6-1-2026 School Board Meeting

001and both student board members are present and will stand for the pledge of >> 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. >> All right, we'll start with communications. >> Um I'll begin with strategic planning. Uh we've been working with Dr. Lee Pritzell and Dr. Shannon Donley of Elevated Performance to begin the process for our next strategic plan. The administrative team met with Shannon and uh Lee in May and our I will be meeting with them tomorrow to plan for a community team to come together and develop ideas from that community team meeting. A survey will be developed for all community members to have input into the next uh the goals of the

002district through strategic planning and we anticipate building towards a recommendation for a new strategic plan in September. Today marks Noah's last meeting as a student board member >> two weeks he'll be less than two weeks he'll be crossing the stage in Gavinsky Stadium. Hopefully the weather holds out for us. And uh we have a number of senior experiences in these next two weeks. Um starting with an honors assembly for senior scholarships, um elementary walks, so our seniors return to their elementary schools and walk the halls to show our elementary students where they're headed. And then they'll have graduation rehearsal. And finally, graduation will be held on June 13th, Saturday, at 11:00 a.m. Um, where we will say farewell to the graduating class of 2026. So, thank you, Noah, for the work that you've done. You've

003done a lot of work around advocating for athletics, for academic competition teams, the student experience through advisory and exams, and those contributions have changed the experience for students, and you've listened to your classmates. So, we appreciate your service. And that concludes my communications. >> All right. Thank you. Uh speaking of Noah, we'll kick it over to you for your last student update. >> Um the the senior skip days have been really fun. >> I miss those. um with senior students going to the Brewer game last week. Um and then mostly to either Six Flags or a beach today. And then there's one more skip day planned on Wednesday. Um yep, that's three. I did hear some people might not go to the third one, but I don't think that's going to happen. I think a

004lot of people are going to miss it. I am. Um anyways, seniors are also preparing for college with several students headed off to campus or getting prepared online for placement testing and room assignments. Uh tomorrow is regionals for boys golf with a chance for students to qualify either as a team or individually for the state tournament. And then several students qualified for state as a part of the track and field events. Congratulations Riley Gleason, Addie Patnod, Evie Bach, Aviana Jones, Abby Loafy, Trinity Brown, Gabe Anderson, Noah Freedin, Austin Pinillaa, Sebastian Langenfeld, Kyle Corinac, Odin Cerves, Lucas Rker, Eli Paul, Shan Liel, John Lopez, Roman Jansen, uh David Alejandre, and Logan Pink. State is this Friday at W Lacrosse. Prom was two weeks ago and went very well. The Grand March was also successful with many

005students walking and posing for pictures. The King and Queen were announced and received their crowns and sashes. Yearbook signing pages were distributed and students have been passing them around and then saving them to insert in the book that they will receive in late July. School is almost over and exams are next week. Students can exempt up to two exams based on their grades in preACT and ACT scores. All right. Thank you. And then we'll move on to comments from visitors if there are any. All right. I just have a little spiel I got to read. Give me one second for a minute. Uh welcome to all those who will be speaking this evening. We would like to remind you that the school board meetings are for the purpose of carrying on the business of the

006district. They are official business meetings held in public. Through school board bylaw 0167.3. The board allows citizens to make comments by scheduling two opportunities on the agenda to receive citizen comments. Persons wishing to address the board are asked to come to the podium and state their name and address for the record. Comments are limited to only one time. Individuals who will be speaking will be limited to 3 minutes. Citizen comments are limited to a period not to exceed 30 minutes. In accordance with the intent of the open meetings law, uh please be aware that although the board of education welcomes comments from the public, it cannot discuss or debate items brought up during public comments. Board bylaws require that all comments are directed at the presiding officer, who is me. Comments must also refer to

007items within the legitimate jurisdiction of the board. As the presiding officer, I may interrupt, warn, or terminate comments when the statement is too lengthy, personally directed, abusive, obscene, or irrelevant to the business of the board. If the presiding officer exercises his or her right to terminate comments under the above guidelines, written comments may be submitted to the presiding officer instead. And with that, you can go. >> Okay. I promise not to be obscene or abusive. >> Good. Hello, my name is uh good evening members of the board and superintendent amidzich. My name is David Gaith. I'm the pastor of Greenale Community Church and this with me is Brett Meyer, chairperson of the board of trustees of Greenale Community Church. I was going to be begin this by saying I'm Hans and he's France and we're

008here to pump you up, but most of this group is probably too young to even know what that reference is. Um, so anyway, as you know from our recent email correspondence, our congregation is thrilled to help fund the upcoming replacement of the Brinkman Field parking lot. For years, the school district has generously allowed our church to use this lot for Sunday morning parking. This arrangement goes back to a gentleman's handshake between the school board member between school board member and member of the church Ken Mner and then superintendent Dr. Knap. Because we share this neighborhood, we wanted to do our part to pay it forward and invest in the upkeep of a facility that serves both our congregation and Greenale students and families. We know the rules of public comment limit your ability to respond

009to speakers tonight. So, I want to publicly acknowledge how grateful we are for the kind words of thanks you've already shared with us via email. To respect your time, to respect you, this mic sucks. Just saying. To respect your time, I have our donation check with us tonight. With your permission, we would like to step forward and bring it to the board. Who wants to receive it? Just raise your hand and we'll walk over that way. >> They're fighting. If you fight too long, we'll keep it. >> The treasurer. And that is whom? >> Sasha. >> Okay. Thank you. >> All right. Thank you. >> Mic still. >> Thank you very much. But we'll have to change it out, I guess. >> Thank you. >> All right. Looks like uh that's it for comments. So,

010we'll move on to approving the meeting minutes from last meeting, May 18th. We're looking for a motion. >> I move approval. of the board meeting minutes from the May 18th, 2026 meeting as presented in agenda item 1.1. >> I second. >> All right. Uh we have a motion, a second. If there's no questions or comments, we'll do a roll call. >> Yes. Yes. >> And I'm yes. Motion passes. Uh moving on to new business. We need to approve the parent transport contract. Uh payment number two. This is um by law you're required to transport students to uh private schools if you transport students to the public schools. Our most cost-effective method is providing parents with a contract to transport their own children. And we recommend approval of the second payment for the 2526 school year.

011>> All right. So, we're looking for a motion. I'll move approval of the payment of $15,96716 for parent contract transportation reimbursement as presented in agenda item 3.1. >> I second. >> All right, we have a motion and a second. There's nothing to add. We'll do a roll call. >> Yes. Yes. >> Um yes. Motion passes. Uh moving on to approving the updated policy for artificial intelligence. >> This was discussed at the May board meeting and we recommend that you approve the policy. There were no changes uh recommended at that time. >> Looking for a motion. >> I move approval of the updates to the artificial intelligence policy number 7540.08 as presented in agenda item 3.2. >> I'll second. All right, we have a motion and a second. So, we're looking for a roll call. >>

012Yes. Yes. >> And I'm yes. Motion passes. Uh moving on to approving the agreement for the new physical therapist. >> This is an agreement with the Kadah school district. It has been in place during the current school year and is an excellent way to be able to hire a highquality staff member to serve in the part-time capacity of a physical therapist. Uh, this agreement makes it so that Greenale schools pays the cut school district for the part-time services provided in Greenale. We recommend approval. >> All right, we are looking for a motion. >> I move approval of the 66.0301 agreement with Kata School District as presented in agenda item 3.3. >> I'll second that. >> All right, we have a motion and a second. Did you have a comment? Yeah, I just wanted to thank

013Julie. Um, this is just another example of your working. I was talking to Dr. Amidzik about that today and it's not very easy for a district to find someone for a 20% position, but your through your work and your connections and networking this is possible. So, I just want to thank you for that. >> All right, we'll do a roll call. >> Yes. Yes. >> And I'm yes. Motion passes. Uh moving on to approving the open enrollment seats for next school year 202627. >> The initial approval of open seats was completed in January prior to the opening of the open enrollment application period. At that time our enrollment projections were just that projections. We did review enrollments um in the last couple of weeks and we do not have as many students as we had

014projected who are enrolled for next year and that allowed us to re-evaluate the open enrollment seats in the district. There are 38 new seats recommended based on uh enrollment projections as of today and we recommend that these be approved so that we can extend seats to students on the wait list. All right. So, we're looking for a motion. >> I move approval of zero open enrollment seats in special education and 38 additional general education open enrollment seats in the traditional schools for the 202627 school year as presented in agenda item 3.4. >> I second. >> All right. We have a motion and a second. So, if there's no questions or comments, we'll do a roll call. >> Yes. Yes. >> And I'm yes. Motion passes. And uh lastly, we need to approve personnel. >> Uh

015personnel is presented. We have a couple of resignations and a couple of appointments. Um we are expecting some additional appointments as we've been interviewing um to replace some of the resignations that you've already approved. So we recommend approval of these and know there will be more to come. >> All right. So we're looking for a motion. I move approval of the teacher resignation, speech pathologist resignation, social work appointment, and teacher appointments as presented in agenda items 3.5 A, B, C, and D. >> I'll second. >> All right. And we will do a roll call. >> Yes. Yes. >> And I'm yes. Motion passes. Uh moving on. Uh we will be re reviewing the math curriculum. Uh the math curriculum review will be presented tonight for uh information and brought forward for approval on June 15th.

016And with that, I turn it over to Dr. Olsen who will be sharing. Hi everyone. So I have a whole slew of educators here with me today. Um and even though we already approved the elementary um bridges, they also wanted to share their experience with the pilots. So um they are here as well for that. So, um, I just wanted to ground us in our instructional non-negotiables. And this really grounds us in the curriculum review process. We make sure that our instruction is aligned to grade level standards, that our assessments are aligned to grade level standards, and that teachers retach to mastery of grade level standards. One of the ways we do this, and um, each of the groups are going to speak to this a little bit, is making sure that we're using um,

017instructional materials that are green rated on ed reports. and they'll show some of that because I know Kathy, you were asking some questions about that at the last meeting. Um, one of the other big pieces is that standards are that heart of our instructional um, practices. Although, we're also really paying attention to how students are doing those outcomes for students. Also, regardless of what the research says and what standards say and how students are doing, if teachers aren't included in that process, they're not going to do that work. And we want them to be part of this work. We want them to buy into this work. So they are a major piece of um the curriculum review process. And then change is always tricky. Whenever we're looking at new um curriculum, we use the u

018model of managing complex change and we start this um the year earlier where we're looking at a vision and then we're talking about building skills through professional development and then having the incentives. I always bring lots of treats and snacks to the meetings and also um their voice in the choice of our curriculum is also an incentive and then ensuring that the board gives those resources to our teachers and then having a clear action plan of what that will look like. So that's how we get to that rainbow of success where we get all of those because if one of those is missing you can have false starts, frustration, resistance, anxiety and confusion. So our review process timeline. So last school year was our understanding year where we looked at visioning, we um had professional

019learning and we did uh needs assessment and then this year we focused on CIS some math network. There was pilot training. Um we had PLC's and department plan planning meetings. And then in November, we really finalized our rubric and our math vision. Um making sure looking at our course content and then selection of the pilot materials. And then from January to March, we piloted different um curriculums. And then in April, we had came to consensus um around the different curricular materials. and now we're here and we're recommending to you today. So, this is just a reminder of last time when I talked about who decides. Um, you guys are the ones that make that final uh decision which will happen in two weeks, June 15th. Um, and then I'm making this recommendation with the team

020who is joining me next. and um we worked together to review research, choose curriculum that we're piloting, working with different math experts, and then using those rubrics and using that consensus tool that we went over at the last board meeting. This is the vision that we came up with as a K12 um vision. We thought it was really important to have um cohesion across all of our grades around what we're looking for in our math. Um, what I want you guys to think about real quick is think about like one word that stands out to you in this vision. I know for me, I like that idea of um struggle. We want our kids to have um that productive struggle and that's something that we're trying to really build with our students that it's not

021it's okay to make mistakes, it's okay to struggle. um and really making sure that they are getting those all the tools ready for that real world problems. So the rubric that we used, we had six different areas that we used to decide which of the instructional materials we were going to adopt. So we evaluated looking at standards and assessment and those rigorous tasks that are aligned to those assessments, making sure that there's differentiation for all students. Um, and then really thinking about that discourse and engagement through inquiry. Um, and then making sure that assessments are rigorous and have um, X and then also teachability for teachers. Is this a curriculum that they can pick up and be able to teach and kind of help our teachers have a less of a workload. So, I'm going

022to welcome my elementary math team up. These are all the different educators that were part of the pilot program. So, if you guys want to come up and share your slides, just tell me when to move slides. And if you guys want to uh just introduce yourselves, too. That'd be helpful. >> All right. Good evening. My name is Charice Croner. I'm the instructional support specialist at College Park. Um we're starting tonight with why we chose the third edition of Bridges. As you probably are aware, we're using the second edition of bridges currently and the outcomes that our students have demonstrated um are high very high above the state average with almost 80% proficient see across um the all three grade levels that take the forward exam. Um also the program really ingrains a lot of

023rigor and conceptual understanding. So, um there's multiple ways to approach problems. Um and the program does a really nice job of kind of introducing those ways and weaving things in and kids really um seem to grasp on to like why the problems are solved in that manner. I'm Jesse Bear. I'm the math interventionist at College Park. And as was stated earlier, one of the non-negotiables was aligning to the state standards, which Bridges the third edition does. And it also aligns and implements the math practice standards. And those are, you know, habits and mindsets that we want students to have across all grade levels just to become um, you know, great mathematicians such as persevering through problems, being able to model their thinking and um, implement tools appropriately. And then it also um, bridges a align

0244K through fifth grade. So that consistent curriculum throughout those grade levels um is helpful as students move from grade to grade. I'm Jen Barzac. I'm the instructional support specialist at Canterbury. And we also know that we want students to find joy in what they're doing. So one of the components of Bridges is workplaces, which are games that students learn within each unit that are connected to the concepts and skills that they get to play. um with partners or in small groups to practice their learning. Um hi, I'm Becky Meyer. I'm the math intervention teacher at Canterbury. Um one of our main goals as educators is to provide an environment for students where they build a very positive, strong math identity through problem solving and other work that we do. So, one of the ways we're

025going to support our teachers next year um is doing a book study around this book called Building Thinking Classrooms, which was a book that we did a book study on with the CISA math network. And then the last component that we wanted to highlight, sorry, Kristen Martins, I'm the instructional support specialist at Highland View. Um we wanted to look at targeted instruction. So bridges within it has uh a screener and then checkpoints throughout the unit and then with that the workplaces or the work samples but then also a unit assessment. So those let us see how students are doing and those are the pieces we can talk about in PLC's to see what we do what we need to do to help students move forward. Thank you. So now we're going to bring up our

026GMS math team. We have um Jane Patterson and Lisa Dilquisto. >> And those are our teachers working so hard in those pictures out of professional development that they didn't know I was taking pictures of them. >> Oh my god. Appreciate that. >> Thank you >> so much. >> So, um when Maggie showed the vision, the math vision, I'm Jane, by the way. You've seen me a lot this year. Um uh the word that stuck out to me was curiosity. And I feel like that's something especially at the middle school level um that kids really need to be curious because otherwise they're going to be um cheating. Um instead of trying to learn and engage, they're just going to look for the quickest way to the answer, right? They're not they don't they're not going to

027care about the actual learning. We need them to be curious. We we need them to want to know the answer. Um and this curriculum actually does that in a really um engaging way. It prompts them to be curious and so and some of that is online with simulations and some of that is on paper and you'll see that Lisa will talk about that in a little bit. One of the things we looked for you can switch the slide. One of the things we looked for was on ed reports was it um rigorous? Did it have um an alignment to the standards? Did it have alignment to the math practices? Um were the teacher materials usable? Um were the student material materials usable? Um the focus coherence all of the pieces all the pieces were were

028there. All of them are good. Um they had the highest rating. So that's where we started. Um and then when we piloted of course the kids loved it. Go ahead and switch the slide. This slide really speaks. There's a lot on it and I apologize, but hopefully I'll explain why there's a lot on it. It's a screenshot of the fact that I can monitor just how much the kids love it because they're engaged. I can see live time in lifetime what they're working on. And I know there's a lot on there, but I can pick one of those slides and anonymize the names. They come up with really fun Greek names like Plato and Arimedes and things like that. And so I can pick a slide that I love the the strategy that that child

029is using and say, "Hey everybody, look at this. Look at this strategy. Everybody now try to redo the problem and try this strategy." Um, it's a just a great way to not only monitor engagement, but to highlight certain strategies that we find are very efficient and successful for students. So yes, they love it. And I can see they love it cuz they're all engaged. Then the next slide, low floor, high ceiling. This is a great example that shows um kids can access their learning at all different level levels. First question being look at that. Can you find five X's? A lot of people a lot of students can access that and say I can. And then highlight and show on the screen where their learning is happening. And then with the next question, we can

030break it down into higher level questions like if you break the shape into five X's and each X represents 125, then they can also show their learning at that level. Something that I've been focusing on though is the fact that all of this takes place on a screen and they are great fun tools, but what we really loved about Amplified Desmos is the books that associated and went with each lesson. The kids got their time on screen, but then the follow-up lesson practice was always paper pencil. And we could go around and see how they were transferring that learning to that paper pencil. And it allowed me to break kids into small groups and actually manipulate the paper and use it in any way that they needed to show me what their learning was. And

031so to me, that's a great balance of technology and the paper pencil. There we go. >> All right. Let's have our GHS math team. We have Jeff Dedrich and Erin Schwain. >> Go ahead. Thank you. Hi, I'm Erin Schwain. I'm the instructional support specialist at the high school and the high school math department pretty quickly came to consensus about HMH into AGA, which is algebra geometry and algebra 2. Um it was definitely and very clearly aligned to the standards. Um right away the department noticed that the tasks were rigorous, the assessments were rigorous but reachable at the same time. Um they also really loved all the additional materials. We worked with both textbooks um in the pilot but also the online platform and teachers have the opportunity to assign things either through paper or through

032the online platform for just about anything that is available. Um and within those additional materials that you could access online, there were all kinds of things for differentiation. Um there were activities that were at different pacing levels. Um, I know we had a teacher in geometry when piloting who started to look for things online that he could use during his flex session where different kids were trying to review for different parts of the unit. Um, more practice and there were even things that you would consider enrichment opportunities in there as well. Do you want to talk about the growth measure? Uh well, we just we've been finding some of the the uh online tools. I have to bend down here because we've been, you know, the the the online tools are are are very uh

033easy to navigate. And uh one of our uh team teachers found that there's a like a growth measurement that you can give three times a year. Normally, we give a uh the uh growth measurement primarily to freshmen. I forget the name of the fast bridge. Yeah. But now we can do that at all all the grade levels. algebra, geometry, algebra 2 and and check progress uh uh three times a year. So >> it's very similar to the common lit uh assessments that we give uh 612 and the mid end of the year >> and post for um for CKLA. So we're always looking to assess on the standards. So this assess this that's something that they were looking at as well. >> And it's also green rated. So on the bottom >> there we go.

034Okay. Uh I can speak to the teacher experience. Uh yeah, thanks. I don't want to touch anything, right? Because Pastor Dave, you know, I don't. Uh anyway, um uh so the teachers found and appreciated that uh the there was high rigor in the tools that we found. Um again, but certainly obtainable. Um the teachability is high. The the ability to navigate the resources online was very easy. Uh I think the uh the present the um uh teacher talked about um the filters are your friends and we found that that was really easy to help navigate some of the tools that are on there. Um um primarily high school uh students will do paper and pencil uh homework and things of that nature, but when we talk about um additional work in class or during flex

035time, we can assign different online tasks. Uh it's very easy to do. Um, one of our teachers just started touching on uh the AI tools and they're just scratching the surface on what can be done. It's just a super powerful tool and looking forward to uh in the next couple years seeing uh how that's going to help things. Um, and teacher voice was uh super important and appreciated. Sorry, I'm just going to move this up a little bit more. All right. Um, Maggie uh Dr. Olsson, sorry, not used to That's very cool. I'm I'm you know you should be acknowledged. You just finished that. Um but teacher voice it was really appreciated that the teacher uh voice was important and that it was you know our decision what we wanted to uh give to Maggie

036to give to the board. So that was super important. Um I've been through I think I don't think it's four. I think it's been three uh curriculum reviews and this particular process uh probably was the best of all of them. you know, there was um the ability to pilot, which we never had before. A lot of times it was just let's page through some books for a couple of hours. I think we like this one. And then we get an hour of some workshop from the the curriculum group and then we made the decision. Well, we had um a whole day uh training. We had teacher time to actually prepare materials and the pilot and that was super important and it was very appreciated. So, thank you for that. All right. So, I think that's

037the next one, right? Yeah. Uh here we just wanted to give you some highlights about what it was like being a student in the classrooms that we're piloting. So in the HMH curriculum throughout the three courses, the units are divided into modules. So a module might be a one-day lesson or maybe a two-day lesson, but every module would start with what they called a spark your learning. And like the middle school group talked about with their choice, it again was one of these lowfloor high ceiling tasks where there was um some sort of realworld connection. I know it's kind of hard to see um in that picture in the top right hand corner, but there would always be some sort of visual and some realistic scenario that related to the concept that they would be

038learning in that unit. And it would begin with usually three questions to get that mathematical practice of the three reads. But the um activity would give students a first question that often was related to just what do you notice and maybe what do you notice about a particular concept? But students, no matter where they were with their prior knowledge, could typically come up with a relevant um noticing of the image and then that was a basis for discussion. So teachers really liked these spark your learnings because um one of the goals of the high school department or maybe everyone uh was to add discourse, more discourse in the curriculum this year. And um they really liked how the sparkier learnings did make it easy for all students in the room to have something to say

039about the activity. And they found them to be really flexible. I put a picture up there. Mr. Norby found a system with post-it notes that he really loved. He'd give every student a post-it note so they had time to think about what they wanted to share and then they'd get up and put it on the board and Mr. Norby and students would sort those out and read them and start the rest of the discussion, working through the other questions that went with the activity. Other teachers liked to use whiteboards with these, sometimes small group, sometimes individual. So, it just was a really easy launching point for movement and discussion throughout the room. Um, another teacher noted that he really liked uh the mathematical practice of constructing viable arguments because oftentimes the second or third question

040in the Spark Your Learning activities would also um have kids like defend whatever they were responding to with evidence from what they could see in the picture or with their mathematical knowledge that they were applying to it. Uh this relates to that second main point there that teachers really liked how conceptual understanding was key and it was forefront of the lessons that students first started to think about the why of the math before they dove into the actual um like formula or application of the math. And then finally, as I've already kind of covered, um discourse was a goal and um incorporating those math language routines are directly in this curriculum. Uh discussion supports, particularly turn-in talks in the high school textbook. Almost every page of a lesson has a labeled turn-in talk at the

041bottom of it that a teacher could utilize if they wished. Um, and that was also nice for us because it was a high school buildingwide strategy this year as well. >> Did you want to add? >> Nope. I was just going to say she covered everything. So, she covered it very well. So, >> all right. Thank you. So, and you guys will have a chance to ask any questions to the whole team. Um, in the board report, I do have the different investments that we're making for 612 and all of the financials that go with that. And we will be asking for approval um at the next board meeting on June 15th. And we have this whole group here for any questions that you have for um me or them. >> I don't know if

042this applies for them or for you. Um, with the Amplify Desmos, how are we going to look to block all the answer information that's online? >> Talk to me more about what there's here's the thing. Any any curriculum you can take a picture on your Google and get the answer. So, I think one of the things that we've been using is one, we use GoG Guardian in the classroom. So when we're doing actually work in the classroom that they're getting that authentic learning experience and it is blocked through that. Second of all, that's why we also have the paper tasks of the practice. Now, there are times that kids will look up, take a picture of that practice and get the answer. Sometimes even copying that answer is a little bit of learning. It's not

043always, but um and kind of what um Miss Patterson kind of talked about as well is that we're really trying to spark that curiosity to have them really think about it's not just getting a grade. And that's something that we're talking about at middle school is around what grading is going to look like for math around less around like getting it done and more around showing mastery. And that's something that we're kind of discussing as a middle as a middle school team. I'm looking more like the classes that have posted the like workbooks, solution answer keys, um, walking through the educational process of like how to get to the answer. I just know with my daughter and her classmates going through Amplified, they just Googled it and they found whole classrooms with information and like

044how to go through the worksheets, pictures and stuff like that. but it's just could be contradicting to how we're teaching it. Um because it's that teacher's notes versus what ours are. And just wondering how that would be and obviously you're always going to have that. >> Yeah. >> But like directly that much that they could sit there and in three minutes have the entire workbook in front of them with notes from the other classes like is there a way >> Well, I was unaware of that. So thanks for bringing that up. Second of all, I think the equity part. We some of us have parents that do the ex same thing with kids who sit down and will explain everything to them. So having I mean this is we're in an information overload world. Um

045so that is a struggle that we're having regardless of subject. So I think we're all kind of grappling with that itself. Um >> the bigger issue though too is the test itself. I mean, I know even at the college level, most their tests now, um, at least the college of nursing at Marquette, there everything is on paper. They don't allow tests to be on the computer at all because they can like download some AI thing and it'll actually go through and like find the solution for you. >> So, I know like was it two years ago, the middle school, it was worked out that all the tests were on paper, which personally my child works much better when everything's on paper than just to try to answer on the screen. I think this year some

046of the teachers went back to just going online testing and I I guess I feel like and I know at the high school I think my daughter's always had like paper tests. So I guess as far as using I mean I feel like if if you just give them a paper test if they're doing that at home and just writing in answers they're not going to prop test. Yeah. >> I guess I guess the followup would be as well does the amplify like that group do they shift their testing? I know a lot of um some companies don't, but each year they'll issue a new test, new question bank, new homework bank. So, it's the same concept, but it's changed every year. >> Is that something that we know that they're doing? Because then that

047does decrease that. >> I can reach out to our sales rep and follow up with that for sure. That'd be a great >> I can come back with that answer. >> So, has anyone like determined how tests are going to be given then in middle high school? It's going to be paper or online. >> Middle school's looking at paper. >> Paper. >> High school too is preferring paper for test. >> We're really trying to kind of mitigate the AI. We're really working on that. And also just with all the brain research around neuro um plasticity and also like making connections of our hand and like when we take notes, we actually intake things better than when we type on a computer screen. So, there's some of that um research that we're really being thoughtful about

048in our curricular adoptions. >> Well, and another note too, um I know my daughter um had piloted both of the math programs at the high school and she really liked this one. Like there was just there was no comparison. She the other one she just >> That's great. >> Any other >> The teacher struggled with that first one. They they came to consensus very quickly. So did I. >> You weren't you were I didn't see you at the consensus. >> No, I was at home dealing with my child. >> I'm just kidding. Any other questions for the team that's here? >> Um well, I did have a question on like the training because it looks like there's budget in there for like the middle school, but then I can't really sort out where it is

049for the high school. >> The high school is also getting um I think where is it? >> One day. >> Yeah, there's a one-day training. We already have it set up >> and the f and there's followup. >> Is that the inter a getting started live online? >> That is what that is. Yes. >> There's an inerson training day and then there's a followup throughout the the first school year. I think two something like twoour. >> Yeah. So the into a getting started it's liveonline and that's the 4200. >> Yep. >> Is the microphone on over there? >> Maybe. >> Yeah. It says it's green. So >> okay. Just making sure it can pick you up for the online for the >> so people can hear you >> recording. >> Okay. >> The people at

050home. >> Oh, we'll take care of that. >> No, it can stay on. I just wanted to make sure it was picking them up. >> Um Okay. I did have another question too as far as like other programs used. Isl where's that land? >> Lisa, do you want to come up? Can you guys hear me? Yes, you can. Um, one of the favorite components of EXL I love to use with the middle schoolers is something called Il Jam. So, after we learn a concept in class, practice it online, practice it on paper, I say, "Okay, everybody, it's time to jam." So, we all go on and I'm able to find that skill in everybody is kind of like in a game-like setting competing. And so we are really looking at assessing how we're using that

051as a tool. Um a chance to kind of like practice in a fun way. Um and look at which skills really apply to a lesson immediately after being taught to reinforce learning. >> So I just go back to prep for the forward exam. And when my daughter was there in 8th grade, I think she had 28s assigned as like homework in like a twoe period. And that's I mean to me >> it's so tough, right? Like >> that's a lot. >> It was way too much. >> There are some parents that ask us though for work ahead of time because a lot of people travel. Um they have games and competitions coming up. So it's like we're trying to find that middle road of appeasing and making sure parents have what they need and then

052not overwhelming kids. So we are really in the process of looking at our instructional practices and where we're going to really meet the most needs. >> Well, and I think at least with that particular program is very frustrating for students because you get up to a certain percentage and then if you get one wrong that knocks you back down. So it could take like an hour to get like through one of the modules. So if you have 28 of them, you're like >> 28 hours later. So that I mean that was just >> so frustrating, right? >> I know that we preview a lot of those and in sixth and seventh and eighth grade we'll look at it and say, "Okay, you know what guys, we looked at this and we're looking at 75% proficiency."

053And I'll often say, send a note to parents and say about 20 to 30 minutes of practice and if frustration's meeting, you're seeing frustration, shoot me an email. We don't want that to happen. this, you know, you reach a point of that that great struggle that happens and then it goes over the board and people just shut down because they don't want to start over again. So, thanks for sharing that and just know that it is foremost in our in our discussions and how we use it. The other thing is that some of the teachers just have the kids do eight problems, show work on paper and what you get, you get. It's not worried about they're not worried about the score or whatever. So, we're trying to find different ways to use it because

054it is good practice and the kids get immediate feedback. Um, but the other thing that we're finding is that kids aren't necessarily doing their own work on EXL if they're not doing it in class. We're hoping with our new schedule that we'll be able to have them do it in class in front of us and practice and get that feedback right away and then if they're not getting it right, like that we'll be able to help them through that. And so, um, we're find we're trying to figure out new ways to do that or use the jams or something so that it's not they're not going to get frustrated and they're not going to have all kinds of um so that it'll be a tool that's a positive thing that they can go to just

055to practice like make sure they know what they're doing before a test. >> Yeah. Yeah. Well, I think part of the problem too with that particular program is that it explains everything in the exact same way and it's always not necessarily as detailed because if you take a problem and you slip it, you put it through AI, it is like way more detailed and step by step and it's was like easier for the kids I was helping out with doing that versus like this high level. It's just kind of like this constant like same response time and time again. And if your child isn't able to follow that >> methodology then >> Yeah. And even better is like a teacher that extra 25 minutes a day for class, right? So, we can do that too

056because we have a new schedule. >> And I know Sharice, did you want to say something about EXL as well? >> Um, I know we use it a lot at the elementary. Um, and there are teachers that really, one thing that's nice is it actually aligns to Bridges. So you can look at the unit, the module you're in, and you can assign tasks that are directly related to what you're learning in class, as well as assigning um tasks that align to the Ford exam. Um there is a setting you can change in where 80% becomes mastery for the students too that a lot of our teachers have gone to this year. Um because then students don't reach that, you know, 90% and then it throws them back down to 50. Um so yeah, we're having

057good practice with that program as well. >> Any other questions? >> Yeah. Um and you mentioned, Miss Patterson, you mentioned the new um schedule at the middle school. Can you talk a little bit more about how um Desmos is going to be um the right math program for this new longer structure? >> Yeah, I mean there's >> here you want to come up because they want to hear you on the mic. Sorry. >> Okay. So Desmos has differentiated practice and so we'll be able to to offer extensions to those who need it. We'll be able to pull small groups and do some remediation for those who need extra teaching. Um there are simulations where students will be able to like see the math happen um in front of them. I don't I wish I had

058like an example that I could show you. They had uh I was working with some students where they were figuring out area and they were able to like estimate and try to figure it out themselves by looking at the dimensions and um and then have water kind of filling up the thing and and they were like, "Oh, well, if that's that and that's that, then it's probably around 40." You know, like that kind of thing. And just be able to sit with a small group of students and talk through something like that. Um I think that small group time is going to be really really valuable with those sorts of things. >> And then the other just last question I had I think is for you Dr. Olsen. It's how do these three programs then

059complement each other and dovetail each other? So bridges to Desmos to HMH. What is the growth process and how are kids going to be able to keep >> the the learning up in terms of you know progressing to their skills? Um so the one of the things is that when we're think about progressions one it is all standards aligned. So the um bridges the standards align which is going to fill build in to sixth grade um standards that are aligned in Desmos amplify. Um we have seen some really good success with doing CLA at K um K5 and then changing it at middle school to common lit. like there's sometimes it can get um stale or there can be like feelings about like I wasn't good at this and sometimes especially with the math identity

060work we've been doing we really want kids to have fresh starts at um normal transitions so that they're like I hated Bridges or I hated Amplified Desmos that they're getting kind of a new fresh start. Um I know like if they're like completely turned off on a curriculum making sure that they're getting that um new start and then also from um uh standard alignment they are all standards aligned so it's going to answer that. Is there anything else that I'm missing team? And the math practices are also embedded into all three. Um and we do have some grounding um like our vision is the same. We're all using building thinking classrooms and like professional development around that. We've also had the discourse and um really thinking about in all the slides you saw people talking

061about that I'm going to say it wrong because I always do. Low lower I say it wrong every time. High ceiling, low floor. Right. Okay. I did it. All right. U that we're making sure that we're using that. Another thing that we're really I've noticed in every classroom now, which was not true um prior to like the work we've been working on, the math and um curriculum review is now when you go into classrooms, you see kids standing up at whiteboards like and and that's true in a first grade classroom, that's true in a seventh grade classroom, that's true in a geometry classroom, in college algebra. Like we're really working on kind of to Brian's point around like we can just pull the workbook pages out from AI. We're really trying to really dive into

062that curiosity and having kids work together to solve problems. >> I would I I would just add one thing to that. Being at the elementary level, we um piloted both Bridges and Desmos um and the Desmos program was wellliked by our teachers as well and it had a lot of parallels with the Bridges program, a lot of the same conceptual understanding. So I think when students are transitioning from bridges into Desmos, it's not going to be far off from the practices that they were using in elementary. Thank you, Sharice. >> All right, you guys can go. Thanks. Do you want to finish with anything or you're good? >> That's Nope. There we're good. >> All right. >> I'll bring it back on June 15th. >> All right. Thank you. >> And I'll get that answer

063uh that Brian asked from Chrissy around the assessments. >> All right. So then we will move on to uh the next agenda item which is the 202627 board meeting dates and calendar of reports. >> So this is a draft for discussion purposes. The goal is to attempt to have meetings on the first Monday and the third Monday of the month. However, there are holidays that fall on some of these and so there are points of discussion in terms of where you want to place things. Um, so I'll walk through a couple of those that overlap and then we can discuss any board reports that you want. So right now we have the superintendent evaluation that's actually for the 2526 school year um set for September 14th. We could put that at September 28th. Um, obviously

064we don't have a meeting on the first Monday in September because it is Labor Day. So we can put it on the 14th or the 28th. Um the November 9th meeting, the first Monday is fall break. So November 2nd is during the fall break for students and we don't have school on November 2nd and 3rd. Um so that is why it is placed at November 9th. If the board wanted to come in when we don't have students in school, if you're not planning to travel with family, then that would be an option. Um but we do have a lot of people that are gone because it is a break. Um the January 4th is immediately following New Year's. It is very difficult to assemble a board packet of reports and we don't have one on

065the third w on the third Monday because of Martin Luther King holiday. So I'd actually recommend moving the January 4th to January 11th. And then we only have one meeting in the month of February. The third Monday is uh students are on break, but we also only need one Monday that one meeting that month. Uh and then let's see what else we have. I think we're fourth Monday on in April and fourth Monday in October for statutory reasons because that is the timeline in which um the fourth Monday in October is approval of the budget and the fourth Monday of April is reorganization of the board. So that is why those are placed on the fourth instead of the third. And the only other thing I would um that you may want to consider is

066moving the June meetings to be May 31st and June 14th so that it is closer to the end of school. That doesn't that's neither here nor there, but just a consideration because there is quite a gap between the May 17th and the June 7th and there's a fifth Monday in May. So, >> Memorial Day, >> no, Memorial Day is the preceding week. >> Oh, I have >> fourth Monday and the 31st is the fifth Monday >> showing up as >> Memorial Day is um May 22nd. >> No, not the 22nd. >> 24th. >> Yes. >> Okay. So, sorry. Can you repeat that one more time? You want us to move what in June? consider going to May 31st and June 14th. >> May 31st is Memorial Day. >> The federal calendar is May 31st >>

067for Memorial Day. >> Okay, never mind then. Leave it where it is. >> Any anyone else with anything? >> So those are some So with that information, I open it up to for you to discuss where you want to place meetings. I think the January 11th. >> I would take that suggestion, especially given the change and being right back after break. >> It' be better to do the 11th. >> Agreed. >> I'm fine with that. >> I do have a commitment on the second Monday of every month, but obviously I will um prioritize these meetings. I was going to ask about the September one if we could do the 28th instead of the whatever you were um the 14th. I think I'm in Dallas, but let me double check. You know what? Instead of wasting

068time, we're approving this. What? >> You're approving this on June 14th. >> If you were to move the >> November meeting and the January meeting, that would be the only two moved off the first Monday. >> We'll just get we'll all check our calendars. >> Yep. And then if you want to communicate with Christie, um we can make the changes and revisions depending on what the feedback is. And then if you have any other comments on reports you want to see or reports that are need to be rescheduled, we we can make those adjustments as well. >> Kathy, what day did you want in September? >> The 28th. >> 28th instead of the 14th. >> I mean, I'm in se I'm in Dallas the 27th or the 29th. >> I can do it virtually then.

069You can >> I can't because I'm at a conference. I think >> the closed session. So we can also look at other dates. It is an evaluation. So we don't have to look at a Monday for that. It's a closed session meeting. You just call to order and open and go into closed. So it's up to you if you want to pick a different date and have that somewhere else. >> Is that the evaluation to set up like goals for the upcoming year? >> No, that's a that's the evaluation date for the current school year on account of the fact that you won't have part of my evaluation includes student outcomes and you won't have final student outcomes until July, August. So board policy has the final evaluation in September. So I think the only

070thing I would add here somewhere towards the end of the first semester, so maybe that December 7th or I don't know even early January is an update from the middle school on how the new schedule's going. >> Got it. now what the feedback is and getting some data from teachers and um >> parents >> Ray about how how well it's going or what are some of the bumps that they're having. >> I think we'd asked for that >> before. So that's the only thing I don't see. >> Got it. >> Anyone else with anything? >> No. All right. Then we'll move on. >> Thank you. >> Um we'll move on to the facilities report. >> Yep. So once annually we present on an update on district facilities and maintenance. Uh Steve Kums, director of buildings

071and grounds is here tonight to present to the board and answer any questions that you have. >> Good evening. Good to see you all. Steve Kums, director of buildings and grounds, and this is the 2026 uh buildings and grounds facility report. Uh we'll just start off with some uh some general information here. Um we got square footage for all our buildings um and acreage. Um so just under 600,000 square feet um of cleaning. Um, fun fact, um, national average for square footage of a residential home is about 2400 square ft. So, cleaning about 250 houses a night. So, um, just a little fun fact. Um, um, 91 acres, so just about 90 acres, a little over 90 acres. Um that includes our athletic fields, um our school forests, parking lots, playgrounds, all that need to

072be tameed with mowing, um striping, plowing, upkeep and safety of the playground equipments. Um so yeah, next slide, please. Um here is our current staffing. Um, so 11 full-time custodians, um, two part-time custodians. We have eight contracted cleaners, um, at the a total of eight, um, a part-time contracted cleaner, a district part-time driver, um, a district maintenance. Right now, we currently have one, um, district maintenance, um, and one bus driver. and Jean, we have a vacant maintenance position, but correct me, that might have changed since I Okay, so the maintenance is filled. Um, but it did open a head custodian position. So, we're still two positions open. Um, but we did fill that maintenance position. So, and the grounds position we're currently holding right now um due to the uh summer help um arriving to

073help out with grounds um over the summer. >> So, Steve, before we go to the next slide, could you talk a little bit about the evolution of that because you did convert a position that was a custodial cleaning and now we have a grounds position that's built within the budget. >> Sure. So, that position was originally a Tuesday through Saturday nighttime high school position. Um, but over years of trying to fill that position, we just were unsuccessful with it. Um, so we discussed possibly taking that position and creating a daytime Tuesday through Saturday position. Um, that would help out in the grounds department plus be a custodial sub um for vacations or sick. Um, so we're not pulling out of that maintenance department um to cover the day custodian duties. >> And correct me if

074I'm wrong, that helps to support a number of upgrades that you've made to community outdoor athletic fields, trying to set >> a higher bar for the upkeep and maintenance of >> correct. Yeah, we did uh we put a lot of money um last year into upgrading athletic fields uh generally um our Twilight baseball fields and uh soccer fields at Highland View. Um so yeah, this position would uh would be responsible for upkeeping um those investments we made. Um these some uh established schedules and programs um that we uh have in place um over the past five years. Um I won't go through each individual one. Um we'll briefly go through um daily cleaning checklist. Um I'll go over that in uh some of the upcoming slides as well as the work order ticketing system in

075the chiller PM program. Um we do have boiler treatment. custodial equipment PMS is a big one. Uh we do that now in spring um to make sure that all our custodial cleaning equipment is ready to go for uh the summer push coming up in a week and a half. Um so all our equipment's all updated and uh running properly. Um as well as fitness equipment PM program. So we do the fitness centers at GMS and high school. um go through once a year on that um for PM um and then repair the needed make the needed repairs on those. Um last year we were able to do all the upholstery um on all the equipment at the high school and the middle school um that have gotten ripped over the years or you know missing

076padding um that type of thing. Rough schedule bleacher inspection um that was just completed um over Easter. So that included the GMS bleachers, high school upper and lower, and then the outdoor um Gavinsky Stadium bleachers. Um HVAC filter program. Um summer cleaning checklist. Um so each room coming up in the next two weeks, we'll have a um when the kids are out, we'll have a checklist on each door. Um that'll have the tasks that need to completed need to be completed in that room. um as the summer clean process. Um so we found this to be useful with the with the um you know the teams, the night teams and the day teams. Um so everybody knows uh what's been done to that room so we stay on track um by just looking at that

077checklist. Um they're able to know like at what stage we are in cleaning in that room. And then those will all get checked by me at the end of summer. Uh what else? um energy management program. I'll go over that in uh one of the upcoming slides. Um a new one uh that we started um last year was the summer uh custodial in tech room tracker. Um so this lets the tech department that also goes into the rooms um and does their their tech updates and all that. Um it keeps us on track with the tech team. Um so we're not completing a room and then they're going in after us and possibly, you know, working up in the ceiling where they could get dust over um all that. So it keeps our two departments

078on track um knowing, you know, which areas of the school they can go in. Um they usually go in before us, wrap all the cords up, um take inventory of all the remotes and all that. Um so that's all uh in the right place when the teachers come back. Uh the cleaning classroom cleaning checklist um and the safety and custodial training. So, we do an annual training um in-person training um and that covers our, you know, ladder safety, lifting, um slip, trip, falls, SDS training, uh PPE. Um so, that's in person once a year along with our vector training, which is our online training um through the district. And then we do uh a summer chemical training um with our vendor rep um and we train on the chemicals that we use in the buildings

079and the proper usage of where they should be using that um chemical. And Jonathan and I had talked about uh possibly adding an additional training possibly over like um Christmas break um just so they're getting uh two trainings on the um the chemical training um per year. Um so the classroom cleaning checklist, you know, it'll give them their daily tasks of what needs to be done in those classrooms nightly. um the tools needed um the chem chemicals that they're going to be using to complete those tasks, precautions, and then my contact info on the bottom. Um so if you go to the next slide, it's a kind of um this is one of the I believe this is a classroom cleaning card. So on the left hand side are your tasks which getting done in

080those rooms. The product is the middle uh column with the color code. Um, so those color codes are to the color code of the labels on the chemicals themselves. Um, so it's just kind of a nice reference. Um, and then the right side is the application method, whether it's a spray gun, um, or a mop and bucket, um, that type of thing. Uh the lower left um column is I believe the uh the equipment needed to do those tasks and the right side are the precautions whether we need um what floor signs or the appropriate PPE to be wearing. Um and then like I said down below is my contact information on each card if they would have a question on the cleaning tasks. work order ticketing system. Um so May to May 26 the

081team completed 787 work orders. Um we currently have 27 in progress right now. Um we can create PM schedules in this program um for filter changes um oil changes on our mowers on our trucks um stuff like that. We can assign multiple technicians um where our previous work order you could only assign one person. So if this duty is going to be, hey, deliver, you know, 20 tables to middle school for a raffle night, you know, I can assign two people to that so they know, okay, they got some help. So it's just not one person. Um it improves the reporting and the tracking. Um so we're able to track these um these work tickets. um just in case a piece of equipment or um there's a problem area that gets multiple tickets throughout the

082year um it'll alert us to that uh data collection tool and the nice thing is we got 247 in-house technical support um from the tech department. So they've been great um with this program, the HVAC equipment program. uh one of the um programs we put in place. Um so it's a spring and fall inspection of all our HVAC equipment. Um over the years um our buildings have a a broad uh mixture of new equipment and original equipment. Um so the importance of you know keeping that older equipment running um and keeping the new equipment as new as we possibly can is uh extremely important. Um, so they're go over the proper operation of the equipment. Um, that all the safeties and software is updated um to run those programs um for that piece of equipment.

083Um, the proactive approach instead of reactive um planning for these repairs um on non-school days um plays into the cost savings. Um, if I know there's an issue with this that we're going to tackle over summer, um, when we notice it in April and we're going to tackle it over summer, I can source out and try to try to find the best price on those, um, those parts instead of being kind of in an emergency situation where, you know, you got a next day air it or whatever you can find, you know, uh, in stock. So, so it extends the useful life of the equipment. um that plays handinhand with the older um with the older original equipment. Improves air quality and comfort. Uh probably the main goal here is to provide the best air

084quality and comfort for the staff and students of the schools. Um alerts problems before they become failures. Um and and we're always exploring new incentives um from Focus on Energy on different ways that we can um get money to help our HVAC systems. This is just a uh just a sample of an inspection form um on a piece of equipment. This one happens to be Canterbury uh rooftop unit 2. Um, and then down below, um, is the in, uh, the technician that did the inspection and then, you know, what he looked at and then the findings, completed projects, uh, 2526. So, if you came in the drive on the west side of the building, you might have seen the new enclosure around the, uh, the chiller over there. Um, it's an old chiller, an old

085screwdriver chiller. um they make noise um and it's very close to the um residents property line over there and we've been working for quite a few years to come up with a solution and um I think I think we finally nailed it. Um so uh that was a big project. Um two beautiful playgrounds got installed um JC Park the community park um and a playground um at Canterbury Elementary School. um exterior door replacements. We were able to replace um a set at the high school and at Canterbury. Um so we're looking for the f into the future um when we when we replace these doors. We're replacing them with the special light doors um which are a foam core um door with a fiberglass wrapping on it and it's kind of a vandal resist resistant

086kind of crinkle coat. um very durable um and we're installing them with all aluminum jams. So, planning for the future um with the aluminum jams and the fiberglass instead of a you know a hollow core metal door um that's susceptible to rust and corrosion. Uh we finished the high school structure um issue in the pit room. Um so that is safe now to go back down um into the surge tank room. Um, we did a district-wide uh parking lot seal coat and stripe. Uh, we did the, we touched on this earlier, a district-wide baseball field improvement. Um, so JC Park, Middle School, Canterbury, College Park, and Brinkman 2. Um, all got laseredged and um, filled with uh, anywhere between 72 to 96 tons of um, athletic field product. We did the College Park um lot

087draining. There was an issue with the drainage in the parking lot. Um so we were able to get that completed. We did the resurfacing project of the high school tennis courts. Um so we repaired all the cracks, restriped and seal coated. Middle school teched shop tables. four new shop tables um with locker bases um on there to store students projects underneath. Um if you've been to the middle school tech room, it's a very small space. Um so um anywhere where we can gain uh storage was was great. So GMS sixth grade classroom renovations. So we added two classrooms um in the sixth grade pod at GMS. Um we completed phase one tree removal in the Canterbury Woods. So phase one was um taking care of the the hazards hanging over the paths um the visible

088dead trees um that were um a a hazard. Um there's many more trees in there that need, you know, um attention. Um but just the ones hanging over the path were phase one. And then we did a GMS HVAC control upgrade. So we upgraded the old outdated train system uh to a newer um based program. Summer projects for 2026. Um we have the Highland View art room um flooring project. Um, so that art room um was carpeted um and carpeting is not uh great for an art room space um with glitter, glue, paint. Um so we are putting um the maintenance-free tile in there um so no stripping, no waxing um somewhat like we have out in the the hallway here. >> Would it be helpful if I skipped to some of the pictures? Yeah,

089that'd be great. Yeah. >> So, yeah, here's just a picture of the art room. Um, so you can see um the carpeting floor. Um, it looks u much worse closer up, but uh yeah, so that's a project um that's happening this summer. Um next one is a D district patch and seal again and striping of all our lots. Um so they'll come through and they'll patch all the cracks. Um and then they'll do a fresh seal coat um and reline. Next one we got the high school upper gym balcony ADA ramp. Um so right here we're going to be putting a ramp in. um on the right hand side here. Um and it'll stretch out to probably the corner of that that picture and extend out into the hallway as well to get that pitch

090um that we need to have that ramp in there. Um so that'll be great. We do have bleachers up here that are used for sporting events, uh assemblies, and now it'll be great to have that area accessible um for staff and students. Um, as part of that PM, HVAC PM, um, we are going to, um, hit some critical repairs, um, on some of our HVAC equipment, um, this summer. Um, I believe it's just under about $90,000 is the price tag um, on that. Um so over the years in our PM program we have identified some um critical areas on some pieces of equipment um that need to get addressed this summer. Um so um we are going to make those uh those repairs. Um we are also be going to be completing uh our retro

091commissioning project. Um, so that was an incentive we had um through Focus on Energy um where we got 10 cents back from Focus on Energy uh per square foot if we were able to show that we could reduce our energy by 1%. Um so we're working with a uh recommissioning firm on that. Um we have our uh probably our final meeting with them on June 8th um to go over the equipment at um the middle school and College Park. Um we already had a meeting with Train um to do the high school uh Highland View in Canterbury. Um so they're going through each piece of equipment um and making sure that they're operating at their optimal per performance while um being as efficient as they can um in the process. Um and that's a focus

092on energy program um that we're going through on that. Next we have uh Gavinsky Stadium under bleacher lighting. So, if you've been to um a football game or a soccer game or band performance, um underneath the bleachers, there is uh dimly lit. Um so, it was part of the safety team um priority to get some better lighting under there as two of our four exits out of the bleachers do empty out underneath uh the bleachers into this dimly lit area. Um, so that'll be a project to brighten that up um to make it safer for uh um the people at the events. And Canterbury east side exterior lighting. Um so this east side um new construction uh on Canterbury has no building lights on it. um which makes that walkway right next to the building

093or this drive coming up from the middle school um very dark um at night. So just as a security and safety standard, we're going to put four wall packs on that side of um Canterbury to brighten that up. We touched a little on energy management. Um, oh, did I I think I might have missed one. Sorry. Brinkman 2 parking lot. Yeah, we touched base on that with uh with pastor earlier. Um, this is the condition of that lot in between the two baseball fields. Um, that we have that agreement with uh the church. Um, as you can see, it's it's beat up. Um, unrepable right now. Um and we were uh fortunate enough to um have a great partnership with uh the village um and were able to uh include this project in that whole

094Southway um project um as well. So while the equipment's here and the manpower is here, they're going to tackle that one um and that'll be nice. Thank you for going back. >> Yeah, for sure. energy management. We touched on a little bit. Um uh this is an ongoing battle um with energy savings. Um so, uh we installed dent meters that gives us real-time usage. Um so we can go on and um focus in on one piece of equipment and see that real time effect um by turning it on and off on our energy uses. um great tool for reducing energy. Um we've been really aggressive on HVAC scheduling. Um I know before um we started this energy management. our bills were our buildings were kind of open from, you know, 6:00 a.m. to um 10:00

095p.m. Um now daily I'm going on there and looking at scheduling um and seeing when I can shut things to unoccupied um when if there's no um events going on on in that building or in that special area of the building. Um optimizing heating and cooling discharge temperatures. So just raising or lowering one or two degrees um can be a huge saving savings. Um chiller run times um off peak. Um so starting our starting our HVAC units and our chillers um on cooling days at 4:30 a.m. um to cool the space um at off peak times um instead of at um 7:00 or 8:00 when the students come in. So when the students come in the goal is to have the space at temperature um and then we just need to maintain that through the

096day um instead of um aggressively cooling that optimizing space set points. So this is like your classroom set points. Um you know if um cooling set points are you know 72° you know could we go to 73° or if heating set points are at you know 71° could we go 70° and just playing with that to see that that change and how we can save some um some money on energy and chiller enable set points. Um so cutting our chiller um our chiller set uh cut offs at 60°. So anything below 60° they won't fire um just to to save that um cost. So from May 24 to May 25 um we were able to save about $26,41341. And the next slide shows the 2526 savings throughout the month. Um, and we were able to

097increase that to 30 31,837 um,28 cents. And that's just at the high school. Um, we don't have the dent meters at the other schools. Um, but we are molding the other schools like the high school. Um, so that's hopefully some energy savings there. Last slide I have is district vehicle needs. And I know we we touched base on this I believe um, last year. um a maintenance truck um with a plow um for doing our lots. Um we're in need of a box truck with a lift. Um that truck is used for delivery of food um around the district. Um a minivan to replace the 2012 minivan we have now. And then a school bus are the needs for um district vehicle needs. And that's it. Uh any questions? Thank you. This is very thorough.

098>> Really appreciate it and appreciate the investment in all the cost savings, too, because >> um we see Jonathan crunching the numbers and making magic happen and you're a part of that. >> So, thank you. >> You got it. >> All right. Thank you guys. Thank you. >> Have a good night. >> Yep. Thanks. >> All right. and then we will move on to budget amendments. >> So included in your packet is background information on additional budget transfers. Um this would be the last set of budget transfers we'd bring forward for the fiscal year because it'll end on June 30th. Um but wanted to give some additional feedback on a few transfers. Um this board finance committee is not met in June, but we would plan to bring forward additional information after this discussion when

099we meet next week before this comes back for board approval on June 15th. Um one of the biggest items that we were still trying to tackle is budget transfers that would related to the city closure for the village. So, there was a payment that was made midyear this year for $711,000. Um, we had previous conversation with the board finance committee about that and how to utilize that funding because it's one-time funding coming into the district. Um and we got feedback from that team to consider a mix of priority capital projects that are needed for the district as well as looking at financial sustainability. So whether that's within fund balance um andor um uh being able to offset tax levy with fund 39 and how um the board's able to um uh kind of manage that

100levy a bit and thinking about the total tax levy. So there's about $711,000 there. Um we took a look at that in the budget transfers. One of the things that we've been tracking is health insurance and we're still tracking um over $300,000 over budget. And so within the um budget transfers here, we show funds being realigned to be able to set aside funding to pay for any overage within that health insurance budget and try to maintain the board's original target of restoring $400,000 to fund balance. Um another item would be Mr. Kums talked about um paying for a sound barrier on the west side of the high school campus. So setting aside additional funds, we thought it was important to move forward with that project um in as timely a manner as we could um

101and realign funds for that. Um Mr. Kums also talked about a couple other uh items that would be needed that we would try to bring forward final proposal for those in the month of June and that would be replacement of food service box truck as well as a second maintenance truck. So, it was within the last year, year and a half that the um it was this current budget that the district replaced one of those maintenance vehicles, but they're both, you know, circa about 25 years old at this point. So, trying to tackle those two. Um we've written a a grant in the last year to pay for an additional minivan. I think there's another grant that's coming for transition um readiness that we would be applying for a grant and we set aside within

102the preliminary budget some matching local funds for minivan. So that would cover three of the four vehicles Mr. Kums identified. We get to the bus itself and have looked at costs. those costs can be um well over a h 100,000 can be over 150,000 and the best way we believe to tackle that going forward is some type of lease agreement for what we believe to be the life of that vehicle rather than trying to purchase that outright. So we would bring forward a a plan with that and then budgetarily we could um navigate that. Um, there's also a couple other options here to transfer some funds to fund 39 from that TIFF funding. That would allow the board flexibility in terms of managing overall tax levy. Um, as well as um, uh, realigning some money

103to prepay a portion of the state trust fund loan that we have here. that would really create flexibility for contingency within um facility maintenance projects within the district for this next year if we were able to pay a portion of um general fund obligations now. So we're trying to show us kind of that mix of like financial stability and trying to address some of the vehicle and capital needs uh that we currently have within the budget. Beyond that work, we're also showing um budget transfers that are happening within like different function codes. So, um function codes would be just like different usage areas. So, is it like professional development? Is it being moved from the professional development side to an instructional code? So, there's some money that goes back and forth at the end of

104the year between building budgets and departmental level budgets. So, we've identified all of that. We also received an update for the Woodland Conference on their final um budget for the 2526 school year. So, we're showing um that and um then within those health insurance adjustments showing uh needed fund transfers between different funds. So if we have additional health insurance expenses for this year, that means a portion of that will happen within the special education fund, which means you need to move additional funds from operations to fund 27. So when you look at the spreadsheet, that's some of that additional information there. So with that, happy to take feedback from the board on your thoughts um on these budget adjustments. And then, as I mentioned, we'll have additional discussion next week with the board finance committee

105about that um before we'd bring forward final recommendations for the 15th. >> Any questions for Jonathan? >> I'm not seeing any. Looks good. Yep. Thank you. All right. Uh we will move on to the legislative update. >> I don't have any at this time. That works. Uh, moving on to board committee updates. Um, I guess >> education foundation is working on the schools out event. >> Only thing I have on the village side is uh there's a new trustee named Karinda for two years because she's taken over Matt's cell spot. Anyone else? Nope. All right. Uh, professional board development. Anything? Nope. All right. And then, uh, board calendar. >> Uh, the next two weeks before your next board meeting, there's a lot of activities for end of school, including 8th grade promotion event on Wednesday,

106June 10th in the evening. This week is filled with middle school concerts. Uh the board finance committee is meeting on the 10th and last day of school with the schools out event in the evening on June 11th. And of course we'll all be together for graduation on June 13th. >> All right. And comments from visitors. Oh. Okay. All right. We will um adjourn and we will be moving into close session. Uh so we will need a motion to go into close session. >> I move the board to enter a close session under Wisconsin statutes 19.851D considering strategy for crime detection and prevention specifically to review camera maps and lighting. G conferring with legal counsel for the governmental body who is rendering oral written advice concerning strategy to be adopted with the body to respect litigation

107in which it is or is likely to become involved. Specifically to review a grievanc considering employment, promotion, compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility specifically supplemental conversation for support staff. >> I second. >> We'll all right we'll do a roll call. >> Yes. All right. Motion passes and we will be back June 15th.