001[music] Heat. Heat. [music] Heat. [music] Heat. [music] >> [music] >> Heat. [music] Heat. [music] >> [music] [music] >> two in a row. >> I was expecting I figured it's got to be some >> I just didn't know which one. I was going to say last week I was able to park all of us know Oh, really? All right. >> I'd like to call the regular meeting of the board of education to order at 5:00 pm. Mrs. Maine, can we please have the roll call? >> Frame >> here. >> Henchel >> here. >> Labyrinth >> here. >> Maine here. Panel >> here. >> Motor >> here. Uh all six members are present and so we have established a quorum. Uh we will be taking a moment of reflection preceded by the pledge of allegiance. To the
002flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. I'd like to announce that we will be having a workshop uh to discuss budget reductions for the 26 27 and vacancy appointment candidates uh after our regular meeting. It's now time for public comment. The public may approach the board to make a presentation no longer than five minutes per person in 10 minutes per topic. Those persons exceeding these time limits shall be interrupted as deemed necessary by the presiding officer. Members of the board and administration will not respond or further discuss items that public comment at this meeting to remain in compliance with state statutes chapter 19 subchapter 5 open meetings of governmental bodies and the public notice requirements. I'm referencing
003policy 0167.3 public comment at board meetings. I want to remind participants that the presiding officer is guided by the following rules. Letter F, all statements shall be directed to the presiding officer. No person may address or question board members individually. Letter G, the presiding officer will interrupt, warn, or terminate if the participant's statement is too lengthy, personally directed, abusive, obscene, or irrelevant. Number two, the presiding officer will request any individual to leave the meeting when that person does not observe reasonable decorum. Number three, the presiding officer will request the assistance of law enforcement officers in the removal of a disorderly person when that person's conduct interferes with the orderly progress of the meeting. Number four, the presiding officer will call for a recess or an adjournment to another time when the lack of public decorum
004so interferes with the orderly conduct of the meeting as to warrant such actions. So, at this point, we'd like to welcome up uh anyone from the public that would like to share a comment. uh please state your name as well as your address. If you prefer to share your address um on uh write it down on a white slip of paper and give it to Mrs. Maine, you're welcome to do that. So, thank you Jim Helac County. Thank you. Last time I brought up the average cost of a public school student in Wisconsin being $18,000, but to clarify, final act cost is just over 11,000 uh per student. Numbers of students enrolled in the district is a big factor on how much money is paid by state and local tax revenue. The birth rate in
005the US is 1.6 below the replacement rate and Wisconsin's birth rate is even lower. There's little hope of that turning around. Revenue caps, they were introduced in the 199394 school year. Before that, school boards and voters rather than state formulas largely determined spending levels. But state legislators intervened. They took power and local oversight from the citizens in each school district. We used to hash out the spending right here with one another. But now revenue caps is centralized non transparency. Today's addition equation is students behaving plus teachers instructing reading, math, science equals schools succeeding. Wisconsin Assembly Bill 614 strengthens teachers authority to remove disruptive or violent students from classrooms and requires parental notification within 5 days of such incidents. It also provides employment protections. Teachers inability to police their classroom is a major reason they leave
006their profession early. The one problem I see with this bill will be a room large enough to hold all the disruptive students that teachers will be removing. The bill has passed both assembly and the senate and is headed to the governor's desk. the governor, the former head of DPI will show if he's willing to give protection and authority and more authority to teachers in the classroom where education is transacted and school's number one object is accomplished. The Wisconsin Board for People with Dis developmental disability opposes AB 614, saying, quote, "It lets teachers decide which students they keep in class, and Wisconsin law already gives school boards authority to remove students from classrooms," unquote. I believe teachers who are dealing directly with children need to have that authority and parents with disruptive children need to be
007more involved in the correcting of behavior that negatively affects learning in the classroom. Board members, I urge you to talk to teachers and find out how they feel about Assembly Bill 614. And also, as we near election day, April 7th, a good question to ask school board candidates. One other question to ask is, how do you stand on our school transgender bathroom policy? Our board members members should know that young men should not be allowed in our girls bathrooms. Thank you. Thank you, Mr. Hus. Is there anyone else that would like to come forward? >> All right. Seeing none, if we could have a motion to approve the consent agenda. >> I move that the board of education approve the consent agenda as follows. February 9th, 2025 regular minute meeting minutes, personnel recommendations, retirement, and
008bimonthly financial report. Second. >> We have a motion by Mr. Henchel, a second by Mr. Lyren. Uh, and just want to remind the public that as far as our bimonthly financial reports go, uh, board members ask a number of questions. If there is an item on here you have a question about, please feel for uh, feel free to reach out to any board member. Um, also as we're looking at um board retire or we have a retirement uh Robin Olsen Wingler uh is retiring from the school district. We want to wish you well and congratulations on your time. Uh so um if we could have the role please. Frame >> yes. >> Henchel >> yes. >> Ly >> yes. >> Maine yes. Panel >> yes. >> Motor yes. Motion carries 6. Moving forward is our
009um if we could have a motion to consider the approval of a board authorization letter. >> I move that board of education approve the board authorization letter for inclusion in the virtual charter school grant application. >> Second. >> So we have a motion by Mr. Henel, a second by Mr. Lyce. Uh Superintendent Steinbart. >> Yes. And I'll pass this over to Mr. Groves as he's been instrumental in digging through some of this as well as uh Miss Kunman as well. >> Yeah, thank you very much. Amy Kunman is actually taking the lead on the grant application itself and she's done a amazing job. At some point, we hope to uh present the full package of uh what we plan to do with the virtual charter school, the programming. Unfortunately, we will not know whether or
010not we receive the grant until the end of June. So, what we're seeking right now is just the board's uh approval for the authorization letter. That's really the next step in the application process. The application goes to the Wisconsin Department of Public Instruction. And if approved, it would allow for what we're considering a proactive approach to expanding our current learning options for students and families and the 2027 2028 school year. Uh so, it will not be up and running for this next school year. If the grant uh is awarded, our plan is to conduct a planning year next school year where we will be building the infrastructure for this virtual charter school program. Um we're excited about it. It's going to service potentially students in grades 6 through 12. Uh, it's going to set us
011apart from a lot of the other virtual charters out there because we're going to plan on providing personalized learning pathways, high quality standardsbased curriculum, rigorous instruction, flexible scheduling, and comprehensive adult supports. Um, something that's unique about our charter school is that we plan to use our current curriculums that we have in place that we've bought and paid for and transfer them to an online learning platform. Um, and that's going to be a pretty large benefit for our students that have to transition between a brickandmortar building and then a virtual setting. So, we're excited about this. I'd be more than happy to answer any questions. I I was going to make a comment uh versus a question. I think this is a great um first step and a great approach. Um, you know, numbers matter as
012far as revenue that we just heard, right? More population. We lose a lot of population to virtual schools. It's a new way of learning. It's what people are doing. And with that population that gets moved, we also lose revenue on doing that. So hopefully we can stop the bleeding, I guess you want to call it a little bit on people, you know, our the money people going elsewhere and the money going elsewhere. The nice thing is is I love the fact that we're approaching it with our curriculum because we know it's working. You know, the results we're getting are proven. uh that should help us with that recruitment then too because people will see the growth and the opportunities that you're seeing within our academic uh atmosphere. So super excited about this. I wish we
013could fast forward this thing a little bit quicker. >> Me too. >> Um but I understand it's government and it takes time and process. So >> it does. But thank you for doing that and taking that aggressive proactive approach on making sure that we play in that play playground is really what it comes down to. Thanks. >> Thank you, >> Mr. Lyrant or I'm sorry, Mr. Frame. >> Uh do we know will that grant fully fund the uh virtual learning that we have planned? >> Our plan is to apply for a grant um with the prospected enrollment of around 150 students. If we do qualify for that grant, we'll be awarded around $1.5 million for the next three years. >> Okay. >> A large chunk of that money will go towards the staffing side of
014the planning year for this next year. Um the actual tech pieces of it. For example, we are going to go for uh towards Canvas as our LMS for the virtual platform. That'll be something down the road that we plan to incorporate into all of our classes in K12, not just our virtual learning platform. Um, but yeah, the majority of those funds would be used to set up this uh infrastructure for our virtual charter. >> Okay. Um, how many now you said uh create staffing. How many how many jobs are we looking at that that this will create? >> That's a great question. Um, we won't know specific numbers until we number one get the grant and can plan for it and then register and enroll students. Um, I think we could hit 150 students pretty
015easily. With that in mind, that would be around 8 to 10 staff members immediately, give or take, that we would need to service these students, teach these students. Um, and then as we expand and as we grow, hopefully we would expand our staffing as well too. >> Thank you. >> Yep. Other questions, comments? >> No, similar comments to what everybody else said. I think it's a good thing to to get ahead of and, you know, jump right in and, you know, hope maybe that's something that can, you know, shoot up even further, right? >> Yeah, we're excited about it. >> Thank you. Yeah, I just want to piggy back. I super exciting. um with the staff. Um when we get to that point, hopefully we'll be able to just it won't really necessarily be an
016add-on since with everything that's going on, we can move staff into that, right? So, >> absolutely. >> Yeah, that's that's perfect. We're hoping because we're using current curriculums in place right now, if there is a situation where say there's a math teacher that teaches algebra 1 that only has four sections and has an open fifth section that they could use that time slot to manage some of the students in the virtual platform. So we'd be using existing staff to support the instruction on the online school which works out great for us too because it's our teachers, it's our curriculum, it's our students. I mean it's just a great plan. But like I said, I mean, it's a great plan, but we still have to get the grant, too. So, >> um I have a question.
017You commented, um Canvas will be our what were the three letters and what do they need? >> LMS learning management system. >> Okay. >> Um the details I would defer to Paul back here on that one, but that's basically like um the students will log into Canvas will be their dashboard where they'll access all of their courses on there. Their grading will be done on there. Um, teachers will manage their courses through Canvas. And what's nice about that is grades will transfer between the Canvas and Skyward. They play together pretty nicely from what I what I've learned so far. Um, but that's what the Canvas will be used for. >> Thank you. Um, I had the opportunity to talk to Mrs. Kunman about this and some of the parts I was really excited about, especially
018using our curriculum. Sometimes we have students with some anxiety who they're a little bit anxious to come back to school. They could do um my understanding is if this goes this route, they could take the majority of their classes virtually, but maybe go to one in in school and then let's say they're feeling more comfortable. Um because it's our teachers and our curriculum possibly at semester, they would maybe start to go half day. Um so I love the opportunity that we can sometimes it's that baby step to get going. So I think we could maybe welcome some students back and then um which is that personalized learning which I love and then you had also mentioned um I don't remember the words you used but uh we had talked about that importance of mentoring and
019having a person so you're not virtually on with a company we don't know where they exist. There are humans here in FondeLac that you'll be building relationships with um staff members that then hopefully can welcome you back into the into brick and mortar if that's your match. >> Yeah. Thank you, Mrs. Motor. And what you're speaking to is the hybrid approach that we're looking for. A student could potentially take their core classes, a math and English class in person, and then transition to take some electives um virtually, asynchronously. Um, we'd also like to have the option of a synchronous virtual learning environment where if you would like to, you would be meeting face tof face from your home on a computer with a teacher that in a virtual environment as well. So, >> great. >>
020The hybrid flexible learning options is is really our goal to support all families. >> Thank you. >> Quick question that popped into my head. Uh, do we know or are we able to measure uh how many students we lo lose right now to virtual? I don't have that number, but there is a number there. I could find that number for you and get that to you. >> I'd be curious on that because hopefully we can bring them back into our school then, too. >> Um, just kind of curious on that. So, >> I know we've lost a handful in the last few weeks that transition to virtual schools, >> either through moving or just looking for something different. And then you think if they go to a different virtual platform not in our district all
021the learning that they had from our district then they left and there's there's going to be a disconnect there. So this is a great opportunity. Thank you for your team for working on this and bringing it forward. >> Um can I ask? >> Yes, go for it. >> Just came to me. So if because they'll be ours will they if they're doing the virtual all virtual let's say will they be able to participate in extracurriculars still and sports and that kind of thing too? There'll still be students in the Fondlac school district. >> Okay, that's great. >> Great question. >> Yeah, thank you. >> Uh if there are no other you have a question. >> Oh, just another comment about it potentially. So, you're talking about people, you know, students moving out and everything. This
022is a way that you could kind of keep them still in our area until like a another year so that way they can move into their next one. Kind of help them transition into that. >> Absolutely. you know, because you can keep them virtual, >> you know, and then that also potentially gives opportunity to for, you know, people other areas of Wisconsin to opt in >> to to find a lack, right? >> Yeah, you're right. So, um, the asynchronous model would be fully remote on your computer full-time. Um, and this would allow for any student, any student anywhere to be enrolled in our school. Um, and be part of the Final Life School District. You could live in, you know, Apple or Madison and still >> still courses through us. >> Thank you. Can we
023have the role, please? >> Yes. >> Ly, >> yes. >> Maine, yes. Panel, >> yes. >> Frame, >> yes. >> Motor, >> yes. Motion carries 6. Moving forward, um, Fondelac High School field trip. I move the board of education approve the final high school field trip to Germany, Switzerland, and Italy in June of 2027. Second. >> We have a motion by Mr. Henchel, a second by Mr. Lyence. Superintendent [clears throat] Steinbart. >> Yeah, on my end again, uh, Mrs. BRZ has graciously said she'd like to give students an opportunity to visit all of these places. I'm checking my calendar in 2027 to see what June 13th and the 22nd looks like. Um, but again, just the opportunities our students have because we do have staff outside of their normal workday and work year work time
024willing to chaperon and do these things with our students. Um, and again, as you look at the the plan, it's a year and a half out. So, it gives students ample time to do some fundraising. And again, just looking at all the places that they may have an opportunity to go see and experience. I mean, again, I what a great opportunity. and we we try to make sure students have these opportunities and it's just great that we have staff willing to support that. >> I was just going to make comment that um you know costwise it's like $4600 per student and what I do like is there's it's far enough in advance there's extensive fundraising opportunities that they're have available. So, anybody should be able to have access and um won't be, you know, discounted
025because of their financial means or anything like that. So, I like that they're already put that in place that they're going to be doing stuff to raise money for it. So, thanks. >> Thank you. Can we uh have the role, please? Mrs. Maine. >> Ly, >> yes. >> Maine, yes. Panel, >> yes. >> Frame, >> yes. >> Hencho, >> yes. >> Motor, yes. [snorts] Motion carries 6. And yes, thank you, Mrs. BRZ, for um bringing that opportunity forward for students. Uh moving forward, our uh academic gap reduction program report. >> And again, I know he enjoys it, so Mr. Groves can kind of take the lead on this one. >> Thank you, Mr. Steinbart. This is our mid-year report for our schools that uh are in the achievement gap reduction program. Um, so based on
026a formula that uses schools enrollment numbers, free and reduc reduced lunch data, uh, we're able to provide state aid or receive state aid for staffing wages. Um, in order to qualify, each of the schools need to use one or a combination of strategies that includes onetoone tutoring, instructional coaching, or maintaining a smaller class size around 18 to1. This program was previously referred to as SAGE. Um, now it's the AGR, achievement gap reduction. And as part of our contractual agreement between our district and the state of Wisconsin, we're required required to submit data reports to the DPI as well as to our school board for review every year at two points in time. One in February and one at the end of the school year. So these schools have indicated the strategies within those individual school
027reports that you all have access to. And the following schools are participating this year. Chegwin, Evans, Parkside, Riverside, and Waters Elementary. Um so those 202526 February reports are included for your review. You will receive another update and report at the end of the year in June with the final numbers. >> Thank you. Are there any questions? I know we I mean as our um principles come forward throughout the year, we get updates on a number of uh different ways students are growing academically. This is just one specific point. and it looks as if um it's it's one given point they write a goal on. However, when they come in and speak to us, it's more comprehensive in not just one like objective but holistically. >> That's correct. And most of the schools are using I
028Ready data too to track their goals and grades one, two, and three. Um so again, those principles have reported out on the same data. This is just another layer of data and goal setting that these buildings do. >> Questions or comments? >> I want to make a comment that um I have had multiple teachers uh talk about how much they like Bridges curriculum and uh we've been seeing really good results with it. So, I like it when they like the curriculum and we're getting the results, right? Y >> it's a it's a double plus. Um, so I I encourage any instructors and teachers that um if if you have stuff that you do enjoy or that it's working, make sure you communicate it to us because we're not in the classrooms. I don't have I
029don't work on the programming. So I really want to know, you know, when I hear that, I'm like, good, then we made good decisions on on going that route. So I love the feedback. >> Yeah, that's a good point. The uh Bridges 3 that we purchased this last year has had a very uh warm reception from our teachers, more engaging, more activities. Workplaces have always been >> [snorts] >> um the same kind of unit after unit. Now they've expanded those as well, too. So, we're excited about those. I know our teachers are excited about those, but that's a great point. Thank you, Mr. Antel. >> I I had a question. So, um, for some of the reports, we're able to see I thought I saw that somewhere fall and then winter and spring and some
030it's winter and spring. [snorts] Can we get a copy of the ones where we can see fall, winter, and spring just so we can see the growth? Um, unless I'm seeing this. Oh, forget it. >> Yep. You should have fall and winter. >> I see the baseline over way over to the left. >> Yeah, some >> that's where I missed that. Some of them were right next to it. Okay. Thank you. >> Yep. appreciate that. Uh, and then another, um, as we're looking at, um, possibly larger class sizes at elementary, um, can you, um, I know one of the areas is 18 students to one teacher? Um, have you and your team discussed that and how you'll continue to, um, meet the needs so that we receive the funding that goes along with this? Yeah,
031that's a great point because previously it was we were stuck really tight to the 18 to1. Um although that number will go up, those students will have access to instructional coaching provided by um our instructional coaches interventionist throughout the district. Uh but I know that we are going to make an effort to keep those class sizes down and those schools that are AGR schools when we look at staffing coming up here pretty soon. Mhm. And I believe some of the schools that's where you already made some changes because their class list or classes were so small that you could >> change that. >> Yeah, that's a good point. That needs to be that conversation needs to stay front of mind when we're having those staffing conversations and student conversations that these are still AGR schools.
032>> Thank you. >> Anything else on AGR? Otherwise, we'll move into student staff activities. Is there anything? Um [sighs] I I know we've only had just a week, so um Yep. Does anyone want to share Mrs. Powi? Oh, sorry, Mr. >> Okay. Sorry, Mr. Frame. Um, first off, I was able to get to the Lakeshore and the Parkside um, uh, meetings that we have been having, uh, with with staff and sometimes with families. Uh, Lakeshore had families there. Uh, which actually I think adds a great deal to it in terms of interaction. Uh also this afternoon I had the pleasure of being with in the teaching and learning uh curriculum meeting uh [clears throat] with Mr. Groves and we covered a wide spectrum from reviewing what UVA uh had they had experienced in a Zoom
033meeting, summer school and um the uh other some interesting things above that were showing up on I Ready test which is uh we are seeing kids topping out which is as he said a wonderful thing and it is not been seen until recently in quite a while. And so we're look they're looking for programs to help kids that are exceeding and uh performing above grade level. >> So that was fun. >> Thank you. Thank you. [clears throat] >> Yeah. Uh multiple um of those events at the schools. Um I don't have it in front of you, but it would be nice if we have a calendar. Maybe I'll look it up while we're doing this. Let's make announcements at every board meeting on what's coming up this next week as far as uh >> you
034know meetings that people can attend for that for those to understand the referendums piece of it. So because there are good questions and really good interactions on that >> and then also um yeah multiple sporting events. We hosted sectionals for wrestling this week which was we had a handful of really young guys that are freshman sophomores coming in that did really well placing in that fifth you know sixth grade uh place matches then we had two qualify uh quitting Oregon and fortunately you know my son Mason qualified for state in a couple weeks now the girls have sectionals this Friday night and hopefully we push one or two of them through so that'd be great so Uh last time I forgot to mention I went to uh Park the talent show at Parkside. Um so
035that was uh nice just seeing students uh do what they enjoy but still in the uh school setting. Um I I think it's always cool when uh different schools offer children to show their uh unique talents. Uh and then just different meetings um learning about uh the list of cuts that we're going to go through and just um finding things that uh least impact students. >> Thank you. Um yes, so I attended also a couple of the um uh referendum sessions um last week and then Saturday night or on Saturday they had a jazz clinic um hosted at our high school and they had um West appear Brilliant and one other school there and I can't remember it off the top of my head and they had a group called New Nostalgia from Chicago that
036were the clinician And then so the kids were busy all day doing a clinic and then that night they put on a concert. So I went to that and they did a fabulous job. Um so kudos to the um Chris Barnes, Jake Opperman, and Austin Balden. Um and uh it was it was really good. Um and then I did um I was at high school this morning and um I went into an AP art class and they They have a sustained investigation question that they have to do that goes the whole year. Um and and then they do an art piece that represents their um answer or their what their findings, you know, and they had all different, you know, mediums that they were using and it was just really cool. And I'm looking at
037their art and going, "Yeah, I can do a stick figure maybe, [laughter] you know, because that was not my forte." And yeah, they just did did a phenomenal job. >> Thank you for sharing that. I saw on Facebook pictures of that. Um, also kudos to um the number of schools that are highlighting different events that are happening. Yes. On Facebook and other places. I love that we can't be everywhere. What a great way to share Thank you. Uh kudos to everyone who are putting out Facebook. Thank you for uh the having my microphone on. Um and uh just appreciate uh that you're highlighting all the great things you're doing throughout our district and taking the time to do that. I know that takes extra time. Uh as far as my engagement at schools, um I
038spent time um talking to um uh principles and different um leaders. I interviewed probably about 20 different people just to get some feedback. Again, very similarly to uh what other people are looking at as we're determining what cuts to make. So, um I didn't see students, but I talked to a whole lot of adults. >> All right. So, um well, Joe was passed this time. >> Okay. Sorry. I'm sorry. I didn't hear that. >> All right. And then moving on to our second public comment. We are going to follow the same rules as we did prior to and so we welcome you up if you'd like to sh uh share your name and address. Okay, seeing none, we're going to move into other appropriate matters. Um and as far as other appropriate matters goes, did
039you pull up? I think Okay, you go for it, Mr. Henchel. >> All right, so today's Yep. 16th. So, tomorrow night, Tuesday, February 17th, Fondelac High School, 3:45. Uh, probably in the PAC, I'm guessing. So, we would love to fill that place, you know, for information. Uh, so 3:45 High School, uh, tomorrow night, Tuesday the 17th, Wednesday, February 18th, Riverside. That's an early morning one. Uh, for people that have different schedules. So, 7:30 a.m. Where >> I think seven, >> it says 7:30 in there. says 7:30 in >> Tyson's at 7. >> Riverside's at 7:30. Tyson's at 7:00. >> Yeah. So, where do you know where? Cafeteria or just go to the front >> if they go to the front office? >> Go to the front office. Uh, Thursday, February 19th at Tyson at 7
040a.m. I'm guessing in the auditorium because we have one there or >> and some of these are staff and if this if the school offered another one, that's where the difference is. So, okay. I know where Riverides for APTT night is at night. Um, and that's on Sorry. >> For their family and family. >> Okay. I'm sorry. No, you're okay. >> So, the early morning ones are probably for staff right before school. Yeah. Gotcha. All right. And then we have Waters on Monday the 23rd at 3:30 and uh Py Tuesday, February 24th at 3:30. And then next week, Wednesday, and this is probably another big one, is uh February 25th on Wednesday. >> We'll be at a meeting next week, so I think we can get those out to people next week. Just I want
041to make sure that the school ones are for everybody and not just the staff. >> Yeah. And high school community session. >> That one I that So, the two high school ones I want to make sure people know about. So, February 25th, Wednesday, 5:30, Fond Lake High School community session. I'll end on that one. And there there is one on February 19th as well uh at Marine Park Technical College and um so that is at E120 uh the VC employee training room uh and that's on national AB. Are all of these dates and times on our website all the ones that are welcome to the public. Hel says yes they are. So if we went too fast please go ahead and uh check that out. Uh the one that is on February 19th is is
042it's not on there yet. >> No, I think it was newly added. So >> it was newly added, but um the three uh candidates that are running for school board, Antonio uh Godfrey as well as Luke Trann and myself are hosting that along with uh Mr. Steinbirth. So we hope to see you at one of these events. Are there any other appropriate matters? Okay, seeing none go. Um, if I could have a motion um to adjourn to a workshop. However, I'm not sure how much time we need in between. >> I think we're good to go. >> Okay, >> we are good to go. Then we will just take a uh five minute break. We got to do the motion first. >> Yep. So, we'll make a motion. But I wanted to get that straight
043and then we'll do a five. So, can I have a motion, please? >> I move to adjourn to a workshop to discuss budget reductions for 2026 27 vac and vacancy appointment candidates. >> Second. >> Okay, we have a motion by Mr. Henel, a second by Mr. Labyrin. Can we please have the um role please? Mrs. Maine. >> Maine. [snorts] Yes. Panau. >> Yes. >> Frame. >> Yes. >> Henchel. >> Yes. >> Labyrinth. >> Yes. >> Motor. Yes. Motion carries 6. So, uh the regular meeting will be adjourned at 5:37 and we will come back at I will say uh 5:45 I'm guessing I this time. I'd like to call to order the workshop of the board of education at 5:45. Mrs. Maine, can we please have the roll call? Frame >> here. >> Penchel >>
044here. >> Ly >> here. >> Maine here. Panel >> here. motor here 6. We're all here. Uh just a reminder to put on your microphones and thank you for reminding me when I missed it. Um and so we are moving into our second workshop in regard to uh budget reductions. And so um first of all, I know a lot of people did some research and looking, which is great. I know there are a number of people in the community and staff that are sending messages with ideas. So, thank you for your time and energy. Um, when we were last together, uh, we, uh, had a vote on this agenda item, uh, that was 33 split and therefore, uh, because we don't have that that, uh, additional member, uh, was voted down. So then, uh, today
045we're coming back together. Um, and I know Mrs. Panau and, uh, Mr. Mr. Henchel and myself had voted for the reduction including all of the pieces for it. Um and so um Mr. Lyence, Mrs. Maine, and Mr. Tranel, I know you've done Frame, sorry, the Luks, Mr. Frame have done some research and so really it we're here to listen to things that you maybe learned as well as questions you might have. Um it's important that we just learn and decide whichever route we're going. We're a unifi for uniformed um board and it's it's so that's why we're here today. >> Um yeah, I'm glad you said what you just said. It it's I know um some things were said that we didn't want to make cuts. I understand we have to make cuts, but I
046just needed to um do some more work myself um and figure some things out and just understand the meaning behind these cuts and not just lines on paper and numbers on paper and stuff like that. So, just for my own um so I can sleep at night that to do that work. So, that's that's why I voted the way that I did. Um I I just personally needed to look into it some more things and I did this uh past week. Um sent out some emails, met with some people um really educated myself on um what really entails with all these uh things that are on these lists. Um you know uh learn more learned uh more about um what team leaders do, what their job entails. talked to a couple different ones in some
047different schools um and uh yeah just talked to other people in the school how do how do they feel that this will affect uh students dayto-day um got some good information um I know I [snorts] reached out to uh Mr. Gerlock about uh 2:1 from uh so I guess we'll start with that uh K to2 u devices as in Chromebooks. >> Yeah, thanks Mr. Frame. I'm going to defer this to Paul Hermas, our director of technology services and assessment >> specifically. What what questions do you have? >> Uh I'll pull up my email. So I was looking for numbers if it would even save us um money. I know you were tagged or uh brought into that email. Just give me a second. Um, so what I was looking for numbers, if any, would it
048save the district if we went uh from splitting devices in K through 2 grade? >> Yep. Uh, so just a brief history of kind of what we've done in the last x amount of years to get us to where we are from a device perspective. Prior to about three years ago, devices were purchased at a building level um through site funds, through PTO fundraising, through handme-downs from the high school. Uh that was the approach to student devices at the elementary. And what that caused for us is disparity between buildings. Uh as well as real difficulty in sustaining the the fleet of devices because there wasn't necessarily a purchasing cycle. So the reason I give you that context is then to to correct that. Every year we've been investing in a grade level's devices. We started
049with a third grade. Uh that's the first year they take the forward exam which is computer-based. And so that was the grade level that we started with at the elementary level. The following year was fourth grade, then fifth grade. Last year was second grade. And then the the scope of it was going to be addressing devices. then at the uh first grade level and the kindergarten level. So um in your email you talk about like if if we weren't to buy for second grade, we don't buy every grade level every year. It's one grade level every year in a seven-year device cycle. Um and so that way it it budgetarily is approachable for us. Uh it's appropriate in terms of the life cycle of a device, uh licensing and so on. there's only a finite
050amount of years before Google pulls the plug on a device plus wear and tear. Um so on the budget sheet um if you see that 2:1 for devices for first grade the the savings would be about 82 so I would say roughly between 80 and $85,000 in savings if we went two to one um in subsequent grade levels. >> Okay. So next year it would be the in the uh purchasing plan it'd be for first grade. So that's why that is on the budget cut. >> Yeah. >> Okay. >> So I got a question on that then. If you do that and because there's sevenear cycles does that mess up the following subsequent uh cycles and everything? So if you it's a domino effect then correct. As far as cycles, it'd be a one-year fix,
051but then >> we have subsequent every year we'd have we'd have other issues then. Right. >> Correct. Unless you're making the strategic decision of a 2:1 ratio, two students per one device at the youngest grade level is what we want to do moving forward. But otherwise, Mr. Henchel, you're right. We have a backup problem that happens. And that's kind of what we had in a lot of our technology in the in the classroom when we started the tech plan three years ago was that backup effect. Um there were years where it wasn't invested in and then we had a really big bill to try to figure out without a a referendum to support it like a lot of school districts do. That's why we've taken that incremental approach to try to say yearbyear we can
052we can address these areas. But yes, any of these delays in the in the technology purchasing is creating a problem in years to come when those things are going to come due to be replaced. >> Yeah. Because I know when you first came on board that was I know I just got on the school board four and a half years ago. We had no business plan around technology and purchasing and and that was one of the marching orders we gave you right away was what's a one year, what's a threeyear, fivey year, 10year uh technology plan so we could try to budget in future years versus having to go to referendum just for technology, you know, and because they had to do that in the past. So I know that was that was meant to
053be that way. Now um the other piece of that is you know uh kindergarteners or first graders you know how much are they using them and you know what what's the whole piece around that then too? >> Certainly [clears throat] less than a eighth grader or a senior. Yeah. >> Um and so it is a time for us to have that conversation about the youngest grade levels. um you know, but as you know, as you're in classrooms, um the technology that we're talking about aren't luxury items. These aren't virtual reality goggles or other just cool, you know, things for kids. These are the the tools they use to access the curriculum. Um and so there there is a conversation about accessibility for in a classroom u for all kids to have access to the curriculum
054that they're working on. Uh but certainly especially in different budgetary times than we were three or four years ago, it is definitely worth a conversation. That's part of quite honestly why it's on the list uh for us to reconsider as we're in the spot to look at a different device ratio at the youngest grade levels. >> Can I ask a clarifying Oh, I was going to just ask what is the student to device ratio throughout the elementary grades for each grade level? Well, um, it's twofold. [laughter] One would be as it relates to the technology plan, again, third grade, fourth grade, fifth grade, second grade, one to one. >> Okay. >> Right now, kindergarten, first grade have devices for every student. But what we've done is as we've purchased for a grade level or as
055the senior devices um when the students leave Fondelac high school any devices that are still salvageable which after four years uh of student use not all of them are in the pre pristine condition we've cycled some of those devices back down to the kindergarten first grade level. Right now they're one one K5 at the elementary but only purchased two through five if that makes sense. >> Um the rest are u borrowed um as other grade levels. So for example last year when we bought for second grade we looked at the second grade fleet all the second grade classrooms and picked out the best devices that we could then cycle down to kindergarten and first grade. >> Okay. And then are all the kids K through five able to take those devices home or are they
056meant just for at school? >> They're meant for just at school. Uh it's part of why we were able to get a seven-year device cycle out of them. We we approach devices that do go home, which is 6 through 12. They have about a 4-year life cycle. Again, just because of use, wear and tear, right? Uh but because the elementary students devices stay at school, we can get a a lot of years more out of them. >> My son just got a new one, so his can be recycled in May because it's only going to be three months old. >> Yeah. Yeah. I mean, that's it's a pretty standard practice uh for school districts that have devices that take home. Uh a four-year device cycle on a on a Chromebook. Um it's an appropriate life
057cycle. >> Very stretching it. So my clarifi I have a clarification question on the cuts the 82,500 that's a 2 to one that is instead of replacing all of them because that's where we're at in the life cycle. We're suggesting that we just replace half of them. Is that correct? >> Correct. >> And that would save 82,000. And then if we're doing that for first grade, I'm assuming we would do the same thing for the year after, which again would save us 82,000 for kindergarten. >> Correct. >> And are we able to meet our students curriculum needs if they're 2 to one? >> Um, I mean, again, it's got to be a conversation that we have with our elementary folks. What my plan would be is this would be your purchase devices and then I
058would hope we would be able to backfill those with existing devices so that we could have a higher or better ratio for even our elementary, first grade and kindergarten levels um with some already purchased devices. >> Okay, thank you. >> So in short on that was the ones that are still working we keep using basically, right? Yep. All right, that makes sense. >> Use them till they don't work anymore, basically, >> right? Or or or they get to a point. So, Google has a a a licensing you buy when you buy the device after. So, it's like if you've ever had a a phone that no longer accepts the latest app updates because it's just too old. The phone works fine, but Apple or Android says, "Well, too bad. You need a new phone now."
059Uh Google has something similar with Chromebooks. >> Yeah. And I would imagine that would be a security issue then potentially too because they stop getting the updates. So >> absolutely >> you know then you're you're leaving a back door open. Yeah. >> Yep. >> Um so one of the things we see with the library media specialist if we cut those change the DDI schedule what does that look like? If you want to Nate, go ahead. Otherwise, I can add in too, but >> Yep. [clears throat] So, actually our first year when we sent our first cohorts to University of Virginia, we had to find a chunk of time and dedicate that time to DDI. What we had available to us was an encore period. It was 45 minutes. So, I know Chegwin Parkside, uh, we
060were playing around with making it work during this 45m minute encore time. We were blessed with the opportunity to extend that this last year to an to an extended amount of time. Um, this would basically force us to transition back to that 45 minute chunk of time during Encore. Um, the nice thing about that though is with an elementary school, [clears throat] you also have that Tuesday time that's dedicated to planning after school. So it' be some work, you know, with our team to organize how that looks, but it it potentially could work with a 45minute chunk of time going over the data and then planning time after school on Tuesdays. So we feel confident that we could design a system or support a system where that that would still work. And then also with
061our academic planning day, not having to have the first half of the day dedicated to Cox campus right now that which was a state mandate that we had to make sure all teachers were trained. We should have more time for professional development or opportunities for our teachers to discuss those a little bit more in detail as well. >> That is correct. This year we've been limited with the amount of time we've had with our our building leaders have been limited with the amount of time due to the half day mandatory training that they have to do with Cox Campus. Um, next year the the message is going to be use that time with your staff to build skills and do some professional learning with your staff. And then um, as far as the library being
062open, kids being in there, what would what would that look like in a in a school day? Um, would would the libraries be open? How would they check out books? Um, how would that process go? So part of the uh proposal uh for the cuts would be is the hiring of two uh library media secretaries to try to do what exactly what you just described is to ensure that the libraries are open with less people there to cover. Um and so we we anticipate with the existing three and the additional uh two plus the district librarian that we could ensure that libraries are open as the same amount of time that they are this year with library media specialists who currently share buildings that are there every other day. I spoke with some middle school
063leadership um members and they said currently uh the ELA teachers oftentimes the ELA teachers because right now there's only per 50% of the time is during their uh ELA time they'll come and check out books And then uh to I know it's in the red technology plan purchasing freeze. Would we be running into a similar scenario of what we were talking about with the Chromebooks um freezing then that would put us uh behind in the future? Yeah, there uh that one's in red because if we have to or we chose to go that route, what you just described would be bad across all fronts. This would include staff devices, student devices, classroom projection in classrooms, all of that would have to be paused. And then right now, now we're punting a problem down to another
064year where we're going to have more than one of those cycles that have to be replaced at the same time. So that budgetary impact would be quite significant. Part of the tech plan was to try to avoid that very scenario um where we can anticipate what it's going to be annually every year. Um if we do do that, we're we're creating a double problem the following year. And as Paul kind of said there as well, >> sorry, as Paul had mentioned as well with some of our curriculum resources that we currently have in place right now at the high school specifically, it is all digitally based. So if if we get to a spot where we can't keep things operating at the level that it is, that's going to be a very difficult situation to
065be in. And I know there were some people that mentioned as well like going back to books and hard copies and things like that. The investment that that would take would far exceed right now what we're looking at that way because you'd have to do that. Again, we had been a district for a long time that did not have curriculum at the 912 level that was really justifiable to teach students. we are in a amazing spot and that's that's K12 right now and I think that shows with our our results right now too. Okay. Um, so I did find out the answer uh to this today at that when I was at the high school is um that all the teachers at the high school for their displays, they have VonX on wheels right now.
066Um but none of them are mounted correct. And so that's what we're looking at is mounting them. And one of our um cuts is to uh delay half the classroom displays. Well, if we and that's 155,000. If we delay the whole high school, is that just doubled then or what would that >> Yeah, great question. Uh just clarification as to what the high school has. So, similar to student devices, we took an incremental approach to classroom projection. So, again, for context, what we're talking about are interactive LCD screens, uh, a Chrome box, which basically allows the screen to be a computer, um, a document camera, and a wireless keyboard and mouse. Um, I think about this meeting right here. We're sitting in a room that's full of devices and displays. If you're in meetings at
067at work or in the community, you're having some visual. Um that's been the model that we've pursued. Um we started at the elementary level. One year was five of the elementarymentaries that got those that set up and then those schools had purchased Vonic boards previously. Those were on carts. We wheeled them to the other four elementaryaries and STEM that first year to make K5 onetoone in that setup. The following year we purchased for the remaining four elementaryaries and STEM and then we took all the Vonics that were on carts and through tremendous uh collaboration with facilities we literally moved all of them to the middle schools so that the middle school had Vonics on carts. Then the next uh budget cycle we did that at the middle school and then we took all of those
068on carts and put them up at the high school. So, what's currently in high school classrooms are the handme-ups um from elementary and middle schools, previous investment in Vonics, uh and that's just the brand interactive LCD screens uh that were in those schools that didn't need them because the tech plan came through to standardize that um approach. Your point about mounting them, it was decided at the K8 level for accessibility. Having them mounted and movable was more accessible for all kids. You've been in uh little little shaver uh classrooms. I was just in one today where the board can be brought down and a kindergartener can interact with that screen. They couldn't when they were on carts. Uh so the plan is because the high school's so big to try to make this budgetarily be
069the same year after year, the equivalent um replacement levels for the phases would be half the high school. So the high school would be done in two phases. So when it said half the high school just maybe bad uh language needed to be clear meant that that would be one phase of the high school and then the second phase of the high school would be the remaining. So that number that you see in green would be is pausing that initial install for half of the high school classrooms. >> Okay. >> Not half of the high Yeah. >> So So it's really stretching >> Yeah. >> the budget a little bit more. And I I know I was probably the only one on the board at the time. Um, when I first got we we had
070the acuity grants. >> Mhm. And that one year we had almost every I mean we had pages full of requests for these >> that teachers wanted them want and want them >> and part of the the uh solution was it was already part and it was all at mostly at the high school that people requested them I believe through grant >> was hey it's coming we have our plan in motion our technology plan here's the three-year and and you just got to be patient with us because it's coming your way but we had Uh that was all part of that long-term budgeting and long-term planning for the uh for that. So I just remember yeah stack like this of all view sonic requests. I don't Were you on the one? >> No, but I was
071over there and I remember looking >> like Vonic Vonic and we're like oh you know is this an issue and that was one of the solutions. Well this is part of our overall planning. This is what it looks like. This is the plan and we're like so we didn't fund it through the grant. So to clarify then we're saying we're not going to do it right now. >> That's what's that >> we would do it over two years versus one year. >> No, we wouldn't do it at all. We wouldn't do it at all. >> Oh, >> so again, we're pausing it, >> right? That >> we're somewhat punting a problem. Um we're punting a problem in this case. >> Um and then I just wanted to also add just for your consideration. Um you
072know, we're we're using the term Vusic again. And I probably shouldn't do that because it's not it's not company specific. Um, but all classrooms at the high school and all of our other schools always had invested in some version of classroom projection, whether it was a tube TV, uh, and a smartboard, an LCD projector with a pull down screen. And these all came from district budgets, right? Allocated to the schools and the schools invested in them. And so this is just trying to uh systematize that investment, make it efficient and predictable and sustainable. Uh but these are going to be costs in a modern-day classroom that we're going to incur regardless of what the particular platform is. We're just trying to do it in a in a way that we can sustain um replicate u
073rely on uh and not have those big budget buster years of oh no. uh they're all coming due at the same time. >> So, and I'm glad you asked that clarifying question because that does help. Um so, I just want to clarify too at the beginning when you started talking was um you talked about LCD screens, Chrome box, and a couple other things. Would that be in on this also or is it just the the big displays? >> That's that's the classroom setup all in all of >> what what else did you say besides LCD screens, Chrome box? >> Yep. uh document camera. Oh yeah. So you can take uh you know a student work or whatever else and project it on and then a wireless keyboard and mouse so that you can operate >>
074okay >> the V sonic either by touch or by by your own desk or by a kid's desk. So my question on followup is you know we rely on the administration to evaluate needs evaluate uh you know to help with the students get best outcome and it this is green so I we're you know you're looking at eliminating this um how will this affect or do we have a plan to help with the academic piece that it's not going to affect the academic piece of this uh I'm assuming you guys it's on here because you've already kind of planned that out on how you're going to get around that to make sure that we're still getting the academic piece that we need to deliver. >> Yep. Um I I guess my my response would be
075twofold. One, uh it's a similar feeling to how I feel about the proposed cuts to the library media team. These aren't cuts that any of us want to do um with the technology plan. Does this make me nervous about what position that this might put us in? Yes. Fondelac High School, our flagship building, right? The one that probably is your biggest draw for open enrollment and so on, is the one that we're saying we're going to stop investing in. Um, that's that's not a good thing. Um, however, we have to make tough decisions. So, putting this on there, I've already started engaging with my team about how could we make this work for one more year. Thankfully, we do have Eonic boards from the elementary and middle school that literally were on wheels. Uh, and
076we could wheel them into the classrooms. And if we can figure out a way to breathe a little bit more life into them for an additional year, but I but I want to kind of preface that optimism with a dose of reality of we can't keep doing that. That's going to come due at some point. uh because right now um our high school classrooms will have um a a a less uh an inferior setup than we do in the rest of our district. And in a school where we want to try to focus on student achievement and growth, um that's not the ideal setup for our high school. And sorry with that, just to put it on the table, one of the conversations that we had as an exec team was we know that there's
077the conversation about closing a school or schools. >> So you've you've asked this before as well, >> planning forward, >> right, >> to make a decision that um planning forward to make those decisions that those may be able to be adjusted and put into a different location in the future as well. So that's kind of the entire context of that process as well. >> Um so okay >> can can I ask a follow-up question too? So, um this was something I wanted to bring up during this time anyway is um and and it is not directly related and I think it is um I was I know we've talked about closing schools and so one of the things that I was going to bring forward is to ask Mr. Steinbart and his team to bring
078to our next meeting what it would look like to close two schools not this coming year but the year after. So next year would be a planning year with um and and this is as long as the um referendum goes through that if you can bring a plan on not what schools because we're you're still looking through that but what is the timeline for closing schools for just what you said if we know we're going to close two schools whatever they are and we know that all elementary and middle have similar um uh LCD projectors and so forth. um can those then be transferred up to the high school? So, um that was something that I thought I'd ask for. Not that we're not that we're voting on it, but we're bringing forward a plan.
079>> And with that, and they're both in here right now, but with Mr. Blascowski as well as Miss Lombardo, we we've had a number of discussions, and I don't like to, as we've talked about, it's it's going to take some time. We are already well in our way of what that could potentially look like by looking at where our population currently is with an interactive map that again Mike had shared something that was amazing and wowed all of us and then Marissa did her own little spin on the things that she likes to do. So we can we can share some of our thinking already that we've been doing around that as soon >> as you direct us to that you want to see kind of what where our thoughts have been up to this
080point even. So, I'm only one member of the board, but as one member of the board, I'd like to see that if possible at our next meeting because if we're making these changes, how do we also tell the community that yes, we're going to be closing schools. So, that's one person. >> Well, well, and and you're looking at uh security, you know, investments at each school, and if we don't have a school open, then we're saving money there, too, then on the security piece. So, that makes sense. Sorry. So, we're not we're not voting. And um how many people are interested in seeing that at our next meeting? >> So, yes. Okay. So, >> at our next meeting, we'll be able to share that in a workshop format. >> Absolutely. >> Perfect. And I thought
081of my follow-up question. >> Good. Thank you. Um so, and you might have mentioned this. So, going back to the displays real quick, how old are the displays that are at the high school right now? >> Um, they they vary because they came from 12 different buildings. Um, but most of them are at least four years old, some about six or seven. Okay. >> Uh, years old. >> Um, and so >> Yeah, that's probably my best estimation about their age. >> Yeah. And with technology, we all know that after seven years, yeah, it gets dicey. >> Part part of our strategic as we're trying to rethink this is the the board itself, the the the TV for a lack of better description, has a little longer life. It's the brains of it that that start
082failing. So that Chrome box, without getting super techy here, that Chrome box is the brains. >> Okay, >> that's at a very different price point than the board itself. And so we've talked about maybe is there a way we can sort of Frankenstein some of these to replace that part of it to try to get a little bit more life into those boards. >> Yeah. And then when this last week when I've talked to several people and everything at the high school, a lot of teachers do like their displays on wheels, especially like science teachers. I heard that they like to be able to take it from the front of the room to the back where their lab is and be able to wheel it around. Um, couple other people had told me that also.
083Would that be a possibility that it doesn't have to be wall-mounted and when we can keep some on when we get to this point? >> Yes. You know, yep. We had this conversation uh at each one of the levels as we went up. Um, at the elementary level, the accessibility piece because of just student versus teacher height is such a factor. Less of an issue at the high school. >> I appreciate that. [laughter] And I wish I was still teaching. That's why I could do that because I had to use step stools for my smartboards, >> right? Or or we have teacher back problems, right? It's one of the two things. At the high school, you have less of those issues, right? >> Um, so certainly it can be from a price point perspective. Cart
084to amount is pretty interchangeable. not exactly the same, but pretty close. >> Um, you know, one of the one of the limitations to the idea of it on a cart is it sounds like >> it's something that we could move around a lot, keeping in mind that it still has to be plugged in. So, there's some limitations to where it goes. And it's also one of those human behavior things where uh when I first moved in my house, I thought, yeah, we could move around the living room or whatever. And the couches are in the same spot that they are when we moved in. So there is that consideration when we're looking at it. But certainly uh that's an option. It is like all of our in our elementary levels uh in some of our
085like art rooms that where the space is different PE spaces uh carts certainly uh are a consideration for the high school. >> Okay. Thank you. >> Um at break I know Mr. Groves did answer my question on the virtual. I I just thought of that. I'm like, well, why don't we announce and what what was that number? >> 197 students we right now lose to virtual. >> So, if you do the multiplication of 11,300 and some per student, you're looking at, you know, basically 2.3 million rough number out of my head, right? Maybe more, two and a half, something like that. So, yeah. >> So, our goal for work I would say is that we determine what cuts we want to bring forward in a motion for our next meeting together. I think it's really
086important from our conversations. It sounds as if everyone on the board understands the importance of making cuts. We have the 3.5 million. It was how to make the cuts are the conversations that people wanted to learn more about. And so um >> I get a question. So the the one we have today in front of us that's green. Is it the same? I was trying to go back and forth is the original. So the green is still the 3.5 million that we originally were looking at. Correct. We didn't I was trying to go back and forth. I >> Yep. So um I want to apologize. My microphone was off again. Um, what I just said to the board is the goal of our workshop is to come away with a question to bring forward to
087our next board meeting on cuts because we all believe and understand the importance that we need to make 3.55 million in cuts. It is the question of what what will be cut to make that amount. That's why our workshop is here. That's why we we wanted to do some more digging. What's in front of us today is the last time we came together and made a vote. It was the administrator uh the administration's suggestion um that we brought forward and we could vote yes or no and we did that. Coming forward now, it will be our motion. What does the school board recommend that we're bringing forward two cuts? Because the last one was the administration which was voted down. The next one we bring forward will be our team is bringing forward the motion.
088Does that make sense? And so we want to make sure that we have conversation that we all understand so that our motion comes forward and we're united however we move. We each have our own vote. You make your vote however you make your vote, but we want to make sure everybody has the knowledge they need to make a decision when that vote comes forward. >> Does that make sense? >> Yes. >> Okay. And I have I just saw my one couple other questions that I have to help me with that. >> Sure. >> Um so if we would cut let's say just um because we're going from seven to one. It was the original suggestion for media specialists. What if we went from seven to three or to two? So we can at least still
089at you know that elementary level um especially for digital um I'm blanking on the word tech digital >> literacy thank you um word finding is hard as you get older um but anyway that's really important at that age and I I'm just afraid that we're not going to be able to cover that even with our library secretaries because that's that's not in their wheelhouse. So, what would that save us if we stayed with two or or three and have one at each, you know, level? Um because if I know that that's going to help me know if we can move something, but I Yeah. Does that make sense? So I think then the question would be if we determine to instead of cut um six cut uh cut three or cut four. Am I saying
090that correctly? >> So I I got a question then. >> It would be where are we getting the money to fill that? Right. >> Yes. So I was going to ask what that dollar is. >> Well that's why I want to know that because then I'm going to because I have notes to >> take you know of things to swap with it but I needed to know the number. I don't know. I didn't know a number. So, um, >> Mrs. Bane, if you look up at the top of that list, there's a box up there that, uh, list the average salary and benefits that are used in all the calculations for staff. >> Okay. >> So, that's the salary and the benefit package for each. Um, library media specialists are in the teacher group. So,
091the average salary and benefits used was 85859. Um, if you were to cut four library media specialists instead >> can I ask you a question though? They are they they're probably at the lower I mean when I did the math if you do the 386 376 divided by six, right? That's what I was doing. >> So you have to hire the two library secretaries. >> Oh, gotcha. Okay. So that's the offsetting. >> So let's use All right. I know where you're going then with the 85. I just wanted to understand cuz I was like all right [snorts] >> and I think it also depends on we have different uh library media specialists with different background different lensure and that all matters. >> This is yeah this is still just an estimate based off of >>
092because and that's why I didn't want to go exactly based on this because I know with and and it depends on how long they've been here and that kind of thing. So that's why I thought I would ask it because you would have better numbers than I would. >> So >> yeah. So, if you were to cut four library media specialists, that would be 342,526. And if you were to cut five, leaving two, uh, that would be 427,385. >> And then you number of Yeah, the proposal is to hire two library media secretaries. So depending on um how many library media specialist positions were eliminated, that might affect the number of library media secretaries you would want to hire to offset. >> Okay. So the number you're giving me is what's being eliminated the the
093cost I what would we save? >> That's what it would be. >> Okay. What Okay. >> Can you repeat those again? >> What you're saving What you're saving there is the salary and benefits of the the personnel when you look at that number for cut library six library media specialists hire two library media specialists >> right >> it's the salary and benefits of the six library media specialists and then adding back in the salary and benefits for the two secretaries >> so that's 386 376 but then you're telling me for if we cut four we're saving 342 and I didn't get the last three numbers on that >> 526 tax. >> Yeah, that would be 342,526. And that number is just the salary and benefits for the library media specialists. It does not include anything
094for library media >> secretaries secretaries. >> Okay. And then the five is 427. So this is what I'm having trouble with. That number is higher than this number. So we would save more >> because that number has to also account for the secretaries. >> The hiring hiring Okay. >> One of the questions was how do we have service to the libraries at all? >> Right. >> So if we would only have three and I'm just if you have one at the high school, one at the middle school, one at the elementary school, the library would not have anybody in there. >> So you're not factoring in the hiring of the two. >> Correct. We did in the initial list that we gave you, >> right? But then when you alter the number of library media
095specialists that you gave me, then we would have to go back and re-evaluate and decide how many secretaries we would need to hire. >> Okay. >> To offset that. >> Okay. All right. Just briefly, I um making cuts is a very difficult decision. Yet, nevertheless, we concur that we need to cut 3.5. And the board's responsibility is basically twofold. One, a doing everything you can within the financial resources that you have to assure these students and the entire student body an academic learning experience and two to provide them in to provide that with them in a safe environment >> and it's so difficult uh I see us per chance getting lost by looking at the trees and not the forest. And because of that um we did charge the administration and this is their their
096uh recommendation to provide this. I think that we certainly have the right and need to sat look at options, but if we go have tell them to do to give us a uh suggestion and then we start going through it line by line by line, it's confusing to me as to why we asked them to do it in the first place. So, I I recommend I guess that I'm saying let's let's do this, but be careful not to get lost in the trees and not look at the forest. Um, Mr. Ly, do you have any questions or suggestions as we're starting to I know um >> I was going to say most of what I had questions on has been answered. So, >> okay. >> I'm I feel pretty good. >> So, you feel good
097with the the green ones that are sitting in for in front of us today? >> Well, as good as you can with this type of thing, but I think it seems like the the best options unfortunately, you know, because I don't think we have better that I could find. >> Okay. Thank you. Uh Mrs. Maine, >> any other questions that you want to bring forward? Um and is there um you also made a suggestion? >> Um the suggestion we're if we're to look at that suggestion then the then the part would be then where do we fill that pos that amount from? And it sounds like we know it's about 85,000, but that then is less of a media secretary, right? So we there'd be some money taken off of that. Um, so that makes
098me think I don't know, but it would make me think it would be more like 60,000 if that's only if we keep two. Okay, so that was just a thought, >> right? Um, do you have any other questions or suggestions? And if if you're to recommend the two, where would that other 60,000? And I can give you pause because I just asked you a bunch of questions. And my mic was on. So, in the meantime, Mr. Frame, >> um, how many instructional tech coaches do we have in the district? >> Two. And uh is there any overlap there with uh media specialists and that position? >> Uh they work collaboratively but I think the primary responsibilities are very different. >> Okay. Because from my understanding a lot of my library media specialists do help um
099teachers and students with technology questions and helping them get through that. Right. >> Um I think that um that does happen. Um, I don't know if that's uh a consistent practice. A lot of the tech support um is members of my department. Uh, if my insert whatever it is, isn't working, it's it's often often a mojo ticket. >> Okay. >> Uh, and then the technology uh instructional coaches are specifically working with pedagogy, working with teachers on how can you instruct using the tools that they have at their disposal to engage kids. That's a very specific like teaching element uh where library media specialist certainly is something that they can also do but I wouldn't say is anywhere close to the majority of their job. >> Okay. Uh and then just one how many tech system
100specialists do we have? >> Uh we have five and then we have a a network manager. >> Okay. What what uh so they mainly deal with maintenance and use of technology systems across the district. So is there overlap with the instructional tech and the tech system specialists? >> There is, but it's the area of expertise. The tech coaches are instructional experts. They're educators with master's degree in education. Uh the individuals the tech system specialists are people with background in technology uh computer programming software network systems um all the behindthe-scene things to make the internet work to make system safety work to ensure that um you know our students are safe online uh our systems are protected those kinds of things there those would be more the technical parts okay >> um serving the district >>
101um and And then just last question, if we did reduce the uh six non- studentent AP days from the instructional assistant work calendar, what would that all entail? [snorts] >> So, you're saying >> each of our I can help you with that. Each of our uh employment groups has a specific calendar with a number of days that they work during a school year. Uh currently our instructional assistants work 188 days in a year and they are um those uh those academic planning days are part of their calendar. Um those are opportunities for professional development sometimes. Uh sometimes they're helping out teachers doing other things. Um but we think that they uh probably don't need to attend those days. uh we can find other times for them to get professional development. It's a way to save
102a couple of days um out of a out of a working calendar. So, it would just reduce their number of work days and then it would be the the cost per day to pay their salary and benefits would be the savings. >> Okay. >> Can I ask you >> would they would they still be benefit eligible? The instructional assistance. >> Oh, yeah. >> Yeah. Okay. >> Yep. The number of work days doesn't affect whether they are benefit eligible or not. They have to work 30 or more hours in a week to >> It does affect their income though, right? >> It would affect their income over the year. >> Pay them very little already. Correct. >> The base rate that we're using to hire instructional assistants at this point is $1792 an hour, >> which
103is way below everybody else. By the way, I my daughter-in-law is an instructional assistant in another district nearby and it's over 20. So, [snorts] we pay >> we're really in the median in the median area. It's there [clears throat] are other districts that pay much less than we do and there are other districts that pay much more than we do. It just kind of depends on the district. Um they are our lowest paid group. >> Um I don't I don't think there's any getting around that. That that is what it is. >> Yeah. No, I do I [clears throat] do hear from I know when we talked about reducing them a couple years ago as a budget cut. I [clears throat] our emails got overloaded from teachers saying how valuable they are in the classroom
104and I see care and I I'm not in the classroom so I don't know. >> Yes. Yes. Absolutely. >> I don't know how important you know but I have heard that from other te you know professionals in the district. >> Yeah. And on those AP days, I know um if they're not in professional development, they are prepping a lot of things for the teachers, okay, >> to have for those kids that they are supporting because they may need extra accommodations or whatever. And so they're prepping that kind of thing for them. And yes, they're they're essential. Yeah. >> And how many do we have? Um, I believe we've got about 60 at this point. >> 60. >> Let me get you a number here. [clears throat] Hang on one sec. >> As she >> No,
105we got more than that. Um, actually, our special education IAS, we have 76 of those. Uh, we have another 14 that work in our health rooms as health room IAS. Uh we also have 11 translators, three educational interpreters and 13 regular education IAS who work as u study hall monitors as well as IIA for our 4K programs. So, so we're in over 16. >> However, um in my role in my position, I do audits for districts specifically on par profofessionals and we are in a very mid of the row compared to other districts. And then in my role, I we also um the districts in CISA 6 compare amount of teachers and pair professionals. And for the size of our district, we are not overstaffed impair professionals in my opinion. >> I didn't know we
106had that many. I didn't realize. I mean, you think of how many people you're going to affect for the dollars that we're looking at. That's over 100 people that we're going to affect. >> And and we're thinking of some of the classrooms that um we have students who are non-verbal, non-ambulatory, in beds full-time. And you need at least two adults, if not three adults when you're transferring kids. I mean, so um we serve, you know, we service all kids. >> Yeah. >> Okay, >> that Thank you. Does someone want to make a recommendation uh that we bring forward um a motion for our next meeting together? Or is there any other questions or anything else you'd like to discuss? Um, so you're saying that we would need about another 85,000 or >> that's just what
107I I don't know the exact numbers. It seemed between 60 and 85. >> Okay. just from what I skimmed >> per >> for one. >> Yeah. Per additional. >> Yeah. >> Okay. So, let me rephrase that just so I So, if we have six listed here, and I'm just going to help try to rephrase it for >> Karen. Um, if you want to make it five instead of six, each one of those steps would be about $85,000. All right. So if you want like Karen, you mentioned you wanted keep three one at each level, then you were looking at [clears throat] >> 170,000. >> All right. I just wanted to clarify that. >> No, I appreciate that. >> I had to say it all out loud for myself. >> So some of the things as
108we talked digital literacy was a big component. Um we talked about access to libraries. So, if we move in the direction of having our original vote um that we'd still have students re being able to check out books and having books in their hands. >> The other question had to do with um digital literacy and how do we ensure students have digital literacy was another big component we talked about. >> Yeah. And I'll use another word digital citizenship. Right. those those terms can be used interchangeably. Um they're currently taught through the DDI classes at the elementary level. Um [snorts] that isn't a structure we've had for years and years. That's a relatively recent thing. Nate, Mr. Groves and I have already talked about from a teaching and learning perspective. Without that DDI structure and those
109classes to teach that explicitly, it's going to be a conversation with in our scope and sequence in our curriculums. That is a skill kids have to have. Um, no doubt about it. Um, and we're just going to have to be intentional about how do we integrate it into the classrooms of all of our schools in in in all of our classrooms, which happens already, but in a formal way would have to be part of scope and sequence of a curriculum. >> I mean, it just makes me think about the AI handbook that you just brought forward um, and how explicit that was on making good decisions when using AI and so forth. So that's an example of embedding it within um curriculum. Correct. Is that correct? >> Correct. >> Okay. [snorts] Um so if I
110could just have an explanation and I didn't send this one out before because it just came to me now. What would the professional development freeze for one year entail? Well, Mrs. Maine, I mean, I think I think when you talk about freezes, you know, as we've said before, they really ultimately are very temporary in nature >> because you really to make it pay quote unquote probably got to consider it as a fouryear type of thing. I think that's what Mr. Hermus, I'm not trying to overstate what he said. That's I think you kind of grasp that that a freeze is really really temporary and we were very cautious about that. Professional development is we hear this, we heard that feedback. I'm sure you saying well you know we've done a lot we've invested in a
111lot of it and we would simply say no conference registrations, no sending you out to any kind of professional development. We would probably and I can't speak to this do as much as in-house as we could. And frankly, we don't really, you know, anytime we say a freeze there, we just don't think it's very sustainable in the long term, which is why unless we're willing to take that down over the long term, I think that is something we would recommend you you think about, Mr. Steinbart. >> And that just to put it in context as well, it could go as far then as a schoolboard convention. those things where where >> you get those opportunities. Like there are things that right now, I'll be honest, we don't have on the docket that we're going to
112be doing, but you don't know what comes down that all it's like, uhoh, we have to have some people that get trained on this. For instance, two years ago, it was act 20. It what didn't have to be implemented yet, but we needed people on staff that knew what needed to happen before that took place. We don't always know what that's going to look like or if all of a sudden we'd have an audit with our special education services that they're like, "Hey, you need to improve this for your staff and then it's something you have to do." Some of it we could probably say we're not doing it yet, but there are other things that would be really hard to say no, we're not going to do in in that vein as well. And
113again, I think people saw UVA, AVID, some of those things are already >> taken off and that's where a lot of things had been. So >> I I just want to add on that one is um we we want to encourage our teachers to be the best teachers they can be in front of our students and you know if they're learning themselves and they're teaching learners and they're developing that makes them better teachers which brings a are offering to our students, which hopefully we get a better result. Um, yeah, I I I struggle with like you said, it's a one-year thing, and I think if I if I'm an employee and I'm interviewing with someone and they say, "Yeah, we have a a freeze on professional development. We're not doing those things. We're not offering
114those things." I'm looking in the mirror going, "Is this a place I really want to be?" because I'm not they're not investing in me as an employee and as a professional. Um I'd probably find a different place to go and that's just my personal opinion on that one. Um and I know we did some incentives or you know did some things to encourage people to do that you know with uh in their compensation and that because we want them to be you know developed. And that that was a comment that came out of our teacher retention specialists [clears throat] over and over again with our new teachers >> that how valuable it was to have somebody to lean on. >> And so yes, Mr. Henel, I I mean that's something that we also are planning
115for how do we how do we incorporate some of the things that they had done whether it's um resetting a classroom and and giving that mentorship that way as well. And it it all those are all things that we have to look at our own selves and say how are we going to accomplish some of these things that we had done in the past and again any of these reductions are going to have an impact on what we do it it's not going to look the same as it did and I think that's the conversations that we had repeatedly of >> we might not have all the answers right now and especially without knowing what a vote would look like um but we we also are prepared to make that whatever comes up that we
116we will be ready for. >> And and when I process this and just kind of throw it out there, I look at it as, you know, like you said, it would have been great if we would have got things done last year, right? Then we'd be in a different boat here, having different conversations, uh, and just marching forward with the great results and the great academics and, you know, that we've had. Unfortunately, that's not the case. I look at and go, what can we limit impacts on students? You know, what's the least amount of uh impact on outcomes and and long-term um helping our our kids become, you know, >> [snorts] >> um graduates and, you know, good in society with the least amount of impact to uh individuals like teachers or people losing their
117jobs, things like that. or you know the good thing is I think you know even if we look at you know library media it's not something we you know like you said it's not something we want to do um however it's six people not you know professional development now you're impacting 600 you know individuals >> you know so I'm looking at all right we can impact six but we can also find places for them to fit somewhere else within our district so we're not really impacting >> their professional growth either in it's just going to be redirected, right? Um, so those are the things I start going through and, you know, anytime you start messing with people's pay, >> they usually find a different place to go, you know, and we want to keep our
118good teachers that we invested a lot of money into, you know. So, >> yeah. >> So, what I'd like to say is first of all, Joan, I agree with you. I don't want to get lost in the trees for the forest. I it it but I also I I wanted to like kind of like Luke I wanted to just have more answers and you know and anytime like you say Mark anytime we are dealing with people's lives and livelihoods and that that it you know it it's hard. So, as much as I would love to see us go to two media specialists instead of just one, I'm not able to find where else we can because I got answers tonight that made sense that it I thought things differently on here and now I'm having
119a better understanding. So, like I said, I would love to go to two. Um, but I I just I I'm not finding what am I going to replace that with. Um, so yeah. So, one of the things I'm learning as um school board president this year is after we had that original workshop, making sure that I I connect in with everyone to make sure because sometimes we learn things and then more things pop up and the importance that we can have back-to-back workshops and that's all right. And so now that I know that as we continue to have hard conversations to get the time, but I think it's important to ask questions, um it matters and that's why we're here. So thank you for that. >> And in this situation, um I wish we had
120more time, too. You know, unfortunately with the referendum coming up, uh we have to start communicating to the public. And you know, I think it's critical that we do come together and make a decision. And I'm open to whatever. I I just I'm struggling to find that replacement that you're saying and and where it doesn't have a bigger impact on kids or bigger impact on a bigger broad number of people, you know, and stuff like that. Um, but yeah, I I hope you know we can come together in next week and, you know, so we can start talking to the community and having those meetings, you know, on the referendum. This is what we're doing. This is what we're Yeah, it didn't help having the press here. Last time it was bad press uh online.
121We got bad press from, you know, Greenbased stations and stuff like that on, you know, people started asking a lot of questions. So hopefully >> as far as good press goes, I really appreciate the partnership with um FEA and with staff talking to us and with everybody asking questions. And I appreciate that we're having workshops publicly to have these uh conversations. Well, and those are more local. So that they they actually live here and actually influence the people that were posting all over the place or out of town, which kind of frustrates me, too, because it's like, all right, this doesn't impact your lives. It doesn't impact your community. It impacts our community that we all live in and our lives and our kids. So, >> so um then what I'm going to recommend from
122what has been shared that the board will bring forward their recommendation which would be the current green section for a vote for next week. Is does anybody have more questions or are you able to make a decision moving forward? Everybody's able to make a decision. Okay. Uh then we will bring forward at our next board meeting a motion that would be the school board's um sug uh recommendation on that green section. Um so thank you. We will also be getting workshop information regarding um what it looks like to close two schools. Um if the referendum goes through then that would be the year after is ideally what we'd like to do so we have time to do things right. Um so moving on to that was the first uh section of our budget reductions. The
123second part of our discussion today is on vacancy appointment uh candidates. So, um just to do a little recap of time on Monday, January 26th, I announced the um vacancy and process during the school board meeting um after the result of Tom Oliver's resignation. January 27th, the notice placed on uh was placed on the board of education website. Friday, January 30th, uh the notice was placed in the FondeLac reporter. Wednesday, February 11th by noon. Uh application paperwork uh with a letter of interest was due to the superintendent's office. Uh from there, we are now together on February 16th where we have received uh four applications of interest for that open board position. [snorts] Um that being said, one of the questions we had is um why does this happen in an open workshop versus a
124closed or executive session? So I've asked um Mrs. Sachka to share out on that. >> Yes, thank you [snorts] Mrs. Motor. So as a governmental body, which our board is, there's very limited circumstances where you can conduct your business in close sessions and it must follow this exemptions that we sometimes reference for other executive sessions um in that state statute 19.85 and then the different letters under one. Um, none of the conversations that would go with evaluating candidates or interviews really fall under any of these specific exemptions that would need to be listed. Um, unless a board member has something specific that could be damaging to someone's reputation that they know would come out in such proceeding, we can't notice to be in close session. And I did ask this of our legal counsel as
125well, just to make sure that we were going through everything appropriately. And that was the advice they gave me as well. >> So, thank you for those questions. Uh we received uh four um letters of interest with uh their resume and one is Antonio Godfrey, one is Tenil Grath, one is Andrew Smemedberg and the fourth one is Kathleen Christensen. So we >> no >> we can dismiss the administration administrative staff if you >> not interested >> parliamentarian. Yes. Thank you. >> You too. Uh so we have four um four applicants. Uh what we can do is you've all received their their information. Uh what you could do is either um we can choose to invite uh one or all of them in for interviews. We can choose to um read through the applicants and decide
126that there's one that we would like to fill the position or we can decide that we're not interested in having any of the applicants in for an interview or um period. >> So if we don't appoint or we don't interview then the election would fill it. That's my understanding. Is that correct, H? >> So, if an appointment is not made, then it comes to the board president to be the sole decider. Okay. On how to fill that vacancy. >> Oh, that's a lot of >> So, I'm suggesting [laughter] >> that's all you I'm suggesting this is teamwork. [laughter] >> Wow. >> Thank you for uh sharing that. >> Yeah, that's interesting. >> So, I have a question. Um, is it standard practice? Because I know in the past when we've done this, it's always been
127through interview. Um, >> we can do an interview. >> Well, I know we can, but I didn't realize there was a choice. I just thought it was always >> that that's how it had been in the past. And I didn't know >> that that was a choice to board a point now or do interview. I I didn't realize that. So, >> could you appoint tonight yet? No, we could not make an appointment tonight because that would need a motion and a vote which has not been prior noticed as required by open meetings law. So you can say next meeting we would like to move forward with this appointment and then we'd have the vote ready for our next meeting. >> Um but really the appointment process comes to the discretion of the board of how
128they want to go through each circumstance. >> Okay, that makes more sense. Thank you. >> I guess I would like to interview. I mean on paper I mean you can you can write whatever you want. I mean, it all it all looks good and everything like that, but I think there's something different about inerson interviews. >> I also think that's the most fair way to do it. >> It Yeah. Well, I'm I'm just going to say something about timing and um with Antonio having longevity and background knowledge as to how this board what has transpired and gotten here. He he doesn't he has no learning curve to go through. He's familiar with the language. He's familiar with the um vocabulary, the acronyms. Additionally, he is the only one of all the candidates that um is
129running. The other three people are not running. uh their interest became available after the opening and his was displayed prior by uh running. So just given given that for this appointment I I think that ought to be taken into consideration. Yeah, I think that's good points. Um I I guess I would still like to interview them all though. Uh my personal opinion because I if on paper they all have strengths that they've highlighted, you know, I'd like to um just invite them and talk to them. >> Yeah. >> I just my opinion. I just wanted to be more fair about it because otherwise personal bias, you know, I'd have an obvious choice. So, >> the Yeah. Well, that's why I want to make it fair to, you know, >> give everybody a chance. Yeah. >>
130I I think we can figure out a time when it makes sense. >> Okay. >> I I would be willing to be flexible so that you can be here. >> Okay. I would really appreciate. So I got a question on the interviewing process. Is that open >> and then the discussion afterwards is also open? >> Yes. >> Okay. I mean, yeah, I I kind of concur. I mean, with what Joan was saying, I I think we're going to have a struggle. Uh I get it. I I agree with a lot of what you're saying. On paper, they look good. I mean, I don't think any of them are bad options. I think the challenge we have is time. We got to get, you know, get everybody moving in the right same direction. You guys have
131experienced in the last nine months how complicated it can be to come on and make cuts and understand all of those things. And if we have to start closing schools and things like that, you need someone that can't take six months to figure that out. You know, we really need someone on there. And on top of that, I mean, I got to say, you know, um just my experience with Antonio, and we didn't start out that way at all, is uh uh good understanding. He brings uh represents population in our district that's well represented that I don't have insight to just like being a school teacher. I lean on you for that. I like the diversity. We don't need more insurance people. I'm an insurance guy. You know, I just look at it that way
132going, you know, what how can we bring a diverse, you know, in a professional manner, a diverse culturally a diverse option to the table. And in reality, it's just making the uh election happen earlier really in a in a piece because the election April 7th, the other two automatically get in, you know, and that's the way I look at it. Um cuz I I'll tell you I learned a lot on the cultural side, you know, through Antonio in the past. Um he's in the schools every, you know, some of these people. He's in every school, every grade school, every middle school, every, you know, the high school. He helped me out quite a bit this last year on some wrestlers. I had 14 of them ineligible. Asked him, he he came to the high school
133two days a week to do tutoring to help him become eligible and help out in those sense. Um yeah, and and he's brings a lot to the table. So that's just I I just I'm struggling with the timing of everything and saying we got we got to get this, you know, moving. And um you know, I appreciate what Antonio brings to the table just from my experience working with him. So >> Karen, um I'm kind of on the same page as Luke. I I I was looking at, you know, we don't on paper, and I've been through interviews before, and when I hired an assistant years ago, paper-wise, so I had two paper-wise, one was stronger and the other one was weak. But interview wise, the weak paper one was really strong, and that's the
134one we ended up with. And it it it was it was the right choice. So, it's hard to go by because they do all look really good on paper. So, and and I I see what you guys are saying. You're right. Antonio, he, you know, has been here. He knows um can slide right in. Um but I guess I would and and to your point, Joan, you know, the other three aren't running. Well, you're right. They're not. But maybe they wanted to and they didn't get weren't able to get their paperwork in or maybe something came up life a life problem or something. I don't know. I'm just who knows? But I still want to be able to look at all of them. >> I understand always gets in the way. >> Yeah. Uh but
135he pushed aside the the intrusions of life and got a hundred signatures and >> well and I I do want to say the other ones didn't take out papers. >> Yeah, >> the other ones did not take out papers. >> That's what she said, too. And nothing to discredit, but he's been through this process before. He knew how to do it. It was easier for him than other people. And I don't know why we're arguing this this this fact anyways. I mean, we got two people. >> Oh, okay. Uh, we got two people on here that have kids in the district, and that's something that I appreciate. Um, you know, they're fully invested, you know, >> just get rid of five of us, seven or six of us that don't have kids in the district
136>> that are on board already. >> Huh. >> I said you you get rid of almost everybody that don't have kids. >> That goes to say something, too, you know. Um, I just think that we should just do interviews and >> do the due process. So, I'm going to pause because it sounds like um it sounded like three board members were interested in doing interviews. So, let's do the interview process. Um >> can can we do we have to do all of them or can we narrow it down to two? Can we do that? >> I think we can narrow it down. I don't from my obser from reviewing them reviewing the applications their letter letter of interest as well as um all of them are involved as board members in different aspects in other
137um organizations. Well, yeah. I mean, not all of them have uh Yeah, I'll just leave it at that. >> So, is there When I looked at them, knowing Antonio's background, knowing his expertise and the time he spent in the district, but I don't know the other three candidates except for what I've read. Does anybody on the board I know [clears throat] I don't know if this matters or not have any personal conflicts with the other ones? I mean obviously Antonio was on board with all of us so we you know that's different. Um but I mean the other ones as far as personal conflicts like if it's a brother, cousin, sister, you know just asking. Um, when I look at Kathleen, she's got background on different boards and leadership. I look at Andrew, he's got
138um, and I know boards are one thing, but boards also give you, um, opportunities to see how other organizations run. Andrew has experience um, and, um, Tanal does as far as PTO, Loaves and Fishes, uh, soccer coach. So, not necessarily a board, but some leadership in PTO and then Antonio has experiences, city council, um, uh, men of vision, ebony vision. So, if I were to look personally at those who I would cut out, they all have leadership and they all have, um, um, a connection. So, there wouldn't be one that I would not invite personally, but I'm one person. So, what do other people think? >> I say all four. I mean, interest of fairness, I'd say everybody. >> Okay. >> I I I know that. I know. >> No, no, no. I'm going back
139to my own personal question. How would you adjust it from the March? I could get stuck there. >> I'm curious that >> I'm out of town the 6th through the 11th. >> Okay. >> I'm out of state. >> Could it be before the >> Well, that's what I'm wondering is could we It doesn't have to be connected. We can have a special meeting that's a workshop. So, it doesn't have to be attached to our 24th. Um >> that would make it easier. It would be easier if we could do it on the 24th if the candidates are available >> because I'm at the state wrestling tournament the second half of that week. >> Okay. >> So, >> I'm at federal funding in the beginning. >> Yeah. So, yeah. >> The 24th. >> Yeah. >> You're
140available. >> Everybody's available. >> So, let's ask our candidates if they are available and fingers crossed they are. Um I guess what I would also ask for if there are I'll put together a list of questions. Um if you would give me not necessarily questions but themes of interest. Um so for example um one might be um you're you may be joining our board um well into the year. How will you um ensure how will you quickly learn more about our board and what's happening in the school district? Like that might be a question that I ask on how. So if you could send me questions, I would put together a list. >> Yeah. When we did this in the past, I believe the president >> has the control of the questions. You took we
141we've I think Mark Jella did it. I think took input. >> Yeah. Took input. took questions in and then the final is yours and then you could ask additional from there. But >> perfect. >> Yeah. I don't you don't want everybody bombarding. >> That's why I was saying just themes organize it. Yeah. >> Short and sweet. >> Yeah. >> So because that can turn cash real quick. When when when we uh called for applicant, did we specify that that individual was to also run in the spring election? >> No, they can't. >> The ballot's already uh casted about a month ago. So, the ballot's already done. They can't run in. >> So, they can't run spring. >> Not this. It would be the following spring because they they take Tom's additional. So he would have
142been up next April, right? No, no, I'm sorry. Following April, but it would you would come up next April for that position because it uh it just goes to the next election and then you got to run and then when you if you win that one, it's still just for one more year. >> So this person doesn't take the two years. No. >> Oh, >> no. You'd have to re rerun the following April and then you would if you get reelected then you would be just for one more year again. Then it would go to the three-year after that. >> Okay. >> Thank you for clarifying that. >> Yeah. >> No, because I think I went through that originally too is the interviewing process and it it buys you a short period of time >>
143and then you would then you have to run again. So you'd be taking papers out again in December >> to run for next April again. And then it would just be for one year after that. And then that would next one would be the three-year. >> Yeah. >> So run that by me one more time. It would be >> So >> yeah, [clears throat] >> whoever we appoint is up for would have to run again next April 2027. >> That's what I'm wanting to know. Okay. [snorts] 2027. >> That position would end and would be up for re-election. So other people could run against that. But then for 2027 they if they get reelected or elected at that point it fulfills the rest of Tom's term which would only be one year. So in 2028
144okay >> is when they would get the three-year >> term. So election >> Yeah. So that's why I was saying you know you're looking at a lot of stuff big learning curve you know one year one year. It's a lot of cutting. >> So, >> and you know, all these members put in notice of uh application. However, as we reach out, maybe they're not all interested in coming in. That tells the story, too. >> There's your question number one. >> Right. Right. Especially because the interview is is going to be public. Right. Okay. So um then I just want to clarify um we have our um we'll be inviting Hi will be inviting um our next meeting will be a it's an extra meeting that is specific to um voting on the budget reductions. There
145will then be a workshop to interview uh the and and choose to uh if we choose to appoint a candidate. I don't believe there's anything else. Oh, the only and then the third thing is you're if um Superintendent Steinbart will bring forward the 2year um the um school closings. Okay. Did I miss anything? And my microphone's on. All right. So, can we have a motion for adjournment? >> I move to adjurnn. Second. >> We have a motion uh by Mr. Henshaw, a second by Mr. Lavins to um adjourn the workshop. Can we have the motion or can we have the um role please? >> Frame. >> Yes. >> Henchel, >> yes. >> Ly, >> yes. >> Maine, yes. Panau, >> yes. motor. Yes. Motion carries. 6. Our workshop is adjourned at 7:14. Thank you.