12.15.25 Special Board Meeting - 2025-12-15 23:00:20

001Liberty and justice for. Why is the, why is it only weird here? I dunno. We need to have a discussion before about that pausing. Pause. Pause. We'll start with roll call and when she calls your name, say whether you want pause or just the roll call. All right, Steve. Here. Jessica here. From here. Angie. Here. Tucker. Pat? Here. Kim Here. Thank you. Thank you. Uh, then approval of the minutes from November 17th. Regular board meeting and November 19th. Special board meeting. Looking for a motion. I making a motion to approve both of those meetings. Okay. Thank you Ken. I will second. Thank you. Um, all in favor say aye. Aye. Aye. All opposed? Nay. Motion carries. Thank you. Um, do we have any public comments? Um, I do have one piece of information to share

002with the board, um, and the public as well. So, um, the WASB annual meeting conference is coming up in January. It will be after our January board meeting. Um, I as our WASB like delegate going to a meeting and we'll be voting on a number of resolutions. I think Tim had brought these in the past. So what I wanted to just get, give you guys a heads up on is I'm going to be summarizing them, um, before the next meeting so that you can just like glance through and see what is going to be proposed as resolutions. And then I would also like to just briefly have you fill out a survey that just asks you if you are like in favor neutral or, um, against, and it can be anonymous, um, just so I

003know like as our delegate, like where we're standing and, you know, to support the district. Um, we'll also talk about it in January, so at the regular board meeting. So you'll get that background information and then we'll actually have an agenda item to discuss it. There's really not gonna be any action with it in January, but that way I will know kind of where our board is, um, falling with the different resolutions. That's all I have. Um, record recognitions and commendations at this point. Julie, shout out. Just a huge shout out to, um, Mr. Smith and Mr. Rie. And Mrs I know with all of their Christmas programs, holiday programs going on yesterday, we combined, uh, middle school high school performances, um, including the community choir, which was, you know, was fun that I went

004from cold standing out there handing out, um, um, our programs to very warm in a very short period of time when I had to take the, when I was up on the risers with the rest of them. Um, haven't done that in a long time, so, but it was very nice of him to pull that together for us too and just, um, create all those outreach activities and opportunities for our community to take part. So they also were invited to, um, Caroline in the park just, um, last weekend when it was a little chillier as well. Yeah, we weathered the cold and we were there. So, um, just so neat opportunities. We had a great turnout yesterday. A lot of chairs were full. Um, they appreciated sitting down in the audience yesterday as opposed to

005all the bleach receipts, which was kind of nice. So we are looking to change some things up going forward for next year. Um, but yeah, huge shutout kids guys, because I know they've been working tireless leads to pull things together, get things set up, torn back down, put back up all of the things. So, and I appreciate the extra help from John and crew as well. 'cause I know that's also another task with getting the chairs from place to place to place to place. Shout out to all those folks. Thank you. Um, we'll move on to the board members report. So in the packet there is the Marathon County Special Education Report. Just to, um, for the board review and acknowledgement, if I could, um, address one thing. Um, Kelly Cab has announced her retirement.

006Uh, Kelly is the exhibit director from Red County Special Ed. So at a recent superintendent meeting when Kelly, I, we were discussing her transition from Minnesota, more information is made available. I'll bring that back to the board as well. Thank you. Okay. Um, any other comments on that report? Okay. Um, next item is the finance facilities and operations committee. The committee met right before this meeting, and main topics were, we heard about the beginning of the budgeting process that's already starting again. Um, as well as we talked quite a bit about communication, um, the communication plan that we'll be rolling out in January. Um, and then kind of just the messaging and, and what that should look like. I don't know if Steve or Kat or anybody else, if there's anything else that broad conversation

007and good, good. Yeah. Alright. Um, and then we have administrators reports. So we have the, um, school districts, department of public instruction accountability report cards tonight. Wonderful. Um, thank you very much. I'll start. And this is a joint presentation, um, by Joy Robin and Julie. So this is the time of the year that we celebrate and communicate with our board and our community, um, our achievement of our students as, um, represented in the Wisconsin Department of Public Instruction at reports. So I'll open up our presentation this evening just by regrounding us in our vision and mission statement. This is part of our strategic plan and an introduction to the Wisconsin District and state report cards. They're really just four areas that are included, both at the district level and at the school level. They view

008each other, um, areas that we are essentially, um, looked at from our performance, and that is achievement, um, growth target group outcomes, and then on track to graduation. So you're gonna hear more about that this evening, both from a district level and then from our schools This year. The composition of the report card remains the same. So you can see on this screen the different areas, again, we're the state collects data to create those scores that we're going to discuss next. So we celebrate on our current school district report card, um, that we are meeting expectations. Um, and this year's overall score is 67.1. That's a combination again, of those four different performance areas, the achievement, the growth target group outcomes, and on track to graduation. So it's a relatively, um, complicated, um, process that

009the state follows to be able to give us that score. But that is our ultimate score and I found it important to show the board on the next slide. As we look over a three year period of time, we've been making slow and steady progress in growth and I think we need to celebrate that in 2223. Um, our overall school district court card score was 64.8 the following year, 2324. It was 66.8. And this year it is 67.1. So I'd say slow and steady progress. And I think that's important because we're moving an entire district forward. That begins in our 4K classrooms. And that concludes when we graduate our seniors because all of those different students at different grades are what we are looking at for performance. Um, and so again, I think it is

010slow and steady progress. We are currently meeting. We certainly want to exceed expectations. And you're gonna hear from our principals tonight. They're gonna give you an overview of how their individual schools are performing. And then I've asked each one of them to talk a little bit about the things that are successful at their building areas they see that they'd like to work to improve what they can control and lead that as instructional leaders and how they forecast for their future. So that's gonna be some new information that we share with you this evening. So I'm gonna ask Robin to begin with Maple Grove Charter School. So, um, as you see from our charter school report card, we to our meeting expectations at 67.6. Um, and we have the priority areas as well. Um, our target

011group, um, is 'cause our target group isn't large enough, um, to show up on there is why, um, you don't see the green area. Okay. So this is another section of the report card. This looks at our forward, um, data in our forwards, um, our forward scores, um, that we have. This compares the last two years. And, um, it looks at the areas of English, English, language, arts and mathematics. This is grades three, four, and five. So, um, as you can see there, we have, um, we have quite a few in that, um, that yellow range for, um, the English language arts, which is, um, now is what we wanna see, but at the same time, it is what we wanna see because they're really close to moving them into the average band. So, um,

012being able to, um, look at those learners and look at those test scores and we can see those individually too, um, on our end and be able to push them into that average range of 40. Uh, that is now 46.2. Looking over at mathematics, this is, um, why we really focus on math this year at Maple Grove is if you look at, um, our area, you can see our average band of students that are in the 20. There's 26.9. Our average, um, band in mathematics is not very big. We have higher at our, um, lower end. And then our top end. We moved, we were at 4.5 last or two years ago, and last year we had 11.5 students in the top band. So we are really, um, teaching to the two different sections, not

013at that middle, um, the middle of the road, the average section. And so when you think of, um, a classroom, sometimes you'll think that there's a lecture style classroom happening. Someone standing up front the room teaching at grade level standards. Well, you can see, um, typically when a teacher teaches that way, you're hitting the average students. We do it differently as far as we do small groups. So we can easily hit those targeted, um, low and high end, um, with those small groups rather than just teaching the grade level standards to the whole. And so that, um, is one of the big differences and focuses in mathematics this year, is being able to make sure that we are hitting both ends to bring either those kids up higher to the high end or in the

014average range. Again, that's one snapshot forward testing happens 3, 4, 5 at the spring of the year. Um, but the other snapshot that you are gonna see here is our, um, screening data. And again, that change, um, the, we use AIM Web plus for our K three for reading, then we use FastBridge 4, 4 5. And then for math, we use FastBridge K five. So, um, a little bit confusing, but with Act 20, the state of Wisconsin is mandating that we use AIM Web Plus for our reading data. That too has changed a little bit from last year on what it's, um, what tests we're looking at to get these scores or to get students that qualify for a personalized reading plan under the 25th percentile. Um, it is the oral reading fluency at, um,

015second grade and third grade, but kindergarten and first grade take a composition score of a variety of tests that make up that. So if you look at our, this is the data just K through three for AIMSweb, it's broken into, um, a variety of different categories. I have to look at. Same one on my screen, sorry. Um, a variety of different categories. Again, looking, um, the SLL goal goal on top, moving our students, always trying to get them into the next category or moving them to the next category. One of the things that we're doing a little bit different that I'll talk more about, um, later is not only are we taking the national percentile, we are also looking at some growth scores to look at kids individually to see their growth against themselves and

016other peers that are in their range versus just looking at them nationally with all peers. So we're kind of looking at both data points this year. This is K three reading, this is fourth and fifth grade. Um, a reading results. So this is an overall, um, look at our students at where they, their baseline is again, even, um, we don't have PRPs for our fourth and fifth graders personalized reading plans, but those students are in interventions as well. Um, so our interventions don't just stop at third grade. We have interventions in our fourth and fifth grade, um, as well with our title teacher and with the classroom teachers and paras all being trained in those interventions to be able to support those in the classroom. Any questions so far? This is our math data. This

017is overall, um, we do early, early math in kindergarten, first grade, and then a math are the scores that you see in second through fifth grade. Um, and so not necessarily apples to apples, but it's this, it's apples to apples in the sense that it's what it's being tested at, what the students need at that grade level at that time. So you can see we have 26 of our learners at that high risk area. Um, and so we really want to, um, work with those learners and that's why we're focusing on math right now to be able to help facilitate that growth, um, with those 26 learners. So where we're seeing success, um, we started some new reading initiatives, um, over the last couple years. We've been using the same curriculum now for the five

018years that I've been there. We've had substantial coaching in those areas for the staff that have been there over the same amount of years that I have been there. Um, there was three years of intense coaching through CSA nine. Um, we also last year started our walk to read model with our, um, direct instructed youth life curriculum. We have, as of last year, um, we were always doing intervention programs. Now we've taken an even step further with personalized reading plans and having it all, um, detailed out. We meet in PLCs. Um, we meet every other week with our grade level band of K three to talk about scores and where they're going in uly, um, and bring any other classroom data to the table. We are also, um, meeting every six weeks with those ULY

019groups to ensure that our kids are at a the right level. We're meeting with intervention groups every 10 weeks. Um, there is tons of looking at data and making sure the students are where they need to be for the right group and switching it up if it needs, needs to be, um, progress monitoring data, looking at that data weekly on students that, um, maybe struggling. We're even taking some extra data points, um, and doing further diagnostic testing to determine if our students are truly in the intervention that they need to be or working on the skill that they need to be working on. Um, just have meetings, intervention meetings today and talked about a group of students that we want to dive even deeper into diagnostic testing, um, even before we run our screener coming

020up in January. So always looking at those numbers and that data. But we're trending upwards with 68% of our, um, in the average to well above average in the K three. And it's right about the same at 63 and our four five. Um, and those are at the low risk or college pathway, and that's because the tests label 'em a little bit different than what they call the different areas. So that's why you see that discrepancy between the how what they're named. Um, so our learners are, um, engaged. We really, not only do we follow the academics, but crisp in the culture that we build there is, um, we feel is just as important if not more important. Um, and that being, if kids feel comfortable, safe, and secure in the environment, they're also going

021to want to learn. So if we have a student that might be having a hard time, we know the family might be going, we can really touch on that. And, and just like any of us, if we come into our work or our home environment and things are going on, that affects our, our job. That affects how we handle situations at home, um, our friendships. And that also affects our students. So, um, we as adults can manage it a little bit different. Students can't always manage it. So just making sure we have a handle on the crisp treats and where, um, our students need to continue to learn and grow and thrive and that we are there for 'em. Um, the commitments of the staff. I, I can't say more than that. The staff is

022committed. The staff is willing to, um, work with these PLCs and look at data and, um, look into our new, um, next path data system and they're excited about that. Um, but knowing how to, um, also present that to our staff, that we aren't pushing another thing and another thing and another thing that they're gonna get burnt out. And knowing when how to even that out, um, is also what we look at. How can we continue to grow? As you saw, math was one of the areas. 29% of our learners are at the high risk for some risk. So that is why math has become the area of focus. Of course, we are still working. Um, we have the IZ project that we have coaching through a McGovern and um, we are still moving our

023literacy curriculum as always, but in the five years, this is my fifth year there, um, we've always really focused in on literacy and we don't wanna lose track of math. Math's always been higher, but has slowly been decreasing. So we wanna make sure we get a handle on that. And what that means is looking at the consistency, what are we using, um, across the board in all of our grade levels and how are we, um, are we using 'em and what are the things to look fors? So there are look fors that I'm looking at to come into the classroom. Um, are all teachers using that? Those are good mathematical practices, um, that should held in each classroom also. Um, math is also, um, an area that we don't always have that extra intervention or

024that extra dip. And with that, we wanna be able to, um, we do it in reading pretty hardcore. We have a title teacher. We have our parents trained for it. We make sure that there's a pair in every room during that time. Um, we don't always have that in math. So becoming more consistent and having interventions in math as well. And answering that hard question, where do we find time? Where do we get those extra interventions in? So we don't have it in all of our classrooms yet, but we have, we are slowly introducing that into our classrooms and figuring out different ways. Um, fourth and fifth has done a phenomenal job putting it into their, um, wind time as well. So we are working to bring intervention and just basic understanding of number gaps

025to bring that gap between our top tier and our struggling learners to together and more of an average consistency and what's in my control as the leader, professional development, um, coaching, um, I have a walkthrough look for is documents that I am looking for in each classroom. Um, the different components as far as are we doing small groups? Are we doing number talk at the beginning of every class where kids are talking mentally about numbers and number sense? Are we, um, having manipulatives? Are kids doing hands-on pieces instead of just the paper pencil? Or do they have those, especially our kids who are struggling that they see that concrete way to look at things. So there's all these, um, different pieces. Are we doing exit slips to see, to do those quick, quick checks that,

026um, I'm able to go in and look for if modeling is needed. Um, have a new teacher this year who has, um, training and lots of background in the area of math and is willing to do some coaching and some teaching too. So bringing her on board to help with something that like, that tightening our systems, making sure everyone's on the same page. We're doing the same thing. We can have that vocabulary from grade to grade and talk that same language. So, um, just breaking that down this year. Interventions, um, those high risk learners, how do we get those in place? What are we doing for that? How are we bringing that in? Um, like I said, not to, to support, not overwhelm our teachers with another thing. And how do we move forward talking

027about the data, being transparent with the staff. This is where we're at. How are we gonna grow? Um, that, what patterns are we seeing? What things do we need to change? Are we all doing this? If not, why not? And how can we, um, help each other to grow and use some of those strategies in our own classroom? Sorry, that seemed like a lot. I know. Just take off. You just set the platform, so I didn't mean to completely bore you, but there's a lot going on. All right. So I won't go. I think because Robin did a really nice job of covering, um, where we're at. So we actually went down a little bit this past year and not a whole percentage point, but we did go down, still meet expectations. We do have

028all four quadrants though because we do have target group, um, that like our EL students, we, um, have enough students and that becomes a target group that can be identified. So we do meet, um, the classifications to have that number presented. So, um, scroll down a Little. Scroll down with me. So you'll notice, um, we did decline from last year to this year. And English language arts, you'll notice that the top, our yellow and our orange top ends, um, have expanded. And that's not what we want. We want those to shrink, but, um, it's still growth. We are growing. If you look at the very bottom, uh, although we have a small celebration, but it's a good celebration for us, we have gone up slightly and our advanced. So that's, um, a good thing too

029because sometimes we don't always get to target those, those advanced learners. We are very focused on our model learners, which we should be. But we also need to target our top learners. So you'll notice that we're on math. Looks a little similar, but you'll notice as well that the advanced is also, well almost doubled on that. So those are, we get down to the successes very much. This is our third, fourth and fifth graders. So this year in our building, um, from those tested, we have, uh, fourth end in our building. Now, of those students that were tested here, Aim to update, um, I am hopeful that you have it on your screen as well 'cause it's pretty little. But last year we broke down that green category. So you'll see three shades of green

030there because it had the 26th through the 89th percentile that was very large. So we broke that down so we could see growth more easily. So that's why there's three categories there instead of one. And in our well below, we have 8% of our students from 4K up through third grade. So this is our, our 4K through third grade that takes the AIMS web for ELA. And 10% of our students are at below average. 32% are at the 26th through 49th percentile, 28%. And our AIMS web have are at the 50 to 74th percentile. And this was our fall screening. 16% are at the above average and 6% at the well above. So an exciting thing that I feel, uh, through the AIMS web is that we have 19 personalized reading plans in the fall.

031So I think that is a really great success for us. And we have meetings this morning as well. And we may be, we're excited because we think that after, um, January screening we might be exiting a few. So that's a, a very exciting. So fourth and fifth grade, take the, the fast bridge, uh, a reading. So a little concerning here. We have students at 32% of our fourth and fifth graders are in the high risk category. 5% at some risk, 20% at low risk, 32% at low risk with a a higher percentile and 11% at the college pathway. So I'll talk a little bit later what we're doing to focus on this, but this is our real data this fall, moving into math. Okay, you really get your glasses on. You can see these numbers,

032but um, at the top you'll notice too, we have our SLO that we're demonstrating measurable growth in the two black lines at the top, uh, of the, the three blue. That is where we have the student. How many students are gonna move from high risk and some risk. And then underneath are the three lines that show that the rest of those we're not forgetting, but we need to demonstrate growth in a different way because their growth won't be as significant. But we do also have a goal for them. So we have 15% of our students in 4K through grade five, 15% are at high risk, 11% are at some risk. And in the 30 to 49 percentile, we have 29% of our students. The next green is 36% of our students. And our college pathway

033is only 9%. So we have a lot of work that we want to do. Um, we are still focusing on ELA, but math is, um, also a priority area this year. So some of the successes, um, I would like to acknowledge that we have very positive attendance and we've worked really hard over the last few years, um, to strengthen our students, our attendance and really be on top of letting parents know when their students aren't there. And the days and have meetings with our parents to acknowledge the importance of school. So I'm very proud to see that that has, um, grown in our advantage over the last few years. We have 88.7% of our students, which is higher than the state average of 61.3 on track to to graduation. So that's a success for us

034as well. Our advanced performance, um, did double in math and it grew in ELA, so there is some successes there for improvement. We have lots of work to do yet and we're on a good path to do that though. ELA we're only at 41% and 46.6 we scored for math. So we do have lots of room to grow. Our students that are, uh, making significantly less growth, uh, is our English language learners and our students with disabilities. So still focusing on those areas significantly this year, we're hopeful that with our, the hire of a, um, EL teacher that will help support a lot of our growth in with our English language learners. Can I ask a question about that? Is that like individual students are making less progress or is that like more students are

035el at in those grades coming in? 'cause I feel like those are different statistics. Um, I think it's both. Okay. Yeah. Um, we, we do have a higher population. Yeah, we have an increasing, so, um, last year we did not have as many targeted areas of instruction for our English language learners. So, um, we're hopeful that this year with implementing, uh, a teacher that we will have, we'll see stronger growth there. Okay. But we also have been increasing in our population. Yeah. I feel like probably, well you can probably figure that data out 'cause it's not that many students, but it does seem like really different to have students that are entering with like almost no English and where they would test versus students that have been in from like K to four. Yes. For

036instance. Yeah. Hmm. So we have students who show up every day ready to learn and they deserve instruction that accelerates their growth to match or exceed the state average. So we feel that we can achieve this through our focus, strategic and sustained collective efficacy and leadership. We talked about collective efficacy on being on the same page, doing the same thing with the same integrity. And that's ongoing efforts at Evan Elementary. What can I do? Um, continue to focus on growth and asset base. It's really hard to, some days we get caught in the, um, I wish I could have, how can I, um, looking at the students, the, the negative parts and we, we forget sometimes to really hone in on what can they do? How can we harness that? How can we keep pushing

037forward? So that is where we need to continue to, to, to grow in as well. I feel that we do a really good job, um, with family communications and that we need to continue to strengthen those as well. Because when you have families on board, um, it's that, um, I wouldn't say it's easier, but it's easier to help a student. But we often find too that we also need to help educate our families, um, in ways that perhaps we haven't had to, um, in years past. So continue to educate them, especially with our Act 10 and, um, the pressures that, that we have to communicate of saying that we need to grow and we need your help. Um, so we need our families engaged and, and I think that is a, a barrier at this,

038at this time to bring them, to draw 'em in and, and know how to help their kids that's different from when they were kids. So our PLCs, we continue to work on those. Um, we are implementing morning PLCs in which we can do a rotation with our special ed teachers and our speech teacher as well as our title and el a EL teacher because we don't necessarily have time where everybody's in the same building at the same time to have meetings. So, um, being shared across the district, that is a significant challenge. Um, so we're hoping that having some early morning meetings, we can help close that communication we have too. We are also in the IZER implementation zone early reading program, um, with Maple Grove and Amy McGovern is supporting us in some of

039that coaching. One of the biggest changes we've had this year is open court curriculum. This is our first year of implementation. So we've had a few months under our belt, so we've had some progress and some successes there. And um, we'll have another on January 21st, we'll have some supports with our Judy Fitzpatrick again to kind of do a check in. I also go into classrooms and give feedback according to my checklist from Judy and open court so we can all learn and grow together. One thing that we continue to strengthen is our behavior management because, uh, recognizing if we can get our behaviors to come down, we can get our learning to go up. So that is a, a challenge sometimes every day, uh, but in different ways. But that's where our collective efficacy

040comes in and, um, our support with our parents and helping kids grow and be their own successful selves. So let's see. Um, guess you guys can, can read just as much too. I think I touched most of those. It just keeps celebrating and you know, small successes are big wins and we need to honor those in, in every student and in our teachers. Every, every class is different and teacher and they've never had the same class twice. So, um, teachers are showing up, they're giving it their, all their learning and learning and growing as well. And that's not always easy to do, um, when you're trying to teach forward as well. Any questions on all of that? I know, I was gonna say, if there's questions you can ask Robin, Hard to it short because

041It is, it is a lot. And, and that's, you know, there's so much to talk about in, in trying to find that time for, um, all of us educators to get together and really dive in and just stay in that one track focus is really important and, and we're making headway, but it's, um, it's hard. So kudos to everybody involved. Okay. Alright. Um, well I'm excited to say that that first number there looks awesome over years past that 70.2. Um, that's been a lot of work from a lot of different folks doing a lot of different things. Um, and of course we have to recognize the fact that it's not always apples to apples correct or 'cause we're gonna change that population of children as they come through. So that is gonna have an impact

042on that number, which is why I think all three of us are gonna see those ebbs and flows. So I I just always for us to keep that in mind as we get the kids coming through, it's um, it's an ever changing, um, view that we, that we may have. So just kind of keep that in mind, but still a celebration we will take it for sure. Um, so performance levels too. Um, I feel like we've got a 50 50 kind of going on here, right? Um, we always wanna be more on the top end and the purple and in the, that bluish color. Um, so we've seen some gains, um, and then some going back down, right? So that top area for us too sent tends to be a little bit of, of a

043challenge to bring those numbers back up. Um, and then we see a good portion of kids in those, um, in that middle range, especially in the ELA, we seem to be holding pretty steady and making even more gains into that area. Math tends to be our challenge. So you're gonna see later on that that's gonna be our middle school, high school area of focus is really honing in on math. Um, we've got some solid ELA curriculum going on. Actually, just as a side note, we are vetting new curriculum going forward for, um, English language arts for our sixth, seventh, and eighth graders. Kind of backing off of the elementary school as it is our time to kinda, um, get up to speed with what is most current, um, and what would be most relevant for

044our kids. So the current curriculum is at this point getting outdated and so we just need to get current with that. Um, we've got a team of folks that is working through that vetting process as we speak. Um, in fact, our next meeting is coming up on this Thursday, so we're reviewing four different, um, curriculums that are out there and we will be kind of circling back from the end of the year to make that decision. So we're working with Amy McGovern as she helps us with that vetting process. So something to keep in mind, um, so for math, when we talk with staff about setting their SLOs also for the year, we try to align that, right? Does it make any sense for me to set a goal and then not communicate that back

045with staff? So this was one of the very first things that was shared back with staff weeks and weeks ago, probably up until as soon as we were able to get our hands on the first glimpse from the state report card. Um, and keeping that in-house for staff to take a look at where do we land and then we also take a look at that fast bridge data to say, okay, where are we at and what areas of focus do we need to hone in on? Um, so I'll jump ahead here. These are the current numbers. You're gonna see that enrollment number there for middle school up to 101. That is super exciting. Um, that's a big deal. That's a huge deal. We've uh, been below that a hundred mark for the last, um, several

046years. So that is super exciting in my world. Um, means our sections can start getting split apart and we can kind of hone in on that. And we've all mentioned this and you guys are aware of, you know, anytime we can try to parse apart large groups to make them smaller, especially at this, um, very pivotal age for our middle schoolers, that's important. They thrive much better in a classroom where there's not too many of them. There's just, that's good practice to have. So thank you for supporting that. So, um, I do wanna point out, right, if you look at the numbers across the bottom from the middle green, that light green over, um, we are over 50%, which looks great, and yet I still look at those bottom numbers and I go, ah, but

047we still got 28 down in the bottom. How are we gonna help move them? So part of that is very similar to Joy and Robin. We do have some, um, interventions set up in math and we use i-Ready, um, and in reading we're using corrective reading. So my go-tos for those are, uh, Mr. Cooker for the math, and this is Brewster for our EO. So they're learning people and they're gonna help us move the mark with those programs. Alright, this is our middle school math. Again, you're gonna see, um, there again, we've got 30 on that bottom, those bottom two colors, right? And then we've got still the, the bulk, um, living in that, um, average to above average range, which is great, or as they call it low risk. So that's good, right? That's

048where we want them to be, but we still wanna see that growth for all of our kids. Um, so some middle school successes, um, forward scores, um, from 20 24, 20 25. Math was up 4% from the year prior. Um, ELA where we are at 58% of our students, um, are at meeting or advanced proficiency proficiency. So that's a huge success as well. Again, um, over 50% is great. We can, you know, to edge back up even closer to that. 70% would be fabulous, but we'll, we'll take our slow and steady steps as we push through that. Increased enrollment currently at a hundred students up from the 78 students, um, just a couple years ago. So that's, that's huge. Um, attendance rate for our middle school is at 95%. Um, areas for improvement, math instruction

049and interventions. Um, and then behavior referrals, as you guys know, again, middle school is that age level where we're trying to figure life out up here. We've got a lot more moving parts and pieces and classes and teachers, and I can do this here and then this teacher does this. So as a staff, we're working through that. Um, those communications have even been with staff where they can now use our campus system to put in those behavior referrals, which means parents get them, um, probably more readily than they might have in years past. It used to funnel right through a write up and then it would have to go to our administrative assistant and then it, you know, comes to me and it, it is a whole, it was a whole process. Now they are

050able to get right into Infinite Campus and be able to, um, put those in there and then they can determine whether that's gonna fix it, whether I need to step in and help with the detention or whether there's something even more to it and what that would require. So, um, just some things to think about for that. And we are working through those and continuing to check on those. Um, leadership influence. So checking in regularly with staff and that provide those interventions to help monitor progress. So I've got, you know, um, our new math teacher trying to provide those interventions, so making sure that I'm staying in step with him to make sure he's got the supports he needs and feels confident in what he's doing. And then also just being able to measure and

051celebrate those successes with him along the way through that use of the iReady program for math. Um, and likewise, um, with Mrs. Brewster for ELA. Um, and then create collaborative groups to focus on areas of math skills and development. And even in staff meetings, we talk about how do we, how do we drill into the math, right? Social studies, science, all kinds of math going on everywhere, band music, right? Any of those places. So where does math incorporate, how can we get math out of a silo and show students that it exists across all curriculum areas, right? All across all content areas. So again, making sure that staff is on top of that. I know Mr. Spanky, um, and, uh, Mrs. Vinky, right between our, our tech ed department and our foods department and all

052of those types of things, measuring huge, you know, they're, they're big on a lot of that. Um, and, and it's important, right? As they're trying to put those things together. I've walked in the classrooms from the, in the tables on even have to conjure how we might fix that then, right? We're gonna show off maybe a little on the other legs so that they all match, but we're gonna measure that. So, um, again, that, and that's practical use, right? Those, that's the stuff our kids can take with them after they leave these walls. Um, plan for collaboration and communication report all monthly on student progress. And again, we do that, um, during our monthly staff meetings, review data biweekly for the target group of students. So as we continue to really, um, embrace those kids

053that need those interventions, we're gonna get tighter and tighter as the year goes on to make sure that the supports are in place, that we are not losing anybody. And with the upcoming fast bridge test, now for the winter to make sure that if we graduated one out, that we don't get another one. And if we do, then we're gonna shift gears, right? We're gonna realign who is getting the extra help, um, continue to provide the professional development for staff to enhance their teaching strategies and improve student engagement. We are still using the conscious discipline strategies, um, and working through those things where we're taking a moment to pause, helping our children to be, um, kind, helping them to pause, believe, right? Wishing each other well. I've been reminding them all week. We need to

054be kind. We're almost to the break. Alright, high school. Shifting gears here a little bit. Um, 68.9%, again, meeting expectations. Um, again, we're excited that not that number two is approaching that 70% mark, which will be wonderful. So we're gonna keep pushing for that. Um, typical or very similar to what our middle school looked like, right? Our, we've got that, um, over 50% of the purple and the blue for both of these areas, but we still have too many down in that lower area where we really need to, um, again, focus on our target groups in that, especially in the orange area, way up on the top there. Those would be the students that we're looking at for those interventions, right? Where we're giving them more than just what they're getting in their core classes

055so that they can meet their expectations and we can level the playing field for them. And here are our, um, a reading fast bridge scores for high school. Um, and again, um, over that 50%, but we've still got 10 down in that lower area. So it's nice to see that as they're getting into high school, we are starting to funnel some of those students out. So that would always be my hope, like let's catch 'em in that sixth grade group as early as we can so that by the time we get to this level, there's fewer and fewer students in there. You're gonna notice we only go through 10th grade for this testing because of course, by that point, if we're struggling, we, we've got bigger, probably bigger issues that we need to address. So

056it's not that other kids can't get help and that teachers aren't assisting other learners, but these would be the kids that we test in the pass bridge, um, and our a math, um, and you're gonna notice my numbers are not right on the left and I apologize for that because I updated all my other numbers and failed to do my regrouping. So my grade nine should be 43 and that 24 should have moved down with the grade 10. So that should be out of 67. But all the other numbers are current. Um, and again, now we've got 11 students. So again, we still, we still have some work to do with those intermediate learn or those lower level learners that have some things going on. Um, again, back to some of the other things mentioned,

057some of those maybe our EL students and some of them are students with disabilities as well. So we just need to figure out how to better meet those needs so that we can at least try make sure that they're making some progress, um, on these assessments as well. So Athens High School, some successes. Um, the A CT scores we're up over the 2324. They were up by one percentage, but I will still take that. And again, I, um, I recognize it's a different group of students, but those are some lengthy tests. Um, and our kids, you know, it used to be that that was an option. Right now that is the state test. So we're looking to be getting, um, the state testing again will occur in March this year. Um, 57% of our high

058school students had a GPA of 3.0 or more. That's wonderful. Uh, 96% of our high school students take at least one dual credit class. Um, and our attendance rate is almost 93% for our high school. Um, in addition to that, and I was trying to get numbers crunched to what we've got, um, well over 75% of our student population in both middle and high school. And that's why I guesstimate, I'm looking probably even much higher, um, that are actively involved in a different, um, curricular activity or an extracurricular activity. So whether that's whether we consider the banding choir, which oftentimes we do because that involves, um, performances outside of school or whether that's athletics, um, the musical cheer, um, forensics, F-B-L-A-F-F-A, all of those things. So, um, we celebrate that too. Areas of improvement, um,

059again, we wanna make sure that we're getting that lowest strands of kids and we are helping them get, um, again, help level the things to help them make some successes, help them make gains in their areas of that need, the most need. Um, and again, the bottom two are gonna look very much like they, um, did for middle school. Um, the second one there, I said create collaborative groups to focus on even areas of executive functioning, even for our high school group, right? Like sometimes we forget that we're still helping them become the young adults that we want to see them become. And so sometimes that requires a little added assistance, um, for them. Thank you. So my drawing connections to conclude, um, with our strategic plan, we're in our fourth year of our four

060year plan and everything you've heard tonight really does align very well with our student and staff engagement. That's our number one. And we have a very explicit goal about implementing and guaranteed a viable for normal line to standards with our scope and sequence. And this begins in pre-K or 4K all the way through grade 12. You've heard our principals talk tonight about the collection of data. You've heard them talk about utilizing resources, being consistent, offering the time within the day to teach not only core instruction, but also if we needed intervention our enrichment. So we build a system that lends itself to a very high quality guaranteed above for at all of our different levels, elementary, middle, and high. So we talk about core instruction and you've heard them also speak about core and more.

061In addition, we have certain action stems that we continue to follow. Um, we provide high quality professional learning and professional development, not only for our educators within the classrooms, but the principals, um, will probably smile. They've been actively engaged in a lot of professional learning themselves over the last several years. Um, is so much so that then we align things to educator effectiveness, which is a requirement of the state, uh, for both our educators who participate in that program as well as principals. And we continue to strengthen our partnerships with systems. You heard all of our principals talk tonight about collaborative efforts with coaching with Amy McGovern. Um, as a principal and leadership team this year we've embarked upon an assessment series. So the principals and myself will be meeting, um, with a season nine,

062um, facilitator all throughout this year to learn more about data at all the different levels and what leadership strategies we can be implementing both at the district and at the school level home. Um, we're also continuing to learn more and do more with professional learning communities. We celebrate Joy. Talked about this year at Athens Elementary. She found a solution with her staff where they're actually coming in in the morning before school so that the title teachers, the Yale Teachers Special Ed are part of those conversations. I remember finally at the end of last year joining Joy and her staff and they were looking for solutions and she had multiple educators who said, we'll take the lead on that. We'll help to find a solution. And so it felt great the fact that you're now implementing

063something different and better to be able to respond to what, what our educators were asking for. The other part, um, to focus in on is, um, our action step around improving academic growth by closing, um, gaps measured by the district, state and classroom assessments. And in this case, what we learned tonight in our report cards, we do consent, uh, continue to implement the Wisconsin MLSS multiple level systems of support at all of our buildings. Um, we're also participating in a grant, um, through season nine to strengthen our leadership skills around this as well. And I heard the principals talk about this year we have a new data platform. We are data rich in this little of Athens, but we need a platform to be able to collect that data and have it in one place

064and make it user friendly. So we're building our understanding of using next path, um, both at the district level and at the school level in the end by celebrating that if we use data really thoughtfully and transparently, um, both at the district level, the school level, and with the classroom, we're gonna continue to see those really positive achievement results for all of our students. So, um, I wanna chat out and say thank you to Julie and Robin Joy for the leadership in this area, and we're happy to answer any questions that you might have. Hearing Good data. Thank you for sharing everybody. Okay, um, moving along, we're going to information discussion items. Um, we have the Ber Rose audit report for the period ending June 30th, 2025. And best thing he's going to introduce this

065and we have my guest on the screen joining this tonight from her and board members you have in front of you on the actual report that will be discussed in June. You hear me? Yes. Mm-hmm. Okay. So, um, I just wanna start by saying, um, Kevin is joining us tonight. This is your opportunity as a school board to ask any questions directly to our audit or, um, for clarification or any concerns you may have. Um, the work for the audit begins in early June, and then they have a week of onsite work that they, um, are here in the end of August. And then all the data is submitted to DPI by December 15th. So, um, there was a digital copy in the board packet and then you have a hard copy in front of

066you too. All Right, Kevin. All right, well thank you for having me this evening. Uh, I'm going to start on page one of the audit report. And so paragraph two on there, I'll read it out. That's our audit opinion and that just states that in our opinion, the financial statements referred to above prevent fairly in all material respects, the respect financial position of the activities, the major fund and the accurate remaining fund information of the district as of June 30th, 2025, and the respective changes in financial condition for the year then ended in accordance with accounting principles generally accepted in the United States of America versus an unmodified audit opinion. It's the highest opinion that we can give and it's basically just a clean opinion knowing that we didn't find any issues or errors, but

067we for concern. From there, I'm going to jump to page five to the Districtwide statement of activities where this shows the expenditures and revenues from the district as a whole. And near the bottom there we can see the change in that position where in the current year there was an increase of about $724,000. Um, last year you had an increase of about 1.3 million. Uh, the still an increase for this year, not quite as much. The large reason for that was just building a few open positions that were open in the prior year. We also had a handful larger purchases. I believe the biggest one was just a bunch of Chromebooks. Next I'm gonna jump to page eight. This is the statement of revenues, expenditures, and changes in fund bound. So this largely just individually

068shows the general fund and then there's a common from all the non-major funds that we both on bigger paid. So here at the bottom, see the change in fund balance, the general had an increase of six 60,000. Again, as with the district as a whole, this was increase but not quite as much as last year. Last year was about 1.4 million. This is largely just the same reason. So some other larger purchases. I know there purchase from Maple Road that there. So next I'm gonna jump to page 40. This is the combining statement of revenues, expenditures for the other funds. So here the main one, just special revenue, intellectual activities and everything they had about increased about $17,000. Last year was about 33,000. Overall, everything was pretty similar there. The food fund was pretty similar.

069And then the long term capital improvement, that was just an interest similar year as well. Next I'm gonna jump to page 44. This is our audit report on compliance for major speed programs. So the state grants, and here a second paragraph then just states that in our opinion, the district all material respects with the types of compliance requirements referring to above, you have a direct material effect on its major state program for the year ended June 30th, 2025. So this just means that after testing the state program, we any issue with compliance looked like everything was being recorded properly on being used, not appropriate expenditure programs and everything. Jumping then to page 47, that is the scheduled expenditure of federal boards. This shows the total federal grants received for the year. We total expenditures federal

070for six. Debt had about five 80,000. So pretty similar overall. Uh, the threshold for needing a single audit federal is seven 50,000. For below that this zero you only had the state compliant. The next page 48 towards the schedule state financial assistance, these are all the grants. The total state grants was about $4.6 million, uh, pretty similar to last year. So again, nothing drastic change here. The last thing I'll touch on is I'm with the audit report. We also gave the management letter on page four of that document, it shows our findings for any significant efficiencies or material weaknesses, which we do have a few items that we consider material weaknesses. The first one is financial reporting. And that basically just because Kurt Row is one, the one actually preparing the financial statements for the

071year. The next one is segregation of duties is basically just because you're a smaller district, you don't have that many people in the office. You can't really segregate things as much as you would really like. Next is the preparation of schedule of federal awards, the state financial assistance, that's just those last two tables showing the total federal and state rank year. Again, we prepared that. And lastly on the next page is just material adjustments. The district records, just so we have a few larger adjustments if they related to cleaning up that looked like maybe didn't really transfer over from the prior system. So that will likely go away in next year. The other three, there really nothing to be concerned about. The vast majority of districts, especially ones your size, have all of these. And

072it's really just based on the number of employees have. It just doesn't make sense for you to hire enough people and then pay for enough training to get rid of these. So there's really, and that's all I have. If there's any questions? Anybody Have any questions? I don't see anybody with any questions. We are good. Thank you. Thank You, Kevin. Well, thanks for having me and if anything does come up, just feel free to reach out. Thank you. Have a Good night. You too. Bye. Um, I'd like to add, this is our first full fiscal year with Skyward and our financial system. And Kerber Rose does have some access to Skyward, so we're able to reach out throughout the year as well to ask for if we have questions or need guided. So it's been

073a huge improvement this year with the audit to be able to just give them that access and they were able to find what they needed. Um, saved us a lot of time, so That's good. Okay, very good. Next up is the do again. Um, we have the Wisconsin Act 1 43 school safety drills. So I'm gonna ask each of the principals just to highlight something from your drill. Maybe again, a celebration or an area that when you met with your staff, you're going to work to improve in the future. So I what would like to start first? Um, they may very similar drill, so maybe someone you wanted to open up and give an overview. I'll, I'll start because, uh, my staff was doing this without my presence here. Even though I was, uh, half

074a world away when they were doing their drill. I was, um, on the ready to assist from afar, um, at least with the app and, and use of that. But, um, staff did all that I had asked them to do. I had, um, communicated with, um, a couple folks prior to my leaving to make sure that things were still in place so that they could run the drill. Because ultimately we all need to be able to initiate the drill or initiate the process should that need arise. Um, so this was very good practice for them to initiate that, um, in my absence. Um, so between Mr. Detail, um, Mr. Higher and Mrs. Young in the front office, they did a great job of um, getting things initiated through the Rafter app, um, and getting things

075done. Doors shut and locked. Kids were where they needed to be. They were in the ready position. They were not talking. Um, the both, uh, Mr. Hy and Mr. Detail not only walked the inside classrooms to check doors and such, um, they did walk the perimeter as well. And notice, you know, again, shades, that was something we had, um, recognized early in the school year too, just to make sure shades were drawn. Um, because if it's from the outside right, they, we don't want people appearing in the windows. So we need to make sure that, you know, the curtains are closed or the shades were drawn. Um, so there's no visible, visible, um, access from the outside as well as the inside. So, um, from what I was told, it went very well. We just

076had one door that was not locked and it was, uh, it's, it's in uh, a not used classroom right now, but it is used for our IT department. And so I think our person was in transit at on that day. So that would've been the only room. Again, no students in the room, nothing like that. Um, and again, the drill was completed. I think the other thing we were looking to hone in on, and I saw it on somebody else's too, where we're not using the PA system anymore going forward, we really wanna live on that app and get familiar with that and making sure that we're communicating, there's a messaging system to the app, which is super helpful. Um, because then it allows us to communicate quietly and discreetly without being allowed presence on

077a PA system, which is not what we would want in those situations. It allows them to communicate in the s and such like that as well. Maybe that might be happening within the room. Um, and of course the biggest thing is the accountability is allowing them to make sure they can take accurate attendance within their classrooms very quickly. Um, and then report that back to make sure that we have everybody. So, Um, we, I, um, when we did our drill this time, we did um, a potential gas leak. Um, and the reason we did that was we wanted all students to evacuate the building where in, um, a potential intruder they have to make that decision depending on where the intruder is to lock down their classroom or to evacuate the building, whatever would be

078safe for at the moment. And I really wanted everyone to evacuate the building because I wanted them to see where our safe spot was with um, a number of new students this year and all our new kindergartners. Knowing where our safe location is, um, is what my focus was. So, um, we, we did that. We did a guest leak, we used the app, we too, um, still use the pa. Um, so that is something for futuristically to change. We all evacuated the site. One of the feedback from the staff when we debriefed afterwards was just having marking spots, um, for one of the areas of the area that we go to. Um, there's some tall weeds and things that are back there, um, but it also just have a marking spot with a little flag

079for each grade level to be able to line up straight and orderly so they can quickly take that attendance. Um, I was subbing that day for fifth grade and we did it, um, right after the chaos of lunch and recess. And I mean there was intention behind it, um, because we never know when something like that is going to happen. And so, um, really proud of fifth graders to take their own initiative, grab the green bucket that they're supposed to take for safety. They took the red bag, which has all, um, has all the medical stuff in it and um, they were able, I was standing in the hallway, um, at first, um, while they were coming up and just the efficiency of walking up there, um, or running up there. Um, because we talk

080about that like there wasn't an intruder, they can go in various directions and just Ron, we're not walking a straight line down the road, um, and making it to that site. So in the future we are going to, um, obviously we will practice the intruder, um, as well where there's a lockdown in some evacuate depending on where the intruder entrances, the building Questions. We have also used the app and initiated using the app. And um, teachers, uh, I guess the success for me, I feel is that we were all completely locked down and under two minutes. And one thing that did happen, we had a student teacher who has not been trained and she was en route in the hallway, so all the classroom doors were locked. So she went to the very next open

081door, which happened to be a boys' bathroom. Um, and she just braced 'em. And two girls did say, I'm not going in there. So they did go into the girls' room, but, um, she just, I get kudos to her who wasn't trained with us. She just reacted in a way to keep those kids safe. So kudos to her. Um, another thing we need to continue to work on and improve, 'cause we did use RPA as well, um, noticing that some of our staff, um, did not have the app and some of our travel staff don't have access to it. So it's a work in progress and um, I think we're continually doing good and continue to communicate with parents that, um, we had our drill, it was a successful, um, as sad but positive is

082that, um, there wasn't a whole lot of feedback from, from parents. And when we first started these drills, there was a lot of feedback and the sad part is, is very normalized in our, in our culture right now. Um, however, it's also knowing that it's, it's being communicated and I think that parents have a high level of trust in our systems and freedom to call and ask. Okay, there's any questions? Do you questions? Can I ask a question about the app overall and perhaps it's like a leading question into parent communication. Um, is there an integration that in the case of a real not drill, that parents would get an alert? Like is there a way to use that to say like, I don't know, you don't wanna be like, there's an intruder, but I

083feel like there have been cases where like there's been medical issues twice, right? This year or maybe even this last year. One of those times my kid was like locked in a room by himself and I, and I was like, do you have any idea what's happening? And he was like, no. And so I just feel like they're, first of all kids do have phones. I know that that might change, but I do think there, and I've obviously seen on like the middle school Facebook page and like parents being concerned about not like their kid coming home and being like, there was a lockdown but not here. I'm sure you heard this exact complaint. Um, so like, is there a way to make sure that if there is whatever it's for, even if it's a

084kid that's having a medical emergency, um, that parents definitely alert because I do think having kids report a lockdown that parents don't know about is not great, um, from a communication standpoint. And it just like raises alarms I think to parents or trust in a system. So I'm just, I guess I'm asking about the app integration and if there is a way through that app, if you are using it, is there a way that it's integrated through our communication system where you can just be like, medic, there was a medical incident, you know, there was no issue of safety. So that, that I think part of that is twofold is reeducating our, our students in the difference. Mm-hmm. And it wasn't a lockdown, it was what we call a stay foot or a hold, which

085is indicative of if, if, um, life inside the classroom. And here's a good thing for you guys to know if life inside the classroom, if you get home and you, the kids say, oh, we gotta stay in our classroom, the next questions ask is, well, did your teacher stay teaching or did you have to shut off the lights and hide? Because that would be the distinct difference as a talking point. And I did talk to just a couple of parents and explained that to 'em. Um, and because they have the question, Kat, to your point. 'cause if it were a lockdown, there would be some sort of formalized communication coming back to you. So, um, and our efforts may, the best thing is to remind folks if it is a true lockdown, which is a

086different than just a hold, then we would send a notification. Otherwise we wouldn't because we keep that high level because it's a confidential situation. And then at that point it's just knowing the difference between when you get the communication and when you wouldn't or Well, so I will bring up, because my kids', like girlfriend goes to her school, like Zaine does send, when it's a medical thing, they will send a thing home at the end of the day or whenever it is, they will say there was a a hold. Okay. So they will be like non-emergent. I don't, I think they have a emergent and non-emergent, but they still will be like, there's a non-emergent because I think kids have a, do have a hard time reporting accurately. So I think that there is I

087know that, yeah. 'cause I don't know if it's confidential. Is it a confidentiality issue to say there was, I mean we don't have to say it's a medical, but like a non-emergent hold. We do, I mean you do Entry level, we sign something because I'm sure by, um, An elementary kid gets one, Like it's for now three times, you know. But, uh, we do um, just a very generic business Kind of Situation and the kids take break or whatever, so Mm-hmm. I've seen that from the high school. My kids are in school, so it, it does happen that they sent stuff, But it doesn't happen now consistently for non-emergent. Right. Like at, right, right. So I would as a school board member say, I mean it depends. I don't know if that's when you were

088out of the building or Not too. So, no, it's really situational and confidential and it's a decision made by administration, but we hear your feedback and I think we can take that debrief about that as well. So, um, to respond though about the app you were asking about the Raptor app, um, it does not interface. Um, nor would it be a communication tool directly to parents. Um, however it does give us the opportunity to build a reunification process in the app. And that's been our most recent training, um, that we're working on. That should be a experience in emergency that we would have to by somewhere in our community. So it's, um, multifaceted. Um, so we're going slow to learn all the different parts, but there's not a direct communication to parents. Just don answer

089that question. Okay. Thank You. Does the app live on like a smartphone then? So like teachers are accepted to have their smartphones on them and have the app installed and, and be familiar with That? Um, yes. They have two choices. It's web based so they can have it on their, uh, school district computer and or they could have it on their phone. And we give them that option. Um, as we have done drills, those that might have started with web based find it more, um, user friendly and efficient sometimes to have it on their phone. Sure. Um, it does not come as a cost, it's free to them. Um, but it is very style. So we've working do that with everyone. Mm-hmm. So Then those additional teacher story, no, go ahead. Those additional teachers and

090staff that obviously did not have the app on their device one way or the other, that's been followed through. So we make sure everybody has that now We are working on it. So for example, um, one, one that we found was our traveling guidance counselor. So we do have her, I believe that, you know, so it's, it just keeps on, we just gotta keep practicing and, um, another had it but didn't have it ready years. I'm not sure, so sure. You know, and, and Trevor worked through that. So it's just by practicing we find this out 'cause it's not an everyday punch and punch out. It's when we activated it and we also found to like, some students were listed twice under, um, so it's just by going through the motions of we find out

091more. Um, so it, it's a good thing but it's also, uh, a work in progress and, and when we don't do it all the time because it's a good thing we don't do, but, you know, um, finding things out and uh, also you can like, um, it's kind of nice, like if I have like my classroom, um, it'll pop up. But for example, you know, if I have my classroom of 20 kids, I can check who's here with me, but during the wing time, my 20 kids might be muddled in with a bunch of other people. So then they have to, it takes a little bit to go and find them and click. So, you know, it's just Learning. It is, um, a lot of learning, forgetting it, we're getting it interesting. I would say

092that is an action item as well. Um, those are points. Any other questions or comments? Okay. The next item is the out-of-state student employee travel for the FFA rodeo trip on Valentine's Day. Mr. Peter is gonna share some updates. So, alright, so from, um, Mrs. Kelman on her behalf, um, world Toughest Rodeo is February 14th in St. Paul, Minnesota. Um, asked for a couple questions, which I said would be helpful for our folks to understand what, what that's all about. Said why do we go? So we go to give our FFA members the opportunity to leave the state of Wisconsin, which for some of our members, um, it could be their first time out of the state. Um, we go to give our members the opportunity to see other aspects of the agriculture industry who

093funds the trip. Uh, the FFA chapter covers the cost of the bus and half of the price of the tickets of the student tickets. So, um, and then members pay the other half of their ticket. Okay. Um, who can go FFA members who are in ninth through 12th grade have the opportunity to attend. The members need to be active members as well. So they need to at least be attending their monthly meetings. Um, takeaways from the trip. Um, our members can develop an understanding of this way of life. They can also see a different side to agriculture. Um, being the entertainment side. They can develop an appreciation for the cowboys hard work, perseverance and discipline to their sport. Um, they can also see other cultures and communities. So those are some things from Miss Folkman's

094lens and why she's requesting for no about you. Thank you. Questions that work Holly? Good. I like that you had those questions. Um, okay, next agenda item is referendum considerations presentation. You do have a presentation in your board packet as well as, um, packet online. Um, and Beth, Stan and I are gonna present tonight some information. Um, we'd like to engage the board in some additional conversation and considerations around future referendums. So we wanna start, um, first of all by revisiting the process. We've been following, um, early, which began in say February and March of this past year when we engaged, um, with our business partners at CSO 10 to conduct a facility study. Um, we know as a school district that we have some deferred maintenance that, um, we need to be addressing. So

095the study in and of itself was conducted in late spring. And then in May of 2025, we had our business partners from c attend here, uh, to present findings. Um, from that audit and assessment in June, we invited our bear business partners, um, to join us at a board meeting to talk about, um, planning for a potential upcoming operational referendum. Um, in July we began our finance facilities and operations committee of the whole board. Um, this is a committee that meets regular and routinely at 4:00 PM um, prior to the start of FA regular school board meeting, it's another avenue, uh, for representation of the board to talk about finances and facilities and overall operations that informs them conversations at the board level. In August, we engaged all of our employees and they came back

096to work for this year, um, in a survey to gather their feedback. We wanted to know, um, what they knew about school, finances, our facilities, and then to ask them questions about how they would like to get information to make sure that we have two way communication back and forth and to make sure that they're involved in these conversations as well. And then in October and November, um, the board entertained, um, presentations from three potential vendors who would complete a feasibility study. In 2026, the board chose to partner with performance services. So we just kind of want and walk down what we have accomplished over the last several months, um, and anticipate or, um, be proactive and what might be coming next. So in the board's, um, choice to partner with performance services, um, our

097presenters, um, Mary and Jim, who were here last month provided, um, the board and our, um, staff in our community with a tentative timeline for a potential capital referendum to occur in November of 2026. I'd like to just highlight some of the things that will occur over the next several months. Um, during the past several weeks, I've been in communication with Janey, who is our representative from PSI. Um, and PSI did a draft, a memorandum of understanding, that's the first official step in this process that was presented to me approximately a week ago. And now I have presented it to our district legal council for review. So once we have that back, we will sign and engage in that MOU. Um, in addition, um, I have had a conversation with a team of individuals from

098school perceptions. The school perceptions, um, business partner, um, would conduct a community survey. Um, in the conversations that I initially had with them, they would be targeting an approximately an April timeline for that survey. So between December and March, um, I anticipate we will start to actively engage with performance services to conduct a study, gather the information, build the questions that will eventually go into the community survey. So we'll survey our community and gather their input. Formal presentation will be given to the board of education, which will then inform a potential board resolution, which we need to be, um, discussed and approved by August 25th, 2026. And then a very significant referendum communication, uh, campaign would begin and conclude then, um, when our lawyers will go on to the polls on November 3rd, 2026. So

099this is information that was presented over the last several months. And specifically then by performance services this time, specific then to a potential capital. So tonight, Beth and I would like to engage the board in conversation about a potential future operational referendum. So in the next slide we detail for the board of education the options that we have available. So we know that we are currently in year three of a four year non-reoccurring referendum. So that means our board is approved an operational reprimand to exceed our revenue. This happened in April of 2023, but that non-reoccurring will end in June of 2027. The board presentation by the Baird School finance team that occurred in June and then, um, Debbie was back with us in August, indicated that there is a need to us the community

100again for some additional revenue. We had asked in April of 2023 stair steps, um, down to from 1.6, asked to one point to two. Um, and we anticipate an ask into the future, whether it be April, November or April of 2027, somewhere between five to $600,000. Those additional revenue or dollars that amount of money would help us to continue to operate at the current level of which we're operating. So not to, um, maybe be able to respond to a lot of deferred maintenance, maybe some small projects, um, but perhaps not enough money to do a revenue project or something of more significance. So tonight we wanna speak with the board about the potential to make a determination and what might be the appropriate time to go back to our community and ask for a potential

101operational. These would be the choices that we'd like to discuss with you tonight. Um, we could consider April of 2026. Um, we have in the boxes, um, to the right some additional information on this line which indicate if that is the direction the board would like to go. We would need an approved resolution, um, adopted by January of 27, I'm sorry, January 27th, 2026. Um, if the board would want to consider November of 2026, then um, the board would have to adopt a resolution on August 25th of next year. And if the board wanted to consider April of 2027, a resolution would be adopted. Again, this is forecasting a year from now, January of 26. We put a caution sign because it's important to remember that in any given year there can be two questions

102on a ballot. So if the board would consider an operational question in April of 2026, and if it would, um, voters would approve that and pass, then you could ask another question like a capital in November of 2026. If our community and our voters needed more information and chose not to support the April, 2026 operational question, only one question could come back on the ballot in November. So the board would have to make the determination. Would we ask the community again an operational question or a capital question? So considering the timeline I shared from PSI, we have begun this process now to go forward with the potential capital question. Um, if the board so choose, it's in November of 2026. So from a board perspective, again, Beth and I would like to engage you in

103conversation to answer questions. You might have discussed what this potential timeline might look like and if it could come to a termination tonight and you would provide us guidance and in that planning process. Can I, can I ask just a question of clarification? Sure. You can only ask one question, but does that mean that you could not have operations combined with the facilities as a single? It could be a single lump, right? It could, it's an all or nothing. It could be an all or nothing in November, right? Of like, like we have the, like when we look at these, we're talking about the operational oh share. But the single question I, well I I have opinions about an record number April 26th, but I feel like we could still just to put that on

104the table as an option, we could still do a one single ask. So I don't know if that's, I'm gonna clarify, make sure I'm understanding your question. Ka. So what you're asking is could the board approve one resolution or one referendum question? Yeah. And the answer would be yes. You would have to determine is it capital or is it operations? But it cannot be both. An operation question has to be specific on what you're asking to go above and beyond or exceed level. So there is some flexibility, but if we think about, um, the facilities audit report that indicated over time we have approximately $11 million worth of deferred maintenance, we certainly would not be able to ask that significant amount of money. Now that's over time, right? Yeah. We wouldn't maybe anticipate addressing all

105of deferred maintenance with a short period of time. Um, and capital is very expensive. Okay. There, and we could always pull up the presentation, I believe it was from June, um, when Elise, um, and Debbie Morgan from Bair, they provided some explicit information on how you can develop those questions. Um, this is very expensive. That's a good question. Good question. Would you guys add any, I think you did a great job. So what are we thinking? Can I ask another question? Of course. Yeah. So if we were to finance, do we have a rough number of what the impact would be if we were to finance the 11 million? Like, like what that number would be? Because I feel like this is a hard conversation to have without, I know that we're gonna have a

106real site assessment done. I know we're gonna look at real projects. I know that might come in differently, but just like if we were to, let's say, I don't know, what number would you want to choose? I can't do the maths money, do math that you mean if we were gonna edit into our existing budget? No, if we were like what would the like it's just like without knowing what the tax impact, what the tax impact of the, um, of $11 million would be over 30 years. Yeah. Yeah. You have that? No, that's what you're asking. Yes. So that's 30 or 20. I think it's, I think it's 20. All of you are better. Yeah. I, is there a calculator for we can these, I think it might be a little premature to make some

107of those assumptions until we start to invest in the feasibility study and get that data points and then our vari colleagues will also be working with us as the data information is coming in. Um, and so I would hesitate to give any suggestion at this point not knowing what those numbers are there variables. I, I, I totally understand that. I just, I just feel like even if we went to a April referendum, we would've, I personally feel like we would've no chance of passing a fall over Because that give us about a month to develop that question. Yeah. Communication. I just feel like it's a hard, I think we were asked if we would go with the November of 2026 anyhow, weren't we? Um, that's the timeline that was presented for a capital question. Um,

108and so I do not believe we would be able to get to the ballots of that early enough as in April of 2026 for a capital. So according to what was presented by performance services, which is the, also the graphic that we have in this presentation, we have the amount of time necessary, we would all three of our vendors state about a year to plan appropriately and do a feasibility study and make our way towards a potential capital question. As we know, we're gonna be gathering a lot of information through that feasibility study to inform the community survey. And that's important. We want the community feedback. Um, so that's the capital, the operation again, maybe a little bit more black and white because we anticipate meeting approximately 500, 600,000. That's in the moment right now.

109Those numbers, if we continue to budget conservatively as we've done in the past several years, could ever flow. And so from the community members' perspective, they may appreciate a little bit more time. So we can come back to them again, let's say in the spring and fall of next year to say where we are again and how we are operating in our budget. We would have another annual meeting coming out through September of next year. And the operational reference that we'll be looking at, that'd be significant less than what we have right now. So if we do look at taking that and a capital referendum in November, we could still potentially be less As of what the taxpayers should be paying. Potentially. Potentially, yes. Because currently it's 1.2 million, now it's in year two and

110four we're in year three and it would not take effect until fall of 2027. So the current referendum would be off and the new would be on if it passed the net impacting as far as net Yeah. Their taxes wouldn't necessarily go up. You're gonna be saving Agreed. Agreed. Because again, the, it would go from 1.2 to like 600, right? So it's gonna be cut in half. But then at the same point as if it was 11 million, 20 million for lack of better terms, because you can amortize that amount over 20 years, we would have some sort of an idea of what we could say if we do this and this, the internet impact to your taxes would still would be flush. Right? Potentially. Or if it, if it comes up a little bit.

111But it, it's all on time. Right? And that way Jesse did a nice job describing that would absolutely be the key for the core of our communication. Um, illustrating the difference between the two because we ize the bonds over 20 years that impact potentially, even though much longer amount could actually be the same way than us. So I feel like that personally I feel like in November, even though I, I know the negative of the two together, which is that people want to go for the cheaper option. So I understand like their taxpayers are just gonna be like, oh, I'm willing to support schools, but not over and above. But I do think if we're able to deliver something that's like we're at or below the impact, plus we get all of these structural necessities,

112that's the strongest, that's the strongest point I think that we can make. I don't know, I, I just don't know how engaged people are with the process. So I feel like I, it's, it's ideal that people are engaged with the process even if they're really not supportive of referendums generally or, or on the fence. But I feel like asking two in a year is, unless we're really going for it with PR, I think is a hard strategy. 'cause I feel like you have to tell them in April that you're gonna be asking them in November. Like you have to be really upfront like that. We're, and I think we've been doing a good job now already. I mean we've been talking about the possibility of like communications and just like conversations have been continuing because

113I do think that people's, um, interests are peaked, right? Because they want to know what impact did my tax increase have on the district and what and what benefits can we see in that. So I think, um, fortunately and unfortunately I think we have, there's a captive audience intention I think we do have because of the situation and the dire straits that we were in prior to this. So I do, I hope, am pray that more people are paying more attention to be more engaged right now. And we've been talking about it all a lot. So it's not, it's not gonna be a surprise I'm holding 'cause I know it's obviously a tough conversation multiple times in my days. Yeah, yeah, yeah, yeah. Yeah. I think I agree. I think the more information and the

114more accurate information we have when we go for referendum and whichever ones we go for the better the chance of success. So whatever that picture looks like, you know what that timing is. We want people to have more information rather than less communicating. Yeah. So my vote is the wait till November of 2026 for any ask. I think so too. Let's get more information and decide what we're gonna put on it before, you know, Before we decide which one you're gonna go for operational or the operational's gonna have to go on right. No matter what. Right. And if it doesn't work in November, we come able to come back in April. Right. Exactly. But as far as capital referendum, we have to wait until we have more information what the impacts are gonna be. They

115may come back with this feasibility study. It may be $18 million to fix. Well, right. No, I agree. Who don't know. Mm-hmm. So at this point I, I'm in favor of November with the, with the operation for sure. And I would prefer to hold off on the capital until we have the full feasibility and time to digest it and I feel similarly. Mm-hmm I think we can Do a better Great move on Jess. Yeah Sam, I think we all feel the same. Tucker. Tucker is it not? Um, so do you have enough information to move forward with like the planning and like getting the board information on like the next pieces and everything? Andrea and Beth or? Yes, I believe so. I'm hearing from the board that we are not going to consider in April,

1162026 operational work capital plan at this time. So we'll continue to pursue gathering information, bringing it back to the board and so through that process. Sounds good. Okay. Thank you. Thank you. Alright, moving along. Action items. We have revenue and expense reports. Anything of note Beth that would be different than previous years? Um, in November for the revenue, we did receive our quarter first quarter grant reimbursements. So that's an accomplishment. I'm Working really hard to get those in quarterly. Um, and then as far as the expenditures go, eligible staff members received their 0.95%, um, one time stipend in November. So that is done. Questions. If not, I'm looking for a motion to approve the revenue and expense reports. I will make a motion to approve the revenue and expense reports. Thank you. Yep. I'll second.

117Thank you Kim. And then we'll do a roll call vote. Sure. Steve? Yes. Jessica? Yes. Tom? Yes. Angie? Yes. Tucker Kat? Yes. And Kim? Yes. Thank you. Um, then we're under approval of checks and cash receipts questions. I do not hear any questions. Um, I'm looking for a motion then to approve. I'll make a motion approve. Kim, I'll second. Okay, thank you Steve. And then we'll do a roll call. Vote please. Steve? Yes. Jessica? Yes. Tom? Yes. Andy? Yes. Tucker Kay. Yes. Kim? Yes. Thank you. Okay. The next item is to acknowledge the receipt of audit financial statements for the period ending June 30th, 2025 For a motion. I'll make the motion. I'll second it and then we'll do a roll call vote. 'cause it's none. Steve. Yes. Jessica? Yes. Tom? Yes. Angie? Yes. Tuck

118cat? Yes. Kim? Yes. Thank you. Okay. And then we have Wisconsin Act 1 43 School safety drills. Motion to approve the three reports presented. I'd make a motion. Thank you. I'll second it. Okay. Thank you. And do voice vote. Okay. All in favor say aye. Aye. Aye. All opposed. Nay. Motion carries. Thank you. And and the last item on action is out of state student and employee travel. FFA rodeo trip. I'll make a motion. I'll second. And do we whisper on that one? There's no money in. Okay, I'll All in favor say aye. A aye. I'll opposed nay. All. All right then. I'm looking for a motion to adjourn to executive close session under Wisconsin statute 19.85 for the purpose of considering employment, compensation, performance evaluations, et cetera, um, for the campus administrators and a

119performance evaluation of the superintendent. I question. I'll second. Okay. So Jess and Ka, thank you. All in favor say aye. Aye. Aye. All opposed, nay. Thank you. We are adjourned into closed.