April 2026 Committee of the Whole Meeting

001And can you hear me? Thank you. Good evening everybody. Thanks for your patience. Tough to take care of. So, welcome to tonight's committee. The whole meeting April 13, 2026. We have met compliance of all official notifications. I shall call this meeting to order. Roll call, please. >> Laura Gapsky, >> Shelley Mowen, >> here. >> Nicholson, >> here. >> Sarah Schuber McCone, >> here. >> Katherine Gman. >> Oh, and >> she is on and I could hear her. Catherine, can you hear us? >> Right. >> Yep. Here we go. I'm here. >> Yay. >> Jen's here, too. >> Nick Shoeacher here. President Steve Olsen here too. Thank you. This meeting is a meeting of the board of education held in public for the purpose of conducting the school district district's business and is not to be

002considered a public community meeting. There is a time for comments by members of the public during the meeting as indicated on the agenda. Members of the public wishing to address the board on any of the topics included on tonight's agenda may do so by signing up on the public comment signup sheet by the entrance prior to the start of the meeting. The board request refraining from making any comments involving personally identifiable information about students, staff or administration. Comment should be respectful focused on the items being considered by the board and will be restricted to 3 minutes in length. Action taken at today's meeting is to be forwarded for recommendation for final approval at the next regular school board meeting on April 20, 2026. So our first order of business tonight, comments by any members of

003the public. We do have one Kyle Smith. Welcome Kyle. Oh, I got my timer down >> before I don't think I gave you permission to use that one picture. >> You sent it to me and said how cute it was and I didn't know why she said what it was for. >> It's not part of your three minutes, but >> did not start my timer. Uh, okay. So, I'm going to probably stay with what I wrote down just so I can make sure I get it all in here. So, now start. Um, I want to take a few minutes, no more than three, uh, to put into context the increase of the 2% on the teachers salary and mentioned the handbook change regarding sick days. SFT understands and appreciates the economic situation of the school

004district and the economic situation of education as a whole in the state of Wisconsin and lack of equitable support. Tonight, the board you all will vote on to add 2% to the base step to the bachelor's and masters uh teachers salary as well as adding 2% to the other groups. I want to acknowledge that SFT appreciates the distinction of the two schedules of a BA and MA being separated knowing in the past the district had only used the BA base weights for the increases. This is the second year for calculating the use of this method. I also want to state that only 15 uh teachers out of 317 teachers will receive a true 2% increase to their wages because they are on the BA base wage. There are no I believe MA uh first step

005for masters. Um we acknowledge teachers still on BA and MA steps will receive uh more than CPI when they include their step increase. I'm going to review those as separate matters. I think it also should be pointed out of the 317 teachers, 203 teachers will receive less than 2% increase because they are at the top of either the BA or MA scale. In fact, those at the top of the BA scale or 70 will receive 1.35% increase. Those at the top of the MA 171 teachers will receive 1.3% of their salary. Looking at all the other groups, it seems that they will receive a true 2% on their actual stuff. I'm not looking to take from one group to pay the other, but simply wanted to point out that the difference between the teachers at

006the top of their respective scales are getting much less than 2%. The 1.35% and the 1.3%. SFT looks forward uh to working with the committee that superintendent Sarzeki mentioned would be forming to look at teacher salary scales and other incentives that have come up at listening sessions. I think the handbook change being uh discussed tonight which allows um someone who is at their max for sick days in their last year of teaching be able to receive credit to bring them back up to 150 days. Albeit it's a small number of teachers in this situation. and it shows the district is listening to teachers and looking for alternative methods of compensation. I know additional personal days for longevity or uh being able to carry over more personal days perhaps maybe looking at converting our HIR sick

007days instead of putting them in an H. Maybe we could do a 403b like the administration which they get for their full day of pay. Uh there these are just a few simple and affordable ways to improve the whole compensation package. And again, SFT looks forward to working together with the district to make Superior a destination district. Sorry, Ann has 14 seconds. So, thank you. >> Do you have anything else to add? Because we can we can increase your time. >> All right. Tell me. Uh no, I'm good. I just want to highlight those two. >> Thank you. Next on tonight's agenda is our report from our superintendent. >> Okay, we have a handful of things, but tonight we have one presentation. Mr. Jensen's here as his first report as principal at Great Lakes. Welcome.

008I know most of all you but for those of you who don't know me I'm Dave Dave Jensen uh current principal at Great Lakes Elementary. Um I've been there since January 2nd. Um worked with Ryan Haroldson throughout the month of December, a little bit of late November on a transition. January 2nd was my my first day. Um, I'm going to share some some highlights, a couple challenges that I've uh noticed in the three and a half months that I've been there. So, uh, starting off with some celebrations. Um, right out of the gates, I noticed there's a a very positive school climate that resonates throughout the building. And for anybody who's been in a building with a a positive school climate, it's it's never just one factor that contributes to that. And what I've seen

009is that there's a staff that cares just tremendously about all the students there, all their needs, not just their academic needs, but but the the whole the whole student. Um we have an amazing PBIS team um that that meets monthly and coordinates a lot of fun activities for staff and students. Uh that's definitely a contributor. Um family engagement events. Uh we uh we're grateful to have Heather Rosen help us out. Um she's the Northern Lights family engagement coordinator, but she really puts together some some great family uh family events for for for the the families. Um and then of course, uh I learned early on, and I'm not saying that just because Sarah's here, uh we have an amazing PTO. They do so much for our teachers and our students. So, uh, we're we're lucky

010to have them. So, all that, um, contributes to the the positive school climate there. Uh, another thing I learned early on, which I I kind of knew was in place before coming over, is the the strong established PLC structures that that Ryan's got in place. Um, um, on Tuesdays is when we have our PLC meetings. Stepping into those meetings, it's it's a welloiled machine. It's um I mean the the levels of collaboration and conversations about um curriculum, student needs, uh RTI, it's it's impressive to to see. And then of course the the other part of that is the the RTI systems that are in place for for really catching those kids when when they're not quite grasping the concepts. And it's not just the kids that are are struggling, it's also um challenging the ones

011who need that extra challenge. not working. And can you advance it for now? >> Oh, it's not working. >> Oh, there we go. Maybe >> battery's dying. >> All right. Another another celebration um is just we're we're in full swing right now of uh spring testing. uh spring testing is forward testing and all of our spring benchmarks, our aims and our uh uh different uh other assessments. Um as of right now, we're finished with our fifth and third grades and this week we're starting our fourth grade. Fourth grade um it's a little little more involved because they have more more tests that they take. Um but we're we're starting off the week uh really solid teachers and the pair is working with the kids uh proctoring. um they've said that the kids are are doing

012amazing, just just staying positive, focused. Um they're coming to school uh rested, ready to go. Um and then of course, you know, the flip side of that is the the the level of flexibility from our staff uh to to pull together a testing schedule. I mean, there's a lot of give and take uh to create a really good testing window uh to give everybody enough time. Um, one last thing on the school celebrations here and um, every week I send out a weekly newsletter and u, I started out a started a shout out section and it's just a chance for for staff to highlight or thank uh, another another colleague uh, for something they did or something they've noticed. And this was one from the this week's um newsletter. And uh it just kind of

013speaks to the the positive climate that's that's uh over at Great Lakes right now. And it says, "Shout out to all the staff at Great Lakes Elementary from Paris, custodians, kitchen kitchen workers, teachers. You all show so much care, patience, and dedication to our school and students. I look forward to coming to work every day because of our positive environment." So that's just a a testament of what's in place over there. So l lucky to to have that. Um couple challenges and I'll I'll I'll touch briefly on this uh on our CPR card, but um 2324 the uh truency rate uh was right around 8%. Uh 2425 school year that jumped to 18%. And a lot of the work in the CPR card is is centered around attendance and truency and and I'm seeing seeing

014that as being kind of a challenge right now. Um we I work with a we we have our building truency team and we have a lot of students with high levels of of truency. Um and we have I would say you know our at the district and building level we have wellestablished systems in place. what I'm seeing as as a challenge is the levels of support outside of the the district. Um, you know, and and when I say support, it's it's the different whether it be mental health support, um, social work support just to to help remove those barriers and and the barriers are different for every every family uh to to get the kids to school each day. Um, another challenge um that I that I've noticed and and again I I know that

015on on a regular basis we are always hiring and onboarding new new substitute teachers which is which is great. Um but what uh what what I see is some days if we're missing a couple or one one one can create a dynamic. If we have a classroom where where no sub picked up that that job, we then have to find a parah to put into that classroom and then that creates a gap in the par schedule and if you have a couple paras that might be out on that same day, it just creates gaps and and and there and there's just the extra challenges. I mean, we we always manage to get it covered. Um we have we have specialists that that come in and help out. I'm covering lunch recesses, but it's just a

016just a challenge I've noticed. So, >> can you open that from where you're at? >> Yep. >> And you can just see the the first the first item there. U I I referenced the the percentages from the the school years, you know, roughly eight to up to 18%. And the the other part of that is it's uh it's been noticed that a a percentage of the students I think it's 40 of the 115 that were in the truency status um 35% performed at the below the proficient and uh I can't I don't have my glasses on sorry below proficiency. So, >> so we're we're we're also seeing, you know, they're just not not there, but we're also seeing an impact on on the academic part of it. So, throughout the the CPR card, um I

017would say almost all of those are are focused on um attendance and and truency. Couple things I've done um coming in is uh we we meet on a bi-weekly uh basis with our our truency team and that's the secretary, our our guidance counselor. Um we review the spreadsheet that Casey said uh Casey Smith sends out every every couple weeks. Um we're we're sending our letters. We're setting up parent meetings. Um Terry uh Terry Bronson, our counselor, she's she started off and has has done a a truency group now. she had different groups for the different grade levels >> and and it's more about uh create um getting the kids excited about coming to school, right? It's not just talking about, you know, why aren't you here? It's it's, you know, the flip side of that

018is getting the kids excited. >> Um we during our our weekly or I should say monthly PBIS celebrations, um we're we're starting to celebrate classrooms and their their percentages. And it's not a contest. I'm just um reading the the percentages for the the month prior and just getting kids excited um just reminding them that that we love it when they're there each and every day. So that's the the big focus of the the CPR card. David, do you um just thinking about the topic um is it challenges with getting the kid there or are there challenges with engaging the parent or is it like you were saying like the resource supports for the parent to get the kid there, you know, like there's those different paths. >> The at the elementary, I would say it's

019it's more the parent, >> right? >> When you get into more the secondary level, it falls more onto the the student. >> Sure. um the parent and and and the resources. Um for example, I met with a couple parents um and transportation is a concern, >> right? >> And we we have busing set up, but if the student happens to miss the bus, they don't have reliable transportation to get the student and they've actually um sent sent him, you know, they'll they'll order a cab >> to get him to school. So, you know, that's just just one situation, >> right? parents sleep overnight and or work overnight. Yeah. I Okay. >> Well, that's what I I would say is more noticeable at the elementary level. >> Thank you. >> Yep. Any other questions? >> Amy,

020is there still that community truency group? um we're struggling with engaging a wider community >> group of community resources around that conversation. I think our principles are working really closely together and kids working really closely with them, but I think we struggle to engage on a broader community group. >> Um >> so that has been a challenge this year. >> I'm just hearing the lack of resources. We can only do so much. >> Brooke was at the county um and she resigned this last summer. She was a huge resource that we were able to tap into. >> So, what was her last name? >> Just Fitzgerald. >> Fitzgerald. Yeah. So, she was a really great resource. >> Okay. >> Yeah. >> Thank you very much, David. >> Great job. >> That's all I have for

021tonight. >> And then you'll you will see on the agenda that the next board meeting we'll have updates from Mr. Harelson from the high school and from our student representatives and then hoping to get a report from Caitlyn Null, senior project coordinator on on not only the senior project but then a recap from the superior dates. >> Hey. >> All right. Next on the agenda, personnel negotiations committee. Nick Olsson. >> This should only take uh 45 minutes. >> Bear with me. >> I double the time on like the YouTube videos. Okay. Uh, administration recommends approval of the April 2026 new hires and separations report. >> Motion to approve. >> Second. >> Motion and a second. Any discussion? >> We have one retirement Chris Walsh and some resignations as well. But Chris has been with us

022for a very long time. Always had our call. I mean, he was phenomenal engineer for our for our district and for especially for Great Lakes the last few years. >> Amazing young man. >> Grew up in Superior. Just stayed right here and wanted to work here. Yeah, it's always tough to lose people that uh have dedicated a large part of their life to our district. Any other discussion? Hearing none. All those in favor signify by saying I. >> I. >> Post. Motion carries. Administration recommends releasing Lauren Miller, speech language pathologist from SHS from her 2526 school year contract per her request effective March 20, 2026 with the liquidated damages provision wave. >> Motion to approve. >> Second motion has a second. Any discussion? Hearing none. All those in favor signify by saying I. I >>

023I motion carries. >> We're going to have some help on this next one, but we'll uh approve first and then we'll get Dan up here. Administration recommends approval of the updated job descriptions and IT restructure for the following positions in the professional category. Technology Specialist One, Technology Specialist Two, Student Information Systems Coordinator and Network Administrator. >> Motion to approve. >> Second. Motion and a second. And Dan, you want to come give us some insight into this? He's like, "You'll figure it out." >> He can't. >> So, the um IT restructuring is not a standalone thing. It's actually one of five different puzzle pieces that I've kind of got under the works right now. Uh so, I thought it warranted us taking a little bit of a step back. I was here on January 5th when

024I first stepped into the role. uh and kind of gave you the the up, you know, catching up to speed on where we're at, what I was going to look at for the first year or so. Uh we decided not to take a year. We decided to do it three months instead. Uh so just to kind of review the mission vision, you know, we're looking at making sure that all of our tech is up to speed. Uh it's reliable, secure, everybody has equitable access to technology for education. Uh and then our department delivers reliable, efficient, and secure services. So with those things in mind, uh you saw the same slide back in January, uh looking at kind of the four pillars that our our department works through or from. Uh and on the next few

025slides, if you see something pop up in red, it is a place where as I was kind of doing an analysis of our department where I saw something that I thought needed to change or needed to be improved. Uh from the safety lens, we are still sitting pretty pretty well. Uh we have a good cyber security team. We've done a great job of uh making our staff aware of fishing attempts, giving them avenues to report things. Uh we still have multiffactor authentication and our digital citizenship lessons K through 12. So we're sitting pretty good there. Uh continuous improvement. We're using data to drive our decision- making and supporting our professional development. Uh when it came to our future ready team, we noticed some some room for improvement with efficiency. And we'll come back to that

026a little bit later. Uh in particular, the number of people we have on the team and how long it takes sometimes to get through some of those meetings and how frequently we've been doing that. Uh communication wise, the building instructional tech leaders, they are part of that future ready. So those are kind of two pieces of the same puzzle here. Uh and we still have our ticketing system in place. We're looking to optimize that as well. Uh and then equitable decision- making. Uh taking a look at student needs and we'll also come back to that one in just a minute here. But it it comes down to equipment. Uh what choices are we making on our devices? Are we getting the ones that are needed? Are we, you know, spending more money than we need

027to and and all of that because we want to be uh fiscally responsible as well. So, uh, and then that was the state of our department back on January 5th. Uh, since then, you'll notice Ben Jazerto was actually on the, uh, previous piece, uh, as a resignation. So, we have a current opening in our department. And what I did is I went through and analyzed who we have, where we have them, and what they're doing uh, to see how efficient we're we are. Uh with that I also took a look and did a comparative analysis with other IT departments for districts that are similar in size to us. Uh and Hullman, Marshfield, and Beaverdam were the three that are the most directly comparable. Uh I was at a brainstorm conference uh about a month ago

028and I met with a a lot of other IT directors from across the state. Uh we've had a lot of side conversations uh in between different sessions about what their departments look like, how they utilize people, how much they're spending on things, what devices they use, uh all kinds of stuff like that. Uh and then I've been working with Dave Gunlatch from H Heartland Business Systems. They are the ones who came in and did the audit of our infrastructure. Uh and he has been serving as uh kind of a mentor to me because he went through the IT direction. uh he was assistant superintendent. He's he's been at all the different levels of this thing. So he has a lot of great advice that I can learn from instead of having to go through it

029first. >> Uh and with all of that concluded that we have a model right now in the IT department where um you know the the saying a jack of all trades but a master of none is is a good comparison to what we currently have. We have uh all of our techs are good to a certain level at a lot of things, but we don't really have a tiered escalation level where if there is a problem that one of them doesn't know the answer to, we don't have anybody to kick it up to. So we want to look at having a tiered hierarchy system where we have kind of our baseline help desk type of text. Then we have people who are a little bit more specialized and then that leads up into a network

030administrator who has the highest level of special specialization and knowledge and and certification. Uh so we're looking at um how we do that. So I went through our personnel files, saw where the strengths and gaps are for our different levels of communication as an IT degree versus a a certificate versus just experience. Uh and our current structure doesn't have that specialization. So we started looking at where is the most critical place to put that. Uh and then how do we tie that into some of our long-term projects and determine that we we absolutely need a network administrator level person who is capable of doing the high security stuff, designing the architecture of our system uh and working with me to make sure that that all all of that infrastructure is in place for what we

031want to do from the curriculum end and from every other end of the district. uh and again that tiered escalation system and then increasing our ability to uh impact every level across the district, not just instruction. Uh so this is the proposed restructure. Uh Casey's going to be in her same position. We're we're rewarding the name of it a little bit. It's a student information systems coordinator, which is exactly what she does. Uh she is uh heading up our data privacy. She does all the reporting. She does a a lot of tasks for all across the the district. Uh Darren Koval was kind of working multiple different aspects of a tech role. Uh he is best qualified to be at Superior High School with us. Uh helping out with the continuous improvement and assessment there.

032Uh the you know ACT testing, getting all of that stuff prepared for that. uh and being a mentor and support for our tier one specialists. Taylor is going to come over to the middle school. Uh we are actually going to give him a little bit extra duty as well, which I'll outline in the next slide here. Uh but then he'll also support assessment at SMS. Darren and Taylor are currently our two most qualified technicians that we have. That's why I'm asking to put those two into those tech 2 roles. Uh Kendra and Adam then are more of our frontline responders, help desk level, if you want to think of it that way. Uh and doing more of the on-site support at the elementary level. Um so when I mentioned five different puzzle pieces, those are

033the current five projects that I have opened up. Uh the IT department restructuring is on the left. The green highlight is where I currently am in the process flowing from top to bottom. Uh we're looking at restructuring uh and then that tiered hierarchy, vetting out and hiring a network administrator and then setting up pathways that my texts can in improve their credentials. So we're looking for continuous improvement through throughout the entire uh framework there. uh future ready team I mentioned we are we've already gone through analyzed how effective that team is uh valued out whether the stipens made sense compared to what was being done uh and we're reworking those a little bit to um reallocate some funding and have some more representation at the elementary level with that. So we're down at restructuring with

034that. Uh device optimization is where we talked about being financially and fiscally responsible with what we choose. Uh we are currently looking at uh switching over to Chromebooks at the K5 level. Uh from a price point and a management standpoint on the IT like the behindthe-scenes stuff, it is a lot more cost effective. uh just the the costs from um K5 alone, we're we're looking at from one model to the next was about $135,000 savings. So, we're we're looking at that. Uh it also fits into the um the the tech standards that we have at the K5 level because those have just been updated as well. uh looking at teaching the the kids how to use them more as a computer than a tablet and a touchcreen. So we're we're looking at that with those.

035So we've we've taken a look at being mindful of money budgets being budget neutral on that and that's one huge chunk that we use to move toward that. Uh and then the last two those are going to be from a curriculum lens. Um, we would like there are a couple of red lines that kind of blend in between a couple of the columns here. Uh, currently at SHS, we don't really have a complete IT computer science pathway. We have a few classes. >> Uh, they're really not set up for like the same way we are with some of our AP classes with, you know, biology and and language arts and all of that. So, uh, I will be working with Ryan and Crystal and, um, other people up at the high school to see what

036we can do as far as developing that pathway. And what I would like at in down the road a little bit, uh, is to have juniors and seniors who are in a position to take advantage of a youth apprenticeship program. >> Yeah. where they will be coming down to the middle school where I've already talked with Aaron Levers and we're we're looking at taking over um currently it's a Spanish room. We're looking at rearranging the building a little bit uh because that's right off of the library. Used to be a computer lab. It's perfect spot to do a larger hardware repair type of area. Uh and that would be where the youth apprentice would come in and and work with Taylor or whatever tech is there uh on some of that pathway. Um I'm looking

037at other programs that we have. There are some colleges and a couple of computer manufacturers that actually provide online programming for training. Uh Acer being one of them who conveniently is that fiscally responsible choice when I talked about Chromebooks. uh that is one of the reasons we went with Acer. It wasn't just the price point, it was the reliability of the devices and the training for youth apprentices when we get to that point. Uh so there's a whole lot of stuff open right now. It's not just restructuring it as far as you know that that tiered hierarchy of being more effective. Uh it's feeding into these other pieces which I'll probably be back be back talking to you about at some point here. >> I like how you see how everything fits together. Mhm. >>

038That that makes sense. >> It's a large puzzle, >> but I think at the end we'll have an IT pathway at the high school. We'll have kids coming down being part of our our programming and our repair system. Uh, and ideally I would like to see some of those kids when they graduate with that IT pathway, they can actually come back as techs in the district and then work their certification level up and then move out to bigger and better things as well. >> Uh, because we're we're, you know, sitting in a in a prime spot with Essentia and the colleges and everybody else around here uh, where we can develop some of this stuff to keep our kids local. Dan, what does it what does our support look like then for the elementary schools?

039>> Uh, so what it will look like right now, we're doing a little bit of a a rotation with Adam and Taylor. They they typically rotate through uh one of the the five elementary schools per week. Uh so two of them, right? We have we have two techs that show up at two different buildings during the week. Uh the model that we're going to move to with with Kendra and Adam is that they will start off at an elementary building, but that ticketing system that we currently have, that's going to be the response path that we're going to take. >> So, they'll go where the tickets are. >> Yeah, we're we're going to call it's it's swarm response. So, it won't just be Kendra and Adam that will be responding to those. It'll be Taylor

040and Darren as well. uh where we you know we do all hands on deck at times like for testing and things like that anyway. So they're already used to that model. Uh the biggest thing is just getting them into that escalation mindset where they don't have to fix the problem themselves. They can work with each other to escalate it up to somebody who's specialized in it. >> More time efficient too. >> Yes. >> And time is money. So the more things that we can have them get done quicker, the more efficient we are on on the back end of that as well. Uh so that kind of summarizes our long range projects that I just went through on the graphics with it. Um but you know, it's it's really all about trying to get more

041out of what we have and stay budget neutral or maybe even a little bit better than that. So >> So is there any financial impact to the restructure to the positions themselves? >> No, not really. Uh so the um we're going to look at restructuring a little bit on how they're paid the the tech ones. We're going to look at an hourly framework for versus a salaried one. It really doesn't change much overall. Um but it's it's just being a little bit more efficient with how we have them set up. Any other questions? Thank you. Any other discussion? just approve these as a right. >> Um I think yeah I think the proposal is that they're a package. Yeah, >> you can take them as a slate >> instruction. >> So hearing no more discussion.

042All those in favor signify by saying >> I motion carries. Don't worry I just got started doing some water. Administration recommends approval of the changes to the employee handbook for the 2026 2027 school year for the attached summary. >> Molly, you want to highlight changes or move to approve first? >> Motion to approve. >> Yes. >> Hold on. Hearing a motion, a second. Any discussion? Thanks. >> Already have one little change in here. So go back. Um first couple things obviously are just changes for the new school year academic calendar and the orchart. We would update the IT structure on there. Um teacher section. So we had been talking about adding language for teachers that take leadership positions. So like dean of students, EMLs, instructional coaches, those types of position. I think some of them

043have been afraid to move into those uh in the chance that we have to lay them off at some point. So, we did add some specific language in here that would help them be able to keep a job if we do have to lay off any of those leadership type positions for teachers. The other piece that was added for uh teachers is the cheering up of sick time. So you guys were at some of the listening sessions you heard that people that are at the max of the sick time then let's say that year that they are going to retire they have to take 10 days so that when they leave they only have 140 days instead of 150. So what we're going to do is and again I think Kyle had mentioned it too

044this is for only for staff that are at the max of the sick time on the year that they retire. We would tr them up using up to the 12 days that they would normally have gotten to the 150 days to pay that out into the H. Any questions on the teacher section? Okay. Support staff. This is I'm going to add a little piece into each of these sections that says that this is meant for teach or for staff that are at the max of the sig time. This isn't meant for somebody who's at 75 sick days when they retire. We're not going to true them up at the end of the year. This is only for the max. So, I need to add that piece. And then there are school a year support staff

045that only get 10 days per school year instead of 12. So, I will need to correct that. 12 days is for year round support staff. So, it'll say 10 days for school year support staff. But, this is the same concept to give them up to the max of 150 days on the year of retirement. same language for professional staff. >> So just to clarify, Molly, the you you want to be a little more explicit that for these categories, you have to be at the max to be true. So that just has to be more explicit. That's okay. >> Yeah, because that did come up from a support staff employee today. They had a question on that. Do these need to be amended to go forward to next week or >> I was thinking I would

046just put it red next week as a new change and then you would approve it or >> tonight isn't official. It's just moving, >> right? Move it. Just wanted to make sure. >> Uh administrator section. So similar to the teachers in leadership positions, we had no language in the administrator section of the handbook for reduction in force. So this would be for any administrator who needs to be laid off that has a teaching license would put into a classroom position. And then that would be the criteria we would use for that. And then for administrators, they don't get 150 days paid out upon retirement. they only get 75 days. And so I am just aligning this to make the language more clear because it's I think what people they were confusing the one half of

047the maximum number of sick days that can be accumulated. So I just put 75 days. So no change there for just they get paid for up to 75 days. and uh extracurricular and co-curricular section. We had some stipens that were listed in those sections that one are either no longer being used or two, we're eliminating them from this section of the handbook and it's either embedded into the regular workday now or we will pay those specific positions in a different way. So, it's like the extended contract rate for the actual work that they're doing. And then we're changing the name of the school paper to Spartan Spin. And then the last two things are just obviously the new payroll schedule and then our updated list of the 403b vendors um that we changed this year

048>> that got reduced from >> that from like 10 names down to three. So, we had Avaben do a vetting of the all of the 403b vendors on our list, and they came back with the the top rated three companies. And so, those that's who we're using now going forward. If staff already had a vendor that was on the list, we're grandfathering that in. They can still use that. Just going forward, we're going to use this list of the top three vendors. >> And those vendors are better for staff, >> right? And it makes it a little more easy to pick. It's not so old. Yeah. >> Yes. That is one of the reasons why they said we don't have a huge participation in our 403b is because when people look at the list they're

049like I don't want to choose from all those people. So they said the normal practice is to have three to five vendors for a company to choose from. So >> good. Anything else? >> All those in favor signify by saying I. >> I motion carries. Administration and the Personnel Negotiations Committee recommend the salary increase for teachers for the 2026 27 school year as listed below. The proposed salary increase was ratified by the Superior Federation of Teachers on March 26, 2026. Add 2% of the base step to the bachelor and master schedules for a total increase of $37,272. C attached new salary schedule. >> Motion to approve. >> Second. >> Motion. Second. Any discussion? >> I just want to say, you know, I I we heard what Kyle shared. So, thank you, Kyle. And um I

050am really looking forward to many of us um on the board attended um presentations at the um conference in January around restructuring and really doing a full evaluation of salaries and um I don't remember the official name but the task force on you know evaluating surveys coming up with a three to fiveear plan to really get it aligned and also align with our financial uh situation. So, um I I'm looking forward to that. You know, we're doing status quo this year, but I think we're going to have a lot of work ahead of us um to get it in the right place because it does sound inequitable. Um so, we hear you. >> I um will get an email out to all staff after our regular board meetings. >> I'll get an official kind of

051notice and invitation out >> in a couple weeks. >> Yeah. Thank you, Amy. tenatively scheduled to start >> in August. >> Send us up. >> Yep. >> Thank you to the committee members here that that served and then of course >> Lee and and the people that that that and the thing that I got back right away message of it's so nice to sit and and talk and and not be at each other's throats for better something better to say. But the fact of the matter is it's become such a colleial thing and it just works better when when uh both groups understand what's going on and we try to do the best that we can and and the fact is you've been acknowledging that the last few years but really looking forward to what

052this committee will come forward for sure. >> Steve, I just want to make a note of I won't be voting as usual because my wife's a teacher. Thank you. >> Any further discussion hearing? None. All those in favor signify by saying I. >> I. >> Opposed. Carries. Administration and the personnel and negotiations committee recommend the salary increase for support staff for the 202627 school year as listed below. Add 2% to each step for a total increase of $129,29.36. See attached new salary SC. >> Motion to approve. Second. >> Motion in a second. Any discussion? Just going to reiterate that we went 2% on everybody's >> to try to mean some equitable status for increasing people's wages. >> Hearing no discussion, all those in favor signify by saying I. >> I was the only one. >>

053Yeah. read again because >> what >> we got people >> Nick you have an excuse >> yeah do >> you can vote for support >> oh yeah >> so you didn't have an excuse >> or staff you >> so did you try it again >> he needed to abstain and you got that right yeah okay >> so we're on the support staff all those in favor signify by saying I >> I motion to carry >> I like lost my hearing. >> I haven't been talking that long. >> I was scared. >> So, I'm doing my best. >> Administration and the personnel and negotiations committee recommend the salary increase for the hourly professional staff for the 2026 27 school year as listed below. Add 2% to each step for a total increase of $9,625.81. See attaching

054your salary schedule. Motion to approve >> and a second. Any discussion hearing? None. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. Administration and the personnel and negotiations committee recommend the newly created salary schedule for the salaried professional staff for the 2026 27th school year as listed below. created a new salary schedule incorporating the 2% increase for a total increase of $45,21820. See attach new salary schedule. >> Motion to approve. >> Second. >> Motion second. Any discussion? >> We just point out that you did this at the request to the board. Do you want to say anything about that? So we changed the uh professional salaried staff to be similar to administrators where we eliminated the step schedule and it's just a range going forward. So either add the 2%

055into the scale or looked at I mean a lot of these positions can get jobs in all other industries. So when we do a salary comparison for them we have to look outside of education um into other industries. So that's what we we did for these positions. So some of them have increased, some of them only went up to 2%. >> Correct. And adding the new tax specialists to the >> correct. The new technology positions are also added on here. >> Yep. Thank you for that. Any other discussion? All those in favor signify by saying I. >> I. I. >> Post. Motion carries. Last one. Excited. Administration and the personnel negotiations committee recommend the salary increase for administration staff for the 2026 27 school year as listed below. Add 2% to each range for a

056total increase of $50,247.70. See attached new salary schedule. Motion to approve. >> Motion and a second. Any discussion? Discussion. All those in favor signify by saying I. I. >> I. >> Opposed. Motion carries. And Mr. Olson, that concludes my report. >> Well, thank you, Mr. Olsson. Next, we have our operations committee. >> I have one action item. Administration recommends approval of resolution 26-01 establishing the attendance area for Superior Learning Academy for the 2026 2027 school year as submitted. >> Second. >> I have a motion and a second. Any further discussion? >> David, anything you wanted to chair on this? >> Um, people look at it, they see the map's a lot wider than our district. Um, this is just kind of a requirement that they do that for private schools since they've never had an

057improved boundary before. I'm sure this is going to other districts that they get into. Um, but it does not affect it. Does that mean we're going all the way up to like the mentor bus? >> Is there a specific mile limit though? >> Right. That >> what's our obligation? we're obligated to go up >> 5 miles outside of our boundaries under the most common travel route, but we're working well with um with SLA to right now we're looking at just in the city. Um that expense is going to probably be around $200,000 to purchase a bus because we need an additional bus driver. Any further discussion? Hearing none. All those in favor signify by saying I. >> I. I. >> Post. Motion carries. Informational items. Buildings and grounds. The new director introduction. And I'm assuming

058>> Cy come on up. >> Coming at us with a Bryant and a middle school project status update. >> Yeah. >> All right. Welcome. >> Welcome back. >> Thank you. Thank you. Good to see you. a lot of familiar faces. I grew up here. Um, graduated from Superior. Uh, had four kids, uh, graduate from Superior. So, a lot of familiar faces. So, I like to say I'm home finally. Um, so I come with a technology background. I was a network administrator for many years. Uh director of technology for a trucking firm. Um then uh Duth School District opened a posted a new position. It was a building systems tech coordinator. So um I took that role. It was a new position. um basically uh was it responsible for all the new technology inside the buildings.

059So anything from uh the PA system to scoreboards to the heating ventilation uh which was huge uh >> even so yeah I worked very well with the technology I actually had administrative privileges over there. throwing it in. >> Um yeah, I you know it's it was a little different change going from the technology field but it's all the same. So um really enjoy the uh uh the building structural u technology side of things. Uh then I uh got kept on getting thrown into the administrative side of things and uh I was the supervisor of the operations at Duth's when I left there. Uh supervised right around 70 uh staff members from building engineers, custodian, um the maintenance department. Um we did a lot of our maintenance right in house. Um so yeah so coming here

060um today is day 10 so fairly fairly new so bear with me. Um one thing that I do that you know going around the district so far um seeing a very positive work environment. My staff are very knowledgeable. I love seeing that. Um they take pride in their work. Uh thanks for recognizing uh Chris Belch. You know, it's it's you know, losing somebody like that, that's a wealth of knowledge. So, but great to have him when you have him. So, um, as far as, uh, uh, the, uh, Brian's, uh, updates, um, we're going to be doing a walk through on some of the, uh, the checkpoints of, you know, what was done last year. There's still um, couple of things that need to be touched up. there's some stuff that was missed. Um, so we're

061going to be meeting with them within the next couple weeks, going over that, getting ready for the next adventure of the entry. Um, we're waiting for the architectural uh prints to before we can put it up for bid. Um, that should be coming up here very shortly. Then for the Spear Middle School entry, um they were waiting on parts. They were expect they they thought they were going to have the parts ready for over spring break and and actually have it installed over spring break. Parts got delayed. Um they're still waiting on them. Um it sounds like they're still going to move forward. They're going to tent the area and continue to work and get the project done. So >> what what's the I missed it. What's the timeline for the the middle school project

062to be completed? >> When when the boards arrive and they're saying probably in the next couple weeks. Okay. >> So, we're Yeah, they're going to continue to move forward with it. They're not going to wait. >> I just want to speak to the Bryant project really quick. So, our plan this summer was initially we were planning to have a summer school at Bryant um and Northern Lights. However, given the ongoing construction project at Bryant, I think we will not be able to hold summer school at Bryant. So, I know Jen's talking about getting a message out to families and staff about the changes for summer school up. So, that has been an ongoing project that's been going on for a year now and we will get it done this summer. I am fully I don't

063know. Anything else you want to say about that, David? I know you >> and the other part with Cory just coming on is we actually brought Bobby Malibby back in to help out on the projects. So he's been kind of when we're in between directors, he was kind of heading those projects. I know he's been working with Corey uh really closely to to make sure that we can get these stuff the stuff done uh on a good timeline and transitioning over to Corey. Um Bobby's been super super meticulous. Um it's been quite a change from what they had previously. Now they're going through the punch list and then Cory's going through and walking through on the punch list as well. Um we're we're holding them to the fire now and saying that we're not going

064to accept anything but high quality work and I think that was a little bit lacking at some point in time. So yeah, it's really good having Cory on where I didn't touch on the buildings of ground stuff as much, but that guy knows more than than I could ever know. um he can talk to talk and he uh he knows how to support his team and it's really nice to have a superior person here that's >> having to be here. So um I really look forward to working and it we're in good hands now. ran into Bobby and I was like, "You can't stay away, huh?" And um just thanked him again for for hanging around and providing that just a little additional support in the >> It really helped with some of the project

065management while the other directors have been trying to get their foot, you know, feet on the ground and get familiar with your staff and your day-to-day operations. That has been a nice support that he's provided. >> He's also a hugger. I didn't know that. >> In retirement, he is. Yeah, >> he is a hugger. Good to know. >> Call me write that down. >> It already happens to me. >> Thank you. >> Oh, all right. Well, thank you. Nice to meet you. Thank you. Welcome. >> Yeah. Welcome. Thank you. >> No discussional items. And that concludes my report. >> Thank you. Teaching and learning blocker. >> All right. No action items, no discussion items. Items. Jennifer Willoughby, director of early childhood education and family education update on Indian education. Welcome Jennifer. >> Um, so I

066have kind of a lot to share with you today. Uh, we are in the very busy season of Indian Ed and this year we are busier than ever. So um, the first thing I want to share with you is about act 31. So, if you recall, it was probably a year and a half ago, um, DPI pushed out a self assessment, um, and they announced they were going to be updating some resources on their website and just kind of beefing up Act 31 in general for our districts. >> Can you tell them what Act 31 is? >> So, um, it's a mandate to, um, I'm not going to get this right. It's a mandate to, um, to share about tribal sovereignty, uh, and tribes across Wisconsin. So we are just required to provide that to

067our students two times throughout um their career here. Uh once in elementary but uh DPI defines elementary through 8th grade and then once in high school. So we hit on it several times um throughout their time here in uh superior. However um that's what's required. So, with that, um, a few years ago, Crystal and the instructional coaches created a, um, a document that outlined our standards, um, and then, uh, resources and what the teachers are teaching at various grade levels throughout, um, elementary through high school uh, to meet Act 31 requirements. I picked it up last spring when the self- assessment came out uh reached out to staff and teachers and asked them to take a look at it, do any updates, you know, make any updates to this document as a place to start.

068Then I worked with Amy Patel this year. So in October we met with the middle school teachers um at a grade level day. In November we met with the high school teachers, 11th grade. Um and then just recently in February, we met with the elementary fourth grade teachers. Um so I had all the different groups um create complete the self assessment um as a team and then Amy and I just sat down recently and kind of looked through all of that data. Um Amy Patel and I um looked through all of that data and kind of made next step goals um for us based on the feedback we were getting from teachers. So, um I just want to share with you some of the feedback that um that they shared and and kind of what

069we're thinking for next steps would be beneficial. One, they talked about resources. So, they want more more resources, more information um maybe more professional development um or andor speakers uh maybe um a selection of speakers that could come into their classrooms to talk to their kids. kind of allaround resources in that category. So Amy is currently working on creating um a list of resources for middle school and high school teachers with videos and articles um things like that that they could share. Um at the elementary level we're she's going to work on embedding those resources into the slideshows that they already access to teach in fourth grade. Um and then we really talked about professional development kind of targeting with middle school and high school. You know, elementary teaches all the subjects uh middle school

070and high school. That's kind of their um that's their focus area and what they teach um as a social studies teacher. And so um so we really thought we would focus in on supporting those teachers with the instructional coaches uh through grade level pullout time uh moving into next year. So, I'll be kind of my next steps. I'll be connecting with the coaches to talk with them about how we want to um work through this and then really setting up a plan for uh providing some additional professional development. In addition to that, um DPI hosts um an American Indian summer institute every year and a couple of years ago I went to Siren um and spent time um there. It's five-day uh institute. It's very intensive. Um but it's really an amazing experience. This year

071they're in Hayward. So um so pushing out an invite to middle school and high school teachers to see if anybody would like to join me in um that work this summer also. So >> Jennifer, I remember seeing when they pushed out that self assessment. Um I are you willing to share that with the board? I'd like to see how we assessed ourselves and then like kind of what that plan looks like. I don't know if it's with Crystal or you, but >> I can I I have to clean it up cuz it's all chicken scratch right now, but I'm happy to clean that up and share that with you. >> Yeah. And I and I think you had some parents looking at it too or I know when Becky was in that position, she was

072also looking at it. >> Self assessment. >> Yeah. >> No. >> Oh, okay. >> This is the self- assessment through DPI is curriculum related, right? primarily. So I don't >> there were some surveys sent out to parents about how could the group better support >> got it advisory committee. >> Yeah. Okay. Okay. >> And that's mainly to meet our goals and our objectives for title six funding. Okay. >> So we have to create goals and objectives each year. So we survey the families every year to gather feedback from them on that. >> So >> thank you. Yeah, we call the sorts of scope of sequence document that I referred to about what we teach and what grade >> on our website and we'll I think tomorrow Casey is going to get our new updated version

073on update on the website so anyone can access that. >> Okay, thank you. >> Okay, any other questions about that before I move on to uh what we have going on. All right, so I'm going to kind of run through a bunch of different activities and events. Um, please feel free to ask questions. Uh, just to share with you, we just had a harvesting bread willow um and handraw making event earlier this month. Um, on the 6th when we didn't have school, we were at Northern Lights. Um, students went out and collected red willow aka dogwood um to create their own tobacco and um and then we made hand drums. Uh, we have a handrum contest coming up at for our pow. So, we have many students who are interested in in making those and

074it was we've made them a few times already now. Um, passport to the world event. We were just there Thursday the 8th um at the middle school. It's a district-wide event, but we had an Indian ed table. Um, we had fry bread. Uh, we gave books away. One of our students was there showing off his traditional lacrosse stick. Um, we had bead work and regalia um as just kind of a nice display there. So, we had a lot of families stopping by to see what we were doing and say hi and try the fried bread, which is always favorite. Um, unconventional opportunities expo. I'm taking students tomorrow uh from the high school to Redcliffe. Um, we are going to be there for the day. It's essentially a career fair um that is outside the norm

075of a college fair. So, it's for trade schools and um it'll have apprenticeship um from various trades there to talk to students about um career paths. Um they'll have somebody there speaking about how to open your own child care center and just a variety of um alternative opportunities for students to explore. So, I'm taking about 10 kids with me tomorrow to do that. um Native Pathways grant. We have we we receive a grant uh in which supports my work working with students to complete their FAFSA forms. Um and also looking at scholarships and applying to colleges and just kind of exploring all the parts and pieces of creating a college application um and how to do that well. And so I've provided these events several times already, but I've got another another rotation of them

076starting this week. Um, and then Saturday I'm bringing a group of students about 12 to the Minneapolis um to the Henipin Health um Henipin Health Garden uh for the Youth with Stethoscopes Summit. Um we have gone to this a few times in the past. We haven't been for two years now, but um every time we go, it's an amazing experience for kids. They uh spend the whole day um hands-on learning about um medical fields. They get to speak with um medical professionals who are native themselves and talk about their journey. Uh they all receive a lab coat with their name on it and their tribal affiliation on it as well. It's a pretty amazing experience for our kids. Um we have our last regalia making event coming up the 24th. Uh so that'll be the

077last one before the powow. I'm sure we'll do it again next year, but um we've had several families and students who have said we need one more time to get together to finish working on these things. Um so our students and families have been busy making ribbon skirts, ribbon shirts, jingle skirts, things like that. Um, and our POW is coming up on Saturday, May 2nd at the middle school. Uh, we'll be there Friday night setting up and learning about POW etiquette. Um, and then we'll be there uh 1 to 7 on Saturday. Everybody's welcome to join us. Pop on over and say hi, check it out. We haven't had a POW here in Superior through the school district in about 15 years. So, we're very excited to have this up and running again. Um we've

078been collaborating with UWS to make it happen and um it'll be I think small but that's okay. We'll we'll grow that as we as we go along. We'll have um local vendors, native vendors there serving u their food and what they um what they sell. And so we'll have four different vendors. I believe three of them are um traditional native food um and then one is barbecue. So, um, native graduation celebration, uh, invites have been sent out to students. I have invites over here for all of you. Got to grab them. Um, and so we'll be at the high school this year. Um, I'll just pass those. You can get papers. Um, we'll be at the high school this year. Uh we're going to meet right outside the pack and then have be inside the

079pack for our um ceremony with the students uh 6:00 to 8 that night. So again, you have an invite, please join us. Um we'll have an elder there again to talk with stu talk with the students about smudging and the practice of smudging and teaching them that. Um and then they receive their smudge kit as a gift from us. So, it's a pretty um it's a nice evening if you haven't yet. Um and then at Native Drumming, we'll drum again at high school graduation at the end of May. >> Will the same message be in the program? Oh, thank you, John. Thanks. Appreciate it. >> Is that all? >> That's it. That brings us to the end of the school year and then that's it for a while. >> You've done such a phenomenal >>

080You are doing a great job, Jen. Thanks. >> All right. Kate Tesh, director of continuous improvement and assessment with some exciting state assessment updates. >> All right. >> Always. >> But I just wanted to let you know kind of where we were at with the assessment season that never ends. It's kind of like our spring here. It really >> is winter. >> Winter never ending, spring never beginning. So, um we are close uh to the end of state testing. So far, we have the majority of our students are 11th graders. So, we'll start with 11th grade and work backwards. The ACT, we had a really uh I think it was just a really great day altogether. We had the best attendance on one day of testing we've ever had in the seven years I've done

081this work. Um we had over 90% of students who should have been there in person on time. We handed out very limited spare computer. Like kids were ready. They were prepared. It was really a great testament to teachers preparing kids, parents, kids, like everybody. It was a really great It's a lot going on and a lot of kids all at one time, but uh it was impressive. I was proud of the kids um for being ready to go. So, we had over 90% of our kids tested that day. As a reminder, we're really always shooting for at least 95% of our kids tested. That's the benchmark in terms of some accountability measures, but we're always trying to gather data on all of our students. I think that is really important and I think we do

082a really nice job attempting, if at all possible, to test all of our kids. >> Okay, when does that window close? >> Well, we're in window three of the ACT, which closes this Friday. Um, I think we're anticipating testing a minimum of two more additional students either Thursday or I think Thursday this week. Uh, students who are out of the building for an extended time are back. So, we're going to attempt another testing session for the ACT. Uh, we do have some students. So, the ACT is interesting because the students have to create their my ACT portal where the results come electronically. They don't come to us first. So kids start getting their results and I always wait to hear from somebody magically tells me uh that kids are starting to get their results. They

083don't all come at the same time. So that's really hard for kids because some kids will get their results and other kids will say email me. I don't have my somebody said they have their results and I don't. So the state still hasn't released all of them. I do not have access to all of them yet, but I am slowly getting them. Uh we're not allowed to share the results with families until they're certified, which we will do as soon as they're certified through the DPI. Uh but right now, my encouragement is kids logging into their my ACT portals, parents asking those questions. I'm happy to help uh navigate that. Uh but I know those are exciting results to see and and make sure that we get them. So I'll help everybody I can as

084soon as we have access to share those with families, we will do that. The preac for our 9th and tth graders happened last week on the 8th. Uh we are approaching 95% tested. We did a bunch more uh makeups today. That's double the number of students. So we had almost 600 students on that day. Um also a successful testing day. We have a number of makeups still to go. We have until the 24th to make up the preac. So we have another week really till the 23rd as we have staff development day. >> Okay. just I want to add to that because I think Ryan's communication was the clearest um I've ever seen, >> right? >> Like it was just it was simple but really concrete and so it was like oh I >> yeah

085I just want to add that from my perspective. Yeah. >> Yeah. We worked hard together and he's done a nice job with that messaging. >> It was great to see the text and the email and phone call, right? Yeah. >> Yeah. It was like boom boom boom like >> I cannot miss this. That was that was great. >> We did have some people say they didn't know. So, we we will continue to try to get everybody aware. Um the a the preacults we will send to guardians via school messenger when we get those. Um I just checked the DPI dashboard again for their results release. Uh their date is late spring, early summer. So, as soon as that happens, summer, we'll let you know. We'll send those out as soon as we get them. >>

086Maybe. And I do think we're doing a nice job and many of you have said this too, but the preACT really does help us. It it gives kids a connection once they have their first score report because now we can actually connect to the ACT. And I think that getting kids engaged is the most successful way to have a more successful ACT. >> Uh so we have through next week to finish that up. We are then the forward exam. Grades 3 through 8 and 10th grade social studies testing is happening in all the buildings. elementary kind of happens throughout an entire month. Um, middle school we had two solid weeks where really successful testing um when you're testing you know 900 800 and some kids at one time every day for a couple weeks they

087have a really solid system and it really is the whole staff coming together to make that successful. Um, our DM tests happen for our students who are uh accessing alternative standards. those that's in conjunction with our forward exam. Um and then uh the ACT 20 assessments started last week. So Ames web on the 21st. So our K or 4K K1 2 and three are starting their AS web assessments. So third grade does have that overlap with forward and as web and we will send results for that uh the AS assessments to parents on the 24th via school messenger and work on our spring uh personal reading plan updates etc. Just as a reminder for the F20 information, this will be our first spring where the conversation around third grade becomes part of the statute around

088third grade retention or promotion and we updated our policy last year. Um, but I think it's important that we have added a piece. Jen spoke about it for summer school where where we will have reading intervention as a component of summer school and we're offering that to all of our families of third graders who will still be on reading plans. It's their option whether or not they choose to enroll, but highly encourage it. It's a great opportunity to continue working on those reading skills and then we'll be updating those plans. In third grade, the only way to be exited from a plan is if students are proficient or meeting the 25th percentile on Ames and meeting on the board. So, it's the and clause in third grade. We'll continue to work uh teachers, EMS, everybody's

089been working really hard, principles on that communication. And then fast bridge uh window, which is our normal typical spring window, which happens in May. Uh we we will open that up in May for the math just our own benchmark data collection for spring. >> Is there like a map or like a >> this happens in January chart? >> Okay. >> Yep. >> Can we have that? >> Absolutely. >> Um any other questions comments and I'll share data with you as we get it. Thanks. All >> that is it budget insurance captain's online but I will take hersformational items fund 10 revenue and expenditure preliminary report anything to update there line you might notice our revenue looks like it's down but that's because this year we actually tax levy we're supposed to put our tax levy

090money into 13839 first and we hadn't done that in the past so we did that this year because we have that ability So, >> I did email the people asking about um extracurriculars and clubs and things just because there are quite a few that are in the negative. And I know I brought it up before, but I just want to make sure that uh these groups that are in the negative aren't in the negative all the time. that maybe if we're hitting state every year that might be doing some more fundraising to get them out of the negative just so other groups aren't carrying them. >> One thing to note on there is robotics was a problem brought in correctly to be selfunded. So that is they have revenue on the other side. The other

091one is archery which kind of threw me >> because they only had an archery team. I don't think we do have an archery team, but everyone else is getting pushed into archery and that's another one where that actually gets funds from students paying in. I'm also going to probably transition that over to fund 80 when I need to to free up some money. >> I thought there was at the elementary school or middle school. >> That's what you're saying. It's it's part of interals. >> Yeah, >> it's just it's coded wrong. >> Only part of inner murals, not its own. Got it. Sorry. Is the is the stipen for the teacher that is actually leading the group is that included in the amount for the expense. So okay >> that's what drives pretty much the

092whole expenses. >> Yeah that's really the only expenses which is they've really built that program up really well. >> Oh I'm not talking about archery specifically. I'm talking about everything. So like the basketball coaches is the >> inter no like >> basketball to high school. Oh like the coach gets paid and that amount is included in that. >> Yep. That's how that comes in. >> Okay. >> David is the state reimbursement like when we go to state hockey, wrestling, gymnastics where the dash events because I don't think that's hit us yet. the winter wers small amount to us for traveling and staying in hotels and whatnot. So it originally has to come out of some of these um some of the lines that are under in my specific breakdown are like the adult travel. So

093when you go to state we can't throw the hotel rooms for the adults and the kids in the same so they come out of here. So in my mind that's a great negative to have. Um but I do like we do get some reimbursements. uh we get reimbursements from the state that don't necessarily reflect that in here if I'm correct. I don't know if that comes in. It's not a ton, but like looking at the bottom line, it's we have one-third of our budget left for athletics right now. So, I I think in terms of scheduling um and looking at our home and away contests are not always the same. I try to go down as much as I can. Um but kind of looking at all of these, I wouldn't say that they're always

094the same that are under. Um, but just kind of budget through that. But bottom line, um, I'd say we're very very cautious of what our coaches spend from this um, versus the extras, the the meals on their own and everything that's completely fundraised. >> Is each organization able to fund raise on their own? >> They do big fundraiser. They do one big one >> per we do one big one per season and then money goes into a pot to support our overall activities. So um our uniform purchase rotation, our work in the weight room and our strength and conditioning program or food pays for that um extra facility improvements and then once we get the budgeted line that we set with my fundraising committee then the rest goes back to the individual um sport. So

095each sport, yes, has an opportunity to fund raise for their own stuff. >> Yeah. Cuz I've brought this up before, like it is very difficult as a parent of a child in multiple sports to be fundraising and asking the same people for money repeatedly, repeatedly. And I wish we could fund these better because I'm not saying people shouldn't donate, but like >> it's just really Thank you. It is hard to keep and and you're you know as a business owner everyone's like oh who owns a business and small businesses are being hit hard and >> that's what we used to do was 10 years ago we had one process for gathering and fundraising and we didn't do the individual sports so that may need to be revisited >> I and I'm not trying to hurt

096anything but it it's just like and then we're making meals right and so we are doing I mean there's all these additional things that we're asked to do as parents to support the kids, which is great, but it does create financial hardships. And I'm glad we offer the sliding fee, you know, for, you know, signing up for that. But I'm just really curious, you know, the the families that are lower income, you know, does this get to a point that it makes it inaccessible or difficult for them to participate? I would say that in my direction to coaches as well and I think they have a really good understanding of that is my coaches know that they cannot require families to pay extra money. They know that the fundraising is there for all of those.

097I'll be honest, it's keeping up with the Joneses because everybody when you see anything about brand new gear from the guys down the road or this and that, that's that's what we're living with. And the reality of why do you not have a spaghetti feed when every other program does? It's hard for both to say no. session. So then you're working. Yeah. >> And I I our our programs and our coaches work harder than anybody. And I'll stand up to that hundred times over. >> I hear you. >> And for the amount of money they get paid, >> I I think my >> my coaches aren't lining up at the door trying to do more things. >> I know that, right? >> I know. >> But they also want to give the best thing for

098each kid. Yeah. >> And so I think I just was meeting with David about that today about fundraising. We don't want to be asking everybody for money all the time. Um, and in athletics, it's the most visible thing. And it's it's the the sponsorships and all that. Um, how can we work as a team to try to to capitalize on that to help with the Brian Brian building and the middle school and all this kind of stuff? So, um I I definitely hear that and I do, you know, I we do try to crack down as much as possible. You can talk to a lot of my coaches who you get to know who are like, why can't we take this, why can't we do that, you know, and um I I appreciate that that

099viewpoint, Laura, because it is really important to us because also those families want their kids to have the best of luck and and we understand that, too. So, >> and the other co-curricular groups like pledge makers, my son's in that. We're not fundraising for that. You know, it's like just like there's certain things that are costing a lot of extra groups allowed to fund raise. >> Yeah, they do. We have a lot of fun ones that they banned. >> There's a number of them though that do not have the same >> expensive. Yeah. >> Transportation for a number of things. So, I mean, some are fundraising for charter buses or new warm-ups or, you know, >> speaking of that, I mean, that's one thing they can do a better job of of messaging like, "What

100am I fundraising for?" >> I agree. Yeah. >> Because even if you're just highlighting >> because people are going to ask you raising money for >> Yeah. Is this paying for uniforms? Doesn't the school's >> You're saying there's a pool like that. But if you're highlighting a couple things, >> it would be easier to request money for a lot of people. Oh, yeah. I get that. >> Yeah. >> Uniforms or whatever. >> Thank you for listening to the both and situation, but it just Yeah, I want it to be accessible for everyone and and I know Ella, you do a good job communicating that. Just have to bring that up. Anything else, David? >> One action item, gifts, grants, and requests. Administration recommends approval to accept gifts, grants, and bequests received in March 2026. >>

101Motion to approve. >> Second. >> Motion second to approve the gifts, grants, and requests. Thank you. Is there any further discussion? Hearing none. All those in favor signify by saying I. I. >> I. Oppose. Carries. We have a very exciting action item next uh Monday evening on the 20th where we'll have broker here talk about our insurance plan. Stay tuned to for that and I know all of you will want to be here. Are you really want to be? >> All right, Mr. President, that's all I have. Well, thank you. >> Next, policies and rules committee. Shelly, >> we have a few action items tonight. Administration proposes the approval of changes to the following policies based on Neiola recommendations. Administration recommends approval of the first reading of policy 3340, grievance procedure. This policy is being

102updated to match the current act 10 laws. >> Should approve. >> Second. >> I just want to point out that it was through a review of this policy in the last month or so that we recognized it was outdated. It missed an update from Niola probably a few years ago. So, this is that update. Um, when you get down into C, it just says board. Do we need to clarify and say school board? I mean, is I feel like everything else that we've been doing says school board, not just board. And there's no school board at the top and then it just kind of switches to board. Is it referenced at the very beginning of the policy book where it says >> I don't know >> board of education and then like when I write

103for the state it's like >> that's what I don't >> department of blah blah blah department >> right >> it says it several times in there where it's just the board >> right >> would you like it to say the board of education or >> well no because it needs to be standard throughout the whole thing I'm not saying no but the whole thing I'm asking is the whole document the school board or is it >> girl? Yes. >> Like is this the only one that we're saying the board? I know it's like a >> it's petty but >> I think >> it does. >> I'm looking right now for another example. any policies just says >> you could change it to school. >> Well, at the end of B it says by the board

104>> on policy 3213 which is coming up about uh student supervision and welfare. There's how many? One, two. >> Feel like other ones have said the school board. >> Three, four. What did I just saw it? Sorry. It's in one of these. >> It's in here, too. >> The board. >> Yes. >> So, this is correct. Is that what I'm hearing? >> Yes. Okay. >> Seems like correct. >> Okay. >> Oh, yeah. The first sentence or paragraph, sorry. It is the intent of the board. >> Perfect. Any other discussion? Right. Hearing none. All those in favor signify by saying I. I. >> Motion carries. All right. The first reading of policy 1213, administrators, student supervision and welfare. This policy establishes a standard of care to protect student safety by clearly defining behavioral boundaries for all

105staff as required by 2025 Act Wisconsin Act 57. The updated language mandates that parents be notified of sexual misconduct reports by 5:00 p.m. on the same day or noon the next day is the report is received on the school day after the end of regularly scheduled instruction or on a day that is not a school day by noon of the next calendar day. A new comprehensive optional section on appropriate staff and student relationships further safeguards students by explicitly prohibiting boundary invasions such as grooming inappropriate digital contact or unauthorized transport. Violations of this policy may result in disciplinary action up to and including termination and may be reported to external agencies as required by law. >> Motion to approve. >> Second. I just want to point out that these three policies are being updated to be

106in compliance with the new act 57. So all three of them pertain to that act. So all three of them need to be updated. >> It's pretty straightforward. >> And this policy and the next one are the same adjustments because one's for professional staff and one's for administrators. >> Separate. >> Yes. Any discussions? All right. Hearing none. All those in favor signify by saying I. >> I. >> Post. Motion carries. Right. First reading of policy 3213, professional staff, student supervision and welfare. Do you need me to read read that paragraph again? >> No, I don't think so. >> Motion to approve. >> Second. Any discussion? Hearing none. All those in favor signify by saying I. >> I. >> Motion carries. First reading of policy 8462, child abuse and neglect. This policy establishes a comprehensive framework

107for the mandatory identification and immediate reporting of child abuse or neglect. It requires all staff to complete department of public instruction DPI training within their first six months and every five years thereafter. A critical update aligned with 2025 Wisconsin Act 57 integrates specific reporting requirements for sexual misconduct by staff members carrying severe disciplinary consequences for a failure to report. By strictly prohibiting investigative delays by staff, the policy ensures that law enforcement and child welfare a welfare agencies can intervene immediately to protect students and preserve evidence. The changes are required for policy compliance with Wisconsin Act 57. >> Motion to approve. >> Second. >> Any discussion? Does this include substitute teachers as well? Yep. All of the staff do the training through public school works, which is the DPI vetted training. >> Can you remind me

108how it's tracked, too? >> So, it's tracked in that it's it's its own system. So, like we can pull up staff transcripts in there of all of the modules that they've completed since we >> have to pass an assessment, too. >> I'm more worried about the five-year thing, I guess, to >> So, that they track that. So every um the beginning of every summer I sit down with public school works and you say this is what cycle we're on. Y >> and then pick all the modules that are going to be assigned in August. >> Wonderful. Thank you. >> Because there are some things that are required every year, some things required every three days like so that's what Molly has to go through all of those required trainings. >> Why she's so awesome. >>

109Other discussion right hearing none. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. This is the end of my report. >> Yes. Go ahead. >> Um I ran into Liz who works for like a anti- tobacco agency and she was raving about our students that are traveling to for their anti- vape campaign. And so I was really hoping uh to learn more about what that group's doing. So I don't know if they can come or talk about it or show us, but I know that's a big >> group that is actually. >> Yeah. Is it like >> you're going to present uh somewhere? >> I was going to say Jane Jane Larson probably knows she's she's brought students to the board meetings before. Yeah. >> Okay. I would just be

110excited to hear about some of the anti-bape work happening at the school. >> Now, next week we have or yeah, next week we have um our our student and the principal. You want me to have >> and I can find out more information if um about the contact person at the district because I thought it'd be Jane, too, but it it wasn't. >> Oh, it wasn't. No, >> she probably knows. Yeah, exactly. Thank you. >> Okay. Right. Well, thank you very much. Long meeting. Uh we like to thank the directors because you put in a long day and then come once a month to spend a lot of time with us and we appreciate that. Our next meeting will be the regular meeting next Monday, April 20th. We will begin at 5. Have a good

111night. >> Thank you. Second. Bye.