001playing basketball last weekend and she ran off. Hey, good evening everybody. It is 5 o' and welcome to tonight's committee the whole meeting. Roll call, please. Laura Gowski here. Nichols here. Sarah Schubert McCone here. Shelley Mowen here. Catherine Gman here. President Steve Olsen here. Nick Schumacher here. Compliance with all official notifications. This 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's a time for comments by members of the public during the meeting as indicated on the agenda. Members of the public wishing to address the board on any of the topics included on tonight's agenda may do so by signing up on the public comment signup sheet by the entrance prior to the start
002of 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 three minutes in length. Are there any comments from any members of the public tonight? No. Then we shall move on. First on the agenda is a report from our superintendent. Okay. I have twoformational items this month. The first uh well the second agenda item actually we'll share next week. For the last several years we've been recognizing a teacher a guest teacher of the year. So we'll bring that recognition next Monday. So this week I have uh Mr. Haroldson. Oh here you are first. Well you're not guest teacher. I'm saying you're the first agenda. Next week I got
003guest teacher of the year. You might be connect questions. Thanks. Um, all right. So, you know, I I guess I've, as tradition, I've kind of been the middle of the year at the end of the semester, and it's a good sign when I'm here at this time of the year. We're almost made it through another year. So, I'm just going to provide some uh brief updates on Great Lakes uh celebration. One thing uh there's really only one celebration I want to bring attention to. Um we just got recognized uh midappril for being a model professional learning community and I'll explain a little bit of what that entails. um big deal to my staff uh many of which have been there for many years and um I can think back to 2017 sitting in Denver, Colorado
004at an RTI institute and seeing a couple of the schools get featured that had gotten this recognition before and um talking to staff and saying we're going to get there at some point and we we did. So I'm really excited to to share that. Um just a little bit about that. How do you get this award? You have to show evidence of growth at every grade level over minimum period of three years. Has to be growth in math and reading. You have to show growth at every grade level. And you also have to show growth for low socioeconomic students and students who are of the special education status. There's also a category for English language learners. But we didn't we have such a small percentage of them like that just wasn't really considered in there.
005But um those three areas I did this accomplishment for all of my teachers 4K through fifth grade. Um, we had to submit 4K data, too. Um, which we had to dig a little harder for, but I've got a really good 4K teacher that keeps great records, and we had some great growth in that area, too. Grades three through five and state testing data. This data I'm not going to talk a lot about, but the I mean, if you look at the the stuff that was submitted between 2021 and 2024, um, green and blue is really good. Um, the gold is like h we'd like it to be a little bit better, and the red I would say is not acceptable. So, while I'm sharing this for math, um these are great things and we're seeing
006trends going the right direction. Um we're still not uh satisfied because we got some more kids that still need to get to higher levels in in math. Um we ELA is kind of our bread and butter. It's what we've really focused on. So, you can see we've done we probably have made more progress there. Um but that's just a little bit of some of the stuff I submitted to get that recognition. Um, I like to give a shout out to my whole school community, the kids, the parents, everybody. I mean, lots of people doing lots of things to get kids to higher levels of learning. Um, the second part of getting this award, you have to show evidence of professional learning, community practices. So, I had to submit things like my master schedule, the mission,
007vision. I had to submit products from my PLC teams that showed evidence of collaborative practice evidence. they had common formative assessments and they were using that assessment data to continue to push kids forward. Um, you know, I to go through all this in depth would take me hours, but that's just a little bit of it. If you got questions, I can certainly talk to you about those at a different time. Um, can I just go back to I mean I this is about PLC's and the PLC recognition that you've received and I do think I mean you your uh building does this very well but as a district um we really do talk about data and have those collaborative conversations and I would argue that's that doesn't happen in in all districts. I would say
008they turn sometimes more into like department meetings or um you guys truly I think do the work of a PLC and all in our our buildings as a whole do. And so I just it's a pretty big accomplishment. And I will I'll put a side note on that too. Like I other buildings I think I've been in that spot the longest. So I I I mean it would be to be expected that at some point we would would figure this out. We certainly had some mistakes along the way early on. Um I think other uh administrators are doing a great job putting these practices in place. I know there's been some growth um across all the elementary buildings for sure in Yelli and math which is great. And if they just keep honing in and
009pushing these practices further I I can pretty much guarantee that'll continue. It works. But when you when you talk about your third bullet evidence of collaborative team practices that's hard to do. That's not that's not a simple bullet is what I'm trying to say. So I just it's pretty impressive at Great Lakes as well as our other schools too. Yeah. Yeah. There'll be other there's other buildings that'll be on their way to this if they they keep focused on the right work. Definitely. Um, okay. Challenges like I don't know, we got eight days left. I mean, these challenges aren't they don't matter that much anymore. Like, but I'll I'll re just recognize like the transition was amazing. Um, I think behaviorally, uh, just thinking about my staff, uh, we just shouldering some of the pretty
010heavy behavioral mental health needs, uh, particularly in three of my grade levels. But I also want to say too, throughout the year, we found some solutions, good internal plans, and also getting kids connected up with the external resources that we do have. Um, which I know we talk a lot about are lacking a little bit compared to maybe some other places. Um, but at least we're getting some kids into the ones that we do have. You know, I I can't talk about forward data or Kate would get mad because it's embargoed. And I told Sarah the other day, too. I'm like, I can't talk about that. Um, she was in my office. Um, but but we will eventually once it's uh once it's been lifted. Um, we were, however, able to look at some of
011our forward data. In ELA, I we really held our ground, which was amazing. Um, in math, we we did lose a little proficiency. So, I'm I am looking forward to taking that challenge on a little bit and seeing what the reason is. I will say though, I'm a little hesitant to turn to a math goal because we've got a new literacy resource next year. And I know the district is also talking about like some updates to our math curriculum down the road. So, I'm looking at Crystal. I don't know that I really want to go there. I will go back to some things that Kate taught me like six or seven years ago and make sure we're doing those to Fidelity when she was at Bryant because they had some amazing um math results there
012and she was able to help me. So, those are just a couple things. I can probably elaborate on that when I come back around in the fall again. Um just a little update on our school goals for our continuous improvement plan. So, in the fall we we chose a goal that aligned with some of the act 20 reading law that we had to do. So, we had 67% of our kids were scoring higher than the 25th percentile. This is K5 and I had to use a cross-section of data like letter names and sounds, oral reading fluency, that's the RF, and then a reading as a comprehension piece in fifth grade. We set out to get 90% to the 25th percentile or higher. Um, I went through that this morning. We didn't make the 90%. I'm
013disappointed in that, but we did get about an 18% just in that yearly C bless you. Just in that yearly CIP goal. So, I'm pretty proud of that. Would like to have seen that get to 90, but I think we gave our best effort and as we reestablished with like a 30 40% turnover in our student population. It's a really good stepping stones, we can just keep um pushing achievement to higher levels regardless of what kids you put in front of us. Um action steps, we're we're kind of at the end. I mean, I'm not going to be doing anything significant in the next eight days. Um, but like we talked a lot about a master schedule, which we talk about having PLC's, professional learning communities, and supporting kids in supporting their needs. That is
014a really important thing to make sure we have a schedule built so that it's structured to give kids the support they need. So, we actually uh redid our master schedule based in the resources we had we have next year. And I think we've got a way to make our RTI a little bit more systematic. I think we lost some some rhythm with that this year with some of our para cuts and stuff, but we've found some solutions. Um, and we're going to surpass our previous highs for proficiency and we will be at 85% meeting in advance and 100% approaching meeting in advanced on the forward exam and I will let you know when we get there. Um, I don't want any more kids in developing in the entire district. So, like we all need to
015work together to make sure that happens because it's not acceptable. Thank you. Oh, sorry. Questions. That's what you led with. Yeah. Yeah, that's what I led with. But, um, if there are any, I can take and otherwise I think I'm going to leave early and walk my dogs. That's all right. You've done a remarkable job and Steve had the privilege of watching you grow in this you did this uh district and I'm thankful that uh you might have been on one of the hiring teams. and thankful. I was brought here. It's one heck of a district we got and just going to get better. So, good people. Congratulations. Yeah, congratulations. Nice job. Well done. Thank you. Any other work? Thanks, Ryan. Yeah, thank you. A little cooler out there. So, warm. Next, we have our
016board committee reports. First of all, our policies and rules committee. and uh Shelly is going to kick off tonight's meetings and stuff and for two of the members it's it's brand new to them and yep patience you have any questions make sure and ask as we move forward right I have oneformational item tonight school resource officer program report for the 2024 2025 school year pursuant to policy 8407 we have the superior middle school superior resource officer Matt Swanson and the superior high school resource officer Amanda Mandelle. Thank you for being here. Thank you. Welcome. And Amanda's new to uh your when did you start? Um I officially started full-time on April 7th. Um I was hired for the position when officer Dar retired back in November. I was on maternity leave. So So started April.
017Welcome. Uh so first uh well, you know, go from the the youngest up. I'm going through numbers. Uh for this year, um you see Cooper at 16 incidents and and that includes everything from officers stopping in just to do community policing to say, you know, hi to the kids in the morning. Um but it also includes if if we had to arrest people, it's just if a an incident number was punched at all. Does that include truency reports? It does include truency. It does. Okay. Yes. And so, you know, Cooper with one juvenile arrest, um I believe that one was a truency. Um and then compared to last year, they had 18 incidents, so very consistent. Um and there was really nothing notable. Um like nothing no crazy calls at any of the elementaryaries that
018that are even worth going over. Uh, Bryant, they had 30 incidents, which is um actually up from last year they had 12, but nine of them are community policings, traffic details. Um, we were out there quite a bit um enforcing traffic and everything, so that's why that number's bumped up. Um, and then you'll see one adult arrest, but that was a uh a drunk driver, so it really wasn't school related. I could just end up stopping in the parking lot and that's that the address got put lakes at 16. Um last year they had 20. Yeah, zero arrest at all. Not even any truencies. Northern Lights um with 26. That was the same number as last year as well. And they had an adult arrest. That was a hit and run. So nothing in the
019building. And four corners. Um but two incidents last year they had four. So everything was very consistent. Um part of uh part of the year two though principals were kind of encouraged to try and take care of a little bit more uh themselves instead of calling us because for a little bit I was the only one doing all schools. Um and so I was really happy when I got to let everyone know that that's no longer the case and please call me and uh they appreciated that too. and I appreciate that all the schools deserve the attention and and service that we promise them. Let's see. Yeah, if you can just scroll or Thank you. See, middle school first. Uh because that's still me. Um so 115 incidents. That is significantly down uh from last
020year. Last year we had 176. Um, but that included about 30 truency warnings which uh that I send out where that's not required. It's only required with truency that schools send out warnings. Uh, but when I had time last year, um, I like to send out an official police warning letter. Give them, you know, one last chance because a lot of times that, you know, they kind of made them realize like, uhoh, all right. I I I got to get to school cuz I'm about to get a ticket. Uh, so this year I I hardly did any of those and so that brought our incident numbers way down. We also had a ton of fights. Um, it was awesome. It wasn't a huge problem last year, but this year we we almost had none. Um,
021it was incredible. And so I don't know if it was the heavy enforcement on it last year or if we just had a group of kids who went up to the high school and maybe there's but but that's been awesome. And so our I would say our biggest problem and it's not a problem um but is like pornography cases um um kids with cell phones they only have 4K cameras now. And so we had uh five pornography cases where um it was pictures that got spread around that shouldn't. And then we also had a few more um drug incidents uh than before. And that was still only six, but that's uh I think it was all THC vapes. Um it's so easy to get those things in schools now. And so that's the growing problem.
022Um, one of our incidents was a student used another student's THC vape and got so sick that they had to go home. Um, and so that one turned into an arrest. And so we're seeing stuff like that and it's scary. They they don't even smell now. You know, we suspect it. Uh, some kids in the bathroom, we go in there immediately afterwards and there's not even a smell, but then um, you know, they get searched a little bit later and and we find one on. So that's that's scary. Um, still kind of trying to figure out the best way to tackle that and and go about it. So, we'll we'll see how that goes. See, these uh these numbers um well, you don't really see them at all, so I want to talk about it,
023but it's Speak Up, Speak Out, which I I assume everyone here is familiar, but if anyone doesn't know, it's our anonymous tip recording system in the schools. So, any student, teacher, um on phone or computer can submit an anonymous tip at any time. And so I just wanted to go over some of the categories um because most of these ones will will come to me uh and officer Dell for us to to investigate. Um I kind of lumped some of the categories together. And so first we have concerns of suicide, self harm, and depression. And we had 43 tips on those categories this year. Uh sexing and pornography together. We had nine tips come in that we investigated. Guns, knife, and weapons tips. We had seven. Concerns of school attack, we had seven anonymous tips
024on those. On that sexual assault and sexual misconduct, we had 20 tips. Drugs, alcohol, and vaping work teen. And child abuse, we had four tips. And so all those were investigated. Um they don't all generate an incident number. um whether it's you know something that's um just you know not totally founded uh for example we got a uh a concern a school tact tip um you know just a month or so ago that said so and so uh says he's going to shoot up to school. We start looking into it and talking to people and it turned out um the tipster who wrote it, he was getting bullied earlier in the day and out of frustration he wrote that another student said he was going to shoot up the school which that never happened. And
025so, you know, that that doesn't really make it in here, but it was taken care of within the school. And so, we addressed, you know, making the false report, but then we also addressed the bowling. So other than that, did you mention the child abuse stat again? How many tips? There was four tips on child abuse. And sometimes that's like students overhearing their classmates say things and so it's students reporting to protect their co their peers. Yeah, it's usually what it is, don't you think? Um, for example, I think one of them this year was a student reported um that their friend is getting abused at home because there's never anything to eat. and it turned out that that student the night before didn't like what their parents served them for dinner. So things like
026that can happen. Um but I guess what I want to say about that is you know we we get tips like that that you know there's there's really nothing to it but then every once in a while we get a tip and and it is so helpful. Like it's something that we would not have found out about if we didn't have speak up speak out and so it's a an amazing resource. Yeah. High school. Um, so the high school had 268 incidents. Um, like I said, I didn't start till April full-time. I did pick up some overtime shifts in between there, but during my full-time spot, I have generated 54 calls in the last 36 days of school. Um, 24 of those are arrests. Um, when you look at the adult arrest, the 16, that's
027mostly because they're 18 years old. So, if they're getting like a truency citation from me, they're it's considered an adult arrest because they're 18, they're of legal age. Um, it's the same with the like disorderly conduct or if we had I had two fight citations that I had to give out because they were 1808. So, that's what the adult arrests are. There are a couple that were generated from patrol, so they happened on night. Another one was an OWI driver was caught in our um parking lot. So, he got arrested there. Um the juvenile arrests are 91. Again, that's most of them are truency because in our system, an arrest is we give a citation that's considered an arrest. So, the truencies you're seeing 91 because we have a lot of students that do not
028want to come to school. Um I will tell you that of the 24 arrests that I have made since April, 20 of them have been truencies. So the four other citations that I'm giving out are damage to properties, the fight citations that I recommend that I cited and then I did give out an ordinance violation too for baby. Um there are like we mentioned those incidents that are generated are only generated with the address of the school. There are incidents that I do handle from students that come into my office and want to make a record of things that happened while they're at home and I still take those reports. Um I have eight pending major reports from students just in the month two months that I've been there. Um and they're not included in
029those numbers because the addresses were not at the high school. The incident actually happened at home. So I will take those reports from them so then I can forward it to the detective bureau to do further investigation. Any questions about last year's numbers or incidents for the high schools? Yes. Uh last year incidents was 317, adult arrests 29 and juvenile 99. Having that historical background is really helpful. Yeah. Mhm. Great. Any other questions at all? Thank you guys for what you do. All right. You don't have to stay for the rest of the meeting. All right, that's the action items. Yes, we have a couple action items this evening. Um, administration proposes the approval of changes to the following policies based on NEOA recommendations in order to be in compliance with federal law updates. And
030this is new, a first reading of policy 5411. Third grade promotion and retention at risk students. In 2023, Wisconsin enacted Act 20 to strengthen early literacy efforts. As part of this law, school districts must implement a policy for promoting students from third to fourth grade. Following the model provided by the Department of Public Instruction, NEOA with legal guidance has developed a policy in compliance with act 20 and the DPI model. Districts are required to adopt this policy by July 1, 2025. We will be implementing this policy September 1, 2027 by state statute. Approved. Second. Is there any further discussion? We have Kate and Crystal here if you guys have any questions. But this is just I mean I think the biggest reason that we're looking at implementing this a year, two years from now is
031um the organization that has to take place because part of this requires some summer school offerings and so we want to be able that that plays into that. Right. that that's the most significant change from previous promotion policies is now in the act 20 language around statute of promotion uh their reading. So if they are still on a personal reading plan meaning they have not scored at the 25th percentile or higher on the oral reading fluency in third grade and additionally in the meeting category on the forward exam. So they have to have both of those to exit their personal reading plan. Then uh they the the language in uh this new draft guidance is they have to be offered summer explicit instruction around reading continuing through summer programming and then of course that continues
032to fourth grade. So we are in a much better place than most districts. Many districts don't have summer school offerings really at all but we will be doing some work to make sure that we have more intensive reading support. It's always a balance of kids and kids enjoying summer versus like in terms of reading support. Uh so we'll take the time. We had to adopt it by this July, but we don't have to implement it until 2027. There's set time frame then that they have to attend summer school. No, they not required. Specific teacher lure will come into plan to provide that instruction which will be something we'll need to plan ahead forward to. Okay. Any further discussion? Great. Hearing none. All those in favor, please signify by saying I. I. All opposed. Motion carries.
033The next item is the first reading of policy 2271.01, start college now program. The policy is updated to reflect that in addition to any tuition cost, the law requires that the district pay the cost of course fees and books to the same extent that a student who is attending the technical college and who is a resident of this state would be charged. Motion to approve. Second. Um the statute or the the policy has changed to reflect the statute, but this has been our con our common practice, right Heidi? So this doesn't really change our practices. We've been doing this, but now the language will align to statute and our current practice. Correct. Is there anything else you think we need to talk about in regards to this? This is the uh programming at the technical
034college level. We also have choice program which is at the W level. There's very similar reporting for both of the policies, but um we had a student this year that took an EMT course at Northtech. This allowed us to provide some specialized equipment that they needed to have in order to take that class in addition to the books or any of the think books they needed. How many students typically take advantage of this? I would say we have in the start college I would say we have one to four each semester underCCP it would be similar numbers depending on there's criteria you have to meet approved for these courses but yeah I would say that's probably it any other discussion all those in favor please signify by saying I all opposed motion carries This ends
035my report to Mr. President. Thank you. Operations Committee. Abby and Sarah. Two action items, which is exciting because I don't usually have actions. Administration recommends approval of the annual resolution 25-01 compliance maintenance resolution CM summary. I am assuming that this has to do with wastewater. Okay. Thank you. Motion to approve. Second. Do you want to do you can you kind of tell us what this is? I know I'm kind of putting you on. Yeah. You'll see the ERF on our wastewater ponds. Just came up short a little bit on our phosphorus. They reclassified the little uh stream that our effluent drains out into to a a fish aquatic life warm water sport fishery community. And so that adjusted our phosphor levels. We were good. We made um some adjustments to our cleaning um chemicals that
036we use um and we're trending in the right direction. Our latest uh test results were 0.99. Um, we were at 1.5 milligrams per liter and we're supposed to be at 1.4. We're trending right. Do you know how this compares to last year? I mean, you're saying we're trending, but do you know um last year we're a little little lower and I believe there's loted Any further discussion? All those in favor signify by saying I. I. Oppos. Motion carries. Administration recommends an increase cost for all student and staff lunches effective July 1st, 2025. Motion to approve. Second. Motion and a second. Any further discussion? Yeah. Jamie, how many years are we on raising this again? Like raise it every year. Yeah. Can you talk a little bit about why that is? Next. I know he is
037up next. All right. Um, we are required to take a look at it every year. And instead of taking a large increase and taking a couple of years off, my goal is let's do a little each year. What this comes to is about $26 per year per student. And I really don't look at that lightly. You know, if you have three or four kids, then you're on the bubble. You know, that's another $100 that we're talking about a school year. But our costs this year have gone up about $60,000 in food costs alone. And that is um about the same number of meals that we served last year. Almost identical to the same number. It's got to come from somewhere. It's no different than what we're doing here with um fund 10 budget. We are
038not seeing any more funding. I would assume you have less funding actually federal cuts. You know, in our $3 million budget, we're probably seeing about $150,000 less this year. Any other questions? Well, I do want to add though that last year, you know, our fund balance is pretty solid in our department. Um, and that's why we raised these prices to continue to be healthy, right? Y, but last year we came to before the board and we got rid of the reduced cost, which was a quarter for about 200 of our students, two to 300. Um, those are the things that we try and look at all the time. We raise prices here, but I think our reduced kids are more families are more on the bubble than anybody and can't see sending somebody to collections
039that can't pay us a quarter for lunch. extra. So, just to clarify for newer board members, a year ago, we eliminated any cost for kids who actually qualified for reduced cost, right? So, if you qualify for free or reduced, it's free of charge. It's not a reduced cost. And all our students receive free breakfast at all our schools. That's our free, reduced, or paid students. Everybody gets free breakfast. And after school, at our middle school and high school, we offer free meals um for all our students there or anybody who actually comes through. Cool. Thanks Jamie. Any further discussion? All those in favor signify by saying I. I opposed. Motion carries. And then Jamie is here to give us an update about food service. So we talked about how we try to feed kids wherever
040they are. Um and our summer program starts the Friday or the Monday night after school gets out where we'll be out in the community in our food service van um at Lakeside Terrace asking for Spartley Manor and Heritage um State Park. Then we also support the park and rack sites beginning, you know, that same week through the middle of August. Um all our summer school sites and a handful of other sites, about 20 sites in the community. We budget to serve about anywhere from 120,000 to 140,000 meals um at our school sites in all our community sites. Um Flyer is there and we'll be pushing it like crazy through the community. Um we do it with as many partners as we can. Anybody who comes forward to us and can offer a program um we
041try and feed them for free. What's the end date for that? It's always into August, right, Jame? Um, we start the day after school gets out and we feed the week before school gets out. Um, I have staff that need ours. It works out really well and in order to give them ours, they feed kids. Um, so August looks really good at the high school. That's generally where we serve it. Aside from our band, um, it's there's just a lot of movement at the high school. We try to capture as many kids as they come through for whatever program they need to be there for. I know um, they do that 9th grade orientation and they talk to us and say, "What works for you?" Um we try to feed all kids for free breakfast
042and lunch on that day. So um we have just a great partnership with all admin will say what's going on, how do we feed kids and they help us out any way they can too. Okay. Thank you. What do you think is the most popular community or parks and recck site? Park and recck site. The one south end. Thank you. Webster. Yeah. Got the most kids. uh they do really well. You know, it it's kind of I drive around this time of year and I say, "Where are the pockets? Where do I see kids hanging out?" I don't care if it's on the weekend or where do I see kids playing and it's like, "What are we missing?" Um we try to hit between that park and wreck site and what we do every pocket.
043And I don't I know we can't hit everywhere, but I think we do a pretty darn good job. That park and wreck partnership is unreal. I mean, six sites in town that have been running it forever and we just bring meals there and they work well. They come and pick them up. They serve them. They know that any kid shows up, it doesn't have to be part of that program to make and feed them. Love it. Thanks. My report, Mr. President. Thank you. Teaching and learning, Mr. Nick. All right. We have exactly zero action items and discussion items as well. Um, information items. Crystal Hinsman, director Russian summer professional development. Everybody, this time of year, I'd like to just share a little bit about what we have going on in our department for professional development
044in the summer. And I'll give you another little update in August about all like the back to school and new teacher stuff. So, what I'm talking about is primarily like starting like Monday, June 16th through probably the second week in August. Um each summer we try to fill the gap of what didn't we have time for teachers to get done with some deeper curriculum projects during the school year because our staff development days are full you know weekly meetings that teachers have for PLC time you know those are needed to be spent on looking at data and planning for instruction in the moment so it's harder to find extended hours for teachers to really dig in and do those bigger projects. So, I always give PLC's an opportunity to fill out a Google form and
045say, "Here's what our team needs some some help with this summer and some work time for." So, this summer we have 35 middle school and high school teachers with their PLC, their team of teachers they teach the same course with or grade level with that are going to be doing some work across the board in content areas. Sometimes it's dependent on if there are new standards coming out in a particular part particular area or they want to do some digging into assessments or proficiency tables. Um I will tell you that the number 35 is it's kind of a low number. We usually have more than that. So I think part of that is due to this school year that we're about to end. We had a lot more pull out professional development time um than
046we had had in previous years since COVID. So we kind of returned to that model. So teams did have a little more time typically would have in the last few years. Um we also offer for workshop dates where if you need to do a project but don't need a lot of like help or PD with that work that you're going to do. So we have 20 teachers signed up to come to our workshop dates. And then our math committee, our smaller committee that's working on our new courses for math scope and sequence course descriptions. They're going to be coming together this summer also to work. And then the last thing that I wanted to share is kind of a little bit of a different approach that we're taking to the book study option. Doing book
047studies uh has been a really popular thing for our teachers and administrators the last few summers. Um digging in and reading a professional book in the summer is a little bit easier than trying to do that during the school year if teachers have time. So instead of offering several books to choose from as we've done the last couple of summers, we decided this year to take the approach of one district one read. Like if you're going to be part of the book study experience, let's all read the same book. So we are reading 10 to 25 that refers to ages, ages 10 to 25 year olds. Uh the science of motivating young people, a groundbreaking approach to leading the next generation and making your own life easier by Dr. David Joerger. Um, so we have
04845 teachers who signed up to be part of this. It's a read at your own pace and then we're offering a late June option and an early August option to come together for discussion and our instructional coaches are going to be facilitating uh the book study discussions. So um I do have a couple of extra copies. You may have some board members who want who would like a copy. Yeah, I do have I think three or four extra copies that haven't been taken yet. So if you're interested in reading it, let me know. Uh you can definitely uh read one and join in the discussion even if you wanted to or you're welcomed obviously just to read it and and see what you think. Um our summer work is paid for uh by extend with
049extended contract pay. That's what our teachers get paid to be part of any of the curriculum work hourly pay or to be part of the book study. They're also getting paid to engage in this. Um and that all comes from our title 2 grant funding. So it will again this summer. Um, I will tell you the federal funding conversation is still a little bit uh uncertain. We did get our title one allocation finally from DPI. I think it was last week. Um, we were reminded by DPI that title two and title four grant funds have not yet been allocated from the federal level to the state level to then up yet. And typically by now we know that allocation. So, we have some carryover this year that we'll be able to use to fund this
050work this summer. Um, but I just wanted to share with you kind of where that work usually gets paid from. So, you know that we may need to plan differently in the future if those funds are at risk. So, do you have any questions? That book is great. By the way, have you read it? Awesome. Yeah, we're those that have read it are it was definitely like on the list of let's do this one. We also considered doing the anxious generation which is another pretty popular book right now. Um, but we try to find a book that kind of can speak to a lot of people. Um, not just be from a more parenting lens or a particular content area. So, we're looking forward to book and if you'd like to read one, I got
051some copies. Just let me know. Okay. Thank you. Thanks, Chris. Thank you. All right. Kate Test, director of continuous improvement and assessment, end of year AG report and annual bullying report for screening to policy 5570. All right. This is your semester exam on what AGR stands for. Two people are exempt from this. Text says it's your first time with the uh achievement gap reduction. Good job, President Olson. Uh by statute, I'm here on behalf of the principles sharing an update with you. Uh, AGR goes back is a new version of what used to be called SAGE, which was a pretty groundbreaking work that happened in the state of Wisconsin long ago, which was really focused on reducing class sizes. That was a pretty rigid program, obviously, not completely funded. Sounded great until we had to
052have lots more teacher, a fair amount uh more teachers and not the money to support the low class sizes. So it has morphed into what they now refer to at the state as AGR uh achievement gap reduction and we can use one of three strategies now not just small class size uh we can use small class size ratio of 18 to1 or smaller. We can use uh instructional coaches to support the work we have and we can also use a tutoring uh approach where we can use pair professionals that qualify under that statute piece. So we do use a variety of those strategies depending on the school and the grade level and the sections. Um and my report to you through AGR the principles have to submit a report twice a year um on their
053achievement. So of those students that are in uh schools and classrooms that qualify for AGR funds four corners does not uh based on their free and reduce status. So it is just the other four elementary schools and it is grades K through three. So what we do is I support the principles in gathering the data and we track data just like we do on our continuous improvement plan. Has to look a little different for the DPI but we track reading and math indicators proficiency and then also growth. So we may have a group of kids that we have 75% of the kids have met the benchmark, but then we're also looking at how many have demonstrated growth throughout the year, which is an important indicator as well. So kindergarten through third grades, we've seen some
054really nice trends this year. It was also the messiest year we've had with data because of act 20. So we started the year with fastbridge. We were intentional to use similar assessments, but it's a little bit of um apples to oranges when you start with one assessment and you use a different assessment, even though they're both measuring letter sounds or letter identification. Um sometimes the measurement isn't. So, next year it will be cleaner. Um, I think we're going to do some work around really trying to streamline it with our goals so that it doesn't create kind of I mean I will still need to update you uh per statute, but it should hopefully be a little more streamlined together. So, in general, we're seeing some nice uh growth at our K through three levels. I
055think um Ryan spoke about it. You those of you in our strategic planning process, math is an area of focus definitely and we're seeing that pretty universally. So um I will continue to work on that with the principles. Um any questions just kind of basic level. All right. Next report. Uh the statute around bullying and harassment. Uh I do have a little very brief slideshow one because I wanted to capture the information um just as a placeholder for you to look back at if you had some questions. Um and I don't for some reason the bottom is a little cut off. That's okay. I'll just I think it's just the first slide. So in general we have this report is identifying data related to 5517 our student anti-harassment policy and also 5517.01 our bullying policy.
056So, I wanted to include our our district statement and then on the next slide which I quicker uh I wanted to put the definition up here. I think it's really important from a broad perspective how harassment is defined and how bullying is defined on the next slide. So, I have these separated out. I think one of the biggest challenges for principles, teachers, staff, principles is often uh the statement of my child is being harassed or I'm being harassed or I'm being bullied. I think the word bullying is used frequently. We have to take those reports seriously, but we also need to do an investigation and often it isn't classified bullying by our definition of policy, but it is something we need to address. However, we do need to report out statistics specific around bullying and
057harassment. So, the work of the principles and counselors and all teacher staff is really getting to the investigation part and determining is it fall under the definition or is it an issue an incident that happens kind of parallel in terms of a student discipline. Can I give a quick example? So, you may have a student who maybe is engaged in name calling as an example. Um whereas bullying is intentional behavior using words and actions intended to cause fear and intimidation or harm. It's repeated and involves the imbalance of power. The description of like name calling may not be bullying. It may be another um behavior in uh referral as part of our code of conduct, but it wouldn't necessarily fall under the bullying unless this happened over a period of time and there's an imbalance
058of power and I kind of does that make sense? So, um, that's sort of I guess just wanted to kind of clarify that because that happens every day in our schools. I think that we have to manage that and that's the management perspective, especially like from a principal lens of filtering through the information and taking it seriously, but also applying the context. A 5-year-old and a 16-year-old doing similar behaviors aren't always it's not the same always. So, uh, in our district, we we have a lot of information. We have a comprehensive approach to bullying prevention. It's a we do a lot of work throughout the year. It's not just one month. It's not just one lesson. Um, so I think that's really important to identify as well. We're continuing to do the work to prevent
059uh not just report on the incidents. So what you see here on the left uh bar graph you're seeing all reported uh bullying and harassment incidents. The blue bar graph is last year. So we had 137 um that warranted investigation and this year we had 79. And then on the right those 70 those overall incidents were broken down and after investigation you can see the amount that were substantiated versus unsubstantiated. Okay. So I think following trends that you've seen with other incidents in behavior um we're following that same trend of a reduction in reports and a reduction which is is positive. So, um, that and then I broke it down just a little bit further just so you could see kind of in general where the location of the incidences incidents are being reported to
060have happened. Again, the blue bar graph was last year. The yellow orange is this year. Um, so our our highest location where the incidents are occurring or having been reported to occur would be in classrooms, but a significant drop there this year. um followed by the cafeteria, gym, hallway. Um and some aren't don't have a specific location identified because potentially it's happening in numerous places with one individual. The small bar graph in the upper right corner is uh incidents by gender um and on the bottom would be incidents by ethnicity. So just kind of a I think sometimes it's helpful to get a little snapshot digging a little further. Obviously it could pull a whole lot more reports. So these are offenders. Do you have victim? We do have victim information as well. Yep. Yep.
061We do have differentiated. If you think about this, have follow-up questions, feel free to shoot me an email and I can reply with additional information or ask ask questions. I know sometimes it takes a minute to like think through information, anything to us. Yes. Yep. Thanks, Kate. All right, you're Thank you. I guess I just want to say one more thing. A couple years ago, um, we put together a pretty, I think, robust in, um, bullying and harassment investigation process to be able to track incidents across grade levels or buildings to track victims or offenders. Um, we we sort of modeled it after some of the statute in Minnesota. Some of us had come from schools in Minnesota and so we tried to apply some of those practices that were required by law over there
062to some good practice here. Um, so I think the principles have been doing a good job of that. So that's that is something that's been new the last couple years. I think it gives us good information from a tracking perspective too that you know often as a principal a parent may say no one the school's never done anything about this but we can see even though we believe they have been unsubstantiated we do have record of reports and I think a big part of that investigation process is the communication piece. So there's a required follow-up letter to the families who are involved to document the investigation and the next steps and future reports and things like that. So that I think has been the most important part of that process. It is definitely a an
063intensive process that princip that's all Steve for me. Thank you. Personnel negotiations Mr. Nicholson. Exactly one action item. Administration recommends approval of the June 2025 new hires and separations report. Motion to approve. Second. Motion and a second. Any discussion. First of all, thank you for everybody on there that is leaving us and welcome to those of us those of you that are joining us or the uh math position at the high school then if that posted and early childhood early childhood is and has been a while in the building right now. How are we doing on bus drivers? Doing pretty good right now. I'm going to be looking for one more. We're going to put the bus back up this week. Your advertising campaign. It works. It does work. I know. That was you and
064David. I know you're tag teaming that idea, right, David? Driving Fourth of July. Any other discussion? Hearing none. All those in favor favor signify by saying I. I posture carries. And that concludes my report. That's very good. That's it. One more. Sorry to hear that. Our legislative committee or Gapski. All right. Thank you, Mr. President. I also have zero action items, zero discussion items, but exactly oneformational item. uh Democratic uh Governor Toner Tony Ivers rather met twice with GOP legislative leaders as budget talks have ramped up according to multiple so sources sorry um think I don't feel like it's important to read all of this but I think the most important thing is that um the joint finance committee's progress on the budget has been put on hold um that the proposals that Ivers has
065made um and including uh a document and act on 10 agencies um has been threatened to be stripped and the co-chairs said that they're planning to wait for new revenue estimates from the legislative fiscal bureau before taking any substantive action on the budget. Um, so since those numbers were revised last week, showing that the state would take in 355 million less through the end of the 2025 2027 budget than previously expected. Uh, and the committee has yet to uh notice a hearing. Um, I know in Minnesota they've done um special session for their budget and so not sure where Wisconsin's at on that right now. But that concludes my report. Thank you. Our final report, the budget insurance committee. Katherine, I have two action items. One is gifts, grants, and requests. Um administration recommends approval
066to accept gifts, grants, and requests received in May 2025. Motion to approve. Second. Look at that. Yay. How impressive that is. Any discussion? Thank you. Hearing none. All those in favor, please signify by saying I. I. All opposed. Okay. Motion carries. Um the next one is administration recommends approval of the 202526 preliminary budget. Motion to approve. Second. Do you get to see it? Yeah. Yeah. I started We approve. Approving the discussion. All right. So, um this is the preliminary budget adoption um for the next fiscal year. Uh this is the first time we've done it as a school district at least since I've been with the school districts itself. Um the big thing with this is well this early in the school year adopted budgets before not done yeah yeah so um let's see so
067the budget process creating a budget process it takes a full year so I don't work on one budget I actually work on three four five budgets at a time last year this year next year and then the following years after that um the biggest thing is when you're working on a budget you don't want if I'm working on next year's budget and try to hammer that out then it's way too um you always have to work a few years ahead because of just way school finance rules on any side of it. So um when doing it you know I meet multiple meetings with um the administrators of the departments and the school. So I meet with every single uh administrator to see how did it go this year, how is it going to go next
068year and what's going to happen in the future. We conduct listening sessions with the staff. So we get input from them what do they feel is important on discussions with the board members to see where they want the the school the direction of the school district to go in and then I also work with u multiple business managers throughout the state and then also work with bear um they're kind of the industry leader of budgeting for school districts um and that is how I make those decisions or come up compile all that information. So the key aspects of a preliminary budget, by definition, a budget is an estimate of what the revenue expenses will be each year. A preliminary budget is just an educated guess. So what I'm telling you right here is do not
069come back to me and say, "You said we were going to have $58,949,737 because that number will be wrong." I can promise you that. That's the only guarantee I'm going to give you. Um the reason for that is one revenue can't even be finalized. Um we have to wait for the state to create their bienium budget so they can tell us how much money we're going to get. That is hugely up in the air. Quick tangent. Um when you hear the legislation, you're going to hear stuff about, hey, we're really looking at increasing sped spending. We're going to do high cost sped sped reimbursement. When you hear that, it is garbage. Tell them they're doing it wrong. It's the equivalent of saying high sp high high cost sped is the same as sped is like
070a lightning bug is the same as a lightning bolt. They're two totally different things. If they increase high cost spending it is not going to do anything for us. Um so with that I've also when I've created this budget it's a conservative budget knowing that the figures can change significantly. I'm a lot more solid on my expenses I am on my revenue but um I I built that in to make sure that we're going to be all right. So, so this is uh at the end of this presentation what I'm going to ask you to prove. This is the 2526 preliminary budget fund tenant fund 27. There isn't a requirement by the state that the board adopts a preliminary budget. You can do when it's presented. It isn't in a set way like you need
071to show this and this and this like it is with the annual budget that we do at the end of October. What I'm looking at or pulling in here is fund 10 and fund 27. Those are the main general operating budgets. You're not seeing fund 21, which is school activities. You're not seeing 38, 39, which is our referendum debt. Uh fund 50 was school uh with the lunch program. 73, which is our old PEB, 46, which is a capital projects. Those are, you know, I'm working those on the background, but those don't have a direct effect on that isn't it isn't really material and isn't buried that much. Can I add one thing to that? Yep. One of the things that's so frustrating is we have to make our staffing decisions by this time. even
072though we don't have our revenue. And I just think that's really important that I continue to remind people that if we were going to eliminate positions or lay anybody off, that has to happen before today because of the statute language and how that works. So, we have to go off of our best guess as to what our revenue is, which is why we're bringing this to you sooner than later because we want you to see kind of how we're planning uh for our budget going into the school year, even though it's not really required until October. Yep. Um, so I'll get more into Go ahead. Um, can you tell us the non-program transactions? You're cutting a million and a half out of there. What did you I'll get into that. So, this is the high
073level fund 10. Of course, Nick asked you, she wants to do details. Um, so this is what it looks at. First, we're going to start with the revenue changes in revenue. This is the revenue that we bring in from the school district. makes about um well the revenue limit makes about 80% of that. So to begin with you're looking at it in property taxes you can see that we have a reduction of 344 no increase of 344,000. That's when you compare the last the revenue we're going to get this year is actually significantly less. That's where you're going to run into is issues. That's where we run into issues with the the referendum that we pass. Everybody thinks, "Oh, you're taxing me more. The school district's getting more money." We're taxing you more and the
074school district's getting less money. That's the the roundabout thing. And what's driving that is a reduction in equalization aid. So if you jump down to here, I can see this far right here. Equalization. Make it a bigger bottom there. There you go. Oh, there it is. Thank you. So the equalization aid right here right here is reduced by $744,000. We're getting less money from the state as well as getting less revenue. So when we come in and say like I'll get into a little more. You get $325 more per kid. You're getting more per kid, but the state's giving us less money and that's why it's driving up property taxes. So this number also really big estimate. It's based upon our expenses, our revenue, our enrollment, but also other districts to see how we compare
075out there. So, this number is going to change. There's going to be an estimate out on July 1. Go look at the estimate. Don't hold anything to it though because a lot there's going to be a lot of changes. Nobody's financials are done because the fiscal year ends on June 30th. So, um the next line, open enrollment. That's just a kind of trending. So, a $30,000 increase. Uh, we're losing AGR Sage. Um, that's declining enrollment. We have less kids because it goes by pupil. We're getting less because of that. The So, this number $717,000 increase is a personal property tax. The reason that number is higher is because I underestimated for this year. The reason we did that is another smoke and mirrors game that the state is playing where they gave us a million
076dollars in property tax. um adjustment. Last year, the last two years, they put that what's called outside the revenue limit. So, when they do that, that's just money. That's cash in our pocket. That's awesome. From what I understand, working with other business managers, working with Barrett, it's because the the government didn't know what they wrote when they wrote it. Now, they figured out what they wrote and they wrote it wrong. They're putting it right back inside the rev limit. You just lost $700,000. Just just like that. We lost $700,000 because of um they just rewrote the line and it dealt with in the revenue limit. Um on top of that, we have our per pupil categorical aid. That's the $742 we get per kid. Got less kids, get less money. Uh other state categorical aids,
077that's just an estimate. It's based upon the trends. The federal re revenue excluding pandemic funding, we see a reduction of $340,000. Those are federal grants, titles, and things like that. Chris went over. We got our our numbers uh last week. Um they called me the week before that to say to give me the bad news and say you were getting $193,000 less. So boom, just like that, we lost another $200,000 and that's the federal title support. Yep. And is absolutely zero that we can control on that. That is the they're looking at poverty levels from the census data and they just said you're not as poor as the other people. And the state of Wisconsin isn't as poor as the other states. So the state of Wisconsin gets less money. So then we get less
078money and that's just ends up losing that money. Um and then the other big thing that I point out is Esther money. People love talking about Esther money. Um I'm glad it's gone, but I'm also sad that we don't have that money. We maximize Esther money, I think, better than probably most school districts in the state of Wisconsin. We use it down to the penny and I was talking to them all the way till December. You had to spend it by September 30th. Get all your claims in by December. We spent every last penny of it and now it's gone. So that's $1.3 million in revenue I had last year. That is that's no longer available to us. So overall, we're down $1.562 million. In actuality, that number should probably be 2.2 million because of
079the current year budget was understated on the revenue side by $700,000 on personal property. So revenue reductions overall revenue is going down due to decline in enrollment as money being fully utilized and reduction in federal G grants at the same time taxes are going up due to reduction equalization a so again when people come up to you and say hey my taxes are going up you guys must be swimming in money you say no the state is because they're not giving us as much money so again I just want to reiterate what that means that means we get the same amount of money into the school district the portion that is paid by taxpayers is greater than the aid that we get from the state So that portion has changed, but the amount we get
080as a school district has stayed the same. Yep. Is that right? Okay. Uh this is the revenue limit worksheet. I just throwing this out there every time I do a presentation on the revenue just so people understand that I don't get to just make up the num money. This is how it goes in there. It's a terrible formula that you better make every single numbers correct. Um and yeah, I can't drive it. I mean, the big thing is the enrollment down here and then you got your 325 increase. Um, and it gets all the way down to this number, which you can't even see, but that's a 6.80. That's your mill rate. I'll get into that in a little bit. So, per pupil increase, state is forecast to give $325 per student. Again, it's the
081the political game, the Tony Evers. Let's do the Vanow White veto. Hey, look, you got $325. That's not a good thing for anybody. It it it sets us that's the amount you're going to get. It locks you in and it's not even up to inflation. It doesn't really help us. Um the increase though is increase is eaten up by the decrease in enroll decline in enrollment. So when you look at it, you get $325 extra and you got $3,978 kids. So you get an extra $1.3 million, but at the same time you just lost 152 kids that are bringing $11,600. So you just lost $1.8 million. Now when you're thinking about that 152 kids, we got 13 grade levels, right? K through 12. Um that get down to about 11 per um grade level. And
082then you have at least two to three classes in every grade level. When you do the math, that's one kid per class. How much expense can you reduce by taking one kid out of somebody's third grade class? Can't reduce much, but you can reduce your your revenue by $1.7 million. Schools are really good. Take give me one more kid, I'm not going to add much expense. take one kid, I can't reduce much expense either. So, you hit that threshold where you lose enough kids that you can cut staff or so the whole 1.7 doesn't hit us immediately because we have a whole hold harmless exemption which closes that gap and then a decline in enrollment exemption which delays it because we do enrollment off of three-year rolling. So, um, my terror right now is when
083the junior class this year graduates next year with 360 kids and we replace them with 230 kids and then boom, we just lose 130 kids. Three years from then, that's when uh that's when we'll be crying. So, uh, so the revenue calculation, I just want to go a little more in depth. Here it is where um when you do that revenue rev limit spreadsheet you're going in and looking at and seeing um see the total money you're bringing. So here it's 51.1 here you 51.5. So that's the minor increase that you're getting. Even though when we get into expenses you're going to see we have different expenses that are increasing. The other side of it is taxpayers. They're going to come in and say, you know, what's this going to look like for me? You
084can look at it two ways. One, your mill rate is going to go down, which people think, hey, my mill rate goes down, I pay less in taxes, right? No, your mill rate goes down, but that's because your total value and all the property in the city or in the district goes from 3.6 billion to 3.7 billion. So, yes, the mill rate does go down, but your levy, the levy as a whole goes up. So, again, our because our property value as a district has gone up. Yep. So again, I want to emphasize people can't say that I didn't tell them taxes are going to go up unless something changes at the state level, taxes will go up. Um so in the best case scenario, the meal rate goes down, but taxes still go up
085and that's due to the decrease in equalization aid and the increase in property value. Also, if the state decides that they are going to give school districts more money, but they don't follow it up with equalization aid, that means property owners are just going to pay that bill as opposed to the state. So, expenses, there was a reduction in expenses overall. A larger reduction in expenses was due to eliminating the expenses associated with ESR funds. So, we maximize those ESR funds um moving them around. You might actually look into ESR funds paid for teachers this year. That's because I took money and paid for teachers out of ESSER. Took that money I was going to pay for teachers and paid for other stuff that we're not going to pay for any one time. Uh curriculum
086spending. U we got the new elementary reading program was higher in 24 this year than it is going to be next year. We're still buying math for next year, but um I'm trusting Crystal when she says not spend more reading stuff. Not as much as elementary reading. Uh and then we have a significant reduction in fund 46 uh contribution to the budget. So again, what's the first thing that cuts when we run out of money, right? Let's stop doing the maintenance on the schools and then you get into the predicament for kind of running it to Can I ask a question about the third bullet? Um the change in the curriculum, the adoption that we've made for our curriculum was a direct result of act 20 requirements. Where are we at with any reimbursement to
087districts on those act 20 expenses? Well, the money would have to be released to DPI to determine how that would even get divided. So, it has not we have not received any reimbursement for those materials. Not even been released to DPI make a formula and determine we've incurred that entire cost. We have incurred that entire cost. And I when they initially probably a year ago gave some like here's where we're thinking a formula might land on what you might get. Like I mean I'm ballparking if we get reimbursement we'd be maybe getting between like 13 and $20,000 on a half a million dollar purchase. Okay. So it is important to know that when you purchase elementary reading or elementary math as a package you typically purchase that for a six to sevenyear contract with the
088company for the online resources the consumables for the students. So it's kind of a one-time expense for like seven years is our new upcoming contract for elementary reading. And we will do a similar thing with math when the time comes. And if you get that funding, that 13 20k, is that just once or is that over like seven years? That's just once. Yeah. I there that conversation has been very quiet from the state level because they're kind of at the mercy of having the money even released to them to be able to determine how districts would how it will be pushed out to districts for reimbursement. So we will apply for reimbursement if and when the time comes. It just won't be likely very much money to support the work the product. Um so when
089we get dig deeper into the expenses and the change in salary and benefits um when you just get down to the final number salary and benefits are increasing by $693,845 is the initial estimate. I do have to give a huge amount of credit to Molly and Molly's team and then Karen specifically um when I took this role the how you predicted salary expenses and employee expenses was this huge Excel spreadsheet which were just formulas everywhere and you do estimates I had zero confidence in it and then I actually talked about talked to it with Molly and Kin and Kin said I got this great tool everybody says it's really Good. Let's try it out. We tried it out last year. Employee management. It is spot on. It's part of Skyward, right? Yeah. Yeah, it is.
090So, it's part of our current package, right? It is. Yep. It did not cost anything extra. We just weren't um leveraging it. I told Karin this is my issue. Karin went in and said, "I'm going to figure it out." And it is crazy accurate. Um I mean, it's as good as the data that comes in. The big variable now is we might have somebody that somebody leaves and we don't replace them or um we need to add in a teacher or some other thing like that. But the salary expense, the salary projections is spot on and that's uh that's a huge thing from from current and HR. So um the salaries and benefits increase as expected. Um but there was savings from eliminated positions that reduce some of that expense which we always have to
091look for. We're always anytime somebody leaves the district, if there's a position open, there has to be an evaluation of do we need to replace that position. If we just don't pencil whip it and say it's going to happen, um you have to go through and look and and make sure that's something that needs to be done. So again, revenue went down, but our salary expenses and benefits went up by $700,000. So changes in other expenses. So salary and benefits one in fund 10, they account for $39 million of the total expenses. Then we have an additional $7.1 million which is a fund 27 transfer. That's our sped. 95% of that is salary benefits. So in essence it's $46 million of the $58 million that is for salary and benefits. That leaves all to run
092the rest of the operations of the school district falls into here. So first of all there's open enrollment. That's uh we just been going off that trend. I know one action item we really have right now is trying to figure out um we're increasing enrollment is pulling back kids that open and roll out. Um so hopefully you know we can trend in the right direction on that side of it. We have the voucher programs. We have one uh school here in Superior that does that. Um that's $394,000. You got your non- capital and capital objects. Um inside of that we had a $700,000 increase. There's $500,000 was for um the English books or the reading books and then we also had $200,000 in security cameras budgeted out because that was part of the referendum um
093when we went to the public increase the cameras at all schools. Um the 127 transfer increases by $112,000. When you have fun 27, you have maintenance of effort. It means you can't really drop it. And frankly, we I don't think we have the ability to drop it. you know, sped needs are going up and we don't even fill all the positions we have open. So, uh, transfer to fund 46, that's a significant reduction. So, we we're going down by 1.4 million because we put a significant we budgeted a significant amount to go into this year. Um, I'm always looking down the road. I'm really terrified of how we're going to fix or replace the roofs on middle school and northern lights. That's a huge amount of money and going to the public right now for
094a capital referendum does not seem like a very good idea. Um, so right now this in this model I have a budget of $500,000 that doesn't even cover our Tuck Point project that we plan on doing at Great Lakes next year. But we do have money in that fund 46 account as you can see by the the 1.9 that we put in this year. And then there's all the all the other expenditures sitting there which is the 75. Um, and we're showing reduction there. So, the big question, one, people think your district, you got $58 million. You guys must be wasting your money if you ain't got any money to do it. Well, as you can see, it comes down to where we have about $7.5 million to play with to run the rest of
095the the school district. Um, and these are the other larger expenses that people don't see or fully understand. We have $700,000 just to pay insurance. I met with our insurance broker today was able to get a better quote on our comp and saved us $20,000. The health insurance um that save significant that doesn't fall into this though, but um we're always looking at how we can reduce our expenses out there. Computers, they're not cheap. Um transportation is, you know, that's $1.2 million for busing kids. We got over 30 buses um that we need to make sure they're running buildings and grounds. Um it's an extensive amount of money that we're spending out. Another big one is common school funds. That's the only place where they just keep giving you money hand over fists and you
096just like stop giving me money because they handcuff that money so much that you can't really spend it on anything except like lots of books. We have worked really closely. Crystal think that's a good thing. I can read. Yeah. Um uh we have worked really closely, Jod Wright kind of runs the econom school funds to make sure that we are maximizing it and we have figured out ways to push some of the expenses we have in it and things like that but it it falls under common school funds but it is really really limited on what we can do but we're always trying to maximize it. I work with other business managers um you should hear with some of the other business managers save common school funds but um I'm a nice guy compared to
097them. And then the other ones is utilities, $1.4 million, going to keep the lights on, need water, need to heat the buildings and stuff. So that's what I'm saying. So the goals of the preliminary budget, it's to for the education of the board and the public. Um it's transparency to see people can see what we're using our taxpayers money for. It's also part of the line of credit that we uh signed up for. I know you were on the board last year. We did it like two or three times in a very short period. that's going to become a consistent thing where we just kind of do once a year. Thankfully or nicely. I have not touched that. Um we are doing pretty good on cash flow right now. We're really managing our money to
098make sure we can maximize everything and not have to use our line of credit because money is expensive nowadays. Um that'll be coming out probably July or August. Like I said, I'm not too worried about it. And then this also gives the people the ability to advocate for proper public education funding. Um you're going to hear a lot of stories right now. The way it has flowed the joint finance committee is you hear a lot and then you hear nothing. I think we're in the nothing stage now and like last year it was just amazing. All a sudden you wake up and like yeah we do a budget go like it came out of nowhere. I don't I don't think that's going to happen this year but we don't know. So again, there's the preliminary
099budget that I'm asking questions at all. I just appreciate how much more transparent and you just really break it down um for board members to better understand, you know, that it took me a long time to try to understand any of this and even still like I learned things from you. So, thanks for your really hard work on being so detailed. Will we get this then as well? Yeah, you can have it. Maybe modify. I got just boxes and do spell check. So, it's nice when my boss fig I can't spell revenue. I was thinking you got spell. You had another one up there too, but I didn't point it out. I I think just for me in the way that I you know this is great what you just gave and like now to
100go back and chew on these numbers a little would be helpful to like I think it'd be helpful if we sent this out and then I know Kate were you going to you had one too. Yeah. Yeah. So we'll follow up with a couple and next week we'll make our final decision. Yep. Plus if you have any questions over the course of the week it's helpful too. Right. should talk through that over the course of the week. Any further discussion? Okay, hearing none. All those in favor, please signify by saying I. I. All oppose. Motion carries. All right. I have no discussion items. We have oneformational item which is fund 10 revenue and expenditure preliminary reports. Is that motion to approve? Just in perspective. Oh, sorry. Just kidding. Just like I said, I think we're
101going to be on target. We're going to be on the revenue side and maybe maybe a little bit lower on the expense side. Um revenue, we get a huge chunk of money here in the middle of June. Um our equal equalization comes in like 16. You'll see a a receivable level hit. That just means we're going to get our tax money. We won't get that till August. So if they recognize it this year on the expense size it side it is um some open enrollment stuff but then we're doing the payables um so all the employees the teachers get paid year round like yeah 26 checks or whatever it is um we have to do a payable or yeah a payable all hit credit by most okay I believe that is it there. Mr. President,
102thank you. Couple of reminders before we adjourn. Graduation is this Friday. Ask to be at the facility between 6:30 and 6:40. We'll get our concession at the concessions area. We'll get our assignments who will be up at what times and which group of kids to hand out diplomas. Um, next Monday, June 9th is is our next regular board meeting. We will be in close session at 5:00 and return at 5:30. With that, I'll entertain entertain a motion to adjourn. Motion to adjourn. Second motion and second to adjurnn. Is there any further discussion? Like to say that we had site visits the past couple weeks and it was really great to be able to get into the buildings and see the kids and celebrate successes and hear about some challenges and I don't know this time
103it just it was really good. So I just I'm so proud of that. Would agree. I was sharing with Nick that I got a random side behind the back side up from my kid. I was like, "Oh, this has made my whole week." It was great. Schools are awesome. They really are. All right. Anything further? Hearing none. All those in favor signify by saying I I motion carries. We are ajourned.