1-12-2026 School Board Meeting

001Republic for it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, we'll start off tonight's meeting with Panther Pride Canterbury. >> Do we have a >> Hello everyone? >> Hold on just a second. We have a microphone. [laughter] >> There you go. Thank you. That microphone's not going to work. [laughter] Testing. Testing. There you go. I got testing. Testing. Well, hello everyone. Good evening. My name is Shannon Clark West and I'm the proud principal of Canterbury Elementary School. Hello to everyone here in the room and everyone at home. Um, I'm really excited to share our Panther Pride presentation today. And I want us to start with just reflecting and thinking about one word and one word that you would describe math. And I see all of you, some of

002you starting to sweat already, right? I'm seeing some of the fear in some of your eyes or some of the confusion perhaps because one of the words you might have used is numbers. Math is numbers. You might have thought, well, math is shapes, isn't it? Miss Clark West, this is easy. Math is information and data. And some of you might have been like, no, no, no, no, no, no, no. And some of you guys in the audience might have also thought, math is hard. Or some of our students are like, math is easy. You might have thought that math is logical, universal, it's abstract, or concrete. And math is definitely all of those things. And what we want to talk with you about today is what all of those things look like in the life

003of a Canterbury student. And we're going to showcase their learning with math. And also, we're going to have some of our students share in the joy of math. I also have the joy of welcoming Miss Becky Meyer along with me for this presentation. She is our math specialist and math extraordinaire. So, we'll give her a little bit of snaps as she comes on up. >> Thank you. So basically I just want to talk a little bit about um our expectations for students at Canterbury and all of Greendale schools and what we um look for in our mathematicians. So we have two sets of standards. The first set are called our practice standards and those span all students kindergarten through 12th grade and these standards describe the habits of mind and skills that students should develop

004as they do mathematics. So these are pretty cumbersome. We want students to make sense of problems and persevere. Um, use appropriate tools and we want them to use them strategically. We want students to be able to reason abstractly, attend to precision, look for repeated reasoning and patterns in their work. We are looking for structure within numbers, um, modeling with mathematics, and then constructing viable arguments and appreciating and critiquing the reasoning of others. And that's a big one in our schools. We'll see students talking about their strategies and their thinking and then they compare with each other. And it's really great to see when students are learning from each other. The second part of our standards are the content standards. So these are all the skills that we want students to have mastered by the time

005they leave each grade level. And those are broken into different domains or categories. Students are working on their counting and cardality in kindergarten and then moving into operations in algebraic thinking. U mastering numbers that are in base 10 which then moves into fractions in third grade and up. Measurement and data and geometry. One of our main goals with students is to create a positive math identity. And what that means is we want students to feel good about math. We want them to have competence and interest. And we want them to have a sense of belonging within our math community. When a student has a positive math identity, they don't just do math. They see themselves as mathematicians who are capable of solving complex problems. We encourage productive struggle. We create an environment in order to

006reduce math anxiety. And we want students to believe that they can do any math so that they can then have long-term success. And speaking of some of those amazing mathematicians who have that positive math identity, we're going to be inviting about 10 students to come and share with you some of the different things that they are either learning in math, maybe a strategy, a tool that they use, and opportunities that they have for deliberate practice. So, making sure that they're reaching those standards to mastery and being able to work with each other. So, I'm going to invite all of our mathematicians to come on up. And you guys get the microphone, too. So, you're going to introduce yourself. You're say, "Hi, my name is and you're going to say what your name is and then

007what grade you're in." Okie dokie. >> My name is Albert and my grade is in kindergarten. >> Kindergarten. >> My name's Bennett Zia and I'm in fifth grade. >> My name's Belle and I'm in fourth grade. My name's Rosie and I'm in fifth grade. >> My name is Eliza and I'm in third grade. >> My name is Nora and I'm in fourth grade. >> My name's Roman and I'm in fourth grade. >> My name is Calvin and I'm in first grade. >> My name's Isabelle and I'm in kindergarten. My name's Charlotte and my name's Oh, my name's Charlene Gendzer and I'm in second grade. >> Fantastic. So, well, let's give a little warm round of applause. So, what they're going to do now is they have e, like I said, either a game, an activity,

008a tool, and they're going to come to you and share that with you for a few minutes. We'll kind of gauge the time because I said you guys get to either talk with one grown-up or two grown-ups. We have them rotate and share again and then we'll go ahead and kind of give a summary of what they all did so all the parents and all the people at home can also know what you guys are doing. Okay. So you just give us a moment. All right. All right. All right. Why don't you go ahead and get your computer [clears throat] It's important. That is your number one. They're on TV. Was that No, it's not. We can continue. That's >> Thank Not sure. It's my fault. A little less on this one. Are you taking

009care of baby? >> Huh? She's been watching TV's not >> chew on her. Good job, Eliza. >> Nice job, Good job, buddy. All right. >> So, I know a couple of things I heard. I heard, "Wow, they're really great at this game. Oh my goodness, you guys are showing skills and I feel you guys are so much smarter than me. You guys heard the round of applause and excitement." And so, I appreciate all of you sharing in the joy of math with our Canterbury students. What you may recognize and kids, you might not know this then too, but that's awesome. Our teachers really, like Miss Meyer said, work very, very hard to instill a culture of growth, a safe environment for students to take risks and have multiple opportunities for deliberate practice where students are

010able to demonstrate mastery of the standards, to celebrate that growth. And that is definitely a strategy that is supported by research that deliberate practice so that students can keep on growing um in their math skills but also in all skills in classrooms. And we are definitely seeing those outcomes when we take a look at our forward exam outcomes. So students, when you guys are a little bit older and you take the forward exam, you're looking at all those greens and blues that we have high percentages of students that are achieving at or above expectations on the forward exam. In our classrooms based on the standards, we have 78% of students meeting or exceeding those expectations. We just recently took the FastBridge screener assessment and in math 89% of students are at or above the 30th

011percentile. So high levels of achievement for our students across the board. And some of you may know that we are in our curriculum review for math. And there's Yeah. Woo. [laughter] Woo. And so there's a variety of different um math curricular math materials that we are going to be using and piloting. So kids, math might look a little different in classrooms for just a little bit of time. Um, I'm very very grateful that our staff at Canbury really stepped up to this opportunity. We have 15 staff members who are like, "Pick me. I want to help really engage in this work and see to make to make sure that we're using the best materials for our students." But we know no matter what we choose, no matter what materials we put in front of students,

012we are committed to fostering an environment where students are developing a positive math identity that's grounded in the standards and have high quality practices that teachers use every day. And so with that, I first of all want to thank all of the Canterbury students and their families. So give yourselves a round of applause. [applause] I know when I I asked teachers, I said, "I need some awesome math students." And we started rattling off names and all of you guys are awesome math students. And I really really appreciate you guys coming here tonight and sharing this sharing in the joy of math with all of our community members. And a round of applause from Miss Becky Meyer. No matter where she goes, kids grow. And I just really appreciate you joining us here tonight. And thank

013you to all of you for joining in math. Any questions? Any questions? >> I just think they're happy that the math is done. [laughter] >> That's all right. Joy and math do not go together in my brain. And so it was really wonderful to see the kids light up and get excited about talking about it. >> Awesome. Thank you. >> Thanks for coming in. >> I'll just say too, um, boys and girls, does it seem like you're having fun when you're in math? Do you have fun? Yeah. Bella told me it's like you're playing games sometimes, right? So, that's great. >> Awesome. Excellent. Well, thank you again and have a wonderful rest of your evening. And you guys make sure you do your reading before bed. >> Thank you, Mrs. Clark West. >> Thank you.

014[applause] >> Gonna give it a second. You don't know where you're at. All right, we will move on to communications. >> Um, I'll begin by sharing that commace kits have been created for all of our middle and high school students learning spaces. Uh, high school staff received kits last week and middle school staff will receive kits this week. Uh, thank you to the community alliance and stronger connections grant for supporting the com kits in all of our buildings. We are excited to have COM kits used universally in all of our schools. Uh, the com kits contain uh cards that give ideas about what's on there for teachers as well as calming tools. I know that there's a couple of the fidgets that we have in the office that I use while I'm working at my

015desk. So, I know that they're helpful. Um, just little stones or textured stones, um, squeeze balls, things of that nature. So, we do have comming kits from that grant. Greenell High School announced its athletic hall of fame class of 2026. Members of the new class include former GHS athletes Mary Paspahala, I have a hard time saying that name, reader, class of 1979, and Ben Ericson from the class of 2009. Uh, Mr. Chris McKenzie, the school athletic trainer, will be honored as a friend of the Greenell High School athletics. The induction ceremony for the 2026 Hall of Fame class will take place in the school's multi-purpose room on Friday, January 23rd. A reception will begin at 5:00 p.m. and the ceremony will take place from 5:30 to 6:15 p.m. All inductees will be welcomed back to

016campus for the 700 p.m. varsity basketball game of Greenale versus Newber Eisenhower in the gym at the high school. Inductees will be recognized during the first half of the game. Uh we can't wait to welcome our kindergarten student our 4K students to Greenell schools. Priority registration for the 2627 time for learning school uh school year will begin on February 12th and go through February 26th. Morning and afternoon classes are available. Classroom placement emails will be sent to families on Thursday, March 5th. They can find information about registration on the website. So if you have a student who will be turning four before September 1st that our registration times start on February 12th and that is for um selection into morning or afternoon. The robotics team has been busy fundraising for their upcoming competition season. The

017team received the following generous donations in exchange for advertising. $250 from Peter and Jen Aggerome Aggerholm. Um $250 from RA Smith. $270.30 from Big Fish Contracting, $500 from Hometown Lawn Care, $1,500 from J&J Contractors, $2,000 from Anderson Laboratories, and $3,000 from the Gene Hos Foundation, and I think Noah might have something to say about that, Charlie. Um, and then also Chad Newton made a $600 donation to Greenell High School weight room renovation project. Thank you, Chad, for that donation. And um before the students share their updates, I just want to point out that exams start Wednesday. Uh so they are we have not had meetings go until 9:00, but at 9:00 if we are not done, they will stand up and leave. >> All right, thank you. Uh moving on to the students. >> Um

018so DECA has prepared their groupings for state students preparing projects and competitive energy for the event in Grand Geneva in late February. They are also submitting projects to receive state recognition for the Diamond Dash event recognizing chapters for completing membership development and community service events. This week is exam week for high schoolers with exam exemptions helping students opt out of classes they are succeeding in so that they can focus on exams they need to do the best on. Sources of strength in light of the stressful two weeks have distributed resources and opportunities to relax and mentally prepare for exams. Robotics participated in the Maguano first robotics kickoff, introducing the event rebuild with small yellow dodgeballs and a unique scoring process. They have begun their rigorous build season schedule too. As of today, band students returned

019from Pasadena on Friday, January 2nd after performing at Bandfest and marching in the 137th annual tournament at Roses Parade. Winter sports are continuing with girls and guys basketball playing this Friday at Greenfield and ski and snowboarding club recruiting new people and planning trips. Girls soccer is preparing for its spring season starting with open gyms. The digital announcement group's GTV is holding a logo contest where the winning design will be will win a gift card. Juniors are invited to a 60-minute practice ACT event on Saturday, January 24th to prepare for the upcoming test. Greeno High School's winter musical, Alice by Heart, was performed last week and was very successful. The student equity team has had several meetings preparing materials for the Black History Month in February. >> All right, thank you. You two [clears throat] uh

020moving on to questions or uh comments from visitors. You have anyone that wants to I got a little spiel here. I got a >> happy to listen to it. >> All right. Welcome to all those who will be speaking this evening. We'd like to remind you that the school board meetings are for the purpose of carrying on the business of the district. 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 a citizen comment. Uh 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 one time. Individuals who will be speaking will be limited to three minutes. Citizen comments are

021limited 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 items 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. Thank you. >> Mary Grogan, 4962 Sutton Lane. Good evening, President Kleusca,

022Superintendent Amidzik, Vice President Tasha Hughes, Treasurer Bach, and Secretary Settle. On the Tuesday before Christmas, I met my 85year-old dad and my special needs sister at the St. Vincent Depal Southside Kitchen on the 10 on 10th in Greenfield. We were there with a group of people who signed up to serve donated meals from that samore a home uh to approximately 200 homeless guests in the area. We were there with volunteers from St. Mary's Catholic Church in Hell's Corners, students from St. Anony's High School in Milwaukee, and there were two Greenell High School students there. One was a senior and one was a recent graduate. As any good leader knows, fostering empathy and a sincere caring for others is what true leaders do. So, I wanted to give you a compliment on the servant leaders that

023you are growing here in Greenale. I'd also like to thank Meline and Noah who are practicing student servant leadership by sitting on this board of education. Happy senior year and happy 2026 to all of you. Thank you. >> Thank you. Anyone else? >> All right. We'll move on to approving the meeting minutes from uh the December 1st, 2025 regular meeting and the December 15th, 2025 special meeting minutes. I move approval of the December 1st, 2025 regular meeting minutes and the December 15, 2025 closed session meeting minutes as presented in agenda item 1.1. >> I'll second. >> All right, we have a motion in in a second. If there's no questions or comments, we'll do a roll call. >> Yes. >> And I'm Yes. Motion passes. Uh moving on to Jonathan with the financial reports. Included

024in your packets was financial information for the months of November and December of 2025. We reviewed the financials for the month of November. Um overall the revenues were where we would expect those to be. The operational revenues were at 9.7% of budget. Um on the expenditure side, uh we were about $400,000 ahead on expenses. and we've talked about that at um prior meetings and there's notes included in terms of some of those um individual expenses that are higher at this point in the year uh year to date. Um and then on the fund 21 donation gifts and student activity funds, um we've just noticed over the last couple years that we've had more activity for funds coming in and out of of that uh student activity fund, fund 21. Um for the month of December,

025we showed revenues of 22.43% of our operating revenue budget for the year. The month of December is where we have our first um I should say second large state aid payment of the year. Um, and that aid payment was lower than the aid payment in December of 2024. And so you see the year-to- date revenue um amount is slightly lower with a larger portion of revenue under the revenue limit coming from um taxes versus state aid. In this year's budget, uh you see that the revenues to date are about 500,000 below where we were last year. Given the mix, um under the revenue cap, that's about where we would expect that to be. On the expenditure side, you see the expenses are a little bit tighter. So, uh in the prior month, we were at

026a difference of about 400,000 year-over-year. Here, it's about 300,000. So, we're at 34.92% of expenses. Again, when we look at the budget overall, we're right about where we would expect to be at this point in the year and still continuing to target um that surplus budget to add about 1% of fund balance reserves. Um the community service fund, we see a little bit um additional in terms of expenses uh there on year to date and we made note of that in terms of some of the field upgrades. um wrapping up those projects that uh mainly happened in the 2025 year, the 2024 25 year, but some of those went into the end of summer of 2025. Uh this information was reviewed at the board finance committee meeting last week, Wednesday. There were no additional questions

027or concerns, but happy to take questions that the board would have this evening. >> Any questions for Jonathan? Not seen any. Thanks, Jonathan. >> Thank you. >> All right, we will move on to approving the checks and dispersements. >> I move the approval of the checks and dispersements in the amount of fi 5,668,7522 as presented in agenda item 2.2. >> I second. >> We have a motion and a second. We'll do a roll call. >> Yes. >> And I'm yes. Motion passes. Uh moving on to approving uh personnel. >> You have um two personnel items in front of you. A teacher resignation and uh two non-renewing teacher appointments to begin at the semester. Um administration recommends approval of the teacher resignation under the terms of the contract and the staff handbook and recommends approval of

028the two non-renewing teacher appointments. We [clears throat] are looking for a motion. >> I move approval of the teacher resignation and the non-renewing teacher appointments as presented in agenda item 4.1 A and B. Second. >> Uh we have a motion and a second if there's any questions. Kathy? >> Nope. No questions. >> Okay. No one else has any questions. Then we'll do a roll call. >> Yes. Yes. >> Yes. And I am Yes. Motion passes. Uh, >> I recommend a reordering of the agenda to move agenda item 5.4, Greenale Global Academy update, ahead of item 5.1. >> All right. Uh, we are looking for a motion to move 5.4, the Greenale Global Academy update up to 5.1 ahead of the resolutions. Looking for a motion. >> I'll move approval to move item 5.4 to the

029top of the agenda above 5.1. >> I'll second. We'll do a roll call. >> Yes. Yes. >> And I'm yes. Motion passes. So, moving on to the Greenale Global Academy update. >> So, at the beginning of this school year, uh the school board approved an appointment of a committee to uh explore and pilot Greenell Global Academy, which uh is in the process of moving towards charter status. So, I'm going to begin by turning it over to Chris Del Pante, who is the um administrator responsible for overseeing Greenell Global Academy and its programming to provide some updates on what has happened since this summer. >> Good evening everyone. Thanks so much for having us. Um we want to present um just a quick update on what's been going on um with Greenell Global Academy. Um we

030have some guests as well who've joined us and we'll introduce everybody in a little bit too. Um we came before you last year um and with our desire to want to start and launch a new charter school here in the district and since then we've been we've been working toward building that I'm building out an idea and a concept with a pilot program as well. Our purpose is that we as Greenell Global Academy are on the journey to becoming a free public 612 charter school within Greenell schools. Our vision is that every student um thrives locally and globally. And our mission is to cultivate a vibrant learning community of diverse learners where the genius within every student is recognized and nurtured through flexible and student-driven pathways. Each learner is empowered to shape their own educational

031journey while exploring their interests and preparing for a future aligned with their unique goals. And what we highlighted on here is truly every student, but also a focus on flexible and studentdriven pathways, which is a primary learning vehicle that we are preparing to launch in Greenell Global. Our path so far, uh, back in the fall of 2023, the district developed a goal for innovation. Um, and throughout the time, the year calendar year time from fall of 2023 to 2024, we just started to explore what that could look like. We engaged some stakeholders and um staff member and community focus groups and that is where the idea of of a new charter school um with the the mission of Greenell Global came about. Uh fast forward to the spring of 2025, we spoke to you last

032year. Um you granted us approval to continue this work and we are very appreciative of that. Uh we submitted a grant um for charter school funding and we did not get that grant. Um so we went back to the drawing table and we made a lot of enhancements and improvements and we're going to resubmit that grant this year. Um one of the biggest things we did is we formed a governance board. Um our governance board members are here um supporting us tonight. Uh we also did things like a school visit and we developed a pilot program which you'll learn about in a little bit too. Uh the school that we visited was Options Academy in Elhorn. from the summer of 2025 to the fall of 2025, we then kind of began doing the things formally

033that a charter school um or a program and then a governance board would do and that is we've adopted bylaws um governing processes and policies and we have incorporated as a board. We've created a mission vision and beliefs and also promotional and branding materials some of which you do see um on our slides. And then the big thing is we launched a pilot program including partnering with Arizona State University Prep Digital um and a lot of engagement with families and learning as we go on what they would like in a learning experience like this. Um our pilot program I'd like to call up um Miss Marita Theal who is a um governance board member but also um what our success coach for Greenell Global. >> Hello. So I'm here to kind of talk about I'm

034the one who's um daytoday with the students. So just to kind of talk about the pilot program in and of itself. Um so the day-to-day contact that I have with these first semester eight students and coming up on second semester we're going to have 15 total nine new students to add to the group. Um so it's talking with the students, their parents, the ASU um staff and their te and the teachers that are um a part of ASU. So the purpose of having the pilot program is to lay a foundation for uh where we're going and what kind of get an idea and how we can um take this group and make changes that need to occur so that we can best uh serve the students that are interested in our program. [snorts] Um so

035the the other part about this whole um concept of the pilot program is uh to have the students have choice in how they receive their education. And um they have options for being fully virtual or they could be partially virtual and choose two classes, one or two classes in person at Greenale High School or middle school. Um and then the other option would be if they don't see something that fits their needs or their interests, we can create along with them um an independent study. So my role as success coach is really to help the kids develop the skills that they need to um to be a learner in the virtual environment. We've noticed kind of that the [snorts] con coming from an in-person environment to um some virtual classes there's there's a need for

036different skills in order to be successful. So some of those skills might be um time management. Um I laugh because they all you know all students can benefit from that. Um critical thinking, planning, problem solving, prioritizing um being able to adapt to the new environment [snorts] and um the emotional intelligence. I think a big part of that too is understanding and communicating with people and trying to um make relationships with their teachers and with their success coach. So um that is all I have for the pilot program. I think you'll have opportunities for questions as we get to the next steps. Thank you. >> Thank you, Marita. And Marita's done a fantastic job. She is really uh day-to-day meeting with students and helping us to to really capture what we want this to look like

037and she has done a great job of building those relationships with students and families. So, where are we going? So, we're here tonight to give you an update. Um but kind of the next step um pending approval is to request authorization of the charter which Dr. Amidzik will talk about in a little bit. Um but our vision then going into the summer of 2026, again pending approval, um is launching our semester 2 pilot program, which we are working on right now and we do have 15 students, um nine of which are new students to the program. Um we will be submitting our second charter school grant application and we're confident this time that hopefully it's good news um based on the revisions that we've made. Um a lot of enrollment outreach and promotion. We're going

038to be launching a postcard campaign coming up um and reaching out to pupil services to see about any interested students who would like to join. Um and then a lot of planning, a lot of planning that has to go in for launch next year and then hopefully we can come before you next school year um with a full launch of a of Greenell Global as a charter school within the district. Um, I wanted to save this slide for last because um, there's a lot of great people who are behind this effort and I wanted to introduce to you um, first of all our governance board and so um, some of these people you might actually recognize. Um, so we have Thor Miscoco our president, Joe um, Erin Dart our vice president, Joe Crapo our secretary

039treasurer, Esther Keepert a member um, and then Marita Theo is a member as well. Marita is a success coach. Um, I do serve as the administrator and then um, we also have Dr. Dr. Kim Midzek who's been present at our meetings and has been instrumental in planning and Tasha Hughes who's been our liaison to the board of education and we thank you for your um insight and feedback as well throughout this process. I do want to call up Erin to give a couple comments as she serves not just as our governance board member but as the parent of a student as well. >> Good evening. Thank you. Um so as Chris said I am Aaron Dummer. I am the vice president of the governance board um for Greenell Global Academy, but tonight I'm speaking not

040only as uh a board member, but also as a current parent within the program. Um my daughter is a sophomore with Greenell Global Academy. She's currently taking one in-person class and all of the rest of her classes she's doing through independent study. Um let's see. Oh, okay. In addition to that, she is very involved with the school community. uh which I think is one of the great benefits of being able to have this model. Um so she is involved in um student council. She's the sophomore class representative. She's involved in the theater program. She and I are going to also be taking the um choir and orchestra trip to New Orleans this year. So she's able to be a full part of the community without having to be in the building all the time. And

041for her that's really, really valuable. that makes her feel like a regular kid um where she wasn't feeling that way always when she was uh was struggling a little more to stay in school. Um so the um the primary reason that we signed on for this in the first place um is because she struggles um to be in school full-time. She has some medical conditions that make it really difficult and then add on to that a lot of mis days and a lot of makeup work and a lot of stress and it's a snowball effect. And so we've really struggled along the way. Um and so this model allows her to create something that really works for her and still gives her the type of education she really deserves. Um, I mentioned that she does

042a lot of her classes as independent study and to me that's a really important option for this program. Um, not everyone is cut out exactly for just virtual or just an in-person and u she struggles with dyslexia. She never qualified for the IEP for on the state standards. And I think we have a lot of students in our in our district and in general that need support but don't qualify for a lot of, you know, the more of support that that they could could get otherwise. And so for her that's really important because we can design independent study with the support of the staff and um and with Marita our su success coach to make sure that that she's getting an education that is right for her that's meeting her goals but also that that

043really supports her academically and her strengths. And I think there's a lot of students in the district and in general that really need to be recognized for how smart they really are and how gifted they are. And sometimes our regular model doesn't really doesn't really fit that. Um and so it's I think from my perspective as a parent, it's been very successful. She's been doing very well. She's meeting all of her goals. We'll be turning in all of her final projects this week. Um, and so from our parent perspective, this has really been a win. Um, and I'd like to thank our governance board and our administrative staff, Dr. Amidzik and all of you for being so supportive and open to this idea. Um, it really is different and um it it is really more

044than just switching to, you know, a virtual option for some kids. We really are trying to make this something that is um really unique and flexible. and it's not easy, but we really do appreciate all of the all of the support that you've you've given us so far. Well, thank you. >> Thank you, Erin, and thank you to our governance board for being here and again to Dr. Midzik, um to Tasha and to um to Marita as well. So, with that said, before we turn it over to Dr. Emitiz um to talk about the charter. We wanted to open up if you had any questions at all um at this stage in the process. >> Any questions for Mr. Delpante? Go ahead. >> Um thank you Mr. Delpante and I want to thank you Aaron

045for your testimonial um how personally this has touched your life because that's the stories we want to hear out of this. Um when we in Greenale one of our sayings is that we all means all and so the fact that we are reaching another body of students through this I think that enlightens all of us. So thank you for sharing your personal story. Um to all of you for serving on this as well. I want to thank you and I want to thank Dr. Midzik, uh, Crystal Del Panti, um, not getting the grant initially did not stop you and I I just commend you so much because a lot of times when we hear no for an answer, we can stop and and end it there, but you guys are proceeding. So, I just want

046to thank you for that. Um, I was just looking on our website. I I obviously search Greenell Global, you can find it, but I was looking under the school list and I guess my question there is why is this not currently listed under the schools? And is that a place we want to put that? So, is it just because we're in the formation right now? Um because I I do think it it could hit a body of audience that maybe isn't aware yet. >> So, I got it, Chris. Yeah. Um it is a program within Greenell Middle School and Greenell High School until the charter is approved and it separates as an independent school. It will be a program within Greenell Middle School, Greenell High School. So um we'll present and share the charter that

047the board is proposing um be formed and once that happens then you are approving essentially an independent school that will be equal to the other schools in the district but it will operate slightly differently because there will be a governance board that oversees it makes decisions for the Greenell Global School that gets approval or um support from you and that's what's outlined in the charter. So it is not a separate school yet. >> Yet. Okay. >> Thank you. Um was there any feedback from the students that did not continue to the second semester or a reason why just I mean they could be obviously just moving or other options but >> yeah I think um fit is key and I think with some students um the the manner in which I don't want to say

048the manner but um some of them the the change to a completely virtual environment was a lot for them and I think um what we learned along the way is you know virtual is very popular right now for the students in our pilot program, but it's also presenting some other options as well. And I think some of them that fit just wasn't there. Um, and I think they realized that I think more of a traditional setting um would be good um for them. And so that was one of the big things. I think too for some families um you know, they might have wanted to start this for one semester, see what it's like um because this is really new. And when they got to second semester, you know, a few a few students were

049like, I think again the fit would be better if we just went back to in person. And so there's kind of that feeling out process. And the key with a program like this is that you build in processes that would allow an easy transfer um back to the school because again they are our students. Um this was just one option for them um as well. >> Any other questions? >> I love the logo. >> That's a Dr. Midzik and um >> no it's not we [laughter] we did work with a small committee to um develop a logo with a graphic designer so it's very welcoming and happy and I love it. >> Could I just ask one more question um regarding students that are coming into our schools? How like is there a percentage of

050that right now or how many I know Erin shared that her daughter is I saw her in the play this weekend. Um, but I'm wondering like like and that might be a Marita question even just like the coaching to um give them those opportunities. You serve almost like a guidance counselor to them. I'm guessing >> yes. So what is your exact question like what >> so how do we um how are we going about making sure that they are you know knowing that there are opportunities to come in person and what what amount of students at this point are engaging in any of the in-person classes. >> Okay. Um, so the new ones coming in, a lot of that group, that group of nine, um, are coming in for the reasons of not being able

051to be in the school environment. So, they do mostly want fully virtual or like banned or something like that, maybe one class. Prior to that, we had some that were doing two classes in the building. So this group is could be somewhat unique in that I think their learning style or their medical conditions or what have you don't allow them to be in the school building >> from the f from first semester about half of them took a class in the building. >> Okay. >> Right. That's accurate. >> Yeah. >> Thank you. Yep. All right, it looks like all the questions are have been asked. So, um what is linked in the packet is a draft of a recommended charter contract. Um this is the uh we worked with the Wisconsin Resource Center for Charter

052Schools. Um they are sometimes people say works which is hard to understand where that acronym comes from but um we worked with works um to incorporate the board as a a non-stock company which is required to charter um and we also worked with them for some legal guidance and used a model contract that uh works has developed and vetted uh through a legal resource and made some decisions and decision points that were there that we're recommending to move forward. I'd like to draw your attention to what page is that? Page six of the charter contract where it talks about um the Nope, that's not it. That's not the one I wanted. I skipped I pulled back. It's page five. Um, so the charter school will be what's called an instrumentality of the Greenell school district.

053So it will be a school within Greenell schools that operates um independently of the school district but has interactions with the school district. So this contract outlines that the funds that come into the charter school will be held within Greenell school's accounts and um controlled by the governance board. So when a student is enrolled in the school, they will be reported as a resident student or an open enrollment student and the revenue associated with the student will come into the school district and be distributed to the governance board to allocate to the students within their school. So that is why there's an important con that's an important contract element is that we are the Greenell school district is the organization that collects the revenue and distributes it to the school. We will also be providing

054um part of this contract outlines that we the Greenell School District carries insurance and for all of those purposes that they will be considered part of Greenell school district but they also have independent um liabilities and insuranceances that may be there that are part of this. So that is why that is an important part of the contract. There is information in here in the contract about how students will be selected into the charter. So it will be an application process in here that is on page seven where there is uh requirements for admission that they can apply to the school. They need to be in grades 6 through 8 and they will be randomly selected uh for the 2627 school year. The target number that the charter board has discussed is 50. So there are

05550 seats available in the charter. We have 15 students that are do participating in the program second semester. They would be given priority um to uh be placed in the charter school or to be enrolled in the charter school next year. Children of founders, governing board members may be given preference in the selection process but may not be more than 10% of the total enrollment. Greenell residents and students currently attending another Greenell school. So there's priorities for those students to be enrolled. Uh once those enrollments are issued, they will need to have if they do not reside in the district, they will need to apply for the open enrollment status. So that's all going to happen over the course of the spring. So there's a lot more in here. That's a brief overview. the we'll

056be looking to get approval of the charter contract at the January 26th meeting and um so you have some time to review it to look into it think about things that you might have questions on and have questions or concerns about and we'll be seeking approval at the January 26th meeting that gives them the ability to apply for a grant as an independent organization and then that grant would come into the schools to be housed. It is from a financial perspective self-funding because the revenue for the students is used to pay for the instructional resources for students including staffing etc. And so that budget operates independently. Um and then the grant money would be for some of the setup charges around virtual conferencing. There's a number of things that we have within that grant. So

057um that's a that is a little bit of information not all the information. It is a long contract and worth a read. >> Any questions about that? >> I have one quick one. >> Yeah. >> So, um, uh, and this is based off something Mrs. Dmerret said. If if a student needed to enroll for a short period, like for one semester, because of any number of conditions, and they were a Greenale student, would they be allowed to enroll for that semester, deal with what they needed to deal with, not fall behind, and then go back into the standard learning if they needed to or wanted to >> if there's space available. So if for example there are 50 seats available and for the school year we have 47 students who are admitted and enrolled and

058there's no weight list then a student could >> apply to come in for that second semester or whatever. So yes there would be some flexibility that could be something that after the first year of the charter you might say we want to talk about this. Um so the law says that they have to identify how many seats are available and if the number of applicants exceeds the number of seats then that would be a random selection and a weight list procedure. But yes, that's part of the beauty of this and hopefully within as the years go on we'll be better at at projecting what enrollments we'll need to accommodate some of those needs. And again one of the priority areas on that selection process is currently attending a Greenell school. So, if sometime this spring

059a student's like, "Oh my goodness, I'm going to need some different level of engagement like that everyday attendance is hard because of this medical condition or this concern." Then they would apply to be in that pool and have priority. >> Any other questions? No. All right. Thank you guys for coming in. >> Have a good night. >> Thank you guys. Thank you. >> Thank you guys. >> All right. So, we are moving on to the uh WASBY resolutions. There are 11 resolutions in there and I suggest that the board discuss um how they would like the delegate to vote. Originally, um Christy was assigned as the delegate, but due to some scheduling conflicts with work, she is not able to attend. So, if we can identify who's going to go and then advise on how

060to vote, that would be great. >> Right. This is during the convention. >> This is during the convention. This is next week, Wednesday, uh, starting at 1:00 p.m. >> I'll volunteer. >> Thank you. Very good. >> Thank you, Brad. That was nice. [laughter] >> All right, Tasha, put on his stocks. [laughter] We learned some things. So, the resolutions that you're looking at are in the packet linked and they start on page >> six, seven. >> Don't say that. >> You did not. >> I did say I said it. I said it. Sorry. >> You start on page two. [laughter] >> I did say that. >> Actually, it says five. Um, it's numbered two on the page, but if you look on the left side, it's page five. >> No. So, [laughter] >> um, is there

061any any resolution that stood out to anyone? >> Well, we are going to have to talk about resolutions 10 and 11. Uh, because there is one is opposing and one is supporting um the hold on I got to pull it up decoupling. And >> shouldn't we just go through all of them and vote? I mean, just start from the top. Yes, >> we can. Yeah, that's fine. I I know for sure those two we have to make a decision between the two. >> All right. So, we'll start with opposing the removal of caps from the Wisconsin Parental Choice Program. >> Oh, >> that's going to increase the number of students that are eligible for vouchers. And you have um vouchers are a direct tax at this point. So going above 10% could increase cost to

062taxpayers. >> Does anyone have a strong opinion on that? >> Well, I think we should vote for it, right? >> Support it because it's >> we want to support the opposition. >> Yes. [laughter] >> That's correct. That's what it says. So >> So that one is a yes. Do you have that, Brian? >> You get him. Write those down. >> Yeah, maybe write them down. So, >> I'm making a mental note. >> Christie is taking minutes and she can provide you with those notes. >> Christy Helmanc. >> Yeah. Not not the other one. [laughter] The other one. >> All right. So, the next one we will move on to is the revisions to the school district and school report card process. >> Do you have a preference, Maggie? Okay, >> we should support this. [laughter]

063>> Yes. >> Wow. >> You want to ask me why? >> Any reason why? >> Um, I think it's really um important to get more voice around the report card changes. I also think it'd be really helpful for families to have more transparency around fiscal needs, which is um D on that um resolution. And then also um the there is some inequity around how in which a school that has very little student achievement can be a four-star school because they have um have high growth because of their frame reduced um lunch status which is not supported by research. So, I definitely think that um this resolution would support our um goals in Greenale, but also like good teaching and learning at a statewide level. >> Do you have a preference as to uh Cattle Marine

064or New London, or is what are what are you seeing those differences? Um, I would mean I don't really see a huge difference between other than number four. Um they just really added um kettle mering just wanted to keep the information around extracurricular involvement which is already part of the >> report card >> and the fiscal is in there too. >> Yeah, I think that kettle marine is more robust than looking at more additional >> looking at more factors that I think are important to success of a school district. >> Okay. So I'm not like a pub. >> Yeah. So, kettle marine. >> Yeah. >> Marine. Okay. >> So, we're in agreement. >> All right. Moving on to number three, uh, which is the amendment to the resolution uh, 5.22, the funds distribution. Anyone with

065expertise? So, this is really in here to talk about the uh [snorts] the reading committee and that the legislature is retaining decision-making power over distributions of funds. So, this um is if you look at it, it says WASB supports state educational agency supervision and distribution of all federal education funds if federal funding is coming from the US Department of Education. So, what they're trying to do is retain the power to manage those funds at the DPI. That is what they're recommending. I do not have an opinion on this. >> How do we feel about that? Anyone? >> I'm okay with it. >> Would it make sense? Brian, >> I say, is there currently an issue with the finances being held up at all? >> Yes. Yes. I mean, it took two years for us to

066get paid the reading funds. >> But those were that was a state. >> That was state allocated. That's correct. >> But was it from federal though? >> Is this I guess I'm seeing the clarification for the federal to >> but is it still is it clarifying for state as well >> that way? The most recent was the hold up in title two, three, and four funding um that led right into the beginning of the school year. It was later um fully released. Um so we we've talked about this at length in terms of how much we receive in federal revenue and what potentially is at stake. Um, and also we talked with the board finance committee about kind of pivot points, pivot options that exist. And it was one of the reasons the board finance

067committee supported a surplus budget is just the unknown in terms of federal funding that if things change, the board should have options to navigate to sustained programming. Um, that's not a direct answer to the question here, but that's just more information. All right. So, we're comfortable with that then? >> Yeah. Yes. I would rather have the DPI control. >> Well, I'm just wondering because it's like DPI has like they're talking about the federal funding, but all that's been held up at the federal level with my understanding just which this resolution would do nothing to change. Correct. >> Well, this resolution none of the resolutions would actually change it. >> Yeah. But I'm saying like you say [laughter] like we say in support like the state's not been holding the federal money. the federal government's been

068holding the federal money recently. >> So even if they say yes, we you know we make that resolution to support the pass through >> that's not a situation that's happened in Wisconsin yet. It's just been the federal holding the money to the schools. Correct. >> I believe so. Okay. >> Anyone else has any addition? >> I mean I don't have a problem with the resolution. I'm just trying to clarify and make sure that >> Yeah. >> Like I didn't think our state was holding anything back. >> Yeah. >> They're passing it through. Just like you said, the small grants and stuff like that have come up. But >> yeah. >> Okay. >> All right. Uh, moving on to number four, the amendment to resolution 1.26, the authority to schedule referenda. >> So, there are rules

069in place for how many times you can go back out to referendum if a referendum fails. And this is asking that there not be restrictions on school board's authorities to put forward referendum questions on the ballot. Any opinions on this? [clears throat] >> I mean, I would support it. >> Yeah, I'm fine. >> I mean, especially if the federal funding goes away >> and they don't change our revenue formula. >> All right, >> I agree. >> Yeah, I agree. >> All right, good to go. Uh moving on to number five, the substance abuse disorder and treatment aid. >> We did get a grant this year um in partnership with the health department on opioid um what is the name of it? We just call it the opioid grant, but >> yes, that's not what we

070it's the opioid prevention grant. >> Opioid prevention grant. And so this is essentially saying that the state should establish new categorical aid to support substance um use prevention and treatment related services. Well, I because we had spoke about this earlier. Um there was federal funding and I think that was all cut this year for this type of thing and the state budget if I remember correctly kind of reduced it for this year and then next year probably be the last year for it. Oh, I think this would be a good idea. I think they're trying to find funding somehow. >> I'm fine with that. >> I'm good. Yeah. >> All right. Moving on. Number six, vocational transition for students with disabilities. >> DVR. So, um >> this is really just to support um DVR and

071school districts for transition services for students um in middle school through um graduation provide that support that's necessary and really bring those services together. >> It's not new funding. It is just um supporting so that they it doesn't disappear as a resource for students with disabilities. >> I think we're okay supporting that. >> I would agree. >> All right. Moving on. Number seven. >> So this is universal meal support essentially asking the state to cover um free meals. >> So this one I'll speak because I've been the delegate and I think it's probably come up for you. This one has kind of come up every year at the [clears throat] delegate assembly. It's pretty controversial because people are pretty split on whether all should get these meals or so I don't I don't know where

072the rest of you stand on this. Um I don't know I don't know if it'd be a Dr. Midzik question. Would that improve student success in our schools if we supported something like that? >> It is a question of what funds are available. So there is absolutely research to support that wellfed >> students perform better. Maslo's hierarchy of needs. They have to have their physical needs met before they can engage in the learning. So um absolutely there's evidence to support that eating well make sure that you are learning at high levels in school. However, that is really like the board has to determine from a whether or not that's where they want to ask for the resources to be allocated. >> I'm not going to vote against kids getting food in schools. >> Well, >>

073I don't >> my other question or point was I don't I don't know where this stands, but um as far as like the reimbursement we get for hot lunches, I think they just put a hold on the state of Minnesota. So those school districts are not going to get any reimbursement for hot lunches which for us is what like half 400,000 a year Jonathan. >> Um so I if we can't like we need something predictable right and that we can rely on I mean this is not why this was written but this is where my mind's going considering what's happening now. I mean, so my opinion is you're giving funding assistance to students that some students, probably a lot of students that don't need it. >> Um, it's a high ongoing cost to the taxpayers

074to fund all this additional food. When you have all this additional food, there's probably numerous kids that bring their own lunch. So now you're just wasting food and throwing it out. um you're going to have additional cost for all the extra food to store it. You're probably going to need to hire somebody to help cook all the extra food. Um and then obviously there's a funding cliff because the food's not going to get any cheaper. It's just going to keep getting more expensive over time. So now you're spending all this food that you're probably throwing out and wasting because most kids can't afford the food. So then the focus should just be on funding it for the kids that actually need it instead of giving food and away cuz most kids are probably either going

075to bring their own lunch or that can afford it or they're just going to use hot lunch. And I don't I don't see it changing academic outcomes because most kids are coming with their cold lunches or already buying the hot lunches. It should be focused on the kids that actually need it. >> And we have a policy in the district that if a student doesn't have a lunch, there will be one provided regardless, right? >> Yes. Yeah. Even if a student's carrying a negative balance, they can continue to receive a full meal. It isn't like a diff you don't get a different meal or um different option because you have a negative balance. The child can still continue to eat. And then that's just between the district and parent in terms of a negative lunch

076balance. Um, and then if we're talking about like state cost share, last year we received $11,710 in state share of reimbursement. So you're talking about a budget of about a million dollar a year for food service, right? Um, and if the state isn't um, funding that full amount, that could still be a conversation in terms of what's the appropriate reimbursement level because it's about one to one and a half% of the revenues we need to run the program right now. That's direct state aid. >> I just think it's reckless and wasteful spending. So, I would not support it. So, what I hear you saying, Rob, is that you support um reimbursement if not from the feds, from the state if students qualify under a needs-based, but students who don't have the need should not be

077included or funded for free lunches. >> And the way that this is worded is it supports to establish universal school meal programs to cover the cost of all student meals not covered by federal programs. I think it's hard [clears throat] and this is where I think talking with like I've read a few articles on this like yes there's some of the school districts that have universal lunch do run into problems because it's a limited pot of where you know what they can use for reimbursement but I know like using an example Minnesota they turned a lot more local foods with some of the rural areas they pulled a lot of their farmers um and they took surplus from the farms and took it into the schools. They got creative with it. But the hard part

078is using what that financial line is for universal for household incomes because what could be poverty in one area in the state is not poverty in another. But we've drawn a basic line for everybody which unfortunately was >> kind of the adjustment that we would have to make is what can be set for us but we would be dictated by the state. So I think it kind of becomes that difficulty of okay we want to cover the people that qualify but how do we you know equate the people that qualify because you know you could have somebody making I'm just arbitrarily picking random money like $80,000 in Milwaukee it's not going to go as far as if they're making 80,000 in Green Bay and I think that's where people start to struggle like how do

079we set that limit and I get it I don't want the wasteful food either but I do believe in like a lot of our food service people I think that they're pretty good at eventually there would probably be some waste but I think there'd be some adjustment. I know kids that are not going to get hot lunch no matter what they want to pack what they pack. Um >> well I think they already had experience cost for that >> during co like after co because the everybody Yeah. Everybody got it for two years. Yes. >> Yeah. But I think even that like they weren't >> like I don't know how many people did everybody take it. No, >> you got it, but like did like did everybody take it? So, I think yeah, we could

080have it as an option, but how much of that is going to be accepted or utilized? >> And I don't want to just throw money at it, but I think there's a lot more than just I say we could support every kid eating, but I think there's more than just like there'd be a whole lot of legislation to make it work. I feel like like Jonathan said, there's state input, there's federal input, and even what Tasha said, there's nothing consistent out of any of it. So, it'd be very hard to consistently say we're going to do this. Um, and know that we're going to get the finances in, but I think it could be a great dream. >> In the interest of time, you may have to um >> Could I just add >> pull

081the board and agree to disagree and Yeah. >> And I'm going to add one thing. I I am kind of I I am leaning towards Rob's sentiment on this only for the reason that this item has been brought up multiple times. Um WB has a practice of trying to have local control over these types of things. Uh and I think this is one example of it. We are feeding our students here in Greenale. I don't think any students are going without a lunch and so forth. So to me, this this is more um of a hot button topic that keeps coming up. We have so many other things that we should be funding like special education that I don't think this is the one to hang our hat on. And so I would have to

082say I would agree with Rob on this. Um you know and and and to your point about the different differing levels, I do believe other districts around the state also work with families when they have needs. there are uh waiverss and things that families can do to get support when they're having hardships. So, I I would be okay with a no on this one. >> All right. So, which way are we going? >> Kathy and I are now. >> I'm a yes. >> Two to one. >> I'm a yes. >> All right, Brian. >> It's a yes. I'm still very Brian. That means that you can vote how however you would like the assembly. M >> they might have some like maybe game day decision. >> Yeah, don't tell us. [laughter] >> This may not

083even be what you end up voting on. They may >> Yeah, I was going to say I it's like I would say yes as a focus, but is it >> like are there other things that are going to be above it that I would say yes to first? Yes. >> So, I think it's an ideal that we should support, but is it a top priority? >> We have to remember this is not law. This is >> well no and you'll just have to see what their final resolution is because I'm sure people are going to have >> adjustments to it. >> Brian's point I will say I do get a vote as a director so I could cancel your vote out but I I won't necessarily [laughter] >> thanks Kathy >> pulling out the big

084guns. All right Brian surpris us. Uh we'll move on to public education endowment fund. >> Okay. >> I just had a question. Is there really the was it $4 billion surplus that they could even utilize for this fund? >> Do you know Jonathan if that's still there? I'm not sure that it is. >> Um I don't have that number handy. I can pull that up here shortly. >> Okay. Do you want to go in while he's looking it up? We can >> All right. Yeah. We'll we'll come back to 8. Uh 9 is the amendment to the resolution 3.241 early childhood education funding in public private partnerships. >> So this is uh you have had a long-standing public policy priority to have full funding for 4K rather than a student counting as 60% even if

085they're in school full day. So that is continuing. This is an amendment to add that um anyone receiving funding for 3K and 4K has the same accountability reporting requirements and transparency and they are opposing state funding mechanisms to provide private child care with per pupil payment for 4K instruction. So this would be child care provider like the YMCA. We're receiving money for 4K. >> It was reported that the state ended with a 4.6 billion surplus in the general fund. >> Thank you. >> All right. So how we feeling about nine and then we'll come back to eight. >> I'm okay. Anyone have an opinion on nine? I think it's okay. >> Um um >> Brian, we're good. >> I'm I'm say I'm okay with it being everybody held to the same standard. I think you

086get the fed public money, you get the public standards. >> All right. Uh going back to eight, >> uh >> to use that 4.6 billion to create an endowment for public schools. >> Yes, we're good. Go ahead. [laughter] We're good with that. And then moving on to 10. >> 10 and 11 are opposite. One is saying that you continue to fund voucher schools in the way that you have um as a state. That's what they would be advocating for. No, say 10 is decoupling, saying that you will no longer be the the pass through to collect taxes to cover voucher school students within our residency. it would go to the state bucket of money. 11 is saying that it would continue to be a local pass through that is taxed on property taxes. So essentially

087decoupling means it goes into the state budget and the state legislature decides and allocates money to pay for vouchers if you if for 11 it says that local property taxpayers are responsible for the vouchers of their residents. I would say that the way we are we're currently doing it where we're able to acknowledge to the taxpayers where voucher money, you know, what money is being spent on vouchers. I I think that we would want to not support decoupling and um support number 11. That would be my feeling on that. And Dr. Rinszig, I don't know if you want to talk about that, but >> I agree. >> There's more transparency in that. >> I'm I'm fine with that. >> Y this we are doing it now. >> Yep. >> All right. So no, no to

08810 and then >> yes to 11. >> What will happen at the uh delegate assembly is if if the majority vote no, then the other one automatically moves ahead. They won't spend time on it. >> Are you sure about that? >> Yes. >> Okay. >> All right. >> But just for you, I will make longer. >> All right. Well, thank you for all of your input. Uh we will move on to >> Did we have 12? >> Oh, was there a 12? Yep. >> Encouraging schools to participate in WIAA policym. >> All right. >> Don't we kind of do that? >> Yeah. Go ahead. >> Did you say can we do that? >> No, I can't do that. >> So they they have their own governance board and I know Dr. Mizik and I have

089talked about this conversation before about whether WASBY should be I don't know but I don't know how much you said on this one but or we didn't talk about this specifically but um they are their own governance body so it would just be WB telling them this is what we want them to do. It's not like it's going to change anything. >> I don't think you need to spread the resources. Sorry. my personal opinion and you can this is up to you but essentially it would be allocating WSB resources to additional lobbying. >> Yeah. I >> don't see this as useful. >> No. >> Agreed. >> No. For 12. >> I'm fine with that. >> Okay. >> All right. 12 was the last one. All right. Thanks everyone for your input. Uh moving on to

090um information for open enrollment for 2026 27. >> Annually the board needs to take action on declaring seats um open seats for the 2627 school year by the end of January and the open enrollment application period begins the first Monday in February. This year administration is presenting two and two options and a third um amendment to either of the options um for consideration and are looking for direction for what to bring back for approval at the January 26th meeting. Um option A uh takes a look at our projected enrollment and reduces staff to account for the decline in resident enrollment. Option so essentially um working to address budget by um reducing costs. Option B uh looks to address revenue shortfalls by increasing revenues and maintaining staffing consistency. Um Julie, did you want to talk through

091what those mean exactly and where we're at with special education as well? >> Sure. So in looking at the projections um we use the historical enrollment numbers as well as the um ASBO enrollment forecasting and with our declining enrollment forecast um that is what provides us with some options. The pages two and three in the report do provide historical um open enrollment rates to show where we have been in the past. Um with a high of um 436 open enrollment seats back in 0708. Um when we look at our special education open enrollment seats available, looking at our um case load minimums and capacity, we do not have any uh spaces available for special education needs for the 2627 school year. As Dr. Midzik mentioned the options that we've presented here, option A provides u

092maintaining our consistent class sizes with where they are currently this year. Um it reduces our total staff sections. Um this is classroom positions from 100 total sections in 2526 down to 98 classroom sections for 2627. Again based on that declining resident enrollment. When we go to option B, we would maintain um consistent sections. So we would have seven sections at kindergarten. First grade would also have seven and then eight sections at fourth grade um to maintain those those needs and that would um provide the additional revenue with additional seats available as a result of those additional sections. Option C is a option for the board to consider if we were to increase the lower end target size from 18 to 20 for 4K and kindergarten. So the class uh target size would be adjusted to

09320 to 24 and that would then create additional seats. Option A, it would create six seats available. Option B, with seven sections at kindergarten, we would have 26 kindergarten open enrollment seats available. These decisions are important in January when we're declaring the seats because families will choose which districts they're applying to based on the number of seats that are being offered um in the January time frame. So, as we're thinking about this, we can we do have the option to open seats later in the June time frame after those acceptance letters have gone out. Um, but we can't do any adjustments between that end of January and beginning of June time frame. So, it's important that we consider where we want to be for open enrollment and staffing um as we look forward into these

094next couple of months of planning and what we will be declaring for families. >> And we did discuss this at the finance uh meeting a little bit as well. And one of the things that did come up that I thought was a pretty good point was with option B, just looking at it, we have seven sections in kindergarten and first grade, but it really kind of helps make sure that we're not keeping a one classroom in a school where we're not having um an elementary school where you could have one class and then three and then we're adjusting throughout the year to kind of or throughout the years to kind of move them through the school. Um so it m kind of helped maintain that two classroom size minimum at each location um each of

095the three schools. So that was one thing that came back as a like big feedback that they were everybody was in support of. >> Thanks Baron. Uh any other questions? >> I was going to say too um there's more predictability in like um option B just that you know from year to year that you're not going to have all these shifts. I think that's important. uh continuity. I would be very opposed to us um changing the class sizes. I'll just say that research does show that smaller class sizes do help students become more successful. So, I would be opposed to option C for that reason. >> Anyone else questions or commentary? >> No. Thanks uh for that, Brent. I was just going to say I think that I don't know how everybody's feeling, but I

096really think option B would be I think with the full proposal for the 26 would be what I think we should go with. >> And then we approve that next meeting. >> So we if that's the direction that you're comfortable with option B, we would bring that forward for recommendation for approval at the next meeting. >> And Dr. Mystic, you made a really good point when we spoke this afternoon, too, that um the numbers, so when it shows 96, that doesn't necessarily mean there's going to be 96 new students. So, you might want to touch on that a little bit because I think when people see that or they hear that there's open enrollment increasing to 96, they they feel that we're opening the floodgates, but that's not actually the case. So, if you look

097at the historical chart on page three, um there are 30 open enrollment students in the graduating class. And so, you'd be going down 30 open enrollment students. And then when you're adding 96, you're actually only going up 66 students. >> And that still puts us under where we were um between 200 uh 2004 and 201. So, >> and this is something we'll be reviewing. Obviously, Julie, you bring this to us every year. So, if there's any trending that changes, we'll have that discussion down the road if we do need to go down to those smaller sections of like one at a school or something like that. I think that's important to bring awareness to the fact that we do have declining enrollment and while we remain uh a district of destination and we have a

098number of applications, if we're consistently seeing low class sizes where we're having to bring in large numbers to prop it up, that might change the conversation a couple years down the line. So, it's important that you that you see that there is this slight uptick, but you'll see historically on page three that it went up as enrollment declined and then as resident enrollment started to increase, you saw open enrollment go down. >> So, it stabilizes enrollment in the Greenell schools by having open enrollment adjust as um resident enrollment shifts. >> Anyone else? >> We have direction and we appreciate that. >> Yep. Thank you. >> We talked about the global academy tonight. Will this projection eventually encompass that as well? >> Um it will what will happen is they have a separate random selection process

099that will preede the closure of the open enrollment. >> Okay. Okay. >> And they will apply but they will apply for the Greenell Global School specifically. >> All right. Well, thank you everyone. Uh we will move on to the budget planning and uh 2627 budget assumptions. >> Yep. So the board of education finalized the budget for the current 2526 year on October 23rd and we stretched for the evening and then on the 24th we started putting together information for budget projection for the 2627 school year. So, um, uh, we shared that with Bar Financial. Myself and Rachel Weber, our district accountant, attended a forecast workshop on November 14th. So, that would be about like three weeks after in terms of putting all pulling all that information together. Um, and went to a workshop with Bared

100Financial on November 14th. and then did some additional um work consulting in the district um with Todd Hayeski who's my predecessor um who's our consultant at uh Beard Financial. And so the business office team shared an initial projection in December with our district um services team and then we also had a morning in December dedicated to a retreat just focused on enrollment trends and financial projections for next year. So, the presentation that you see tonight has been refined with some of those conversations and we've highlighted um the budget values that we would be bringing into the conversation for this next year. That information's been visited with the leadership team. We also got feedback from the um board finance team um and made a a slight change to the budget values document as well as we

101updated the budget calendar document. So you have an idea of just like the key milestones that we would go through um during the year. So on that budgetary values document, the budget principles. Um the feedback that we had was related to number three um investing in programs that support our district goals and priorities. Um specifically the the team asked us to add some verbiage about the impact on student outcomes. So you see that reflected there in the new language for um number three. So, some of the key assumptions that we highlight this evening, the we've talked about um enrollment declines and that three-year membership average that gets used for revenue limit. Um we project at this time that that would decrease by 48 students um for next year. We do utilize on the revenue side

102what is built within the state budget which is a $325 per student revenue limit increase per year. So we have that built into the 2627 projection. Um a key component is projecting state aid. Uh we project a 2.5% decrease. That would be $543,000 and that reflects a couple things that are happening. Um, one is some increased property valuation in the community that will show up for the first time in that 26 27 year and and some of that coming with the closure of the TID districts one and two. um as well as impact um that the state is not providing additional um inflationary indexing of uh state aid funding for 2627 and that's just locked at the level of funding from the 2425 year. So there's some shifting that goes on between districts based on

103the formula. Um open enrollment. Uh we'll come back and and update those um numbers based on the feedback from the board. But you see the two options, option one and option two. And you will see in the um projection that the net impact to the budget with those assumptions that it comes out about the same in terms of the overall uh budget revenues and expenses. Um we assume the end of the stronger connections grant. So that was a $300,000 one-time federal grant. Um, the grant allows the district to continue spending through September 30th of this year, which would go into the next fiscal year. And after having some conversations this week, um, that may occur for some expenses that can go in, but in terms of these initial assumptions, particularly with staffing, um, we have

104not built in any revenues or expenses um, for that grant program. That was really on the revenue side. On the expenditure side, uh what we started with was setting aside a 3.5% increase for budgeted salaries. Uh the WERC consumer price index is trending between 2.6 and 2.7% um for July 1 of 2026. I think there's one more monthly update before we get the final number. I think it's only locked in through June at this point. Um we do know that teachers moving on the salary schedule uh would move 4% per year um versus those above the schedule um can collectively bargain based on that CPI figure. Uh benefits for Wisconsin retirement, social security, Medicare tied to those salary increases. Health and dental we've projected at a 5% increase. Uh we know that medical trend is

10510%. We talked about that at some length at the board finance committee meeting, right? And so the districts engaged a number of staff members as part of a health insurance committee um with our benefit consultant for RNR to start to lay out like okay even if the district does have some additional expenditure budget capacity like there's still some things that we need to look at as other tradeoffs which ones um are uh more um tolerable than others in terms of shifts that we may need to to the plan and then like where are their creative options that are available. So that includes like doing a full RFP process for our pharmacy benefit manager. So that's a process that we're already started up and engaged in. So 5% isn't trend, right? Um but that has been

106on average the last 10 or so years that's been the average increase um in the end in terms of our budget for health insurance purchase services we have built in a utility increase of um 5% and then based on our contract with for student transportation there's a 4.5% increase that's built in for this next year. Um towards the middle the end of the projection you see that a base scenario shows a deficit of 522,000. Um the biggest assumption there is that no open enrollment seats are added in that model and that assumes all current staff um rolling forward for next year. Option one shows a surplus of $217,000. That assumes all of those open enrollment seats being filled. And option two, again, all those open enrollment seats being filled showing a surplus of 236,000. So

107overall, the big takeaway here is at this point in planning, the board has options to get to a balanced budget for next school year. The last key thing I wanted to point out is related to total tax levy and scenario. So I pointed out in background that the average increase statewide for uh K12 public schools for tax levy increase the average across the state was 7.81%. The board kept the school tax levy at zero um uh exactly the same for this year. Um but as we look at next year, there's impact of that um state aid decrease um and we see a projection of that tax levy going up to at least an amount of 15,577504. Um that number would be right in line with the prior estimates that we've done. We've talked about long-term

108tax levy and where we would expect that to be. Um but to hit that number would utilize some levers that the board has available. One being additional um debt prepayment levies that have been done in prior years utilizing about 400,000 there. Um as well as looking at the funds that are being reallocated from the TID 2 closure and utilizing some of those funds. So without those levers, um what we show here would be a tax levy of about 16,227,000. So that'd be closer to a million dollar increase from the current year. So the board has set things up in a way that there are options, right, to pull levers and those will be options the board will continue to have available um this next year. But the decreases in aid the last couple years, the

109additional property valuation that will come online um with the the TID closures, we see that come flowing into the state aid calculation this next year that has impact in terms of projected property tax levy. Um, with that there's an attachment that just summarizes some of the key financials from the base model and then options one and two with uh the those open enrollment seats being added. So, I'd be happy to take questions that the board may have on those. Our plan right now is just to have the initial conversation tonight um and then work uh with the board finance team in through the month of February to continue to update and refine this as we solidify those open enrollment seats and we do additional budget planning um so that we can come back with something

110that's a little bit tighter of a projection model in March to talk to the board again about that and our progress with building in the budget. >> Anyone have questions for Jonathan? >> No. >> All right. I'm not seeing any. Thanks, Jonathan. >> All right. We will move on to Jonathan, I assume, again, for the review of the facilities projects. You're welcome. Um, the last item that I have is related to facilities projects for summer of 2026. So, we um plan strategically to care for our facilities with the resources that are available and we're continuing to update information um utilizing our prioritization tool that we developed with a community facilities team um several years ago and we shared like links to that if community members want to know how we go about um targeting those

111projects. At this time, we're talking about items specifically that um uh have been prioritized and there's a need for uh investment here in the 2627 school year. Particularly understanding that for construction projects that would happen in summer of 2026 that timing wise the district has to start having things queued up um to be able to move those projects forward. So, we've identified a number of projects here. There are a few that we've identified where the budget funding would come from within the current budget or in 2627. Um, but there's also a number of projects that we've identified that are really pending funding because they would um uh be in excess of the resources that we see that are going to be available for this next year. Um, one thing we can update on is the

112high school pool surge tank room. So, all the work um uh and that space is um tenatively going to be completed um in the next one to two weeks. So, we've got a timeline that we need that wrapped up at the end of January and we're quickly coming to an end of that project. That may be done um by the end of this week. And you see there the budget of 170,000 and that split in terms of funding. So those are dollars that have already been set aside. Uh second project one we have queued up for summer of 2026 is ADA accessibility and the high school upper gym balcony area. And so currently um there's stairs from the main hallway to get into that upper gym balcony area. It creates some uh limitations in terms

113of mobility for community members getting in and out of that space. And we've spent about a year um studying the options that would exist for a renovation of that space. And the um uh design that we have now would involve pulling out that full door set that exists today. Pulling that door set down the hallway a little bit. So a ramp could be built with the pitch that's needed. You can only go one inch of height per every 12 in of um depth of that ramp. So you actually need more space than currently exists to build a proper ramp. Um the only final uh conversation around the design is really how wide that ramp would be. And so there's some functionality questions with it versus cost. Um right now we've got it built out at

114$140,000 budget. And we've asked some final questions about a wider um ramp that may may be better for all the functionality that we have for utilizing that space um including all the the cheer area. >> So this is if I can picture it. This is the stairwell that goes down to the the gym, the lower gym up or where are we talking? >> This is the three steps for at the end of the hall in I43 that goes into the >> Gotcha. Okay. All right. And there there's no elevator access over there. >> There is no there's no way to move um a wheelchair into that gym. And so if they are w if they're in the upper balcony for any reason to see the gym or anything else, they can't get there. It's not

115accessible. >> Thank you. >> So we would plan to utilize fund 41, which is the capital projects fund. We'd plan to use that in the 2627 year. And so that's tagged right now within those preliminary budget projections. Um the next item we listed here, this is an item that we've uh been in some discussion for probably one to two years and looking at concept design is the current layout of the middle school parking lot. So there were a couple attachments that I added to the agenda item here. Um this is by far the most costly of the items that exist. And when we did review with police and fire this fall, this was identified as the number one safety priority. Uh because there's not physical separation right now between what's a playground at the middle

116school and what's parking lot. And so that creates safety risks just in the functionality of the the parking lot and the day-to-day. And so if you look at that attachment, you see the general concept is um creating a circle drive in the front of the middle school, which requires a significant amount of um uh work on the hill. That would be to the north side of that campus in order to get that to fit. Um, as well as then replacing what is currently the main uh staff parking lot in the back and making that a true playground area so you can have some physical barriers that would isolate it um in the the back of the building. So the estimate that we have right now for that space given this model that would have about

11770 parking spots total. um uh and would have above uh surface uh water retention. We'd have to find a location for that. Uh we would estimate in that $ 1.3 million range for that that project. >> Jonathan, with this design, will the parking spots in front of the middle school be lost or will there still be some parking there? So, if you look at that uh visual, you see the Circle Drive that exists and in the front of the building. >> Oh, I see it. Okay, now I see it. >> You've got listed I think it's 17 Y >> parking stalls that would be in the front of the building. >> Zoomed in. >> Um, will this project impact Dixon Forest? >> No. >> Okay. And then the the staff parking spots are going to

118be essentially where the youth memorial building used to be in that vacant area land. >> That's what I'm seeing in the drawing. >> It's close. It's close to that uh area. I mean, what's shown is mostly the the layout that exists today in terms of the playground space and becoming parking lot for staff. But yeah, it's close to where that youth memorial building >> used to be. So you'd go up Crocus Court, go in the back way like we do sometimes to get to >> Correct. >> All right. Do any of the staff park in the municipal lot? >> Yes, they do. Okay. I mean, do will we >> So like with this parking spot here, will we have enough for them all there or will they still park in the municipal lot? >> There's

119need as we've had further discussion about this, there would be need for additional parking spots beyond what's shown. And so there there'd be a question of tolerance of how how much financially the district would want to contribute like to continue to expand the number of spots. Um but talking to Mr. Curry, he believes it's between like 70 to 75 just staff parking spots in addition to visitor spots that you'd want to have. Um here we're showing 70 spots total and there there may be a couple of those 70 spots that are shown that would need to be removed just for um stationing of buses at the end of the school day. >> Okay. >> It is a mess over there. So, it's trying to go back. >> The next one on the list is the

120concrete walkway that goes from the back parking lot to the front of the building. Um, and the students will be here for another couple minutes and they both had some ideas about how to address that. Noah, Maddie, the parking lot, the back parking lot to the front of the building. There's concern about that even if there was a walkway. It's just not uber safe. So, they were they had some alternative suggestions, but um that we'll be talking about in addition to potential walkway around the building. Do you guys want to say what your thoughts were and what your ideas were? [laughter] >> Um yeah, so this is this is more from my perspective. I have a first hour release, so I come in second hour and during second hour, there isn't that back door open

121for students that use that parking area. Um, and especially with how cold it's been the last few weeks, those kids have to walk all the way around the back of the school, um, where there's ice, snow, um, they don't have like an area to walk on the side. So, as other cars come into the back, they have to walk alongside those cars. Um, so just from like a safety point as well as like a comfort standpoint, I think there's just a lot to gain out of students being able to have access to that back entrance versus simply having to go around. >> So at this point, it is not safe passage. And so the other potential project is to address the concrete walkways. So >> Yep. >> Or or stick a staff person back there

122for the start of the second hour for 15 minutes to let kids in. >> Yep. or and after lunch. >> Yeah, there's a that do we [snorts] have the staff and can we do it? So, yeah, um the student advocacy team is going to meet next week. I have a couple I have to send out an invite for that and one of the topics will be how we address that entrance into the building from the back. >> Well, what about using like a key card entrance? >> All good ideas. So, they'll take it back to that advocacy committee to talk with high [clears throat] school administration about possible logistics during the day. H. >> Wouldn't the admin office be kind of convenient? [laughter] >> Oh, >> just kidding. >> Julie, >> no. That would still

123require some like dangerous long walks. They really don't want to walk down to our door. [laughter] >> Nice try. >> The next one we had was the Brinkman parking lot. So, between the baseball and softball fields. Um, this is one that Mr. Kums and I receive uh feedback on regularly and board members may receive feedback on this as well probably during um football season in particular >> softball. >> Um there is not much left to the that parking lot asphalt itself, right? So, it's becoming a larger safety hazard and it's gotten to the point that it's hard to invest in any kind of patchwork um to that parking lot um because it it won't take um a repair at this point. So, the village is in the process of bidding out the parking projects for

1242026, which includes that section of Southway that's right in front of that parking lot area. Um so as an alternate they're working with us on bidding out the um resurfacing of the Brinkman lot. So we believe that that would get us the best pricing on it. And so we've looked at a combination of that capital project fund and community service fund. Um, I did get an update today from um the our DPW director um that the estimate on uh that renovation it would be closer to $150,000 for the the parking lot. Um but they have not um gotten back final bids. So once we get that back, if that's something over $100,000 the district could take on, we would bring that to the board for approval. Um but like we've done with prior projects, we

125find that there's real good value in continuing that partnership with the village. >> Yeah. And I will just echo after talking to you today, um even if it is 150,000, um just to put perspective on it, the parking lot and pathway at Scout Lake is going to cost over 6 million. So like a 100,000 150,000 seems like a really good deal. I I don't know about you guys if you follow pricing on parking lots, but I that parking lot is well in need. [laughter] >> Yeah. >> Well, I think also adding just the fact of being able to resurface that, maybe even look at organizing a little bit differently, but I think it would add to safety for even just people walking as people start to park randomly along the sidewalk and around the baseball

126fields and softball fields. >> Um, and then just kind of drop jumping curbs wherever. Um, and some of the so I think that just kind of that would be something be safety issue as well. >> Do you have an idea of how many parking spots are in that lot? >> Off hand I don't know. >> Okay. Sorry. I mean I've seen >> or >> what's that >> legally or how many you make out of it? >> Uh, and plus the church uses it too. >> Yes, the church does use it. >> Was there what's that? >> They're not contributing to this. >> Yeah. I know there's been some conversation about this, but I have not seen any commitment in terms of funding >> for it. >> Weekly offering. >> We charge them rent. >> Yeah.

127>> I mean, I mean, they charge. >> It is. It is a thought because they do use it pretty >> use it quite often, too. >> Maybe they could pay the 50,000 if it goes over 100,000. So with the planned work on Southway and the potential for this, we have met um with the park and recreation team and youth baseball groups to talk about the impact that this may have particularly like that June 15th to July 15th because that work on Southway would really >> it would start to close off Southway in totality after um high school graduation. So the Monday after high school graduation. So, we've talked about that because there'd be significant impact with utilizing uh those those fields, particularly that softball field. There's not going to be any close parking there. >>

128Is that project scheduled to go all the way down Ramsey, too? >> It will in phases. >> In phases. >> It will in phases it will. So after 4th of July, they would start the first phase on the other side of Lumis. And that'll go through um I believe it was the estimate was like mid November. Um it'll land um just before the intersection in front of Highland View at 51st. >> Okay. >> That'll be in segments throughout the fall. >> It's nine o'clock. If you guys wanted to head out, you may. >> Thank you. Bye, guys. >> Good luck. >> Yep. >> Thank you. >> Uh, the next one I have listed is high school HVAC and chiller sound reduction. So, when there was a chiller unit that was moved from the back of

129the high school building during construction six years ago um to the west side of the building, it created significant noise impact to the neighbors uh the residential houses next to the high school. And we've worked through um addressing digital controls on that unit and an acoustical wrap inside of the unit. and there's still significant noise um spilling into that residential area. So, there's a project that would include um about a 12- foot fence and acoustical wrap on the fence itself um to further limit noise that's spilling over into that residential community. And that's budgeted at 20 or sorry, at 52,000 um dollars. And that's significantly lower than an earlier model we looked at of building a wall structure up to the roof of the high school that was in the 200,000 plus range. So this

130was significantly cheaper. >> We're going to address that sound. >> So this I that was definitely a complaint we were getting several years ago, but I know you took steps to rectify some of that. So um do the neighbors know that this is in the works? The neighbors know that this is an option. This is one of the things the neighbors asked us to investigate. The neighbors continue to complain and continue to want to try to partner to find a solution. So, I would say like the longer we don't have a solution, it's going to become more likely that those community members will probably have conversations with the board >> about just like time and like how long it's taken. So, the steps we did take had some impact. Um, but it's it's not sufficient

131at this point. >> Well, thank you for continuing to work on that. >> Yep. Um, district lighting projects, we found that there's some safety issues with lighting. Uh, one is the east side of the Canterbury building. So, when that construction was done for the new office area Canterbury, there are not sufficient wall packs on the east side of the building itself. So there's about $4,500 listed there. There's um exterior of the high school gym be additional wallpack. Uh Gavinsky stadium underneath the bleachers. There's need for safety and staff monitoring um during events that we would add lighting underneath the stadium bleachers. And then there's the space um in the back parking lot. And so that would really be from the stadium and then heading west um up the back parking lot to the back parking

132lot that there uh the back student parking lot that there are not light poles themselves. So the um lighting is insufficient. We've got like the whole marching band that will go at nights in the fall and there's very little safety lighting. So we investigated that. um it was deemed that like wall packs would not be sufficient to cover that area. And so it's really like multiple pole lights that would be added between those two areas at the back of the building. And so that's the main cost there. That just that portion alone is about 60,000 of that $76,000 cost. Um high school auditorium ADA accessibility, we find that we're very limited in terms of ADA seats. There's one small area in the back of the first level of seating. So, we worked with uh architects

133from growth design had conversation to scope out a project to eliminate the entire back row of seating and then through concrete um level out that back row. So, you could actually bring in like temporary seating like folding chairs. So that would assist like grandparents that are coming in, people that have recently had surgery, have a hard time getting up and down. Um, and would also include carpeting those two entries from each side uh each side entrance uh off the main hallway and then that carpeting that main landing. And so the cost of those items we've got budgeted about 150,000 and we're waiting on uh final costing. Um but at this point we've held that as a tenative project um because we are unsure about funding source. So when we look at the projects, it could

134be done in tandem with the upper gym balcony, but if there isn't sufficient funding, we would break that apart and we would prioritize that upper gym balcony um project first. District parking lot maintenance. So we spent about 85,000 this last summer districtwide. Uh we would anticipate about the same just in terms of um uh wear and tear and sealing, patching, preparing those parking lots again for winter. We would utilize funds out of the buildings and grounds fund 10 budget. Uh middle school elevator is nearing end of life. Um it's currently a high-grade fire facility priorization project. It's important to have a reliable elevator. Um the uh contractor that we're working with right now has replacement parts readily available. There's been a few different um uh reactive maintenance work orders we've had to do and had

135that temporarily shut down to do those work orders. At this point, we have backup parts to continue to make that uh maintain that elevator through the 2627 year. Um, but that work should be scheduled in the near future and that's estimated to be about a $120,000 project for that elevator at the middle school. Um, there's entry doors at a number of doors in the district. We included those as part of a DOJ safety grant. We were unsuccessful with that grant application. Um but we would include that in a future application for [cough] school violence prevention grant. Then vehicle replacement. So we talked to the board this last year about vehicles nearing the end of life. So we had replaced a district truck. We identified another district truck, the maintenance um truck that's also a transport

136for district uh food service department. a minivan and um two district buses that could be combined and replaced as one uh with the need focused on special education day-to-day transportation. So in total that's estimated to be about $348,000. Um we had additional conversation with our athletic director about needs within the high school program. the high school gym floor came up as a high priority need. We had conversation with outside vendors who said that that gym floor is at end of life um and that replacement would be estimated to be about $300,000 for the high school main gym. >> Can I that gym floor, the main gym floor, wasn't that just redone like in the last 10 years? It was resurfaced in 19 2020 >> when the referendum went through, right? >> But that um wood

137floor has been in place since it was built. >> Oh, okay. >> So, you can only sand it so many times before the boards can't be sanded anymore. >> I I didn't realize. So, when they repainted that those were the original boards in there. Okay. Because it looked brand new. >> And the under support is you can tell the difference on the floor as well. >> Right. Okay. So there there was additional work beyond sanding to add additional like cushion foam underneath. Um and what I was told is that that repair never really fully took and so it results in like dead spots in the floor. So that's something that like the team's experience on a regular basis. >> [cough] >> the the thickness of that wood and ability to continue to sand it. It's

138also getting to the end in terms of us being able to fully sand that down so it can be refinished, but we're also getting to be on uh close to borrow time on that. So, it's something that the the district has to have on the radar. Um heating, ventilation, and cooling. So, we work with our contractor to identify like high priority repairs that exist. And this is varied equipment throughout the district. There's about 85,000 in projects that are identified right now. And at the current time, we would plan to build that out through the fund 10, the general operational building and grounds budget for next year. Uh there were a couple boiler projects that were identified. Uh the district had done um three of the five boiler units for the high school um uh in

139the last year and then phase two of that project would be an additional 200,000 and then we've looked at pricing um on the majority of the um heating system at Canterbury. So, that system was partially upgraded in the 2020 referendum uh to account for additional square footage. And so, to match up the um aging heating system at Canterbury would be about $200,000 and that would match the uh upgrade that was done in 2020. So, about 200,000 here would likely be slightly above that number. So you see there's, you know, close to three million in other identified projects that are here. So we're open to feedback that the board would have if you'd um suggest that one or more of these projects um move up the priority list. Um, but those in particular that we would

140plan to move forward without additional feedback are getting priority HVAC projects completed, continuing to take care of the parking lot maintenance, um, working to continue to finalize the renovation at Brinkman parking lot and take on the project for the upper gym balcony ramp. >> So, happy to take any questions that the board has. >> Any questions for Jonathan? I just want to thank you, Jonathan, for your continued prioritization of our facilities. You have done an amazing job since you've come to the district. And um I remember several years ago, I think Thor was part of that, but you guys have you actually have a whole plan in place. And so I just want to thank you for the work that you do. >> Yeah. Team effort. Thor Thor is in the room and Oh, there

141he is. Part of that. >> I wasn't saying that. part of that uh citizen uh team that helped us helped us with that work. Yep. >> Anyone else? >> I did have a question with the the lighting. I think there were multiple um I know one was for lighting underneath the stadium. [clears throat] >> Yep. >> So, I mean we could we just pluck out some of them that are more important than others? >> Yes. >> Okay. >> Yeah. Is that the one underneath the bleaches in particular? >> Well, I mean, I don't think it's great when they're walking, the band is walking from the stadium to the back of the high school, but that's really expensive. I do know that they were having like, you know, issues with like, you know, restless kids and

142I think it's harder to monitor because it is really dark down there. So, I think from a safety perspective of anyone at any of the games, that might be something you would want to look at sooner. >> Okay. And I don't know, like lighting from like the stadium to the to the band room. Is there a way to put like like spotlights on top of like the admin office just down in that area where the trees are? >> We explored that with the lighting vendor. And they said that this model is what you would need in terms of like the diffusion of the light and trying to hit that area. >> I'm not the ex I'm not the expert in that. They said like permanently if you want to address that issue, your best is

143going to be to have pole lights that are shooting down right in that area versus trying to add additional like spotlights that would shoot from on top of the building. As you go around the curve, too, there's some issues in terms of like how you would shoot that and not have a new traffic hazard for cars that would be coming through that parking lot was another thing that they were like created [clears throat] additional complications to it. But yeah, we definitely investigated that with the the lighting banners. >> Is the light that they use currently for like the back underneath the stadium seats and outfield at the baseball field, is that something we rent or is that something we own? >> It's like that's something that's a cost that we could use to apply towards

144>> that maybe >> lights and replacement. >> Yeah, off top of my head, I'm not sure. That may be something that we're borrowing. to use that that portable lighting. >> All right. >> I can do some followup on where that comes from. >> Anyone else? >> Since we were talking about the basketball floor, I'd like to point out that the team is 10 and0. >> Yeah. >> And I don't know if they won tonight because they played tonight. >> All right. >> We'll find out. >> Yeah. TBA, [laughter] >> but they are 10 and0. Yes. And we do have a big game against Wisconsin Lutheran coming up. >> That's right. Sweet. Thank you. >> Yep. Thank you. All right. Uh moving on to um board committee updates. >> In December of 2022, Jackie Schwitzer retired

145and at that time I wrote a letter to the board of education um asking the board to convene a committee to name the park at 84th Graange Schweitzer Park. Um, but board policy 940 prohibits naming within before three years postretirement, it has been three years and I'd like to suggest that the board president under policy 940. It's not 940 anymore. It's got a new number, but the naming policy that you appoint an ad hoc committee to review that uh naming nomination. >> All right. I will um what is your name again? I'm sorry. >> An ad hoc committee. So, you would need to go through and identify an ad hoc committee and inform the board of that. >> Okay, I will get on that. Um, >> you did it for D. Dixon, so I'll talk

146to you about that. >> Kathy, I'll show me the ropes. >> Okay. >> All right. Uh, anyone else with a committee update? >> No. All right. Uh, board calendar. Um there is as I mentioned at the beginning there is a hall of fame induction ceremony on Friday January 23rd. Other than that there are not many events in the district where all the board members will be present. There is no school for students on uh January 19th and January 20th with January 20th being a PD day and that gives staff and families the opportunity to celebrate Martin Luther King Jr. day as a day of service. >> And then would there be a quorum of us at WASB? >> Oh yeah, thank you. Of course, we're going to WASB next week, Wednesday, Thursday, Friday. So, um

147January 21st, 22nd, 23rd, the board will be at professional development at WASB. I believe four of the five of you are registered. Maybe all five of you. Are >> we all right? Um what time did you say the Hall of Fame induction is at? Five o'clock is a reception and then it's followed by a ceremony that will end at 6:30 and they will be introduced at the first quarter or first half of the game. >> Nice. >> All right. Thank you. Um, looks like >> Wisconsin Lutheran game by the way. No, it's not. It's the new Barland Eisenhower game. >> Oh, that would be awesome. >> All right. Uh moving on to the additional comments or questions from visitors. I don't think we have any. And we will adjourn and come back on Monday, January

14826th.