001Multification. >> Sarah Schubert McCone >> here. >> Billy Mowen >> here. Nick >> Olson here. >> Katherine Gman >> here. Nick Schumacher here. President Steve Olsson here. >> Virtual Laura Gapsky >> here. This meeting is a meeting of the board of education held in public for the purpose of conducting district's business and is not to be considered 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 a public comment signup sheet by the entrance prior to the start of the meeting. The board requests refraining from making any comments involving personally identifiable information about students, staff, or administration.
002Comments should be respectful, focused on the items being considered by the board and will be restricted to 3 minutes in length. There are no comments from members of the public. We shall then move to the report from our superintendent. Hey, I have oneformational item tonight. Uh, Mr. Kalin will join us at our next meeting. Uh, Brendan, you are up as our student rep. We only have like a couple more meetings left. >> I know. >> So, just some recent events at Superior High School. Girls hockey. Shout out Northern Pines seven to nothing State. So they're playing Thursday and then down at the Cole Center in Madison for the state tournament. >> So they are too. >> Sorry. They're at um Oh, they're in Middleton. >> Oh, they're in Middleton. >> Yeah. Yeah. It's a different
003ice arena. They haven't been they haven't been at the Cole or the or the uh the other arena for many many months. >> And then kind of along those lines, Becket Seldon also went to state for wrestling. Then we had mock trial. They they went to state and we had multiple DECA members go to state. Avery let's go just this weekend. Fun shirt take state for the individual balance beam and gymnastics and yeah lot of a lot of state competitors this year. >> Awesome. >> And then auditions for the spring music Matilda are happening. In some student council news, we just held our Sparty Grass spirit week just a couple weeks ago. We switched to a morning assembly schedule and that went really well. Started planning our spring fling assembly, transitioning the planning for the
004juniors so they can get some practice and seniors are out here next year. So, we're trying to help them be able to start that planning process and get a smooth transition into next year. Seniors are working on end of the year events for senior class, which is senior superlatives or senior awards most likely to be voted fill in the blank. And then the senior dress updates for the end of the end of the semester there. Then the presidential election planning is underway for the president and vice president. Election day is set for April 15th with the announcement on April 17th at our spring playing assembly. And I am also planning to meet with Mr. Haroldson on the Monday after spring break to discuss end of the year plans. That's all I got. Any questions from
005the board? >> No, but we should do a round of applause for all of this. So on on that on any of them u on the WIA site if any of you are interested or anybody in the public there's sports specific and then you on the state tournament part you can scroll down um and then you can see on the left hand portion um there are some of the uh TV stations across the state that cover the events and stuff. And I believe, don't quote me on this, but one of them is Audible Clair. That's our closest feed, believe it or not, um, and I do believe it's WKO and stuff. So, all of the feeds generated by the WIA at all state tournaments and stuff. So, our our individual gymnastic person, the girls state
006hockey, girls state hockey is played at Bob Sudter 20 Legacy Arena. I think it's in Middleton. So, but if you're interested, go um into the WIA site and uh especially for the athletic ones and and you can you can watch that event. >> Are you okay if I go to the next items? >> Absolutely. >> Okay. I have a few um action items, several overnight field trip requests. The first one is from Northland, and John is here to answer any questions you have. Hey, >> John. Motion to approve. >> Second. >> Motion and a second to approve the Northland Senior Retreat at the school forest. >> Want to give us just an elevator speech on what you do and why you do it. >> So, um, thank you for making motions to approve our trip.
007This is a very important part of, uh, our program in Northland. Um we serve a group of atrisisk youth that uh normally are really struggling in our school system and one of the things that we're doing with this is we've created an experiential education program and it's kind of culminates with this this simple overnight. So, we take the students out after um after the close of business day on Thursday and we get our um our SAP boiling down and we'll also we'll have like a nice family style dinner with our our seniors to try to just kind of help them understand like this is this is what you know like a really nice dinner looks like. And uh then we also have some activities where um they can start to plan out their um their
008lives. So we have like vision boards. We create like like a one year, a fiveyear and a 10-year plan for the students. And then you know at that whole time we're also working um and and boiling down the staff. This is like a culmination of project. We're starting actually going out Friday to go and tap the trees. And then we have four elementary groups that are coming out. And so a lot of our our our strong leaders, they'll go out there and actually lead um some of these elementary groups. So, our students are getting a lot of a lot out of these these trips. >> I think it's a wonder a wonderful opportunity to utilize the the things that we already have in the district. It's by far the the cheapest um field trip that
009we've seen come across. So, I think it's great. And Lori will love to have you out there. I think it's neat too, John, that all four staff members out of Northland are able to participate with their seniors. And >> this is part of our our part of our community building. This one of the things that, you know, I think helps it makes our program really uh special is that, you know, our students, they get to see us not only in front of them in the classroom, but also in these other other situations. And so that allows us to to kind of build relationships and also to help uh I think kind of solidify a lot of the gains that we've made over the four years that we've had these students. >> Thanks for taking care
010of this and getting this organized. >> Thank you, John. Appreciate your support. >> Any further discussion? Hearing none. All those in favor signify by saying I. I. >> Opposed. Motion carries. >> Okay. We have two um robotic requests. Spike is here to answer any questions you have there. You'll need to take them separately. Um Spike has secured some grant funding over the course of the year to help implement some initial plans for robotics. So >> you must have brought some students. >> I have the captain of the team that you guys want some students. So >> I entertain a motion first. >> I'll make a motion to approve. >> Second. Motion in a second to consider the overnight field trip from Spike Galooki for the SHS robotics team to attend Win District 7 Rivers event
011in Lacrosse, Wisconsin. >> All right, Spike, we'll turn it over to you first and and the and the boys that are here and awesome. Um yeah, so I think sort of like Spartan Manufacturing, um we're starting things that um that I wish would have been here when I went to school. um the robotics program. Uh Max had a chance to uh we got a chance to go down during the summer to kind of like play test uh First Robotics. So, has anybody here been to the deck uh event that's over at the desk? Yeah, the double decker. Um and so Max got a chance to go to that. I got a chance to go to that. The students loved it that went and they're like, "Hey, can we start a team?" And I'm like, I'll
012help you guys figure it out. I don't know. I don't know what we're doing, but we'll figure it out. And uh we wrote a bunch of grants and uh talked with Amy and got enough to get it started. So, um I will let them kind of talk about their experience. And >> will this be your first competition, these overnights, or will you have had done competitions already because you've been building your >> Yeah. So, okay. >> Yeah. Um will be the first competition for our program. >> Okay. >> Um it works a lot like a sports season um where you know the practice will start games start um a little bit later. I think it's kind of important. I've done I've been a student athlete for all four years. Uh I will have participated 10
013different sports seasons. Um, and when I went down to the meet that I did this summer, which was kind of like an informal way that we could just get our get our toes wet into the world, um, it was interesting to see the collaboration between athletics and also very practical STEM concepts, right? So, it's a um it's competition first, but also uh First Robotics is by far the best way to um that I've ever experienced in this in my high school years to network with other engineers um professionals and other like other schools as well. Right. So, one of first's first robotics core principles is called cooperatition. Um so a combination of competition and cooperation and we've seen that play out in a lot of different um informal events where whether it be mostly with
014Benelt honestly because their program has been uh built up over the last you know 20 years or so uh they hosted a kickoff event. Um we've hosted them over in return as a favor. They've used our machines. Um, so yeah, I guess as a as a someone as a senior. Um, I wish I had this three years ago when I was a freshman. Um, and I've never seen something where in in any of my activities where we have just a couple of upper upper classmen, I think four or five seniors, and then everyone else seems to be freshmen. That's these guys here. Um they're I mean they're ready to take this program I think to the next level. Um and we're excited at these meets to to to finally like not just think about what
015might happen but we also really you know we get to do it finally. Um we get to go out there compete and and all the work they've done on display. Um and then also all these guys are going to get start getting um they're gonna start networking and um yeah I think that's really valuable experience especially as freshman. Yeah. I mean you guys have anything else you want to add? Robotics helps with after they graduate and go into the workforce like with STEM and coding. It just helps teach them and get a successful job application going. >> Teamwork and I know I've learned a few things about leadership. >> What were you guys' names? >> John. I'm teas. >> I think one of the things I remember from being at the deck was the level
016of cooperation that between the schools and how they all like to help each other out and it's very collaborative. It's a very cool >> Yeah, it is >> uh environment >> unlike you get these uh >> like so all the parts they're not uh cheap uh and like you have your motor on your part and if it goes down like and your robot all of a sudden is incapacitated like all you got to do is go up to the the booth and say hey we need this motor and they'll go over to the loudspeaker and say team 11,158 Hey, that sucks. Um, uh, needs a motor and like literally there will be teams running with a new part to give it to you so you can still compete. >> Like it's a really cool >>
017opportunity and community. >> Someone walk through like some of the different things you the robots are asked to do. >> Yeah, I can think actually. So in first robotics struct uh competitions are structured in in seasons um at every every year it's a different game that they play. It's kind of 3v3. Um, this year it involves a kind of like basketball where there are like about 400 small foam balls that are kind of spread across the entire arena and our robots are asked to navigate like obstacles within the within the arena and simultaneously be able to um fire the projectiles. we have to first grab them and then fire them into a large um hub um as efficiently as possible. And then there are also alternate goals. Um for example, at the end of the
018match it is get points for hanging on to a bar. Um it's called climbing. So yeah, so every single year you get something different and um that's what is so interesting about it. I mean, if you if you're playing lacrosse, if you're playing cross country, um it's the same thing every year. You know what to expect. But here in First Robotics, you got to strip down the robot. You have to strip down your robot every year, make something new, and that's what really brings out the engineering of of this. >> Cool. >> Yeah. Does that answer your question? >> Max, what's interesting about it, the Duth News Tribune had an article about this and and the picture is all the balls sitting on the floor and stuff and then the big containers in the back
019and all the students are getting ready to to do that. So, I find that interesting that the state of Minnesota, which is sponsored by the Minnesota State High School League, >> so they've got that going on. And then you have the same competition from in Wisconsin, so it must be a national. >> Yeah, it is an international. >> Yeah. So, what I here's what I'd ask. So, knowing that that goes on across the bridge and stuff, Spike, is is there a ground swell across our state where um we're looking at um robotics being like sponsored by the state somewhere along the line of, you know, we've got our FBLA, we've got our DECA, we have, you know, other organizations that are state sponsored. Where are we? >> Has been working directly with DPI, right? That's
020been our point of contact for that. >> First Wisconsin. >> Oh, okay. It's like the Wisconsin branch of first. >> Okay. >> Yeah. That's where we started our conversation when it came to grant securing. She was very I mean Spike's obviously more involved than I am, but we've attended meetings together around the budget, the planning, and they want to expand up in this region. Is that safe to say? >> What I was told was, so Wisconsin moved to districts this year, whereas Minnesota is still in regionals. when you're in regionals, you're $6,300 for the registration fee for being in the games, right? Um went to one event. Wisconsin decided to go to districts and that meant they would have smaller events, but for your $6,300, you would get to go to two events and so
021we're going to go and we're going to lacrosse. >> Those are those two right there. Um, in talking to Renee um, at First Wisconsin, she said that there is an opportunity and had actually just opened up I think a few days ago to bid for where those district events are. And there seems to there's a week two opening which is over our spring break which there's no event that they have. And um if I am looking at our thing right the transportation and the hotel is over $6,000 for both of these events. We covered them with grants, but we think it would be I think it would be really nice if uh we got know uh if we hosted one of the district events at our high school that would get rid of our travel
022and transportation for one event. >> So you do that in replacement of one of these >> in addition. Oh, you would >> No, no, it would be a replacement. So it would be saving us money. um the school would get to keep the revenue from the the snacks and the people who bought come and buy concessions. >> Um and I think too like we're so far north that our students really kind of you know we had to travel for everything and I think this would be a really cool thing to bring to our area someday. >> If it doesn't happen this year could happen in the future. Well, it definitely won't happen this year, but um like we could bid for it to be next year is where where it's at. So, >> you get
023to collaborate at all with the Minnesota schools then? >> Yes. >> Duth Proctor. >> You've gone over to Grand Rapids and Duth? Is that correct? >> I personally wasn't at Grand Rapids, but the team was >> Yeah, they were. >> Yeah. We're we're we're uh semi-affiliated with ARC and I can't remember the acronym, but it's all what the Arrowhead region. um coalition that is together and um so they have a field that they use and they move around at to different schools. So there's one it was at ESCO last weekend um and so team all the teams can go to ESCO set up their pits, play with the robots, ask other teams questions, problem solve together, and then the the field is set up and they get to practice. So, it's a really cool really
024cool organization. >> Maxim about how many students right now are involved in our program. >> We have uh consistently around 17 of us that uh show up at every practice. >> 33. There's I mean there's been a total of 33 people who have shown up to Athens. >> I think I think it's just cool too like they're putting in the hours. We're we're practicing from 5 till 8:00 p.m. on Tuesdays and Thursdays and then on Saturdays from 10:00 a.m. to 4 p.m. >> And they're all showing up. >> Yeah. And getting things done. >> And the advisors are >> Yes. Great. >> Any other questions? >> Thank you very much for being here and giving us the >> Thank you guys. Nice job. Any further discussion this particular motion hearing? None. All those in favor
025signify by saying I. Opposed. Motion carries. Second one, consideration overnight field trip for Spikei for the SHF robotics team to attend Win District Mcuano event in Mcuano, Wisconsin. >> Motion to approve. >> Second. >> Motion to second. Is there any further discussion? Hearing none. All those in favor signify by saying I. >> I oppose. >> Motion carries. >> Thanks, Mike. >> Thank you. Thank you. Thank you very much. Excellent presentation. You do not have to stay for the John, thank you again for being Thank you. Thanks, guys. We shall now move on to our board committee reports. First up, teaching and learning committee. >> All right. Administration recommends the adoption of the following curriculum resource support elementary math courses. These resources are needed to meet seven-year curriculum psycho needs and content area standards. Motion to
026approve. >> Second. >> Motion a second. Discussion to for the resource of supplementary elementary math courses. Discussion. Crystal. Take it over. >> I have some discussion. >> Yes. >> I usually jump ahead. I waited this time. So, >> it's good. >> You're on. >> All right. Well, I have some presenters here with me tonight. so we could give you a little bit context and background so you know what you're voting on. Um this is a very exciting time. We as you know have been focusing on the area of math not just since the start of our strategic plan this fall but for years leading up to this especially at the secondary level. So I wanted to give you a little bit of context just a reminder of our journey at the secondary level and then
027these folks are going to talk about what's going on at the elementary level. Um, before we start our presentation, for those of you who are new to the board or this is the first time or maybe you're part of an approval for a curriculum resource, I just like to provide the context that in policy in our district, it is the board's responsibility to approve that we can teach this curriculum resource in our classroom. So, that's what you're approving tonight. And I know sometimes people get confused that you're approving like the purchase, you're actually approving like the adoption of this resource. Um, so Ann, could you put our slides up? Perfect. Thank you. So, just as a reminder, you see the four pillars here that are part of our strategic plan. I'm a little biased in
028pillar number one is usually my favorite because it's where all the curriculum instruction work happens. Um, you can see that our charge with this pillar is to ensure that we are using research-based instructional materials and using data to drive that work when we're deciding what to do in our classrooms with kids. Um, before I share some data, I just wanted to uh maybe reiterate how hard our secondary teachers have been working. Our teachers in sixth, seventh, and eighth grade and our algebra 1 course are in their second year of using Amplify Desmos as a new curriculum resource. And then this fall, our geometry and algebra 2 courses uh joined that. So sixth grade through algebra 2 all use the same curriculum resource. Um and then our pre-calculus and calculus and statistics classes beyond that um
029use other resources. textbook companies uh below the college level don't typically even like sell those things for our adoption. We use higher level materials for those. So, algebra 2 is where we'll stop that. But um I did want to share some of the data that's indicating some early information about how things are going at our secondary level. So, what's here on the screen is some forward exam data which is the state test that our sixth, seventh, and eighth graders take. Um, this is specifically obviously in math. On the left side there, that bar is how our students did in the 2324 school year. And that little teal and purple colors together equal 34%. And that indicates during that school year, 34 34% of our students were meeting or advanced on the forward exam in math.
030And you will see that last year after only about seven months of using our new curriculum resource that our students were uh performing at 39.3% meeting and advanced at our middle school level. We have not in the 13 years that I've been in this role um seen that significant of a jump in our data. We have a long way to go. We know that in the area of math, that's why it's our part of our strategic plan that we've been struggling and it's been a slow climb since co especially, but this is this data is very encouraging and we're really trying to impress upon that our teachers are our teachers that they're doing a great job. I did also want to share this data. Um, at our high school level, our 9th graders and tth
031graders take the state exam, the preac. And in the 23 24 school year, prior to using the new curriculum resource, you can see that 37.8% of our 9th graders, and I'm specifically pointing out nth graders because they are the majority of students who take algebra 1 at the high school level >> with the new curriculum. >> Yes, with the new curriculum. um we're meeting and advanced and then you will see after just six and a half 7 months of using that new curriculum resource last school year our 9th graders jumped to 48.8%. That is a huge gain. We have not seen that in our preac data or ACT Aspire data prior to that. So I just wanted to kind of showcase a little bit how hard our secondary teachers are working. Now what we know
032is that we need to start looking at our elementary level and you know because of act 20 and our literacy focus. We were waiting a bit so our teachers could get their feet on the ground with that. But now we know as this data indicates when we looked at it during our strategic plan writing that we need to focus on math at the elementary. So I just wanted to give a little bit of comparison. On the left you'll see those three bars are for third, fourth and fifth grade. And on the left it is our district data from last school year forward exam. And then on the right is the state data. So for example at our third grade level last school year 61.3% of our students were meeting or advanced on the forward in
033math. And at the state level so we outscored the state only 54.8% of our students of the students in our state were meaning or advanced. So you can see our third graders were did a really great job. But you can see what happens to the data at our fourth and fifth grade level. Um, and so we know that we need to make some big shifts like we've been making at our secondary level. So this school year has been kind of the year of work so far and will continue to be at our elementary level. And so I brought these guys so they could tell you about the journey that our elementary teachers have been on. >> Right. Want to introduce yourself? >> I'm Julie Ingerbbertson. I'm a second grade teacher at Northern Lights. Um, this
034is my ninth year in the district. This is my 32nd year of teaching. Um, I'm not going to read that for you. You guys can read it. But, um, one of the reasons why I wanted to be on this committee is because I've worked with Sarah and Amy over the last many years of trying to add to what the things that our curriculum, current curriculum is missing. um providing experiences for our students to uh answer those higher level questions, you know, to where you're not just spoon feeding them kind of. You're not just teaching it, but you're saying, "Hey, here's a addition problem you've never seen before. How would you think you would solve it? Use your background knowledge. Um what different ways can you um try to, you know, work through this problem?" Um
035and so, you know, trying to get the kids to think more about what they're doing. um our current curriculum does provide some of that but there was a lot that in order to make it really work well experience for the kids that you had to pull into what our current curriculum is um and so that was what I wanted to like what's out there what you know is there something better than what we have to where it naturally flows with what I'm teaching I don't have to go pull something else into it um and it makes more sense more cohesive for the students who are trying to learn it um kind of all Um this is actually my third time of um being on a curriculum committee. I was on the first two benchmark committees
036and um so it just it interests me to see what's out there. What can I provide better for my students? Um that kind of thing. >> And as a reminder, I'm Amy Patel, one of the elementary instructional coaches and Sarah Hollings, >> my partner. Yeah, >> we work together. So a little bit what we did with the committee as Julie said, um and Crystal said as well, we pulled together this year and we started by looking at the research. Here's just a snippet of a couple of the two different um pieces of research that we read. And in doing that with our group of teachers and administrators who joined us, we first read that research and had time to discuss and process and really say, here's what the research says, but what do we value
037in mathematics instruction here in Superior? So we went through a process first to articulate that um as Julie as a member of the um committee it was her and we had representation um across the district we had about 14 teachers join us in this work. It was open to all teachers who um may have had an interest to join us and then um our principal partners joined us as well in that work after we took a look at the research and actually for uh ironically we kind of started this process pre-act 20 and then put elementary math on hold. Um, so Sarah and I have kind of been looking at math resources, what's out there, kind of seeing um, what's even available. And one resource that we just wanted to share with you that we
038use quite a bit in looking at curricular uh, materials is called Ed Reports. And if you're not familiar, ED reports is a nonprofit organization that their purpose is to review instructional materials to ensure that school districts are using the highest quality materials that are out there. And they uh create rubrics and they score them based on the design of the materials for both teachers and students for coherence and focus and then also for rigor and the mathematical practice which come from our standards. And so we took a look at ed reports to say, hey, how are things scoring out there and what it would be worth our time to put in front of our teachers um in part of our review? Uh so as part of that process, we um kind of talked as team
039as you know the team committee um what are our priorities in math? What do we feel like we're missing? What could we use help with? um what would be best for our students and learning, what would our curriculum need to provide? Um and we kind of thinned that out and put it in main categories that went along with the standards that we um are supposed to be teaching. Um and then after we got through that, we actually got to evaluate the curriculums. Um these are the three that we looked at. Bridges, math expressions, which is what we have currently, and then amplify Desmos. Um and we had about 20 30 minutes was not nearly a long long enough to actually dig into them. Um to look at all three curriculums or discuss what we're already
040doing with math expressions. Um there was an immediate reactions when we saw them like oh there's a lot that's going to be involved in teaching with some of you. Do you want to talk specifically about each one or >> what did you what stands out? What what excited you the most? answer. >> Um, the workbooks that the kids will be working with are very interesting. The pages are interesting. Currently, we have like a worksheet that will be front and back and seems like 800 problems on it. Um, the new workbooks have much more space for the students to do their work, show their work. There's maybe two or three problems on the page. For those students who get overwhelmed by 20 problems on the page, there's much less for them to look at and for
041them to do. Um, one other thing that we thought was interesting, there were three second grade teachers on the committee, so we talked a lot. Um, which there's a story that goes along with it and it carries throughout the unit. Um, the one one of the ones I happened to look at because I was looking specifically at one of the main points of what we teach in second grade. um they were going to a there was like a market or something like that and they had to buy things and purchase things and so it used that real world world experience and it carried throughout the whole um unit for kids to you know have a story to to go on to and to spiral back to and pull in different ideas from >> and those
042were the three that kind of rose to the top on that report right that's why you >> we used a combination of ratings and also copyright to be completely honest because things become um obsolete sooner than you would think in the curriculum >> and your ability to >> right purchase things and then things they don't >> once a curriculum is on its hold then they don't upgrade or update things like technology platforms as readily so you you >> you want to look for more recent copy rate. So this these were our values down the left hand side and this is just a a snapshot of the summary of um uh how we scored. And when I say we just want you to know that Crystal and Amy and I do not complete the evaluation pro
043um process. We we facilitate it but we do not score the materials. It's the teachers and the principles that score. So you can see that Amplify Desmos came out on top. Um uh I should I should point out it is a four-point rating scale. These are the average scores. The only one category where math expressions came out um more strongly, but fairly resounding I would say. Um and then uh we're not going to go into this um too in too much depth. I Crystal did share in some some LinkedIn some things if you wanted to learn more. I think one of the things that I appreciate about Amplify Desmos is the structured approach to problem based learning. Um, it is a very uh there's a nice sequence in the lessons. There's a lot of great
044materials and I think it offers a lot for our students and for our teachers. >> And on that first slide, um, when Julie first started, one of the things that we didn't mention, we heard loud and clear from the committee of teachers that they kind of wanted to slow down. So our plan actually is next school year we'll have a group of lead learners um using this across our district in all K5 grades and at all buildings a smaller group that group of teacher teachers will teach from it hopefully um they will agree to allow us in to get video in classroom which will be so helpful that then at the following year when we go districtwide we will have our own internal videos to help support with staff development teachers. We did that the
045first time we did benchmark and they absolutely one of the greatest things we ever did was being able to see the resource being used in our district with their grade level colleagues. Um so we really look forward to the learning that's going to happen next year and that transition that will happen. >> I appreciate what you just said there Amy because I I think we saw that with act 20 as well. you know, we needed to take a step back a little bit. So, the teachers had the time, you know, to really do this with fidelity. Um, yeah, the state said the act 20, you got to do this and away you go. And thanks a lot for all your support, state, but it's left upon up on up on up on up on you
046to make sure that our students are getting the most for the reading program they're in and now the the new math program that you're selecting. Do you have any questions? >> So I do. Okay. >> All right, Mr. Olson. >> All right. Yeah. >> With with this new program and I see the benefits on some of the areas and stuff. So um we still here in this community um in order to learn the skill you need to drill drill drill. You know they still want the the the math sheets in front you will memorize and everything. So, where does this program take us to kind of alleviate that mindset of those people? >> I would say the first thing that's really important and a few things that I'm going to say, they apply K12 because
047remember our in case you didn't pick up on it yet, our elementary level is adopting the same resource that our secondary has been using, which is actually not always common. Companies don't even always sell products that span that many grades. Um it's important to know that whatever resource that we are using, our responsibility is to adhere to and teach to the standards. That that's our first responsibility. We're using this resource as a curriculum tool to help us teach those. And we have to remember that the standards while they do not focus completely on conceptual understanding and having that structured approach to problem solving um it is much more heavy in the standards than the fluency and making sure that you know your facts or can tell time or can count coins. some of those things
048that we consider much more traditional math that are well how many of us were trained to teach math especially at the secondary level using a very traditional approach to skill and drill. Um but we have an obligation to follow the research and the standards and then find a resource that relies heavily on the processes and the structures and the strategies that are more heavy on the conceptual understanding. Right now it is a really big shift. Our secondary teachers are doing an amazing job. The data is showing that. But it doesn't mean that it's easy work to shift your thinking from that traditional math to peer collaboration, problem solving. Explore the math. Don't give the kids the math right away. let them figure it out by themselves and then swoop in with the explicit instruction and
049the synthesizing of what this what the standard or the the outcome of the lesson or unit is. So I don't know if that helps Steve but it's >> as with anything there's a balance and as with anything change and big shifts is hard harder for some people than others. Do we see when you looked at this program, did you see the assessment alignment within this program stronger than and in in some ways does it talk with some of the programs that we're involved in as far as the testing? >> Oh, you mean like assessments in terms of like how we use the data? >> Right. Right. >> Good question. So, um, most resources sell you lots of other things if you would like allocart products to go with the curriculum resource that you're purchasing. So,
050we earlier this was it this week? No, today's Monday. Last week. >> Yeah, last week. >> Last week um we uh had a call with the company and we're learning about all the assessment components and the intervention component that you can purchase to go along with this. Of course, the assessment component is important. Um, and the data then would we would want probably that data to feed into Edgeclimber or whatever our data warehouse is, but we also have to remember that our elementary teachers are already giving other benchmark assessments and so we have to think about the balance of how much we're assessing our students and what's reasonable for our teachers. So, if we're going to use the assessments with this, which we likely would want to do, something else probably needs to come off
051the plate with that. maybe our you know fast bridge testing or other data sources that we already use. >> Thank you. >> Any other questions? >> I guess not referring to the elementary but just at the secondary level. What kind of feedback are you getting from the teachers? How were they feeling? You know, um I see nth grade did really well. 10th grade took a dip from 2024 to 2425. >> Yes. And uh so our 10th graders in that data cohort weren't yet using the resource. >> Okay. >> So that's only graders are >> new curriculum. >> Yeah. Okay. >> Um as with anything and I would say this is true when we're using a new elementary re literacy resource venturing advance this year or amplify desmos at the secondary and will probably be the
052case at the elementary. You know it's our job to support teachers in carrying out the curriculum and the resource with fidelity. And Steve used the word fidelity. We also use the word integrity because when you purchase a resource, these resources aren't just created overnight. They are built based on many years of research. And the research clearly says if you use all of the tools in this as they are designed to be in the lessons and the conceptual understanding and the balance of all the things, you know, then you're going to see results. If you pick and choose components to do, then the research behind this resource isn't going to serve you the same purpose and you're probably not going to see the results. >> And that's consistent with literacy or math. >> Absolutely. It's consistent
053with >> Can you talk a little bit though about what you've done at the secondary for the last year and a half to support the new adoption? >> Yes. So, we and I know I've mentioned a few of these things before. Prior to the adoption of our new math resource at the secondary level, our coaches, principles, we had been already doing PD on some big changes in math away from traditional to more of a conceptual understanding to align with the standards for three years prior to that. We've been doing a lot of professional development. We have brought in um uh consultants from CISA 12 several times to work with our teachers because sometimes they get sick of me talking or our coaches talking. So we bring in other experts to uh help with the learning.
054So we had done that already. Then since we started implementing before every single unit that our secondary teachers teach both last year and this year, we provide them with subs and we pull them out and we help them unpack the unit, the standards, all of the components, the lessons. One, so they are fully understanding what they're going to be teaching, but two truly like they need and deserve that time because this is this is very different. If we all sat in a math classroom today, the lessons that the students are learning look different than we learned math. >> Um and the standards are different. So um we've been providing that support. Our instructional coaches um are providing support all the time. We have twice brought in someone from Amplify Desmos this year to observe in
055our high school math classrooms and give us feedback from an outside lens on how we're doing. They've been very complimentary. Um, our our teachers are doing a great job. It doesn't mean it's not hard. Doesn't mean it's not scary. Doesn't mean that sometimes we, you know, are challenged by it, but our teachers are doing a great job. It's our job to stay the course and continue to support them and it's their job to continue to follow through on the fidelity of the implementation. So when you say challenge, do you feel like it's more of like a buyin thing from teachers that are struggling with it or is it just >> I think it's >> because it's a new >> changing instructional practices. It's really it's not like you lecture for 45 minutes, kids do some
056work five minutes. It's truly changing the format of your instructional practices on a daily basis and the format for how you deliver the lesson, how you give feedback. it it looks very I've had the opportunity to observe as well both middle and high school and um you know there's peer collaboration um so there's a little less structure sometimes those conversations so it's about learning how to do how to teach math differently and different math practices than the traditional kind of sit and get >> you're kind of getting to like what does student engagement look like what are like how is is it changing discipline in the classroom how are like how are students behaving in the work >> so A really big component of this at the secondary level, it's obviously less of this at
057our at the will be less of this at the elementary is that there are a lot of digital days where their students are using their laptops and their devices and of course there are paper days they're called in between and there's always the paper option if a student wants to be able to or needs to be able to do it on paper instead of their device. The biggest I guess key to the use of the device is that they're collaborating with peers. So students should rarely be working alone when they are engaging in the first 75% of the lesson. They are doing this with a peer and they have to share a device. So partner A today closes the lid on their laptop and pushes it aside and partner B's device is the one that's
058used and they're together solving the problem for a big chunk of the lesson. Can I pause there for a second? I think one of the things that's very different about um the instructional model that that they're using and I've seen this at the elementary too is math talk. Kids have to talk about math. It's not just sit and get. You have to explain your thought process and the math talk I think is an important part of that peer collaboration, right? Because kids have to explain their thinking, right? >> Yeah. And I was kind of I was smiling inside and outside when I was listening to the robotics students here talking because when you think about the skills that they are needing to use to engage what clearly excites them, they have to have been doing
059the collaboration and this kind of learning in their math and science and classrooms so that they have the skills needed to be able to do this. And um I mean I'm just going to say like a really blunt example. Standing in front of students and showing them a few math problems on the board and then assigning them 60 problems in a book to do as we may have learned as math students ourselves is not going to produce um collaborative rigorous thinking um that our students need today. So I'll say it again. It's a really big shift in teaching and philosophy, but it's what research indicates we need to do. It's what the standards say we need to do. So, it's our job to support support that work. >> Do you see the math talk as
060Amy said? Um, is that something that'll be common at the elementary level too like all the way through? >> Absolutely. probably more strong at the elementary because as students are taught things and given opportunities to do this like then it spirals through the grade. So once students at a younger grade are using a resource or doing math or anything in a certain way it only strengthens. Um I mean obviously this year seventh and eighth grade teachers are saying whoa wow we're getting students who've now been using this resource for a year already and they're coming in with different skills. When I was an elementary principal, those were the things we always talked about with our elementary teachers was in what what engagement truly is at ma in math is doing the math and the problem
061solving, but then talking about math. Like those two things go hand in hand. Those are the things I'd look for as an elementary principal. And of course along with the collaboration, there's the balance of individually students still need to synthesize, show their teacher what they're able to do. the teacher is still looking individually at, you know, the 25 students in front of them saying, "Oh boy, these five still struggled with this. I need to do this a little bit differently tomorrow or revisit this before I move on to the next." There's still the individual component. Teachers are always, of course, very aware of what where their kids are at. But the collaboration piece needs to happen. It's what leads to the conceptual understanding. >> The other part is when we have the opportunity to visit
062schools. So, as we get into this program and everything and that getting into some of these elementary classrooms, it's how neat it would be that within a year or so from now, we we see that engagement in the classroom and kids kids talking talking Matt see the the effects of act 20, you know, in the classroom. We actually see that from the kids. When you you said the teacher standing on this first came to my mind, man, the old days put that up there and they go Yep, that's what it is. And then they gave you the 50 60 problems. I'll get it done. Good luck. >> That model if you were lucky the odd one thing. >> Yeah. Yeah. >> Very good, Sarah. >> Yes. I was just going to say in the agenda
063there are two links in case you wanted to see any more details about all the math and all the units and what that looks like at the elementary. >> Very comprehensive. >> Amy, I like what you said about how a selection of teachers is going to start this next next school year and then everyone will implement it in 2728. Correct. So, we've all been at uh site visits where teachers are still carrying around their three- ring binder with the new reading program learning fumbling through as you know as they best as they can learning together obviously. Is there any concern about now we're going to throw a new math program at you as well when that comes to the table? >> There is. That's why we're going to wait a year for everybody. You don't
064heard that loud and clear. Um the people who will be the lead learners that we call them next year will be all people who have volunteers. >> No one no one is being forced to or told that they have to do this will all be volunteer and in fact if I mean we >> I think some people are excited about it >> 100%. I'm more worried about the teachers that are maybe really struggling now that now they're going to get another new program. I mean are there any of the are any of those people your lead learners? I don't think they'll step up honestly. >> Yeah, >> that's definitely been conversation, you know, in the in the lunchroom and everything that people are really nervous about it, but it was a great relief when they
065found out we did not have to adopt it and everybody implements it next fall. I think was that heightened and then when when you guys made the announcement like the room just kind of went oh right yeah >> by chance was um >> someone who wanted to be a lead learner that myself or the principal as administrators were concerned about them being able to take that on next year because maybe they're still working really hard at the reading part like then the principles can help with that conversation and say maybe maybe this isn't the best idea you know and if we needed to do But it probably won't happen. >> Yeah. >> And I know we're not approving any kind of financial with this, but um I heard you mentioned workbooks, which I really liked
066how you said there was more room for kids to do their work because I know as my child struggles with that. We always have an extra paper staple to show your right. >> Yeah. >> Um does that mean less printing? I mean, I'm trying to think like saving some money >> using the resource with integrity and fidelity >> because there should be plenty uh and probably more than they would ever have time to do within that and there wouldn't be a need to do printing. >> So, this partners with the digital or the workbook along with digital resources as well. >> Correct. Yep. And of course at the elementary level fifth a little more, but then down to kindergarten less and less there's less digital component. And that was a really big priority to us
067to be sure. Um, you know, we didn't necessarily think it aligned with our values that our kindergarters would be doing their math lesson on a device every day. So there's definitely a um kind of a progression of it. >> So more hands-on manipulative. >> Yes, absolutely. and our teachers will get will get the manipul manipulative kits and all that they need. And kind of to I know this isn't what you asked there, but just so you have the context, um typically um what you do with a curriculum company like with this resource that's this big is you typically do a six-year um purchase for the workbooks for that time frame and the digital access and subscription for that time. Um, one of the things I've gotten good at is talking companies into providing us with
068perks. So, next year, because we're just going to have the lead learners, we're essentially getting seven years for the price of six. >> Nice. So, >> how long have we been using in the current program? >> 18 years. >> Okay. What's be a big change? Yeah, that's good. >> Yes. >> Thanks for the questions and the conversation. B, thank you for coming. Appreciate it. Thank you. >> Thank you. >> Thanks, guys. >> Finish your motion. >> Um, okay. Any further discussion? >> Hearing none. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. >> No discussion orformational items. That concludes my report. Thank you. Budget insurance. Katherine, >> I haveformational items are fun revenue and expendure preliminary reports. David C, do we have any highlights notable? >> To pay our debt
069payment this month, so 6 million spent. >> Are we getting a property tax check, too? >> Yeah, it's not on there, but we got Okay. Sweet. Just wondering. Yes, I am. All right. I have um one action item, the one I always have, which is our gifts, grants, and bequests. Uh administration recommends approval to accept gifts, grants, and bequests received in February 2026. >> Motion to approve. >> Second. >> Cool. >> Yeah. I should probably know this, but where like where are they determining designation? Can can people just write that in or is there like a list that's provided? >> They usually indicate when they make a donation how they want it spent. Usually someone's asking for it, you know, and so yeah, >> I was figuring there must have been an fundraiser, right? Yeah.
070>> Thank you. Well, this is really great exciting to see. >> Any discussion? >> Thank you. Mhm. Okay. Thank you. >> Okay. Hearing none. Uh all those in favor, please signify by saying I. >> I. I. >> All oppose. Okay. Motion carries. I have no discussion items. And that concludes my report. Mr. President. >> All right, Katherine. Thank you. Personnel negotiations committee. Nick Olsen. >> I have one action item. Administration recommends approval of the March 2026 new hires and separations report. >> Motion to approve. Second >> motion and a second. Any discussion? >> Thank you to those longtime teachers on there. >> A lot of years of experience. And to duly note, we talked about this, but for the public that there's three teachers on the resignation side side and stuff and um they're they're
071not allowed to retire, so to speak, but they're resigning from the district because they don't have the number of years service and to be eligible for the retirement side. So, so that is a pretty extensive list that we have and >> and uh and we do know that things still could change before the end of the year too. So, >> any other discussion? >> Hearing none. All those in favor signify by saying I >> I motion carries. No discussion items, noformational items. That concludes the report. >> Thank you. Legislative Committee. Laura. >> Yes. Thank you, Mr. President. I have zero action items, just oneformational item uh that's talking about the regular floor session concluding. Um but that there were conversations that potentially there could be an additional special session to address a few things that
072have been put on the table with the surplus we're seeing in the state of Wisconsin. Uh, one of those is 200 million to meet the commitment to special education categorical aid reimbursement targets of 42 to 45. Um, the approximately $500 million for the school levy tax credit to support property tax relief and $1.4 billion in an individual income tax rebate. So, um, I haven't seen any updates on that. I'm not sure if anyone else has. Um >> yeah, so we did we did receive an update today that um they're still in discussion, Governor Ivers and Speaker Boss. There seems to be some understanding between the two that they agree um that additional special education funding aid and school levy credit dollars should be included in any deal. So at least they're still talking, which is
073very important. And uh I I don't know. I get the feeling that that something something is going to happen and hopefully positive for not only our district but the state of Wisconsin. >> I'm also hearing that same positivity. So let's keep our hopes up. Um there were no discussion items and that will conclude my report. >> All right. Thank you. Policies and rules. Shelley. >> Right. We have three action items tonight. Administration proposes the approval of changes to the following policies based on Neiola recommendations. First reading of policy 8510 wellness. This policy is being revised based on direct feedback from the department of public instructions DPI school nutrition team S&T. These revisions are necessary to ensure compliance with the law. The new policy was drafted by the district wellness committee including parents, a student representative,
074teachers, health office staff, a schoolboard representative and administrators. >> Motion to approve. Second. >> I just give a little bit of background. So we had a a team and some of them are here tonight who helped us draft. Our current policy is about two paragraphs. This is multiple pages. So, we spent um some time together looking at some proposed language. Uh, and this is what our team came up with. I just want to recognize that people are here. Sarah um sat on the team as a schoolboard rep. Brendan sat on as a student rep. Jamie Dina Wells is our health teacher. Am I missing anybody else who was on that team? No, I think that's it. >> Oh, Dina. Oh, and D and Jen, sorry. They helped me lead it. Yeah. Um, so we had
075a handful of folks who uh participated and and like I said, this is the draft we came up with. We did want to highlight one area that we would like the board to weigh in on. And if you would mind scrolling down to the yellow, I'm going to have a hard time reading this. Um, this is the section um the recommend Well, this is draft language. All food and beverages offered on school campus, including those provided as part of celebrations, parties, or classroom snacks, must adhere to the district standards established above. And so, our team really struggled with this. Um, we recognize that there's lots of birthday parties every day. Um, it could you could literally have cupcakes in your classroom every week for every birthday party at the elementary level. Um, but I will
076let I don't know if anybody from the committee wants to speak. Um, Brendan would like to speak. Go for it. So, I just have a couple concerns with this um with this proposition. Um if they're how will this affect parents, students, and teachers access to snacks if they want to continue doing celebrations, parties, snack time. I know for elementary schools, that was the thing when I was there. Um, how will this affect those families and their access to healthy snacks as dictated by the USDA smart snack standards? And then if that access is available and that's that isn't an issue, will this place a financial burden on families? Are these snacks going to be more expensive? Um, and what are what are some unintended consequences that this might have? Those were really good points that
077the team brought up. Um, the other thing that uh h when I've worked in other districts where this language was actually in policy, um, the district provided families with a list of what are USDA smart stacks eligible. So, it would give you a list of what are those snacks and what qualifies under those snacks. Um, so the question really, I mean, I'm going to let the the other representatives talk here, but the question really on the table is, do we limit what we're what we're providing during these celebrations or do we kind of leave it status quo? If we leave it status quo, then that yellow would come out of the policy language. If we wanted to limit um what we are providing in in these celebrations and parties as well, then it would stay
078in. Sarah, do you have anything you wanted to share about that? I think the other concern was from a parent perspective is if you're going to have these requirements, then the school district should be providing those snacks. That that's always been something that's kind of been brought up that if we want them to eat certain things, then we should be providing those. Jen and Dina, I know Dina, you sort of have had an experience where this has been put in policy and it's been successful in other districts. And >> yeah, it was a little tough at first to adjust to not not having as many cupcakes and things, but then once it kind of got to be status quo, then it it was okay >> after people adjusted. >> But that was my experience. >>
079And this is stuff these are items that the school district is paying for, right? To your point, Sarah. >> Right. >> Well, currently these are like the things that families staff might provide as part of a celebration. Yeah. Jen, anything else you wanted to add? Jamie and Dina. >> Um, I as the food service guy, no, but as a principal that was in that committee, her concern, biggest concern was they don't provide snacks. Our program does not have a program to provide a snack here, >> right? >> And a lot of parents and community members donate snacks to a lot of our schools. And they were very concerned that those snacks would not be available if we put this into place. And there was quite a bit of concern about that. They were restricted on
080what they could provide. >> Do you have anything to add? Could you instead of maybe striking it have like recommend because I would presume the stacks are are healthy snacks and so like would we recommend that you choose from this go from this list like would that be a balance? Good. >> I like that. Great suggestion. From a high school student perspective, just seeing kind of all of the what could be considered provided snacks, it's for a student, there's going to be a lot of change there more than even in an elementary school because I mean, if you bring donuts for your friends, that could be considered uh provided food or beverage, that could be considered provided food. And I think enforcing that just between students um or even if it's just not provided by
081the teachers or the parents is going to be pretty hard to enforce that at the high school. >> I would also think that at the elementary level, who's enforcing this and what are you going to do? Make a child throw food in the garbage instead of eating it? So then they go without? That's not what we stand for. I mean, we're not trying to starve kids here. >> Well, this was this was a point we could not come to consensus on. That's why we said at some point we needed to kind of bring this to the board for for um for your recommendations. Uh, the other thing I just wanted to point out, and I don't know where it is on here, um, um, I don't know if it's up or down, Ann, but one
082place that we talked a lot about, maybe it's up because I see it I think on the Xline. We had a lot of conversation about caffeine consumption and providing caffeine and potentially putting some limitations on that. Some people wanted no caffeine um, provided on school at school by by our staff. Others said maybe there could be this was our compromise that if we're going to provide caffeine products then it should be um up to 100 milligrams which is the American Pediatrics recommendation on daily intake. That's where that that's where that came from. Dina, anything you want to say about that? >> Things that we can do too in curriculum to try to promote better choices that we already put into the 10th grade health class just since this meeting happened. I had our um long-term
083substitute. We had um a lesson that included this, but I had her go more in depth and add like a a project or something like that that the kids did around um the dangers of too much caffeine and they did it, I believe last week because kids came to tell me that they were um glazing my own son because he drinks too much. So um uh so they were talking about it and my own. I think there's things we can do um in healthcare try and promote um more of the better choices whether we have to you know make kids make those better I don't know that >> the only other thing I just wanted to point out there's a section about fundraising it hasn't really changed we already don't have competitive foods being fundraised
084during the school day like we don't sell candy bars during during the day and those kinds of things. So that got clarified because that was not in our current policy, but it is our current practice. So that was also indicated in here. >> Jamie, do we still have guidelines for uh the vending machines that have >> guidelines for everything? >> Yeah. So that vendors can only bring in >> Brendon in our school that we have the food service control. So there's no other option. No, but they have to adhere to the smart act standards. Yeah, >> we've been under the Our department has been under these requirements for a very long. >> Yes, a lot of this is actually just putting into policy what Jamie has already had to do. It just wasn't in policy,
085but it did give us opportunity to tighten it up even more and that's where some of those conversations came from. >> To go along with what Katherine said, so could this statement say something um to this effect? Um, it is a recommendation that all foods and beverages offered blah blah blah. >> Yeah, I think that's a good addition and a good compromise. >> Kind of like up on the top and we, you know, the district encourages >> Yes. or or language. >> Actually, it already says that in this the top one. >> It's true. The district encourages foods offered and this is including celebrations. >> Strike B. >> So actually, yeah, B would just be um completely eliminated because it already sort of allows that opportunity. >> We just had that discussion for nothing. >>
086Well, come up with a we had to come up with a plan, but Wow. I'm have to amend my motion then. Uh we do, Kyle, are we? Yeah. I amend my prior motion to strike paragraph B from the foods offered provided but not sold section in the policy. >> Is there a second? >> Second. >> Actually, can I I'm sorry I'm misspeaking here. It says we encourage that they meet or exceed. That doesn't that's not accurate with what we provide, Jamie. We have to meet or exceed. >> It's not a suggestion. food meet or exceed those provided at celebrations. >> So I I we we do at we do meet and exceed nutritional standards for what we provide on campus. What we're suggesting is that the district encourages celebrations and parties to also adhere to
087that, but it's not required. We'll reward a to reflect what I just described if the board is okay with that. Is that okay, Jamie? Is that okay? I want to make sure I'm saying it right. Okay. >> Okay. Yeah, I didn't say that. >> No, I didn't. So, the motion in the second is still to strike B, >> right? But reward A to include the that um we'll encourage families or celebrations to adhere, but not. >> Yeah. Okay. >> And get out list. >> You want to amend it again? >> Yes. And then we'll provide a list >> doing the education inside and out >> and did you capture that? >> I did. >> Okay. We'll work on it tomorrow. >> Okay. >> We can just go with a motion on taking out B >>
088and then you'll bring back >> 16 rewarding. >> Sound good? >> Is there any further discussion? >> Do you have anything else to say? >> Sorry. >> I love cupcakes. Cupcakes. >> Donuts. I love glazing kids. >> All right. >> And donuts. You said you like blazing your donut. >> I never heard that before. That was amazing. He's her son. >> Moving on. >> We have a motion in a second. >> Any further discussion? >> Okay. Hearing none. All those in favor signify by saying I. >> I. >> All opposed. Okay. Motion carries. All right. The next action item is the first reading of policy 6152.01, waiver of school fees or fines. This policy provides that school fees and fines do not prevent financially struggling students from accessing their education required materials consistent with the
089requirement that such charges cannot be barriers to the educational program. It establishes clear eligibility standards including for lowincome and homeless students and outlines a necessary procedure for requesting and appealing fee waiverss. By formalizing this process, the policy upholds equity by preventing discrimination against students whose families are unable to pay. The policy revisions make optional the language for fee eligibility standards and the resolution of disputes as well as a defined list of options for fees to be waved. It is recommended to improve options, reflect practice, and enhance clarity. >> Motion to approve. >> Second. Where did the recommendations come for the on this? Was this Neil? >> I ask David to review it before. >> Okay. >> David, do you have anything you want to add? >> No. >> Yeah. Other discussion? Okay. Hearing none. All
090those in favor, please signify by saying I. I.O. All >> opposed. Motion carries. Third action item is the first reading of policy 6320 purchasing. This policy outlines the procedure for the procurement of all supplies, materials, equipment, and services using district funds, emphasizing compliance with relevant laws and ethical standards. Its importance lies in ensuring fair and open competition, responsible financial management, and preventing conflicts of interest in all purchasing transactions. The key policy revisions include reorganization of content as well as clarification on single vendor bids and the timeline for bid delivery to the district. This revision is recommended but not required. >> Second. >> Is there any discussion? >> 25,000 seems kind of a low. Is that standard or >> getting different quotes as a threshold? >> Well, we always I kind of push it. We always
091get >> no matter what. The big thing with this is I'd always go back to refer this when I had questions and it council made the 2016 referendum stuff policies. So, I'm a data useless. Okay. >> Yeah. >> Any other discussion? >> All right. Hearing none. All those in favor, please signify by saying I. >> I. >> All opposed. Motion carries. There are noformational items tonight. No discussion items. This ends my report. >> Thank you. Operation of committee. You've been waiting a long time, Sarah, but >> I would like the money now. >> Okay. >> I have one action item. Administration recommends approval of the purchase of two special education buses from Wisconsin bus sales for a total of $298,234. One bus will be equipped with a wheelchair lift. One bus will be modified to
092have flat floor throughout the bus. Both buses will be dedicated solely for special education. One bus will be used to transport students from the local voucher school, which we discussed last time we were in session, I believe. Um, there are some numbers here. Wisconsin bus sales company. I'm not going to read that because that's stuff that I am not familiar with. Um, but the total is at the bottom. 298 234. >> Motion to approve. Second. >> Have a motion and a second. Any further discussion? No, Pat or Dave, do you want to say anything? >> Uh, just real briefly, the uh one bus out of the lift, uh, that's what's going to enter into our service. Right now, we have five current buses. They're all propane. They're all 70 year. They're older. Um, so we
093are starting to see where some break and then that style's allowed. So, this is we're bringing this one in just to slowly kind of modernize our fleet in that regard. Um, the other bus. Oh, and I was going to say the uh uh we also all of our buses are propane. So, we did have an issue. This was a few years ago where an entire fleet was wiped out uh due to a problem with fueling. It just so happened to have over uh I think it was Chris's break. So, we didn't miss any service. But to avoid it, one the uh we're going to buy diesel but just so we have another alternative fuel source. The other bus is going to be for like said superior learning academy and it will be solely dedicated to
094that. Uh we are looking at to uh with the track flooring that was added to it if we could uh look for some reimbursements uh as we do take on this extra expense for this route. So but yeah any questions >> on that which one of those buses >> for oops asking go ahead Laura ask again. Yeah. Is are we doing financing for it or did David budget it? Just curious >> on the budgeting side of this. This is our original plan that we started six or seven years ago when I first started in transportation is we'd buy a a bunch of buses, get into a a three-year pay period, and we pay $300,000 a year. That first year we' be able to buy 11, then inflation, we' be able to buy eight. Uh on
095this one, I decided that we're just going to and it's budgeted for the $300,000 this year. We're just going to buy the two sped buses. Um I didn't want to get into where I'm locked into having to spend $300,000 in the next three years. So I'm kind of taking it year by year in case something comes down the road so we can re-evaluate our buses. But uh yeah, that was it was budgeted out. I think it was a little over $300,000 in for budget for this year. Anticipating we'll be buying a bus, some set of buses. So, >> so is this two in, two out? >> No. So, the boxes we have now are okay. Um, we're replacing engines now. That's another part of it with propane stage movement, but they become our backup buses
096now, which >> Well, and with a new route, we needed to add a bus anyway, right? >> Yeah. So, with the taking on the superior learning academy is one bus that we're going to have to run out. Um, we're adding track foring because of Medicaid reimbursement changes. So hopefully by having trap flooring on a bus that's flat floored, you might be able to get some Medicaid reimbursements. Um, and regardless of what happens, if it transitions out, if we're not doing security learning academy, that must then be dedicated to, you know, our spec kids. Um, Pat's really been working on reevaluating the need for all the lift buses we have. Um, at one point in time we had lots of chairs, lots of kids in wheelchairs. That's kind of gone down now, but it es and
097flows. So, we need to make sure we have those. But, um, probably can we better utilize the buses by not having to have uh the lift state meet up with the driver soon. >> Which bus is dedicated to Superior Learning Center? >> The one up there? The Which one? >> The 77. No lift. Correct. >> And how many students would be positive? Seven. Uh but they that's not they do have a deadline till May to uh where they have to spend all the students that uh they are going to be transporting for them and that change them will be going >> 77 on the buses and pretty much anytime there's three we see correct three >> any size kids smaller or bigger than third grade yell we do it sometimes yell it >> what's what's
098the age range at that place. Do we know >> in regard to I believe it was eighth grade currently, but they're working on adding up to 10th. >> Well, they they just they added ninth this year and now adding 10th next year, >> right? >> So, that'll be 11th and 12th soon. >> And they all ride the bus together? >> Not currently. >> Okay. >> Do they have to pay on transportation? But they but they will. >> Okay. >> This is a genuine question, not meant to be malicious. Like why are we buying a bus that's used for a different school? >> Legally have to. >> Okay. Thank you. >> We also provide transportation to students at Marinatha and Cathedral. >> Cathedral. Thank you. >> The statute. >> Thanks. Did we get reimbursed for that?
099>> It's in the student transportation reimburse. Yeah, >> I just wanted that vocaliz. >> I know. I know. >> I wanted it for >> any further discussion hearing none. All those in favor signify by saying I. I >> opposed. Motion carries. I have oneformational item uh facility department update from >> Well, I asked we're going to tag team it between Jamie, David, and myself. But, um, I know that there are probably questions around Bryant and the middle school and facility director hiring. So, I don't know who wants to take what. Anybody? >> How about Brian first? >> Okay. >> So, Brian, there's actually two projects on Brian. What was the the tuck point in the windows? Um there's actually a construction talk a punch list for tomorrow to figure out what uh what needs to
100be done. The plan is to hopefully get it done over spring break. It was painted on the inside and then Bobby Nly who we're working with has found other stuff they have that they need to fix, caulking and stuff like that. Uh the other part of it was the main entry doors. What happened is in the summer when they went to do it, they took out the entry stuff around the entries and they found that there was a missing steel beam that was in the drawings but not actually there. So they said can't do it now because we had to get new drawings and get a steel company put into it. Um that's so that's going to be delayed until the summer. uh the middle school the main entryway because of the fact that the
101steel or the metal is custom ordered in the front they don't have they don't see it arriving until March 19th which of course is after spring break um there's discussion to be do during the school year but it was decided that we need to keep that front end secure um so that's also going to be done in the summer as well so >> then we did um interview for facility director last week Molly can you want to share any updates on I don't know what you've talked about. So, >> oh well, he's starting on March 13. >> Okay. >> So, I will be adding him in right after >> the interm's been familiar. Um, which has been great. Uh, he brings a different perspective in there and I think it's uh just he brings a
102culture change as well. Um, I think I've seen a lot of good improvement in the short time that he's been there and I see him continuing to help and his willingness to be a mentor from the new guy comes on and his willingness to mentor the two supervisors we have. He's really been a face out there. So that the energy he brings as food guy, he also brings that same energy as the buildings guy doesn't know as much. I think what we focus on is just um we've moved our supervisors around. We have two supervisors that have been with us for a little while now and just to give them like greater visibility. Um we have a great team of engineers that start the day and open our buildings up and we move those supervisors
103to later in the day because um it just seems like we have a lot going on in the evenings and a lot of staff that are in the evenings that want to move basically there. So we've taken that as like our biggest focus just to be out in the visible and support um the buildings and problems team that's on later in the day. We took on our school dudes uh the work order system that we had. it was kind of not working maybe the way we should be using it. Um, we cleaned that up and just made a real focus on if somebody needs something done, that's how we do it and that's how we communicate with our customers, meaning our teachers and our admin and anybody who needs something done. And actually, they've done
104a really good job of it in a short amount of time. Turns out they just needed somebody to tell them to keep moving on it. >> Yes. So are the supervisors in charge of that or is the building engineer? >> So yeah, >> we have a level of accountability, >> right? >> Yep. >> Because he has to be pass the buck. >> We're working on that. >> Okay. That's exactly what we're doing. I think it's great to to I mean anytime there is a a need or a vacant position, someone steps in and without hesitation goes in with a new perspective and new ideas and ruffles a little bit of feathers in a good way. So I I think it's wonderful to see that and thank you for that and for Kate who stepped in
105at the high school. I mean it's great to see any further discussion discussion items. Can I just say one thing that really doesn't have to do with agenda >> but otherwise the meeting will be adjourned and then I can't say it. Um I have had some in inquiries about whether we why we are not or whether we're not going to participate in the lawsuit um regarding the student the school funding and the lack of school funding over the years. I will add that as an agenda item for you guys to with Kyle to be in the room to just talk through that next our next meeting because we need a little more time to talk plan that conversation. I think >> I think I think it's important too that I I won't be here. I'll
106be in DC with the eighth grade uh students. But um in a roundabout way, we kind of are a little bit a part of it because it's brought on by the Wisconsin PTA and some of our schools are members of the Wisconsin PTA. So there are some of us and in a roundabout way, we are a little involved in the lawsuit. So >> Kyle, I'm going to put you on the spot when we meet uh in two weeks. >> Great. >> We'll be off next week for >> not on the spot. >> That's a heads up. I know. >> That's a heads up. It's a good heads up. That concludes my report. >> All right. Thank you. That really concludes our meeting tonight. Just a reminder, we do not meet again until March 16th. And
107uh we will be having a close session first that evening at 4:30. With that, I'd entertain a motion to adjurnn. >> Motion to adjurnn. >> Second. >> Motion a second to adjurnn. Is there any further discussion? Hearing none. All those in favor signify by saying I. I. I. Thank you.