plays on a sports team, giving somebody else's, you know, a ride home. Um, there is definitely language in there that clarifies that, um, that is still allowed. Um, it's just somebody you really don't have a relationship and in an emergency situation, they need to reach out to their administrator or to me. Um, you know, because sometimes things happen. You know, parents get in a car. I had one when in my personal life where uh when I was a coach, parents got in a car accident and their kid needed a ride home. So, I called my principal and gave the kid a ride home. So, it happens.

018Um, but there are ways to work around that. It's a pretty good set of uh regulations and guidelines like uh everything we have in Yola. And the one last aspect um and I think we'll get more language from act 88 as well and the DPI is starting in August we need to train all of our staff on these acts. Um and that'll be part of our every August inservice. >> All right. Helen, did you have any questions? >> I didn't have any questions. It's pretty straightforward way to do it. Mickey, >> I did notice something in the policy though that there's a duplicate >> Mhm. >> when you go down to the list of of things that are whatever not >> there's there's there's a couple that are listed twice. Yeah. >> 13 14. >>

019Yeah, we we reach we reached out to Todd on that and yeah, that'll get fixed for the second Courtney's making a note again to remind him one more time, but that'll get we'll get that fixed for the second reading. >> Okay. And then to be clear on this, it when you're talking about the specifically hugging, this is when it's for the adults, I hate to say it, but pleasure versus comforting a student who needs comforting. >> That is the great way to say it. Um, yeah. And you know, age level matters a lot, too. Yeah, a kindergarten a kindergarten child running up to their kindergarten teacher and hugging them is not what this is talking about. This is I think you nailed it. Uh I've been looking for a way to say that for the

020last week, you know, is it for the kid or is it for, you know, if we have a death, you know, something like that, you know, there there's definitely different appropriate times, you know. Um, so >> cuz that's I I guess for me that's one thing I I don't want teachers to feel like, oh my gosh, we can't do this because a child is in need of comfort. >> Um, and especially little ones. My gosh, I I see the littles run up to their teachers all the time and give them a hug and and are so happy to see them. So I just wanted to make that kind of clarification in public so that >> I I I really appreciate Yeah, that is that is how the administration team looks looks at that one as

021well. >> Thank you. >> Um no questions. I I feel like this is kind of standard practice already in districts for the most part. And um if ever there's any kind of question or anything falls within this policy, staff members are supposed to report it. They're mandated reporters and it's um many times nothing comes from it because they do a quick interview and they're like, you know, figure it out or something like that. So um I don't think there's anything surprising in here for me. >> No more questions. >> All right. We can entertain a motion here if you want to. I move to accept the first reading of the noted policies within the Neola Act 57 special update. These policies will receive a second reading at the next regularly scheduled board meeting. >> I'll

022second. >> All right, we have a motion, a second. All in favor? >> I >> oppose. That carries. And that is it for business at 6:18. Well done. >> Information discussion. First >> presentation is academic and career planning report and he's already at the podium. Mr. Michaelski. >> Good evening board. Um so just the update this month from teaching and learning is all around ACP or academic and career planning. This is something that the state uh put out as a mandate back in 2016 and for districts to implement starting in 2017. I go to the next slide. Um we spent uh a lot of time over those two years getting ready for this. Um it is on our district website as as required to be there. Um what is academic planning? It really is about

023getting our kids to be college and career ready by the time that they leave um our schools. And how do we do that? We do that by a variety of activities with our students um to get them again career exploration, self exploration, planning skills, skills that they're going to need um no matter what they choose to do after after high school. Um and again, the last time the board officially approved ours was July of 2017. Um DPI is reminding districts of our requirement to do this and it kind of a lot of districts after CO kind of fell away. Now they're reminding us, hey, you guys probably need to dust that off and make sure that that you're still in compliance or the of the essence of the of the statute. Um, so J, if

024you go to the next one. Um, again, the mission for our academic and career planning and a lot of this planning uh happened when Steve Peterson was still here. Kirsten Langanger had a lot to do with it. Um, you know, we want every student that graduates that they're prepared for that post-secondary success. um and that every student um to have that post-secondary plan for success and what does that look like? Um and and we have stages and things that we do with our kids throughout. This was when the state also started to require some of that um career exploration at the middle school level. That's when seventh and eighth grade now has a dedicated careers class to cover some of the components that are that are within here. Um some highlights if you go to

025the next slide Jim of what we've been doing in Prescott at the elementary level. It really wasn't an elementary statute but we know all things start at the elementary level. So talking about social emotional development um with our lessons and and the way that we do restorative circles and things like that. We have goal setting activities um learning styles some career cluster work. You know Miss STEM talks about different careers that are related to what the kids are learning about. Um, at the middle school we do have specific classes in sixth, seventh, and eighth grade. We wouldn't necessarily need to have specific classes. We just need to cover how are we covering these things. So, in sixth grade, um, our social studies teacher, Mr. Pilgrim, has a skills class and the kids each get a

026quarter of skills where they're looking at their character traits, their talents, um, some of their interests at that level. seventh and eighth grade, we have those standalone uh career classes where they're exploring universities um in seventh grade and looking at different career um aspirations and then in eighth grade really talking about financial literacy and the markets and and and some of that stuff and then it all pretty much comes back around at the high school. So academic career planning is really about these uh four different areas of knowing yourself, exploring things, planning, and then go. And go is really that delivery of that plan. So freshman year, we kind of we have that four-year plan meeting of what are your courses going to look like? What um interests do you have? Again, they come back

027to that over and over again um throughout as they do their course planning. We have senior transition activities such as mad city money that we do on the same day as the ACT. Um our SO officer and our nurse u meet with the seniors um about some new legal responsibilities that they're going to have as as they leave our district. Um we have some required curriculum. Personal finance is a required course up at the high school. And then some optional things that we have that are really teaching kids these skills. Entrepreneurship, R5 manufacturing. now. Um and then career exploration and and that's pretty much embedded in all of our curriculums. So those are kind of our highlights. So our next steps um before we come back to the board next month for approval of our

028updated plan um is right now we're working with our PLC leaders and our PLC's to look at what is our current practice. What are those things that we said years ago that we were going to put in place? Did we put them in place? So these are they are we still in the learning work phase or are we in implementation or are we this is now standard work. Um continue to look at ways that we can expand and um outreach not just to our local community but also to um regionally looking at other partnerships such as uh CVTCmies. We have a welding academy. We have some othermies that we send kids to. Are there any opportunities for expansion there? Um transcripted credit classes. Again, those are a little bit more difficult. Now, the requirement is

029that you have either a master's degree in that particular field of study or 18 credits. So, we do have one teacher right now who is getting accredited so they can teach transcripted. So, working with CBTC on that and then some grants that they have to help teachers pay for that along the way. Um, our workbased learning, things like that. Um, again, looking to expand and then really looking at what's our current labor market um information. So we have our information is based on you know precoid let's get some current market information and then what um what what is the market showing us to prepare kids for um success. We already know out of every 10 jobs seven of them require um if you're looking at post-secary is a two-year degree. Two of them is a

030um undergraduate and one is a master's. Right? So we know that but where has the market shifted? what are what are technologies and things that didn't exist um pre-COVID that now exist in in different areas to go in I know the state is actually looking at a multi-year um sort of expansion of this themselves um to assist districts also in having some of these things so um how do we get more regionally and regionally we're talking like even Chicago uh Milwaukee Twin Cities area and how are kids connected there um some programs they're looking at is having um they would vet um people in different industries and we'd be able to set up meetings with our students and they could talk to an executive in Milwaukee or in Chicago or someone who is a chemical

031engineer at um Dowo Chemical and I just say that cuz my brother-in-law is down in Chicago and we've talked about this and having a connection there and whatnot. And so when when kids hear about engineering, what what are they talking about? Um it's not the toot toot on the train, right? Um what sort of engineering is there available? and and we have a lot of people that have graduated from Prescott that have gone in engineering are in the Twin Cities that we could tap to. So So that those are kind of our next steps. Um so next board meeting I I plan this being a business item um where you would approve it and then annually thereafter and and maybe it might shift to that annual approval that we do over the summer months of

032all those uh those other things. Um but it's just time for us to dust it off and make sure we we're hitting our target and if not, what are our gaps and how do we address them? Tanya, do you have any questions about this for Michael? >> Um, >> well, I looked back at our website and the 2017 plan is on there, which is great. And I saw some really old data and all that stuff. So, is the plan to kind of update that data and kind of see we're at Okay. >> And one of the things that was noted on there is that our kids do exit surveys and that's how we were going to check our goals and stuff. And, um, we have, you're right, we haven't really followed up and seen that.

033So, I'm excited to see some of that data. Um, and I remember when I think it was somebody from the labor market people out there that came into our board meeting and talked to us about two-year degrees and all that kind of stuff, too. So, um, definitely, you know, it's almost a decade later, time to turn it around. And, uh, thanks for doing that. I I like the idea of over the summers just kind of looking at it again and realigning our thinking with that. So, um, the other thing that was in there was talking about kids doing our early, um, college programs and stuff like that. And that's a program that I've seen just grow immensely over the past of years. So I'm curious to see all that. So >> yep. So Mr. Figgy's

034getting that data pulling of when it started and how many kids that we have participate to how many are we having apply and participate now. >> And I know you also are talking about like course of study and stuff like that. And it's been interesting to see some of that reflection into some of the courses that we're offering versus the ones that are commonly taken outside of the school and stuff. So great. I look forward to it. I don't really have any questions. Yeah. No questions. Tanya stole them all. Thank you. Uh um you annually. So we talked about that. Great idea. Um maybe just a process thing. So if this is a business item next month, but it's going to be the first time we're seeing a plan like what if Mike is just

035Michael, we need to have more AI whatever in you know in your plan. What is what is either proving it or denying it kind of negatively or positively? really the approving is that you're proving that we have a plan. You know, that plan can again can always changing and that's why the annual of what are we going to say and like you guys might see it and say we want more of this. Um really the plan that's on there right now it was a slide deck. A lot of districts what they did in because of this statute they hired a person like and this was their sole position because they did not have a lot of good connections to their local um business. and we have those connections already. So, we never hired that position.

036So, some of them have really fancy websites that you can go on, but it's really the same information we have. It just looks different. So, if that's a direction we want to go in, like that's something we can do. But, if there's something also, that's the other thing that we're doing is that the DPI has given us some good sample sites or sample districts to look at um what they have and that's one of the things we're looking at is where are our gaps? Um, so that will be part of my presentation is also here are some things that we want to look at over the next year. You know, we might have a list of 20 things, but maybe these are the three for next year that we really believe we're are lowhanging fruit

037things that we can attack where some of these might be more of a 3 to 5year plan before we can actually get there. So that's part of it too is comparing ourselves and benchmarking against other districts. >> Awesome. So for next month, we're not going to So I I remember when we when we passed the required curriculum of the personal finance, we don't we're not expecting to do that that next month. >> Um you would just that this is our current plan. That's really what you would be approving of that. Here's our current plan. We understand the current plan and sort of here are our next goals for the next year. >> Thank you. >> And if there's a lot of questions, we can always table it till May. You know, there's there's no statute.

038DPI is not knocking down our door saying you have to have this done by April or anything. >> Sure. >> Oh, that's great. Okay. Thanks, >> Vicki. >> Um, no. I mean, I don't think I have any questions on this type of stuff. I just uh was kind of curious if we know if there's a connection between what our kids are taking on at the college level courses and that are earning their degrees. Is that working for them in their college experience? So I mean personally I do know there have been some kids that because of what they took at Prescott are graduating early. >> Are they taking the classes that are getting them to graduate college early is it helping them focus and you know define their career path by what we're giving the

039options that we're giving them to take these classes. So, I I think that's more what I'm curious about, especially with CBTC because those are the types of careers, the medical field, the, you know, uh, medical assistant, transcriptionist, lab tech, all of that sort of stuff. Those are those two-year degrees. And so, are they taking those courses, EMT stuff, and are they becoming EMTs? Like, is that really >> I want I guess I kind of want to know that this is actually helping guide them >> to their careers. Yeah, I I know there were um like um counselors connect with recent grads and then are you still in that same major that you went to college for? Did you end up graduating college? You transferred to a two-year, did you end up completing that or not?

040So, I know there are those surveys and those go out. Um I think a lot of them are volunteer voluntary and you don't get a lot of voluntary. So, >> I'm sure maybe you need to send them to the parents of the kids and say, "Hey, >> could you get your kids to complete this?" But I think I think for me that would be nice to know that we're allowing and putting all of this out there. >> And I think for us we can like connect with all those kids that took the welding academy and got that certification through CBTC. How many of them are in a career that involves welding now versus did they or did that lead them somewhere else and it was because of this that they led somewhere else or did

041they just drop it completely? Right. >> And I think that's what you're asking for. >> That's really what I'm asking is this is cuz you can ask businesses what they need. you. We can assume that we've got the right headed in the right direction, but are we? I guess. >> Got it. >> What I'm looking for, >> Ellen. >> It's a lot. >> I was just going to say I was just going to say that I didn't say it all. I think we are on the right path because I I like the the current with the highlight that you did. The fact that we it's linear. We start at a young age and we build on that. Um, I have kids in the district that have followed this plan and now like they're not so

042stressed out as seniors. Um, except except for their mother, but they're not so stressed out because they know what they're they they've had that the the careers have, you know, that kind of exploration during a time that it wasn't such a high >> um yeah high stress time and they are ready to leave. And so whether I think the survey at the end would be nice to know like hey four years from now what like are you still doing the thing that you thought you were going to do and kind of like just lean lean back. There's better words but I can't say it. But um I'm not good at that. But it's Michael's job. I think the plan we have like the plan that is highlighted here or the highlights is it's good that

043we build on it as we as they get older because then it's not so overwhelming at the end when it is a senior and you're like well what am I going to do when I grow I'm grown up you know >> um >> and interestingly enough um as I kicked this off with the PLC leaders the very next day me and the uh counselor early at the elementary school um were talking about um we had recently been sent a sample by a company we samples all all the time. But there was one specific about career exploration in like upper elementary grades and they had a um on top of that they had other things for like parents and you know things like that. But we were looking at the clear career exploration almost like a

044workbook that they could potentially use over two or three years of looking at different you know knowing yourself. Then you know you ask every kindergarter what do you want to be? It's going to be either Batman, Superman or or a firefighter. you know, at that at that age, you know, for the teacher, >> it changes a little bit over time, right? So, that is definitely something we're looking at. Um, especially expanding down at the elementary level. Um, and then just where are those gaps that we have at the at the middle school and high school. So, >> Mike, you you Michael, you brought up school counselors and I think it's a good time to just acknowledge that this is really the role of school counselors and some of the value of of huge value that

045they bring to our buildings. And um I think a lot of community members don't realize all the different hats they wear, but a big part of their hat, especially at the high school level, is helping our kids get ready for life after high school. Um and so they do they do an amazing job with that. Our counselors have always been some of the best around. And so this is something that um I'm sure you know they they live by this plan when they come to the work that they do here with kids. So it's great. >> All right. Thanks, Michael. So, next month we'll have an agenda item. We'll probably get a copy of the >> plan ahead of time so we can review if we then just come with questions if >> we have

046them or get them get the questions ahead. >> All right. B, item B is report on schools consolidation progress. >> So, this really kind of has three different parts to it. Um I'll try to be brief as possible but um first the building itself the physical building um when we met in February we were waiting on Remax to come back with an evaluation. Um so in December Telus Realy gave us a $3 million uh evaluation of the intermediate school. Remax gave us a 2.5 million plus or minus 20 $250,000 as a valuation. Um Ashley and I also reached out to Quarl, which is basically the only uh law firm in the state of Wisconsin that deals with bonds. And they handle our bonds for all of our uh opera, not our operational referendums, for all

047of our physical referendums um to add uh to whether it was to build the middle school or do all the remodeling. Um because we just want to make 100% sure we're legally allowed to sell it. Um, as the board voted in December, it's not needed for an academic purpose. That's an that that is what was they were looking for. So, we covered that. Um, if we decide to sell it and try to keep the gym unique, um, we probably will have to reach back out to Corals or, um, Lori Leinsky, uh, who works with Axley, who is our, uh, law firm of record, would hook us up with one of their, uh, real estate lawyers, and make sure the listing is is appropriate. Um, and we have several options, and, um, I'm looking for guidance

048from the board. Um, we can either select one of the two realtors. I have to tell you since December, I have been reaching out to every construction firm, every person I can find involved in building schools, selling schools, developing schools, and I've not coming up with a whole lot of names. It's just not something that comes up. Um, both, uh, Jared from Remax and Telus are the two that have been referred to the most, so it's good to know that we at least have the right ones. Um there's some options. We can list the intermediate school for $2.5 to $3 million um as a whole building. We could list it for less uh with a required lease on the gym. Um we also do have a name of a real estate lawyer that uh helped

049a couple school districts sell things. Um if we get into the into the details there um the board would have to consider uh are we going with a realtor that's going to be a commission or are we going to go with a real estate lawyer that's per hour. Um the other option is to kind of hold back on this and gather more feedback. List it in the early summer list it in late summer the fall. Um we're going to be using it through July of 2027. So there is no rush in April necessarily to sell it. Um obviously the longer it's on the board the better. Um and again the board could decide to list it one way, see what they get, wait for a couple months and then list it another way. The we

050could decide to keep it. Um one thing that came up at the gathering space, we had about 25 people there. Seven or eight people raised their hands and um specifically said we're ready to get rid of it. It's time to move on. Get what you can for it to go. That's uh by no means a scientific sample, but 25 people in a room is the most I've had so far to talk to me about the intermediate school. So, I wanted to make sure I sure I pass that on. One question that came up a lot in the gathering space is, well, after you sell it to them, can you tell them to do this with it? And I want to put that out there to know that once we sell it, our hands are washed

051and we're done with it. Unless of course we say we're keeping the gym and you have to lease the gym back to 100 years, then we get control of the gym. But um yeah, both realators uh talked a lot about either turning it into senior housing or turning it into uh luxury condos. So, as as the most likely uses of that building. >> Pat, you want to start on this one? You got any questions or >> um I think the questions I don't know u opinion um with where I think I'm at is I'm not ready to suggest that we list it yet. I think that um couple pros and cons to that. Uh the pro which I think is potentially valid is if somebody were interested, it takes a long time to go through

052your entitlement process, zoning permits, um to even understand if like if if a developer thinks it's feasible, right? And that just takes time. >> So it allows someone to take time, which would be cash sooner, right, for the district. Um that's important. But I do think we're still we're missing the, you know, this this formal public listening event that we've said that we were going to do. So until we do that, I would hesitate putting it up um for sale. Even though putting it up and listing it doesn't require us to do anything. Um that's just that's kind of where my head's at right now. >> Um yeah, Pat, I'm glad that you brought up the public listening session. And I think that's important too. Um I'm not in this is the I mean we

053have had one other kind of Telus had kind of shared some information before but this is really only our second kind of um market analysis if you will and so I think we're still at the place of just having some conversations about it knowing what we need more information on. I I personally want to hear the public's opinion more. I know we don't get to choose um once we sell it what it's used for. That's kind of up to the city, if you will, with zoning and what and who purchased it and stuff like that. Um but I I think that we said we were going to do that. And so that's important for us to do. The other thing is um I want to learn a little bit more about language that could be

054used um with the sale regarding the gym. Um, and I'm I'm not sure if that's where we work as a close session with the realtor to come up to what that actually looks like or not, but I definitely know that we need some more information um in in different options of how we actually list that out, the different costs with how we list that out and stuff like that. Um, and you know, I'm not sure we've decided yet or not, like do we sell the gym, do we not sell the gym? I know that we did that analysis last week or last month, sorry, and it's pretty important, but I also know that there's possibilities of adding things on to a building. Um, we have a couple buildings that have some options with that. The

055other piece is is um we have to do some budget cuts if we don't sell the building. And so, we have to consider kind of where we we're placing our value as well and what we need for the district. Um, so I I think we need to do those things. I also was wondering, Remax sent um some market analysis comparables. They were all, I think, still listed. I I didn't see any that were actually sold. And I'd be curious, are things like this selling in the area and what what are they being used for? Are they how long are they on the market? All that kind of stuff. I think we need more than um I think it was like four listings, but not really anything that's sold. So, we could on that one, we

056could definitely invite uh the Remax in to come talk specifically about those. Um, >> yeah, a lot of them are selling depending upon where they're at. Um, >> what both realtors told us is the proximity to the Mississippi River is really and the proximity of the Twin Cities is really our selling point. Um, the one I know last summer, uh, Wasau sold it, uh, one one of their elementary schools right away because it bordered the Wisconsin River and they sold it in a week, but that's that's just luck where it is. So, um, but yeah, we can definitely bring in Remax next month if you want. Okay, >> um I the thing Pat was talking about with the time it's going to take for a developer to even walk through the process with the city

057and all of that. Even just their own, what could they do with it? What could they make on it? What's it going to cost for them to do it? And then approaching the city and getting all of that like that takes a significant amount of time. And I think we need that time anyway to sit in front of the people who the school belongs to. Um we need to sit down with the dis the um the community. Thank you. And and have that conversation and really I just we just need the input. I I'm getting bits and pieces here and there, but I I think we all need to sit in a room together and get all the information at the same time so we're all hearing the same thing and and have some discussions

058and and see what direction we're headed with that building and then get an input on gym space. I mean, we know that I I think it was pretty clear that we do need the space um cuz weather is a factor around here for activities and I want to be able to keep the public I want them to have access to their buildings that they're putting their tax money into and the the gathering space, the activities that they do, they use it. um community ed uses it, PCR uses it. So that just that's a lot of people that we could end up alienating or cutting out of our buildings altogether if we lose that gym. So I think it's twofold. We got to we got to figure out gym gym space, how we handle that. And

059then I think it is just a matter of maybe trying to keep reaching out to people and see if there are any developers or anybody who might think it's a good idea. So if we have to have, you know, I guess I don't know in order to do that. Do we need to list it to get the realtors to start making those phone calls or I would imagine we kind of have to commit to someone in order to get that to happen. So, a lot more to discuss, I think. So, so much um I I think everything's pretty much been said, but I what I'm hearing is that and what I agree with is that we need a community meeting. We need to sit down with our community and listen to them. It It's hard

060to talk about a building as just a building cuz it's not. Um there's a lot of emotions and a lot of um memories and all that sort of stuff tied to that building. Um people currently, students currently are this is important. Um >> the oldest >> the budget doesn't go away and so we have to do something. We have to do things that are responsible long term. Um so we can keep what's most important and that's the teachers, that's the, you know, students and that's all that you know. So I I think first and foremost we need to have a community that community meeting and sit down because honestly um someone might have a really great idea that we just don't know of. Um and these meetings aren't highly attended. So I don't know if

061they're really watched at home. Um I think once >> once we schedule that meeting I think people do show up when that when that gets mentioned selling a building or looking at closing down a building people show up. So, and I would challenge them to do that with with good like good ideas and communications and we can open that up. So, I think the first thing is we just need to schedule that and make that happen. >> So, I've heard four of you mention a meeting. Are we thinking a 5:00 meeting before a board meeting? Are we thinking a separate meeting at at the intermediate school? Um, what's going to draw in the most people, I guess, is is my might ask question. >> I think it's a separate meeting to listening. >> I don't

062know if it's at the I don't know what building it's at, but I think for sure it's a separate meeting. Um yeah and and I think that we also you know whether it's at the same meeting or not I think the city of Prescott um should either be somehow engaged uh with that right to >> um understand how a potential sale may or may not fit in with master plans um >> and work toward city goals >> timelines from them >> timelines from their permitting and zoning and and just yeah understanding that time that's a that's a really good point because that really does affect Yep. Yep. >> What I'm hearing, and I agree, this is my take, is that we're not in a hurry. We want to we want to make sure we we

063do the right things and engage engage community and get input. Um, and I'll say, this has been said a couple times, I'm going to say it a different way. the gym space to me and I think the board has agreed, we we got to have a plan in place and a timeline in place for how we how we replace that gym if that is part of the sale. And that's that's like minimizing the window of what we would, you know, what it would look like without a gym. You know, I think it's got to be a shorter window. We can't can't go without a gym for more than a year in my opinion. So, I think that's that's got to be part of the plan. And so whatever we got to do to get those

064ducks in a row, I have a plan ready, you know, if if that's if that's on the if that's part of the the deal is really important to me. Um, again, I I don't think we're in a hurry. I think I think the district kind of holds all the cards here. We can we can take our time. We can entertain offers. We can get community input. We can slow this thing down and just do and just do this as as methodical as we want to do it. And that's I think that's where we're that's what I'm hearing and that's where I feel too. >> So >> yeah, I think I think with acknowledgement though that >> we've got a bianium and a half to get through before we are in a position where >> something

065drastic has to be done right and and that building could sit there >> without a buyer for 5 years and and none of it matters. Uh too I mean that's a real possible outcome. So >> yeah, I agree. And and we got all next year uh as well because we're we're still using that building through next year. >> So we can figure this out. This hopefully we can have a plan together, you know, over the over the next two quart I was going to say through the summer, you know, like if we have something in place by the fall where we where we feel like, you know, we got a plan, yes, we want to sell it. Here's what we're going to do. I think that's probably be a good goal to have maybe by

066the fall. seems reasonable. It's just my two cents. >> Jim, is that enough? Do you have any questions? >> Yep. No, I think I think that's it. I think um what I'm hearing just to summarize um I got notes to reach out to Brad to figure out exactly how much they did us a quick favor and spent a half hour figuring out. Um just a very rough estimate on adding a gym to the high school. um we can we can definitely dig down a little bit deeper to see what that is because a lot of it depends upon what we're going to get for the um for the intermediate school and where we're at. Um and then some type of listening session. Um if the board's okay with it too, I'm going to maybe try

067the Facebook message method and see how much can we get any feedback that way. Not necessarily a poll, but just reaching out to people to tell us what they're thinking, what they're hearing. Um and go that way as well. maybe do that after our listening session and see how many people see how many people show up. >> Yeah. >> So, um so no further questions on to school consolidation which is more of what we're actually doing um in 2728. I just want to give you a quick summary. Um the high school and middle school team uh admin team has come down a couple times to meet with the eighth grade team, Mr. Iggo and uh Michael Cosmolski from teaching and learning. They're looking at schedules. They're looking at electives. It's pretty easy because the eighth

068grade team has a common prep time um to make that one happen. Fourth and fifth grade doesn't have a common prep prep time. Um so the meetings have been a little less formal, but um uh Mr. Igo and Mr. Cosmos have been doing a great job working with them. Um good communication back and forth. Um licensing, our current study, we're finding no issues so far. Um, uh, there's actually quite a bit of flexibility in our licensing. A lot of teachers are, uh, licensed either K6 or 612. Um, and that really kind of gives us some overlap. Um, some of our teachers are licensed K8. And so if we have a K8 and a 612, we got a lot of overlap there. Um, I'm saying this as of today. Um, this may change. I change I

069was going to put the word will change, but um it likely will change. But as of today, this is where we're at. Fourth and fifth grade is going to stay at the elementary model. They're going to move to the lower level of the current middle school. And again, this is not this summer. This is the summer of 2027. Sixth and seventh grade will likely continue um in their same spaces with the current curriculum and current structure. Um we do have a plan. Um, we just approved the retirement of our middle school STEM teacher. Um, due to financial constraints, we're recommending that we don't replace that. Um, there's the possibility of using K5 STEM to possibly teach sixth and seventh grade. It's possible to use sixth and seventh grade science teachers um to teach some of

070that roles. That is in the infantile stage. I know um you know that Michael and Kyle really haven't met with that team yet, but there are options out there that we're going to look at um and we're going to look at you know should we move the middle school is the only school in the district that's not on trimesters and that's something we're looking at and uh basically we looked at enough to figure out that we need to push that off to the summer. Um, we just got too much going on right now. Um, trying to get through the year and going that way. But, uh, Michael and Kyle will sit down with the six, seven science teachers. Um, we'll also sit down with, uh, Mrs. Seismore and kind of have a conversation about what

071that looks like. Again, I want to thank the board for their gift of time. We're not trying to get this done for August the 26th. We're trying to get this done for August 27th. So, you've given us 6 months to really figure this out, but that's where we're at recently. >> Vicki, do you have any questions on this? >> No questions. I think we're seeing the progress like this is, you know, I first first listening sessions with all the schools were just kind of, yep, we're going to do this and where are we headed? Everyone wanted to know. And so I think now we're starting to see at least few more meetings taking place and a few more plans happening. So I I looks like good progress. >> Excellent. Ellen, >> yeah, the same. I

072I like seeing like not slashing off programs, but just they're done in a different way and shifting because a lot of districts have to look at cutting specific programs and we don't want to do that because that's why we're great. We want those things. So, um, yeah, >> Tanya, >> no questions. Looks good. I know there's a lot of planning that goes into this, so I I appreciate the updates. >> Great. Uh, good update. No questions. So, >> same here. No questions. Good job. Let's move on. >> Last but not least for me is the handbook update. Um, we've been looking at the handbook. We talked about the handbook timeline. Um, we had a district-wide listening session on February 19th. Superintendent's advisory committee met on the 26th that we used all that information to create

073a survey that sent to the staff. Um, that we are still gathering results. As of this morning, we had 28. Um, we had a teacher who reached out to me and said, "Jim, it's the week before spring break. Uh, I don't know if I ever would have written this one before, but we should probably get it again after spring break." So, we'll do that as well. Um Ashley and I are also looking at several local handbooks um to see what other people are doing, topics that have been raised >> currently are. Yeah, >> I got to stop. Hold on a second here cuz I'm looking at the agenda and we're talking about staff handbook revision here. >> Mhm. >> We got the staff compensation in front of that. >> Oh, am I in the wrong

074order? My apologies, Mike. I >> I was just kind of No, my apologies, Mike. Good catch. Nope. Okay, >> we'll back up and we're going to go to item C, staff comp for 26 27. Sorry about that. >> Don't My apologies. I just didn't change PowerPoints. >> Y Hello. Um I am here to talk about some plans for district compensation and just some different ideas um that we can do with some numbers connected to that. So, uh, I'm talking tonight with just kind of some initial information. Um, took the notes from before and kind of condensed some things. Uh, April hopefully we will take the concepts from tonight and we will have plans connected with numbers and you'll be able to vote on that in April and then um, distribute contracts in May is kind

075of the timeline that I'm hoping to be able to um, go through. So the combination of the study that was completed last year, I've been looking at that material as well as um figuring out where we should be connecting to. Right. So this is the big rivers conference or no I'm sorry middle border conference um with River Falls added. So, uh, you can see here I have our bachelor's low, our bachelor's high, our master's low, and our master's high. Um, you can see we fall into different places throughout here. Um, you will note that that arrow is the addition of the $2,000, which is our 403b match. Um, so that is not in the initial salary um, listed there, but you could see based off of that where we would fall if you would consider

076that part of it. >> Yeah. >> Um, does the other salaries include the 403b match in it or whatever their individual districts do? >> Not everybody does one. So, no. >> Okay. So, we I mean, >> but so for some other districts it might be $2,000 additional two or less or more even. So >> yeah. So I a little bit further down I um met with our rep and got a little bit better understanding of what um we offer, what other people offer, just different options. So we will talk about that too because that is a big component of our package, right? >> Um and something to consider. So no is the answer, but um hopefully I would be able to get more of that uh if they do have that. So, >> thank you.

077>> Um, the other interesting piece on here is you can see the size of enrollment. Um, the high school is listed and just kind of the ranking there. So, we are the smallest um across all obviously and um but we we do hold our own throughout. So, um, the other piece, as you can see down at the bottom, which I know you guys all have this in your packet, but, uh, is the average and then how far off we are, um, from that. So, any questions on that information? It's more of just kind of an overview look through. >> Yeah, I think I get it now cuz you're just you're just factoring in the two grand that we get for this for the 43b kind of to see what look like. Okay. >> Yes. >>

078All right. And these were the numbers for this this current school year for all of those districts. >> So um we have talked about the ALA study and things along those lines that um were incorporated. Uh, one of the documents that I have been referencing is, uh, all of the staff were asked to fill out their years of experience and, um, their licensing and just different degrees and things that they have with that. So um that is information that connects to this in the sense of you know um making sure the alignment of experience and salary scales and things like that. Um I did not show you that information because it's individual people. Um but that is one of the other components that I'm digging into as well. >> Next slide. >> Sure. Okay. So,

079uh, the next kind of concept is going over a possible percentage increase that we will do for the next school year. Um, there's a wide variety of ways that you can do this, but just taking these two concepts. Concept one is taking the percentage increase that we are going to do and apply it to our base salary. So, if you did that essentially, um, it could be around $1,640. That will be one of the percentages we'll talk about. So then you would take that and apply it to every single step of our steps and lanes and um everybody would advance that way. That um budget model is a lower expense but still a percentage that we can pick to apply to everybody. Right. >> Can you just jump in with questions because I >> Yeah,

080please do. >> So the you're saying the percentage applied to base salary. What what's like is that the like the lowest cell base salary? >> Yes. So for this example I use 3.63 um 3 2.63 is what CPI is. So 3.63 if you apply that to 45,173 >> that is 1640. >> So like the top left cell you take 3.63% of that and that's what you come up with. >> So then you could take 1640 and apply it to every cell. And that's that is what a lot of districts do post act 10. That is very very common. >> Y >> so that is one way to apply that. Okay. >> The other way is you take that 3.63 or whatever our number is going to be and you apply that to every step and

081then people align on the steps based off of um where they were at. I will tell you that Jim. Oh, just one other piece here. Um I did research um from the Wisconsin data hub which is collecting a lot of surveys and reports from multiple districts around the state. Um there were 48 surveys in there and for the 2627 the average increase that people had said is the 2.63. Uh the maximum was 4 and the minimum was 2. I will say there was a few exceptions in there where it was between 4 and 22%. um that was just a particular school that we're making adjustments. So they are not in this because it was such a wide range but um next slide please. Okay. So this model right here is our bear model that we

082have been using for forecasting our financials. Um I have a 2.63 model, a 3.63 and a three. Now, this would apply to concept two of every single person would get the 3.63 on their um current salary. Okay. >> Okay. I can go back and look at what the numbers would be for the other way, but they are very different, right? And so I wanted um you to see this scenario because this is the higher expense >> and that to me that information is more valuable at this time, right? >> Um now there's a couple different ways as well to think about this. Right? These are our numbers as um the color coding here. Uh as a board we have a policy that we need to stay above 20%. So, um, the yellow means we are

083close. I think we can get to 20 because this is not including any additional cuts. This is not any staff retirements. This is like we haven't changed anything here, right? And I want to I want to be able to do some changes. So, um, those are yellow for that year. Um, but those are just the percentages that are projected. Another factor is our health insurance. We do not have those numbers. We will have them at the end of the month, but that um is a variable as well that will impact. So Pat, did you have a question? >> Yeah. So um is is potentially the 3.63 6, three, and the three. Are those flipped? Just because I'm looking at the I'm looking at our balance, our fund balance, and I would think that our fund

084balance would be healthier >> with 3%. >> It's right. It works. Sorry, I was mixing up the numbers. You're It's It's good. Okay. >> I was Yep. You're good. Sorry about that. >> I've been looking at a lot of numbers%. >> Yes. We want to be at 20%. So it's farther away from 20%. >> Okay. Okay. Um so with these numbers right um we can go a couple years and still be above that and depending on where we feel comfortable but some of the other components that I want to look into um Jim if you can go to the next slide are just other adjustments or benefits uh that I think are great for our staff. Right. So, there's a couple, you know, if we went with a 363, we would have to be very,

085very small on some of our other changes, if maybe not at all. >> Um, not saying that we still couldn't do things, but um some of the options to explore would be uh longevity or, you know, recruitment or retention. I've gotten the opportunity to meet with quite a few staff and um a lot of it has been talking about the people who have been here for a while >> and they want to stay here but let's make sure that we take care of them too and so um just thinking of different concepts that way um increase you know from benefits enhancement concept increase HSA contribution that is you know tied um more towards people who take our insurance. So, um there's that, but we could make some changes to our 403b. Um we are looking

086at some just like the way we do our leave times, things like that. Some of that may not cost us anything and something we can do, but we'll have to look into all of those things. Um and then uh dependent care is something that's been brought up and that is a benefit that um you know would be for staff but it does cost the district a little bit and so just you know those things are great but we have to account for them. Um and then a couple other things like I mentioned that job study that was done by the district last year. I'm still trying to catch up on understanding what all of that means, but there are some um just different positions and experiences across the board that have different dollar amounts connected

087and there are different licenses and there's a variety of different things, right? Um but looking at those and also like do we have positions? I know we talked about bus um drivers last time and so, you know, just being able to maybe target something there. These are just concepts, right? Um a thought is like maybe we go with 3%. We are okay with 3.63% of where we're falling on the numbers, but we go with 3%. That gives us roughly $70,000 that I can play with here and come up with the best scenarios for our staff. Again, we still may be able to do the ones that we want at 3.63, but these are just some options to think about. So, um, the next piece is, like I said, we I dug into the 403b and

088got some information there. So, um, what I have currently is we have 98 staff who contribute to the 403b. That's not saying that it is 100% matched at that dollar amount, but they contribute. um we have 11 who do not and they are on my radar and I will be setting up individual appointments with them to make sure they at least have the information and they can choose to do what they want with it. Um next slide please. Okay, so looking at our current plan uh we have a $2,000 match and this is uh for the certified staff um and we have a 10-year cliff vesting period. So these um vary between a cliff which is a hard it's either all or nothing right or a gradual which you can we could set up a

089plan to have a certain percentage um point at um different years or variables right so scenario one is where we currently are at um and that is a 10-year investment that you have to be here for all those uh just different scenarios that if this was a benefit that we wanted to offer our staff or make some changes there. This isn't necessarily something that is connected to their salary or we don't have to pay the tax, you know, the FICA and all the benefits that way. But, um, this then we could do a gradual keep the 10-year plan, make it 20, 40, 60 or whatever increments we decide there. Um, another option is, uh, once you have completed a year, you're invested 100%. Or we could change that to 5 years or, you know, things

090like that. Um, that could still be a cliff plan at that moment. Um, but it would meet those requirements, right? when I feel like we've had, you know, just conversations about this, we talk about that $2,000 match as part of the salary package. And so, um, that is not into their take-home, but still part of that. So, then maybe we do want to change how they get that money and what that looks like because we are already saying we're contributing that. We're already planning for that. Um, so that, you know, there's a conversation piece. Um I will say when I talked to him he mentioned that 10 years is not common practice. That's one of the highest that he has worked with. Um five or seven seven being the max but um it's more of

091the alignment that he has. Um he also said most districts and the overall better plan for employee benefit wise is the gradual. Um so that was a component. And the other piece that I thought was really interesting is he said that the $2,000 that we match is one of the highest. There's other schools that are a couple hundred and that's it. So that is really a big benefit and we need our people to make sure they're taking advantage of that. Right. So >> yes. >> All right. We got questions. Vicki, do you have questions for or comments on any of this? >> I I think looking at the 403 benefit is great. I'm glad you got 11 people who know exactly who they are that you can have conversations with. Um, I like the the

09210ear 100% that that is too far out. We're looking at retention. So, I the way old pension plans used to work in the private sector and non forprofit that I had done. 5 years, 5 years, your pension, you're vested, you're good to go. And that's kind of what I look at this as is >> is similar to that, but >> but at least it, you know, you're hitting that a little bit sooner. It's that little bit more of a bonus like, okay, I'm going to get made it two two and a half, three years. Let's just do that so I can get that 100%. Um, so I I like that you were looking at all all of this. The numbers that you've got, the the graphs are great. Um, the slide with the the concepts

093is very clear and easy to understand. I like the colors. Thank you very much. It's It's just really easy to look at versus being on like an Excel >> spreadsheet, that sort of stuff, which is how we usually see the bar stuff. And that was just like >> Yep. overload. >> This is easier. >> Do you mind if I just do I want to kind of set this up here? So, for the board, because I think the expectation is you guys want to have some kind of action. You want to have the action item in April, right, Jim? If possible, >> that would be ideal. So, if we're looking at doing a late March or early April or at worst case scenario, 5:00, April 15th board meeting, Ashley, 90% Ashley, 10% me, we need to

094know what you want us to bring to that meeting. >> Yeah. >> So, I you know, whatever you like, whatever you don't like, whatever you're looking for. And I know we kind of put a lot on you now, so we do take emails all the time, too. So, if you know, you go home and you look at this and you're like, "Oh, what about that?" um feel free to reach out that way as well. >> So, the reason I bring that up is because if we want to have a deeper dive discussion, our hammering all out right now, we can set up a a workshop sometime between now and the next board meeting and and kind of get into the guts of this a little bit more. It's really up to you us if if

095you want to do that. Otherwise, we can try to get and and I still want to allow people, you know, I want you to ask questions here publicly now. But just as you're kind of as we're going around the horn here, let's just keep that in mind if you want to if we want to do a workshop or not uh before because the goal should be by April we have as much information as we can to make an informed and intelligent decision and try to get this hammered out. So, did you have anything else you want? >> So, the way concept two looks going, >> can you go to Can you go to that? going with concept two and the 3%. >> Mhm. >> Not taking healthcare into account right now and not taking into

096account um what we got for we just got a retirement. Um we don't know what other things are going to come down the line say even after next year as far as the consolidation of of schools and that sort of stuff that there may be more savings. There may be more money in here available that we don't know of. We might be spending more, but at least the 3% for scenario 2, we're good for 26 27 and without any changes to that that we're also still good for 2728 if we do like 3%. That then gives you that little bit of wiggle room to play with a 403b to possibly look at readjustments, retention, that sort of thing. Okay. >> Yeah. I mean, these are the numbers that I have together. >> So, I mean,

097you guys have to be okay with where they're at, and I can give you options with those numbers, if that makes sense. >> Um, >> yeah, >> I think salarywise, I like the way it looks. I think I'm okay with that. I think if we want to dive into changing around uh 403b doing those sort of benefit adjustments that maybe that then is later and do that sort of benefit analysis or readjustments in like a workshop but if to get the contracts out that's what we really need is salary correct that's what we're looking for percent increase >> yes I do think staff will you know want to know what changes would be in plan for um the next year. However, you know, we're talking about handbook, too, and so some of those things kind

098of go together, but yes, that number or that percentage would be definitely the starting point. >> Okay, >> Ellen, did you want to jump in here? Um yeah, 43B we need to discuss it. But the thing I I was going to u just on is that compensation adjustment option beyond the general package increase. I think a real conversation the longevity stipen that's huge. um you know having that within you know within the um pay scale getting that figured out then then staff can look and say hey you know um the P uh teachers constantly I'm one of them you know expanding that PTO like taking sick time away so like teachers can have an appointment if they need an appointment you know real life um those those are big big points for um yes the

099raises is big. I'm not going to say that it's not. Um it'd be silly not to, but those other things that's a lot of why people stay at their jobs too as well along with culture. So that would I would want to see um more of those like hammered out what that longevity statement would do, how that would look if we could handle if we could handle that kind of thing in this forecast. Um and then um so that it can go in the handbook as well and it just stays stays in there. you know, that teachers know what they're, you know, it's going to have to year after year. And then I would say contracts like need to be up. They need to be in the teachers hands. We've talked about this mult. >>

100This is non-negotiable. >> I um Yes. >> Yeah. So I Yeah. But I would I would like to see focus um also on that compensation and see what we can do as a district that um because we're paying the PTO any or paying the sick days anyway. So if they can be PTO, that's still in our budget. It's still there. We're still getting, you know, that kind of thing. >> Yep. >> Tanya, >> I'm going to try to be concise, but um first question, does this have to be done in April? I understand that that's when people are hiring and there's some real advantages there. But also, I definitely feel like we should have a workshop before we settle everything because for the benefits package stuff, I mean, yeah, salaries, we could probably handle that,

101right? But all the rest we need to see the bar model laid out and how that impacts everything. So to me that's more of a workshop type session. So I mean April is really tight to me and my question was does this have to be done in April? >> Teachers are still here in May. >> Yeah, it does not. We ideally would be done in April. Um, you know, in my ideal world, we'd have and we're all very busy, but we'd have like an April 8th workshop session, April 15th, we would sit down and have a board meeting and then we could get them to them in early May. Is it the end of the world? I'll look out to all the teachers in the audience. Is it the end of the world? If it

102gets passed on May 20th and you get your contracts the last week of May, is that the end of the world or not? >> Well, I know it's not ideal. Like, I understand that. promise that you'll get one, >> right? >> I don't know. >> Yeah, I know. I know last year they did not get their physical contracts until August, >> Right. I I mean I I think we April is probably sooner than we normally do and that's kind of why I was asking and I guess like here here's my other point. So like we can obviously talk through these things more, but um so I I definitely think we need to have a workshop. we have to map out and see what this is this I mean yeah we can look at this and

103say if we sell that building or if we do that this will get us through this time period but there's a lot of ifs there too so I think we have to be pretty like we're not going to do a longevity pay and take it back when we can't afford it so we have to be pretty thoughtful about this and and think about what we're doing um so to me that's a workshop um if if we're just talking kind of where we're feeling gut-wise off the bat yep I I don't I don't like a percentage applied just to the base. That elevates are lower. Does nothing for our top. Um I prefer the percentage applied everywhere. 3% is where my gut just tells me. Um the averageish is 2.63 I think it was something like

104that. Um but we know that we're we know that we're still catching up a little bit. I was really happy to see where our salaries fall within there. It's like we were really towards the bottom and now we're kind of in that mid-range. I think it's um deceiving to put the $2,000 additional arrow there without doing that for everybody else. It's it's not it's not the same. Um and so I'd like to I'd be happy to see that where it is with everybody else too if we were to do that. Um and then um I my district did longevity pay. Um I don't qualify for because I have a different it's not it's only for teachers but uh and and school sites and stuff like that. It is great though like hearing people talk about

105it. It is quite a bit of a reason for people to stay honestly because you lose that longevity um and the stipend. It it has been it's just been our second year I think doing it and I I hear people talking about it which tells me like this is something people value. So I'd be curious to see what people think especially knowing that that middle group to our upper group is a group that we're really trying to target. Um and the the paid time off all that stuff too. So, um, but I I think really I don't want to talk too much about that. I think that's more of a workshop kind of dialogue. >> Great. Try to ask different questions. Um, Jim, can you flip to this? Who is running this thing? >> Yeah.

106>> Ashley, just a couple of questions on on this. Um, we talked about health insurance. Um, >> he asked >> that is included in your cost model as though, right? I mean, we have >> So, um, the max that our health could be is 12%. >> That is what I have mapped here. We uh did have a call with them. Our numbers look pretty good um just for like what our monthlies are and so uh we're hoping to be closer to six. >> Sure. Sure. >> Mild is is worst case scenario and that just for me and my questions that's important to understand. Um, I'm also kind of looking at this and tell me if I'm wrong, but if if we were to say, um, hey, let's do a 3% across the board, but hang

107on, I'm going to back up. Um, the dollars associated with the 3.6 three percentage. Okay, if those dollars were allocated to salaries, a combination of uh of percent on salary and then another alternative comp compensation model, that's how we can look at that, right? >> Yeah. >> Okay. All right. Um, >> and that's how I was looking at it. >> Perfect. Okay, awesome. And um, thank you for that. And and now I guess just my opinion when I look at this thing is any way you slice it and dice it after the bianium that ends after the year 2028 and 2029. Um, something needs to happen by then anyway. Uh, honestly, whether you sell a building, whether you don't, it doesn't matter. Um and and the last referendum we did it was to get to

108this point um while getting competitive with our salaries. Where I am personally at, and this is just me, is I would um I'm interested in allocating the 3.63% and then doing something maybe unique where you know it's a 3% across the board and then the remaining of the funds get used for alternative compensation. >> Well, I guess that's where I'm at. So, one of the questions that you asked, which I I guess I either I missed or went over my head, was that you have the 12% factored in there for what the maximum could be for healthcare. Okay. So, then I then don't I on board with Pat that the 3.63 I don't see why we can't do that >> next year. >> No, we could we could get surprised by other costs, but it

109it won't be healthcare. >> Yeah. Okay. But the 3.63 this right now is is modeled as though it's it's being shared as if it's a percentage either uh concept one or two but you could do the 3% and what you said is the 63% that other 70ish,000 that's the additional that you put. So it's still the 3% plus let's look at benefits and see what we can do. Right. Am I looking at it that way? >> Otherwise it's 3.6. Yeah. Right. Yeah, >> absolutely. >> I got you. >> But like when we're saying when we're talking to staff and stuff, it's it's a difference of 3% on or 3.63. I just want to be clear. >> I think being clear is >> and I think I think Pat's comment if it's a bucket of money.

110We're hoping our fingers are crossed that our healthc care will come under less than 12% which is the max. Um that would give us more money to play with. So, I'm going to try to summarize and see if see if I'm hearing you right. We're looking at somewhere around 3% straight to salary, possibly using the 6.63% part of it for giving coming back with scenarios on longevity bonuses on 403b costs on stuff like that and trying to come back with something like that for a work session. Yes, >> yes, I would agree with that. >> That's and that's really what we're looking for in this info and discussion session. >> I think we are all on the same page about the application of the >> merit increases would be applied to every step as well.

111So, I don't I I 100% agree. We don't want to have a base, >> you know, >> what do you mean merit increase >> for the for the for the merit increases for everybody to not just have a a base number >> salary? Oh, so the The concept one was like just give everybody $1,640. That that's completely >> you say merit increase. I think you have to sit down with your supervisor and fill out I did a three, I got a four, I got a two, I got a two, and then they >> that's what I call it, I guess. >> Yeah. So, yeah, concept one is uh very strict at 10 type school districts. Concept two is very pro-educated districts. >> Yeah. So, I think we're we're looking at concept 2 3% to 3.63

112whatever. And then um some options on what it would look like with the additional monies going >> towards the retention >> towards retention. >> Mhm. >> Retention and writing or whatever you need to do. >> When when will we know about the health insurance? >> Uh I believe the 31st of March. >> So if we had a work session after we have that information at the workshop. >> Yeah. >> Perfect. >> We did um >> that should be factored in as well. on the April uh board meeting and asked for it for the week before which was Wednesday the 8th I believe. >> That's probably a pretty big number between 6 and 12% I'm guessing. >> Mhm. >> So um great. So, workshop. Um, can we shoot? I mean, do you want to just send

113something out or I mean, do you guys want to like see if that date works that the April If it doesn't work for everybody, then we're just going to go right to doodle or coordinate. One of the two. April April 8th. >> Yep. >> I mean, it works for me now >> cuz I we need to have everybody there. >> April 8th. >> Yeah. Well, that's what I would hope for. I mean 5:00 start time. Try to go 5 to 7. Hopefully it's not that long. But I mean we tend to dig into the weeds a little bit on these things. >> I think so. >> Everybody good on April 8th? >> What time? >> 5ish. >> We can work around the time if that's too early. Pat, >> it's good right now. >> All

114right. Let's just shoot for April. >> Lock it in. Okay. >> Get that on your calendar. >> Good conversation, guys. Um Yeah, >> I'm sorry I couldn't hear. >> I would say we put it on staff compensation and working conditions. That way if a handbook topic comes up, we can discuss it too, but we'll focus mostly on compensation, right, Mike? >> Yeah. I I Yes. Yes. I I want to finish one thought that I had that's different than, you know, hasn't been said yet. with the the can you go back to the the graph of the so to Pat's point 2829 was what we were shooting for based on when we went to referendum last time the difference is we didn't include enrollment decline in the previous projections which is why we're we're looking a

115little low right now and I and and I think that contributed to the $1 million of less money that the state gave us too right >> that's correct So, all these projections that we had when we went to referendum, some of them, you know, the enrollment decline was a big one. Um, and I just I wanted to call that out because we're still pretty close to hitting that projection if we make a few, you know, if we can tighten the belt buckle on in some areas somewhere. >> So, I think, you know, that's that's a pretty good projection from from a referendum perspective. I just I wanted to call that out because I think that's important for people to know. Mhm. >> I agree with with tightening our belts a little bit. We should be

116able to make 20% through 28 29. We should be able to be at that amount. >> Yeah. Which gives me more confidence that, you know, I think we can maybe >> air a little bit higher on on some of this. >> So, okay. Yeah. Thank you. >> All right. I think that is end of staff compensation and we talked about insurance update. Did you want to do anything else there or No. >> Yeah. Um I mean as far as well the insurance update is um that's just in there. So right last year we got a minus2 uh% increase and we used had 84% of our usage. Um this year we're on pace to have 87.4% and that's kind of where we're we're hoping and our fingers are crossed we'll end up around 6% of an

117increase in health insurance instead of the 12. But the 12 is the max. >> Okay, great. So, board, we're going to move on if anybody has any questions. All right, the staff handbook. Oh, I'm sorry. Just um maybe for our workshop, just a reminder of how long our current locked in rate contract for health insurance last. >> Get get that on the workshop. >> Just Just have that. >> Yeah, just what's our lock in? Yeah. How long is that? How long we locked in for? And then yeah. Yeah, we'll just stop there. Go. Item D, handbook. >> So the handbook is kind of another way we can really take care of our staff and um attract and retain the best staff and um sorry I jumped the gun a little bit earlier, Mike. Um but

118>> just pick up where you left. >> Yep. Okay. So um we've had several uh meetings. Uh we're looking at local handbooks topics that have been raised by our staff. We've talked about some of them already. The vesting period for 403b, how many sick days they get, what do they get paid out for sick days, what's the vesting period for getting paid out for sick days, paid time off, all in one bank. Uh there's quite a few comments on the survey that says, "I'm tired of lying." Um so if staff members run out of personal time and something happens and they have to take care of their dog, um or whatever, um you know, what do they do? um briement time and language. Uh clarifications of extracurriculars. Um we're missing a few extracurricular activities that

119we need to list and deal with. Um increased amount of money being paid out for sick days. Uh consistency with blackout days. Are they being used the same across the uh district? And we had a good conversation about some type of exception for a quote once in a decade where somebody could apply and say, "Hey, I can save $8,000 on my flight to Italy if I take the Friday before spring break off. Can I do that kind of thing?" Um, creativity with limited sick time payout each year. Um, can they take a few days each year and get money added into their HSA or cash? longevity bonuses and pay bumps. We talked about that as a possibility already. More staff pride events items and events to build uh consistency K12. Um and then we've been

120talking about with the study um for the last couple years is trying to get some of that consistency across the pay schedule. Um the new staff versus the experienced staff. That's a lot where that longevity bonus comes up. Um, we're going to have the final survey turned in by March 25th. Um, Ashley and I are going to work on language, get back get feedback from uh a couple board members, the superintendent advisory committee and the administration team and then hopefully bring the language to the board in April if all works well, but more likely we're going to bring it to you in May and then it would be voted on in June and then published to go into effect July 1st. My plan as long as I'm here will always be to have any changes

121highlighted on the document because it's a hund and some odd page document and it's just a whole lot easier for our staff to find the highlighted parts than the non- highlighted parts. >> Nikki, any comments or questions on this? >> I don't have any questions. You've got a timeline. The staff has till the 25th. >> Yes. I resent it out again today. Okay. Um, but I realized it's three days before spring break and kids are three days before spring break. So, so yeah, we'll send it out again after spring break, but they've had it for about a week now. >> Okay. >> All right, Helen. >> No other questions. >> Thank you, >> Tanya. And uh, you're good. Uh, no questions. I I think we're just kind of beginning on this. I'd like to see

122somewhat of a process laid out and timelines. So, I think that's good for our staff to see as well. No questions. >> No, I appreciate the the proactiveness on the handbook updates this early and the transparency on it. I'll just I'll leave it at that. I think this is a really good step in the right direction here. >> Um, anything else? Otherwise, we're going to Bert. >> Bert Grover Award. Last one. So each year, WASDA, the Wisconsin Association of School District Administrators, gives out several awards and one of the most coveted ones is the business support award and these are for businesses that uh support school districts in Wisconsin. Um that came across my desk in January and I had to reach out and ask a question that they had never had before. So the

123committee met and had a conversation and said yes, Minnesota businesses that support Wisconsin schools are eligible. So, we submitted uh a lot of work from Sarah and Michael um as well as Courtney and I and we submitted Afton Apple and Afton Apple is going to be the 2026 recipient of the Burke Grover Business Support Award for the entire state of Wisconsin. >> Um they set a priority for advocating for the welfare of Wisconsin youth and one of their efforts is to recognize a business that does this in an exceptional way. Um you all know so in April 23rd I think it is 22nd or 23rd um there's a 3-day superintendent conference at the Gustaf Resort in Elkhart Lake and Aftton Apple will be there and I'll be there to present them their award on behalf

124of Wazda and um we're Josh Figgy is leading your group because one of the requirements is we produce a 5 to seven minute video about their impact on Prescott schools. So, that will be played and we'll make sure that we blast this out um on our social media and um go through there after Apple has known for about a week or so. >> That's great. >> Yeah. Great. >> This is amazing. Um she kind of outed you cuz we had a parent meeting. So, >> positive surprise. >> That's good. I mean, I can't say enough. They're amazing. Um every aspect they're a part of. So, I mean it's just amazing and they constantly are going back and asking wait instead of just giving they're asking what do you need um of our staff and our

125um our schools and they're just they're amazing. >> Yeah. Well, and I think the same thing that they they definitely are not just they they want to know what we need and they make a very concerted effort to find that out. Um >> they have kids in the school even though the business is on the other side of the river. Um, family business is over there, but they do have some family that lives here and some of the kids are in the school. So, I I I love to see that support of >> Yeah. >> of our schools from a local business. I'll call them a local business cuz they really are. >> Oh, just amazing. Amazing for Aftton Apple. Thank you for all that they do um and continue to do. So cool. So

126cool that our administration um and and Jim that uh you took the initiative to ask that question. Um that is cool and amazing to the staff and the rest of the administration for you know doing the video and and taking that extra effort to make sure that Afton Apple is recognized the right way. So great job all their own to everybody. Really cool. >> Yeah. Um, I don't want to repeat too much, but we have amazing I mean, we we recognized Patax earlier in this meeting, too. It's just, um, one of the reasons why I'm proud to be part of this school district and this community is just the the wonderful things our businesses do to support, um, our kids and our school districts. And it's just a reminder that schools really are the centerstone

127of communities. And Afton sees that. And they and they they show it, they represent, they show up, they ask, "What do you need?" rather than this is what we believe in and want to give. Um so I I think it's just it's great. So congratulations. Thank you for doing that. I know it also is a lot of work to nominate anyone. So that's not a light task and so um all around really really great news at the end of a meeting. >> Yeah, thanks Jim. Well said everybody. Um that's it for info and discussion. So we're on the recognition of visitors. Anybody care to come up approach the podium? Yeah. >> You're an employee. >> So unscripted. >> I'm an employee. Can I say that? >> You got to say it. >> Jamie Mcdana, fifth

128grade teacher. Um, normally if I'm here in March or April, I'm like grumpy and crying, but none of that. Jim doesn't say, "No, it's a sight to be seen." Um, I just want to I think maybe speak a little bit on behalf of the OGs that we appreciated hearing you focus on the right R word, which is retention. That was a big conversation looking at the pay scale was recruitment, recruitment, recruitment. So, it was really nice to hear that only giving the lowest brand new cell that percent increase wasn't the right thing to do because I think that would have felt like a big slap. So, I appreciate hearing that. Um, the willingness, Miss Reef, to look at the handbook issues. Um, we know we don't always get what we want, but hopefully we get

129what we need. Okay. Um, but yeah, I'm just here to be nice and say thank you. And also just a friendly plug that when we looked at the pay stuff last year, some of us kept saying, "But what about those that paid for their masters and what about that big discrepancy and the conversation always shifted back to not that group?" Um, I'm very familiar with the dwindling fund balance, so I understand your concerns, but I just hope that that stays on the radar that that conversation was last year said we will get there. That's something we will look at it. We're not forgetting about you, but we needed to get something done for last year. So, I hope that that part doesn't get forgotten. But thank you. >> Thank you, Jean. Anybody else? >> You're

130always very pleasant. >> All right, we're going to move on. The board is going to consider a motion to convene in close session under the exemptions 1985 1C and one and 1G in room 109 and >> anything else I got to call out here. One of them is for concern employment promotion competition. I I feel like I don't have to do this. >> No, you don't have to read it. It's in it's in the >> read read the statutes. 1985 1 C and 1G. So we need a motion and a second to go in a time to go into close session. Once we get into close session or get get to the room, we will we will roll call into close session. >> Uh I move to convene in close session under the exemptions 1985

131in room 109 Prescat High School at 8:55 p.m. >> 8:55. >> Uh how about 75? >> Yeah, probably 7:55. >> I'm struggling with my eyes. Yeah. >> Delight savings. >> All right. 7:55 pass. Got the motion. >> I'll second. >> We have a motion in a second. All in favor? >> I >> opposed. All right. We'll reconvene at 7:55. Will we have any any motions? >> Uh, yes. There will be at least one. >> So, we will have one. We will convene back into open session and make one motion potentially and that will be held in room 109 with the door open in case anybody wants to hang out in the office. >> Where is 109? Is that over here? >> I think it's this one. Okay. So, we'll be over here. >> Thank you

132everyone.