DC Everest School Board Meeting April 15, 2026

001That's my neighbor's house. How long have we been >> thought he was exfer >> I'd like to call to order this regular meeting of the DC Everest area school board. Uh, first up, roll call. Katie >> here. >> Shannon >> here. >> Ben >> here. >> Larry >> here. >> Josh will be absent today and ye is currently not here. I am here. Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Is there a motion to approve the agenda for tonight's meeting? >> So moved. >> Second. >> Uh any discussion? This requires a voice vote. All those in favor say I. >> I. I. >>

002Any opposed? That passes. Uh we do not have any public comment tonight. Um is there a motion to approve the consent agenda? So moved. >> Second. >> We have a motion and a second. This requires a roll call vote. Katie, >> yes. >> Shannon, >> yes. >> Ben, >> yes. >> Larry, >> yes. >> And I vote yes. Next up is reports and considerations. WASBY. >> So WASBY notified uh yesterday that there were some state surplus negotiations that are still underway. Um despite optimistic comments from our state leaders, a deal has not yet been announced. So we'll keep our fingers toes crossed, hopeful for that. Um and then there's some interesting data that they shared on the election night, April 7th. 75 school referenda statewide were on ballots um in 73 different school districts. Of

003the 75 questions on the ballot, 46 passed while 29 failed, representing 61.3% approval rate statewide, which is roughly comparable with spring elections in past years. Um breaking that down though, there's a little more interesting data. Um passage rates for capital referenda 9 out of 12 passed which comes to 75% approval. Non-recurring operational was 32 out of 57 passed 56.1%. And then recurring operational five out of six passed at 83.3%. So that's higher than average passage rates for a capital referenda and that's kind of been a feature of past referenda cycles. Uh the recurring referenda however saw much higher passage rate this spring than typical. So that was interesting data to keep in mind and that is all I have. >> Thank you Shannon. Next up C9 Larry. >> We had our CC9 report Wednesday, April

0041st in Tomahawk. Um we had a presentation on the Wisconsin virtual school system um which has been around since the year 2000. I didn't know it's been they started out with like 100 students. Last year they had over 13,000. um they uh are in a system now where they have the K12 asynchronous which is the kind of thing we know about the the uh live which on a schedule then they have your teacher our content and then they have the add-on services which I think is the thing we're probably most familiar with so they've been around a long time and uh continue to grow and that's some other uh that's the most of my report thank you >> thank you Larry next up um Eva is currently not here Next up is superintendent report. Dr.

005Nine. >> Uh so start off just a positive uh district update moment. This morning we had um I don't I don't know the exact number Alan 25ish community members that came in. A super interesting mix of people that were predominantly I would say retired folks but also uh volunteers that uh participated in our walk-in talk. Um a lot of really u interesting conversation. Uh Kelly did a great update on facility study and what that plan looks like. We got some really good feedback from community eyes and ears that um you know are really new to that topic. Um but you're going to hear uh in our mission moment from Angie, but um Karen and Gina were there to talk about our work with seven mindsets across the district. So, um I think that was a

006super intriguing conversation for um those community members to sort of understand how we embed those other skills outside of the core curriculum into the core of what we're trying to do for kids. So, they did a great job. Um super appreciative to be in a community where people show up and want to hear updates about what's happening for kids. So, uh fun um moment this morning and you're going to hear something a little deeper related to that in our mission moment. So, um I have three other topics. The first two both are pretty meaty and so I'm going to intentionally kind of stop and see if you have questions on those first two. Um and of course you can always stop me at the end if you have others. But um we are about to

007embark on a study of our compensation plan for our certified staff. So which is predominantly teachers but it's more than that right OT's PTS speech and language pathologists and number of others that are all on that schedule. It's about 10 years old. Um came in post Act 10. Um really districts across the the state of Wisconsin approached compensation in a pretty common way at that point and a step in lane and it was fairly predictable. After act 10 sort of the rules of engagement went out the door and districts were scrambling to determine how are you going to approach compensation and mirror that with what districts value and what they prioritize. Um so we landed on the schedule that we have. Um we know um that there is no schedule that is perfect anywhere. Um

008I'll acknowledge that. um we see that we're competitive in the region. You know, from a dollars and cents perspective, from a retention, are we able to attract and retain quality people? We know that we're um we're in a great spot there, but we also get plenty of criticism about aspects of that schedule, and we know that it's a it's a good time to at least do a tuneup and check in. Um so, um to do that, although we think we know what the major themes of people's feedback are, um we're going to make sure that we cast a pretty broad net. Um, so our leadership team has really been digging into how do we uh approach that feedback. So the first step uh will be a survey that's going to go out Friday is our

009what we anticipate to all of our certified staff um just to get their feedback. There's some pretty specific things that reflect what we've heard and what we anticipate needing to take a close look at. But there's also uh plenty of room for narrative so we can get as much as possible um from that. We think we need to dig in into more structured um conversation. And so we've got uh a series of four um town hall meetings is what we're calling them. Um and and in that there'll be a combination of some education around what we know, what the data says on different aspects of that plan. Um and then an opportunity for uh discussion and feedback around those topics as we really dig in. So um and then behind the scenes, our leadership team

010is really gathering examples and um looking at at research. We know there's a continuum of these plans across the state and across the country. Um we land more on one end of that when it's really, you know, it's tied into professional learning, but there are lots of different models out there and uh we'll try to examine those. Within that, there's four uh key areas that that I really believe we need to uh dig into and have be a regular part of the conversation. Um attracting and uh retaining talent. How do these, you know, positively impact our ability to do that? um how do they provide uh better clarity on expectations and the pathway uh how you progress through that's something we hear a lot from our our staff about um what are the expectations for

011professional learning professional growth how do we integrate that or is it separate um and then all of that really still has to look through the lens of financial uh sustainability. So, we really have to examine um are we just chopping something up differently, maybe lessening some of those expectations or changing how people are progressed through or are we looking at a different resource conversation. We know we're not in a position to make promises about that right now. So, we think um although we don't have a timeline for implementation, our plan is to really dig in over the next 6 months or so. So, in uh late fall, early winter that we're back in front of you to say here's what we're learning and where we're at right now. Um, and that may be a company

012with some recommendations for um, phasing or it might be here's what we know right now and we need to dig in uh, deeper. But we know we're at a time where we for sure need to um, examine and uh, start to get our heads around what it looks like maybe for that decade ahead. So questions about that? Uh, really more process related stuff right now, but any thoughts or questions that at this time? All right. Um, topic two, um, lots of developments at IDEA schools. So, um, little bit of background. Um, IDEA is a charter school. It's our only current charter. We also had, um, Everest Virtual Academy was had charter status for a while. Um, that means that there is a separate um, set of rules to some extent. Although IDEA has always been

013very much a DC Everest school. Um, it does have its own governance body. Um ultimately you as a board authorized that school to exist here. Um so you've always had a tight connection. The staff are DC staff. The building is DCIS. The technology. Um but they do have you know a unique identity as a charter status. Over the last 10 years or so there's been a number of moments where we've talked about um does it make sense to continue as a charter or be a program in the district. Um at the same time that's still giving kids that project-based experience. there's never been a question of not um operating in that way. Um but there's kind of pros and cons around that sort of separate status and um what advantages you have from a charter

014perspective and um what advantage you might have if you integrate in a different way in the district. So, um, last week their governance board voted to not extend their contract, which is up. Um, Jeff has been actively having discussions with their board about, um, what the term of that next contract might look like, and ultimately they determine to not proceed. They're going to let that contract run out. Um, they clearly care a ton about that school. Um, they just feel like there are a number of reasons at this point in time that it makes sense um, to move towards that program model. they recognize that's a handoff to the district. So there's some, you know, good faith involved because they are the stewards of that school in that uh leadership role. Um but for sure

015they want that experience to continue. Um but they recognize that um you know high on the list um change and decline in their enrollment. And then some notable staffing changes. They you know four advisers teachers at IDEA um uh two of them uh one moving into a role out of the district, one moving into a different role in the district. a twoperson swing in a staff of four is is pretty notable. Um so that combination of things uh accelerated this um conversation. So um although it happened quicker I would say than we anticipated um I also think it's it's an exciting opportunity uh I see it in the same light as I see a lot of our facilities study conversations. Um there's some really neat opportunity for reinvention. Um there's no secret that we need

016to get tighter on things from a operational perspective. Um but I also think we can maybe uh improve experiences. For example, if uh idea at some point ends up um on a high on our high school campus, um if that was part of the long-range plan, um will a different population of students take advantage of that kind of learning? Um do the idea students who right now um find their own rides to access programming at our high school, junior high, middle school, do they have that access, right? you know, on the same campus. There there are some really good opportunities to improve the experience both directions. Um so, uh for the year ahead, um we anticipate that ID and Odyssey will continue right in that same space. And I and I put Odyssey in there,

017too, because although Odyssey is not a charter, they're living under the same um physical roof and people tend to lump them together. Um so, we we anticipate they are both continuing in the same physical space. Idea would become a program. Odyssey is still a school. Um, project-based learning still happening for kids there. Um, but that's a lot of change in a really compressed moment. So, we are anticipating a a community meeting with their families in the near future. Don't know if we have that scheduled yet. I know we're talking about it. Do you know? >> Um, I think it's going to be April 28th. >> Okay. So, in the on the near uh horizon um plan to share with families there. So, um that's what we know right now. uh questions about that topic. >>

018Anything I missed, Jeff? >> I would just add that um it's really been a a solid partnership between the idea governing board and uh our team. So really feel good about walking through the process together uh having the difficult conversations about what it means and what it could mean. Uh so just a shout out to that governing board. >> Thank you. Uh last topic uh legislative dinner. Um I think um as we are trying to have the best experience for kids to take care of our staff um that need for advocacy and education um with our our policy makers especially at the state level is really really important. So super grateful. Um Ellen behind the scenes, Brady behind the scenes, um but also uh for those that have RSP RSVPd. So we've got about 120

019uh from across the region. Uh that includes uh state legislators, uh representative from Senator Baldwin's office, school board members from around a dozen districts. So really a nice uh coalition of people coming together. uh in the the planning process this year, we really tried to take a less is more approach um and tried to also mirror what I've heard our board talk about from an advocacy perspective, which is special education funding and how do we, you know, increase that reimbursement because we know that's good for all kids, good for all all districts. Um so to do that, I want to give Julie Weller um props. Julie's led a team of uh four special ed directors from around the area um that are really working to humanize um the the needs of those students that are

020under that number, but also talk about the numbers and talk about what drives um special ed spending. So, we have a couple of other topics that we're talking about, but the the real meat of the night is a deep dive into that and um Julie's put a ton into that and I'm excited about that. So, um thanks to those of you that are able to join. Uh again, April 20th at the middle school, pasta in the cafeteria. Thank you, Tish. Um and that's 5:30 and then program in the theater uh shortly after 6:00 we anticipate. So that is my report. >> Any question? Any questions for Dr. N? Next up, unfinished business mission moment. Elementary mattered. >> All right. Well, I'm gonna let the team come up here and Angie isn't in the room maybe

021as much as Aaron is. So, I might let Aaron talk a little bit about district committee unless there's another approach for how you're doing that and turn it over to Angie. Am I throwing your curveball? >> Sure. >> So, all right. Aaron Jacobson, mental health navigator. >> Yes, I am throwing your curveball. I apologize. Thank you for being here, both of you. >> Oh, good. No, thank you for having us. Um, I'm Aaron Jacobson, the mental health navigator in the district. And um about 3 years ago, we really intentionally looked at how to increase student belonging and connectedness with our students and intentionally put in you mattered moments for all of our kids 4K through 12th grade. Um and we have a team right at every single building who really works through those moments to

022make them intentional for kids. Um with the focus around connection and belonging um and intentionally giving our kids and our staff time to connect outside of an academic world, right? really looking at that holistic approach for our for our students um and our staff and our buildings. So, we have a team um of in every single building who really leads the work behind our you matter moments. Angie being one of them um who's really led the work um at her school at Rothschild. Um she's going to share a little bit today about what that has looked like in her building, but then also all a lot of our buildings across the district. Um and just really appreciative for the teams that we have working on on um this these activities across the district. So >>

023all you right >> so yeah thank you so much for having me and um us to be able to talk about you matter day and thank you for allowing us to have them. Um so next I need I might need help. Oh there we go. So, as Sher said, it's 4K through 12th grade, but I am going to talk primarily about the elementary level. Um, we have them. And what what the days allow for our students to feel, like she said, a huge part is the sense of belonging. Oh, okay. All right. Um, and they kind of start to think about at the elementary level, what are their strengths? Um, and what might they want to become? And you know at kindergarten it can be anywhere from like a princess to you know something else

024you know but it's just like they learn to develop to love themselves um and then also find a bond um within the building um and along with that is character traits and all the things like perseverance that I'll get into with the the next slide with the benefits but they are are all aligned to the seven mindsets curriculum. So we take three. Thank you. Um there's three a year, three days a year that the schools um do this. This year the themes were and they align with the curriculum is we are connected 100% accountable and then your the building each building elementary building has a choice of what they want to do the last one on from the seven mindsets. So um there are all the benefits but I'm going to go through each one

025and I think the best way to hear what is awesome for you matter day is for the students to share that. So there's a few students that I interviewed about why they like it and the first one is um that it does build they have classroom buddies. So like a K classroom is with a fifth grade classroom first for first and third second and fourth and they buddy up. So that's one of their highlights. So they have some videos here for you. >> I feel I feel on you matter day excited because I get to see my buddy and I haven't seen I usually don't see him a lot. >> Hi, my name is Leo and um I think humanity day is special because you get to make cool projects and be with your book

026buddies. going to I um my my favorite activity for you matter day is going to see my book buddy and spending a lot of time with them because we don't really spend time with them. We get different lunch periods and Reese's periods. So I so I get to like talk to her for like an hour. >> Um and then the other part of it is just building their social and emotional health. So, we have a couple videos there, too. >> What I learned from you matter day is that everybody can be theirelves and everybody is special. >> I like doing you matter day because like um everyone in the school matters like everyone at Earth matters and like um um like each person can make a real difference to the world like each person is

027special. I think you you matter day is special because um it makes me and other people feel special. >> So you can hear from what they those are just some students at Rothschild Elementary that I was able to grab and hear what they had to say. Um the other part of it is it's not just like visiting with a buddy, but it's also like high engagement lessons. So there's some things there you can see right on there. Um Hatley does a health they did healthy habits bingo. Um and then Odyssey it was a activity with we are connected and then um at Rothschild we did they had to write a way that they would be accountable and then um with their buddy and you can see them all putting it on the tree and then

028it's like still up now so they have their uh what they can do to stay accountable. Um and then Wesson did a bug scavenger hunt so they get active in it as well. There we go. Um, another thing that we have is actually high schoolers coming to mentor the elementary students. So on 100% accountable day, um, the varsity basketball teams came to Rothschild to give an advice on the kids on how to stay accountable and then they also did some dunking which the kids really like too. So uh, they thought that was pretty cool. So, that was nice to hear how they had to use it as a high schooler, hopefully motivating them in elementary school to stay accountable. And um they also did it at Mountain Bay where the DC dance team came and

029showed them some dance moves as well. Um community involvement as well. So, Weston Elementary has um community members come in and kind of share their passions. You can see they're doing some different activities with the students. Another benefit is they had uh Weston and Evergreen had an artist come um and they did bottle cap painting and made signs up. You can even see it. I just think they're amazing. Um Hatley also had a local Aeronaut come and show how to inflate a hot air balloon on their matter day. That was for the dream big one. Um 4K did a pet rock where they um painted their pet rock and have like a little birth certificate and then they did a donation drive as well to help the humane society. So the families came in to

030paint the rocks with the students on their matter day. Um it also helps build perseverance. Um a lot of the buildings did do STEM activities. At Rothschild we did one where they had it went with a book called coding to kindness and how you would use kindness in the playgrounds. They had to construct a swing set out of materials that had to help them build, you know, some perseverance and that's one they did with their buddies. Like you can see Mountain Bay did a marshmallow and noodle tower for them to have some perseverance through those STEM projects. And finally, we have Riverside Elementary. Um they had their students present skits um with their mascot and talking about accountability. So that's pretty much it. So we just want to say thank you for supporting you matters.

031It's really awesome to have. Do you have any questions? anything questions. Just to say one of the things that I love about this district is things like this that we support not just um you know the education of the mind but the supporting and building the whole person. So really appreciate what she did and I love to hear from the kids. >> Yeah. Thank you. >> Yeah, I was just going to say something similar. I love always hearing directly from the kids uh the experiences that they're having and I love the opportunities to engage with the older students with the younger students. I know we have a lot of activities like that. It's great for me as a parent to hear my older kids come home, the one who's dunking with his friends, but hearing

032from those younger kids about what they think matters and accountability and made for a fun discussion uh at the family dinner table. So, thanks for all you do. >> I'd also like to say thank you because uh some of the things at the board are are less enjoyable and this is always the best part of the meeting, right? >> Always the best part of the meeting. So, thank you. I felt like a slight to you, Casey. >> Like which parts? No, tell me live in private, please. >> Thank you. I am the proud owner of Pet Rocks, so >> Okay. Yes. >> Thank you. >> I mean, some offense taken. It's okay. >> Next up, we have new business. Approval of of administrators for 2627 contracts. Is there a motion to approve the administrators on

033the attached list for contracts for 2627? >> So moved. Second. >> Any additional discussion? This requires a voice vote. All those in favor state I. >> I. >> Any opposed? That passes. Next. Is there a motion to approve the teachers on the attached list for contracts for 2627? >> So moved. Second. >> Any discussion? This requires a voice vote. All those in favor state I. >> I. >> Any opposed? That passes. Uh, next is employee compensation for uh compensation for 2627. Uh, we do have background for this one. >> Yeah. So, just quick setup and I'll let Kelly talk details. Um, you've got a package of our three different employee groups here. Um, you know, driven primarily by CPI. Um, I just I I'll just acknowledge I think some of the feedback that I hear

034not just in DC but around the community is things are pricey right now. It is a tough time. Um, so I know this number is hard to to see on the front end. Um, at the same time, we're trying to prioritize. We do have some flexibility built in here that Kelly's going to talk about. Um but we are um glad to be in a spot where we're able to uh ask for approval so that we can continue planning um because this is a major part of our overall budget. So um Kelly, >> thank you. And before I dive into those three um groups as you mentioned, I just want to give kind of some general reminders and updates related to the budget. Um so just know that so far along the way, a lot of

035these are based on our best assumptions and our best estimates for increases. Um but then numbers will get real, right? And we're starting to get some real numbers and so we'll continue to refine that. Being on the second year of the state bianual budget, we're a little more certain about the revenue. It's that expense side that um we'll continue to get information and update. As a reminder, twothirds of our budget is salary infringe of our employees and that's very typical of most districts. Um, so that salary piece which you're going to approve tonight as well as our benefit package and the increases especially with health insurance we may see those have the biggest impact I would say in that expense side in terms of what we need to do. Um, with a January one start

036year of health insurance we won't get an actual number on health insurance until summer. So that's kind of why we continue to work with our best estimates and assumptions. Um, and we continue as we approach a budget. I think um we we've done our best in terms of trying to keep some of the best package we can for our employees. Um and and so there's also challenges with that as well. Um a few just highlights of known of like where I say those numbers get real. Um some of those include we just got our insurance renewal rates back in terms of like property liability. That was an increase of 9% and we were anticipating a little less. Um title allocations for the 2627 school year were just released. We're facing some decline there, a reduction.

037So, not just status quo. So, as things go up, we actually have a reduction um in two of those, especially the the biggest ones in title one and title two. Um we continue to see interest decline and that's one of our revenue streams. I've planned for that, but it's just a known factor of less revenue from interest. Um and unfortunately, we just had a quarterly review on our health insurance and our claims loss ratio is actually the highest that we've ever seen in DC Everest. So, unfortunately, I'm already tweaking um the rate increase that I was initially estimating. Health insurance um this we are not alone and I think it's public, it's private, it's this morning I had a conversation with Ty retirees um some of our retired teachers at our event and they're talking

038about the increases of Medicaid. We're all feeling that. Um and we'll continue to explore all options, but unfortunately we're going to see some increases there as well. Um as I mentioned before, we were aiming for a million dollar in reductions. We're pretty close to that right now with our current estimates, but we're also putting hold on a few things as numbers become real and things become more finalized, including some of a few positions that we're holding on posting um just to get further into the season of of real numbers. Um and also that hiring that turnover piece of salaries um once we get a little bit um more known things with that. I will bring to you a preliminary budget in June as I said all along that that will be our first draft of

039real numbers I would say not based on assumptions. Um, and then that means the month of May, um, I have the best finance team in the area. So, that's great because the month of May, we'll be working to prepare that and kind of see where we're at. So, then I will jump into the first group, teacher compensation. Um, uh, as Casey mentioned, CPI is 2.63%. if we were to just roll our teachers into our current schedule um and doing what we typically do for those that's considered currently right now labeled above schedule that potentially could put us over CPI um and we can only negotiate it up to CPI. So, um did meet uh with DCTA, got some um ideas, um and in response administration, we developed a few different recommendations and they ultimately took

040one of those recommendations that we're bringing to you tonight to a vote um which did pass. Um it results in an overall increase of 2.78% so a little bit higher than CPI. It is eliminating steps 5 C and 8 C. When I say addition of steps 9A and 9B, it's really making that above. we're kind of previously at above becomes 9B and the new AB is now 9A. Um naming wise that seemed to make more sense. So overall reduction of one step um and we did adjust the professional development requirement in level five um from 90 hours to 45 hours because we're reducing a step within that level. Um I do have some you can see outlined in the memo we have some specific um language around how we will handle 2627 movement only. Um

041this is typical of what we've done in the past. Whenever we eliminate a step, there might be a few that are kind of caught or have to move ahead. Um and so therefore, what we've typically done is we'll we'll reduce 50% of those PD hours and jump them um ahead. So that's how we will handle that for this year only. Um as the budget becomes more finalized and one of those things on a hold, we would like to revisit the potential for an additional compensation in the form of a one-time stipend. You're going to hear me say that for all of the groups. Um, again, as numbers become more real, it's something we'd like to do that we did this year as well. Um, but I'd recommend approval of the 2.78% base wage increase for

042teacher compensation with corresponding revisions to the schedule. And I I actually one more thing I do want to just thank the members of DCTA and working with them this year. I think it was um I think we all we had um mutual understanding of our budget position. Um, I would say I think we would like to give more if we could, but I thought it was a very um, positive experience and we were able to share ideas with each other and um, so I just want to say thank you to them. >> Is there a motion to approve the teach teacher compensation 2.787 base wage increase and the corresponding revisions to the salary schedule? >> So moved. >> Second. >> Any additional discussion on this? Is this all the ones the or teacher? >> Just

043the teachers. >> Good. >> Uh, any additional discussion? This requires a voice vote. All those in favor state I. >> I. I. >> Any opposed? That passes. Next up is hourly background. >> Yeah. So, our hourly staff um increases for 2627. Um, we kept this out as well because every group has some unique um differences. We the district did a major level setting plan for support staff or hourly staff in 2324. Um looked at a thorough comprehensive analysis of both public and private where it's appropriate. Um comparisons and did some major adjustments to starting wages as well as increases for those in um longevity based on 5 years or 10 years within the district. So um significant investment well worth it um I would say at that time and at that time we said every

044two to three three years we would do that deep dive again with just some spot checks kind of in between. So it was time we did another um more comprehensive analysis. Uh we did find I think in particular because we did a lot of of good work and increases in 23 24 some of those starting wages were still right within market above market potentially. Um but we did need to move the starting wage of some. So that is what we're bringing forward um based on that analysis and we kind of had a goal of we wanted that starting wage to be within 2530 cents of that market rate. Um and it could be or over some were over as they were. There are a couple anomalies. Sometimes there's some really unique usually temporary kind of

045unique things where we kind of make individual decisions but um for the masses um we felt comfortable that's what we're doing. Um, so all in current employees uh would get a 2.78% increase or the new starting wage if it was higher and we do have a few employees where the starting wage would be a little bit higher. So they would get that. Um, again, as the budget becomes finalized, we may consider a one-time stipen for this group as well. The other thing I just want to mention is that um, just important to note that many of our current employees, they earn more than the starting rate. So this is the starting rate. someone coming in. Um, many earn more than that. So, just to give the comparison of that, but um, I'd recommend approving the

046wage adjustments for hourly staff for 2.78% increase and that new starting wage that's attached. Thank you. Is there a motion to approve the proposed wage adjustments for hourly staff for 2627 school year consisting of a 2.78% increase or placement at the new starting wage? >> So moved. Second. >> We have a motion and a second. Any additional discussion on this hearing? None. This requires a voice vote. All those in favor state I. I. >> Any opposed? That passes. Uh, next up, administrators. Um, before I jump into that, I I am going to mention, remember last year we brought all that compensation plan, all of them in one document all over. We brought these two now. Next month we'll bring the total package that'll include these two. We're still doing a little work with things such

047as sub rates that we want to look kind of at comparisons and some of those other pieces that are in there. So you'll see that next month including these two pieces that includes some of those other um rates as well. So I just wanted to forecast that. Um and our final group this evening is our administrators and our atill salary um groups. And we're recommending a 2.78% increase for that group as well. Um in line with the previous groups I just talked about. Is there a motion to approve the wage increases of 2.78% for all administrators and atwilled salaried staff for the 26 27th school year? >> So moved. >> Second. >> Motion and a second. Any additional discussion? Hearing none. This requires a voice vote. All those in favor state I. >> I. >>

048Abstain. >> Any oppose? That passes. Uh next is item D. cash and loom. >> So, this is a this is a tough topic and we've gotten a lot of feedback from uh the group that's directly impacted. Um and I would from a broad perspective every year um you know we make maybe thousands of different uh resource allocation decisions budget planning decisions and try to examine the impact of each of those on what we're trying to accomplish. Um so when um we are experiencing I think as Kelly highlighted um declining enrollment, lagging revenue, um we're in a phase of our existence as a district where we're faced with different and increasingly difficult kind of conversations and this is one of them. I don't like taking things away from people. Um it's very difficult um to to

049do that. Um this is one of those moments where there is a group that um definitely feels the direct impact of the decision um that that we're recommending uh here tonight. Um when you look underneath at the intent of the cash and lube benefit um and it's very basic um although it feels bureaucratic the the design is to invite people to explore other health options that are not our district plan because we know that uh brings our costs down and ultimately benefits um all of our of our staff. It frees up revenue to protect things that we know are really important. Um like a zero premium uh insurance, like the potential for um uh a stipend uh onetime stipend uh at the end of our planning cycle uh that you know raises um you name

050it. There's lots of different things. Um so I would never say that there is only one single recommendation. This one is in front of you as a board um because it was um approved specifically by the board. And so for us to change course um it requires um your approval um given the intent of the benefit um again to um to drive down our health care costs um by having people use other plans that are available to them. um the population that are still on our plan that are receiving that benefit is really contradictory to the the intent of that design. And frankly, we we if I could hit the rewind button, we probably should have not done that when we brought it in. Um but um we are where we are and uh having

051a tough conversation about something that um we recommend uh moving away from. So um we are mindful of the impact. Um so that phasing um does allow people to plan. Um I think we have to be super cautious about believing or or messaging administratively that any benefit is forever. Um this was always designed to be a dynamic benefit. Um this population for sure is not uh what the intent of the design was for. Um that doesn't change the fact that it's impactful for people and it's a tough moment to be in. So ultimately um I still recommend um your approval. Um, but I'm gonna turn it over to Kelly to give uh maybe a little more of the the quantitative background on the impact. >> Thank you. And I echo everything that Casey said in

052terms of I think we are trying everything we can through budget development process to protect the benefits and wages um for our staff and our staff to ensure that we can provide um the best experience for students as well. So this is um a difficult decision but um one thing that we thought in making this transition was to phase it over time. Um and so right now our cash and loo is $400 per month. It is prrated based on FTE. Um so the recommendation would be in January 1st of 2027. We would reduce that by half for this group that's already on district health um insurance. and then in January of 2021 2028 they would no longer be eligible for that benefit. Um trying to provide a little additional time for planning um along the

053way. Um we did do some research both regionally with M3 in terms of this is both allowable legal um it's allowable under applicable laws. Um and is rather unique of something that we did but again I think we're trying to protect benefits such as PTO payout the 0% increase and some of those other things Casey mentioned as well. Um so with that we'd recommend that the board approve the change um to cash and lube benefit. Um, and we will make this change reflected in handbooks that will come before you this summer for July 1 start. Um, because the benefit would happen next fiscal year to be in next year's handbook. That's where um, you'll see the language change. Is there a motion to approve a change in the cash and loo benefit beginning January 1st,

0542027? So employees receiving the cash and loo benefit while enrolled in the district's health plan as a spouse or dependent will have the benefit reduced to $200 per month prrated based on FTE and be beginning January 1st 2028 employees who are enrolled in the district's health plan as a spouse or dependent will no longer be eligible for the cash inlue benefit. >> So moved. >> Second. >> We have a motion and a second. Any additional discussion on this? Uh, I just want to acknowledge um, President Lewitzky, thank you for allowing us time, additional time to discuss this item. Thank you to administration for uh, providing additional information and background for the board to consider. Um, and thank you to those staff who provided really thoughtful, meaningful feedback. Uh, kind of as as Dr. Nye and

055Kelly both indicated, this is a really difficult decision because it requires us to reconcile two competing realities, right? aligning a benefit with his intended purpose and and equity while also acknowledging um a group of employees that this will have a very meaningful and direct financial impact on. So I appreciate the thoughtful discussion on behalf of the board um and just wanted to to say I appreciate everyone's work and thoughtfulness in approaching a difficult decision. >> Thank you Katie. Any additional discussion on this? Yeah, I just acknowledge um the same sentiment that that you know we've had a lot of discussion about this. We've got a lot of input from people within the district about um this issue. I think the logic of the policy is um is clear. Um I think our implementation it doesn't

056follow the logic of the policy and and while that's a very difficult decision when I was evaluating this it was in my mind if we if we were going to implement a new policy today that we didn't have what would our decision be and it would be not to have the spousal benefit and that's why um I think it's it makes sense for us to approve this this recommendation. I'll just add to that I echo the sentiments and I think that it's important to state at least from me that I don't want anyone to feel that this is a slight against you or that you're not appreciated because you are and this was a very difficult decision and I appreciate our staff so much. They've helped educate my own kids. So this unfortunately is a

057decision that we're having to make tonight. Any additional discussion hearing? None. This requires a voice vote. All those in favor state I. >> I. >> Any opposed? >> No. >> That passes. Next up, elementary behavior support update. This is information only. So among um the challenges of of being in a classroom uh today uh for sure are changes in the needs of students behaviorally. Um no secret there that is a tough part of the reality right now. Um at the same time we serve them all. They're all ours. We're trying to take them from where they're at as far as we can and um Julie Heather do that enthusiastically. they um problem solve and are strategizing uh that individual problem solving to the system. What are some things that we can do to um shape

058the experience to do the best we can um with our students? So, they're going to take you through um sort of some different layers of the work that we're doing to improve going forward. >> Thank you, Dr. Ny Julie Weller, director of special education. Thank you for allowing Heather and I to be here tonight. It is my pleasure really to introduce you to Heather Ty, our very new behavior uh support specialist in the district. Um new position for us and super excited about the potential that this position can support all elementary students. So, we're really here just to really to talk about our students and their behaviors. We all know they're changing, becoming more difficult. Um it's just it's it's really hard because I think we come to the table a lot of us who

059have been here for a few years. Um kids just aren't the same as they used to be. And that's a really hard thing to talk about and to address. Um so it comes with a lot of training, a lot of professional development and what does that look like and how do we how do we ensure that we're doing that in a systematic way? Sorry Brady, I'm doing it wrong. I did exactly what you said. Like I said at the Oh, back one. That's okay. We're really back one. But um let me go back one. >> Yeah, you click the bottom. >> Thank you. So, like I said, at our elementary schools, we're seeing an increase in student behavior, and a lot of that really is coming from like attention. We might be seeing students with

060some significant trauma, maybe some conflict resolution, whatever it is, it's it's becoming more and more. And as our teachers are addressing these behaviors, the unfortunate part that's happening is we are seeing less instruction happening. So, what are we doing about that? Heather um and I talk about it all the time. Andy Low, our assistant director of special ed. We talk about it daily with principles. So, I'm going to really hand it over to Heather um right now and she's going to talk a lot about some of the work that she's already been doing in her new role um and some of the things like Casey said, the layers that we are starting to implement um specifically at the elementary in special education. Good luck with the clicker. As Julie said, my name is Heather Ty.

061I am in the new role of the behavior support specialist. Uh, and just to thank you for allowing us to speak tonight. So, across the district, we are seeing um our tier one supports. They're for all of our students. Um, and we're also uh starting a new training this summer for um universal training called the responsive classroom. Even though these universal supports are for all of our students, it's not enough for some of our students. We're seeing that many of our students that receive special education services, they require more intensive and individualized behavior support. So, as special educators, we review our data and we've seen some trends. So, our special education students, we have an increase in students involved in more seclusion and restraints. We have more students with repeated incidents, and we have a

062continued high number of suspensions. While some of these numbers may fluctuate, the overall message is clear. We definitely have a group of students with significant needs who require more structure and more support. So DC Everest uh is building a continuum of behavior support. It's not one program. It's more of a layered system. Layered one, we have a strong universal classroom practice. Layer two, we have targeted interventions and staff support. And layer three, we have a more intensive individualized system that we're exploring. These layers ensure that every student gets the level of support that they need. Across our elementary schools, we already have a range of supports that are already in place. We have our standard supports like social skill instruction. Um, we have a daily check-in system that we implement, but we also have more

063intensive supports. We have students that are on a shortened school day. We also have to consider outside placements for our most difficult students. All of these supports can look different across all of the buildings and that's where we're looking at a continuum to come in. One part of the continuum is the behavior support specialist role. This role, my new position, allows the district to respond more consistently across elementary schools for both a tier 2 and a tier three type of student. I see my role as being in the schools and I want to be working alongside the staff. I'm hoping to foster more consistency across the buildings so that we can share solutions rather than tackling challenges in isolation. I want staff to feel supported and confident in implementing strategies that we have worked on

064together as a team. I have also been working on developing something we call the reset room as part of this continuum. The reset room is a teaching environment focused on helping students regulate and re-engage. The opportunity for a new environment will help students reset through the three pillars of routine, structure, and relationships. The goal is always to return these students to their homeschool classroom with these stronger skills. In closing, our goal is to create a system where all students can be successful. Students are most successful when we can provide consistent expectations, strong relationships, early intervention, and some layered supports that meet the needs of all learners. This continuum helps us move from reacting to behavior to proactively supporting these students. I want to thank you tonight for all of your support, especially for our special

065education students. We welcome any questions at this time. >> I don't have any questions, but just that I recognize that this is one of the most complex parts of a school day dayto-day. And I appreciate that you're putting hard work into some solutions that can help overall all kids have a better experience every day. So, thank you. the research you the reset room that you entitled the slide ongoing research of the reset room. There is a reset room. >> Yes. >> As of right now they're not there is not a reset room. >> This is this is a plan that you're >> this is a plan >> that put forward as the level three support but it's >> correct >> researching the concept of it and I imagine the facilities finding somewhere or so. >>

066Yeah. Absolutely. Yes. >> Thank you. Mhm. >> And maybe just maybe talk a little bit about different spaces that exist currently. There are different spaces in our schools where students go to reset. Um but the reset room that Heather and Julie are describing is um essentially a different a higher level of support that we've been planning and aiming to bring in that we just were not able to implement for next year primarily based on wanting to get that right, the plan right. So, do you want to just maybe talk about the general? Um, >> I'll I'll let Heather talk about the spaces, but in in terms of the reset room, one of our big goals, major goals, we have four students across the district, two at our elementary that we've placed in outside of school

067placements. That's very costly. Um, we're spending roughly oh about $140,000 a year to place the students there full-time. um just our elementary students. So, our purpose of the reset room is to keep our students in our buildings where we can kind of control I don't like the word control, but um control instruction, right? And we can really focus in on those pillars that Heather talked about, those structures, that belonging, and those relationships. Um, we feel really strongly about our students being our students and staying in in our in our district. I'll let you talk about our spaces. That's your that's your jam. >> Okay. >> Yeah. So, currently all of uh the students that are within the school setting and not at an outside placement um you know, they're within the classroom settings. They're within

068a special education classroom setting. Um however um they need a lot of support and they very frequently need their own space right because we have um maybe average special education students and then we have special education students with higher needs and when you mix them together some of those students who are able to regulate better are disrupted. So then those higher need students, they do need their own space. They need their own environment and they need someone who can dedicate their time time to them uh to build a deeper and stronger relationship um to help them make that progress that they need. More that good. A little more. Okay. >> Okay. Thank you again for your time. >> Thank you and thanks for the work you do. Next easement request from the village of Weston.

069Background. >> Yes. The village of Weston is doing a road improvement project which um includes building a roundabout right out here. Um so where Alderson and Gelanic Avenue intersect. Um and we've known about this project for quite a while. The village has um kept us up to speed on that. In order to move forward though, the district does need to release an easement. So, a portion of land will have to go to um the village to make that happen. Uh the village of Western works with MSA professional services that has uh assisted through this whole process. They conducted an appraisal of the land um which turned out to be $2,750. One issue or challenge of this project is that we own our own fiber um and it will need to be relocated and we got

070a quote for what the cost of that would be um and it is you can see just under $27,000. So um we have worked with some of the staff at the village of Weston and the current offer is to split the cost of that relocation of the fiber. Um, I should also add with add that with the land, we have the option to donate the land and have considered that, but because there's such a cost, I think that can help offset the cost. Um, we wouldn't have to move that fiber if they weren't doing the project. Um, so that is currently we would receive the 2750 but split the cost of relocating our fiber. Um, the other thing I just want to add on here is that the village meeting is next week. The timing

071just how it is. So, you would approve it ahead of time. They officially approve this offer at their village um board meeting this week. This is what their staff has recommended. That will officially put the um offer and that agreement into place. Um there are a lot of attachments you noticed um probably MSA uh prepared all of that documentation. Several of those have to do with it. It is when you dispose of land by our policy. Um the board needs to act on that and so a number of those documents are for that. There is an agreement in there too about splitting the cost of the fiber. So that's what that agreement piece is for. Um, Village of Western's been a great partner. We want to work with them. We think ultimately this is a

072good thing. Um, and there are a number of utility lines and things that will get um um taken care of at least through that as well. And so um we would recommend that the board authorize the release of the easement interests um and approve execution of uh these documents. So >> thank you. Is there a motion to authorize the release of the district's easements easement interest within the identified right of way and approve execution of the appropriate documents? >> So moved. >> Second. >> We have a motion and a second. Any additional discussion on this? >> Yes. >> Yep. >> Gas. Oh, >> uh, the plat drawing. I'm a little concerned the space that we're giving them doesn't match the space they're taking on the other two corners. The concern I have is I like

073roundabouts. They're really efficient. You see them all over. Some people hate them. I like them. Um, I'm worried they're not they're going to need more space than they show here. I'm assuming that's been laid out, but they didn't take any space on the north eastern corner at all. I don't know how you're going to fit that roundabout in there. If you think of an 18-wheeler making a left-hand turn, that takes a big piece of ground. I'm trusting that they've laid all that out in this rather confined space. Um, also, if they need to encroach and take more of our space, they will end up potentially impacting our in our in our driveway mouth here. Also, that will be the exit zone from the roundabout. If you're coming north on Alderson, you're going to have to

074make a lefthand turn into a continuous stream is what you get out of a roundabout as opposed to a stop and go situation which lets you get in here. So, I have some concern about the job. I'm assuming they laid this out. I'm a little disconcerted that the plat drawing doesn't even show this building on it. I mean, that'd be a good thing to show if it could potentially impact, you know, the the roadway in here. So, that that concern, the biggest concern I have about is the roundabouts are really good for traffic. They are terribly pedestrian unfriendly. If you've ever tried to get across a road and you if you're driving a car and you're sitting there waiting to get your shot into the roundabout, you may not be paying attention to the pedestrians

075on either side crossing this. Now, this is the same pedestrian stream we have today crossing the the driveway into the senior parking lot. Same headcount, but there there's a stop sign down here. So, there are some breaks that they can get in. When you take that stop sign away and put a roundabout, you're going to get these steady steam stream of traffic. I'm a little concerned about the pedestrians. This other stuff is geography can work out, but the pedestrian foot traffic and that hazardous I I don't know what you do with it. driven in Europe a lot. They do walk underpasses, tunnels. We're not doing that here. So, yeah. And I never liked those anyway because you go down underground, you got to look at the streets. It's so scary. Um, so I'm a little

076worried about the pedestrian thing. I'd like to have we can go ahead and approve this because the timing is I wish I had a little more lead in on it but uh I want them to address the pedestrian issue here because I don't want we had whatever it was some pedestrian get hit here three years ago during the meeting. We don't want to go there again. So we need to get this pedestrian thing concerned. We'll work out the geography of the layout to make sure they got a square foot. That's that's the engineer's job. I'm not a not a s roadway traffic engineer all that done some core of engineers the the geography of work the pedestrian thing concerns me the only way I've seen that get fixed if you go to the the fire

077station on Grand Avenue they got one of these overhead lights that you push that'd be lit up all the time you'd never get through the the the roundabout so I don't know how you fix the pedestrian thing but there are highway engineers who have solved these problems want to make sure we don't create ourselves a pedestrian hazard area out there cuz and it's only what 15 30 minutes before school starts >> and maybe 15 minutes 30 minutes after school's out. The rest of the time you make do but in that rush I'm concerned somebody coming south past Kennedy Park is going to have to get through there somehow. That's my concern. I agree with approval but I'm concerned about the pedestrian and share that feedback. >> Yeah. I just had a question about sharing the

078cost of the fiber. So, at a time when we're being mindful of our budget, we wouldn't be moving the fiber if it weren't for this project. That's not our project. So, did we push back at all on saying no, we won't pay for the fiber? >> Um, that was my original ask. Um, and we said I shared that we would gift the land in that case too, that we would just gift the land if they would take that. This is what was countered back. Um but you certainly I would say as a board have the choice to say this is our ask um before they visit it at the meeting next week. Um something we talked about quite a bit too in kind of considering I because I agree we would not have this cost

079um if this project didn't happen but in knowing that this is an important thing and being a good partner um this is what we're bringing forward but it is something you could decide or you could ask us to ask that they do that. Um but >> um does that come out of build buildings and grounds or where does that >> for us? Yeah, >> it would. Yeah. Be somewhere in that general budget. Oh, Jason's shaking. No, no, no. >> Not my money. >> Jason, build it. >> Well, Jason, you won't have to build an >> How about this? >> There probably isn't room there, but the reality is >> we are anticipating your end funds, right? That's ultimately what is going to offset this because it's going to be at a cost we didn't plan

080on. Um, something else I didn't mention before, they'll do this right when school gets out. It's supposed to be done when it is. Just to add a couple of things that I know that for Larry, it'll be pushed this way a little bit. Am I doing that right Jason? Like this way. So that's when you're talking about the land and the difference. It won't impact our um sign, our wall, any of that. So the intersection as you see it now will be pushed that way when they get this done. >> So >> and just uh back to the cost and how we get to that. Um, Kelly mentioned MSA um, and that MSA is the kind of go-eteen entity that does that negotiation. So, I I am not at all surprised to hear the question.

081Um, definitely will follow where the board wants to go and at the same time um, through the process of changing our parking lot structure here um, through new field structure. There there are examples every week of the the village um, looking to not pass costs on to us and collaborate. So definitely want to acknowledge as Kelly said have been a great partner with us. This is good for this part of the community and it is a cost that we for sure wouldn't be incurring to your point um if that wasn't happening on the community side of it. So >> to that end I mean again I know it's hard to quantify but do you feel like the value we've gotten in those examples you've just given equal out to what we're giving here in fiber?

082Again I just I just I understand we want to be a good partner. I absolutely advocate for that. We want to be a good partner to all of our municipalities. Um we are stronger because we have a strong community, but when we're faced with making difficult decisions and again we wouldn't be paying for this if it weren't for this project. So that's the part that I'm struggling a bit with uh again if there were concessions that we've been given on other projects that kind of even out then I'm more apt to be okay with it. But just something that's on my mind as we consider this. Yeah, >> I I also I also agree with Katie as well. I mean, um I I I personally think that, you know, when I was on the village

083of Western board, I was always told that D service was a great partner already. I mean, we did we've done a lot uh for them such as the COVID 19 portion as well to when we were helping them out on several um helping them bridge that gap of services that they definitely need. I personally feel it's just more um responsible to our school district if we give the land and just have them pay for the uh renovate for the uh cost of removing the fiber. That's my honest opinion here. >> I'll chime in on that as well. Um number one, safety concern. Yes, the amount of foot traffic after school that's heading down towards Target. That's that's a lot. That's a concern. Student safety. Um but I I I have to agree. I think we

084would not be in this position and we already know that we're making tough financial decisions in general. I I would agree that gifting the land and that they cover the cost of something that we would never be considering in the first place would be preference. I think that's the best um way to be fiscally responsible. So if we would like to just add one more thing um and that is I think if if the school district if the school facilities didn't exist here um there would be a lot less maintenance needed in the roads there's a lot of traffic through that intersection that is a direct result of our school being here and so we own a lot of that traffic and I think we we should incur some cost as a result of the

085maintenance that and the safety developments like putting in a roundabout um that's required as a result of the traffic that that we have as a result of a district. So, but I agree with the safety impact and you know we want to make sure the pedestrians are safe and that kind of thing. But I think sharing the cost is reasonable and fair. >> We have a motion on approvement is >> I think so. >> Yes. My one concern is we are in a very open meeting right now. So we play our cards and then they know what our cards are. >> You know what I mean? >> Doesn't seem very cover. >> I think you're far enough in. You should probably just go down that road. Um most may not fly >> pragmatic question related

086to the documentation. Um the is this one portion essentially that we're lining out and saying not this number this number or is it found in 48 spots throughout that agreement? What's the practicality of if we make change the number that we can get the document? >> There's a donation form they gave me that if we chose to donate that we would complete and if we're not willing to split we wouldn't act on the agreement like from a paperwork standpoint. I think the challenge would be if the village next week said, "Okay, we're agree to that." Um, that's what would happen. We would just not sign or implement that form and we would instead complete a donation form. She said if we wanted to to donate that that would be the case. I think the challenge

087would be if they don't agree and wouldn't come back then it's board back to board and it may delay the project which >> from a paperwork standpoint I think it can be done. >> Yes. So practically what I again I do want to be a good partner. Um, I think it's in the community's interest to to not get in the way of the project and I don't think that's your intent in talking about the fiber cost. Um, it's a reasonable ask. So, what we may do if you go that direction towards a different um split on the fiber cost that we probably would offer a virtual meeting. I know those aren't our favorite to reconsider this after the Weston board meeting. I I think practically it's probably what we would do. So >> we vote

088this down with the motion or withdraw >> or or sign the donation and you still have to vote the other part down, right? >> Well, um, go ahead, Jason. >> I just want to add one thing. So we're already in their Eastman. They own the Eastman onions and we have miles of fiber. So, we're already kind of in there right of way for our own personal firehood. A lot of spots in the district. Just something to kind of keep in mind. When you do these relocations, WPS, charter, all of they have to pay 100% all their own costs. We are getting a split. So, just for what it's worth, >> the APS cost, we get the HR. >> Sure. Come back. Come back here. if we had that time machine, owning our own fiber might

089be another one we'd hop in the Delorean and take another look at. So, >> um I I I guess the other question I would have is um I don't know if we should probably be debating about it and but I mean if we do decide to proceed with, you know, cutting splitting the cost, I would see if they would be willing to deduct the value of the land from our share of the, you know, uh of the split cost specifically as well. So, um I if you split the cost of it, it's it comes out to be $13,268. So, subtract the $2,700 of the value of the land from it. And yeah, it comes down to um but that's if we really want to pursue that route. I think they're two different legal transactions that

090you know and that would be we'd have to redraw everything for what you're saying because I think they have to you have to execute the deed of either gifted it's actually a dollar or um that amount um and then we have a separate agreement for that. So that's the only challenge with that route but I think that's ultimately what we know would happen. So, >> so >> let's vote. >> We have a motion in a second. >> I will. >> It's not been voted on. So, whoever made the motion may withdraw it >> and start over or you can vote on the motion as it is. I we could make a motion to postpone it though to the next to the next meeting >> to postpone it >> which I will make that motion to

091postpone it to the May uh May uh meeting >> they would not be able to get the project done what they Jason if we give them an answer at our May meeting >> which is also a detriment to us >> us being school which >> so so then I guess the question I would ask is um what how much time do we need do we want to we we can we can set we uh do a motion to postpone it to you know any date we want in reality. >> Well I I mean the most practical is to follow immediately follow the western board meeting at a date TBD. I mean we'd have to get your calendars out but it would be after that action. >> Yes. And then they would have to go into

092action too though to approve that. So then it's a lot of back and forth before >> Well I maybe I'm I'm missing something. I think the intent we would communicate the action or the non-action here tonight and the intent of the conversation with frankly the idea that they'd look at it differently on their upcoming agenda. So I don't know that there's a there's a back to us. I I'm thinking that that would end it if you had terms that you were agreeable to. What if we did 20? What if they gave us $20,000 and then we said we'll pay the six 75% essentially. >> Don't think again semantics but I don't think they can. The appraisal said this that's what they can give us >> for the price of the >> for the land that

093won't be in. >> Oh no I'm not talking about that. I'm talking about the fiber. >> Yeah she cost of >> 26. I see what you're saying. Ask them to pay a larger portion so we take some. I get it. >> Cuz then that would be on their village agenda. Correct. That amount that we are proposing back. So it's kind of a negotiation again. >> I see what you're saying. Yep. >> Ask them to pay three quarters of it or something. >> Would it make sense then for me to withdraw my m and then create a new one? >> Do you have to withdraw your post? >> Uh yes, I do have to withdraw my postponement first. >> Okay. >> So no, >> I will I will withdraw my motion then. >> Oh, that's right.

094Okay, congrats. >> I will withdraw my motion and then we can create one that we all want to vote on. I think okay I think in light of being good village partners but also understanding we have a lot of costs that we are incurring we would propose that they would pay $20,000 or 20 yeah 20 and we absorb the 65 36 and they still pay us for the land >> and they still pay us for >> yeah second >> any additional discussion on is >> uh this requires a voice vote. All those in favor state I >> I >> Any opposed? >> No. >> That passes. Next. Open enrollment survey results. >> Um so we're going to team this one a little bit, but uh as part of our ongoing examination of our enrollment trends,

095uh open enrollment is definitely a major factor for us. So our partner was able to conduct an open enrollment survey. Uh so this is of resident students that are not currently enrolled in DC Everest and uh we got good feedback uh around that. So I'll let Kelly and Jeff talk through the impacts that we have observed. So you got um provided a lot of the quantitative pieces of the survey um the data pieces and then within the memo we've highlighted um a summary of some of the feedback that we've received um in terms of um key themes from the comments um in terms of a reason why they might not choose DC Everest included a smaller school structural preference um just smaller district size fewer students and buildings etc. that theme appeared had the most

096responses of any of the comments that were in there. Just want to highlight because it's within our facility study conversations avoiding multiple school transitions, specifically calling out the middle school to junior high to high school transition um as a concern. um as well. Um additional themes, there were some special ed IEP 504 perceived concerns, I would say, short perceived um concerns regarding quality or concerns regarding um support. Uh there was feedback around bullying and student safety as an area of concern. Other notable concerns or themes were parent employment and school calendar alignment. So there were a lot of comments around I work in X school district so my kids attend there. um or we moved into your district. My kids had already started in this district or I work in that location. Those kind of

097things, those kind those happen often. There's usually not much you can do about that. Um in terms of that minimizing school change, um there were some concerns related to student technology and use of screen time that were kind of interesting. We noted as well. I do want to highlight that perceptions, school perceptions did share that concerns related to special education services and bullying school safety in any open enrollment survey they do, those come out. Those tend to rise to the top of those concerns. We're not unique with those concerns coming out. Um, and then the other thing they noted is our district when they ask that question about would you consider coming back, that's that was a higher number than they typically see. um they don't do enough open enrollment to have here's your normative

098data to compare it to. Um but those are just their general themes and I definitely wanted to pass that on to you. Um we certainly have viewed this feedback have shared it with um our our leaders and we'll certainly take this into account for future planning. Um and I I guess my recap before I pass off to Jeff is some of this we we won't be able to change or there's nothing there's nothing we're doing wrong. We we saw that in comments as well. It's a great district. I'm just choosing this because of this um as well. But we certainly will take other considerations um in mind. So >> yeah, I think the only thing that I would add is um in many cases it comes down to belief system. Uh so it might be

099belief system around religion. It might be about virtual education. It might be about size of the school that you want your child to go to or the size of the district. It might be about screen time. Uh but it it's really I think a lot of the the narrative comments which were about 120ish 125 comments were heavily driven towards that what do I believe um you I think sometimes just his um from a administrator perspective we know that there are also individuals that leave to avoid pressure could be pressure around attendance uh concern concerns. It could be pressure around behavior concerns. And so, you can see some some comments that are reflective of, hey, I might just I don't agree with how you're approaching this scenario with my child. Uh, and I'm just going to

100open and roll to avoid that. Um, but I and and maybe the third comment I would make is around 4K. I think 4K uh in a half-day program is heavily about convenience. where does my my where do my parents live or the grandparents of a child live? Uh where where do I work so it it fits better within my schedule? So I think there are a lot of aspects around that 4K piece where we might see open enrollment in or out of a district uh that that in the following year when it's a full day kindergarten program turns back the other direction as well. If I were to say one statement though that kind of highlights every comment to the best of my ability is what is right for my child, right? And and um

101so regardless of the reason there is a belief uh of a parent that this experience for my child is the best opportunity at success. Uh and could be family related, could be school related, but but it's really that's that's what it comes down to in my opinion from the the narrative. Are we able to see by building? I mean, obviously, I know there's a level of anonymity to a survey like this, but are they able to drill down, especially as I think about student safety or or special ed, again, recognizing those are universal themes across districts, but are we able to see the data by building to know for those building teams to look in further? So we did by grade level, not building because they're not in a building. The only challenge with that

102we could to a point but you might have a secondary their kids are secondary level now but their experience ad at elementary. So there is a little bit of that. Um, so >> you did >> we could we could pull out elementary and secondary some grade levels a little bit, but that is one of that because even we'd get comments and we kind of would just my my kids are out of school now, you know, so they must have open rolled now they're gone. Um, so >> where we were given opportunities to drill down further, I think it was maybe only two or three that said, "Yeah, call me." And you know, we did follow up with those folks. So, we have a little more detail there, but um because they're not in a school,

103it's not trackable that way otherwise. Right. Two or three that something like that. It's close. Small number. Um one other comment since the screen time came up. Um not ready for prime time. Brady might not like me throwing this out there a little bit early, but you know, we we've had that kind of question come up. I think you know the anxious generation, right? It's a very prevalent kind of discussion in the broader community. um and we know that screen time has an impact. So we've decided to dive in a little bit deeper and so we are doing um kind of an internal time study um with a sample of elementary students to get a sense for screen time trends within the school day just to understand that better. So something we'll talk more about

104later, but just know that we're responding to that question and and do feel like we need to get a little bit tighter on our understanding of it because it isn't the same for all students. So >> I appreciate that you're digging into that. That's something I've been reading more information on and the impact as we see it as for students coming into higher education and just the even in terms of penmanship and some of those soft skills uh with the increase in technology. So I'll be very interested to see what we learn from that from a district perspective and how we might change some of our practices. Again not moving away from technology and innovation certainly not advocating for that but better understanding what that impact is on cognitive learning. So, >> I had assumed

105we'd have somebody from the school perceptions here because I have like Katie, I have some more drill down questions in some of these details, but between Jeff and and we can we can get through this. If I if I get to the like that the first uh slide here, the 123 representants 23% response rate. Is that typical? You know the I think most of the time people will fill out one of these things only if they're really angry. You know when I first came out I thought this was going to be kind of our report card the dark side of it. I mean we graduate but you know here are places where people you know had a problem with what we're doing to the point where they voted with their feet. You know they took

106their kids elsewhere. After seeing some of this as you say I think it's a lot more this is kind of best for my what I see for my child as opposed to more of an institutional thing. But I still have some some questions in some detail I'd like to go through and see how far we get. Uh 23% part well that out of 123 respondents would be 28 or 30. So out of uh opt outs we only got data on 30 kids. Okay that's a small set something like that. So this isn't 123 responses. This is a 30-ish right? that 23% um is the 123 of a bigger subset of surveyed families. >> Oh, so this is all >> The n is 123. So the 23% is of all our all of our >> that

107represents the 123 represents 23%. I am I tracking that accurately okay >> because I thought our our our opt outs were around 100 150 every year. So we went back five years of data. >> Yeah. >> And so the other I think kind of to Katie's question before too. So we looked back on the last five years and in some cases they may not have ever attended our school and in some cases they did and chose to leave. So it is you're kind of lumping but again that's what you do to get 123. So if you open enrolled out of our district within the last five years that's how we got a bigger number. And that's how that's how some of them are in college right now. Yeah. >> But >> yes, >> I I'm

108but I always thought we had about 150 or so opt in and opt out. So we >> But in that in that year, there may have been people who took the same whose kids were five years ago. So the numbers vary year to year. >> So this is >> and it's one per household. So they may have one child or they may have five children, you know, like >> to Kelly's point never attended. So, we're not >> So, this is a survey of multiple years at DC Everest. I inferred it was for last year or something. >> So, this is um families that have open enrolled out of DC Everest over the last 5 years. >> Over the last five years. >> Yeah. So, we told all families. Yep. I missed that. So, and again,

109they may have one child. They could have multiple. >> I understand. I see 193. If you get to five years, that's normal for about a year. So, I I see. So the 128 is how many people responded to the total number of emails we gave them to send it >> for a fiveyear window. >> Yep. >> Not a one-year window. Okay. >> The the next one says that twothirds of them never attended DCE >> out of twothirds of them. Why would they respond to our survey? We're we're still interested in folks that never I I think >> it's still really didn't like something about something. I don't know. >> Is one of them. >> I I am because in college I took a market research class and part of my grade was on people responding

110to surveys. So now I always respond to surveys. >> I understand. So you're >> I don't know what to say to that. Uh I will send you so many surveys. I'll tell you that >> education is important. Don't go. >> All right. >> You can do information. You can do things with good information. And in order to have good information, you need people who provide the information. >> I'm sending you a service here. >> Sharpen your pencil. Um on the what year did you first initiate open enrollment? Uh in 2122 7 and last year was 13 seems to be an increasing trend. If I look at that graph overall generally increasing I don't know that people get more sensitive or maybe it's at times or whatever but it's a it's a few percent increase on

111it. That's the kind of general thing I'm looking at on this stuff. We you know we get more of this or less of it. It's generally increasing. If you average all that stuff together you get get that. in this in this the uh the same thing here in in grade level you get this same general increase through the grades and I guess as as the grade here time in grade piles up they end up with more and more issues or concerns and they finally opt out or something I don't know if you can draw that from this this or not but it does as as the child gets higher in the grade there's a higher percent of opt out that's what this table shows so I wonder if there's any anything there I think the

112biggest thing and this is what Jeff said, you know, one of the main reasons was a a nearby school district. Yeah. >> Okay. You know, that that's what I expect to see. You know, it's just more convenient for them. So, there's there no there's no news there. Um, one or more of my children received following services. The biggest one was 557% that said none of the above. What? >> They they left us for none of the for no services. I guess that's a good thing. I guess that gets back to being close or as you said a value system, Jeff. There's several in your own value system on their their faiths and beliefs and and private school and homeschool and those kinds of things. Um the uh chart I found most interesting with the one,

113would you ever consider moving your child back to the district? Uh 27% said don't know or have no opinion. 18% said yes and 55% said no. The thing I find interesting here is of the don't know and have no opinion. I asked myself, how do we retrieve these parents students? Is there something there? I mean, we could use more students. Is there some lowhanging fruit here? Possibly. And if the other side of the street, the yes people, definitely, how do we retrieve those people? get them back because the no people down here I you know they aren't coming back no matter what you know so let's not waste any resources there but here's here's some potentially low hanging fruit in these tables at least as I see it as far as main reasons they left

114uh current schools closer to child care okay now you know as board members we're not going to start child care tomorrow okay there's some financial things we can't do smaller classes come up here. We can't, you know, we can't get down to 18. I mean, we we got what we got. Virtual home school is better flexibility. Well, that's just value system. Okay. We're going to change that. That's that's looking at things we can change or things we should potentially look at. That's not one of them. >> I might say about the virtual uh education piece. We had uh as we talked about earlier this year, almost 50 students open and roll out to RVA. Yeah, >> it's one of the reasons why we made the shift to RVA as our our virtual partner. Um so

115we'll recapture um some of those open enrollout students as a result of that. >> The next one down was the one that came up bullying, discipline, and safety concerns. 25% said yes, that was the main reason, which is the highest yes on all of the yeses, but it's typical. And I the line underneath it, the no says 34% people say that was not the reason they left, which I think is good news. >> The the two yes and no are people they're quantifying people yes they would consider coming back to the district or no they wouldn't and they're differentiating between their responses to that question. >> Okay. >> So it's not yes or no on that particular item. for those who would consider coming back to the >> 34% >> all those dark greens are

116that's their answer to those questions if they would consider coming back >> and 34% would not consider >> so so a takeaway on that one Larry on the one you're looking at the bullying one right of if you indicate if your perception is you left based on bullying you are less likely to consider returning >> I see I read that backwards um we go further down they're attending Yeah, another the one I liked the best was way down here. 6% of the people on the next page, slide two, said poor reputation, only 6%. That's really good news. You know, that's how we see it. So, that's I think well received. Um the next page on slide three, poor education services. That was also the 14% no if I'm reading that one correct. So, that that

117was more good news. So, there's good news in here. Um I thought there would be you know a lot of but there's a lot of value stuff um when making decisions on the next one slide one and three about your child's education what factors are most important um high quality and staff and wide range of courses which I find kind of curious that they left like they've got better high quality am I reading that backwards Katie? No, it's saying for those who would consider coming back, high quality teachers and staff and a wide range of courses for students or >> coming back or >> two of the most important things those >> which I do think is a good news story because I think that's what the people that are here say to right our

118people are the reason that we show up or would consider coming back >> question earlier Larry we think about storytelling in the work that Michelle does on behalf of the organization as a whole to tell the good story of the district that is perhaps where we could recapture some of those people as they learn more about >> those those top two I I >> courses the work that our staff and teachers are >> that that's the story I think of and so I found this a little a little strange and if I look down academic and career planning was only 17% which kind of flies in the face of the top two high quality so some of that didn't didn't actually match my understanding um and then one of them that's page two proximity of

119work to home to school. That's what I expected. Okay, that's closer to their home and school. So, this, you know, there were some things in here. I think there's some potential lowhanging fruit. There are a lot of these that are personal values as you would expect inside there. You know, I thought what I thought might might have some issues that it looks like it's kind of what I expected to see values and uh some potential hanging fruit for. It's all I got. Sorry for the length, but I was had some questions. >> Thank you. Any additional comments? All right. Uh, next, the ski and snowboard co-op, although it's finally melting. I guess we have to put that back on the table. >> I think so. >> Is there a motion to approve the ski snowboard

120co-op team agreement? >> So, move. >> Second. >> This requires a voice vote. Oh, any discussion? This requires a voice vote. All those in favor say I. I. >> Any opposed? That passes. Uh, boys lacrosse. Is there a motion to approve uh the boys lacrosse lacrosse cooperative team agreement? >> So move. >> Second. >> Discussion. Hearing none. This requires a voice vote. All those in favor state I. >> I. >> Any opposed? That passes. Next up is our long list of policies. I am going to poll 6320 and 9215. 6320 has some numbers that are blank. as to maximums on them. Um, and then 9215 is student support organizations and our PTOs don't necessarily follow that. And so I think we need to go and bring that back to the table. >> I lost the

121blanks on 6320. I >> had a question about 5136. Just clarifying >> 136. the question. >> Any additional >> question? You want you want to pull it? >> Do you want to pull it or do you just have a question on it? >> Well, the second question. >> Okay. So, that we'll leave that one in. I'm going to pull those other two out. >> Okay. I will make a motion to approve the policies listed on first reading except for 9215 and 6320. >> Second. >> All right. Discussion. >> Is that time for my question? >> Yeah. No, now it's you. uh 5136 just in the what's uh included as personal communication devices. We have a smartwatch listed. So that by this policy that would indicate because it would have to be silenced. It can't just

122be silenced. It needs to be stored out of sight. That would mean no one could wear a smartwatch. >> And I know we're allowing kids to wear smartwatches. So is that truly >> meant to be included on that list or not? >> So this is act 42. just read. Let me >> I've got kids out of compliance. I'll tell you that right now. >> You're in trouble. >> I'm not seeing in the kind of brief from Neiola specifics on that. Brady, any take on that one? >> Yeah, we had a healthy conversation about both smart glasses and smart watches. >> Smart glasses. Smart glasses obviously bring a whole new >> do math problems for you right now. Right. As it sits right now, you are correct in saying we would not be in compliance with

123it, nor would we expect that smart glasses and smart watches are banned in full. Um, our current policy related to PCDs, personal communication devices, really the intention is around not having them actively on engaged during class time. It's no different than cell phones, right? It's to fall in line with that. So, there's something in that language that says that you I don't have it up right now, but that is limiting to that. I would agree with you that we should be cautious of, you know, about the ban right now. Smart watches. >> Yeah. The language the language says use of PCDs at any other time is prohibited. They must be powered completely off, i.e. not just placed into vibrate or silent mode and stored out of sight outside of passing periods. lunch breaks etc. >>

124So >> and my understanding of the statute is that uh those devices would need to be included in our definition that would fall under that kind of expectation. >> Yeah. But >> during class >> it Yeah. And there is language of you know for discretionary use for a teacher to drive that. But the default is as you said something that is not a current reality. >> I would argue >> I think when we talk about this policy and we talk about the the state legislation most people are thinking in terms of phones. Mhm. >> So, just wanted to ask the clarifying question >> and the way I'm reading it, if so, if you took smartwatch out of there, wearable technology could still be considered a smartwatch. >> Uh, I guess the question I have is,

125is this more of a state legislative issue or clarification? I mean, there's really nothing we can do to clarify this, can we? We have my understanding is we have to by act 42 include those devices in our definition. We have some latitude locally but not a ton around what it means to be not used. >> So if that is the case then we'll need to do some educating around smart watches. >> Yeah. And we we could dig in on this a I think everything related to these broad bands of technology have huge implementation challenges and require a ton of conversation right down to the classroom level require conversations with families. Bands are tricky. Bands tend to, you know, they're purposely broad and uh sometimes a little unrealistic. of course the momentum to say we got

126to dial back I every teacher from grades probably every teacher everywhere would say yes we should do more with that and we've tried to course correct practically in our buildings um we've got time uh maybe to to take one more month on this one uh we need to adopt by July one per statute so we could we could still have a May June 1 second reading um I think I think it might be good look at that definition of those other devices a little bit further. Make sure we know what the implementation would mean >> because I I don't want to pass a policy we know we're going to violate. >> We have to pass policies that are consistent with the law. >> Yep. >> We have those two posing problems right now. So I

127Katie I think yeah >> so I do >> I need to amend my motion. >> Sorry Lindsay I should have >> I was on I was thinking while you guys doing that what do I need to do? All right. Right. So, I would like to amend my motion to um approve the policies listed on first reading, but omit 9215, 6320, and 5136. >> I will second your amendment. >> Any additional discussion on any of these policies? This requires a voice vote. All those in favor state I. >> Any opposed? That passes. And with that, next up is petitions and communications. I do have one communication that's not listed. Um, this was Josh's last official meeting. He is not here. He is supporting his wife elsewhere. Um, who is receiving a recognition of service award. Um,

128but he would like to thank all the board members that he has worked with along the way. Not just us, but all the board members and the community for all it has done to support of the district. So, we thank Josh as well for his time of service. Um, on there we have future meeting dates, legislative dinner, um, workshop May 18th, and then regular board meeting May 20th. And with that, we will adjourn the meeting. Thanks for coming. >> Thank you. >> Captain I feel