001Well, good evening everybody and welcome to tonight's uh school board committee the whole meeting. Like to call this meeting to order. We have met compliance with all official notifications. Roll call, please. Nick Olsson >> here. >> Sarah Schuber McCone >> here. >> Shelley Men >> here. >> Stephan Gman >> here. Nick Schumacher here. President Steve Olsson >> here. virtual Laura Gapsky. >> We don't see her yet. Okay. >> Sure. >> This meeting is a meeting of the board of education held in public for the purpose of conducting the school 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
002on 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 requests refraining from making any comments involving personally identifiable information about students, staff, or administration. Comments 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 will be forwarded for recommendation for final approval at the next regular school board meeting on Monday, October 13, 2025. First up would be comments by members of the public and we do not have any of those. Next is our report from our superintendent. Just kidding. We knew she wasn't going to be here. Dr. Flight got delayed, unfortunately. Um, following informationational items will be presented to the board next
003Monday at our regular board meeting. U, Mr. Kalin, principal at Bryant Elementary, will provide his update. And our new high school representatives, Brendan Frell and Veronica Oer. How do I say that? Heidi. >> Okay, we're going to have to get the pronunciation right because >> All right, let me know. >> We'll all know. >> We can ask her next week. >> We can ask. Please state your name. raise your right hand. >> Oh, >> neighbor. >> Um discussion. I know there's there's nothing listed. I do want um to add two things. One is it is National Officials Recognition Week. So, we'd like to uh send them a thank you to all the people that are appreciating all of our fall sports. It is the national organization that runs their weekly um appreciation week. uh some
004of the schools in the area run a fall, one a winter and a spring and stuff, but I know that without them, and you know this, we we just can't operate the games for the kids and stuff. We do know that there's always a lot of officials in the stands and not necessarily enough on the courts or the fields and stuff. So, if you're interested in being an official, >> contact Ella, contact myself, contact Ray Cozy. We'd love to have you join us instead of telling us what we should be doing. Um, next in very probably get in trouble for that, right? Oh, wow. Oh, wow. Um, next, uh, I'd like to acknowledge that it is Wisconsin schoolboard week and I'd like to thank our school board members here today for your your work, your
005dedication to the school district, uh, public school education especially. And uh always we have our discussions that uh we are always keeping in mind the best thing to do is always do things for our students. We have wonderful programs in this district and it's been because of school boards in this city in this community that uh we are as successful as we are. So to my current members, thank you. And to all former school board members, we thank you. The action item for for Amy would have been WI winter sport and cooperation agreements. Administration recommends approval of the following of athletic cooper cooperatives. Man, let's get the tongue going. Gymnastics, girls hockey, boys swim and dive. >> Motion to approve. >> Second. Motion and second to approve the administration's recommendation of athletic cooperatives for gymnastics,
006girls hockey, boys swim and diet. Are there any comments, questions? Ella, anything to add? >> These are just the ones that have been longstanding. Every other year with the hockey and swim gymnastics is every year process. >> Sure. Yeah. when when when we're looking at these and just I know the answer to the question, but just for the general knowledge of everybody and anybody that's listening and if they have questions really about cooperative agreements, they they can contact you on this. But when we look at when we're going to perhaps have a cooperative with other school, there's a whole process that the WIA requires and stuff. But what's one of the most important things for for us when we look at, you know, are are we going to really seek out a cooperative or do
007we have enough students? >> The I would say the WIA is starting to crack down to try to not have as many co-ops. Um you'd see it especially in gya gymnastics and girls hockey massive formations of co-ops. Um team that we lost the state championship to in girls hockey the few years ago. I think the um the number of students in their cooperative was like close to 20,000 when you put all of their schools together and just high school population might not have been it might have been more. For ours, it's us in Northwestern, which gets close to 2,000, right? So, there's very few schools that are not co-opt in gymnastics and hockey, and it's essentially providing less opportunity for people because, you know, there's there's different things, right? So, the WI is getting more
008strict on what we're doing and how to get cooperatives. The problem, since I've been here and started, it used to be one sheet that I bring to you guys. Now, it's a whole form that I have to fill out. Brian at Northwestern needs to fill out. We have to why we're doing it, what's going on. So, I would say they're trying to get away from those in the sense of um they're getting to be the power teams, if you will. Um the big thing I had a meeting in September, an area meeting that the point of co-ops is for the host school to be able to host the program. So, if we in Superior think we want to have a program, but we're getting very low on numbers, that's when we would reach out for
009a co-op. It's not our job to have others come to us and say, "Hey, we we have a couple kids that really want to play. Can we co-op with you?" That's how they get bigger and bigger and bigger. Um, I was not a part of one when these started. I would say I assume that when girls hockey started, we wanted it was probably when the WA made the change from girls not being able to play in the boys sport anymore. So, we said, well, we've got great girls hockey. We've got great hockey in the city. So, that's when they reached out to Northwestern to get that co-op going. Um, that'd be my assumption. Probably the same thing for gymnastics to get enough kind of up and off the road. So, um I I think that
010in itself of like it the the point of a co-op is that the host school is able to have it enough to provide the sport, not to help out and get more kids from different areas. Um as we move into other things that have been asked, um if we co-op with a team, then we cannot cut in a program. um which we obviously we try as hard as we can not to cut in our programs, but there's certain situations, safety, um playing time, all this kind of stuff that if we have too many students that can be almost as hard as not having enough students trying to manage. >> So when you when you when you say that um >> isn't that part of the agreement though between the two schools? If I remember those
011forms correctly, the two schools would have to agree not to cut. Um, I guess I'd have to look a little bit more. I I don't recall it when I was the AD and perhaps it's changed, but the cutting process was never part of it. Only if the two schools agreed that we're getting X amount of kids from Northwestern and now we have a process where we may have to cut students. It's my understanding when I read the the senior high handbook from the WIA that cuts are not if you're co-oping means that you have not enough kids so you do not get to cut. So if you were in a situation where you need to cut then we would have to say oh sorry Northwestern we have enough kids we can't have you anymore. So
012that that's my understanding the way I read it. I can look at that again, but I'm pretty sure in this past year and a half when we've gotten more requests, that's been something that I've read is it it does say you cannot cut if you have a co-op. >> Right. >> And then the other thing is is that any student who would want to be part of our athletic programming and and more so our educational program which offers athletics and other activities that you'd have the option to open enroll in the school district. >> Correct. If you live in Wisconsin, >> correct? living in Wisconsin and attending a public school or you can be a homeschool student as well. >> Okay. Any other discussion? >> If we do not co-op, do we not have enough
013students to form a team for these three organizations? >> Um, not necessarily. Um, we we have not done a dive into looking at whether we should stop these co-ops or not. Um, so I to be completely honest haven't searched it a ton. Off the top of my head, it would be borderline, I think, for at least two of the three. Um, with the co-op and girls hockey, we've been able to have a JV program. Um, that's been only three years, I think, four years. So, that started my second year here, we were able to have enough for that. So, depending on what we think is enough, right? Like I I think having a JV program is very important for for all of our levels if we can. Um gymnastics and boy swim I think it
014would be um gymnastics would be a question mark. Boy swim I think would probably be okay. But and I think when some of these maybe the boys swim maybe gymnastics when it started it could have been hey we got a couple kids out here that have swam with the whalers since they were five. Can't they come and join? And the answer would be like sure I mean why not? Makes sense. And and I do think it makes sense in a lot of ways too, but um I think it just looks a lot different than when these three were started. Um and for what reason? I don't I don't really know that too. So >> what other sports do we co-op with or >> this is it? >> Just the three. >> Any other discussion or
015questions? >> Hearing none. All those in favor signify by saying I. >> I opposed. Motion carries. Consideration of the overnight field trip requested by Pete Connley from Superior High School for Chicago, Illinois from February 25 to March 1, 2026 for an AP biology evolution field trip. >> Motion to approve. >> Second. >> Motion to second to approve the field trip request by Pete Connley for Superior High School February 25 to March 1, 2026 for AP biology evolution field trip. Is there any further discussion? >> What is the requirement for students versus chaperone numbers? We're talking four chaperones for 65 children. >> Great question for principal. >> You're okay. >> Sorry. Yeah, lots of great >> you know I know I know that Amy has that number what we've recommended >> I would assume that and
016I would also um yeah I can >> think that for an AP field trip would be you know class size number like it doesn't concern me um in regards to our class size numbers for our AP courses and the content there but um So, does a four include Pete? >> Yes, >> there's one crossed off on the sheet, but >> some discussion because of course it is a balance. Every time our teachers leave the building to take a smaller group of students, we have to pay the cost of subs. So, we're balancing the subs we need to be in house to keep teaching the other courses. So, I think it's kind of a a balance. uh that was a part of a discussion that I've been a part of specifically. So >> I guess that's
017my only concern. Um leaving Wednesday, coming back Sunday, you're talking hotel rooms, you're talking public spaces. I mean, I know we're talking an AP class, so that's kind of hopefully a different discussion than if it was not, but just seems like a lot of students for four adults to juggle. I don't know if this would be their plan for sure this year. However, it has always been their plan in the past. This is a really like small group kind of facilitated field trip because they don't travel to the museums and the places that they're going like as a group of 50 or 60 which is actually harder even if you have 10 chaperoons chaperoons to kind of manage a large group like that especially if they're walking street speed crossing and all of that. So
018I'm assuming one thing that helps is that they do a lot in smaller groups. Um so then each chapron has like a smaller amount of people. >> And then are there other people there facilitating the learning >> at each of the spots that they go to? Yeah. >> At the museums. >> Yeah, I'm looking now. Okay. >> And aquariums and the places they go. >> If you could reach out to Mr. Conley, make sure he's here at next week's meeting. And Amy again would have pretty much the numbers that that we expect, you know, number of students per chaperone. I know the one that's crossed out Kushman, she no longer teaches in the so we'd have to help Pete to uh >> but I'm just thinking >> the process here a little bit. >> When
019I was at the museum, I mean, we we knew when students were coming and so there so there's probably staff being prepared for students to come too. So their staff at those sites would also provide um care. >> Yeah. >> What do we do here? >> Well, we can we can approve it to move to next Monday's meeting for final approval. And then in the meantime, I'll get a hold of Amy tomorrow or and I'll send an email. Right. Thanks. Yep. Is there any further discussion? Hearing none. All those in favor signify by saying I. I opposed. Motion carries. Our board committee reports teaching and learning. >> Are we taking these individually or all? >> Um. >> Yeah. >> Okay. >> All right. Administration recommends the addition of new courses at the Superior High School.
020Algebra 2 mathematical modeling. Mathematical modeling new course requirement data science new course request AP pre-calculus new course request all one credit crystal >> all right >> motion to approve motion to approve >> second >> good second to approve >> now we're in discussion >> okay well we are very excited about this action item but I wanted to put a little context and background um out for you especially maybe for our newer members or this is the first time you're approving new courses before I turn things over to uh our teachers and principal from the high school who will be talking about this. Um so just so you are aware again especially if you're newer to the board is in policy that any time we bring forward and start a new credit bearing class at our
021high school that the board approve it. So, you are approving or we're asking for approval tonight for three new courses that would be added into the curriculum starting in the fall of 2026 for our high schoolers. Um, the reason that we do this so far in advance is this process needs to happen before these courses are added to the high school course catalog before conversations and work at the middle school and the high school happen with the kids about what courses they want to take and then course registration happens. Um, typically in the past I have come in December if we have any new courses, but this year and I think Amy might have mentioned this at a previous meeting, the timeline for the process is getting moved up so registration can happen in December.
022So, a lot needs to happen to get ready for that. We're moving to a timeline that uh is a little more common for high schools our size so high school administration has time to really plan well for staffing. Um, so the timeline's bumped up this year for that reason. So that's a little bit about why um this action item is in front of you. Um, the other thing that I'd like to say before I turn things over to the crew is that you probably are familiar uh with the fact that in our new strategic plan, we have both at the elementary level and the secondary level named some math things because we know that math is an area that we need to need to address some issues with. Long before uh this strategic plan work
023started, um our high school and middle school math teachers were already doing professional development for a couple of years as they were looking at the data themselves, saying, "Wow, we've got some things we need to hunker down and work on and look at our data and think about instruction." In addition to that, as you may know, um during COVID research clearly has indicated now that math achievement of students took a much bigger hit and students regressed much more than in the area of ELA. So, um while we have a lot of work to do and growth and we're working hard on that, we are not alone um on with that. the research across the country and then the world is saying math was an area where if students were getting that direct instruction on a
024day-to-day basis that was really challenging and hard for the math development. Um something else that happened in the last couple of years as we've been kind of trying to work our way back from some of the COVID regression is that a conversation started across the United States about the purpose of the algebra 2 class at the high school level. So, algebra 2, and we'll show you a visual in a little bit, is traditionally a third-year math class and is required um to get into a a four-year college that um when you look at the skills, knowledge, skills, and dispositions that are taught in an algebra 2 class, some questions started coming up in many districts and states across our country about is that what all kids need in order to meet their goals and be
025successful beyond high for. So we are the 27th state in the country that started that conversation at the state level and started working with districts to make some changes which is why we're in front of you today. We are one of the districts in Wisconsin that is ready to make some changes in the math pathways that we offer uh the students at our high school. Um okay I think with that I've kind of like set the stage. Um, I do want to introduce to uh Bruce Bower and Lindsay Ranki. They are instructional coaches at this middle school and high school. Um, they both have a teaching background in math, which is obviously a huge asset when we are working with our math teachers to provide support. You probably know Jake Smith. He is the math
026department chair. He is a critical person in this process because his signature at least his e signature had to go on to say that as leader of that department that you know he he's in support of these changes along with the department and then I'll let the rest of the crew introduce themselves when they come up. So I'm going to turn things over to one of our assistant principles and two of our teachers up. Um and could you go to the slides? Yep. Perfect. >> Um, and they are gonna share some information with you and then I can help answer questions at the end. >> Perfect. Thank you for having us. Uh, my name is Matt Emerson, one of the assistant principles at the high school. I've got the privilege of working with our math
027department this year. Um, you might be wondering like why are we looking at new pathways? The pathway we have right now is totally fine. To me, there are two reasons that we really need to look into this new pathway. And the first one is that as you know our state has selected the ACT as our benchmark assessment for all high school students. They take that test their junior year of high school. Right now about a sixth of our students come into high school needing foundations of algebra which means that they won't get to algebra 2 until their senior year of high school. So they won't even have the option to get through all of that math learning in time for the ACT. So they don't have really a fighting chance to know everything that they
028could know by the end of high school. The second issue to me and maybe the more important issue is that the current pathway we have really just sets our students up for college after high school. And we know that that's not every student's path. And we know that that's not required to be a successful member of society. If we truly do want to provide a superior learning experience and empower every student for life, we need to be sure that we are providing all of the the options for them that are going to make sure that they can be successful with any path they choose. So, I'm going to turn things over to Crystal and Whan and they'll explain a little bit more about the pathways, but we just wanted to kind of point those two
029things out because they are two of the bigger reasons why we're looking into this. >> Hi everybody. I'm Chris Lton. I teach algebra 2, statistics, and pre-calculus at high school. Uh, so this is kind of my wheelhouse here. Um, one of the big things we did, so kind of backing up a little bit when Crystal talked about how there's other states that are doing this, we went to um, Ashland and did some CISA learning last year. Um, modernizing out here too, I think is what it was called. So we were we were dabbling in things and um one of the things that we learned is that the workforce is seeing that we our students need more statistics, more data science, more quantitative reasoning. Um and there are some students that still need that calculus uh
030path, but that's a pretty small number now. And so what we did in our course pathways, we kept that in mind and making sure that um that first bullet students have meaningful pathways to um get them through not necessarily that traditional algebra 2 through calculus sequence, but getting them still to get get the algebra 2 done, but in a little bit more um what's called mathematical modeling. So more problem solving, more hands-on approach. um we want to um have more students take a fourth year of math. Right now we have a lot of students that take the required three years and then they're done. And so we're hoping that more students um take four years of math with these changes. And then the last one just if you look on the right there are um
031future goals that we want students to think about and then align their pathways based on those goals. Um so the top right algebra 2 and AP pre-calculus that's kind of the the pathway that is the algebra 2 through calculus pathway. Um whereas the algebra 2 mathematical modeling can be for various careers computer science we have data science and then statistics also. All right, I'm way up. I teach math at the high school. I got precal and then calculus A and DC. So, um, so this is basically the work we did when we were down at the CISA last year, the first three bullet points of the work we did last year. We went through, um, and we started out looking at the ACT and like so they have four levels and so we looked at
032like level three like what proficiency would look like and we went through every single standard on the AC ACT proficiency table. um we kind of broke those down and then the next thing is we did is we aligned those then to the Wisconsin state standards and so then we really then took all of those standards to look at proficiency and figured out where exactly would they fit into those courseworks. Um a lot of them are labeled year two which means they should happen in the first two years of high school. So then we looked at what was left and what really needed to be covered in a third-year course. Um, and then once we kind of did that, that's what we built those pathways on with the idea of making sure that every student, no
033matter what pathway they took, were going to be ensured that they were hitting all of the essential stuff to be prepared for the ACT and to be um successful, but also like to be able to align themselves uh with what their future goals were. Um, and then so this after we built those pathways that bullet point.4 that's what we did this summer is where we actually then sat down kind of like like I think what had four or five iterations of what those pathways would look like dialed that in and then put together all of the coursework and the descriptions for those three classes. Okay, so this is draft 15.5 out of six. >> We looked at this many many times. Um, but as you see like on the left hand side is the classes
034and kind of the flow that they would take. But on the far right is what you saw on that previous slide. students really like we're going to work with counselors and we're going to um work with our math teachers to make sure that students are picking classes that are in their future goals or align with their future goals. And so um our new courses, so like a year one algebra one student goes to year 2 geometry and then that's where they have the choice of going into algebra 2 or algebra 2 mathematical modeling. And then we push them to say okay what look what are you looking at for your future careers or what are you interested in and then that will help them decide are they an algebra 2 pathway which is the top
035one under year three or are they algebra 2 mathematical modeling. Um the bottom pathway is for students that come into us taking geometry and then they would take the algebra 2 and AP calculus. they can kind of veer a little bit if their path changes, but typically those kids coming in um would stay on that path. But AP pre-calculus is when we have calculus or pre-calculus this year, but not the AP that started since 2023, I think, was the first school year. So, we don't have it yet, but it has become a um and so the yellow is just our new courses. Um so algebra mathematical modeling calculus and then science class as well. >> Good job. Okay. >> Right. And then this is just all of the um resources we put together for sharing
036all with the students and the families. You can see on the website. Um, and for the staff, those are uh slides that teachers will be using with um our geometry students when they're looking at their pathways and figuring out what classes they want to choose. So, that's for the staff and then we put together this video for everybody. >> Can you play the video? Yep. Thank you. Not that easy, is it? It deserves a clap because a lot of people so and and David Koy of course is to thank for all of the beautiful video work. Um, okay. Do you have any questions for us? Uh I have a few other things I could share kind of about our next steps. Uh but >> so I'm I'm sure this is still going on between the
037middle school and the high school that we're we're identifying where students should be coming in when they take their first high school course. We've been monitoring them through their math all the way through. um happens to that student that doesn't fit into this model and it goes to me right at the beginning when that student that's identified that oh my gosh um this student isn't isn't even ready for foundations of algebra yet what what are we doing for that student >> Heidi do you want to say anything before I >> I think it depends if the student is in special education services there's obviously an IEP team that discusses what it would look like for them in their coursework. Otherwise, it goes back to the to the data that they're presenting from their eighth grade
038scores. The team discusses and then we collaborate with, you know, their current math teacher, the eighth grade counselor, the nth grade counselor, and the nth grade math team to determine really what is the right placement for that individual kiddo based upon their circumstances. >> No, I know the answer. >> Yeah. Yep. Well, and Steve, what are the things that is going to actually a dream we've had for a long time. We were part of this back in the day. that is going to be able to come alive as part of this is when students take algebra 1. If it's been identified that they need some support to be successful in that class, they're going to take that intervention and support alongside algebra 1 so they have the support that they need. >> Excellent. >> Yeah,
039that's that's an a really exciting part of this that's going to be able to happen. And as we're looking at at adding these and stuff, then what's the requirement for numbers? How many students are we looking at that we must have in the class to to hold the class? And then what are we looking at in future years? >> I will say the one part that we will continue to prioritize is that um we will likely never have a really large number of students taking AP CELK AB and AP Calc BC. >> Correct. Correct. But it is absolutely critical for a high school our size or any high school in Wisconsin to prepare those kids that are going into those specific fields and are headed to a four-year college and possibly grad school after that
040that even if it's a smaller number of kids, we still need to offer those two courses. So, that is something that we know we're going to continue to prioritize. I think as the high school looks at staffing models and uh registration numbers, you know, some decisions might need to get made. Um we don't know yet how popular, for example, the data science class will be. Um you know, that or the AP pre-calc class. So those >> and sometimes those take a little bit of time to get off the ground. You might need to run it a little a little lean the first go through so students have the opportunity for the experience. Um, and I think, you know, everybody's invested a lot of time in in the success of this. So, with your approval, as
041we move forward, I think the the work with students and families will become really important and then we'll monitor that as we go through the registration process this December. >> Where does the financial literacy state requirement fit into all of this? So, it's kind of really quite separate from this, but our the students for the new personal financial literacy class that's required starting with the class of 2028, they will take that as a senior and it will it's not really going to be in one department. You know, kind of like stone, it isn't owned by one. Um, however, there are many skills that will be taught in that that are a little bit already taught in the business department and also in the econ class. So, it'll kind of be a a hybrid of some
042of those things. Um, in two years, our seniors will take that course for half of a year. So, it'll be need to be part of the picture when kids think about their four-year plan, but um it won't count as a math credit. >> Correct. >> Right. Yeah. Actually, the state statute doesn't allow it to be counted for a math credit. So for the um top two pathways in year four there those are like the same. So how are you guiding students into what they're doing in year four? >> Well a lot of the conversation is going to be with counselors and families and kids about truly what their goals are for after high school and maybe what their strengths and interests are. Mhm. >> We math is an area that's a little bit different than
043the elective areas or even sometimes the English area where we don't always have a lot of conversations with kids about what do you think is fun about math? >> Um, and you know what really interests you within math classes, but that conversation is going to come more alive and need to happen more as part of this process to help them decide which of those classes might be um more interesting to them. And it will also be very applicable because scheduling in year three will happen in December of their junior year and a lot of those students are actually identifying what's going to happen next. Or when we have those conversations in 9th and 10th grade, it's still a little bit futuristic. >> But in December, January of their junior year, they're like, "Oh, I actually
044see myself going to this school or to to go into this field." So when the counselors meet with the juniors, it's a much more indepth >> linked conversation. the next steps. >> So to the end of algebra 2 mathematical modeling has a statistics unit hoping that kids will be like hey I can do that and so that leads into hopefully our statistics and that that takes away the stigma you know oh my god statistics >> so if I'm a sophomore and I'm in geometry and I have no idea what I want to do after high school what's what's the differences between the current class and the new class. I can you give like a rough kind of I don't know kind of explanation as what the differences are >> do you want or do you
045guys want to >> so the biggest difference is um with the sec the math modeling like we kind of struggle with the wording like including that O2 because of the the separation of those two classes and they're really going to understand them. the modeling is really digging into the modeling process of mathematics. Part of the reason you did lean towards leaving the algebra 2 is because it's needed for college applications if they're looking for two. So that's why it's kind of cool. But really in that math modeling, it's a lot more hands-on looking at math models and determining um you know what we can interpret from them. Whereas the algebra 2 is more uh computational like it's kind of more like rooted into how do we actually do the algebraic manipulations of these structures and
046building them for that precal calculus pathway. So when you say models, are you talking like real life everyday examples kinds of situations with math or I guess I don't know what a model would be? >> Question. >> I think uh can I just pop in >> math teach the math teacher like everyone should be excited about math every day. Um it might be physical manipulation of things but it also is like a visual representation of things. So we're drawing we're we're diagramming. We're breaking things apart. we're writing about it. We're we're there's more more of the process than it is like the computation like you do this then you do this then you do this. >> It's more conceptual for kids especially >> where you like this is what you do just do it. That
047works for some kids and it doesn't work for a lot of people. So I think that's the the real draw to having more of a hands-on approach in the example. And then also in modeling there's so like like in a true math modeling process there's like a six-step process to it. So we're going to start incorporating some of those processes then where you like are actually like you know taking some big world questions and then like the forming questions around them and and then like how are we going to collect the data to try to answer the questions we are and then refining our models. So that's going to be hopefully built into the what we're doing as well. >> Perfect. Thank you. questions. >> Any other questions? >> Can't put you on the spot.
048>> Yeah. >> Somebody whispering. >> Well, I think it's, you know, any anything we can do to improve the math skills of our students. And it goes all the way back to when they start K through 12. This certainly seems like you're building on more real world experiences, giving kids more more of an understanding of where they really fit in with math instead of that old hard pack of you will take algebra 1, algebra 2, geometry, and you you guys are have been here long enough, you know that old model and stuff. So, um I I think it's a great idea. I I think you've done a wonderful job putting this together and uh hopefully we uh we can support you in moving this forward. >> I'm excited to see data science as well as
049someone who's working with people that are >> like industry is coming to us and saying can you put stuff together for our employees around data science and one of the things in particular is talking about what they're seeing. So as you think about data science, not just looking at the data, analyzing the data, but how do I communicate what that means to like a lay person. So that's just something that we're hearing now from employers of people aren't coming ready to do data science. >> So it's great to see. >> Yeah. And we I think I've mentioned this uh at times throughout the last school year when I've mentioned math. Um, we've watched other districts in the state as they're in, you know, you know, year two or three of doing some of this and
050listen to some of their advice and, you know, what they're excited about and what they're seeing in their students and the data science piece has definitely come up. >> Cool. I would just like to say one thing because I don't think we acknowledge it enough. And when you think about all the work that's happened here, I think Crystal her vision of like how to back this train up a really long ways, not just like next month what needs to happen, but the work that went in years previous to now to make sure that we're moving along, learning as a team, I think needs to be recognized. So, thank you for all that you've done to create a pro system for our math department to be a part of it and our high school in general,
051counselors, admin, the whole team and then now with all of you. So, thank you for your vision and work. >> Okay, >> it can finish your action item. [Applause] And the chair didn't have the chair didn't have to stand up and say anything. >> No, give a speech if you turn. Your turn. Must >> have been in the scope and sequence. >> Question. Okay, have a motion and a second. Any further discussion? Hearing none. All those in favor signify by saying I. >> I. >> Opposed. Motion carries. All right. No discussion items. We do have anformational item. Dina Hagen, director of student services, progress monitoring update. >> Thanks, guys. >> Thank you very much. >> Remember the last time I was so excited about math? >> Serious. So exciting. >> Okay. I wanted to take
052an opportunity to update you guys on a new progress monitoring system that um we've been working on this year specific to special education students that receive special education services. Um I think Amy gave you kind of a written rundown of it in your update last month. So hopefully you have a little context, but I'll try to give you some more. So, basically, federal special education law requires that um we monitor and report progress on IEP goals to parents. And the law is very specific about when we're doing that reporting and how. So basically what that means is um every time a student uh gets a typical report card, any student gets a report card, we usually give a a progress report of um the IEP goal at the same time. So that's very specifically laid
053out for us. Um again, it's still um outlined in law that we monitor the progress along the way, but it's not super specific about how to do that, when to do that. Um, so but we also know that if we don't monitor the progress along the way, we could be going a whole quarter or a trimester without really knowing if our students are progressing >> um with their IEP goals or not. And we we only have so much time. And so unfortunately what happens in our school systems is you know before a student is recognized as needing special education services in general education we do a lot of teaching and monitoring teaching and monitoring teaching and monitoring and adjusting along the way. And then when special education services start that kind of drops off a
054little bit. So and that's just how systems work. All the systems that I've ever worked in have done that. Um, so we know the importance of making sure we're regularly monitoring the how they're doing on our IEP goals so that we can make any instructional adjustments um sooner than later and really keep an eye on that because to contribute to the bigger picture and the strategic plan of the district, we have to raise the achievement levels especially of those um, you know, our students that are receiving special education services. So, all that to say, um, back in August, um, August 21st, we we always have like a welcome back special ed day for all of our special ed staff. And so I rolled this out um on that day to staff and I let them
055know that the expectation starting this year um with lots of support involved as well would be to make sure they're collecting a data point on that IEP goal or goals weekly. And then every two weeks they would need to record the data point in a system of some sort. We have a variety of systems that we use in our district. And so I gave them the choice of you can put it in any system that you're currently using and are comfortable with or whatever works for you. But the point being you're taking the regular data points and then your system is creating a graph so you can have a visual of the progress of whether it's going up or down for parents for all the reasons you know for instructional adjustment. Um, most importantly, um,
056so that's been going very well. Um, you know, at first it was a little, uh, nerve-wracking to think of, you know, just doing some extra tasks. Um but ultimately when getting through um this initial change um other teachers you know from other systems have recognized that you know it's very valuable to be able to see this progress actually see it not just think about it in our heads um on behalf of those kids. So, I'm very proud of all of the principles, all of the staff that have been working the last month to get set up for this. Um, and people have reached out to me and our special education coach, Chrissy Ronetti, for any help that they need. Like, we've had everything from I have no idea what to do to, oh, I used
057to do this in a previous job or something and I I know exactly what to do and everything in between. So, we're in the phase of still just kind of getting into the into the routine and then continuing to monitor and support along the way. And um and then next it's going to be okay, what are you seeing? What are you noticing? How is this affecting your day-to-day? How is this affecting the achievement of the kids? So, um I think that's all I wanted to say about that, but I will answer any questions you might have. So say the involvement of the case managers, then >> it's the IEP manager's, you know, job as as the manager of that IEP to make sure there's a system set up to collect data on each of those
058goals. And students could have one IEP goal. They could have five IEP goals. Most kids have one, two, three, somewhere in there. >> Yep. And then if there's a team surrounding the achievement of that goal, we've really been coll working collaborative IEP goals versus standalone um goals where this person's working on this and this instead what's the overarching goal that we all can work on together. And so then the data points get contributed from the variety of team members which is very helpful as well. So that we started working on that last year too. So handling those cases comes with a lot of paperwork always. So is this increasing their paperwork load, decreasing, helping manage it a little bit better? It's it's increasing it a little bit by um you know the the physical act
059of putting the data into a system is not something that they've done before. They've been hopefully taking the data all along that paper pencil. Um but it's putting it into a way where they can more closely monitor and we do have situations where um there hasn't been any monitoring of that data in between reporting. >> So it's kind of a yes it's a little more but in the end I think it will pay off. >> Um so >> are they using edge climber then most of them is that place to use it? >> Yeah. So, back to the systems of choice. Um, we have several of our schools that are using Edge of Climber to monitor progress for students before they are determined to need special education. So, we have, you know, all that happening.
060So, some have just naturally the buildings have morphed into doing it all in educ because that's what they do. Um, but our IEP system, Sped Forms, also has a tool in there where you can put the data points in each week and it will create a graph. So, I've taught the staff how to use that as well. So, and some, you know, continue in fastbridge because we're doing certain testing in fastbridge, but I've even given given them the option to just simply put it in Excel. Excel will create a graph as well, you know, if all else fails. So, if you're talking about an elementary student going to the middle school or middle school to high school, if they're using different programs, is that going to cause a problem going forward? >> Well, like other
061things in our district, not all of our systems talk to each other. So, it is going to be really important that we have a plan to make sure that information gets from one, you know, one school to the next within the files. Yes. Ideally, it would all be happening in one system, but unfortunately, it's not. If we keep going, um, we'll learn more and more and hopefully can figure that piece out easier. >> And I would assume that we're still having conversations then in the spring of the year to follow a little bit along that question. Um, Matt, I think, are you still in involved with the special education? So the conversations with perhaps the um teacher that or the case manager at the high school is having conversations with the middle school and perhaps
062that team and or identifying a team in need at the high school and for that that student. Is that accurate yet? >> It is. Yeah. I I see this really benefiting students and staff in a lot of ways. I think doing a great job explaining why. Um to answer Sarah was your question about like is it work or not? It might be a little bit more on the front end, but it's going to it's going to cause like more detailed progress reports and when we have those more detailed progress reports, we're going to be able to place students in the correct classes far faster and more activity. So, I think yeah, it might be a little bit more work, but it's something that is really going to benefit the kids. >> And because it's a
063requirement, we don't want to end up getting red flagged on these >> when when we have our audit every year. >> Right. And and to add to I just thought of something else to add to Matt's point. You know, when as a former IEP manager myself, if I didn't have the data I needed to be able to do my progress report or my report card at time, if I didn't have the data, that's a heck of a lot harder than having the data right in front of me and just putting it into the report. So I think like I said initially it feels like but I think the payoff is is much better. >> Yeah. >> And we're still giving the opportunity if they need time to do paperwork the extra days and things. >>
064Yep. They can take u a day a quarter or trimester and then we're continuing the pizza and paperwork nights as well. So y >> are they still on just four hour work? So they have the >> Okay. So they have all year long secondary level. >> Okay. >> But no duty. >> No duty. >> Yeah. >> Not the same at the elementary level, >> right? >> As a former elementary special ed teacher, that's a challenge. >> Yeah. My mind always goes high school. I should remember. >> Yep. Any other questions? Okay. >> Thank you very much. >> That concludes my report. Thank you. That was a very lengthy report. You're welcome. You did well, young man. Thank you. Next, we have the budget and insurance committee report. >> And I have one action item, which
065is gifts, grants, and requests. Administration recommends approval of to accept gifts, grants, and requests received in September 2025. >> Motion to approve. >> Second. >> Motion and a second. Any discussion? >> Look at Look at this. >> I know. It's great. >> Second month of of school. >> That's really great. >> Thank you. >> Okay. >> Hearing no discussion. Um, all those in favor, please signify by saying I. >> I. >> All those opposed. Motion carries. And discussion items. We have a few. I got to put my glasses back on. >> Third Friday enrollment. >> Give us some good news. Gabe, go ahead. >> Remember your goal at the end. >> All right. So, uh, this was, uh, September 19th was our third private account. First, I do have to say one up. My kids's
066gonna be really mad. I was at this meeting because data science stuff. I really like that stuff. So, my kids can do that after. Um, >> September 19th was our third Friday count. That is one of the most important days we have at a school district. That's when we go and we do a head count of all of our kids. Um, Casey Smith kind of leads that group and does it and all our secretaries kind of gather all that. Um, it's an ongoing process. It's actually not due. the numbers to DPI until last Friday. Um, so last Friday is when I got the official numbers. Um, I went down and talked to Casey and said, "Give me give me the good news." And she told me to leave. Um, and then she told me what
067really happened and it was like a punch to the gut. Um, so our numbers this year, the final headcount was 3,732 students compared to 3,897 students last year. um that number was way it was lower than what I was anticipating. Um so after the shock kind of wore off, I said, "All right, Casey, we got to figure out what's what is the big thing." And it turns out if you look at that second second row, um total 4K kids. Um there was 79 less kids compared to last year. What happened was at the end of last year, there was some weird budget stuff on the state side that dealt directly with Head Start. We were anticipating or it's the beginning we we were going to lose some kids. We were anticipating that they were going
068to get a bunch of third grade or three-year-olds and run their 3K system. We'd kind of inherit these 4Ks. I was a little nervous that we're going to have a spike actually and cause us to actually bring in teachers. What happens with this Head Start agreement is they teach the kids. They run the whole the whole thing. We don't have to pay for anything. Um the state gives us the money because we're concerned with our kids and we give a portion of the money the state gives us and give that to Head Start because of that budget shift. Head Start said we're just going to take the money now deal directly to the state. Um they have different rules and what what we have to go by. They ended up just keeping 4Ks. Um in
069the end I think the reason they keep the 4Ks is they didn't have to recruit new kids. They just had their 3ks become 4ks and there we go. Um it really hurt us. So in essence, we lost those 77 kids or 79 kids, but we don't get to reduce anything. We just lose the kids. We don't get to reduce teachers because have teachers teaching them anyways. So it's it's a double whammy for us when it hits us. My guess is I assume that we'll get more kids next year because they'll have to go they'll probably recruit 3Ks knowing they can keep it for two years which means we're going to get a lot of the 3K kids that are 3 years old couldn't get into 3K because all the spots were filled by 4K students.
070>> So we're going to get those kids hopefully next year. >> The hard part is with um compete against Head Start. It's all day. It's free. They feed them the whole the whole thing. We're 4K. Our 4K is half a day as wrap care provided afterwards, but that costs money. Um, so it's just something we can't compete with unless the state changes up and make 4K an all day um all day reimbursement. >> So, so is there a way to identify who those kids are to see if they are still at Head Start? Do we have that capability or is it we we can do that? So we have because we no longer have a partnership with 4K head start and not share their class lists with us >> um anymore and so they protect
071those. However, many of the students had already enrolled in 4K because we started our enrollment in February before they had pulled out. So we do know the majority of them are still in attendance. I mean obviously Head Start has um kids coming in and out throughout their program throughout the year uh just through movement and transient families. However, we're expecting the majority of them to come into the schools next year. >> So theory what that means is we we should stay pretty flat. What's kind of my hope is that we flatten out as far as a decline in enrollment. I mean I shouldn't say we're going to continue with decline in enrollment but I'm thinking we flattened out on kindergarten side. I'm hoping hoping the lowest we get is that 250 range now instead of
072these huge drops we were seeing previously. So that that takes care of about 79 kids at the big 165 difference. We had 47 more kids graduate than were in the kindergarten class. So right off the top we lose 47. I had Casey look into it more and like where are these other kids going? And the biggest thing that we saw out there was we had 91 kids that moved not to like the Solen or Northwestern area. They moved. They're gone. They're Green Bay. They're out of the state. They're gone. We can't compete with them. It's becoming more and more prevalent. The reason that we're running into issues is people don't have good jobs here. They don't have affordable housing. They can't move here. So, we're having people move out, but nobody can afford to move
073back in. even all these new housing complexes we get. These aren't they're built for young couples that are haven't started families yet. Um so that's the other thing we're running into is with a lack of industry in the city of Superior, we're not drawing people in. We're just kind of leaving them off. Um so that takes care of, you know, that's the overwhelming majority of that 165. The other part that always comes into play is the open enrollment. So, open enrollment out this year was 201 compared to 182 last year. Um, again, we're we're losing kids and that number sounds really bad, but I'll give you some of my data science stuff here shortly, but along with open enrollment out, there's open enrollment in. So, last year we had 47 kids open enroll in or
074no, this year we had 47 open enroll in. This year, this year we had 47 open and roll in. 51 open enrolled in last year. So we lost we lost four on the open side. A big chunk of that or at least one we seen is we had six uh kids that graduated as open enrollies for us last year. Um of the 201 open enrolled out 98 went to brick and mortar. So they went to Solen and Northwestern. 103 went to online. Um when we look at online we actually had a brief discussion about online schools last year. Um like is that something we should look into building? should we make an online school? And I was actually I came out of that young home like, "Yeah, this is what we got to do. This
075is how we want to save." Um so I reached out to my consultant um down south who been through this forever. I go, "Hey, we're going to look at doing an online school. Can you give me like what is some advice you can give me?" Well, I got one tip for him. That's all I can give you. And he goes, "Don't do it." He goes, "What are you going to do different than these schools that have been doing for 15 years?" Well, we're going to make one the best one. We're going to make our kids learn. He goes, "Is that what all the open enroll kids or online kids want? Do they want a really difficult online course or do you want some of these other online courses out there which are frankly really easy?"
076Um, we're not going to educate kids at our minimum just to get them in and, you know, not have them set to succeed after they graduate. And he said, "What are you going to do different than these Haywards, these schools that have been doing it forever that have it down to a science?" And he was right. you're going to have a huge investment into it. You're not going to get anything out of it. If you do, it's going to be 10 years down the road. So, um that was kind of I So, of those um 98 kids that went brick and mortar, we had 83 that went to Maple and 15 that went to Solen. On the other end, the open enrolled in, we had 27 kids come from Maple to us, 19 kids come
077from Solen, and one kid from from Northwood. The numbers are skewing, right? there's a huge amount of kids going to Maple and not many coming back. You have to look at the size of us. If we have, you know, 4,000 kids and they have, you know, 1300 kids, they have more to pick from. So, that's that's why they're differences. So, um I kind of went snooping on uh Maple. Maple did their budget hearing last week or two weeks ago and part of it they went over the open enrollment. So, Superior 201. 5.12% of all of our students have opened and rolled out. Maple had 130 go out. So that number is like, well, look at Superior must be doing terrible cuz look, they have 71 more kids going out than Maple does. Maple has 11%
078of their kids open and normally out compared to our 5%. We're doing all right. And then Solen, I couldn't get their online numbers. I can only look at what the kids that came to us and they had 19 kids that came to us. Just those 19 kids represent 6% or 6 and a half% of all their students. So someone must not like us cuz that's going to a small school district like that taking 19 kids from them. Um one thing we did do is we brought back 17 kids that were virtual. So they came back into the spir school district. Um, and that's the big thing like when we look at the numbers and the percentage, we're not that bad on open enrollment, but every kid we lose, I take that person. I think we
079all take that person. We don't want to lose those kids for looking for ways to get those kids back. We started a survey a couple years ago. We reach out to all the kids or the parents of the kids. Why are you leaving? We use that information to try and figure out how we can do stuff better. Unfortunately, a lot of the surveys don't come back. Um but one they don't come back and two some of them some of the people that reply have a really bad opinion of us something happened that they have taken it super personal so it doesn't give us gleam a lot of information from it but last year I know we started uh we reached out to every single kid that opened and rolled out or is online you know
080with a they got a survey or a QR code so they could schedule a visit to us they got a brochure saying you know this is what superior is all out. Um, and then a hands signed personal letter from Amy and a couple of the principles that the students would have been going to. Um, I remember being in the meeting where they had to hand sign them. It was a lot of work. Um, and I think we're starting to make a difference. We get testimonial from people that have come to us after being homeschooled or at a different school saying how much better it is. And so I think that's we're taking baby steps in that direction, but we know that we need to continue to capture that. So, I wish I had better news
081on the enrollment side. I was conservative in our budgets when we did the numbers, so it didn't, you know, it's not skewing off our finances that much, but it was uh it it did hurt. Um I just hope anticipate a bounce back next year in our four years. So, >> so why why is it that kids do online school? What are the reasons for online versus in person? There's a really really wide range. Um there are um students or families that want that option because maybe the student has some mental health issues but can do okay learning in their home environment and coming to school creates a lot of anxiety and so mental health concerns. Um, some people want that option to make doing sports in a larger area more accessible to them and their
082family has a little more freedom to do those things. Um, sometimes people have a negative experience with the school or school district and they don't have an option to go, you know, to move districts or open enroll. Uh, but they will, you know, at least do virtual. There are a really wide range of options. I know. Um an additional thing that we did was last summer um Sarah Vian, our digital learning coordinator, she does our online programming at the high school and the middle school to um call one by one the families of our students that are virtual and said, you know, what are what what do you like about the virtual option that you're doing? Um you know, do are you aware of our virtual option and talked through that with them. Um, I
083do think that there are a lot of middle school families that want um a more robust or bigger virtual option. Um, but that requires teachers and it requires equipment and it requires things that you have to think about it that really offset the would that really offset the money that we would lose if they're not our students. So, a wide variety is my answer. >> Okay. I'm just asking because you know students generally don't make the decision on whether they're going to hope or I mean do online right it's a it's a family it's a parents and if from what I'm hearing you say it's it's not them considering like oh this is going to be an easier option for my student most parents aren't that way right with online learning like they're they want
084maybe more of a challenge or just more freedom that it's going to allow >> there also So an additional reason that sometimes people choose an online option but not in a public school online option maybe through like a virtual academy is when you are a virtual student in a public school setting you are still we're still required and accountable to them for the VPI for attendance for state testing like all of those pieces act 20 and new reading law um and so I do know that there are families I have talked to families who don't want their child to be part of any of those things. So, they want a virtual option that's not related to a public school. Like that is something that families have shared before. >> We're not looking they're not looking
085at a watered down education, online education. Is that what they're looking for, right? >> I would not say that is a common thing people say. I do think that there are families that sometimes their point of frustration is that school is hard and challenging for their child and they want them to be successful. So, are there easier courses that they could take in a virtual in a virtual setting? >> That does come up with some families. >> True. >> I mean, it's hard to imagine any any family would say, I want, you know, a less rigorous experience. >> Sure. Yeah. I'm asking because the reason that you know the guy told you is because students just want an easier option and if if that's not actually the reason students are looking for online education um
086then I don't know it seems like it might be an option if that's the reason that he's giving >> well that was one of the reason the big reason was how are you going to be better how are you going to provide more and better than what all these other schools that have been doing >> years sure but I'm saying if we continued down this path And this is >> and it's not something that parents are looking like I said for a watered down um online program. They're looking for more just different options and it might be something that we and I know you've seriously considered it also but that we might have to reook at as an option. >> Well, we all know students learn differently. So, some will thrive in the online community
087and some will not. >> Sure. Yeah. >> Um so you said some of the challenges. How about some of the um reasonings that people either come back to us or open enroll in? Anybody know some of those? >> I know that we um have more dual enrollment offerings at our high school than other uh districts in our region on this side of the bridge. So, you know, if they um if they want to stay in Wisconsin and come to a district where they get more AP dual enrollment um activities, I mean, we you know, National Honor Society, Harvard Model, some clubs and organizations that can give the kids experiences that sometimes smaller high schools don't have the option. Um, we also have a significant number of students that in other online schools in middle school,
088not successful, come to us in 9th through 10th grade. Sometimes quite deficient, but we get a significant number of those from full virtual schools where the family said this didn't work. We got to come back to school. >> And then we have a opportunity to use our recovery program or other things that we have and also help back on track and committing to school. you know, at the elementary level, like positive experiences and then word of mouth is something common that we hear from families. You know, I I'm lukewarm about where my child is going. Don't love the teacher right now or the experiences, but my nephew is having an amazing experience at a elementary school in your district. So, I do know like that is something that comes up often with elementary parents. you
089know, they're not necessarily thinking ahead to AP offerings yet, but that that comes up with elementary. I think that's the most that's the most impactful piece of the puzzle when people are unsure about a current situation is having a conversation where somebody that they know and trust says we're having this really great experience or I've not you know all my kids have gone through this whole school or school district and we've you know we're happy. I mean, that's where when you don't have a relationship, it's it's harder to trust the information. But if if we're all having conversations with people that trust us and we've had, you know, good experiences, that's the most powerful um impact I've seen in people thinking about coming back if they've left or coming at all. I will say in
090general it is really challenging for public school districts to without additional funding or increased funding from the state and federal level to try to keep up with all of these options and you know increased options that families want or might even be best for some kids. You know we we are going to continue to be limited by what options we can explore because of funding. Yeah, >> having the virtual classes we do at that like even now to expand >> it requires like everything else having to make hard decisions about where you put your staff and your money. >> Well, thanks for that part of the report, David. >> Oh, it's at the end. Oh, it's at the end. >> Very end. >> So, another we got two more discussion items. Um, actual transfer of
091service equalization aid equaliz equalized uh property valuation and levy information will be updated on October 15th. >> Yep. So, state of Wisconsin doesn't give me the information I need until October 15th. So, one thing you guys will see when you look at the revenue expenditures, that number is going to keep changing. It's changed throughout the year. It's the number that's up for now isn't the number that uh will be even published in the newspaper here this week. Um the big thing that like the transfer service isn't a big thing. It's the equalization aid that is going to be the big number and that's the number I've been telling everybody that we lost around $2 million from the state of Wisconsin. Um again the big thing is we're getting $59 million or whatever in revenue. That's
092bubble we got that's what they were going to give us last year too. So when everybody's property taxes go up and they come back and tell you, "Hey, I can't believe you're on the board and you let our taxes go up. You guys just must be swimming in money." You can tell them, "Well, actually, we got $44,000 extra, but you guys got to pay an extra 2 million and the state pays 2 million less." So, um, that's the big number that comes out to me. The equalized property valuation we briefly talked about already. That number came out earlier. That was the weird thing when our value actually dipped 1 point some odd percent, which is crazy. It's going to make us bad on a mill rate this year because that number for when it's doing
093the tax stuff, but next year it's going to really help us on on the aid side where we might flatten out on aid for so and levy information that'll be a part of um the October 27th uh >> budgetary >> budget hearing. Y >> and the preliminary budget will be published 15 days prior to the budget hearing on October 27th, 2025. >> Yep. So, I'm going to send you guys an email tomorrow um with what is going to be in the paper on Saturday. Um we have to get it into the paper by early tomorrow morning. It's all done. Um just as a preview, I think we're at $57.9 million in revenue. Um which is a lot lower than what we had, especially compared to what we had um uh last year with our final
094numbers were. And there's a lot of variables that go into that, but I will give you that information so you guys can look at it prior to getting into the paper. If you have questions on it, just let me know and I'll try and walk you through that. It's really high level, so but um yeah, if you have questions on it, just feel free to reach out. >> What's good? >> We got twoformational items. The budget hearing is scheduled for Monday, October 27th, 2025 at 5:00 p.m. And then Fund 10 revenue and expenditure preliminary reports. Is there good news in there? >> Just the number is way different. Um, >> that's awesome. >> Yeah, >> I you can't really use it for much. Um, you'll see the numbers are the revenue like you're going to
095see our budget number of revenue is lower, but that's because we got less money in a lot a lot of other areas. At the same time, we're going to pull our expenses down. We did do a nice bump into fund balance um which when the audit gets done which would be done earlier this year um we did contribute a lot into fund balance but there was a strategy behind that so otherwise it's looking good. The good note if you guys did not go to the homecoming parade do it next year. It was amazing. Um that was able to get all the elementary kids there. Um it was awesome. I was pulling a float which was terrifying because kids were running and I'm pulling a trailer behind it that I wouldn't suggest but all those kids
096out there. It was absolutely it was it was amazing to see just thousands of kids just screaming for candy and stuff and >> I do have to say our teachers are amazing cuz I didn't see a single kid run out that was one of our kids. I did see some daycare kids run out, which would be really ours, but our teachers, I don't know how they do at the date, all those kids were wrangled in and standing there with their banners and eggs waiting for their candy. >> Thanks. >> Very, very well. Thanks, Pat. >> On that note, can we get the middle school to the parade next year? >> Can we get the middle school to the parade next year? >> Yes. Well, maybe we maybe the parade ch route will change because Amid
097will be back open. >> I agree. I feel like the middle school got left out. >> I know that's the second year in a row that I've had a lot of uh parents and students kind of disappointed that they missed out, but I mean >> they can walk. >> I can I can say there's a lot of students. Uh it is a long walk away. Um, I've gotten a lot of really, really good feedback about being on Catelyn right through the university. Um, the control of what is it 800, 900 students two blocks from their building is a lot easier than one mile from their building. Um, so I know that's some of the things, but I know that we work with the middle school principles and we talked back and forth with them, too.
098And um yeah, it was an amazing beautiful kids who do a really good job following expectations, listening to teachers, staying off the road, not in front of trailers. >> It was excellent chaperoning that you and your husband. >> Yeah, >> it was a good time. It was. If you've never been, you need to go with Shanghai. There were some other jobs. middle school is going to be >> I know. I know. I just I just have to put a plug in for the kids because they were they were disappointed. So, I just have to I have to say it out loud. >> I believe that ends my report. >> Well, thank you. >> Mhm. >> Personnel negotiations committee. Mr. Olsen, >> I got two items. Administration recommends approval of the October 2025 new hires and
099separations report. Motion to approve. Second. >> Good. Motion in a second. Any discussion? >> Lorie Larson. Holy cow. >> Yeah, she's been with us forever. >> Yeah. Thank you. >> Hearing no further discussion, all those in favor signify by saying I. I. >> Opposed. Motion carries. Administration recommends accepting the resignation and releasing Zachary Roth, high school teacher, health teacher from his 2526 school year contract for his request effective October 3rd, 2025 with the liquidated damages provision enforced. >> Motion to approve. >> Second. >> Motion and a second. Any discussion? The >> long-term that then we're working on it. But that was our plan. Any other discussion? Hearing none. All those in favor signify by saying I. I. Carries. >> And that's it. That's all I have, Steve. >> Okay. Thank you. >> And we're going
100to move on to policies and rules. >> Each one is individual. >> Yes. >> Okay. I have three action items. Administration proposes the approval of changes to the following policies based on Neola recommendations in order to be in compliance with federal law updates. First reading of revised policy 4124, notice of reasonable assurance of employment. The language in this policy has been modified to be more consistent with state statute. >> Motion to approve. Second. Have >> a motion and a second. Is there any discussion? Hearing none. All those in favor say I. >> I. >> All those opposed. Motion carries. First reading of revised policy 5512 use of tobacco and nicotine by students. The policy revision is for more descriptive policy position to promote respect for Native American ceremonial tobacco usage. >> Make a motion to
101approve. >> Second discussion. >> And anything you want to add to this at all? Um, so ultimately this would just be um make it a little more clear for our Native American uh committee and families when we get together for family events uh to be able to smudge. Right now we've been going outside and the the intent and the purpose behind smudging is really to be in the same space when you smudge. Uh it produces very limited amount of smoke and so we have met with the principles. I met with Steve. Um we've kind of talked through logistics and come up with some um some guidelines to use kind of inhouse uh in navigating this. We're going to give it a go to see see if there's things that need to be changed once we
102actually start practicing um based on the grounds and of uh but we thought we'd test some things out everything passes here. So that's the intent behind that. >> I know they have a policy at WS as well for in the dorms. So >> yeah, >> connect with them if you haven't already. Any other discussion? Hearing none. All those in favor, please signify by saying I. >> I. Opposed. Motion carries. First reading of revised policy 8395, student mental and physical health services. This policy is revised to reflect the provision of both mental and physical health services in school, both through school resources. The policy is also updated to better reflect the option for arrangements for on-site health services provided by outside agencies either in person or virtually as supplementary to services provided by school staff. Motion
103to close. >> Excuse me. >> Is there any discussion? >> Hearing none. All those in favor, please signify by saying I. >> I. Motion carries. I have noformational items and no discussion items. That ends my report. Thank you. Um just a reminder then our next meeting the regular meeting will be next Monday October 13th and then the budget hearing which also acts as our committee whole meeting for November will be Monday the 27th of October. I'd entertain a motion for adjournment. >> Motion to adjurnn. >> Second motion in the second you're staying. Okay. All those in favor signify by saying I. >> I. Oppos. Motion carries. Thank you very much. Have a nice evening. See you in a week. See you in a week.