001I'd like to call the special meeting of the board of education to order at 501. Mrs. Ming, can we please have the role? Frame >> here. >> Henchel >> here. >> Ly >> here. >> Maine here. Panel >> here. >> Motor >> here. Uh 6. So we have established a quorum. We'll be taking a moment of reflection followed by the pledge of allegiance. To the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. So uh moving into uh we have an announcement that uh following the meeting we will be having a workshop uh to interview and discuss vacancy appointment candidates and discuss preliminary school consolidation plan. And then moving into uh individually uh board considered resolutions. Can I have
002a motion to consider the approval of budget reductions? >> I move that the board of education approve the board's recommendations to reduce spending for the 2627 school year as noted in green. >> Second. >> We have a motion by Mr. Henel. Uh second uh by Mr. Lyrens. We've had two workshops on this as well as a lot of feedback from the community as well as a lot of answered questions from um Superintendent Steinbart and his team. I I just want to appreciate and thank all of the board members um for your hard work on looking through and um as you make your decision. Uh unless there is any new information uh we will move on to the role. Okay. The role please. >> Frame. >> Yes. >> Henchel, >> yes. >> Ly, >> yes. >>
003Maine, yes. Panel, >> yes. >> Motor, >> yes. The motion carries 6. Uh, moving on to adjourning to the workshop. >> Move the board of education journey to the workshop to interview and discuss appointment candidates and discuss preliminary school consolidation planning. >> Second. We have a motion by Mr. Henshel and a second by Mr. Lyrence. Can we have the role please? Mrs. Maine. >> Henchel. >> Yes. >> Lyance. >> Yes. >> Maine. Yes. Panel. >> Yes. >> Uh frame. >> Yes. >> Motor. >> Yes. Motion carries 6. Uh the special meeting is adjourned at 504 and we will move right into our workshop then. Right. >> Yeah, we'll we'll go through that. Yep. >> Yep. Uh so I'd like to call the workshop of the board of education, not the workshop. Yes, the workshop to
004order. Uh at 50:05, can I please have the role? >> Uh frame. Yes. >> Henchel. >> Yes. >> Ly >> here. >> Maine. Here. Canal >> here. >> Motor >> here. Well, >> it's okay. It's nice someone else. >> This means you're here. >> Uh so, uh we have a quorum in all of our members. So, um the next section of our meeting is um to invite up those who have shown interest um in uh board vacancies. So um what we will do is we will call forward those candidates that are here to come to the front table please. And as they're getting settled um I'd like to welcome Andrew Smemedberg. Did I say that correctly? Andrew. >> Okay. And Kathleen Christensen. Wonderful. And Antonio Godfrey. >> Hi. >> Yes. >> And then as we
005go though, yeah, make sure you hit the button for the white. It'll be green if it's working. >> I turned it on. >> Thank you. >> Wonderful. Thank you. So, >> sorry. Have to speak into it too. So, as you shift, >> we're going to share. >> Actually, we could probably get one of the ones from >> behind. Yeah. Everyone will have their own then. >> Oh, okay. >> Look at that. >> So, um, thank you. >> First of all, thank you so much, um, for showing your interest in this position and, um, just being invested in our children's future here in the Fondelac School District. So, um, this interview is part of the board's process to fill the current vacancy. Each candidate candidate will be asked the same set of questions to ensure fairness
006and consistency. And for those um on the community who are listening um board members gave me suggestions for questions and then we took those questions and have come up with six total questions and um talking to the three candidates. They've agreed to do this in a panel style. So, what we'll be doing is we'll be asking one question at a time and um we'll have uh Hie will be setting a timer on the screen. Okay. Uh Hie will be setting a timer on the screen for four minutes just so and just you can keep an eye on the amount of time that you have. And so, um you'll all have the same question. We'll start with um Andrew Senior on my left. you'll be the one who gets the first question first and then Kathleen
007and then Antonio and then the second question Kathleen you'll have the first turn on that. Does that make sense? >> Sure. >> Okay. Wonderful. >> All right. Um and then just again for those in the uh community that are watching um we are taking notes. Um there is a tool, a rubric I created to share with the board if they choose to use it uh to help them as they are thinking through um how uh members are answering the questions. Um they may choose not to use that as well, but that's something that's in front of us as well. So um before we get started, board members, do you have any questions for me before we start? >> Okay, candidates, do you have any questions? >> Okay. >> No. >> All right. Well, thank you.
008Then let's get started. Uh the first question is uh and Andrew again we'll have you start. Why are you seeking appointment to the FondeLac school district of educ uh school board of education at this time and how do you understand the role and responsibilities of a school board member within our district? So I'll ask I'll ask that again. So why are you seeking appointment to the Fondelac school district board of education at this time and how do you understand the role and responsibilities of a school board member within our district? >> My primary reason for being here is really the profound impact that the Fondelac school district has had on my life um in a number of ways. I'm currently a parent of two children who are enrolled at one of our elementary and middle
009schools. Um there's strong chance I'm not sitting before you were it not for some of the great educators I had along the way. I had f I've had multiple families serve family members serve this district in multiple capacities from instructional assistance all the way up to administration. Um, so with that, I feel compelled to serve. I think it's important to serve your community and to be present and be active. Um, how could come on and understand the roles and responsibilities? I get called a nerd for this sometimes, but I would challenge you to count on one hand the amount of meetings. I haven't watched live streams since 2021. Um, so I do like to be informed on what's going on. I know some of the successes and struggles that this board has had and some
010of the challenges you've had to work through throughout those past several years and I want to be of service and I want to help um move that forward. >> Thank you. Hi Tal. I'm guessing roads were not friendly. They weren't, but I misunderstood being here at 605. I apologize. >> Okay. Well, I'm glad you're here. Thank you. Um, so we are doing this um uh we're taking turns with the same question going through Andrew just started for us and so um I'll read the question again then uh Kathleen and after Antonio then we'll go over to you. Okay. >> Thanks. >> Um and then uh we have Hi is taking four minutes for each one of um the questions. So, uh, Kathleen, uh, why are you seeking appointment to the FondeLac School District Board of
011Education at this time? How do you understand the role and responsibilities of a school board member within our district? I have been a member of this community. My husband and I have raised four children, graduated four children from the Fondelc School District, and now we have uh, five grandchildren, four actively in school, one soon to be. Um, so I feel a real connection and commitment to what the school district does and the good things that the school district can do. I think this is kind of a key moment in the school district's evolution as you deal with, you know, budget deficits and declining enrollment and some of those problems that you're very well aware of. Um, and I just recently retired. I retired January 1st and so the timing of this seemed somewhat meaningful. I
012guess that it was time to step forward uh and use some of the skills that I've accumulated over the course of, you know, fairly long uh professional career to help um hopefully help move things forward in a good way. Um yeah I I'm you know a strong believer that education is kind of foundational for uh evening or equalizing uh you know it's foundational for children to be able to uh have as good a chance as possible to move forward. So if my skills can help to accomplish that then I feel that's something I wanted to do. So >> thank you >> Antonio. >> Why are you seeking appointment to the Fondelac school district board of education at this time and how do you understand the role and responsibilities of a school board member within our
013district? Um, this is not a a point or a jab at either of the three of um the other three people sitting to to the right of me. Um, I think I'm the only person that's sitting at this table that um has been a school board member. Um, I have raised um four three of my my six children have graduated from the Fondelac School District. My grandchildren are currently enrolled in the Fondelac School District. Um I am actively running for the seat for the FondeLac for the position of a Fondelac school board member. I have sat in those seats as a school board member. Um the reason I am currently running for school board, I have advocate I have continued to advocate in the role as a community member for all children in our community.
014And just this past just this past school year, I have a ad advocated to at at our high school to for multiple of our athletes to to get them academically eligible to participate in sports. So, I think that that that that shows right there that I I am I am fully invested. I I I volunteer day in multiple times a week in our community for our our children. Not not only just to just to say I'm doing it. I am actively doing the work. I participate in the work. So that is the reason why I am running for running for the seat and that is the reason why I have decided to also put my name in the hat for this appointment. I I believe in working together as as a team. I I I
015can start this POS in this position day one with with zero training to to help and facilitate to this to your team that that is sitting at this table. So that is the reason why I decided to put my name in for this appointment. Thank you. >> Thank you Antonio. Uh Tanal, welcome. And why are you seeking appointment to the FondeLac School District Board of Education at this time? And how do you understand the role in responsibilities of a school board member within our district? >> Um well, I'm a parent of two young ones um at Waters Elementary, so I'm directly invested in every decision the board makes and I will be for 12 more years and beyond that hopefully. Um I my neighbors, the kids I coach, the families, the educators I work with
016um on the PTO, I've become truly inspired by them. Um and what it means to be to me to be on the PTO or to I'm sorry, excuse me, on the school board of education is just to keep the students at the center of everything we do. um to make community-minded decisions and responsible decisions when it comes to the budget. Um can you repeat the second question, please? >> Sure. Um how do you understand the role and responsibilities of a school board member within our district? >> Sure. Um, I think the three most important points that come to mind are, um, responsible and community-minded budgeting, um, transparent budgeting, um, keeping the students at the center of everything we do, and, um, being a bridge between the community and the school district, especially the parents and
017families. >> Thank you. So moving to our second question. Um so we will have Kathleen answer start with the second one. Um thinking about district priorities in fiscal stewardship. What do you believe are the most significant issues currently facing our district? What would be your priorities particularly regarding long-term financial sustainability budget decisions and the recent referendum? And I'll read it again. So, what do you believe are the most significant issues currently facing our district? What would be your priorities particularly regarding long-term financial sustainability, budget decisions, and the recent referendum? Uh okay. I think that the structural deficit that we're facing which is a c you know culmination of uh the removal of any kind of inflation protection from the revenue sharing uh the cap the revenue cap and declining enrollment uh you know that that's
018created a huge issue that has to be managed. Um declining enrollment itself is uh an ongoing issue and you know we can't obviously do anything about birth rate but we can do something to try to keep as many families as possible in this school district. Um, I think that, you know, because of what's happened, because the referendum last year didn't pass and the cuts that were needed to be made, there's been a strain on our staff and teachers. And so that needs to be addressed. And then I think there's some rebuilding within our community uh so that they feel more connected to what's happening because going forward, you know, as I see this, this is a longterm problem. It isn't going to get solved easily. Even this referendum isn't necessarily going to solve this problem.
019And so if we are uh uh well positioned within the community, if they trust us and are um you know confident that we are working in their best interests, the solutions moving forward will be easier. Uh, additionally, I think whatever we can do with our programming to make it as attractive as possible for people to stay here. Um, that is that is kind of a key element. Um, did I answer did you ask me two questions? >> Uh, is what do you believe are the most significant issues currently facing our district? what would be your priorities particularly regarding long-term financial sustainability budget decisions and the recent referendum? >> Yeah, so I think that I did address uh what I think the uh uh most difficult decisions are. I think the key really is community involvement,
020communication, rebuilding trust and you know having staff as well part staff and teachers part of the uh solutions to some of these problems moving forward. All right, thank you Antonio. Um what do you believe are the most significant issues currently facing our district? What would be your priorities particularly regarding long-term financial sustainability budget decisions in the recent referendum? Um, one of my main number one issues first of all is to uh to come up with some type of um plan of action to deal with our our decline in enrollment. um that has been um plaguing our district for for multiple years. Um I mean I know we're we're all sick of hearing about CO but since 2020 we we've all hit we we've all most all of our districts especially most districts have hit that
021decline in enrollment mark and it it is continued to to decline. Um, and at the last meeting we we we you guys were talking about more the numbers are going down even further. And it's I I love the the the fact that we're we're we're investing investing in online I mean a virtual version of school because that's going to help help our district move forward because I I've I've said since COVID we we we should be offering some type of hybrid type of schooling because during COVID we had kids that were that that excelled virtually and when they when they were able to come back into schools, they they declined rapidly real quick. And we we know that a lot of kids are are taught and they learn differently. Um and what was the other
022part of the question? So, what do you believe are the most significant issues regarding uh issues currently facing our district and what would be your priorities particularly regarding long-term financial sustainability budget decisions in the recent referendum? Okay. um budget decisions. We that's going to be a continued problem until until the state adjusts our funding formulas. I mean, if if they would just keep if if the state would have just caught kept up with just the inflationary part of funding, we wouldn't we wouldn't be sitting here talking about a referendum again. I mean, a fail. I mean, even with the if this referendum passes in a couple months, it's still it's still a 3.5 million dollar deficit. So, it's not going to fix the problem. It's it's not. So, until they they adjust the funding formula
023from Madison, we're we'll be back here again talking about another referendum and or cuts. So, and long-term sustainability. I mean, I the work is all the district is already doing any and everything that they can to to tighten the belt on long long-term short-term sustainability. I mean, I don't I don't know of anything else that can be done. I mean, yeah, the talk has been of to to to close a few schools, but how much more can we how much more can this district titan on the belt without sacrificing the education? >> That's it. >> Thank you, >> Tenal. question is, what do you believe are the most significant issues currently facing our district? What would be your priorities particularly regarding long-term financial sustainability, budget decisions in the recent referendum? >> Sure. I believe the
024three top um challenges or issues would be definitely the declining enrollment, um the lack of appropriate state funding and having the appropriate um and necessary support for students that have mental health struggles and our special education um population. I think that we utilize our amazing educators for a lot of guidance for many um more classroom struggles. And I think that we look to our board administration for the data points um and um other things we would need to base our decisions off of and try and solve the problems. But um I don't have all the answers and that's why I um am grateful there's a great board to collaborate with and make these decisions on together. Andrew, what do you believe are the most significant issues currently facing our district? What would be your priorities
025particularly regarding long-term financial sustainability budget decisions? Well, I certainly don't mean to echo what the other three applicants have said, but unfortunately there's really no way around it that structurally the system, for lack of a better term, is broken. Um, it's been said in this very chamber, I don't want to exactly quote the person, but Madison has had a tendency to play politics at the expense of kids education. And unfortunately, um, Fondelac is not insulated from that, nor are many other districts. Professionally, I talked to people in our region throughout the state. I think there's a reason that 65% plus of districts have gone to referendums in the past five years, and unfortunately, until that gets fixed, we're going to have to continue to do this at the local level. um with that with the
026budgetary challenges unfortunately 80% of our budget I believe is our most valuable asset and that's our humans that do they do everything for our students and that's across all areas of employment. So I think first and foremost we have to protect that at all costs um even if it means tightening the belt elsewhere and looking at ways to be creative. I think there's been discussion about how using some of what the district has um different program in the district has done over the past couple years kind of bringing that in-house and identifying people who can um kind of lead that charge and um keep that progress up. Um, as far as advocating or as far as the referendum, I will advocate to anybody I run into. And I've run into people on both sides of
027the proverbial aisle. I'd like to think I've opened some eyes. Um, in some instances, and other instances, it's just been a conversation of how many times are we going to agree with each other in the next 10 minutes. So, I do I do advocate silently. Um, I do think it's important that until we fix what's going on at the state that locally we advocate and really really get the message out. I think I know it's been a big focus for this board to make sure that we're communicating accurately and with all the proper information. So hopefully we have a successful vote in April, but I would continue to do that as well. Okay, our third question, Antonio, we'll start with you then. Uh, this question is on leadership in difficult decisions. Schoolboard members are often
028required to make complex or unpopular decisions. How do you approach those situations? Please describe a time when you had to make or support a difficult decision and how you handled stakeholder concerns or criticism. I'll read it one more time. Schoolboard members are often required to make complex or unpopular decisions. How do you approach those situations? Please describe a time when you had to make or support a difficult decision and how you handled stakeholder concerns or criticism. Um well, I'll I'll use an experience I had as a board member. Um when I when I got a when I was appointed in um 2020, I I I I came in as a board member just thinking that I was going to be one way and one way only. Um there was a person that was in the
029community that that really really l that really gave me um and a better term excuse my language pure hell and but at that time that's what I thought but this person she really challenged me to look at things in a different a in a different lens and that person later on became a a a a real dear friend of mine and forced and she she got me to look at things from a different perspective as far as how I how I thought I was going to be as a school board member. And if it and it challenged me to to get in the middle of different perspectives and different decisions to stand there in the middle and look at things differently. And I I I thank her. I thank her every day for her challenging
030me to look at things differently as a person and and to for and that forced me to to become a a a better board member and look at things differently because I had to look at it that way and learn to work together as a as a team with my other fellow board members because as one person you are no stronger than just yourself because if you if you don't work Well, as a team, you don't want you're just isolated by yourself. And that just made me a better a better board member to work better with with the the people that sat at that table with me. So, and that person know who who she is. So, I don't have to mention her name. But that was that and that process was really difficult for
031me because I I was really strong strongheaded and pigheaded but it made me a better person and it made me a better and a more effective board member. So that was my that was the challenge and it was and when it was really effective for me. >> Thank you Antonio. So I believe Tanal correct sorry we got a little off. Can you and make sure that it's right in front of you. Um oftent times we get feedback that people can't hear us if we're not like right here. So uh and the question is um schoolboard members are often required to make complex or unpopular decisions. How do you approach those situations? Please describe a time when you had to make or support a difficult decision and how you handled stakeholder concerns or criticism. I would
032say at any at any point of conflict in my life um as an adult, I've tried to see the other side, try to think through the reasoning behind why I feel that I do um and then hear the other side out and consider um the reasoning behind their opinion. Um, in a previous career, um, there was someone difficult to deal with, um, that I was often put in groups or projects together with and, um, seem to make everything difficult. Um, have a very cynical attitude and that's, um, pretty contrary to me. I tend to stay positive and um try and keep a group um collaborative and working together and um I guess how I deal with that is just uh try as much as I can to stay positive. Um focus on the reasonings behind
033um how I feel um use data to drive my decisions and um when faced with this on the board I would continue with that. Um, I seek guidance from the board um on how they maybe handle these types of situations and um again stay positive. Try to um keep things internal and process them um with a calm mind at a later time. Uh, schoolboard members are often required to make complex or unpopular decisions. How do you approach those situations? Please describe a time when you had to make or support a difficult decision and how you handled stakeholder concerns or criticism. So, I was actually had the opportunity to present at the Fondelac High School's ACE Academy a couple weeks ago, and they asked me what I like about my job, and I told them it
034was actually that um I work in an industry where there's multiple different types of people, different sets of challenges. And one of the things that I pride myself on being able to do is not only prioritize or triage what those are in order of concern, but also think about it rationally, think about it from their lens and at the end of the day um be at peace and live with that decision even if it's challenging. Um within that industry, it can be cyclical at times. So, I've had to have face-to-face conversations and tell people, I I don't have work for you at the moment. You're laid off. And to my previous answer about how we need to protect our human capital wherever possible, I know that's not an easy conversation to have. And I know
035that from the board seats or from the administration seats, it's very difficult and it costs you sleep at night. And it's not something that you ever want to do, but it's something that in some instances you have to be prepared for. Um, obviously I would like love for it to never come to that, but with the challenges that we face, it may have to. And that's where I think if you haven't had to do that, it's much it can be really eye opening. That's just that's probably the biggest challenge I've ever had and always will. Thank you, Kathleen. Schoolboard members are often required to make complex or unpopular decisions. How do you approach these situations? Please describe a time when you had to make or support a difficult decision and how you handled stakeholder concerns
036or criticism. One of the things about being as old as I am is you have to make difficult decisions somewhere along the line, right? I approach those decisions generally you know the the format or formula that I would say that I use is first of all to gather the data you know to understand what what's at stake uh and look at it from multiple perspectives but as much as possible to really you know kind of go to the source to understand what the facts are. Um, in general, I rely on, and I think this is especially true in a board position, and I have been a member of a number of nonprofit boards, uh, it it's difficult sometimes not to try to micromanage, and you don't want to micromanage, right? The role of a board
037is governance and kind of setting the tone and supporting uh, administration, not actually you know, getting into the weeds of every detail. So, understanding what that line is, uh, getting the information, uh, making sure that, you know, in the end when the decision gets made, it's based on data and facts and not just someone's opinion. And then, uh, doing the best that you can to communicate that fairly with all of the parties involved. Um, I did have a situation. I, uh, I was the managing director of a office here in town and one of our people on my, one of the people on my team did not work directly for me, but supported another uh, individual and there was a conflict there, a pretty significant conflict. Um, and I love the person who was a
038member of our team and she was a great asset to us in this office. Unfortunately, uh, there were some behaviors and things that happened that, you know, she kind of burned the bridge with her uh, people that she was supporting. And so I did the due diligence that I could do to be sure that it was, you know, fair. and uh I reached out and got involved those people who might be stakeholders in the ultimate decision. Uh but in the end the decision was made outside of our office. It was made you know at a different level and um so that was a very sad outcome but felt that we had been as fair and as supportive as we possibly could uh in the process. Um and then you know as the director you have
039to deal with the fallout of something like that in the office itself. And so um you know we've had a couple team meetings and uh and fortunately we were able to move on and and I wish that person the best of luck but you know they weren't destined to be part of our team. So um so that that is essentially it. >> Thank you. So moving on to uh question four. I believe this one the first one is to kneel on this one. I believe everybody else got to Okay, good. So uh this question has to do with community representation and engagement. How will you engage with parents, staff, students, and taxpayers to understand diverse perspectives? How will you ensure you represent the interests of the entire community rather than a single group or conte?
040You should have read this. Let me read it again. Uh yeah, go for it. You can be number four. Is your mic on? >> Nope. There. Mic's on. How will you engage with parents, staff, students, and taxpayers to understand diverse perspectives? Next question. How will you and second part how will you ensure your you represent the interests of the entire community rather than a single group or constituency? >> I believe I'm a bit proactive on that. Um as you saw in my um letter and my resume, I'm already on the waters PTO as a board member since 2024. I'm in the I'm in waters weekly if not daily sometimes um depending on the demands um of the PTO. I've become close with um the educators there this the um leadership of the school many of
041the families and the um children that my kids interact with daily which is a diverse group um and excuse me and I also coach a diverse set of children as well. Um, I believe I'm out there. I'm interacting with all different sorts of ages, groups, and um people with um all different opinions and um motivations and uh concerns about the school board. Can you repeat the second question, please? >> Sure. How will you ensure you represent the interests of the entire community rather than a single group or constituency? Sure. Um there's been um ideas, concerns, and um things brought to my attention just because of my exposure at the school and I've um I welcome the conversations. I love to get the ideas um from other people who like me are directly invested in the
042decisions of the board and um I believe that's the best way to um represent all of the taxpayers, all of the parents, all of the families and beyond um is just to continue to have the open dialogue to encourage the open conversations. And one of the things I've noticed um in the past year is how great it's been to witness the um open conversations, the discussions, the question and answers between the board. Um I would be honored to be a part of that. That's my personality too. um to be very open, overcommunicative at some point um at some points and um just just be be open to anyone whether they're they share the same opinion or not. Um, and of course present those concerns and ideas to the board as we would go forward and
043um, discuss and come up with solutions and um, yeah. >> Okay, I'll keep going. All right, Andrew. Um, question for community representation engagement. So the qu two questions, how will you engage with parents, staff, students and taxpayers to understand diverse perspectives? And then number two, how will you ensure you you represent the interests of the entire community rather than a single group or cont constituency? See, I struggled too. >> So I truly do believe that if you're going to do something, you should do it all the way and not half at all. Um, if appointed, I can assure you I will be in every building. Not every day, but I will see every building. I would love to introduce myself and shake my hand to every single member of the faculty. It's probably unrealistic at
044this point. I think school year will be over by the time I got to that. But I would be present and um and talk to not only the admin staff at individual buildings, but the teachers, everybody. I'd love to hear different perspectives. You probably can't fix all problems, but at least knowing that they're heard and that they can trust that um their opinions matter. uh as far as serving everybody and not just a single constituency. Um I think that's one of the great things about our district is that there's opportunities for whatever you're interested in. Um last Wednesday I was watching a hockey game, but I know there's a lot of other great things going on. I've been to Night of Silence. I've seen, you know, the amazing art projects. What the Ace kids are
045doing at the high school is incredible. um my daughter in elementary school. They've got amazing fundraisers and fun things going on there. I think there's a lot to see and to the extent that I'm able, I would want to be part of all of that. >> Thank you. Uh Kathleen, uh how will you engage with parents, staff, students, and taxpayers to understand diverse perspectives? And then number two, how will you ensure you represent the interests of the entire community rather than a single group or constituency? >> Very good. Very good. Um I do think it's a matter of being available to uh to public to the public in general, whatever that public is, students, staff, uh taxpayers, parents. um on any given issue the constituents who it you know you need to uh be sure
046you have their understanding can change right it's can be kaleidoscopic I guess would be the you know on this thing it might be about students and staff on this thing it might be parents taxpayers and so you have to meet those people where they are and and so again I think it's a process of figuring out uh who does this issue to most affect and where can we uh access those people and uh engage them you know how do we engage them and and um uh connect with them I think you know being visible visible in the schools visible during events uh visible to you know the administration and staff that's critical um but it would change and you would adjust it depending on what the particular issue or topic was. I think I said
047in the beginning and I do believe that it is crucial for us to build some bridges. I I you know that communication wise because as we discussed in the beginning this isn't going to be the end of it. Uh the issues with finances are ongoing and um every t you know it doesn't need to be a surprise to the community. Each time we have to bring something forward there should already have been built trust and some some bridges for communication bridges for lack of a better word. So that would be a priority to me in terms of figuring out how best to do that. But in general um you know taxpayers can be parents but taxpayers could be elderly people, taxpayers could be single people you know that they v that the constituencies can vary
048depending on the particular topic of the moment I think and you want to seek them out and be able to get that input to move forward. All right, Antonio. Uh, how will you engage with parents, staff, students, and taxpayers to understand diverse perspectives? Number two, how will you ensure you represent the interests of the entire community rather than a single group or constituency? Um, I'm just the first part of this is going to be a statement continuing to change the outcomes for all children. That's that's a that's a that's a statement and that's a quote that I live by. Um I do all those things already. Um for the first time this past school year, um I was I went to a soccer game. I don't know nothing about soccer. Uh it it's it's confusing
049to me. All I know is people a bunch of people are running down the running down the soccer field kicking the ball and but I didn't understand it but I but I was there and um I I the person that was sitting behind me was was really was filling me in on that. Um, this past weekend I was at Celebrate Community with mult with with a multitude of community members that make up our community that was that's held. Um, multiple sporting events through throughout the school year. Um, what else? Every Saturday I'm I I host a a mentoring program for um kids in the FondeLac school district, North FondeLac school district. Um, it's community events, showing up and for multiple events for the Fondlac School District, being vocal, being seen, and just just just being
050there because if it's important to you, you show up for it. And if it means something to it, you show up. You don't need a reason to show up to be that person. You just you show up because it's important. It doesn't have to be a specific stakeholder. It doesn't have to be a specific person. It just have you just have to if it's important to you, you show up for it and you show that per you show that that kid regardless of what demographic they are from, what financial standing that that their family has in the community, it doesn't matter. I I I live by the statement continuing to change the outcomes for all kids. I don't get to pick and choose which kid it is, what family they from where their parents work
051or where they live. It's showing up for them consistently and every day. I I do it. I live it. So I don't need a specific reason or a specific demographic. I it if it's a kid, I show up for them and I fight for them, not because of a demographic or whatever. So that's that's that's that's just me. >> All right. Thank you. >> I think so. I think I know all these hard words. All right. Um so we the last one. >> Okay. Yep. That was uh right. But uh back to Andrew. So uh this has to do with ethics and contribution to the board. What ethical standards do you believe are essential for schoolboard members to uphold? What unique skills, experiences, or perspectives would you bring to strengthen the work of this board?
052So I'll ask it again. What ethical standards do you believe are essential for school board members to uphold? What unique skills, experiences or perspectives would you bring to strengthen the work of this board? >> Well, um, ethically, honest, being honest and transparent is um, very important. And then secondly, given that there's a lot of board business that is conducted behind closed doors, maintaining that confidence and the privacy of those involved is also extremely extremely important. And um not breaching that. Um, as far as as far as skills and experience, um, I'd like to think I have a pretty strong understanding of building grounds, maintenance, that sort of thing. um through my day job, but also just having in my time encountered many groups of people and really um I feel one of the things I
053do well is I do see multiple viewpoints. I don't I'm not the kind to jerk my knee and just say everybody else is wrong, this is right, and really try and understand that perspective. Thank you. So, Kathleen, what ethical standards do you believe are essential for schoolboard members to uphold? What unique skills, experiences, or perspectives would you bring to strengthen the work of this board? Uh ethically I think you know the obvious honesty um uh confidentiality um uh not for some reason my mind is blank here. I'm trying to think what's the word when you get something you know grafted I guess. No graft uh you know not uh making decisions based on some uh betterment to yourself. Um uh yeah I mean doing trying to always keep in mind what is in the best
054interest of the students um and the staff as you're making decisions. Um, in terms of what I think are, you know, what do I bring? I bring experience on nonprofit boards. So, I have an understanding of the process and policy and uh how to collaboratively make decisions. Um, I think I bring some strong leadership skills. uh having been a leader for some time um I have good communication skills I in my role you know I was an insurance agent and I'm not going to say that bringing that to the table the insurance piece is the least of it I think what I had to do though as a uh my customers were larger businesses and in you have to have a partnership you have to have trust you have an understanding of all of the
055things that are at stake and you work together to find a solution that is best uh for all concerned. Um and that is a skill you know I I would hope would uh uh transfer here. Um I'm pretty data driven factbased and a lifelong learner. So, if I don't understand how something works, I'm very willing to do the homework, if you will, to find out and um be sure that I understand. And uh and then again, from a communication perspective, I think I do a good job at gathering uh diverse perspectives in order to help make the decision. >> Thank you. Antonio, what ethical standards do you believe are essential for schoolboard members to uphold? What unique skills, experiences, or perspectives would you bring to strengthen the work of this board? Um, there's three three
056words, three three uh words that I I follow I love to follow and and they're not mine. I I I I borrowed them from um the Father Police Department, but I kind of like what what they stand for, honesty, integrity, and professionalism. Um, and what what experience that I bring. Um, I I think I I'm I'm the only one that's kind of in a unique position here. Um, I think I'm the only one that's sitting here that has the experience to sit to to to to hit the ground running because I've been in that pos. I'm the only one with the experience as a as a as a school board member. And and that's not to take away from the the other three people sitting here. Not saying that they're not they're not qualified, but
057I think I'm the only one that needs the the the the least of training. Um not saying that I I I I don't I don't learn as I don't learn as I go, but I work, as you some of you already know, I I I worked I do the work. I'm I'm committed. I I sit on multiple boards. I am currently um a a sitting city council member. Um I'm the vice president of a non of a of a nonprofit organization. I'm the director of my um of of a mentoring program which I founded and that I currently run and administer and write the curriculum for and administer it and staff it. So that's what I bring to the table. Um yeah, thank you. Thanks, Antonio. Uh, Tanal, what ethical standards do you believe are
058essential for schoolboard members to uphold? What unique skills, experiences, or perspectives would you bring to strengthen the work of this board? I believe that being open and transparent with the decisions that the board is making and the intent behind them um including any financial decisions that needs to be accessible for the community to understand. Um being um doing what you say you're going to do as a board. Um, I think the response of the community surveys that the board has shown has been um, great to see and I I strongly believe in when the community tells you something, you should listen and and try to take some direction from that. For me, I think that the three new people up here would bring fresh perspective. And I've seen um a lot of positive response from
059the community the past year with how the board has changed and um some of the new solutions that have been brought to the table, the problem solving, the collaboration um and what what starts those sort of things is new people, fresh ideas. Um, so that would be something that I would bring to the table. Um, handling confidential um, information has been a part of careers I've been in and um, just integrity um, would be a big thing that I bring to the table. >> Thank you. And I believe we started with you, Andrew. Correct. So our last question then, Kathleen, we'll start with you. Um, the last question has to do with commitment. Um, so this question is, uh, well, I'll just read it. Uh, why did you choose not to run for this upcoming
060election or why did you choose to run? If appointed, do you intend to run for election to this seat at the next regularly scheduled election? Well, uh, as I think I said in the beginning, I retired as of January 1. Um, I have been education and general literacy has been a strong value and, uh, that I hold and I have been involved. I was actually involved in the 90s in the first strategic planning session that the school district had. I have been involved through Rotary Fondelc morning Rotary and a numerous uh shared projects with the school system pers um uh Rotary reader program uh you know the birthday book program and and many others. Um, so it's been of interest to me and important to me all the way along the line. And as I
061said before, I had four children that graduated and I have grandchildren now uh that are very much uh actively involved in the school system. So this was something that was always on the radar, but not something that, you know, I was just retiring. I was going to do right now. However, when this opportunity arose, it seemed kind of like it was meant to be in some ways. So, that is that's my rationale. And yes, uh if appointed then uh I would run for election at the next because that's my understanding actually, right? That that is how it it is. Yes, >> it would work. Yeah. Thank you, Antonio. Why did you choose not to run for this upcoming election or why did you choose to run? If appointed, do you intend to run for election
062to the seat at the next regularly scheduled election? Um, I chose to run for this this this coming cycle be to keep a promise to a per a person that is no longer here and the re this is the reason why we all four of us are sitting here because I promised Tom that I would re would run again this cycle. That's the reason why I'm sitting here. I made that promise to him because he asked me and yes, I will run on the next cycle again if appointed. >> Thank you, Antonio. Why did you choose not to run for this upcoming election or why did you choose to run? If appointed, do you intend to run for election to the seat at the next regularly scheduled election? Um I well I first became curious
063about the school board in 2024. um started coming to meetings, learning about um the time that would be needed as a school board member, the way in which you make decisions, um the language, uh just the things that were kind of foreign to me. And um as I learned more and spoke to people out in the community, I became I wondered, could that be something that I could do? Um, the reason why I didn't run this time around is I wanted to be fully ready for this I as much as I could be. And after speaking with people, they said you'll never be fully ready. It's just something that if you feel in your heart is the right thing to do, you should do. And um if you think you um would be an asset
064to the board, you should go forward. And I had a few people reach out and people I respect say go for it. So that um when this unexpected position came open, I decided to go for it. Um and I'm sorry, was there a second part? >> The second part is um do you intend to run for election to the seat at the next regularly scheduled election? >> That that was my intent. Um, I was going to take another year or two learn to see how this referendum um was hopefully passed and see the change and continue to um understand how I could fit in. Um, my kids are becoming more independent, so my time away from them would be easier found. And um I I hope that I would run next April, God willing. But
065um now or never, I guess. Um I I hope that there's a spot for me in the future. Um either way, I'll stay informed and um keep trying to make a difference in the district as much as I can. >> Thank you. and Andrew. Um, why did you choose not to run for this upcoming election or why did you choose to run? If appointed, do you intend to run for election to this seat at the next regularly scheduled election? >> So, I I' I've kind of thought about this question because as I mentioned previously, I watch your live streams and I know it was one of the things that came up last week and truthfully, it's a fair question and of us, I commend Antonio for running at a time. Uh the truth of the
066matter is I've thought about it off and on dating back at least four or five years. I've been encouraged to do so. I've thought about it and to some degree it was just never really the right time. Um this last election cycle I was thinking about it and quite frankly I liked the candidates we had. Um I think they were out in front of it a little bit more and I thought well just it's okay. Um I think there will be the day that comes for me but it just wasn't going to be right then. Um but there's a expression you are where your feet are and this came this came about and um it's very unfortunate. I'd rather I truthfully would rather be on a ballot than in this scenario, but I do feel
067that I can bring value to this board and that's what made me choose to apply. Um, to your question about will I run next April? If appointed, yes. If not appointed, more likely than not. >> Wow. I wish we had four spots open on our board. Uh the amount of expertise, the poise, uh the leaning in to learn, and um just what an honor that the four of you have chosen to come forward and put in your application just um and put yourself out here to share your story. And these are hard questions. Um, so I commend you for uh just being really thoughtful about um about your answers. Uh, so um the next step is um the board will deliberate in accordance with Wisconsin open meetings law and district policy. Uh and candidates will
068be notified of the board's decision decision following deliberation. So that being said, we uh will continue at the board table right now in this workshop. um it's not the most comfortable thing to do um because again you are like stellar and so um I wish we did have four spots open. Um that being said um so you're welcome to take uh your back to your spots or however you'd like to do that. We're going to continue in our workshop um to make some decisions and um then um my goal for our board then is to come to um a decision that we can move forward to to vote on at our next meeting. Um thank you. Thank you Kathleen. Thank you Andrew Tanal Antonio. So appreciate your time and your energy and effort. >> Yeah.
069Thank you. >> Yes. Oh, we'll make sure that we make things work with your March 2nd. >> Yes. >> Well, let's have our conversation first. You should have it on though. This is our workshop right now. We have to >> with their uh final approval the following week, but the decision was made prior. >> Do you understand? Do you know what I'm saying? >> Right. I think can we have our conversation first to see where everybody lies? Okay. >> And then decide on or then talk more about that. >> Okay. Because I'm willing to stay if I I mean to come back if I have to. >> We we can do it via phone call or we can make we'll make it happen so you can have a vote. >> Okay. Um so I would
070personally like a couple minutes just to pause and look over my notes. >> Me too. >> Okay. So um I don't know if we hi are we able to take like a five minute break where we are with our notes or does the meeting stay open? How does that work? >> So you could recess if you want to stand informal which would be I mean it the stream's not going to cut off but your microphones are off so you're just having time. You don't necessarily have to do that. If you're just going to say you know we're going to take five minutes and then we'll start discussion again. You can do that as well. >> Okay. Okay. We're going to take Yeah, we're going to pause the meeting. So, uh, do I need a motion
071to pause the meeting to take a recess? >> Yes. >> Okay. I would like someone make a motion to recess the workshop. >> Second. >> So, we have a motion by Mr. Frame. Uh, second by Mr. Lyance. >> Yep. Real quick. >> Frame. >> Yes. >> Lyance. >> Yes. >> Maine. Yes. panel. >> Yes. Motor. >> Yes. Um we'll come back ready to have conversation at 6:20. Heat. Heat. Heat. All right. So, I'd like to call to order resume the workshop. Do I need a motion? I don't. Excellent. And uh all of our board members are here. So, we continue to have our quorum. Okay. So, um what I you know, I said it in front of the candidates. I'll say it again. Like what an honor that um these four people took time and
072showed their interest and put in application and um and I think our questions were very hard, which I think is a good thing. So, um I think um I'm thinking two ways about this. Do we talk about each uh candidate's strengths? And then, um after we talk about their strengths, um maybe we'll have each board member then decide who they believe uh that they would um like to bring forward. Um and we'll see where we pan out. Does that sound okay with everyone? Okay. So, I'm going to go in the same order as they were sitting. So, uh Tanal was first and so um comments uh regarding Tanal's strengths that she would bring um to our board. I guess I liked the things that she said about being different perspectives, fresh eyes, fresh, you know,
073look at it. You know, that was kind of the uh one of my bigger takeaways. >> Thanks, Joe. >> I know I said this at the last board meeting, but I like that um she has kids in the district. You know, she's fully invested. She wants to see this district flourish and succeed. You know, it it hits home for her, you know, which is part of the reason why I'm here, too. You know, I mean, it hits home for me. I have a daughter in third grade, a young young uh child and you know um well I guess we'll talk about the other candidate later but >> sure >> I like that um >> uh she seemed very professional um put together you know um it's harder to these like you said these are hard
074questions >> and if they haven't been in this position before you know just the answers that they had were very professional um even without the experience. >> Thank you, Mr. Frame. She knows. >> Thank you, Mrs. M, >> Mr. Henchel or Mrs. Panau. Um, she is very involved >> very involved at Waters and I I followed that but I missed and that she was coaching something >> soccer at at Waters. >> No, wreck league for the soccer association. >> All right. >> It might even be a select team. I'm not sure. I think it's Wreck right now, though. >> It might be on her um >> Yeah, it is on her resume. >> It was on her resume. Uh what she uh >> Okay, I have to pull that out again. I've got that though.
075I have it. I've read these twice >> one of >> Oh, I'm done. >> Oh, >> no. Go ahead, Mr. Henshelf. >> I I thought you had more to go. >> I know. I'm sorry. All right. Um, yeah, I I would say the strength is having two kids, you know, in the district and being on BTO. >> Okay. >> Involvement at her district anyway or at her school. >> Uh, I um, Mrs. Powell, anything else? Sorry, I didn't mean to. I didn't cut you off before. >> No, you didn't cut me off before. I do have a question. I I didn't understand your comment about involved in groups. What does that does that mean? the PTO. Yeah. >> Um and the soccer association. >> Okay. >> So, not necessarily sitting on a board for anything.
076>> I thought you meant in addition. That's that's why I was confused. >> Oh, okay. >> Okay. >> Um one of the things um that really stood out for me uh was new solutions, problem solving. um and her intent on um learning more about our board. Um I appreciated seeing her within our school board meetings, attending meetings, and then she also attended um uh some of the um referendum meetings. So, I I appreciated her going the extra mile for that. and then also using data to drive decisions. So those were some things that um she brought forward to me. All right. Um that being said, we're going to move on to Andrew and what are some strengths we saw in Andrew? Um, >> no. Go ahead. >> I um when he talked about the challenges
077that he has dealt with in the past, like having to lay off um staff and that kind of thing. So, he has an understanding of, you know, those kind of decisions. Um, and just how things work. um to be in a position like this. I think he has a understanding of that. >> Thank you. >> Uh once again, he also has kids in the district. It hits home. Um I think that's a strength, you know, because you want them to succeed. So, you want the school district to succeed. Um, and then kind of echoing what uh Karen said, you know, he's had to make uh hard decisions in his professional life. Um, so he knows how to handle those delicately. Um, but also, um, with the information that he needs, you know, uh, it's unpopular
078decision, but it's a necessary decision. Um, so I thought that was good. >> Mrs. Pow, do you want to go? as uh let's see where is one of the things he had talked about is he had been uh watching live for a significant amount of time and I I for I've got in my notes the number of years but it's uh it was more than I've ever heard anybody else doing it. Um, so that is obviously a uh interested person and um I do think he would run uh for in the next opportunity uh if he were not chosen on this on this board and I think that all of them would have a I should run. >> Right. >> Thank you, Mr. Henshel. Yeah, that's what stood out for me too was uh that
079that piece of it. Um u you know and actually he said if he doesn't appoint he's not running. He actually said that at the end. >> He said he's not running. >> He said he was he said if he is appointed he would run again. He goes if not he would not run. I thought that or did I misunder >> I think he said uh he would have to >> not more likely than not. >> Yeah. So I just wanted to that I was thought that was interesting. Um, but yeah, he kids in the district. He's got, you know, I like that he's involved in the Ace Academy. I mean, they worked for a company in town that's, you know, very uh, you know, prominent in our community and stuff like that, too. So, >>
080and a long time in that loca in that job. >> Yeah. >> Um, Yep. Mr. Litz, >> I was going to say a lot of the same things. The same things that kind of echoed for me was, you know, the the tough decisions part of it. you know, that's that one definitely jumped out. And then, you know, being just watching the meetings all the time because Yeah. I don't know how many people want to actually sit and watch these all the time. But, uh, >> more than you think. >> Yeah. Yeah. I know. It's right. But, uh, yeah, it was it was it was great to see that. And, uh, yeah, >> that's right. >> Great. um beyond what you've all shared um I thought um I when he answered the second question and um
081really knew that we have a broken structure when it comes to financial and um I appreciated that he understood that and um as well as the importance of advocating uh when you're a board member. So those were things that stood out for me. Okay, did everyone get a chance? If so, we will move on to Kathleen. >> I like Oh, >> go ahead, Karen. I like how she um approaches decisions by gathering data, you know, what's at stake, taking multiple perspectives, going to the source to get the facts. Um and I think that's important. >> Um it seemed like she had an understanding with the client enrollment. Um, you know, also with the uh funding piece, she mentioned that um she did uh say the words be available, be visible, and building bridges. >> Um,
082which I think is important as well. Um, so I I I think those are all strengths. >> Um, you know, and her her words, not mine. She she was been around, so she's had to make hard decisions in her life. Mhm. >> Um, so there's a lot of u life experience that she could bring too. >> Thank you. >> In that same regard, the experience on other boards too to be able to draw from that and you know have different experiences and you know working with this type of structure before you know that helps with it. Um, >> well, I was gonna just echo uh Karen's on the data and, you know, um being making hard decisions, things like that. And I just want to echo what she had what you said. Serving on Rotary
083is a is an task that requires a fair amount of time and commitment and uh interest and uh because of what Rotary stands for. I I think it's a pretty good program. >> Thank you. uh beyond what you've um shared, I think the um example she gave of the experience um when there were hard situations going on in her work. Um I I appreciated that. Um and then uh I really liked her uh comments on question number four specifically about um the importance of g getting into when we make decisions or as a board as we make decisions who does this most affect is it are we talking about students? Are we talking about staff, taxpayers or like what group? and then um making sure to go to those groups and learn from them as
084well as excuse me I'm sorry not getting in the weeds and the importance of a board um it's hard right so how do we dig in and ask questions and learn more to make the best decisions and then how do we also it's always a fine line and I know I struggle with that sometimes so I appreciate her her comment on that Um and then yes, a lot of experience and I think um yeah, experience on doing hard things. All right. Did I get everyone? All right. So, then we'll move on to Antonio. Um I like how he said that he likes to um continually change outcomes for all students. um and that he's very involved in doing that. You know, he's there at the high school and going into the schools and helping with
085that. So, >> I would say he's everywhere. >> You know, whether or not he's, you know, current, you know, on the board, you know, just like he was when he was on here, you know, he was everywhere in every school. And, you know, another big thing he has going for him is he's got the experience, too. So that definitely is a a thing in in his favor. >> Yeah. Just how he's been at pretty much most of the board meetings, even since he got uh or uh lost the uh vote uh last April. Um you know, like I said, he's everywhere. Uh it seems like he cares for the students. >> You want me to go or I'll go? Okay, >> mics are on, right? Just double checking. Okay, great. >> Mike is on. >>
086So is my >> Well, because Antonio has been here, he he uh has I think of him and I think about the many times he has talked about reading to kids and he's been he he really likes kids. And in all of that reading, he also talks uh professionally and personally with the teachers and uh the principles and he has insight that is shared. And I I remember him reporting on uh ways of collaborating with administration teachers and teachers to help a particular child because a particular child may have said something to him that they would not have said to someone else. And he did have that type of rapport one-on-one with kids. >> Thank you, Mr. Henshaw. Yeah, I would echo that. I mean, he's like you said, he's everywhere. He's at every school.
087He's in every classroom. Um, he does have a connection to kids that um maybe not have connections with others. Um, experience. He does mentoring in every building, you know, with kids. He's doing mentoring in the community. He's collaborating with it. Yeah. I mean, like I said, he's got the experience. He's been here. He's done it. So, um I mean we could go on and on just because we all have more interaction with him on what he's in because I've never been to an activity that he hasn't been at. So, >> um when I think about his strengths, um the first thing when he answered that question had to do with students and outcomes and I appreciate that that's in the forefront. Um, I also liked his um example of when he had a different perspective
088as someone else and how um how we leaned in and did some new learning with that. Um, and he chose to run. >> Um, that's >> and is at everything you said at every event and so forth. as well as has um perspective as a city council member and the mentoring program. Um choosing to run is important to me. >> Okay. So, we discussed all of their strengths. Um what we'd like to do is I'd like us to know who you're thinking you'd like to bring forward. um and um why what your thoughts are on that and um I would love for us to get to some type of consensus. Um and that doesn't mean everyone has to vote yes or no in a certain way. It just I'd like us to we move forward
089well as a board. And so I'm hoping we can um do some learning and leaning in as we make the next decisions. So um Joe, I'm going to start on your end. um from what you've heard so far, um is there one or two candidates that um really stand out to you? And if so, who and why? >> I mean, I have a I have a top two. >> Okay. >> And my lean would be towards someone that has experience. So, I Antonio Kathleen is my top two. >> Okay. Thank you, Karen. I also have a top two and um my top two would be um actually um Andrew and Antonio. >> Um Mrs. Panel. Um I would if you want I would my first would be Antonio because of not only of timing timing
090is a big part of it because there's so many acronyms and so much vocabulary with uh to learn in a short uh term and but my second would be Andrew. >> Thank you >> Mr. Henshel. I got turned it on. Um why I would say like a lot of people are saying just the timing uh learning curve with the heavy lifting we got coming up here. Um I would say my number one would be uh Antonio. And if a second um I'd probably say Andrew. >> Thank you, Mr. Frame. >> Um we do have a lot of heavy lifting going. Um we also have to look at what the community has said as well. You know, when we do the surveys, um there was an April or a vote last April. we know how that
091panned out. Community spoke. Um, so going off of that, uh, my first one would be Andrew and then, uh, my second one would be, uh, Kathleen. This is so hard. Um, there are I would say um So I think Antonio would be one of mine as well as Kathleen and I don't know which order though that I would the Antonio part he knows what's going on. Um he has experience. Um, Kathleen has that um when she um just her experience like you said in Rotary and having done hard things. Well, Andrew, they ah this is so hard. Um because I think about Andrew listening to it means a lot when people come to our meetings or listen to our meetings. Um, and I know Tanal has done that lately. Andrew has done that. I don't
092know if Kathleen has done that. She didn't mention that. And that is important to me. >> Yeah. Yes. >> No, I don't want to go back, but now that you said that, yeah, that is important. Um, Tanal has been here at meetings. Um, so it'd be Andrew and Talil for me. Okay. Can I throw in something, too? >> Yes. >> I, you know, I think you already said it too, Joan. I think they all should, you know, run next time, too, because I'd love to see any of them get a chance at this because no matter who gets appointed, I want to see them all have another chance at it. You know, I I did it just kind of based on numbers, based on what I talked there. And honestly, everybody was within a point.
093So, it's not like it's not like anybody is out. I think I think everybody's very close. So >> the other thing is because I was chewing um there was a focus at some point in the discussion on new ideas. Um my only comment is uh new ideas do not automatically translate in or new solutions do not automatically translate into better solutions. uh when you have a solid foundation of how we got here, I think that is very important. And if anybody's been listening like Andrew has for that amount of time, he has a solid foundation to as obviously and Andy uh Antonio does as well. Um and I think he Well, I'll stop there. >> I can go on other things. >> So, Katie, did you have your top two then? Was that Antonio and
094Kathleen? Is that Are you >> Oh, I don't >> um I changed that because >> to what? >> I'm still thinking. >> Oh. Um I I just think um so when I think about so I think Katherine has a lot of background. I think she would do very well with us. I don't know if she's been at our meetings. I don't know. I've seen Tanal and I've seen Andrew uh or have known his background. When I think about them I think um Andrew's experience in his position has helped him make some hard decisions. So, I'm going to go with um Andrean Antonio. So, when we look at this, we have if we're looking at our top two, um we have one, two, three, four, five. Antonio's in the top two. >> We have um Katherine
095is >> I think it's Kathleen. >> Kathleen, thank you. I'm sorry. Thank you. >> Um and then we have Andrew one, two, three, four, five times within the top five and we have Tanal once in the top five. >> We had Kathleen one time. >> Well, and for number one, uh did you have did you have a one or a two? I didn't. >> Okay. I do want to make a a statement though on what was said earlier. Um yeah, elections happen last year. Um that, you know, I don't want people to think that if they lose an election that they never run or never apply for a job again. I mean, I think that's a unfair uh statement to make and I don't think it's um you know, fair when you look at the
096the interviewing process because then anybody that feels like they didn't win an election may feel like, oh, then I should never come forward and never do something along those lines. So, that's I just wanted to make that statement. >> Yeah, I understand that. Um he's also running for an election, so why not bring it to the community? let them um I mean if they feel he deserves a seat on the board um so be it. Yeah. It's it's not saying he shouldn't he shouldn't run. I never said that. >> And I and I agree with um the upcoming election. But what I dis you know you got other people that are running that didn't put their name in the hat here either. And that that's tells me something. Why why didn't you apply for an
097appointment early if you're running uh for an election upcoming if you have interest? makes no sense to me either. Uh kind of like with these other individuals where they didn't run but now they put their name in. Uh you know, if they really wanted to be involved in stuff like that, I look at it and say, "All right, then you you know, put the work in." I mean, uh you got you got to do the campaigning, talk to the people, learn, you know, I'm not saying any of them are bad. I'm just saying I I kind of want I like rewarding the efforts and the consistency of being uh upfront in front of people doing the elections, things like that. So >> I just would echo that. So coming back to um it sounds as
098if Antonio and Andrew both come to the top for us. Um we've talked about strengths for both of them. If you let's see here. So Antonio was your first Joe, correct? Your second Karen. Um and he was on my list. He was not on your list. He was on um first and first. So, um, the choices would, I would think, would be we would, uh, either bring Antonio forward or we would bring Andrew forward for a vote. Um, is there a decision we can make today as we move forward into next week or or next meeting? I I think if you would do your rubric, right, a one or a two, you would assign a point system to each one and then uh if that's the case, Antonio being three number ones, it' probably be
099Antonio based on a rubric uh piece of it. So, because you'd have three number ones and two number twos, >> uh if you do a point system, that's what it would look at look like. >> Okay. Thank you, Karen. Um, I was just going to add, so I did the rubric system, you know, while we were doing this. Um, and in my rubric, Andrew came out on top. And the reason why is because I know Antonio, yes. But he didn't always answer the questions. He gave us stories. And there were some of them where I was like, "Well, but you didn't answer that specific question." And and I get he he feels that we all know him and and we do. So, but I still am looking at even like um if I would interview
100somebody when I was working, which I did, I knew the person, but I still was looking for, okay, are you answering the question, not just based on that we know you. Um so that's how I came out with that. Um, and I I think he relied on the fact that yes, we know him and he has this experience. And I'm not I'm not knocking that. I I think yes, having experience on the board is a good thing because this is this is huge. This is a big learning curve. I mean, I've learned a lot since I've been on, right? So, um, but that was where he fell on some of the rubric for me. I did this >> might need to help you. >> Just close it. >> Well, we now know the date. >>
101Want to take it? >> Um, so >> so anyway, >> when I said you finished, Mrs. Yeah. So, when I say rubric, I mean, of course, he Andrew came out ahead on your rubric because it's a rubric and he was your number one, right? you know. Um, so what I meant by that is you take a second rubric now and say how many number ones did you have? How many number twos did you have and you assign a point system to the number ones and a point system to a number two and then you add those up and having three Antonio number on's >> and one or a two. >> I don't know where Katie falls on that one. um you would still have three Antonio number ones even you know uh and then you
102assign that u that piece of it is kind of what I was looking at. So, >> I I' I'd like to respond a bit to your comment. Um because um not only did I write new solutions not always equal better solutions, I wrote these people can only speak about concepts that they are committed to. And and so because that they don't really they were not really able to give specific solutions because of the fact that thank you. We'll see if it doesn't dance or something. Um we can only I don't know where I was but they they don't have the experiential background for the solutions that are particular here. Um uh but so we really don't know the them in the depth that we think they we they will be in their conceptual discussions if
103if I'm making sense. >> I um so I I respect your um thoughts regarding on um new perspectives. I also tried and true might be great and I think new perspectives are also very good because yeah >> but you don't have the background that you don't that you don't know what's going to happen. >> Correct. From your comment earlier though about not always like that not always good sol new solutions are good solutions. >> True. It's either way. >> Yeah. Right. And sometimes they are good and there is a new perspective which is nice. Um, I think about the perspective of our new candidates this year and what they brought. Um, that being said, what I did my scoring, Antonio scored higher on mine. Um, one of the big ones was the students first as
104well as um just how involved he is within our community. And um being an advocate for students regarding um doing that mentoring and training so they could be eligible for sports and things like that. But again, now as I speak and I think about Kathleen, her being part of the Rotary does things like that as well. >> So if you if you're saying that and we go off of that, then we had four with Antonio's number one. So then I would recommend that we bring Antonio forward for a vote. So, if we bring Antonio forward for a vote, um would people feel, you know, you vote however you however you want to vote. Do you know how you would vote? >> Okay. Then, um let's go ahead and bring that recommendation forward to our next
105meeting and we'll um and it's going to be March 2nd. Um, but that being said, Joan, we can have you come either virtually or uh via phone. Mark's already done that in years past too. Um, you >> did. I remember when you >> and so you can still participate in that format. >> I may have to do it in the phone because um where I am is pretty rural. >> Okay. We'll we'll work on that to make sure that you get that opportunity. Okay. And Mrs. Motor, if I may. Yes. Um, just to so I know your direction and the recommendation that we will have on the resolution for next week will be to appoint Antonio for the vacancy. Um, and so then I will make sure that he is present to then take the
106oath of office following that vote to then be seated and ready to join the board right away on Monday. >> Okay. Thank you. One more thing. You asked if we knew how we were going to vote. >> Mhm. >> And I said I did. >> Mhm. >> Can I just leave my vote with you? >> No, I can't. >> No. >> Okay. >> Thank you for asking though. The reason I asked that is sometimes we need more information and if this is what we're bringing forward, I would hope that everyone at the table would have a voice in how they're going to vote >> without gathering more information. >> Well, wait a minute. What do you mean if we need more? >> So, for example, sometimes we'd have a workshop and then more questions would
107come up and we thought we were ready to vote, but we weren't. We needed more information. So, the reason I asked this is do we have information to make our vote or do we need further information? Okay, we're good. All right. So, then moving on to um discuss preliminary school consolidation planning. >> Absolutely. >> Thank you. And that was a very long time to stay quiet this whole time. So >> yeah, >> I'm I'm glad I get to take a moment at least to to talk. So um again, we kind of took the liberty a little bit because the board I think has said that they are interested in looking at a school or schools that we could potentially consolidate um moving forward. And again knowing and again with the candidates that all have made
108the comment that this this isn't changing anytime soon we don't believe. Um so again to be in front of it and make decisions early instead of waiting 2 three four years down the road and knowing that there's a savings that could could compound and make things even better. We wanted to share kind of our thought process with you. But then also I wanted uh Marissa and Mike Blascowski to kind of share the the process that we're looking at even in terms of um the zoning of schools where students currently are at. But the first thing I'd want you to be able to take a look at is the paper in front of you that just has the the one labeled number one and two the historical enrollment of the FondeLac school district. And with that
109it has in their you know high years and this goes all the way back to 84 85 which is crazy to think how far back we can go and to see that we as people say history repeats itself. We're kind of going back to where we were or we're at where it was back in ' 84 85 with about 6,200 6,400 students. >> So the 1992 that's when that that's when Woodworth was reopened. Is that the goes from 38 to 406? >> Correct. So you you can kind of see when that opened up because it's included in the in the numbers as well. Um where before that I think Karen had said there were some different programs that were in Woodworth at the time. So those were included in a in a number but it's
110it's there and I just wanted the board to be able to see this as we have more conversations so that you're able to to reflect on that. Um the page number three shows you what we were expecting the 2526 school year, the November projection, what it was going to be, and that number was for the district was 6,419. That's where we thought we would be. The next page shows you what we are projecting for the following year. So not this November where we actually ended up being. That was a projection at the time. But for the following year, 6,151, but then in reality, page four shows you that as of our third February count, we were at 6,39. That does take into account though, just so people know, that does take into account midyear graduates
111um and those components from the high school. So, the high school number is probably less than what it would be, but I want those numbers to make sure again the transparency that the community has been appreciating. I want that out there so they know that the decisions made are based off of what we're seeing and what we're expecting to see moving forward. Um, >> do we even know how many this includes midterm graduation, meaning that they're in that count? >> They're not in that count. So, >> do we know what that number was? Usually in an average year it's between 80 to 100 sometimes mid-year grads. Um a lot of them will start working right away doing you know different things that way. Um but that's there but then so I'll let you digest that
112for a second and ask any questions you have regarding that first. And Mike did you want >> Well, I'll just say the these are trend projections. The as Mr. Steinbart alluded there is always I mean February numbers are not going to be May numbers and are not going to be September numbers but the point of of demonstrating that is there is a natural dip in the February count per se and we happen to be in a February meeting. So I I don't want anyone to say that this is a an enrollment catastrophe simply because traditionally numbers are low if you go back cyclically if you looked at every month. Um, but the real count as as Matt alluded to is when you look at a May to September, you know, you're exiting May numbers should
113be relatively predictive of of kind of a a trend into September. And that's where we kind of got a little surprised this last year. And our predictive models are still predicting, I would not expect an enrollment increase by any stretch. So I think the point we're all trying to make here is we are expecting and predicting and planning in our financial forecast for enrollment to decline. How rapidly there's a variability. Do I think it's going to be at 6,39 in next September? Our models don't predict that, but I wouldn't be sh surprised and I don't think neither should anyone else if they are at the six low 6,000 mark. And so I think we're anywhere from probably this number and low in February as a real low to somewhere around 6,100. But that does not
114warrant um a financial windfall by any stretch of the imagination, which is why before you is the tough decisions of financial expense reductions. So I think that's just a little bit of a enrollment cycles naturally throughout a school year. You need to be prepared for further enrollment declines. the rate is always going to be a variable and we could never get you to a hard number until it comes through. >> I just have two quick questions. Um on that page four, what is the Fondelac high school one two courses in that second to last column you have Fondelac High School and then you have Fondelac High School one-2 courses. Uh sometimes there's part-time students taking they get a count we get them in this count and and they attend one to two courses. So uh
115what you're really looking at is they get we factor them all into the whole whole >> count that you see in the bottom >> central included in the high school then. >> Yes. >> Yeah. Okay. >> Yeah. And then you might have stated what's the difference between the red and the black numbers. The red is our current count right now >> and the black was projections. That's what I thought. >> Or the black was a previous >> September the September count. It's really critical from a school finance formula to be measuring on the September count because that's what as you well know >> drives your allowable revenue limit which is going to be the property tax impact. And so we always are measuring September to September. So again, that's kind of to my point of
116I would absolutely expect year-over-year numbers to be low in February there. We have a fair amount of of turnover. Um you usually do get a bump in enrollment as it comes on over through the summer. That this past year was a real anomaly with that. And so we that was that's what makes what happened this past summer so concerning is to have that big of a decline from May to the September. And so, um, that loss is already factored into the financial forecast which has based all of the decisions you've had to make all year into that. So, um, we'll adjust this. We get a monthly update on this, pupil services and I, we we look at these predictions and I think it just shows the heart of the matter is from a school consolidation
117issue, which is what you're discussing, enrollment, we are projected to decline over the next several years. Again, >> I I got a question. So, you're looking at your 4K, right? Going across the 387 and then it's 368. Is that usually low because we have 4K in the community also or is that included in our numbers or is that hey, this is >> that's included and we know again. >> So, we got a a small class coming in is what you're we're anticipating. >> But 4K is not mandatory for any family to attend. So you do have some families that will choose not to send their child to 4K for a plethora of reasons. >> So >> historically, what what kind of differentials have we've seen on something like that? Extra 50, an extra 10. Well,
118that's probably the hardest number to predict in this as soon as it gets into something like my my model that I >> I'm just looking historically when we looked at 4Ks like this and then we look at the following year kindergarten coming in. What kind of differentials have we seen? >> Oh, the the survival rates who who goes to 4K and then goes on to 5K. >> Terrible. >> Well, that's in the enrollment. Not that I mean that in the sense of who decides to continue on and carry on with uh the school district. I could pull up our forecast model. The model you're the data you're just is just hard numbers. It doesn't have a percent rate on who on that. >> Yeah. I mean, I'm looking at 387, right? Uh for here and
119then his kindergarten was 427. So, I was just kind of curious and you know, >> these are things that we can find out even as we continue down this path. >> That's because I think that's a good question >> and that's really what I want right now from this meeting is the questions that you have that you want us to answer as well so that we can have some of that prepared. >> I just feel that's an indicator. Absolutely. >> You know, as we look I mean I I look historically like I I was telling Luke before you know the meeting I was like my daughter had you know 2016 she had 650 in her class. My son graduates this year, it's like 400 and some. I don't even think they got 500, >> right?
120>> You know, so it's huge differences, you know, and I just I've seen it, you know, from four kids going through the system, the decline, >> right? They were at 495 for this senior class at the time. And again, there's >> undergraduates that are taken out of there, but that's what we're expecting potentially at the ceremony about 500. And I do recall be one of these uh was it last year seventh grade with that or two years ago is the smallest class we've seen in a long time. >> Well, and as you I mean if you just look at the totals >> Yeah. >> as you start going down we don't get bigger classes all of a sudden. I mean once you get out of the high school numbers um especially elementary each year is
121a slight dip. Now again with the work that I do with Envision Greater FondeLeak and other places there's conversations about how do we get families to move back into FondeLac um and that's something that they're working on because they know that that's a need for employment purposes as well. And we do believe we have a community that works really well in terms of commuting for one or both parents even and right now we just know we are one of those communities. We don't have that working and I'm workingass family mortgage or or apartment right now that people can move into and envision is working really hard with with some other agencies of developing opportunities for families to move here as well >> and we'll talk about that more as we move on as well. That's
122been a challenge, you know, and I've talked to city and, you know, other people in the community too on that is, you know, just keeping teachers. I mean, we how many times do we see, you know, teachers that leave and it's because they want to be closer to home because they're traveling from Oshkosh or Appleton or somewhere that has good housing for a professional, you know, that uh we just don't have those options for them. >> And at the conclusion of this year, just again to put it out there, we'll have 100 less staff than we did two years ago. um that's significant not only for them individually but for this community for us as a school district that there's there's things that are changing that we need to be able to adjust for but
123that's a significant number of people you know being willing to spend money in this community even on top of it >> I got another question on here if we go down the uh road uh as we go down the road I shouldn't say if on virtual learning >> and at what point would that be I would assume elementary probably isn't as much vual I mean, what would what areas would that affect or help us in these numbers? >> I think is where you >> I'll let Mr. Groves kind of start with that and we we know that I think the first thing I would say at least before I let Mr. Groves go on. >> We know in the beginning it's not going to be something that is attracting people instantly to us. I do
124believe what Mr. Groves and his team are working on though will be very unique to FondeLac which could garner some attention. Right now, I think our main point is those families that are choosing a virtual option to make sure we have that so we don't lose people because of that because we have our own option that way. So, it'd really be more of a to start out more of a sustaining and then from there building on after that to get people to >> defense at first and turn to offense kind of. >> Yes. >> But go ahead, Mr. Gross. >> Yeah, that's that's exactly it. The defense first, right? Uh >> defense wins championship. >> That's right. um 2020 >> Mr. Groves. Yeah. >> Yep. The goal is to have the virtual platform up in
1252027 28. So what we're going to be doing next year and that's assuming that we get the grant because this the entire virtual platform and program is dependent on us getting this grant which we feel pretty confident about. We'll start with a 612 model. So currently there is some availability at the high school level right now for virtual learning options through what you may hear called uh E2020 which is through egeneuity and also through Wisconsin virtual schools WVS courses. Um so high school students currently do have options. What we don't have is a system to support all students with flexible learning options. Um but the goal would be to grow that from a 612 program to hopefully expanding it through elementary school the following year in 2028 29. Um but in 2027 28 the goal
126will just be to have uh virtual learning options available for students in grades 6 through 12. >> Thank you. I have another question and maybe it's in here. Do we have so we have the totals of schools. Do we have the capacity of what the schools hold? So, for example, ChegUIN um just because it was the first one on here showed three >> yeah like 285 is this >> what does the school hold >> and that's that's some of the stuff that we have to be working on now so kind of as we get the next question I have as we get to the next phase and you'll see >> we're not there yet but in your board docs you'll see yeah you have it up miss motor the planning stage but before we do
127that I also just wanted that page five because as we do this and this will really play into Miss Lombardo and Mr. Blascowsk's uh presentation part as well. We also want you to be able to see again if we talk elementary or we talk middle that's going to be significant changes to potentially the boundaries. Many districts at that point if they make that change will say originally people will we would send a notice to say this is your home school. this is where you're going to be for next year. And then say, but we're going to allow opportunities to open enroll to some of the schools you're currently at. But the the page five shows you currently if students were only attending the school they're supposed to based off of boundaries what that enrollment would
128look like. Um so it's you have where they're actually attending which is page four and then page five is if they are attending their home school and not giving any in district open enrollment opportunities where they would be at that school as well. >> I got a question. Are we going to like is this out there somewhere? >> It's not right now but >> we're going to release it. Yes. It just I I know people have asked a lot of those questions in the community um on numbers and I was like >> we see them but I want to make sure everybody else could see them >> and we we didn't right now because of the conversation and we we just wanted to do this component. So and the fact that I was out this
129afternoon and then did a meeting but >> I'm Oh, >> no. Go ahead. I'm sure I'll have uh more questions, but this is a lot of information to um take in and digest and I will uh I'm I'm assuming we're going to have >> we're going to have lots of workshops on this >> and that's where I think now one >> Yeah, >> because Yeah, I I I'm assuming I will have a bunch of questions, but um taking it all in right here right now, I can't think of anything, but I'm sure they will pop up. So I I won't have very many discussion points during this uh workshop, but >> going forward uh I'm sure this is just one and this is honestly the the intention of this was to give you that first
130look at things before we really have deep conversations getting some questions that my team and I can work through. Um as well as if you do click on the school closure planning doc that is shared. >> Can I ask a question >> in your board docs? So number four is I'm going to label them. >> Yep. >> Is current enrollment at currently at these >> the red is >> the black number is the September count. The third Friday in September count. >> Hold on. Black September. >> Okay. You said red or black. >> The black is the is the third Friday in September count. >> What's red? >> The red is the the February count. >> Okay. currently, >> but this is currently at each uh school. Correct. And then the page five would be
131if no one could open enroll >> and you have to go to the one that you live in. >> Correct. >> So Chegwin matches right. So if we look at that ChegUIN right now has a total of 285 in red. According to the enrollment by address path, it has 285. >> That's just by chance. I can promise. Well, I mean it's that's just interesting where as you look at Evans who has 274 the address path is 224 which means we have students that have school choice into Evans. Correct. >> So I just think it's interesting as we look through that Lakeshore >> and >> y >> not to get ahead of yourself but when you get to see what Mike and and Marissa have you're it's >> again a picture's worth a thousand words. you're
132going to see things in a much greater light to give you an understanding of where kids are at from many different schools in our district and you'll be able to really eyeball it better. >> So then I just want to clarify. So then this workshop right now what it sounds like is if we just really do a lot of watching and writing down questions we might have and then take time to um because we're asking questions without seeing everything, right? So, I'm going to ask us to pause on asking questions. >> Yeah. >> I just have some clarification questions for these charts if that's okay. >> Absolutely. >> And then Yep. >> So, I'm just noticing on here >> um you know, for the middle school ones >> the the difference between chart five and
133chart four, >> I'm assuming that the difference is probably STEM. >> Yes, that can be a component as well. Yep. >> Okay. because that's not included on chart five because it's not address based. >> Correct. STEM is all open enrollment. Yep. Um and that's where you see it based off of chart four. >> Yeah, that makes sense why there's a disparity between the two. >> Hold on for just one sec. So if there are clarifying questions like that, let's ask them. If there are other questions, let's hold on until we watch the whole presentation because I think a lot of our questions might be answered. >> And just so I can say what Joe says again because I don't know if people caught that. If you look at page four, you will see STEM included
134on there. But when you look at page five, STEM is not on there because it's all open. >> It's all open enrollment. So the STEM enrollment is really what we are expecting because that's people that are choosing to open enroll there, but we don't have an address path because nobody goes to STEM based off of address alone. >> Yeah. >> Okay. >> I got another question. Um, I think it would be helpful to have this, right? And then one next step is what's the ideal capacity at at each building? >> Yep. I just asked that >> if it's a maximum or is it ideal? Are we looking at maximum or ideal? >> I just asked that. They're going to get that start working. >> I was indulged in my numbers. >> And that's that's where
135and I will say this to the public. This is the first time the board has seen these numbers. So the questions coming up that's on I'll take that ownership that you didn't have these numbers but I think it it's good to have the initial questions coming out right off the bat so we know how to work through that that process as well. >> So I would put that I mean on this chart on page four put one right underneath it and say capacity >> you know I think that would be good because >> we can work on that. >> Is there a different is there a difference between ideal and capacity? >> Absolutely. I mean I don't Oh, >> and I'll just use a bus as an example. Nobody wants to be at capacity on
136a bus when you're you're on that bus. Same thing would be in a school. I mean, capacity is is very different than what I think ideal would be. And I think what we're looking at is what we would say is ideal. So, one of the things that we talked about with the um reductions of staff, looking at trying to keep K1 and two at 20 or below if possible, keeping three, four, and five at 25 when we're talking elementary. I think that's what we need to be thinking about um in in those terms moving forward. Unless I get different orders that we want to up that number, but for myself, what I've seen in our district, that's that's kind of what we want to see to be able to continue getting the results that we're
137getting right now at least. Um at the middle school, knowing that we will have some declining enrollment, I I think we want to stay below that 30 number for sure. Ideally, it would be between 25 and 30. Um, but that's that's something we would want to do, and we already know that's where we're at. So, any closures at those levels most likely would result in a teacher being transferred to one of the other middle schools. um if that was what was decided >> which would you know in that situation obviously you know the stresses of eliminating the collaboration with the math and the English and you know the d you know the DDI meetings and stuff trying to do virtual that'd be a positive thing for those teachers and for the students >> it would
138be but I will also say the the conversations I've been a part of the the staff are really doing a phenomenal job of doing it virtually and getting even more information about >> well Sabish did this and Tyson or what like that conversation is the first time in the district ever that we've gotten some of those cross building ones even more not to say that's how we we want it completely but I think they're moving forward even as we have possibly more than one teacher at a grade level if we choose a middle school I think we still need to make sure we're giving opportunities to do that cross district >> combination yeah cross I I I agree I mean I That's outstanding. Yeah, that's great. >> Um I remember back in the day when
139we did meet that way. Um and when I sat in on that DDI meeting at Tyson that day, it it was it was really very productive. >> Um even though it was virtual, you know, um it was very productive and they all they had good ideas and they just collaborated so well. It was it was a good thing. So I agree with that. We need to continue something like that. So, um, as we continue to go through, we have this information. Um, will we be going through the closure planning and they have reports? >> Okay. >> So, the next piece that if you open up on your computer, sorry, >> this part the public can see >> the public has access to this right now completely. >> Um, this is just right now a rough
140draft of what we believe the timeline and Miss Lombardo did a lot of this work. So actually I think all of this work. So I appreciate it based off of the information we got from Sun Prairie, right? Westbend. >> Westbend. Thank you. Um what we had gotten from Westbend and kind of making it our own, but it kind of goes through so the public also sees the the conversations that have to be had to actually consolidate. Um and it talks about in February board direction to to decide what how many sites you really want us to be considering. Um the building capacity as Mr. Henchel had said the building issues the repair traffic etc. Um, and then going into March, kind of those same, it's a February, March timeline there. But then also compiling data
141and drafting a building report, determining potential use of closed sites, which I've talked to the board as well about that. We do have interested parties, um, that would be interested in leasing our space. And again, I think the focus on leasing is important because with housing changing and everything like that, if we need a space back, we would hate to just say it's done and not have access to it. Um, determine a preliminary recommendation to you for the sites to close. >> I want to make a comment to that. It's it's cheaper to reopen a existing building than to build new. Correct. That's I just want to say that all out loud. That's that that's really what you're saying. >> Yeah. And I know as again I have been getting lots of emails during this
142entire referendum season that we're in. I know that people are going to say we just put money into these buildings and absolutely yes we did. Precoid we we could not and I will say it we could not plan for the decline that we saw as rapidly as we did. Um and so now we want to make the best out of the situation that's in front of us. And that's that's the purpose of this. But it it goes through things and I don't know if I need to read each one step by step about what that timeline could could potentially look like. Will things need to be adjusted? Absolutely. Things will happen that we're not prepared for probably and we'll have to pivot. But some of the first initial components again for February, March, April, and
143May I think are really important for us to be ready to hit some of those targets um moving forward. Can you um so the February through May makes sense um when you have uh staff community conversations and surveys. So by that point we would know which buildings and then it would be reaching out having conversations so that we can make that as smooth as smooth as possible transition. Is that accurate? >> Absolutely. And I think one of the biggest things, as I had said before, if if we start out by saying these are your home schools, that we would would say we're going to start out that way. We want to make sure families know they still have that option of open enrolling, but we'd find out at that point how many people are planning
144to do that. We need to start that process early because the the thing I don't want to have happen is and it will happen anyways. But some parent to say I never had any notification that I was supposed to do open enrollment. Now you're closing my child's school and and I was planning on open enrolling them or I I wanted to go here. I want to make sure we're crystal clear with people what the process is and overcommunicating as much as possible what this will look like so to not have the it's going to impact families but to try to reduce that impact as much as possible >> and and I >> and staff and you know everybody >> I just want to say publicly this um because everybody thinks it but nobody wants to
145say it right and I always say everything so um the survey told us. We need to close schools. Everybody in the community says, "Yeah, you got to close schools." They'll say that until it's their school. And it's their school now. It's personal. And now, you know, be prepared for that push back. Uh because like I said, everybody will say, "Yeah, you got to close school." Well, I didn't know it was going to be mine, you know. Um I didn't know it was going to be my community, you know, my area. Uh I didn't know I had to make changes. I'm just saying that out loud. We I've said it to people in the community and they go, "Oh, yeah. We we" but I want to say that publicly. >> We know that that's going to
146be we're gonna we know that's a sensitive issue. We know that that's not an easy decision. We know that um uh you know it's it impacts people's lives. >> Well, and kudos to the board for having that as one of the interview questions >> because we know >> that's that's going to be coming. There's not a doubt in my mind that that will come. >> Yeah. It's and and it's not taken you know, freely. It's a lot of we've been planning the this has been long-term planning. It's it's, you know, um I look at this and I'm like looking at we're at the end of February. Next week's uh March. We're already a month behind. I mean, that's first thing I picked. >> Fine. Because you've been working on this. This is just planning out.
147So, we've been >> this is not You've been working on this throughout behind even. Again, we we've talked about I know this has been under discussion, but yes, >> I have a um question. When you talk about open enrollment, what is the date that families have to have their open enrollment in? >> Well, I'm the reason I asked that is that >> in district versus out of district. I I don't have the date in my head to answer and I don't want to say it wrong. We can bring that forward. please bring that forward and we can at our next workshop where this goes through because I think um just to make sure that it does give you in us plenty of time to communicate with families. Okay. So um does anybody else have just
148your first glance from this projection any questions? And I know we have we're gonna have time and we're gonna start start making your list, but is there anything from this right away that you see that you want some additions to before we go on to uh the next part of this workshop? for myself and my team. Miss Motor, >> yes, >> we need to kind of know if you want one or two schools um if what the plan is or three or four moving forward would be one of those first components to begin doing some of this. And again, that can be at the next board meeting. But we we talk about the timeline here. This timeline, it it's going to sneak up on all of us. If if we take too much time on
149any one part, it puts something else behind. And I just that's that's the part that for me and I go back to May and September when we talked about possible closing schools, decision has to be made to start if that's something we're going to do and how many and then the work that we'll show you will be in full effect so we can prepare this as well as doing the referendum meetings that we're doing right now. >> Okay. So, I'm going to pause because I think a lot of people have questions or comments here because I saw like So, um, Mr. Frame will go this way and then we'll get Mr. Henshaw and Mrs. Panau will run this way. >> It was really just a comment. Um, that's good that you tasked us with a
150question. Um, I won't be able to answer that right now. Um, I think this is a good starting point, but I think like you said at the next board meeting. >> Um, we could really get a uh because like Mr. Henrol said, this is a delicate subject. um we need to >> really think about this with care and um just >> um the longevity of the uh financial stability that we need in the district. >> Um so I think that's good that you tked us with that question. >> I was going to throw that back at you actually, you know, knowing where ideal capacity is at each level. Uh, I'm really looking for the board or for the administration to come back and say based on the data and showing us the data, we recommend
151two buildings. We recommend three. You know, I I know I put that, but I I'm relying on the experts that are living it every day that know how it's going to look within the district, you know, as far as teachers and class sizes and, you know, uh I don't know if next by next week I can say, "Yeah, we need this many." I don't know what do you you know, I would like to hear recommendations. Now you can tell us why you recommend it and then I can anal, you know, analyze it, look at the data and say, "Yeah, I agree with you or ask questions then to say, "No, I don't agree with you." Um, but I, you know, I'm really I don't know if that's bad, but I'm looking at you guys to
152say this is what we feel is sustainable, you know, as a as a administration. >> And like Luke had said too, I need more information though, like the caps and and see what you have left to show us. Yeah. And I I guess what that um same statement said too, it'd always be better to look at more schools than less schools because I mean even if we look into closing four schools, we're not voting to have four, but we have that information in front of us. >> Mrs. Powell, >> I I would agree with Luke's comment just now that um and and Mark's comment. Number one, we do need more data in order to uh make a uh a a better a a better the decision than if we would make it completely void of
153data. >> However, um intuitively I agree with Luke and that more is going to be better. So my minimum intuitively would be two and I would just assume look at four or five. >> Five is probably >> okay. >> Uh you have Mr. Levers. >> Yeah, it's probably >> Yeah, I was going to say that would it be possible by next week to have like projections of what it would look like depending on which levels, you know, just you know, not necessarily picking any specifics or anything like that, but you know what I mean? like what it would look like if we had two versus three versus four. >> We can give you numbers based off >> Yeah, I know numbers >> are currently there, but >> it would be really hard. Mike, I see
154you wanting to talk. So, >> well, yeah, >> I it strikes me there there's a lot of variables and I think that's the sense and we know that too. We can do a lot of information. >> Um I I think what if I we we know it's important that you need a plan to react to. Um we we think we can probably do that and just to use your words Mrs. But now intuitively if you said let's start with one and see to work through that process I think that would be very fair. We could easily demonstrate, you know, what a what an elementary impact could just not that it is the elementary level, but if you chose to close one elementary, we could show you an impact to that, I think. And because there's
155variables besides there's staffing, there's facilities considerations, there is the routing and student capacity consideration, as Matt alluded, the class size pieces. That's why that timetable I think stretches that out is we'll take all those in, but having direction to say You got to at least see that one. I think it's a little early to say, well, it's it's probably two, three, or or four. Maybe I'm speaking to you, Mrs. Panau. But we will take your direction. I'm being probably too bold here. We certainly could bring you one at an elementary level to start. >> Could Could we do two? Could we do an elementary and a middle just to see what that would look like? I would agree with that as as a model because it would never be more than one middle school, but
156it might be more than one elementary school, but if we see what that looks like, then it would help us make decisions if it's more than one elementary. >> I I would agree with that. I mean, I'm looking at the historical data here, you know, on enrollment with our middle schools. I mean, we had when Woodworth wasn't open, we had 958 kids at Tyson. We currently have which one's Dyson second one over one two three four one two three four we have 424 versus 95 >> what's that >> Tyson 416 >> Go ahead Mike >> well Mr. Henchel you >> the numbers clearly point out to Mr. Steinbar's point. >> Yeah, >> the bus has the capacity, but there is a variable a number a number of variables that have to be considered because of
157the the staffing, the curricular offerings, what we're looking at. And so modeling, I think, would be a very productive exercise. >> Absolutely. On a pure capacity, it absolutely you can't say if Tyson had could only fit 200 students that it could absorb. That's a very easy that's a good logical point to make out. We do believe consolidation. our buildings have capacity for consolidation. We wouldn't have this conversation if we didn't believe so. The historical numbers point that out. It's all those other downstream variables that need to be discussed at length and in depth. >> The reason I was pointing that out is to confirm what uh Miss Motor was saying, a middle school and an elementary. I didn't do that. It's it's extremely obvious, you know, when you look at the counts where they were
158and where they are that, you know, three middle schools is up. >> Mhm. >> You know, >> Yep. Mrs. M. >> Uh I think, you know, to get that ideal capacity is going to help us tremendously. And >> seems like a lot. >> Yeah. Um Yeah, it does. Um, and then I know we've talked about this in the past. Is so we've talked about STEM moving somewhere else. Is this would that >> That's a good question. >> It, you know, so that would close down that one. Is that part of this or is that >> Have we already >> It can be. Yeah, that maybe that is another part of it because so let's say there's a middle school that we close, but if we move STEM within that and then lease out another portion
159of that, that might be a possibility. >> I I like that idea because then that gives us room to grow STEM in too, which would bring more open enrollment in, which helps with the revenue piece. And there are some ADA issues and stuff like that at the location that they're currently at. So I I I do like that approach and yeah let's make that part of it. In my opinion, >> these variables are coming from multiple directions and it's always difficult to control any variables for research and um in that I don't think and again this is my gut I don't think that you can do one school and then double it and be accurate in your computation. I think that because the variables are going to change from location A to location B and
160it's more than that even I mean just the geographical differences of closing school A versus closing school B are not transferable. So, I mean, it's it's a good baseline, maybe a good benchmark, but beyond that, you know, you're going to have to keep titrating. >> Well, that's a great point, Mrs. Panau. I think what we bring for a for your mo for a modeling exercise, we would spell out here are the variables we considered, and we know that's part of the debate process. You know, I think, and I don't don't speak for the administration, I think we we know how sensitive this is. There are going to be variables that you're going to get approached and have questions about that is part of this. It's a serious process. I think we are hoping that we
161all can say this is not we're not making this up. We're not doing there's no agenda here other than we understand how difficult this is and just ask for a sensitivity in that that all right well if we thought of this variable whether it be building capacity as the reason for a building to be discussed in the public forum that it's not the end until the board makes a final decision and that's in your realm not ours. So whatever we bring as a model as administration is not it's just a modeling at this point and we would explain ourselves but you could react to that. I think that is how we would envision it. >> And have you um I'm thinking seeing you have been in touch with uh Westben and other districts. They had
162some some specific um some specific um strategies or um look fors or thinkabouts and so have you incorporated some of those within uh what you'll be bringing us? Yeah, I think that's part of the process is if if you see something that's okay, not have you thought of this, we can we can bring that back and get that information. It's going to be this type of approach. And I think that's really important. Anyone that comes to you, I think, that says, well, why haven't you thought about this or that? This is going to be part of the whole process. We're going to do the very best we can with a model and a recommendation. Not going to be easy. Somebody's going to approach you and say, "Well, I don't think that's the right take." And
163ultimately, you're going to have to have a a basis to decide. >> There's always going to be a reason not to close, >> right, >> their neighborhood school. There's gonna be more reasons for not to. Yeah. >> Than what people will bring, why you should, I think. Um, but I do want Mike and Marissa, if you want to plug in, >> and give them a look at what we did. And again, I'm anticipating potentially other districts wanting to know how this was created. and Mike was kind of the mastermind behind the the population dots and then Marissa really got a lot of the >> Yep. Marissa got a lot of the um potential boundary lines included. But we at district office this was very impressive as we looked at some of the archaic boundary lines
164that have been in the district in the past on what >> again what technology can do for us to make things easier. >> That's not it. >> I we can't see it. We only see a flower right now. Oh, that's it. Okay. It was an attempt. >> There we go. >> Beautiful. >> Yeah. So, what we did was we we were able to use Google um and we have our district boundaries on these maps. We got one for the elementary and then another one for the middle school and STEM. And what you're able to do with these is is manipulate. Um, I want to only see kids that attend Chegwin and where do they live in the city? >> I want to make a suggestion. This isn't >> I know I just I just did
165this this last week on some stuff. You probably could take this and model it in AI and it would run all the different scenarios and draw optimal. >> I think they're about to do that right now. >> All right, >> we're gonna get to that. We're gonna get there. We wanted, >> you know, I'm just all excited about a I'm learning how to use it. All right. >> What we want to be able to show you tonight is like for example, these are all the kids that attend Chegwin. Chegwin's boundary is the green area there. And all of those little green dots are kids that go to Chewin. So, you can see how many kids live outside of that actual area um where Chad boundaries are. And you can do that with each of these
166different schools and see where all the kids are. These are the Evans kids. >> So the Evans boundary is this section up here and this lower section down here. So some of the some of the boundaries are kind of split. >> Are other people having um there's a glare on the screen. Can other people see it or >> I need another one. I'll stand. >> Uh this next one here is Lakeshore. So Lakeshore is this big section on >> or >> Yep. >> Yeah. On the right over here. This kind of purple section. So what's interesting about Lakeshore? Um you can see it's kind of scattered about the city. Uh, next one here, and I will say to these ones, I believe the ones outside the boundary are the open enrollment into the district. Uh,
167next one here is Parkside. Parkside is this orange section. Let me zoom back in for you. >> Both of these. >> Oops. Yeah. So, be this upper section here. Then this section on the west side of the city as well. Then you have Py. fire is the bottom brown one there. See, I have a handful scattered throughout the city. >> But I think you can see already kind of one of our our takes on this. It doesn't matter which school we choose. There are people that are open enrolling from all over the place that this is going to affect. It is not just one simple boundary issue. >> Roberts, is that right pink side over there? Rose obviously up here on the northwest side >> then waters. Yeah, this one. And then waters actually extends
168down south here too. Then we can jump over the middle schools. So this is uh Savish. So Savish is this left side of the city or the west side and Yep. And the north northeast side as well. I'll turn that on. Yep. Then the we'll come back to stem here. We'll do Tyson which is right this bottom southeast side. We have Woodworth is this middle section here. >> Yep. Then this is STEM. This again this is districtwide kind of open world but you can see where all our STEM STEM students are. But like Matt was saying, I mean, when you start looking at these boundaries, it affects more than just one one school. >> Now, is this something that can get emailed to us? And can we run through this program how you're doing it
169right now? >> Should be able to share this with you and when you see it, you'll be able to see the view just exactly like we have it right here. So, you'll be able to play with that a little bit. >> Wonderful. So that was attendance. Now you're going to show us where they actually live. >> That's what we showed you where they actually >> Yeah. Yeah. But that's the ones attending those schools. Um the next question >> we do not have right now yet if they by address >> where they supposed to be. We don't have that. >> Okay. >> Because they should Yeah, they'd all fall within which I guess >> and I think that's where the Yeah, that's where >> that would help us a whole lot. >> That's where the page
170in here. you can see what number that is >> um >> and go from there. >> That's great. Thank you for putting that together. >> That's awesome. But then as we start looking at potential boundary shifts and I will use because you had mentioned a middle school, we can look at if we did that east west, if we did it the way it had been previously where Tyson encapsulated Woodworth or if Tyson encapsulated Sabish instead. So you can kind of look at if you made a boundary change what that could potentially look like moving forward and how many students would end up being there as well. >> Yeah, I think that you know when you looked at the Woodworth that was pretty consolidated. I think that'd be probably a little tough to go east west
171almost or does Woodworth cross over Main Street type thing? I I thought it was a a pretty mint of a population that walked. Am I right or wrong? >> Every one of our schools has a large population that walks. That's that's the nice component of having neighborhood schools right now. And we know that that's a that's going to be a piece as I was at Riverside uh last week as well and one of the parents there said, "I have to my kid has to walk a long way to get here. What does that what does that look like moving forward potentially? Um, and that's that's a real especially at the elementary level if a parent wants their child to be able to walk that it's it's a walking distance school as well. >> So, >>
172well, would you be able to open? >> They can try to open at whatever school they they want to, but just because they open enroll doesn't mean it's going to be >> very close necessarily if we when we look at consolidating So next steps you we have all of this information. We have this information. You're going to be sharing that information. One of the I just want to like >> Ground us. Yep. So um when we walk away as board members, we should be looking at all of this information, thinking about what other questions we have and information we have. We've already asked you to bring an example to us on an elementary as well as a middle school. Um, as you continue to move forward, are besides thinking about all these things and thinking
173of more questions, is there anything else you need from your board and then board as they're getting ready to share the elementary and middle, is there anything else we can think of right now? Otherwise, what we would do is go ahead and email myself and Matt as you're coming up with questions as soon as you as soon as they start to ponder so that it gives you more time. I just I'm going to pause there. Is that the correct next step for action? >> So, the questions I asked right you wrote down. >> Do we have those questions? Yes. >> Yes. >> All right. >> I did not, but thankfully I have Ally that does that. So, um, that being said, thank you for getting all of this information together. It's a lot and like
174I'm very similar to Luke, I need to see things and then I need process time. And so, um, is there are there any other decisions you may need from us to be ready to go on before our next workshop on this? >> I don't think so. Nope. For clarification, when do you expect when do you want your next workshop tenatively or is that >> when is your next chunk of information going to be ready for us? I think we just keep going >> because if I understand it, the next meeting is March 2nd. >> Correct. >> So, >> right. So, >> yeah, it's not done Tuesday. >> So, it wouldn't be March 2nd. It would be the meeting after that, >> which I think is the 23rd, right? >> Which gives us that time a
175little bit. >> Yeah. Which gives you almost a month. That should give you a good time. But I I I think we just plan on completing workshops and having conversations and making decisions. >> Yep. And I like I said by the timeline, the first one was board direction to close a site or sites. You've given us that right now. >> Yes. >> Um the other two can be filtered into February and March and we'll begin working on that >> immediately. >> Excellent. All right. Thank you for your hard work on this. Um, uh, >> I was just going to say it looks like that's basically already in there anyway because it's basically what we're asking for like the capacity, utilization, building. It's all that's all we want. It's coming. So, works out. >> All right.
176Um, that being said, thank you for your hard work. And if we could have a motion, >> a motion to adjourn the workshop. Sorry, I threw you up. >> Second. >> We have a motion by Mr. Frame and a second by Mr. Lyren. Can we have the role, please? Yes. >> Um, Labyrinth, >> yes. >> Maine, yes. Panau, >> yes. >> Frame, >> yes. >> Motor, yes. Motion carries 6 and we are adjouring our workshop at 7:53.