6-2-2025 School Board Meeting

001in today's meeting with the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Are there any communications this evening? Yes, there are. Greenell High School commencement 2025 is set for Saturday, June 14th at 11 am. The ceremony will be held at Gavinsky Stadium and is also livereamed on the district's YouTube channel. And with that, uh, congratulations to all of the newest GHS alumni and their families. And I'd just like to give a special shout out to our student board member, Nick Galucha. Tonight is his last board meeting and we appreciate we appreciate your service to our board over the past two years as well as the beautiful courtyard that you leave

002behind and the leadership at school and in the community. I know that your volunteerism and your leadership will continue in our community well past graduation and we wish you the very best in your future endeavors. I have a certificate of commendation for you and there is a card from the board. We would save it to graduation but you got a lot on your plate that day. Come on. Here you go. Final comation. Thank you. [Applause] Oops. Tuesday, June 10th, over 120 members of the graduating class uh will visit their elementary schools for the annual graduation walks dressed in caps and gowns and holding signs to introduce themselves to students and teachers. The graduates will walk the halls to cheers and well-wishes. Watch the district YouTube channel on Tuesday evening for a video capturing this beloved

003annual event. Also on Tuesday, June 10th, the eighth graders will uh celebrate their completion of 8th grade and their transition to high school at Gavinsky Stadium in the evening. Uh JC Parks renovation is almost complete. The park and recreation team is planning a ribbon cutting and grand opening on the last day of school, Wednesday, June 11th, at 2:30 p.m. Immediately following, the Greenell Education Foundation will host its annual schools out event on Broad Street in the village from 3:00 to 7:00. I would like to thank an anonymous donor for donating $964.50 to the district's effort uh to reduce outstanding student fees for graduating seniors. and College Park received $400 grant from the Stoben County Community Foundation that will be used in the library for both students and teachers support. This grant was secured through the

004Eric Stoy Storrow and Haley Joe Geger Family Enrichment Fund. Thank you to both parties for making this donation possible. And that completes my communications. All right, thank you for that. Uh we'll move over to the student updates. The GHS student council will hold their final meeting of the year tomorrow and will recognize members from each grade level who have contributed significantly to the student council. GHS spring athletics are starting to wrap up with a few sports still continuing into the final weeks of the school year. Then many GH seniors have been attending scholarship award dinners as part of the GHS multiple scholarship application. We as seniors are very thankful for the opportunities from our community to help pay for college. That concludes my updates forever. [Laughter] I'll pass it to Noah now. Um, all right.

005So, speaking of Nick wrapping up, as Nick wraps up his term as a school board contributor, the school board is in the process of interviewing candidates for our student representative for the class of 27, which will conclude with interviews on Friday. With the last week of school on the way, students have begun going to Miss Hal's classroom to get cotton t-shirts tie-dyed as a fun way to conclude a year of hard work and effort. And that concludes my communications as well. All right. Thank you, gentlemen. Uh, moving on to comments or questions from visitors. Is there anyone that would like to speak? All right. I'm not seeing anyone. So, we will move on to uh approving the regular meeting minutes from last meeting, May 19th. Looking for a motion. I motion to approve the meeting

006minutes uh for the regular board meeting from May 19th, 2025. I'll second. All right. We have a motion and a second. Yes. Yes. Yes. Yes. And I'm Yes. Motion passes. Uh moving on to new business. We need to approve the 2025 2026 board meeting dates and calendar reports. Board took a review of the calendar, the proposed calendar of reports at the last meeting and some changes were recommended. All of those changes were made and it is presented for approval this evening. All right. Looking for a motion to approve. I move approval of the 202526 board meeting dates and calendar of reports as presented in agenda item 3.1. I second. Is there any questions or commentary regarding this? No. All right, we'll do a roll call. Yes. Yes. Yes. Yes. And I'm yes. Motion passes. Moving

007on to approving personnel. administration recommends approval of personnel including the appointment of a new assistant principal at Greenell High School, Miss Sandy Curros Curesus how cur curesus um who is here with us this evening. Uh she will be uh coming to Greenell from Kenosha Unified. She has a master's degree in educational administration and a bachelor's degree in special education. And I recommend approval of all items on personnel. All right. Looking to approve the personnel. I move approval of the administrative appointment, teacher resignations, and teacher appointment as presented in agenda items 3.2 A, B, and C. I'll second. All right. We have a motion in a second. Any questions or no? All right. Do a roll call. Yes. Yes. Yes. Yes. And I'm Yes. Motion passes. Uh would you like to come up and say anything?

008You're not Don't feel like you have to. Yeah. Excellent. Well, we look forward to Well, they look forward to working with you. All right. Uh moving on to new business uh information items. Uh we have a curriculum review for social studies. Yes, we have a number of uh teachers here this evening uh that will be presenting and I'm going to turn it over to Mrs. Tracy Flater who took the lead on the curriculum review this year. All right, good evening everyone. As Kim mentioned, we're here tonight to share with you our work over the last two years um in the area of social studies. I am so excited to have representatives from our team here tonight. Um we have Miss Sarah Franson who is a fifth grade teacher at Canterbury. We have Miss Jen Barzac

009who is an instructional support specialist also at Canterbury. Miss Megan Farad who is a Greenale High School social studies teacher, Mr. John Weiss who is a middle school social studies teacher. And Mr. Mike Brock who is the principal of College Park. So not all of them will be speaking tonight but most of them will be speaking and sharing our work with you throughout our presentation. So to begin, uh, regardless of the content area, our instructional non-negotiables guide us through the decision-making process. When taking part in any curriculum review, it's critical that we are looking at instruction, assessments, and materials that are aligned to grade level standards and that support the rigor of our standards. We also want to ensure that with these materials, our teachers are able to retach to mastery of those standards as

010well. So the curriculum decisions that we make are then guided by those non-negotiables and are based on research, teacher voice, and student outcomes with those standards being central. So before getting into our recommendation, let's ground ourselves in a common understanding of social studies. So taken from the National Council for the Social Studies. Social Studies is the study of individuals, communities, systems, and their interactions across time and place that prepare students uh for local, national, and global civic life. As we worked through our review, it was important that the materials we selected would encompass an inquirybased approach through the generation of questions through collection and anal analysis of evidence from primary and secondary sources, consideration of multiple perspectives and application of the knowledge they were learning and the dis disciplinary skills within that. So looking more

011closely at our state standards for so social studies, there are 26 total standards K12 which are set across grade level bands. Um while ELA and math are organized by individual grade levels, social studies is organized by grade level bands. So you have a K2 band, a 35 band, 68, and then 912. And then those are further classified by learning priorities and performance standards. Those include a focus on inquiry practices which are developed by the national council for social studies, the college career and civics life framework which is also known as the C3 framework. So these social studies standards are then broken into five strands. So you have the behavioral sciences, economics, geography, history, and political science. And then that inquiry piece is woven throughout all five of those strands. The strands, as you see from

012the graphic, they're not meant to be taught in isolation. They're meant to be overlapped for depth in content and instruction. So then we had an amazing team of educators working on our review team. And what's really cool is that all of the classroom teachers that are on this list piloted at least one different curriculum resource. So we had a a vast array of knowledge and feedback on the resources that we piloted. That's pretty impressive. Um I thank them all for their very hard work. Um, I'd now like to turn things over to the teachers, um, so that they can share our vision, our process and timeline, um, and the recommendations and goals that we have. Is it red or green? might need the button on the bottom. We will assist. We will assist. Technical difficulties.

013Hi there. Thank you. Let's do this. Okay. Hi, I'm Megan Faraday, high school social studies teacher and department head. And this is our K12 uh social studies vision. was put together through a collaborative process of all 612 social studies teachers in our understanding year which was 2023 24 the year before this. So our vision is that students will be informed and engaged citizens who have developed their own worldview fostered through rigorous and great engagement with grade level standards, content, critical inquiry and evaluation of sources, diverse perspectives and discussion. So the first half of this vision really lays out like who we want students to be who have come through our social studies programming. And then the last part after rigorous engagement with is listing out the the tools and the strategies that we use to

014accomplish that. And I think we have two good examples right over here who have both taken lots of social studies classes. Uh so this is the timeline that we followed that understanding year in 2023 24 is when we put together that uh vision and um started doing some research into best practice in social studies education. And then this year uh we started out with learning. Some of us have been attending the CISA one social studies network that uh was created for the first time this year. uh we did pilot training in all of the curriculum options that we were interested in. So we had training online training sessions with the various vendors and we had lots of department and also wider social studies meetings to plan out what we were going to pilot. We did

015standal uh standards alignment. Uh we piloted curriculum. As Tracy said, everybody piloted at least one and some people two or three different curriculum resources. And then we did consensus building about a month ago and we are here today with our recommendation for you. Hello, I am Sarah Franson, fifth grade teacher at Canterbury. As Megan was saying, we developed uh we had that vision, we took our standards, and then we used these to help develop the rubric that we used when we were teaching our lessons. So, we had our checklist, taught our lessons, and we would look for these key indicators throughout our lessons. We also had I know personally in my class I had several visitors during the course of my piloting that also came through to help look for these indicators because clearly each

016lesson is not going to meet every one of these goals. So they would come and see the lessons in action and check them off what they would see throughout the course of the [Music] pilot. Good evening. Um I'm John Weiss. I'm a seventh grade social studies teacher at the middle school and I want to just quickly uh give a shout out to Tracy and Maggie through for their leadership and guidance through this process with the rest of the team. It's been fun working through this for the last couple of years. So, um, some of this has been mentioned already. We reviewed a couple of different options. Each grade span, um, took the opportunity to, um, pilot a couple specific areas including inquiry journeys, uh, teachers curriculum institute, that's the TCI that we'll talk about, Savvice

017and Traverse. And what was, um, fun through this process was being able to share with each other what we learned. Um we had the opportunity to observe different uh classrooms. Um we've also uh piloted the DBQ pro project and I'll get a chance to talk a little bit about that um later in the presentation. But we shared results with each other. We used our professional development times and our team meetings um throughout the course of the year as like like as well as what I said the um we did uh quite a few observations of each other in class as well. So even if we weren't piloting uh one of the options, we had a chance to see it in action. Okay, so this is an overview of the 612 course sequence and as part

018of our work, the GHS and GMS teams did review our current scope and sequence of our courses um in conjunction with recommendations from the state and graduation requirements, state graduation requirements. And um so we're making some adjustments in particular to put greater emphasis on and more time devoted to civics education. So grade six is ancient civilizations um with a focus on world history also incorporating geography. In grade seven, which has been doing US history with an emphasis on the foundings, uh there's going to be a bit of a shift, which is US history through the creation of the Constitution semester 1 and semester 2, a specific focus on civics. A lot of that content has been taught in grade 7 up until now, but there's just going to be more of an emphasis on the

019civics lens versus the history lens. Uh grade eight, US history around the year 1800 through World War II. Grade nine is global studies or that's modern world history around the year 1400 to the present. And then uh we are um based on state assembly bill 4 which is currently in the state senate. Uh it's the third time in recent years that our state legislature has proposed a bill to require a semester of civics's education for high school graduation. and we expect this one will probably pass. You know, of course, we don't know what will happen, but it keeps coming up. And also, we value civics education. So, with the resources and time we had this year to devote to reviewing our curriculum, uh we wanted to come back to that question of adding a civics

020uh requirement for graduation to our course sequence. So, um, what we are recommending is that all students will take US history in grade 10, whether it is regular US history or AP US history to meet the one-year US history graduation requirement. And then in grade 11, students will take a semester of ECON, which they currently do. That's a current graduation requirement for us, and a semester of civics. So, that is an addition. Um and then AP government and politics is an another AP elective we offer. So that would also satisfy the civics course requirement. And um the total number of credits to graduate from high school in social studies would remain at three. Currently students are required to take at least one semester of a social studies elective. So the civics is replacing that. Yeah.

021In this picture, you will see my students who truly enjoyed this pilot this trimester. We started in January and I am happy to say we are still going strong with the pilot cuz we did not want to stop. So, you may have noticed even in the first picture that was on the slide that they were diving for artifacts and even brought their goggles and towels to school that day and really got into the curriculum. They've done presentations and speeches and use the website and it was an absolute joy not knowing from the beginning when I picked TCI what it would be like. It was an absolute pleasure to pilot. So based on our goals and our teacher rubric, the team is recommending the adoption of TCI for grades K through 8 and also for global

022studies, US history, and civics for the high school level. And the team is also recommending the adoption of the DBQ project for grades 6 through 8 to add to their inquiry and primary and secondary source analysis and adding that to the TCI curriculum. [Laughter] Some of the main reasons why we picked TCI when we were going through the consensus process was because of several of these indicators. It is organized. It's easy to use. It does fall in line with the state standards and it fits in with all the goals that we have been looking for and aligns with our vision. So, it meets several of those indicators. So I had the opportunity to pilot TCI um during the months of March and April and um TCI uses a specific approach where the lessons and activities

023are based on five wellestablished theories. Uh the first is understanding by design which is essentially working backward to identify the goals. The second is non-llinguistic representation which is using graphic organizers, images, movement. Um the third is multimodal learning which is uh using visuals, video, interactive exercises, group work, debates. Uh the fourth is cooperative interaction uh which includes mix groups and also assigned roles. And then finally number five is a spiral curriculum uh which is step-by-step uh discovery where we have teachers showing and students doing. I think this might be me as well. Um and then some of the specific strategies and many of these we were certainly able to do during our pilot. Uh, and these include things like uh visual discovery, um experimental exercises, social studies skill builders, um response groups, uh writing for

024understanding and problem uh solving group work. And what TCI does a great job of do doing is weaving these throughout the lessons. So opportunities of all six of these occur um through the variety of lessons uh that we provide to students. These are the themes through the TCI curriculum from um the early all the way up to fifth grade. So you can see me and my world at the very beginning, my school and family, my community, our community and beyond. Fourth grade has regions of our country which is individualized for Wisconsin. They do have resources that are individualized to the state. and then fifth grade, America's past, um, which covers all the way to the present. So, the TCI curriculum comes with several different resources. Uh, each teacher will get a teacher's guide and then

025the students have a student journal. The student journal can all be accessed online as well. My class preferred the student journal over the online features. we use a lot of the online platform. Um but for the individual work and the activities we use the activity book um but the online platform very helpful. It has games, it has activities, it has extra reading that you can do the it has the social studies stories which adds on a little bit more to the curriculum. It brings in more primary sources that you can evaluate. Um, the biggest source of excitement in my class though has been the activity cards. In each lesson, you get to do some kind of handson activity. So, in the beginning, when you saw them diving, they were searching for artifacts in a sunken

026ship from the 1500s. They have looked at minibooks from different perspectives of other people who were in the 1700s and 1800s. They've played geography games and the activity cards have been a real fun way to promote the learning and keep it going in a really fun way and working with teams. We recently just did speeches where they had to convince the judges that their piece of colonial art should be the star in the museum art show which was really fun. So, it really encompasses a lot of different um aspects of the curriculum with everything that they have to offer. So, the middle school programs, you can see the ones that we'll be using are are in the nice big green stars. So, at the sixth grade, um they will work through the history alive, the

027ancient world program. Um we also have the United States through the modern times um which is what we will be using at u the seventh grade level and then we have the United States through industrialism um that eighth grade will be using um we also have the civics alive book that's the one that I piloted uh and I'm sorry as well as Miss Fonte um the foundations and functions and then we also have the geography alive regions and people um where all three grade levels will be able to um use that as a as a resource. And then similar to what uh Sarah was talking about our program components just slightly different than the elementary uh the students at the uh middle school level use what's called interactive student notebook and this is either in

028hard copy or an online version as well. Um the we have a student edition textbook um that is with accompanies with a a teachers guide but all of the in all of the resources are available online uh and the online platform is presented um in a couple of different ways in terms of its components. So you can use essentially online um the textbook version of it. So it includes all of the lessons, the readings, the questions etc. Um but it also the lessons can be um presented uh using a kind of an activity slideshow. So they build it in with different activities. Uh the the um lesson that I piloted the hook for it was it was a lot of fun. We were talking about the constitution and and the struggles with ratification. The students

029didn't know we were going to talk about that. So, we presented 13 different types of movie um genres and the students had to vote on which one we would show the class. And we quickly learned that it was impossible for us to get all 30 students to agree on one movie genre, which um was a fun way for us to show how difficult it would have been for the 13 colonies to ratify the constitution. And they also have a nice video component. So if students are out of class for in any extended period, um they can get um a lot of the information pretty quickly in a nice video um format as well. And these are the high school programs. So the world con connections, it will be used for 9th grade global studies. And

030then pursuing American ideals will be used for sophomore US history, regular US history. That is a different text from the American history texts and programs for the middle school. So those are designated for the middle school level. And this is a high school level text. And then um when we teach our civics class for the first time, we will be using government alive as the text for that class. The components of TCI at the high school are the same pretty much the same as at the middle school level. So there we have a student edition of the text. So we'll have class sets of those. In our pilots, we found that the basic text um from TCI is very usable. It is divided up into uh very usable chunks of information. It is straightforward and

031clear. It's a great thing to use to give students the background knowledge they need to then do something more active or interactive uh through one of the activities. So, like John talked about, there's activities built into the online platform. Um the inter interactive student notebook is online. It does have reproducible notebook pages, although they're really not amazing. So, we'll probably mostly use the online system. And uh there is um assessment there are assessment questions built into the online platform as well. So the other resource that we are adopting for grades 6 through 12 well I guess technically 6 through 10 um is uh the DBQ project. So this is a resource that we have been using here and there both at the middle school and high school for years. Um but what we piloted for

032the first time this year is the online platform and overall people have had a really great experience with it. It is by far the most versatile uh and adjustable online program of anything we piloted. Um unlike some other online programs in DBQ online, teachers have the choice to really pick at the granular level what we're going to include in our assignment and what we're not of all the components that they have included. Uh I can annotate the uh documents that are being posted and add sticky notes or notes to students clarifying what I want you to do is this and this. Um I think that how many levels at the middle school piloted DBQ project? Uh two. Okay. So sixth and seventh grade at the middle school and then global studies and US history. So

0339th and 10th grade at the high school all piloted DBQs. And you know we were really impressed with it. students have been very engaged and uh for example the global studies classes are doing their preparation for their final exam writing right now this week and it's not a DBQ from the DBQ project but they're using the writing strategies from the DBQ project. So, we are very excited to have this being used from sixth grade through high school. Um, so that the terminology, the skills are all aligned and that when students come up to the high school from the middle school, they'll have experience with this platform and terminology and be ready to uh really do more advanced writing, I think, than what than what they've been doing. Is this also me? Yeah, but I think

034you talked about it. Okay. I think to um economics uh Nicole Moy has looked using them too. So it would go up through 11th grade as well and civics as well. And civics you're right through 11th grade because there is there are now two binders of civics DBQs and one for econ. And we're excited about a lot of those topics and I would add to then that also the writing helps get them ready for AP like their AP writing that they have to do. The whole DBQ project is aligned with the way that students write in AP classes. And I would also say it will be fantastic for writing on standardized tests like the ACT as well. Can you say can you I don't think you said what DBQ stands for and what the purpose

035of a DBQ is. I forgot I'm not talking to all social studies people. DBQ stands for document-based question. So what that means is students are answering a prompt using uh documents or in other words primary and sometimes secondary sources as the evidence in their writing and it is one of the main writing assessments in the AP history courses and since it became kind of the standard in the AP history courses that's kind of trickled down into the the rest of the social studies education world that um the standard uh you know best practice is to have students students writing in a way where they use sources in as evidence in their writing and the idea of a DBQ does support ELA standards around textual evidence and um yes absolutely um both ELA standards and disciplinary

036literacy in the social studies and the other thing I wanted to mention about it is that it is far and away the best um curriculum resource I've ever seen in terms of differentiation so in the online platform there are multiple types of scaffolds available. So, and we can assign them student by student. So for students with writing supports like sentence starters um and you know checklists and all of that in their IEPs, it is extremely easy to differentiate student by student on how much support they get with their writing and also to begin the year with giving students lots of support in their writing and gradually remove those supports as we go through the year and their writing develops. So we're very excited about that aspect as well. John's going to share with you. Thank

037you, Megan. John's going to share with you too the the meth the DBQ method. It's a six-step process. I think one of the things to really think about is this is being adopted or recommended for adoption 612. So this is a consistent writing process that our students will start with as sixth graders. So imagine what that writing looks like when they've had it from sixth grade all the way up through their high school years. So I'm right in the middle of piloting uh one of the DBQs. I was just telling Megan uh tonight that I'm glad that I got to do this at the end of the year cuz the students as we get to the end of the year, right, it's um they're excited about the summer, but they are fully engaged um in

038this process. We are taking the rest of the week uh to finish. So the DBQ that I am doing is called the California Gold Rush and they're creating a personal journal. So the hook at the beginning was uh the students had to create a persona of um their journey and um we read a background essay uh which gave them some background knowledge of what the California Gold Rush was all about as well as the instruction that we had done in the class up till that point and then understanding their questions. So essentially what the students are going to be doing is creating um by the end of this week they're going to create three journal articles that are divided into three groups. um the travel which is called getting there uh working in the mines

039and then what camp life is all about. So for this one it's um there were eight documents this is considered a mini um the the there are DBQs that are much longer than that and as Megan mentioned you can choose and select the documents and the primary sources that you want to use. Um right now we are in the middle of the document analysis which is a variety of documents. There's letters, there's um journal articles, there's maps and pictures and charts. Today we looked at some photographs um from that time period. And then tomorrow they're going to uh do the bucketing where they take all of their information that they've gathered. They're going to put them into the appropriate categories. And then starting on Wednesday, they're actually going to do their writing of their three

040uh journals. And then we're going to take some time on Friday for them to be able to share. And all of that is through that that one lens uh which is the persona that they themselves created. So we'll have a lot of different um varieties of of uh of journals that they're going to be able to share with us. So, our team is recommending an adoption total uh for TCI and the DBQ project of $279,26041 uh for the purchase of those um two curriculum and all the listed elective classes that were in your report. Um the adoption cost covers class sets of textbooks uh for grades 6 through 12. It covers student reproducibles at K5 um online access and student digital licenses. And those reproducibles, the online access and the digital licenses are for six

041years. So then at this time, we're ready to answer any questions you may have. The purchases would be split out of two budget years. Correct. We because we're already utilizing DBQ, we are able to use funds from this year's budget to pay for the paper and online binders for six years. For six years. Yes. So, we have and one of the great things about both TCI and DBQ is that when you have their online platforms, we have access. So, we don't we're not purchasing the geography textbooks. We actually have some of them that were given to us for the pilot. um we have access to all of the online pieces and all teachers. So whether they're in sixth grade or 11th grade, if they want to look at doing something out of that geography text,

042which we would have conversations about to make sure that we're not repeating something in grade levels, um they would be able to do that. Same with the DBQs. when you order the online platform, they have access to multiple binders um of different historical pieces. And there's even um literacy binders as well that we're looking at utilizing um in the middle school and possibly because they they um align with the common lit novels that they're already doing. So, uh two quick questions. First one, did they look or how do they teach the citation? Because I know sort of talking about a lot of the sources. How are they incorporating the citation work into the work that they're writing and what formatting are they following and kind of directing? So, you're talking about how students site their

043sources in their writing. Yeah. Uh the norm in within DBQs and this comes from AP is for students to refer to the source. In DBQ project, they're lettered. So in document A, President Johnson said blah blah blah. So they refer just to the the number or letter of the document and the author's name. Um the AP style of DBQ writing is a timed writing where students do it within this class period. It's not preparing the writing ahead of time and um submitting it after multiple drafts. So that's where that comes from the fact that it's an ondemand writing situation. Uh so then that's also trickled through to the DBQ project materials. And then second part is they mentioned some of the Spanish translation. Would they work at cross language utilizing some of those tools and

044like some of the language programs or expanding joint? Yeah, I mean I don't think we've explored that possibility at all. Um both both programs do support uh full Spanish translations and mostly that's intended to support students who are English learners. And one of the great things about the online platform as well is that our special education teachers, our pair professionals, and our English language teachers all had access to that online platform and could work with students within that platform as well. Um I had a couple questions too. um first like between AP government class and your civics like what is the overlap because I know if you take AP government you don't you know that counts for your civics course right the idea will be kind of the way that psychology regular psychology and AP

045psychology work now which is that if you take AP psychology you're not going to go then go and take the one semester of psychology because everything in this one semester elective of psychology is covered in AP psych but not everything in AP Psych is covered in the semester elective. So with civics and AP government and politics, it will be similar. They will they students will all be required to take one or the other. It will be a requirement, not an elective. Um we we would encourage students if they take civics as a junior, say, and they're like, "Oh, actually I am interested in this." um then we would encourage them to take AP government and politics as a senior because it will have some overlap but not all. We are working on developing the actual

046civics curriculum. There is a scope and sequence or an outline a course outline developed for high school civics from the state civics fellows who developed an overall K12 civics education scope and sequence. So we will be drawing on that to develop our specific course. Um in general you know at this point in the process I think I can say that both courses will cover you know the fundamentals of American government and politics and how to participate. Uh we really want the civics's course to have a strong component of civic participation and community engagement and how can uh students learn to be active in their community and you know active in our government. AP government and politics has less of that aspect just because the goal is to prepare for an exam. So there's a a

047time pressure and other than that we'll figure it out when as we develop the curriculum. Did that answer your question? Um, yeah. Also, will civics be a class that's offered during the summer like econ? No. That's not the plan. Okay. And I think with that the civics piece that will be covered through the state standards. There are specific state standards which we're covering right now, but we'll be more in depth. So, we're looking at depth over breath then. Okay. And then for like the econ curriculum, I know that's switching as well. So, will that be implemented this summer already or? No, that would not be implemented until fall. Do you anticipate that now that all juniors will be taking the same civics class that some other social studies electives might be removed just because of

048not hitting capacity? We're not sure what's going to happen. Students already do take more than the three required graduation credits in social studies on average. and we've looked at that data as we've examined this plan. So there will be a couple strange transition years. The biggest transition is that AP US history will be moving from junior to sophomore year. So there will be a year when both sophomores and juniors are taking AP US history and everything will be a bit discombobulated for a couple years. Uh but then we you know a lot of our social studies electives students take out of interest and so we expect that they will continue to do so. And does AP European history still being offered? I just Yeah, it will still be offered. Currently AP Euro is offered to

049sophomores as kind of an intro to AP with this change. Um AP US will be the sophomore AP class and so then AP Euro will become like a junior senior AP elective. the way that AP psych and AP government and politics are right now, which is actually of all the AP history classes, AP Euro is the one most frequently offered to sophomores. However, the majority of students who take AP Euro in the country are seniors. So, that is more typical. I would say too, for those elective courses, one that we're watching would be law and justice as that's typically right now taught through that civics lens. Um, so it would either be like a complete revamp of that course and maybe looking more at like criminal law, um, or a discontinuation of the course altogether.

050Perfect. I also love how the DBQs are digital now. You can just focus on writing instead of how much your hand hurts when you're writing. Yes. And we all appreciate not having to read student handwriting. I guess I'm guilty of that partially. So, yeah. And I have another question, too. As far as like middle school, I know um in the social studies classes, the kids have um used like as usually they get two or three assigned like per week. So, is that going away or is that still staying? We haven't made that decision yet. We'll still have, but how we utilize them may look different. Um especially with the um the text that's coming in and the content knowledge that that text will have. The hope is that that would alleviate some of the lls

051that we would be doing in class and then or for homework. And then I know a lot of them are geography right now, but if we're weaving geography in as one of the strands, then that would be something we wouldn't have to focus solely on outside. Um, like with the use of excl. Um, I would just say if we could get civics taught over the summer because those one semester classes can really wreak havoc on a kid's schedule because then you have this half, this half, this half. And I know that my child was able to like take way more high school credits because she was doing some over the summer. So if there's a way if the state law allows for it to offer it or to offer criminal justice over the summer or

052something so that there's opportunity to take like she's taking three AP uh social studies classes before she graduates. So civics would muck some of the other classes up too. Well, the intention is that all juniors will take civics and econ. So, those two semester classes will be paired in a way that makes sense. Summer Econ was initially created when in our current system if students um are planning to take AP US history, they take that when they're juniors. They might or might not take AP Euro as sophomores, but then they have this one semester of ECON they have to fit in somewhere. Um, with this change in our sequence, that gap goes away. So, we're actually hoping to have the majority of students take both civics and econ during the school year. We think the

053the experience that we want to create in civics with that emphasis on civic engagement and community participation will not be possible to do in a summer school format. So, but on the other hand, like if they decide to take AP government, then they still are going to be kind of like off, you know, they'd have three full years and then they'd have econ that they would want to take during the summer. Yeah. So, a couple things. Um, first of all, thank you. This is a very thorough report and um just to see the number of staff that have taken part in this process is really awesome given that we're a smaller district. I think you said there were over 30 that took part in this. Um couple things I I am happy to see that

054there's some consumable opportunities here because um as students are getting more into the techn technological age um they're not always having as many opportunities for the paper and pencil kind of thing. So, I'm happy to hear that that's going to be there. Um, I appreciate that you talked about the scaffolding and how there will will be different um opportunities to differentiate. I think that's really important. Uh, couple things I did have as questions. Uh, one, it the cost is 279,000 approximately. Is that per year or is that an overall excuse me, that's for a six-year adoption? That is I mean that that compared to other adoptions we've done I think that's probably one of the lowest I've heard. Uh how does that compare to others that you were looking at? Is was that in the

055ballpark or did you even get quotes from the other ones or you quoted after you piloted? We quoted after we piloted. Yeah. But in in terms of um just uh like fiscal responsibility and everything, I mean I I have not heard our curriculum coming in at quite this level before. So just for everything that you shared that it offers and I was kind of scrolling through as you were talking about the middle school, high school um offerings and everything, I think there's there's a lot to this. So that looks great. Um my question is so there are obviously staff that have not been piloting or have not been um necessarily part of the process although I'm assuming there have been conversations. What type of professional development are we looking at for our staff? Sure. So

056in August when we come back to school the week that we have professional development Tuesday I believe it's Tuesday we've se um set aside um 4 hours for so it depends on the level so elementary will have four hours um online with one of our TCI trainers um and then they will have um it's actually like two hours online and they'll have two additional hours like within planning with their teams and then high school and middle school will have that same planning as well. High school and middle school also have um training they need to do for the DBQ project. They are doing that um over the summer either in a virtual 4-hour course or a self-paced 30-day course and then they're receiving um curriculum pay for those hours. Good. I was hoping that because

057a new adoption as those of you that are teachers know does take a lot of time and effort and I want to make sure that our staff are their time is being valued with that. So that is good to hear. Um and um you talked about the elementary component of this then too, right? Um because at one point I saw that K1 was not included in something there. I don't know if I misread that or is is everything is it is this K through 12? It is K5 through 12 and they just did we did not have any piloters at K or first grade. Okay, great. Um, no, I I think this is looking really great. Um, I have a passion for social studies in general and just knowing that the state of Wisconsin obviously

058is looking um more at the civics component of it. I think it's really great that we're um getting ahead in this area, too. I I think that that will be important. Um, I don't know if either of our student board members have any comments about their personal experiences with the social studies program and how this might impact I know Noah you'll still be here one more year or so. Um, I mean as far as comments for the civics course, I think um I'm going to be taking FGAP next year, so I'm excited to see what um that experience is like. I agree with your sentiment that civics is something that should be taught in a classroom and can't really be done during the summer. Um, and then I guess one question I had is like

059how soon that civics requirement would take place, if that'll affect um, senior class of like 26 or if that'll take place later. No, the intention is for the new graduation requirement to go in to effect for next year's freshmen. Is that right? So that is the class of 2029 2028. Both of which sound like years out of a sci-fi movie to me. Maybe 29. Class of 2029. Okay. Class of 2029. So um all of the students currently in the high school, their graduation requirements will not be affected. and um we will have a transition year. What that means is we will not actually teach civics until 3 years from now because we won't be teaching it until those students are juniors. So the students who are freshman next year, they will take global that's not

060changing. Then they will take US history when they are sophomores, whether regular or AP. So that's the year we will have lots of AP US. And then the following year, so the 27 28 school year is the first year we will actually teach civics. I meant to say that earlier. Good question. One more thing. Uh Brian had kind of touched on this before and I think this is a crossover with English language arts, but with the um citations that they're going to be doing, are students being taught to actually go into like the MLA style or are they um using programs like my bib and things like that or is it a combination? So I know the English department uses has has been teaching students to use MLA format. Uh the way it typically works

061now is that it if students are researching and finding sources through one of the online databases like um through academic search premiere or Gail or there's a bunch of other ones that our amazing librarian Danielle Brandon has um trained students to use. Those databases will just give students the citation. So they just go to the site button and click from a drop-own menu what citation format they're using and then you know can copy and paste it into whatever format the teachers are requiring. So that type of research is something we don't have students doing in social studies in global or US history. Um because it's more about like the DBQ project is more about giving students here are here's a selection of sources primary and secondary sources that are relevant to the topic and them

062you know we're more concerned with their skills of using those sources analyzing them and using them as evidence to support an argument versus searching and finding their own sources. Uh however in AP classes um both of my AP classes which is Euro and AP psych are doing final projects right now and that's pretty typical after the AP exam and they're doing research and I always have students use APA format in because that's typical in social in the social studies world to use APA formatting. So students get some exposure to that process. Okay, great. Thank you. That's good. Any other questions? All right. Thank you. Very informative. This will come back for a vote at our next meeting. So, this is for your information today. We will bring it back on June 16th for a vote

063and you would be approving the curricular resources. Uh, do you have something else that you wanted? Yeah, just in closing, I just they pointed out the amazing job of Maggie and Tracy and we'd be remiss to not point out the fact that these teachers took a lot of their time. Nobody was volunttoled in the position. Everyone chose to participate and they did a great job. They went through all these resources and to have an alignment K12 would be amazing. So, thank you for that. So, the board will need to um make a decision in the meantime for the next two weeks. There will be resources available for the public to review both the online information that is all linked within the report and uh some of the books are laid out here in the high

064school library which will be accessible to the public uh from time to time when the library is open they can come in and and review the resources. So there's opportunity for everyone to review them thoroughly before the board takes action to approve curriculum. Uh the board will also need to take a look at policy should they choose to approve the curriculum and civics within the scope and sequence so that you can approve a change in graduation requirements as a result of this adoption. Thank you everyone. Thank you. All right. Moving on. We have the facilities report. Thank you, Megan, John, Sarah, Mike. All right. So, that's a tough deck to follow. So, this is the annual buildings and grounds report. Mr. Steve Kums, our buildings and grounds director, is here to share about a 5

065to seven minute presentation that we have um on our important work in facilities. Thank you. So here's the uh 2025 buildings and grounds report. Um here are some established schedules um and systems that we implemented in the past uh few years. I think the thing to take away here is um the time and effort and work that it took to get all these up and running. Um but they are essential to our operations in the buildings and grounds. um they keep us on track um and they allow us to hit our marks um as we move forward and also a great resource if we ever have to uh to report back. One of these uh systems or programs we have in place is our classroom cleaning checklist. Um so this is an example um it's

066standard throughout the five buildings. So, they all are cleaning the classrooms the same way. Um, there's a classroom checklist, office checklist, restroom, every area they're cleaning, there's a different checklist. Um, it's allowed us to streamline our chemical usage also. So, we got all our chemical usage down to about five chemicals um that we use districtwide. Um, and this is a great resource to have. Um if you get asked by a teacher or a community member like how do you how are you cleaning the building? Um it's great to pull this up and have all this information um to give them. So this is just an example of the classroom cleaning uh job card which is on their cleaning carts. So it just has the tasks on the left side. The product is colorcoded in the

067middle uh to the color of the bottle on the chemical. Um and then the application method on the side. Um so we do yearly training on these chemicals um so that staff is up to date um on the safety of the chemical and how to properly use it. On the bottom is the equipment needed precautions and then my information on the bottom um if they would ever need to get a hold of me. Another uh system we got in place about uh this is the second year now for this um is the new work order ticketing system. Um so I'm super proud of uh my team on this one. Um for the year May 24 to 25 they completed 841 work tickets. Um we have about 39 in progress right now. Um so this is

068uh it's been a great program. uh we're getting buy in from the staff um my team um for updating and keeping I think one of the main benefits of this is it keeps the requesttor of the work order like involved in this in the process like from the time they create the work order till the time it's completed um with being able to comment in on that and it keeps them you know updated on the progress and the in-house support um from from our IT team has been fantastic. Another program touch real briefly um HVAC PM program. Um this is done by an outside contractor, Dillot Mechanical. Um so they're touching each piece of equipment. Um I think last time I counted we were at about 187 pieces of equipment um that they're touching from

069chillers, air handlers, um exhaust fans, pumps, circulation pumps. Um so we're trying to take that proactive um approach to this instead of always on the reactive side um which impacts you know school. Um so um and we're always looking for um new incentives through Focus on Energy. Um if they're offering any incentives. Right now we're in the um recommissioning process that should be wrapping up sometime in July now. Um and that was a program through uh focus on energy. So anything we're trying to save energy, we're trying to uh to implement that. And the main goal of the program is obviously to provide the best you know learning environment um for the staff and students here. This is just an example of one of the uh one of the forms we get when the PM

070has been completed. Um gives the name plate of the uh piece of equipment um checking bearings uh voltage um me and the motors. So, we'll have two of these forms for every piece of equipment for a calendar year. Um, completed projects 2024. Um, it's an impressive list. Um, for last year, uh, starting with the big high school boiler project. Uh, we did complete that. There are three new operational uh, 97% efficient boilers here at the high school um, up and running. So, um it's just uh I think looking at this is the what the time it takes and the planning that goes into to getting these um these jobs done during the year. Um from scheduling with park and wreck classes, um high school has classes, summer school. um really takes everybody involved to get

071these uh to get these projects done. Summer projects for this year, I think the board was briefed on uh most of these um big one that was mentioned already, JC Park renovation, um GMS HVAC controls. We're kind of looking at that um that energy focus there. Um big one seal coat stripe parking lots. Another one that takes a lot of planning um in scheduling to get that done. Just touch on the energy man management program we have. Um so at the high school on both services coming into the building we did install dent meters. Um this can um we can detail get detailed reports of energy per for specific pieces of equipment which is super helpful when it comes to um scheduling HVAC um and when the chillers are going to come on. Um, we

072adjusted our chiller enable set points um, so they won't fire below 60° outside, which is a tough one this time of year with the humidity. Um, the main thing here is the um, I would say HVAC scheduling. um bringing these units on earlier um in the morning, you know, taking advantage of the cooler outside air um has been has been huge um in energy savings. So, this is just a report um of energy savings um for last year from May to May. You can see our investment um for the dent meters in the service is $500 a month. But when you total that up, um we saved about $20,000 um just at the high school. Now, we don't have the meters installed at the elementarymentaries or middle, but we're still implementing these procedures, you know,

073so the savings that are are happening, too. So, that's it. That's what I got for you. Any questions? Just a comment. This is awesome. Thank you. Oh, thank you. um the the way that the um the entire team just keeps the the buildings up and running and functional and the cost savings alone are fantastic. I was taking a look at this over the weekend and I was floored um by by how um like upto-date everything is and how efficient everything is running. Thank you. I'll echo um Steve under your leadership. There have been some great improvements with facilities over the years um especially the last five years or so. Um, but I I want to thank you and your team. Um, you're obviously collecting data, knowing where there's areas to improve and um, just really

074our buildings are old in this district, but they're really kept up well and and I appreciate the work that you and your staff do. Yeah, thank you. Thank you. Yeah, got a great team. Got a great team. So, and just out of curiosity, what would it be? Um, obviously looking at the notes, I guess I missed part of it that that savings was just at the high school. Yeah. What would it take timeline just approximately or just even knowing what it would be to the whole district? Is are we like looking at next 10 years? Yeah, I could you know um when talking with the um data wrangler is the company that installed the the dent meters. Um they said we could it may be beneficial to install them at the middle school, the next

075biggest school because that's the majority of where your your main savings are going to be. The bigger the school, the more savings. Um the elementary schools are kind of kind of singled out a little. There's, you know, they're they're kind of running. Um the HVAC systems there are fairly new, so they are more efficient um than a lot of the big the big air handlers here. Um, the majority of our savings come like on our scheduling for the auditorium, the gyms, you know, the library, NPR, larger areas that take a lot of energy to cool or heat, but if nobody's in there using them, why have the building occupied from 6:00 a.m. to 10:00 p.m. when you could shut it down at 3:00 p.m. when the kids are out if there's nothing in there? So,

076but no, definitely I could I could probably get a a number, you know, of what it would be to do it, you know, at districtwide. And just thanks again because this is obviously is watching every penny. Appreciate all the work and works pretty well, too. So, thanks. Yep. Jonathan uh working with Steve over the last uh four years has really increased the professionalism of our maintenance team and started to document processes and procedures which has led to the ability to increase efficiencies, save money and put them back in the classroom. And we have safe classrooms because they are handling is reducing spread of germs and viruses and uh things that might make kids sick in the classroom. And the climate control is important. So these were all things that were addressed in the referendum and

077uh Jonathan and Steve have been working together to make sure that that investment is honored. So we are grateful for that. I did did have one additional question. It was something I posed to Dr. Amidzik recently. Um we've been hearing in the news about the water situation in MPS. Um have we looked into our drinking fountains in the district as to are do we have any lead issues or anything like that going? Not that I'm aware of. No. Okay. the the last last testing that we've done found no concerns regarding the water quality specifically doing like lead testing you're asking. Yeah. And so we also work with a consultant EMC. So they handle any project. Let's say like there's some asbestous that we need to remove as part of a renovation project. They would be

078the ones that we would bring in to make sure that we follow all the laws and rules and also we keep everybody safe. And so we've also asked them with the uptick in questions just to make sure that we're following a regular cadence that we should be within the district. And then we'll take care of getting that up to date over summer um for any buildings where we would be due to do an additional test. Right. And then we would share those that information uh once that's completed. But we've found no concerns with uh water testing in the past years. No. Yep. Great. Thank you. All right. Thanks, Steve. All right. Thank you. Have a good night. You, too. Thank you. All right. Uh, Jonathan, moving on to the 2025 district bus and vehicle replacements.

079Yep. Mr. Kums will be interested in this, so he may not leave quite yet. In the room, maybe in the room for like a minute longer. Yeah. Center on this. Y. Um, so we provided some information because this is information we haven't shared with a lot of detail with the the board and in my time. Um, we've now got 14 vehicles in our fleet. Average age is 11 years old, uh, with two vehicles that date back to 2000 and 2002. So, those are 23 and 25 years old. Um, and that's, uh, having a fleet that's functional is crucial. So, um, Steve can do, uh, follow up on all of those systems that he talked about, right? focusing on that and not focusing on, you know, challenges that we may have with maintenance on those vehicles.

080Uh, within the 2526 budget, we set aside $60,000 for vehicle replacement. We've identified the highest need being one of those maintenance trucks, the one that was the oldest from 2000. um that's far exceeded its useful life. And the replacement cost for a Ford F250 Superduty with a plow attachment that would be needed for all the winter maintenance that we do uh came in at 60,300 at $394. And so that's an expense that's already allocated for 2526. Um that's within the purchasing policy. Um and on Friday, we actually um able to negotiate additional discount with the the vendor. Um but we do that all in line with state um contract pricing to make sure that um we're getting the best value that we can. So the final um price should actually come in right around 58,000

081and change on that vehicle. We bring this to the board because we want uh some feedback on direction as we consider the rest of the fleet. In particular, we identified five uh uh five other vehicles. Two special education buses are 10 and 12 years old. Uh we have another older maintenance truck that's 23 years old, a district minivan that's 13 years old, and then a food service and maintenance box truck at 11 years old. As we share in the report, an estimated um lifespan with good maintenance would be about 12 to 15 years. And so all of these vehicles are getting close to or getting past those um uh timelines. And so we're bringing this to the board because we've investigated additional options to address this. Right? So you could um take out a loan

082and try to purchase these vehicles proactively to address upcoming needs that you might have. And so you may take a look at that particularly if there's concern about inflationary costs like that may not be we might not be able to avoid and then if there are going to be additional costs due to tariffs and so inflationary costs in particular um the feedback we've gotten thus far is those may hit special education buses in particular right now we operate two what we call a mini bus so it's about a 30 passenger a little bit lower about 30 passenger bus and with the two that we have serve different functions and the staff member that drives has to switch between buses each morning. So it's not the optimal way that you should be utilizing those vehicles and

083it's like a time logistical challenge because we have three different levels high school, middle, and elementary that that individual needs to go to. So you have to like stop, get a different bus and then continue on with your routes. So, we did do initial investigation and got one quote for a replacement if the district were to go down to one bus, get it a slightly larger size at a 42 passenger and that would really meet all of the different needs that we would have. So, you'd have one um bus. The initial quote that we have is it's very expensive for a vehicle. It's at $183,784 and that would be one vehicle that would be fitted. Estimated useful life would be about 15 years or 15 plus years. Um that would be a vehicle that would

084also have air conditioning in it. So it' be um temperature controlled and thinking about the populations that we would serve um utilizing that vehicle. uh we're at the point that we can service and maintain the two vehicles that we do have. But again, wanted to get some of this information in front of the board and think about how much the district should hedge against future inflationary and tariff impact. Now, um with financing options, we worked with PMA Financial to investigate different financing. Um the route that the board's taken in terms of using state trust fund loan is very similar to other options in total. Um and we can really avoid additional service fees, administrative fees of going through that process. We could run that process to get a state trust fund loan if that's something

085that we would need to do. So really it comes down to two pathways. Does the board feel like we should just continue to maintain the vehicle fleet and just on an annual basis try to replace one or two vehicles or should the um district look at one or more of these vehicles and look at financing um options for those so that we could lock in prices um as they are today. So I'll be looking for some feedback on that. I guess before I get that feedback, anything that I missed or explained incorrectly, Steve? Um, no. No, you hit it pretty good. The the bus would be a 42 passenger bus. Um, but it if it was just students or it can carry two wheelchairs or three wheelchairs and 30 students. Okay. Um, each wheelchair is

086four students it counts as per seat. Um so looking at the the lens that way, what we were looking at doing is if a wheelchair student had to get transported um for a field trip or to the high school for, you know, um their concert rehearsals or their concerts, um that student could go with their class to, you know, the event um instead of going in a different vehicle away from their their classmates. So, so we wouldn't need the other buses then. We would just have one big one. Those two would Yeah, those two would get resold. They would have uh residual value right now and we would just use the one and sell the other two. Yeah, cuz she's using the one right now with for two wheelchairs, but then her other students she

087drives require car seats and they can't fit all in one bus physically. So that's why she'll go get the wheelchair students then park that one then take the other one to go get where if we had the bigger bus she could just do the one continuous route. So does that 183 include like the credit for the residual cost of the other buses or no? No. It would depend at what time they would get that completed that particular vendor saying about a year out. So if you put in order today, you would have it start of school, you'd have it for the start of school a year from now. So it's a little bit difficult for us to pinpoint like what's the residual value going to be at that point in case there's like additional delays.

088I wouldn't want to overpromise that. No, but we would put that money back into, you know, additional investment in um facilities if we got that back or other needs that we would have in the district. But and then another question when you have the maintenance truck in I know this is section four is that I mean I know there's two maintenance trucks that need to be replaced. So one of them is talked about in item number three and then this is the second one. Correct. There's two one's 23 years old and one's 25. So the way we're budgeted we're moving forward with the 25y old vehicle and really need that to operate next year. Yeah. And so that comes the question of like how we should how urgently we should handle the other one. Are

089you trading in the vehicles to the vendor or are you selling them when you We would auction them. Oh, okay. Yep. Site that we resell. Oh, okay. We had good success with um the ball machine that was just recently replaced as we're doing some of those Wisconsin surplus ball field upgrades. So if you were to auction them off, the price would probably This is right now currently the probably the best price we'd get for them. Correct. Instead of more wear and tear another year or two. Oh yes. Yeah. The more wear and tear, the less they're worth. I I don't know on the 25y old trucks. I think there's still people that are interested in them, but there's going to be less resale than on the buses. The buses would have the most of what

090we have in our fleet. What's the cost of maintenance currently for these items approximately or like what it would be anticipate cost? Because I'm looking at trucks that are older than the students that we're servicing and just kind of making sure that you know what is it going to be to maintenance if like the plow hitch breaks and it says the plow attachment is 13,000. Are we going to be investing in 13,000 and not a new truck and then we can't carry that through or I think that's what we're coming up with with repairs on a few of the plow trucks and the buses we're currently right now we're getting them fixed because that's what we have to do to maintain them. Um, but yeah, we're running into some of those because of the age

091that every time they're going in, it's three, four, $5,000 that it's taking to get those buses repaired to get them back on the road. So, do you know how much we spent on maintenance last year on these? Uh, I would have to look we had budgeted. It varies a little bit. We can come back with that information. Like for next year, we're budgeting just within the buildings and grounds budget about $5,500. Then there's also funds that we have through special education and through the food service department. And as Steve's pointing out, like it varies and you can have a repair that's between$3 to $10,000 on the the box truck that we have for transport for either of the buses. Um not so much for the the trucks themselves, right? Um but so is increasing any

092one of these vehicles giving you more issues than the other is in our house one the buses are currently giving us the most service needs um on those um the trucks yeah they're not the prettiest to look at but I mean they function um but um yeah when you're in the middle of a snowstorm you know you don't want stuff breaking down either You know what I mean? And we're get we're getting to that point on those those two old ones. I'm concerned about safety. Yeah. Because obviously safety upgrades in 20 years and 10 years have improved. And a car is a computer on wheels. And I'm not buying an 11-year-old computer. So, we should we should have we should have stuff that not only keeps our students safe, but our staff safe that have,

093you know, modern upgrades to, you know, protect and help the district. But and since the buses are a whole year out, I mean the buses are a whole year out. But if yeah, given that the cost of things coming up soon might increase and there are a lot of unknowns, I would be very much in favor of uh going all in now with the best recommendations for financing that we can find. The question I have is regarding these buses. Um, has it been looked into like outsourcing for these buses or is it more coste effective for us to have these buses from within? Oh yeah, there's two parts of that. Like it's been a challenge to consistently get those outsourced as routes. Um, and so that's one. Uh bigger than that though is when we're

094able to run that as a district route, we can add on additional services and additional students could because it isn't just the beginning and end of the day. We have other flexible programming. We have early childhood programming and so we have one staff member and a fleet of vehicles and we're able to get a lot of transportation throughout the day completed. And so, um, we haven't even gone through the process of trying to cost that all out through one contracted bus, but it would be, uh, significantly more expensive to do it that way. And it's, um, the needs for some students of their programming changes like rather fluidly. And so, we get like one or two days notice. And so, we try to have infrastructure in place so that we can pivot. and to say

095to like go to a contracted provider for a bus route, you can't move at that um speed. You'd probably be going to like a um ride share type service in that case. And that's also very expensive because we um we do contract out all of our other buses with a consortium of neighboring school districts. And I know back in the day, back in our day when I went to school here, we had a whole parking lot of buses back there. But obviously that's not something sustainable for school districts anymore. Um so I just wanted to because I know that those buses are used for some other things as well. Okay. This would um also open up the opportunity at in the future with the larger bus for um sports teams too at the end of

096the day. um you know to get them to you know that end of day is challenging for busing teams to other schools while they're still doing their student routes for the day. Um, so having that opportunity or that availability to use that, you know, could be a bene benefit. Also, I another question too with the special ed buses. Um, I know the replacement cost is 183. So, is this something we would like lock into when we like sign the contract? Because with everything going on, inflation and tariffs, yeah, I wouldn't want to lock in and then have it We've asked for two more quotes. So we would have at least three quotes and there's at least two large providers like manufacturers. So once we would have three different quotes, we can bring that in and

097then at that point you would lock it in even though the vehicle wouldn't come for that extended period of time. Any other questions? Thank you. So, is that is the guidance to go back and take a look at pricing out and considering purchasing all of the vehicles that are more than 12 13 years old? I would say we look at all of them. All of them. Yep. All Thank you. Thank you. Thank you for that direction. Thank you guys. All right, Steve. Have a good night now. All right. Thank you. There's still budget amendments. Steve, you can still stay here or good now. Yeah, I was just kidding. You don't have to stay farther away eventually. Just going to get out of here. All right, Jonathan, we'll uh kick it over to you for the

098budget amendments. Yep. So, this is a routine process for the board, right? So, um this would be standard at this time of year. We're coming back to the board because the board approved a budget and there have been changes just based on fluctuations, things that happened during the year and we're trying to get the board up to speed so that um new budget can be tweaked. Right. There's nothing significant here that should be concerning um to the board um but uh definitely able to answer questions that you would have. So we've got these adjustments broken down by different funds within fund 10 which is our operational fund. We show increase to the budget for interest revenue. So we take advantage of the fact that interest rates have stayed a little bit more elevated than what

099the original plan was from the Fed. Um and then we've also had an increase to um library aid and that's another factor of um higher interest rates on the operational side. um expenditures. We have a number of line item budgets within different departments and schools that have been consolidated here. We've set aside that additional library aid increase um on the expenditure side. And then um as uh Steve had talked about just some of the needs that we have within the buildings, we've had a number of emergency repairs. So, some of those additional revenue dollars we've utilized to offset um emergency fixes that we have to get heat going, to get cooling going in the buildings, to take care of lastm minute purchases that have gone beyond um what we had in the original budget and

100we kept that very tight. Right. So, um we've got about 30,000 and that's um in comparison to about a million dollars that we have within that buildings and grounds budget. And then in fund 21, which is a donations and gift fund, we're showing increase in revenue of 160,000 and an increase in expenditures of 209,000. And that just really reflects just the volume of different trips that we have running through those student activity accounts and trying to reflect the updated cost estimates that we have. uh there's uh reserve balances in that fund that carry from year to year and so there's plenty of fund balance for uh those expenditures within the special education fund. We got some feedback from the department of public instruction of how they'd like us to code the expenditure for the reset

101loan that we took out about a year ago to do that renovation. And so they're just asking us to move the expenditure from one function area to another. And that was guidance that we literally just got within the last week. And so we wanted that to be able to wrap up the budget for the year. And so they gave us that direction. Um fund 39, which is our referendum debt fund. Again, impact of interest rates. We're increasing the interest revenue there by $35,000. Within fund 49, we're showing increase to revenue of $44,580. That's due to a state trust fund loan for an athletic van. And then showing the same on the expenditure side. Fund 50, the food service fund. Um we talked a month or two ago about just our handling of the budget going

102into this next year. Um we've seen some cost increases throughout the year. we look at our food costs and then definitely some of the maintenance costs on equipment. And so here we're showing an increase to expenses of 30,000 and at this point we don't have the data to show an increase in revenues. So it could be that we're going to use slightly more in fund balance um this year. Um but we did anticipate we would use fund balance because we had invested about 50,000 into um a project to redo the main cool uh freezer for the food service department here at the high school. And I think those were the highlights I had. So any questions that the board has about the budget transfers? This would come back for approval at the next meeting. Any

103questions for Jonathan? I'm not seeing any. Thank you. Thank you for that. Uh, moving on to the 2024 2025 district scorecard outcomes. Uh, one of the main responsibilities with the board is to set strategic direction for the district and set annual goals uh by which we move forward on that strategy. So in August, you approved the scorecard goals. We have 10 goals that were set under six district priorities areas and uh this is a report of how our progress is to date for the 24-25 school year. You've heard some updates along the way. The short cycle reports in November and March provided you with some updates of how we were making progress towards these. And this document is a brief narrative summary of uh the outcomes that were achieved. I used three colors. I used

104yellow to say we partially met those goals. I use light green to say we mostly met them. And I use dark green to say we absolutely met them. So I want to highlight a couple of the ones that we absolutely um met and uh are in a great place on. Uh the first one is around educators rising. You saw one of the things that we were looking at was increasing engagement to build a pipeline of future educators. uh we increased the participation in that club to 24 students. They were meeting regularly. They had 16 total meetings and were highly engaged and you saw a presentation by them. We increased the number of students participating and uh that is a great thing. The other uh two areas that we really uh made some great progress is

105around innovation. So the first is that we have established a charter plan. uh we applied for the grant and while we did not receive the grant, there is action being taken to move forward and launch as a program within Greenell High School for full implementation as a charter school in the fall of 2026. Uh that will increase revenues, uh increase opportunities and options for students who might be uh looking to do school differently than our traditional environments. and overall will provide more students coming into the district who have either left to look for other options or um are not uh engaging in school right now. Uh and then we established the board finance committee. The board was able to do that and the committee started meeting in March. They're meeting monthly and have provided you

106feedback along the way. uh the area that we have mostly met um but we don't have all of the final data on yet uh but the initial information that we're getting from internal common assessments are showing great growth. Seven of the nine grade levels are showing that they will have made a 10% increase in achievement if the uh preliminary assessments and classroom based assessments that are aligned to standards um bear fruit on the standardized assessments that were given this spring. So uh we will give full report on that data the statewide assessment data when we do our uh when it's released. Uh it may be August, it may be September, not sure yet. Uh when they tell us that we can release that data, we will and we will do a full academic benchmarking report

107to share that information. But what we're seeing is that seven of the nine grade levels made that significant increase that we were looking at. Um then there was the two areas that I just want to highlight around partially meeting uh the expanding the community connections to pilot those community- based circles so that the community had an opportunity to see what it looks like to build those relationships uh that would be beneficial across uh we did offer seven different opportunities. Uh someone asked me today about four heritage months. We only had three heritage months events. I did include all the world at Highland View which is not a heritage month but um it is there. So it is uh part of it. The reason that we partially met is that our target was 200 participants across

108all events and we uh fell short of that target with 126 community members. But we do uh think that that 126 are unique, not the same people participating seven times because of the location and the participation in attendance. Those are mostly unique experiences. So that's a great thing. And then uh one of the areas that we had around engaging was podcasts and our survey of families indicated that they are having their communication needs met. Uh and there's not a demand for an audience of a podcast of parents and families. Uh the video series why I teach continues to be in production and is being focused on. But we had some conversations with some student groups who said it would be great to have podcasts around um some of our activities at the high school. So,

109we've started to have conversations about DECA taking the lead on producing podcasts around activities in the fall. So, we will u be working on that. Noah, did you get elected to an office? Um, this year I'm serving as our uh co-president for the Greenell chapter. So, I'll give you more updates on the podcast as I get more information. So, that is uh something that we will be advancing and moving forward. And I am happy to take some questions on any of these, but uh these goals when finalized at the end of June will be part of my evaluation uh since that is one of your other responsibilities is to evaluate the superintendent. So you did say there's an opportunity for the Greenell Global to reapply for that grant for next year. That is correct. Okay.

110So we were uh we received 25 points on our application and it requires 35 to be funded and they gave us a lot of feedback and also said we believe that wholeheartedly that you will be funded in year two. Please uh consider reapplying and and we can support you and review your grant application before it gets submitted. So uh we expect to see greater success next year. Awesome. Thank you. Any other questions? I'm not seeing any. Thank you. All right, moving on to the open enrollment update. So, the board approves open enrollment seats uh for the regular open enrollment application period in January per state statute. And at the time that we make pro uh enrollment projections in January, we are anticipating and projecting the potential for students coming in from the private schools or

111changes to resident enrollment. And some of those enrollments have not um manifested the numbers that we were expecting. And so we are bringing forward a potential for open enrollment, additional open enrollment seats uh for the board to consider. And if the board is looking to do that, it would be uh something that you would take action on at the June 16th meeting. So I'm going to talk turn it over to Julie to talk through where we are looking at um some open space available for additional students in the district. So in compliance with board policy, we looked again at our projections, our enrollment projections and where our actual numbers are coming in at this time of year compared to January when we were making making those projections. So um included the same information in the

112report that we looked at back in January with regards to the amount of open enrollment transfer aid per pupil and we have 35 open enrollment students graduating this June. The board has already taken action in January to approve new seats. And these projections that we're looking at tonight do encompass those new seats being filled in addition to the resident students and returning uh open enrollment students that would be attending next year. So when we look at um our special education seats available, our projections there remain the same that we um do not have capacity for special education um seats based on our our staffing and capacity for special education supports. When we look at the regular education seats that we have available, um our updated projected enrollments are outlined in the report making seats available

113at kindergarten with eight seats. Um, new seats would be offered. At fourth grade, we would have six seats available. Fifth grade, three seats. Sixth grade, six seats. Uh, three seats at 8th grade and seven seats at 9th grade. Um, so again, that's just based on that total grade level capacity across the district. Um, this report tonight is for the board's information and any questions that you may have and then would come back at the next meeting for approval. When we say capacity, there is a range in capacity and the capacity that we are filling to is the bottom. So if the class size target is uh 18 to 23, we'd be filling to have 18 per class. And so that's what you see with the projection. So for example, um at fourth grade, the class

114size targets are 23 to 28. So when we say there's seven sections of fourth grade with the capacity of 23 in each section, that is where we're coming up with the number. And if we're below that number, that's where we're adding seats. So we're not filling to the top end, we're filling to the bottom end. And that's to primarily if we have um movement into the district, wanting to be conservative. Is that right? No, that is our policy because we don't want to have top end of target class sizes with no capacity that so we have a a range of class size targets we fill to the bottom. That does give us some flexibility should there be changes in enrollment over the course of the year. One question I had for you Julie and these

115reports are always excellent. I appreciate the time that goes into these um with all the deadlines that you have to work with and everything and constraints. Um, have we ever had openings for special education since open enrollment began or it it just it's not fully funded. So, I can't imagine that we can be filling those seats when we already are not funded. It's it's a funding issue, but it's also a staffing and capacity support issue. And so, we staff according to what student needs are. And if there were a decline in that, we would make staffing adjustments to account for those that student decline. Um, so yes, it's a it's a funding issue in terms of the number of staff that are available to provide for those student needs. Okay, thank you. Um, and then

116how likely do you think we'll hit the open enrollment targets as our like like how likely are we to fill those available seats? Um that is something that that we look at in terms of the number of applications and based on that I think we would probably get close um to being able to fill the 33 seats just based on the demand and number of applications that have come in. Um there may be some that wouldn't fill but we would probably fill a majority of them. Our kindergarten, 6th and 9th grade seats for sure have a wait list that's long enough that those would fill and the others are likely to fill based on weight list. There might be one grade level where the weight list would be exhausted and we would not fill seats.

117Any other questions? Thank you. All right, Kathy, legislative update. All right, I'll make it brief. Um, there is u a new bill circulating that would keep current uh enrollment caps for the state's parental choice programs. Um, this is circulating right now. Under the current law, only a maximum of 10% of school districts total membership can be a uh eligible for a voucher to attend a uh participating private school. However, these enrollment caps are set to expire um after the 2526 school year. This bill would actually remove what's called the sunset clause in uh law to continue these limits in perpetuity. Um there is a Senate committee to vote on tribal relations package uh regarding tribal regalia um that um they were just looking into um let me just see if I can find it. It

118was a package to just um determine um allowing pupils to wear tribal regalia at graduation and other school events. I don't know if we've ever had any issues with that, Dr. Mick, but um and then um requiring school districts to collect and report certain information regarding native pupils in their district and amending um the teacher requirements for tribal languages. So those bills were previously passed by the assembly in March and there'll be more to come on that. And then there is um a mental health care is health care package that's being circulated right now by the Democrats in Madison. Um this package um includes several bills that are aimed at increasing access to funding and uh for mental health services in schools. And um the the fact that this is kind of a partisan um

119bill at this time um there is a chance that it's unlikely to generate any headway. However, um the size and depth of the package includes student mental health to be a major priority in this next upcoming budget. So whether these uh priorities will be included um in whatever compromise is eventually reached um is still remains to be seen. And that's pretty much it for that. All right. Thank you. Uh does anyone have any board committee updates? I just have one for the CISA annual meeting came back. Um they did complete the elections for the new board of control members. Um they did make a note for celebrating 60th anniversary of CISA in Wisconsin this year. Um that was a big focus for a lot of they're kind of focusing on a lot of the summation

120of the numbers and looking at how many kids they've touched in that time period. Um, also they wanted to encourage they have the new o updated office for workshops and just kind of as a point last year they had 180 workshops and events virtually and in person but a lot of their new facilities out in I think it's PWA is the official address. um it's a lot of updated technology in that area so it's easy to broadcast and easy for them to do those online and in-person um presentations and they also made note to encourage that any CISA member can rent that room at a nice cost for any sort of presentation or a community event. Um so just kind of stressing that as a um they're like if you want to get away and

121have a conversation they're more than open to help host your events or any teaching exercises as well. Um, thank you. I attended uh the village board meeting last week and I just want to give an update to the community. Um there will be a public uh presentation and listening session on Thursday night at G um Highland View School from 6:30 till 8:00 p.m. Um the the county and the county historic Society presented um the needs of Trimborn Farm and it is a site that we use for our field trips here even in Greenale, but it's mostly because it is right in the heart of a neighborhood that I have asked for there to be public input. Um, I'm having surgery tomorrow, but I do anticipate that I will be there virtually on Thursday. Uh, but

122I encourage everyone to be there, especially those that live in that particular area of Greenale, um, to have a voice in what's going to happen with the future of Trimbor Farms. All right. Thank you. I went to a super fun Milkman game on Saturday with the Greenale Education Foundation. Um, and uh, we had a blast and big kudos to um, Alex Kabiki for going in the dunk tank and getting dunked and dunked and dunked and dunked and um, yeah, right. Uh, and Frank Damato is out there. Oh, just try again. Just try again. Just so Alex really um, got it. But uh, lots of community volunteers, lots of participation. And so thanks to the education foundation for um arranging that and everybody should go to schools out because that is going to be fun. All

123right. Thank you. Um anyone else? All right. Does anyone have any professional development to share? Negative. All right. Moving on to the board calendar. Uh the next two weeks are jam-packed with endofear activities. I mentioned a number of them in uh communications, but most importantly, there are um graduation ceremonies and uh events next week. So, uh Tuesday at 5:30 is the 8th grade promotion ceremony and celebration. And then Saturday the 14th is uh graduation at Kavinsky Stadium at 11:00 a.m. where all board members will be present. Uh, and then we have um the honors breakfast for seniors on Wednesday morning, uh, June 11th. I think it starts at 7:30 a.m. where there'll be a number of scholarship presentations and board finance committee on the 12th. And of course, as was mentioned, schools out and the

124JC Park ribbon cutting ceremony on the 11th. All right. Thank you. Uh questions or comments from visitors? Oh. Oh. Uh oh, that's right. I'll make a mental note of that next time. Uh all right. Well, adjourn. Next meeting is June 16th. Thank you. Are you stifling public?