001My name is Modoto and my entire life I have struggled with ADHD. Um, so I thought I was lazy. I had no mo motivation. I couldn't do Bailey daily simple tasks. And I know a lot of my peers here have also struggled with the same problem. And it only took me up until this year to get help. So I wondered how many other people are struggling the same as me and how can I help them? So I decided to use my project to help other students and a big thing within ADHD is habits and motivation and those are very very difficult things to do. Um this could be getting new habits, gaining motivation to do things and the stuff that you deal with right now is going to transfer on to college and you can
002only change it once you actually start improving yourself. And so for the first part of my project, I decided to do a bunch of research because I wanted to create an infographic and a research paper. This would go out to students with ADHD, teachers, um parents, counselors, just anyone with this resource. And I had to learn about habit formation, motivation struggles, and what makes it hard when you have ADHD. And I decided to create a study with participants in it. this would be students and I would be tracking my data. Um but in the beginning for my research I created a document and this was a mix of scholarly journal and personal sources just so I got a wider range of things that help people and I also researched a bunch of neurological differences. And
003once I had all this research I compiled it into this list of things that essentially help people either gain habits or gain motivation. And after this I met with my participants. These were students in my class with ADHD. Um, we created this little list based off of the guide that I had before. So, off of these things, what helps you, what doesn't help you, and what are you willing to try for later on these goals that we made, and these were just daily attainable tasks. So, for example, mine was like using my sun lamp every morning, trying to get my schoolwork in, um, basic things like that. And this logging system that we created would be a daily entry. you have would have your goal at the top and did you do it? Yes or
004no. Later on, um I decided that we weren't actually going to jump straight into the logging process. I needed a kind of beginning point to start at where they weren't actually going to try to help themselves yet because I wouldn't know if this project is actually helping them. So, for about a month straight, I had them do things normally and still log. And after that month, I had them actually use the the guide. And during that time, I started my paper. So the first part would be the background information that I'm working on right now. And then later on would be my data from the logs. And then after this, I actually noticed a bunch of flaws. So my people weren't actually logging enough, including me. So I set up with everyone away to remind
005them. And then I also decided to add a medication column. So like, would this help taking Does taking your med med meds help? And is there a pattern? And then also for like did they succeed at their task? Yes or no? I wanted to have them say why did you succeed at this? And if you didn't, what can you do to change later on so you can actually succeed at this? And for right now, I still have people logging and I'm still working on my paper. But later on, I hope to uh start interpreting the data that I have because I still have to learn how to do that. and then creating my infographic and finalizing my paper so I can get out to people and see if it'll actually help more students. >> I'm
006excited to see the end of the year when this is completed. What are you hoping to do after you graduate? >> Um, for this project specifically? >> No, when you graduate from high school because I I have a theory. >> I plan on being a psychiatrist. So, yeah, it's kind of close to what I plan on doing. >> Um, I want to thank you as I listen to you. I hear first of all your bravery of sharing your story and how you're empowering not only yourself but your peers that you're working with. So thank you. [applause] >> Hi, I'm Reagan and I'm a senior at STEM again. Um and so for my senior capstone I wanted to do a project similar that I have done in the past, which was most of my projects had
007been surrounding either helping the community or helping out at STEM. So, I wanted to do a project that would do both. And when I was growing up, I remember my parents always telling me to use common sense. And I always struggled with that because common sense was always that kind of unspoken set of rules and like you should know how to do this or you should know not to do this. No one ever teaches you that. And so I thought, what is a way that I could help kids avoid that struggle with that? And so I wanted to create a sort of way, a resource and a way to teach kids or even people of all ages how to use like how to do basic life skills from fire safety to um knowing how to
008use household appliances, doing laundry or like how knowing how to change a tire um or even just knowing the functions of your car because that is something I heavily struggled with when I became a driver. Um, and I still don't know what half the buttons do. Uh, but so the way I wanted to do this this semester has mostly been planning, but I have reached out to the library because I thought that the best way um to get this out to people would be a easy to reach and free way. So I thought of library events because obviously the library is open to everyone no matter your age and most importantly you wouldn't have to pay to do anything. So I decided to reach out to the library and think and find a way if
009I could host my own library event where I would get to teach people or maybe do demonstrations or make videos or just presentations on like a different topic uh each time. So like one event would be fire safety and then alongside the library because that was more the community aspect I also wanted to kind of have a focus on STEM as well. So I reach I recently reached out to the FondeLac fire department to see if they would be able to come into STEM and do a fire safety visit and uh talk to uh some of the classes at STEM because I thought the best way to learn fire safety would be from the professionals themselves. And while this was mostly a uh planning semester, in the coming semester I hope to do more. And
010so, like I said, I hope that uh the fire department will be able to come in for a visit. And then I also hope that possibly have other demonstrations in the future at STEM, like maybe possibly reaching out to a local car shop and having them come and maybe show uh some kids how to change a tire or how to get your oil changed. And I also want to start creating uh videos myself. Um also using the help of my family and hopefully maybe some of my classmates on making videos of showing kids on how to do this um to show you how easy it is because I can do it. I'm sure other people can too. Um so I would show like how to use uh your oven, how to use a microwave, how
011to use your washer or your dryer, what you should not or should put in the washer or dryer, >> um and stuff like that. And I hope to kind of create a channel that way I could advertise it both at STEM and in the community, but if it's in the form of like YouTube videos, it could also re reach an even wider audience, which is that's my main goal is to help people out. Thank you. >> Yeah, thank you. I appreciate your out of the box thinking and really partnering with our community. And you're right, our local library has a lot to offer and what a great addition that would be. Do you have ideas on what you're going to do when you graduate? >> Uh, I'm probably just going to be going for my
012associates. >> Okay, that's great. >> General arts and sciences, but one of the things that I did want to do was maybe eventually transfer to acting school. >> Okay, unrelated. >> Well, when you're showing us how to do things like laundry, and by the way, I'll send you my husband's email that you could pour that over. Just kidding. Uh, thank you for putting this together and thank you for sharing with us today. [applause] >> He typically doesn't watch. [laughter] [snorts] >> All right, then moving on. Can I have a um motion to approve the consent agenda? Thank you for the announcement. I missed that. I was so excited with hearing everything. I'd like to make an announcement of a workshop to discuss uh STEM Academy contract renewal. Um and this will happen following the regular
013meeting. The board will convene in a workshop to discuss the STEM Academy contract renewal with members of the STEM governance board. Thank you. Now, if I could have a motion, please. >> Public comment, too. >> I just am so off today. I apologize. All right. So now it's time for the first public comments section. The public may approach the board to make a presentation no longer than five minutes per person and 10 minutes per topic. These 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 from public comment at this time to remain in compliance with state stat statutes chapter 19 subchapter 5 open meetings of governmental bodies and the public notice requirements. I'm referencing policy 0167.3
014public 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 p uh participant 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 renewal of a disorderly person when that person's conduct interferes with the orderly progress of the meeting. The presiding officer will call for a recess or an adjournment to another time when the lack of public decorum so interferes
015with the orderly conduct of the meeting as to warrant such action. Um, so at this time, if anyone would like to come forward for public comment, we'll have you state your name and address um, publicly. If you choose not to share your address, you can uh, put it on the sheet of paper and give it to our clerk, Mrs. Maine. So, please come forward. Seeing there's no one coming forward at this time. Now, >> I move that board education approve the consent agenda as follows. December 8th, 2025 regular meeting, workshop and executive session minutes. Uh December 15th special meeting minutes January 5th, 2026 special meeting minutes, personnel recommendations, retirements, resignations, new hires, and by monthly financial report. >> Second. >> Okay, we have a motion by Mr. potential, a second by Miss uh Mr. Lyence.
016Um again, at any time, if uh people in the public have any questions regarding any of the checks or any of the information, feel free to reach out to a board member. Um and then from that, Mrs. Maine, can we please have the role frame? >> Yes. >> Henchel, >> yes. >> Ly, >> yes. >> Maine, yes. Panel, >> yes. >> Motor, >> yes. Motion carries. Now, moving on to the next item. Um, if we could have a motion to consider um approval of a resolution authorizing uh the school district budget to exceed revenue limit. >> I move that the board of education approve the resolution authorizing the school district budget exceed the revenue limit by 7,500,000 per year for four years for non-recurring purposes. >> Second. We have a motion by Mr. Henchel, a
017second by Mrs. Lyren or Mr. Lyren, sorry. >> Wow. Um, and we've had a number of workshops regarding this. And so, if you'd like to see more details on the conversations that the board has um they are on our website, so you can go ahead and do that and we'll take role on this first section. Henchel, >> yes. >> Labyrinth, >> yes. >> Maine, yes. Panel, >> yes. >> Frame, >> yes. >> Motor, >> yes. Motion carries 6. And now the second portion. >> I move that the board of education approve the resolution providing a referendum election on the question of the approval of a resolution authorizing the school district budget to exceed the revenue limit by 7,500,000 per year for four years for non-recurring purposes. >> Second. So, we have a motion by Mr.
018Henchel, a second by Mr. Lyren. Is there any uh further conversation, questions or comments, or is there anything you'd like to share at this point? Just that um we'll be having more conversation in terms of the safety features that would be added with that as well as where that money would be going. So, I just urge people to stay tuned to the rest of this meeting. >> Thank you. Can we have the role please? >> Ly, >> yes. >> Maine, yes. Panel, >> yes. >> Frame, >> yes. >> Henchel, >> yes. >> Motor, >> yes. Motion carries 6. Uh, moving on to our chief academic officer report uh specifically on the artificial intelligence handbook. >> And I'm going to defer to Mr. Hermas as well as possibly some of his team maybe if they're going
019to speak on anything. I'm not sure, but I'll pass it over to him tonight. Perfect. All right. Good evening, uh, Board of Education. In front of you, you should have received, uh, a copy of the proposed, uh, AI handbook, uh, as well as a flyer that I'll reference in a second. Um, so I'm I'm here tonight on behalf of uh a group called our innovation team that worked last year on developing uh this artificial um intelligence handbook for the district. Um as you know the school board has current adopted policies specifically on artificial intelligence. I have included here on the slide uh policy number 7540.08 08 talks about the ability for the final act school district to utilize artificial intelligence under uh the superintendent's guidance as long as it's in congruence with you know district
020policies. Uh and then it's also referenced in the academic integrity 5505 where it talks about the specific use of artificial intelligence in teaching and in learning. Um the innovation team was brought together because schoolboard policy kind of like law language is important and powerful but how it applies to teaching and learning how it applies to an individual stu a teacher in a classroom or a student completing assignment. Sometimes there's a gap between what it says and what does that mean for us. So, a group of um leaders in our districts got together to try to come up with how do we address the sort of the ever evolving world of artificial intelligence. Um a world that probably by the time I'm done presenting, which I promise will be short, will have some variation, some new
021adaptation, some new integration. And so, it's a moving target um and certainly something new for all of us as citizens and educators. Um, and so this group got together to talk about how do we keep up with how do we respond to the ever changing shades of gray that is artificial intelligence. Um, and so we developed a a handbook um with the hope to try to give some guidelines and best practice suggestions uh for our teachers, for our school leaders, and for our students and families as they navigate this world um um ever changing. So I want to first show you the team. There are 29 individuals uh who represent every school in the district, every department in the district um and who met on a series uh of occasions last year to work with
022partners from CIS 6, from neighboring school districts across the state of Wisconsin on what are we what are we doing collectively to um have rules, have guidelines around the use of artificial intelligence in schools. So, a huge thank you to all of the people pictured on this screen as well as all the people pictured on this screen uh for their time, their dedication, uh their expertise and intelligence and care uh in developing this handbook. So, thank you to each and every one uh of those members. In the handbook itself, we establish a vision statement. I'm going to read it to you, but I'm going to kind of talk through what it actually means. The vision statement states that the Fondelac School District is committed to empowering future ready learners and leaders who use artificial intelligence
023and emerging technologies with purpose, integrity, and creativity. Grounded in digital citizenship and ethical responsibility, our students and staff will develop the skills to think critically in an increasingly connected and innovative world. So, what does that mean to us? There's kind of two important components to it. One, an acknowledgment that artificial intelligence is here. This is not something that's coming uh or even something we can wish away. Uh it is in as you type an email and it suggests words for you to fill in what sounds better than what I'm about to write to your GPS telling you to navigate to a different route because of a slowdown. uh two generative AI tools that can help you formulate good research questions or create cool dance moves to put on Tik Tok. Um that will be all
024the rage, right? That so it's an acknowledgement of that artificial intelligence is here and this is a reality we have to embrace and think about how do we use that uh in teaching literacy to our students in a modern world. But it also acknowledges that that has to be within guidelines of ethics. It has to be in guidelines within um academic integrity. The the blurred lines of do I have to write this paper if this thing will write it for me? Um right. And and what does what does that look like? How do we prepare kids to be good writers, but also be good analyzers of articles written by artificial intelligence and to know what is good and what is wrong, what's accurate and what's inaccurate. Uh, and so I I think it's an important
025vision statement for us because it does both of those things. Um, in the handbook itself, I'm not going to go through all of the elements, but just a high level um intention is we're hoping to try to create best practices. Um, I don't think with any technology, but especially with artificial intelligence, we can't write down specific rules for what you can and cannot do because as I said at the beginning, it's constantly changing. Um, and so really, it's it we it's important for us to create those guidelines, those parameters, um, those values that we have that then individuals can apply to the situation in which they're using it or not using uh, this technology. So, one of the impurpose important purposes within the handbook itself is for us to ensure that we protect the integrity
026of teaching and learning. Um, while there may be a app or a program that could do it for you, um, ensuring that our students also can do it and can have something do it for them is really important. or from a teaching perspective, utilizing artificial intelligence to help me design an assessment or a reassessment for a student, but also fundamentally not skipping the responsibility that that teacher has to ensure that the assessment they give is high quality and so on. But that's a really important uh component to us. Uh it's also important that we ensure that our users know how to protect themselves utilizing artificial intelligence. Um, it might be cool to upload a picture of your child doing that new dance craze. Um, but you're also uploading a picture of your child uh into
027programs that can use that picture uh to find out a whole host of information about you. So, it's really important that we're also smart about how we're protecting the data and information and identity of our users. um and also show them the power and potential of artificial intelligence, how they can use this now and how they're going to use that in their future and understanding what what it can do for them uh as individuals as as well as developing literacy around it. Uh again, not something that we should or could uh ignore, but rather something that we can develop within our staff and our students. Inside the handbook are also some resources that we can use in our classrooms for teachers around um how you are intentional about telling students whether they can or cannot
028use AI in this assignment and to what degree you can use that assignment uh for students to talk about best practices when you use it uh in your studies. So there's some resources in there for our our users. Um, this is from our perspective the beginning, not the end. This handbook is not there. We have it now. We're good. This really is our first step. Um, our next steps are we've got to start engaging our staff. Uh, we have to start engaging our students and our families, educating them around what this is and how what it means for them. Um, we want to be really intentional about its integration uh in a purposeful manner. So, how do we integrate that into our curriculum? How do we integrate that into our operations? Uh and then finally,
029the next steps for us is learn. Again, constantly understanding what it's doing, what why it's doing it, how we can use it, and how we shouldn't use it. Um and so there's lots more to come with this. And then finally, the other thing that I gave you is a flyer um to kind of kick this off. Uh we are going to be promoting in our schools for any student in grades 3 through 12. You'll notice the cover of our under of our AI handbook is really boring. It's blank. Um, we want to put a challenge out to all of our students on the fly as it as it will tell you. Uh, we want our students to try to use artificial intelligence to help design a cover uh for our Fondelac school district AI handbook.
030And so there are parameters of it's got to be Fondi Pride. It has to have a cardinal of some representation. Should use the tools that we have available for kids through class link. And then we have some vendor partners that we have reached out to and and they have graciously uh provided some prizes for kids for those who enter and are uh selected or noted um for their participation. So a first opportunity for them to utilize AI questions. >> Thank you. Questions? So when they do the cover, does it have to be 100% AI or you know we got that uh coding that measures how much AI or can it be 80% AI? >> Sure. So a great great question. Uh a rule of thumb that that you will hear a lot of us say
031moving forward is as Gina taught me it's the human AI human sandwich. should start with a human brainstorming what you want, utilize AI to help you, and then finally to to sort of check it and proof it and tweak it with that human at the end. So, so both >> uh some of the things I loved about um this handbook. So, I had a question earlier on. I think I asked Mr. or uh Superintendent Steinbar is is this something we needed to do? And it wasn't the state didn't tell us. we knew this was important for our students and our families and our teachers. So, like first of all, kudos um for charging forward. Um I really enjoyed the citing generation uh uh generative AI um because I think if we're going to allow kids
032like how do you document that? I thought that was a really smart piece to put in so that students could also feel uh confident that they were using the tool the way it was meant to be used. I appreciated that as well as um on page 10 where it is the teacher AI use looks really clear as well as um when you do the assignments for the students just really clear is it acceptable isn't it in how I just think um the more we can be clear the better it is for everyone >> absolutely agreed >> thank you for the feedback >> you're welcome other comments or questions and what a great like huge huge team to get feedback from at all different levels and all different viewpoints. So, thank you. >> Yeah, >> I
033just think it's really well written, easy to understand, you know, and it lays it out. There's it doesn't leave really any question in your mind exactly what is a staff guideline or student guideline or anything like that. >> Thank you. Proud proud to say that it was human written, too. [laughter] >> That's good. >> Yeah. Correct. >> Thank you. >> Yeah, I'm glad you said that because I think that's something the AI takes away is is critical thinking. Um, so I like that we're putting an emphasis on that. I don't know, maybe I'm old school, but I just I'm not a big fan of AI in general. I had I had a spirited conversation with my seventh grade son Eddie um where he you know we'll say things like well why do I have to
034write this that I could just have you know chat do this for me. So we had a conversation of there are some underlying skills being able to so it produces something for you. How do you know what it just gave you is accurate? How do you know it's good? How do you know it's the message you wanted to send? Unless you understand how to think, how to write, how to organize, how to communicate, then you can use those tools. But you first have to know those parts. Otherwise, you're just sort of, well, whatever it tells me, that's what I think. And that's that's dangerous. >> Yeah, I I get that. I just wish kids could would think about that on their own, though, instead of generating it with AI and then fact-checking and stuff like
035that. But that that's a whole different debate. >> [laughter] >> Well, it's parallel to um learning basic math skills or just learning how to uh handle a computer without that for knowledge. Well, and and uh the parallel Joan I think is a good example of uh you know back in the day when calculators became you know a common technology there was conversations about should we not have them because kids won't learn how to and and there is something to that right but the reality of this is a tool they will have they can use it and we can still teach them how to do math and use calculators these things are just a little bit more impressive than a TI82. Uh but the idea is kind of the same I think. >> And and I
036just I you know I've had many conversations behind the scenes on AI because I have one at the high a student at the high school and we're dealing with this all the time. um the um group is you know how we are monitoring and accurately you know monitoring the AI and how it may or may not be used at the high school level that's going to be critical you know as AI is so sophisticated in so many areas I mean I use it every day so I mean um the sophistication is beyond people I mean beyond you can think of I mean I did a complete presentation in about 10 minutes the other uh the other day that I have to present this Thursday. It was awesome. All I had to do is have someone
037else do my uh labeling. So, um but yeah, I that's the piece we got to make sure that we're treating these kids fairly at the high school too as we as they may not be using AI but it's being accused of being AI just because of you know the sophistication of AI and stuff like that. So as we go forward on that, just make sure that we're monitoring things accurately and not accusing kids in falsely of using AI when they haven't been. >> And then um what right off of that, Mr. on page five that reporting concerns. That was um a comment that I appreciated um how to report any inappropriate use um of AI by students including bias so forth. But then do not rely on AI detectors as they are not always accurate.
038Instead, focus on evidence of student learning to guide your response and decision-making, which makes me think of we should never just take one piece of evidence to show a student's learning, but multiple pieces. So, I appreciated that line >> and the these are going to be the conversations that we have to have with staff. How does that change how we teach and how students learn >> to ensure that we've got evidence both when you're right in front of me and you've got a pencil and a piece of paper to then also that presentation or paper that you submit that's electronic. >> Right. Thank you so much. Appreciate it. Thank you to your team. Yep, sir. >> Thank you. I just wanted to say I appreciate how you got everything laid out in here and especially
039on the security side of things and trying to teach to make sure that they know how to use it properly too, you know, and uh for the teachers to be able to kind of see how it's being used and they can get in there and get in there get to use it too. So that way they can kind of see it when the kids are using it, you know, just that good loop of being able to use the technology as it's designed instead of just throwing it out there and just slopping it. >> Thank you. >> Yeah. Thank you. And >> you can stay, Paul, because you're going to be >> Okay. Sorry for that. >> So, moving on, uh, we will move on to the security options update and, um, this information is very
040much connected to our referendum. And so, um, this is up to you. >> So, I'll get it started first of all, and I think, um, Paul will kind of show and I'm gonna thank Mr. Hermas, Mr. Gerlac, and, um, Mr. Blascowski as well as the board last week left us and said he wanted to see a little bit more in depth of what what 4 million would potentially get um and what maybe some of the plans would be with as we've worked with Excel and CD Smith and I I also want to make sure I give a shout out to Excel and CD Smith as they have the most extensive knowledge of our facilities and as we went in there and talked with them for a lengthy period about what we were looking for that
041they're able to really dissect the good, the bad, what we need to be thinking about and actually left it up as this is what you have. This is what you need to do. You can allow us to do some bidding processes for you. You can decide to take it on yourself and see if you can get it for the the best cost that way. But they gave us a lot of things that we were able to think about as well. So, I want to thank them for their partnership um on top of all of it. And I think one of the first things that I want to make sure I mention before Paul gets into it a little bit is we have had a lot of people from the community ask us again about the
04298.5 million in 2019. What did that get us? Where is the safety for this? And I think the piece that's missed frequently is at that time that was a facilities referendum that was upgrading the facilities districtwide throughout FondeLac. And I I use this frequently, but two schools in in particular, you have Chegin that had an office on the second floor, Miss Motor, you would remember that one vividly, that if somebody came into the building, they would have to actually be allowed to go up on the second floor and then potentially be dismissed to go back to the first floor. The office at Chegman Elementary now is in the very front um right near the secure entryway so that person can see who comes in and out if they're in their office that way as well
043as a secretary non-stop. The other one that I think is a very common one is Tyson Middle School as well that had been in the center of their school. And now as you approach Tyson, the first thing you do to go into the entryway is there's a door. you get buzzed into the first spot and then there's a secretary there to greet you, find out where you need to be getting to or who needs to help you and move in that direction. That is at every single one of our schools right now except the high school. So, it is that physical component of that referendum that went into every single one of our 13 of our 14 schools to create that that safe entryway. And that is really where a huge portion of that money
044went to, as well as flooring and some other maintenance components that needed to be done at that moment to to stay compliant, whether it was ADA or other things as well. Um, with that being said though, I'm going to let Mr. Gerlock get sorry, Mr. Hermes get a little bit into kind of what we were able to figure out. And I I want to draw attention as you look at your first page that this is the first time this is being said, but as we talk to Excel and CD Smith and today it actually says build three secured entrances at FondeLac High School and we'll get into why it maybe says that instead of the two that I think many of you were anticipating as well. So >> thank you Mr. Steinbarsson. Thank you for
045the compliment uh being confused with Mr. Gerlock. Um, [snorts] so, uh, in front of you is a a packet of of handouts that will mirror some of the things that'll be in the slides. Uh, so if one of those, like the map of the high school is a little small, I've got some zoomed zoomed in uh, images that'll help you in a second. So, uh, as Mr. Steinbar said, um, I think the 2019 referendum did a tremendous amount of work to build up the physical security uh, in virtually all of our schools. uh pretty remarkable as someone who was not in the district uh prior to that referendum to hear the well that's where this was to where it is to me was just my reality of where Tyson or Chegwin or you know on
046and on just seemed like yeah that's a that's a logical place for that to be. Um and so when we surveyed our community um this year about the needs and the future of the Fondelac school district um a top three response in every one of our key state stakeholder groups. So that's staff, parents, and then community members. Uh safety and security was a top three item that they all reflected as a priority for our district. If you remember the top advice that our uh stakeholders gave us, it was safety and security. And so we've taken that serious and knew from 2019 that while we did a tremendous amount of work, uh we didn't do all of the work. Um we focused on physical security, uh school entrances and offices again as Mr. Steinbar said and
047were able to do that in all of the schools except for uh our largest school uh Fondelac High School. The referendum did not address any of our safety or security systems. So any kind of cameraing, door monitoring, sensors, any of the other uh other types of security were not part of that 2019 referendum. And so um as you can see on the slide here, uh we are recommending to the board based on our um uh directional uh recommendations from our community about safety and security being a priority. And in our initial research as to what would that look like and what would that cost, um, we're recommending the board support a scope of $4 million to do two major areas. And I want to just give you a little more details as you had asked
048from last time as to what that looks like. As Mr. Steinbar said, uh, is building three secure entrances at Fondelac High School as well as installing safety and security systems at every one of our Fondelac school district sites. uh K through 12. So I kind of want to walk you through those two components. Again, some of these images are in that slide or in that packet that you have in front of you. So we'll walk through each one of the three entrances at FondeLac High School. I'll start with the main entrance or what would be the south entrance of Fondelac High School. Here's the zoomed in picture. If the one in front of you is too too small, my apologies. Uh what you're going to see is a small build-on onto the front of Fondelac
049High School so that we can create the same kind of secured entrance that's present in every one of our other buildings. So what that would look like is a lockable and secured vestibule. Uh to do that would require um I hope my mouse is is a little bit of a build built in inside of the school. It's basically creating the angle uh from coming out of the commons into the front entrance area to create a lock a lockable vestibule between the outside doors now and what would be the access to the school. Um, inside of the gray area on the image there is where visitors after being buzzed in uh into the lockable vestibule, they could then gain access into a small build built out reception area. Uh, the area as I as I talked
050with Joan prior to the the meeting, the little area, the little box, this this thing right here, this is the clock tower. Um, so if that helps to kind of give you a visual of where this would be, it would be the secure entrance by the doors and then the reception area would be just behind and to the side uh of the clock tower that's at the high school right now. In that area is where there would be a receptionist uh someone who could manage visitors who would come and go uh from the school. This allows all visitors to be checked prior to entering in school physically and visually by a individual and a system a system that could do facial recognition to make sure that you're not on the do not enter list uh
051that you're not part of any sex offender registry uh through systems like Raptor and all of that security can be done outside of the school versus inside the school which right now if you've been to Fondelac High School you can get buzzed in But when you get buzzed in, you now first have access to the school before you have to go see Mrs. Schmidtz uh in the main office. And that is a clear security concern uh that we've addressed in our other schools and now need to do that at FondeLac High School. So this is the build on to the front of the school to create that visitor entrance security in the front. Any questions with that part? >> So you said facial recognition. Um does this have the AI cameras? So right the systems
052that we're looking at from the technology perspective would have that integration. Right now what we don't have >> is our visitor management so the the buzzing system is a separate system. Our raptor which is just a brand name of a background check system is separate and then we virtually have no cameras uh in any other school sites. And so what we're looking to do is get an integrated system where that all of those things are the same um which right now we do not have. Okay. >> And you gave the example at the uh on last Monday's meeting. If we were to go that route and it was a facial recognition and someone is in our school and we see them on a camera do something that's not we can find where that person is.
053>> Correct. >> Okay. I just wanted to help them find the video clips of where they are. Uh triangulate all all of those things that we currently just don't have the abilities to do. >> Thank you. >> Yep. on the north entrance or what's called I referred to as the athletic entrance of the school. Uh similarly there would be a secured entrance uh added to that side of the school. A small build-on to create a lockable vestibule. Same process would happen that when a visitor would be coming to the school, they would first go to the where you kind of where it says new canopy area where they would have an intercom where they would communicate with a school official. Um they would be buzzed into that locked um pink area or red area there.
054Uh they then can engage with a staff member like they do at all the other schools. um they could be buzzed into the reception area where they could wait for a school official. So, for example, if someone was there to meet with the principal, um we could interact with them. We could background check them, we could have them wait there and then have a school official come to that office, pick them up and escort them to the office in which their meeting is happening. Where right now we don't have that. If someone comes to the north entrance at Fondelac High School, they interact with an intercom, not connected to any other system, with a secretary in the front of the building of which she lets you in, and then it's on you to get where
055you said you were going to go. That's just chances that um aren't best practice as it relates to safety and security. Uh and so this this uh build on would address that as well. >> Follow-up uh question with that. In the mornings then um when the majority of the students are coming in, would the doors then be open and our staff would be at the doors as they typically are greeting students? >> Correct. Yeah. Just it's it's probably more of a safety issue to have them all one by one funnel through the office area. >> Of course. >> Um you know and so however um with modern systems we can automate the doors to unlock at a certain time and relock at a certain time. Whereas right now we're reliant upon an individual to go
056around to and again if you've ever been a final like high school it has a few external doors um most of which stay locked but checking all of those north of 60 doors um by a human being takes time and is has a potential for error and miss. These systems would allow us right automatically at X time they would become unlocked at X time they would relock again and then force them through that locked office area. >> Thank you. >> And then the final third secured entrance at Fondelac High School is for the ACE Academy. Um this currently students passing from the Fondelac High School uh >> main campus. >> The main campus. Thank you. Uh to a the ACE Academy, they pass through an open walkway, an open walkway that students can leave out
057of and outside guests could come into without any hitting any security. And so in working with our vendor partners, we talked about this is a vulnerability we want to try to address, especially because of the success of the ACE program. We have a lot of community members that come and teach our kids uh about the trades and everything else. We have a lot of uh outside people interacting with this campus but we don't have any safety security measures for it. So we worked with our vendor partners about how do we solve this third entrance. We looked into the feasibility of a physical building of a wall making that you know uh walled off from the exterior and the cost of that was pretty significant. You're talking heating cooling all the all the elements to that
058uh which was essentially a hallway. So, the compromised solution is a and there are some uh options on there. None of these are obviously been decided, but a a metal fencing with a door halfway down u that would allow us to have a key fobbed um lockable and and unlockable door. uh as well as ensuring that no one from the outside could just walk into the ACE Academy or the main campus as well as no one that's in the main campus could just walk out uh and out that uh ACE um academy walkway between the two buildings. So a a solution that would allow us to get the safety and security that we need but do it at a price point that's feasible for the scope that we're looking at. So, um, if, for example,
059we have a business partner that's coming in to teach our students, would they need to connect at the front, like would they need to come in the front doors and um, check in and then go to their is that what we're envisioning? >> So, it could be both. >> Okay. >> There are I know there are some contractors that come regularly >> uh, with a door management system, a key fob system. Sure. the Ace Academy could give that key fob to you know that builder >> and even say to them on these days during these times this fob will work to get you in that door and into the ACE Academy. Uh and so we can also management wouldn't manage it we don't have to always go through you know the main entrances for those
060individuals who are on a more regular basis that they come back and so that allows us a lot more flexibility and security in that part of the building. >> Thank you. Okay. And then the the second area, the last area that we wanted to talk about uh is the electronic safety and security system. Again, now that we have a little uh more firm in terms of numbers of what things will cost, uh we're able to be a little bit more of a definitive about what this scope would actually include. So the slide that you see on the screen now shows all of the things that all of our school sites would receive. So this is every building uh K12. All of them would uh uh it would include a visitor management system. This is a
061the the buzzer system if for just a sort of a layman's terms um of having that interaction with an individual prior to gaining access to our building. a system that would be integrated with our uh visitor check-in system which runs background checks, checks uh do not enter lists uh as well as our camera systems. So, every site would receive uh those two things. Uh every site would receive an integrated door access and management system. So, these would be key fobs for employees. The example I just gave Mrs. motor before about outside guests that come to our building um as well as outside groups that utilize Fondelac school district facilities after school hours as well as complete exterior camera coverage. Uh this would include um again at all levels uh ensuring that our grounds, our parking
062lots, our playgrounds, our kiss and drops, all of those things are monitored by a a camera system. And then depending on the site level and the scope of the project, because the numbers we're giving you are our best guess based on what our vendors are saying, but they're not final bills by people, is that we would look to include interior cameras uh at all of our school sites as well as door sensors at all of our school sites. So, I'm going to kind of walk you through what that looks like on the next couple slides. So, the image that you're seeing now is a design of exterior cameras at FondeLac High School uh for the board. Um I believe this is uh page six. Thank you. Uh in your in your handout. So what you're
063seeing there, those yellow triangles are camera angles. And so the high level picture that I want to show you is that every part of Fondelac High School's exterior would be covered by these cameras. This would include uh most of the parking lots, the drives into the building uh as well as all of the perimeter doors, as I mentioned before, quite a few of them uh at one of our building sites. The plan would be that this would be the case at all of our school sites. Now, clearly there are more cameras at Fondelac High School because of the scope, but that every one of our school sites would have exterior cameras. >> What's the purple? Are those >> different style cameras? They're long range ones. I was going to say long range cuz they see
064it's on every entrance and exit. >> Uh they're right. They're designed to catch the intersections of the roads that come into the building. >> Okay. >> Yep. Great question. Then uh the next image I'm just show you as an example is we would propose that in all of our secondary buildings, buildings where students move more freely, in the high school's case where students actually come and go from the campus, we would include uh interior cameras covering all parts of the school building. This would cover every door on the inside. Uh all bathroom areas, common areas, hallways, uh athletic nooks and crannies, every part of uh a secondary building would have uh camera coverage. And again, with the integration of our other systems, this would position our schools to be much more safe and secure uh
065on a daily basis. And then I want to just show you if I when I mentioned before that the scope of interior cameras and door sensors changes by level. I just want to show you an elementary example. One thing before I pass off the secondary level is it also includes door sensors at every one of our at every one of our doors at all of our secondary schools. Which means if door, and I'm going to make this up, door 37 is not one of our doors that we have key fob access in or is a main entrance, it never should be open. If door 37 opens or is not fully closed, an alarm is going to go off to the uh security personnel in that building as to know why that is. And then things
066like integrated camera system allows us to instantly get not only the alert, but the actual footage of the five minutes before and the five minutes after or whatever it's set to to show you who opened it, who passed through it, either out or in. Um, it's just again a a way to if you think of the size of Finalac High School's campus and trying to monitor all of the ins and outs potential, a system with door sensors would allow us a lot more eyes and ears on all parts of that that building. All right. Then at an elementary level, so this is I'm not going to name the elementary. It's one of our elementary schools uh in FondeLac. Um what you see here is all of our elementary schools would have e exterior camera coverage.
067Again, this will ensure that we have eyes on all playgrounds, all parking lots, all roads up to a building, anyone walking around or leaving the buildings, kiss and drops, all of the things would be covered by by cameras. Uh, now you'll notice this building is just not as big. So, the number of cameras in this particular school is obviously a lot less than Fondelac High School. The next image is an interior. So, again, this is where scope changes a little bit. in an elementary school where kids don't move around unless they're walking with their teachers, uh don't leave campus for open campus lunch, uh the the amount of cameras in inside of a of an elementary school is less. And so what we were proposing is that we would include cameras obviously at the main
068entrance um the entrance itself and the vegetables by it as well as the common areas that we might have our community use. So that could be gymnasiums or cafeterias. uh as well as bathrooms in every one of our elementary schools. Again, this is a safety and security measure for both the day-to-day operations of a school as well as those community members who might be in our schools. And so, you can see the scope of cameras here would be much less, but we think that's appropriate both for a budget perspective and for the nature of a primary school level. Finally, uh and then I'm going to turn it back over to Mr. Steinbart. Uh we believe building on the investment that our community did in 2019 coupled with 2026 we can say that the safety and
069security at all of our final act school sites um is complete for staff students and our community. It would ensure that all of our school sites have a safe and secure entrance and that all of our school sites uh have an electronic safety and security system monitoring them 24 hours a day, 365 days a week, a year >> questions for for me. Well, the uh 4 million um was kind of what we said, hey, what's the budget that we had to make sure we stay within the guidelines of what we were hoping, you know, for the referendum? And that everything you showed here, we don't have finals, but everything we show here is within that dollar amount. And then >> we would look at it over a couple years worth of >> you know spend
070or you know because I know the seven and a half is for four years right? >> Great great question Mr. Henchel and if I [clears throat] may Mr. Steinbart. >> Absolutely. >> Yes. So to start you know none of this happens without an approved referendum question and you took action. This is the safety component of what you took action uh tonight on. So again, uh we re we can't start anything um uh unless we have an approved question. All right, that doesn't mean we can't do things like we've done to plan, but uh in terms of cost estimates, we're we said 4 million is what we believe we can dedicate out of that operational referendum. It would our objective would be to get it done in year one, no later than year two. As you
071can tell by some of the preliminary estimates, it's pretty large scope. So we can't really realistically there's no feasible way to get started on this unless postappril 7th and with a successful question from from the public. And in terms of costs preliminarily we believe the hard construction the entrance the three entrances design that you saw and I believe this was shared with you is around 1.6 million. And so we're proposing if that holds true to do the rest in scope for the remaining 2.4. Um and again that would be our authorization of a project budget to hopefully be done in in year one is really the objective. >> Um I have some questions about the dollar amounts. Um because first off the uh presentation that was just given had in our notes a 1.4 not
072a 1.6 6 projection uh in writing 1.4. Am I not right, Ally? Did it said 1.4 in our our notes? >> Well, >> that's number one. Number two is uh LA previous discussion has been 3.5 for the interior exterior cameras. So um we need I uh budget parameters certainly dictate but I I don't know that 4.0 is hard at this point. Um if we need to I think we need to pin it down more precisely uh so that we really know where it is because right now it comes up to 4.9 instead of uh instead of 4.0. zero. >> Well, I'll I'll if you may, if I may, Mrs. Pan, all all very legitimate points and what we're proposing tonight is is a is really a a not to exceed should a referendum be passed.
073And I think Paul did a nice job of saying just to be honest there's there's anytime you get an estimate on cost whether it was the design from last year or what we have before you there is some level of of scope adjustment that takes place throughout any project. We are proposing that we get these things that were presented tonight done in a manner not to exceed. And in the presentation you see Paul said the the areas that are scope determinant yet are some level the interior cameras and door sensors. And so to correct I guess the the question the the budget that we have in terms of a conservative estimate as we sit today from CD Smith and Excel Engineering for the hard construction is a $1.6 million. I want to be clear. I'm
074sorry if that was miscommunicated. I'll take full responsibility for that. Well, but I I think the scope when I look at the design from what we saw previously, it's different. >> It's it's shrunk down. The back is more of a canopy. Instead of doing a full buildout, it's it's working with a lot of the stuff that we >> There's going to be additional offices in both the front and the back. So, that was diminished >> and and the internal offices were the principles and all part of that last year where they're not that at all this year. So there's a lot of adjustments to bring that price point down if I'm >> correct >> reading it correctly. >> In addition to the technology piece too. Um something that I think part of where we're we're
075we're building on is the presentations from last year and then at the last meeting we addressed that that 4.9 million was for a very robust design that included things like vape detection systems, interior door access alarms. I mean, the tech scope of that 4.9 million, Mrs. Panau, was far far far more robust than what we're even proposing tonight. And we heard from the board at the last meeting, that's just not really palatable. And so, even if it's desirable, from a cost standpoint, we we took that feedback and came back to say, what can you get for 4 million for hard construction and interior technology? Now, it's not set in stone. Um, if this is something that becomes really the board would like to future further consider if and when a successful referendum questions passed, there's
076room for that, Mrs. Panel. Certainly, >> I got to say if we if we can do what you showed here for$4 million, I think this is a great plan, a great program. If we if if we can get, you know, get this to pass and do this within $4 million budget, I think this is outstanding, you know, as far as security and everything that you know, entrances and things like that. So, it's all awesome. Thank you. >> I would echo that. But in as Mark also pointed out um the our there are changes uh which had to be made for budget parameters but I would hope that our goal would be to go uh in time uh particularly in the uh north door there's space it looks like to add principal's office to add SRO
077and in the south entrance the original plan was an SRO office as well and so I don't see it the flexibility as quickly there but I would I would like it to uh be stated for the future these things will be uh continually addressed and brought up if assuming that mon budget parameters allow >> and if I could just Finalac high school the front entrance our school resource officers are right within their feet from in that space. Correct. >> Um, as far so they literally are just fe they're right across the hall from that location. >> Okay. >> Right. And so that help >> I also like the idea. I don't know that we necessarily need the principles right there because they can like what you had said they can meet their guest and walk
078them to their location. Um but I really like that there is the front entrance and that there is the um the holding the vestibule which is very welcoming yet safe place as we're waiting for our visitors to join us. >> Yep. Agreed. >> Um >> and you had something Mr. Frame. >> Yeah. Like they said if we can get this done for 4 million. I don't know. It almost sounds too good to be true. Um but it'd be awesome. Um, have we built a cushion? And because as we know, anytime you renovate, there's going to be costs that come up. You know, if if if there's something that needs to be cut, is there a list, you know, going down like, hey, this costs more money. Now we can't do this. Do we have we
079have we thought about that? >> Uh, great point, Mr. Frame. You're absolutely right. um project scope and scope creep are terms that where gosh the reality as we exist today is and I know you're grappling with this we don't have all the money to do everything that we want to do um and so we have scaled the project down to your point Mrs. Panau and yes Mr. frame. Um we are concerned about uh uh project scope creep and things of that nature. And so there are contingencies built into the construction estimate. So the reality is when you begin a construction project, you have to finish it and that's what the contingency is for. We believe our partners at CDSmith and Excel have accounted for that contingency in 1.6 appropriately. You never know, as they would
080sit here tonight and say, till you get into a project, but this is a pretty looks like a relatively straightforward project. Um, really, should that project run over of a $1.6 million estimate into a the rest of the 2.4, we'd have to pair down and cut back on the technology portion of it and define that essential pieces. And we haven't done that, Mr. Frame, yet like are cameras more essential than door sensors? But that would be the conversation we would have. >> And then Mr. Gerlock, in our and in our workshops, we've also discussed one of um our survey results. The community has asked us to also downsize. We know we're looking at do we need to um we're going to need to consolidate some schools and um so as we're looking to upgrade, would
081that save in some cost? Because that's what our community told us to do. And so although that's hard and we don't want to do that, that's also something that's probably coming forward. >> Yes, Mrs. Motor, but that's I mean right you are hearing today is is not factored into that and because that's a f further conversation at the board level. So what you're hearing today in terms of 4 million, our intention is to do this. >> So this is on all schools, correct? >> All schools. Yeah. >> One other question. Sorry, I got it on the top of my head. Um are there going to be So like with the facial recognition and all that is that going to be costs going forward that >> yes repeat year after year after year and what would
082those costs be? >> So the initial costs that we presented last uh last board meeting um accounted for a 10-year uh service. So, a lot of the safety and security systems, yes, you're buying physical stuff, cameras, wiring, and so on, but now the power in a lot of these systems is the software and the licensing. >> And so, um, our vendor partners that gave us the initial costs that we got included a 10-year, um, licensing agreement, >> which would be the the life of a camera anyways. After 10 years, you're going to want to physically replace that camera, but it wouldn't be in additional cost. that's factored into these numbers is a 10-year license. So, there wouldn't be additional ongoing um subscription costs for these other systems. >> Okay. But after 10 years, could it
083be more? >> Okay. So um on page five when for the safety and security system and you're talking about um door sensors and that so that bottom one sight and scope determinant you have interior cameras and exterior door sensors is that at all schools you said >> right and that's that's the part to Mr. Gerlock's point before is as we would dial this in and get hard numbers. That's the we we want to ensure that we have interior cameras at all sites and we want to ensure that we have door sensors at all sites. The number of those really is determined upon those hard numbers. So, for example, the the uh elementary version I gave you has 10 cameras and has door sensors at every single exterior uh spot. If we get down to and
084saying, "Okay, we've got to look at scoping this a little differently," we want to make sure we still have them. But if we'd say, you know what, maybe we don't need them here and here to fall into that $4 million, so be it. But we're confident to say that the the aspects that we presented tonight, we can do at all of our school sites. >> Thank you for clarifying that, Mrs. me because that was my question too because we talked about at elementary school typically students aren't leaving or going outside unless they're with an adult and then coming back in that way. >> Any other questions? >> We have one more slide. Yeah. >> Sure. Okay. >> Just just to make sure that viewing audience people here right now see this piece as well. Um,
085last year we asked for 10 million for 4 years and there's a specific reason we were asking for that 10 million for four years to get us to a place that we felt we would be able to navigate and make small moves, you know, throughout the course of that time. This time we are asking for 7.5 million um, and that includes the 4 million of safety improvements. And with that even in place, as we look at our projection models of where we will be four years from now, due to inflation as well as the predicted declining enrollment that we are facing as as other districts throughout the state are facing by the 29 2029 2030 school year, we will be in a deficit of 3.5 million. So even with a past referendum, we have to
086have serious conversations about consolidation of schools that the community has asked us for as well as about additional cost-saving measures so that we can get through to four years from now and be in a place where we are not seeing a structural deficit of $3.5 million. Again, that is saying if we would keep things as they currently are, um it has to do with cost of inflation. It has to do with um potential salary adjustments, wages and benefits, all of those things. But I want the community to realize this this 7.5 million doesn't solve our current issue. Um it's listening to them and saying safety and security is important. So, it would be a way to start that. But even with the 7.5 million, we will be facing a 3.5 million at least deficit by
0872030. Thank you for your team um for putting this together and again for Excel and um >> CD Smith uh for getting this. We we know that we asked them we wanted it by today's board meeting. It was important. So I appreciate that they were able to do that. Thank you for putting this together because as we're going forward to our community, we want to be crystal clear. What are these funds going for so people know exactly what they're voting for. So thank you for all your hard work with that. >> Thank you, Paul. All right, moving forward. Superintendent Steinbart. >> Fairly simple one. This is one that is brought to the board every year, but our um seniors at Fondelac High School, the park actually opens up, and I would have no interest in
088this, but the park opens up at night. So, it's an overnight um trip that they're able to experience the Great America um at night. And so because it's out of state and technically also overnight even though they're not sleeping much and they're on the buses, um it's something that I just actually bring to the board to make sure that you are aware of that trip. >> All right. Thank you. Uh moving down to our next item is uh the review of the WSB 2026 proposed resolutions. So there are members of the school board that are attending the WB um conference this coming uh week and um Mrs. Maine's role is to represent us regarding um how our board feels regarding resolutions that WASB is bringing forward. So [snorts] we are uh going to uh receive
089feedback from our board regarding that. So uh you receive the information prior to um I'm recommending that we move forward in this way as we give Mrs. Maine feedback because there are a number of different items. So if you look at the first set of items um which would be um resolution forwarded by the policy and resolutions committee. These are areas that um WB is recommending. So, if we look for items 1 through 12, um I'm going to just give an example. The first example is number one, opposing the removal of caps from the Wisconsin Parental Choice Program. Um they have the WASB is supporting maintaining an enrollment cap of 10% and an income cap of 220% of the federal poverty level on participation in the Wisconsin Parent Choice Program. And then underneath is the
090rationale. So what I'm recommending we're doing um today is if if you agree to follow what WSB is recommending, we're not going to discuss it. Um if there's an item and we're going to just go those first 12 that you um would like to share your thought regarding opposing what WB is recommending, then we would have conversation. and the conversation would just be um very much like our Robert's rules, you would share your viewpoint on why you believe we should oppose what they're recommending. Um and then if anyone has something um to share regarding why they disagree and then we'll do a quick vote. Otherwise, uh we will follow the recommendations. So um looking at number one, does anybody have a disagreement? >> I just wish we didn't do it in general. But I [laughter]
091I I I I unfortunately agree with the cap, but I wish it just wasn't. >> Thank you. >> Done. >> Uh seeing no opposed to number one, then we would agree with WASB and follow their recommendation. Uh number two, the revisions to the school district uh and school report card process. See no disagreement. We will move on to number three. Amendment to resolution 5.22 funds distribution. Is there any disagreement? Moving on to number four. Amendment to resolution 1.26 authority to schedule referenda. Seeing none, moving to number five, substance abuse disorder and treatment aid. Any disagreement? Moving on to number six, vocational transition for students with disabilities. Any disagreement? Number seven, universal state covered meals. No disagreement. Moving on to number eight, public education endowment fund. Seeing no disagreement. Number nine, amendment to resolution 3.241, early
092childhood education funding and public private partnerships. See no disagreement. Moving on to 10 and 11. These two are unique and we can only vote yes to one of them. So uh 10 states resol uh supporting decoupling of public and private school funding. The resolution is forwarded by the delegate assembly. The WSBABB supports legislation separating funding for parental choice and independent charter schools from the public school equalization aid formula and instead supports the state taking full responsibility to fund payments to these schools. So that is one option. The rationale is currently locals t tax taxpayers must offset the loss of equalization aid used to pay for resident pupils voucher to attend a choice or independent charter school via increased poverty taxes even though their locally elected school board has no oversight of those schools. Reassigning responsibility
093for funding private choice programs and independent charter schools to the state would keep equalization aid focused on public schools. Mitigate reductions to equalization aid to schools experiencing declining enrollment. Provide stability in funding and increase transparency by allowing debate of the program in the state budget conversation. So that is for decoupling of public and private schools. 11 is opposing the decoupling of public and private school funding. So if we look at 10 um are we is are you in favor of decoupling or um Yep. Go ahead. >> So that basically just gets rid of the voucher program, right? >> Doesn't get rid of it. Transparency. >> Yeah. >> It exposes the voucher program. >> Yeah. >> So how much is being paid >> to the voucher program? that's been being talked about at the um state
094level when we were down there on the hill about itemizing because if you look at your tax bill right now, they're doing some itemization on it. It would separate the voucher program and do an itemized line item on your tax bill. Okay? >> Which has been a pretty hot topic down in Madison. >> And as I was reading through my stuff, if if we pass this one, we're not doing the the next one. >> Correct. >> Okay. And also this is it will then be in the books for WB but it doesn't necessarily mean it's done. >> It does not create the law. It does not create the law. >> So this this is uh our lobbyist basically. >> So it tells them as membership of WASBY this is what we would like them to
095lobby for. >> Yes. Exactly. >> You still need Congress, you still need the state to pass those laws. Yes. So that's why a lot of this it's positioning really is what it is. >> Right. >> So um I'm just going to go around on 10. How many of you agree with a yes to number 10? >> I would say yes because transparency is important. >> I see all yeses. So then we will say yes for number 10 which means um a no for number 11. Thank you. All right. Moving on to number 12. Number 12 is uh encouraging schools to participate in WIAA policy making. Is there anyone opposed? Okay, seeing none, we're going to move down to the second section. The second section are resolutions turned down by the policy and resolutions committee. >>
096So, I got a question on that last one. >> They want schools involved in WIA regulation. I believe if you read that they want us to keep separate um that the encourages its member schools to participate, engage uh when necessary and appropriate. However, >> um encourages WA to require the regulation of all unsafe training. It has to do with unsafe training methods. >> All right. >> Performance of enhancing drugs. >> Okay. >> Except as determined to be medical necessary. If we read down below the there's one um with WIA that um that they're not um that they're turning down because they believe WA or W I'm sorry WIAA should they have their own team of people that make those decisions. So this was specific for the health. >> All right. So um the the ones
097below then are uh let's see here. they were turned down by policy and resolutions and so um they won't be coming forward unless someone at the meeting brings it forward. So it's good for us to still give Mrs. Maine feedback so she knows how to represent us. >> So um again uh unless you disagree we would follow what WSB is bringing forward. So first has to do with fine arts. Is anyone does anyone disagree? Number two, supports beyond punitive student discipline. What I appreciated with the reason they're turning I I like that it's talking about proactive measures and root cause analysis for when students have a behavioral error. What I like is they continue to have it local control so your school boards make those decisions. Number three, diversity, equity, inclusion, and access. Um the
098reason they were turning that one down is they believe that it already exists in resolutions 3.99 and 6.10 one zero. >> A lot of these that's why they turned them down because they feel that it's already in our correct the duplication. Uh number four, urging WIA hate speech procedure updates. And that was because they believe it's in 3.98 WIAA autonom autonomy. Number five, school safety spending outside of revenue limits. And they turned that down because it was on already in four different resolutions. Number six is local control of educational programming and again it's already in resolutions and it has to do with local control and then number seven is civics's education and that's already covered in WASB resolutions. All right. So, thank you for taking time to read all of those resolutions and give us
099feedback so that Mrs. Maine can represent us accordingly. >> All right, moving forward, student and staff activities. Um, I know we've had a lot of activities and so if you want to just highlight um maybe one or two uh that uh if you were able to go or attend anywhere, >> Mr. Lyren. Um, yeah. The last one I remember doing was uh before the holidays even. God, it's been a while. Uh, but the the art show was great. Getting to go to the high school art show and just seeing what everybody does. >> Wonder. Thank you, Mrs. Maine. >> Yep. >> Sorry. >> No, thank you. >> Um, yeah. Uh again, my standout is um seeing uh Night of Silence. >> Oh yeah. >> Um and then I Yeah. done a couple basketball games, too.
100>> Thank you, >> Mr. Frame. >> Uh I was able to watch uh girls third grade basketball as my daughter does that, but it's nice seeing the other students do that. and I caught a uh boys uh basketball game uh with this past Friday. >> Wonderful. Thank you, Mr. Henchel. >> Uh multiple sporting events, basketball, wrestling, bunch of stuff. So, >> thank you, Mrs. Panau. Um, I have continued to work uh on the um information and education re surrounding our 250th uh upcoming anniversary and it's it's a project that keeps expanding involving more people. Mr. Hermes, Gina Gina and I started working with Alli's gotten involved and I appreciate all the help, believe me. Um so what at the current situation is what we have established primarily Gina getting it started was um a through
101class link a program uh that teachers and students can access and hie and Gina have written this process up much better than I would so I'm going to read what they wrote as we approach America's 250th birthday in July. I'm excited to share that our technology services team is making it easier than ever for our educators to bring history to life in the classroom. We're creating a dedicated class link folder where teachers can easily access a curated collection of resources from PBS and the Mount Vernon estate. Um, this will include engaging lessons, interactive materials that help students connect with our nation's history in meaningful ways. I believe this is a wonderful opportunity to foster a deeper appreciation of our heritage and the entire school community is invited to join us uh celebrating this historic milestone.
102Um what we are talking about is uh this is the class link that will be implemented. Uh people get into the site via this and then the PBS area is here and this is the Mount Vernon information. Now the PBS is K through 12 specific opportunities for teachers and students. The Mount Vernon is longer films uh between 15 and 20. The shortest is 15 minutes, the longest is 25 minutes. And we're encouraging and the class link will encourage that this be included to uh have both families and students >> utilize this. That's great. >> And enjoy this. >> Thank you. >> So, we're moving forward and we will keep moving. >> Thank you, Mrs. Now, uh, yes, night of silence was amazing as always. Um, I want to highlight I, uh, had the opportunity to
103be a judge at both Riverside and Parkside Spelling Bee and, um, it just, um, so proud of the students for trying something hard, uh, working hard, the teachers supporting them, and then, um, at both schools celebrating every student that tried. and it was about working hard and practicing, but it was about being brave enough to try something um new. And so it was just really a great event at both schools. So, thank you for that opportunity. All right, moving to um we have another opportunity for public comment. We will follow the same um the same rules that I went through earlier. Do we have someone that would like to come up and share? >> Good evening, Mike Schmidt. Just a quick question. I know we don't normally do a a question and answer, but one
104of the things that I'm thinking about while while in the back is with Mr. Oliver stepping down and the time frame you discussed as to filling it takes an extended period of time. What happens when we come up to a deadlock? >> There's there's multiple situations where that need to be voted on between now and the spring. >> If you can't answer it now, just please could you get that information out to the public? >> Thank you for bringing that forward. >> Thank you. Is there anyone else who would like to come forward? Okay, seeing none, are there any other appropriate matters? Yes, >> I got a couple things uh to throw out there and Mike, while he's standing there, that'd be great. Um is I do want to do a call out to the
105custodians at especially at the high school. Um the we we host it on the 20th right before the holidays the largest single day wrestling tournament in the state and we do that every year and it's they go out from the high school. They got to bring 10 sets of mats and transport them from Riverside from all over the district to the high school. They got to put them back uh and you got a thousands of people coming through the doors and cleaning up and everything else. They do an outstanding job at the high school and that that high school runs 24/7. people don't realize how busy it is >> and they do a lot of behind the work >> that uh really needs to be recognized. So I do appreciate the the crew out there
106uh by doing that. The other thing is on February 14th I was asked by a f uh community member to talk about surgeons spectacular at the youth and government program is going to be selling baked goods at Thelma. So, if uh you want to come out and support our youth in government, uh kids are going to be trying to raise money to help uh fund their their trip down to Madison. And I do want to have one more shout out uh as some of us saw the division three NCAA championship with W River Falls. The uh kicker for River Falls is an alumni of FondeLac and I had the privilege of coaching them through JFL and stuff. So, Justin Chevro, congratulations on being a national champion and representing uh find a lack in that game.
107So, >> thank you, Mr. Enshel. >> Mark, when was the big sale? >> Pardon? >> February. >> When is the big sale? >> February 14th is what I was told. Um it's going to be in front of Thelma or at Thelma uh during the Sturgeon Spectacular program. >> Okay. >> They're selling baked goods. >> So, if you want to donate or just buy stuff or whatever, that'd be great for them. Help them out. Speaking of baked goods, a thank you to Charters uh Charter who Chartwell, sorry. Thank you. I didn't have it in front of me. I didn't have my cookies in front of me. Who left us a treat for um I have to read the is it grab it. >> It looks like it's part of that healthy >> school board member week.
108>> It looks like it was very uh healthy driven. So >> appreciate that. So, thank you. And um so now um if I could have a motion for an adjournment. >> I move to adjourn to a workshop to discuss STEM Academy contract renewal at the STEM governance board. >> Second. >> We have a motion by Mr. Henel, a second by Mr. Lyance. Can we please have the role? >> Maine, yes. Panau, >> yes. >> Frame, >> yes. >> Henchel, >> yes. >> Ly, >> yes. motor. Yes. Motion carries 6. Uh we will come back at five minutes to seven. >> Oh, just kidding. Uh we're going to come back in uh five minutes. So 10 minutes to seven. >> Yeah, that's what I thought, too. Yeah, you could have one of your cookies. >> [music]
109[music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Heat. Heat. Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. [music] [music] Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Heat. [music] [music] Heat. Heat. Heat. [music] Heat. Heat. [music] [music] Heat. Heat. [music] Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. Heat. Heat. [music] Heat. Heat. [music] >> [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] [music] Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. Heat. [music] Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. Heat. [music] [music] [music] Heat. Heat. Heat. [music] [music]
110Heat. Heat. [music] >> [music] [music] >> Sorry. [music] >> [music] [music] >> We go. I'd like to call the workshop of the board of education to order at 7 o'clock. Uh just a reminder uh to put on your microphones um uh if if as you're sharing just so that everyone in our uh can hear us, the community can hear us. So thank you. Can we please have the role uh frame >> here? [laughter] >> Sorry, I'm chewing. >> Henchel >> here. >> Lamar >> here. Maine here. I always panel >> here. >> Motor here. Uh uh we have a quorum. We have six members present and we are here to um are have discussion with the STEM Academy um governance board. So welcome to the meeting. >> All right. So >> I think one of
111the easiest things and you can help as well board but if you open up to some of the changes and I will say Ed and Aaron came in oh at this point it's been about a month ago if not more and we had a great conversation of kind of what they see as the future of STEM as well as what we are. They were very gracious. They understand where we are within our own budget concerns as well. And at the the end of it all, the focus is on making sure that we can ensure, as we just had them speak, that there's an opportunity for students that want to explore and have that STEM experience that we we keep that front and center in mind for the Fond School District to to have that opportunity
112for them um moving forward as well. >> Wonderful. Do you mind starting by introducing yourself? >> Okay. not used to this whole microphone situation. Okay. Um I'm Erin Stuffel. I'm the current uh board president of the STEM Academy governance board. Uh I've been on the board for about two years. I have a background in uh science and education. I have a PhD in neuroscience. So I was a bench scientist for a while. Um and I was a college professor for a while. So, I I've kind of felt like STEM Academy is a good place for me to uh sort of put my experience and talents to use and to promote STEM education in our community. >> Thank you. >> Good evening. My name is Lisa Pard. I am the vice president of STEM board and
113I don't know how long I've been here, maybe 17, 18ish precoid times. Um I was um asked to be and serve on this board. I work at Marine Park Technical College. Um part of my area of focus I u manage curriculum but also K12. So all the um programming which that we do within the high schools. Um and back in the day my my uh background was in in IT. So um so I've been on the board for for quite a while and seen quite a bit of evolution within that within that school. >> Thank you. >> Hi, I'm Sean Anhalt. I am the treasurer at STEM. Uh I've been with the board I believe five or six years and by day I'm the director of finance at Ahern. >> Welcome Sean. >> All right.
114Kevin Anderson um Brunswick senior fellow. I work at Mercury Marine. Um I was actually the uh founding president of the STEM school on the planning year uh committee for two years before that. So um what else? Have a PhD also a professor at Purdue University. >> Welcome. Thank you. >> Hi, I'm Stephanie Cochran. I am the teacher representative at STEM. I've been at STEM for 5 years and I teach sixth through 8th grade English. >> Welcome. >> Hi, I'm Sarah Jacobe. I am a uh I'm the secretary of the governance board which is new for me this year but I joined last year as a parent representative or parent uh director. I have a junior um at STEM and he's been there since back when it was a three like third grade through 12. And
115uh my daughter is one of the fondi fish. Uh she was the one who was talking um a lot and she's she's in seventh grade. >> Welcome. Thank you. She did a great job. >> Thank you. >> Hi, I'm Amy Sammons. I'm also a parent director. Um I have an eighth grader, William, who started there in fifth grade. So, he's been there for a couple years. >> Thank you. Welcome. >> I'm Ed Alionac. I was the uh president of the governor's board up until just recently when Aaron took over. I served in that role for five years. Previously I was on the board since I think uh 14. Before that I started out really pretty close to the beginning coming into the school and teaching a variety of projects and things with the kids in
116order to teach engineering or manufacturing principles. Uh my background is I'm a retired engineer 35 years uh doing engine development at Mercury and Cummins Engine Company. I'm a uh master black belt and I uh actually have a master's degree in forestry as well as my undergraduate degree in engineering. So, >> uh, yeah, >> welcome, Ed. >> Berkeley was different back then. [laughter] >> Okay, Ed. >> Hello, everyone. I'm Amy Clinsman. I'm the principal at STEM Academy. >> Welcome, Amy. >> We We do have one board member that wasn't able to make it tonight. His his uh wife had car trouble. Um he is actually a former teacher from STEM Academy that now teaches at a different school. Um he is a high school social studies teacher. His name is Adam Grassnic and he regrets uh
117being unable to be here tonight. >> Well, thank you for bringing his name forward. I appreciate that. The other thing I want to mention with the board too as we had we had talked this is something that really should happen yearly if not twice a year and I'm not sure if it was during COVID or what it was that stopped some of the conversations maybe from having um happening I should say but I think it is something that we need to and it's in the contract as well that we need to reestablish ourselves on of what these meetings look like and making sure that they're built into our own calendar of of when we meet with a STEM governance board to make sure that we're working, you know, cohesively as a group for for the
118students at STEM. >> Thank you. >> Yeah, >> I think they know us. [laughter] >> We took role. So, um, what are you what are you interested in sharing? Do you want to go through some of the old versus new contract language? Maybe why you made some of the decisions you did as you brought the new one forward? >> Uh, sure. I I can talk a little bit about the contract. I think I I'll talk a little bit too about what our board does. Um, we're a little bit different than what you do. Um, so our board is tasked primarily with um making sure number one that we are fulfilling the contract that we have with the Fondelac School District. So, uh, you should have received those documents, uh, late last week. Um, so if
119you had time to look through that contract, you can see that that covers everything from our, you know, very important things like our curriculum model all the way down to what kind of schedule we run during a day um, and and other sort of financial obligation or financial arrangements that we have with the FondeLac school district. So it pretty much covers everything um that we do at STEM and and that any school in the district does. Um so our other things besides that contract um are that we primarily are in charge of sort of making sure that STEM Academy is carrying out that mission and vision that is in the contract. And for us that's promoting and using a curriculum sort of based in STEM fields like science, technology, math, uh sort of engineering and
120math. I get those out of order. Um and to do that we use a projectbased learning model which really allows our students as you heard tonight uh you heard the sort of pinnacle of that which are is our capstone or our capstone projects that our seniors do. But essentially from sixth to eighth grade, students are engaging in a project cycle um where they're going from ideas to design to creation to reflection on those creations to iterating and improving on those creations and then finally on sharing those creations with their class with the school with the community. So project-based learning is something that we think is very valuable for students. As you can see, it gives them a chance to really think independently and sort of be uh in charge of their own learning and be
121instrumental in the kinds of um projects or decisions that they're making about how they pursue uh science, technology, engineering, math, and other things as you can see by the students that presented tonight. So, um so our board uh is tasked with making sure we're carrying out that mission. We do that in a number of ways. We do specific fundraising to help support the school uh to do special things like STEM related field trips. We provide additional professional development for the staff at STEM in both project-based learning and STEM education. Um we also um engage in strategic planning as a board looking forward uh in sort of what we want STEM to accomplish, how we want STEM to improve, how we can best serve the families in both the whole FondeLac school district, but especially the
122families that are currently enrolled in our school. Um we feel that this is a great opportunity and choice for Fondelac school district families. and our board is very committed uh to making sure that we're doing the best job and becoming the best asset we can to the FondeLac school district. Um in other things that we do um you know we do have uh events that we hold that the governance board holds throughout the year. One I'd like to bring up very specifically is happening this week. Um on Thursday we're doing one of our public showcases. We do one of these each semester. So, Thursday from 5:00 to 7:00 is our winter showcase. Students in every grade and every subject will be presenting project-based learning outcomes from everything from English to computer science to capstone and
123high school project- based learning courses. So, you'll see a lot of things on display, including my Lego robotics team. They will be showing you their um their robot game and their presentation. So, lots of opportunities, >> huh? >> In their blue ribbon. >> Yes, their trophies. They're very, very proud of those. [laughter] So, um, yeah, they, you know, to plug them again, there are 300, uh, Lego robotics teams in the state, and we are one of 27 going to the state championship. So, what we do, what those kids choose to do is project-based learning after school. they're choosing [clears throat] to do that outside of the the school day and really employ this project-based learning cycle outside of their normal school hours, which is is great, and I'm glad that we can provide them that
124opportunity. So, I don't know if anyone else wants to add anything else, but that's kind of a little bit about what our board is for and what we do. Um, as you were sharing the event on Thursday, uh, I know you've incorporated more of the arts as well within your system. U which I think is pretty amazing and that you're um I >> I know when I went to one of the last >> um what events where you the showcase that there were there were um students that perform musically as well. Yes, we will have an art show in the media center and we also have students presenting um some uh band ensembles and I think we have a music um what is the class called? Music >> technology. Yes. And so they're doing projects
125with um our band and orchestra teacher using technology and music. So yeah, >> go ahead. So, I feel I'd be remiss if I didn't add the support that we've had from the school district at the school over the years has has been phenomenal. I mean, I've seen the building over the years. used to go upstairs. It was like going into grandma's attic or something, you know, and now it's just beautiful, you know, classrooms and science rooms and areas for the students to work. You know, our, you know, the money that came through the last successful referendum did a lot of improvements with our elevator and other things, air conditioning, you know, it's just been great. And our relationship with the district with you folks is very very important to us. you know, maintaining a good
126relationship, working together, providing value to our families, our students for the district, you know, in our way in our school is is uh what we do for your folks and the support you give us has been phenomenal historically being I mean, we have all the blessings in being able to use a little bit of a different academic model, but have the support of a major, you know, state school district. So, thank you for that. >> Well, and thank you uh for the opportunity as a parent of two boys, one who attended STEM and it was the right match and in a son that it wasn't going to be the right match. And it was nice to have an option as a parent um to meet my two children's needs in the way that they needed
127it. So, it's a a great opportunity. There was not error back at that time either. >> Uh does the board have any questions for our STEM governance board? >> Yeah, I got a question. Um as far as enrollment, I know we've talked recently. I mean, I think a year or two, weren't we pretty close to capacity or I was going to say what's what's the capacity and where are we at? And um I know that's been it's been successful, you know, and I just wanted to know, you know, enrollment wise. >> It's a great question. Um so we are currently at about 174 students. Um that is an increase from last year and the year prior. Uh the largest that we've ever had in enrollment was closer to or a little bit above 200, but
128we had more grades at that time. So in our current model 6 through 12 we are at our highest enrollment that we have had as a six through 12 school. >> So are what would be could we hold 200 yet uh with the grades that we offer right now? Is that um capacity or or is that too much based on you know the grades that we have? >> Per our contract we can take 26 students per grade level. So that's approximately um somebody quick do the math um sorry 26 students per class not grade level so two classes for sixth grade 7th and eighth grade that gives us um approximately >> I was thinking just middle school just middle school is about 150ome and then another 104 at the high school level that's per contract
129I would say realistically in our current surroundings at the Franklin building, we would not be able to meet that type of capacity based on the space if that makes sense. >> So if you had uh more space, you you could grow is what you're >> saying. Okay. I guess I had a question and that um that all I mean how much are we getting in as far as uh you know other districts? Are we getting some um you know transferins to the program from other districts? I mean are we seeing some of that or are they coming all from within our final act school district? >> It's another great question. I don't have the exact numbers in front of me. We do have some students that are open enrolled from other districts. >> Okay. I
130don't know exactly the number that we have currently right now, but I can get that for you. >> Yeah, we can check with Wendy. She'll be able to get that to us pretty quickly. >> You know where I'm going with this. Obviously, you know, our our our dollars on revenue caps and everything are driven on population and you know this is a selling point to bring people here. Uh, I mean that obviously helps both of us, you know, helps the district, helps what you guys are trying to accomplish and, uh, you know, there's, you know, you look at ACE, you look at STEM, there there's we got a lot of crown jewels that we really need a better job of communicating, you know, to our public and our surrounding areas. So, >> and looking at
131your school report card. So, not only are you um offering students a different way of learning, but you're at ex and not but and you're exceeds expectations. And if I look at achievement, your score was the same or higher than 97.7 through 12th grade. As well as if I look at I'm sorry, that was is that achievement or >> they're they're getting the exceeding expectation based on achievement not on growth. But growth, they were also 97.6%. >> So you were in both areas. >> Well done. >> And that's something that needs to be put in press releases and promoted, >> right? And even if you look at the student groups, I just pulled this up, but um sometimes uh different group score and if you look at students with disabilities, they scored significantly well as
132well as um students who um are econom economically disadvantaged. Those were some of the pullouts too. So as well as um some of the groups that we look at. So that's great. Yeah, I think as a as a charter school, we have a little bit more flexibility to help those students do things in a way that works better for them. Um, and so we definitely do have families that are just looking for something that's going to be a little bit different. Um, and sometimes it's a little bit different for every student. And so, um, I think to a benefit, you know, for for STEM, I think of how many families may have already left the district if it wasn't for STEM. you know, I think we have a lot of families that are here and
133we're glad that we can provide them with this opportunity um and and keep them here um as well as enrolling people from other districts. So, >> I I was just going to throw out there one other thing that I've experienced over the years coaching middle school wrestling and stuff like that is um there's kids at STEM that in the past have wanted to participate in certain athletic activities or uh extracurricular being music and things like that. And I don't know if we, you know, is there a better way all a sudden they get lost, you know, cuz I know for middle school wrestling, they pick up bus from every they forget STEM. It's like, guys, there's people at STEM that want to participate. You can't forget about them, you know. U and and that's where
134I want to make sure that we still give them the opportunities within the STEM uh to be able to participate in those activities uh outside of school too with extracurriculars. And I don't know if we've done a great job at making that work as well as we could probably. So, >> and I think Mrs. Kunman put a lot of work in ensuring that the students have access to the arts and bigger performances. >> Yeah, absolutely. And Mr. Henchel. Um, you'd be happy to know that this year STEM Academy has had a middle school girls volleyball wreck team, a middle school boys and girls basketball teams, and we will have a middle school boys volleyball team for the first time ever. So, there is um a large portion of our staff that has expertise in coaching
135and they are getting kids excited about exactly what you're talking about because we know that's good for all kids. And Mr. Hutner being on our staff is a huge connection to the high school sports. >> Yep. >> All students at STEM Academy have access to clubs and sports at FondeLac High School as well. So, um he is he has been instrumental in getting kids um out for cross country and many of them are going to do track. >> That's great. >> He's a great coach. So, nice. Right. Do you have any uh questions for us? >> Well then, um thank you for >> I tell you what, I'll just make a quick comment too because I'm an engineer. So when we get great test scores, great numbers. Yes, I internalize that. But I'd also say
136from kind of a qualitative standpoint, more of a humanistic standpoint, you know, when we started this program, we thought, how is this going to benefit the community? And we've actually had one of our first students, Jared, went to Michigan Tech in engineering, got his degree, mechanical engineering. Now, we hired him at Mercury Marine. So, that's a sign. >> I got a call last week from another student, Sean Ferguson, went to STEM school, right? Yeah. >> He went to Platville. He's finishing up his mechanical engineering degree. and he called me up Wednesday. We're going to be taking him through our uh manufacturing operations because he wants to move on and get a mast's, right? So, at least you see qualitative progression of of people benefiting our community, too. So, >> and I wonder, can we, like
137you had said earlier, can we highlight that? Like that would be a great piece to share in our local news, right? Highlighting coming back to our community. Yeah, >> I think >> it also showcases similar to the ACE program as well. When when our kids get exposed to people in the different positions that all of you are in even they get much more comfortable reaching back out and saying, "Hey, this is what I'm doing now. Can can we meet up again? Can you talk me through this? Can you talk me through that?" Which I think is huge as well. Their education doesn't just stop when they become when they graduate. But by having those connections and those deep roots in FondeLac, we get some of those great people coming back to FondeLac and continuing to
138serve in different capacities. >> Yeah. And and you know, having access to people in the industry, you know, I just saw Sean last week at the Y. So, yeah. Um, so, but I I know when I was three years into an accounting degree at Whitewater before I started talking to accountants and said, "Yeah, that's not my personality. I can't do that." So I switched, you know, uh, to finance, but it was just one of those things where just having them access people within the industries they're looking at to make sure that that's what, you know, and I told all my kids, I go talk to people you want to the job you want to do. So you make sure what's their day look like, make sure that that's what you want to do every day,
139you know, and have conversations with people and having access to professionals in those industries and that that that's great. So, and like you said, bring them back home, you know. >> Um, and thank you for all of you for serving on the governance board because it's work, a lot of work, and it's um benefiting our students and our communities. So, thank you for your time and energy and passion for our students and community. >> I got a quick question. So you said by contract numbers what we're at if we want to grow it we can change the contract right >> to just throwing that out there. >> I think that's that's something that we're going to be I think communication from moving forward at a much higher level than what it maybe previously had been.
140Um again >> STEM growing helps the district in terms of numbers. So it's a win-win in all those avenues. And I think it's just again how do we communicate what STEM offers um so we maybe get more people that way but also what the district itself is offering >> and as we look at right sizing and there might be opportunities to open up space where we have more space to grow then too you know in those areas and have more resources and you know um even make it bigger than what it is. Yeah, we're we're excited for what opportunities might come our way. Um, we are very flexible like we've said in the meeting with Matt and Ed and Mike and uh we we talked a lot about, you know, just sort of we know
141the district is going to have changing needs and changing situations in the coming years. And so again, we intend to be an asset and and something that creates opportunity for the district and we intend to hopefully keep doing just as good of a job as we're already doing. Um and and so back to Matt's point and sort of back to the updates to the contract, one of the things that's in the new contract is that we will have an annual meeting with um the administration to discuss the changing needs in the district and to discuss what's going on in terms of how, you know, we can be more supportive of the district and and how we can change and flex in ways that will be compatible with what district needs are. So, we are looking
142forward to having more frequent contact. We also are going to start producing an annual report that will be a summary of what we've done at STEM every year. So, that'll be something that we'll bring to the board as well. Just sort of a summary of uh achievements and accomplishments and numbers and all of those things that will give a good summary of what STEM does annually. we're welcome to any and all communication with the board [clears throat] so that we can create um a stronger relationship going forward and and who knows what other opportunities come from that. And so the more communication we have I think the more we can offer all of the families in the district. So, so I know we we have um you know Mercury obviously uh it we have a
143lot of the other businesses in town right engaged kind of and I'm assuming we have crossover with STEM or I mean with ACE right >> I mean it'd be really interesting to see how we could even you know not work in silos with ACE then either and bring in the STEM and the ACE Academy and and try to in do some integration and some cross-pollination on that would be kind of cool. Yeah, would be >> that would that'd really explode a lot of opportunities because you know just think of how many people we got in STEM too or I mean in ACE you know like 300 people in ACE. So just throwing those ideas out there as my wheels are turning. >> Yeah. And and we have students in our high school that that do
144go to the high school to take some classes and so you know we've already got some crossover happening but to expand that to the ACE Academy I think is a great overlap. >> Yeah. And see if some of the businesses can see how they can help you know, integrate some of that then too and what their needs are within our community. >> So, okay. >> So, when you guys do open enrollment, >> what does that typically look like? Do you guys have videos that you send out or is it just posts on Facebook or or how do you guys draw people in? >> Good question. I I was just going to get to that. We are actually making um quite a big push this year to increase our sort of visibility. So, one of the
145things that we've uh come to realize about STEM is that not a lot of people really know exactly what goes on there or what the opportunities there are like. Um, so we are hoping that things like our showcase night, we we want that to be open to the whole community so that if people are interested in seeing what we do at STEM, that's one thing we can do. Um, but we have a parent who has been a wonderful volunteer this last couple of months and we are creating uh a video series. Then we've created a YouTube channel that we will be producing about a video every two weeks during enrollment season which starts now. So, um, from now until April, we'll be releasing a video every two weeks or so about different aspects of STEM.
146So, our first one got released last week. I don't know if you were able to see it, but it was on our uh STEM Facebook page. And so what we would love some support with is to help get those videos out to families outside of our STEM bubble, so to speak, you know. So like it our fa families on our Facebook page don't need to see that. We need the the entire district and the Fondelite community to see this video series. So we would love some support um in finding ways for us to get that uh to a larger audience. Um they're I'm just really excited about it because the the parent who's doing this the first video is just really fantastic. I think we're all pretty proud of it. So um we're excited to
147see what comes from that. But we're going to we're going to talk about things like we're going to have a video about athletics. We're going to have a video about project-based learning, different clubs that we offer, um alumni that have come through the school and where are they now. So we're really trying to cover everything that that STEM contributes and and can offer. Um, and hopefully that will help some with our our uh awareness of what we do and what the opportunities are there. Um, we also do open house or I guess what we call them uh exploration nights in the spring during enrollment season. We have one in March and one in April that we invite anyone in the community who's interested in finding out more about enrolling at STEM to come and meet
148our our staff and our governance board, get a tour of the school um and see some of the things that we do at STEM. So, between the showcases, the exploration nights, this new video series that we're launching, um we're hoping to help improve uh visibility and improve access to kind of what goes on at STEM. Can we put that on our >> Mhm. >> Yeah, >> absolutely. If you share anything with with Haley, she'll she'll be able to share things out as well. >> Um, also sounds like a great future capstone project for a student to really >> as that social media component is huge for them >> to put push things out and and get that recognition >> out there more as well. Yeah, we've been having our especially our juniors and seniors get
149a lot more involved in both service to the school um producing things like that, being volunteers at different events at the school. Like for instance, last year our juniors uh were kind of put in charge of helping to run our graduation ceremony so that then the following year that'll just sort of become a tradition. So, we're really we're getting our students involved in sort of giving back to us, but also, you know, supporting their fellow students and and learning to help just be part of a a bigger community. Um, as it's it's a great life lesson, but also uh good for the school as well. >> So, I know I read about this in the contract um to enroll, but I thought I'd ask, can you explain how does somebody enroll because somebody might be
150watching this meeting right now, right? And uh so how does that happen? >> I don't Amy, do you want to take that or do you want me to? >> Absolutely. I can do that. >> Um so there are really two things. Um one is we would like families to reach out if they just aren't sure yet but want more information. So, on our Facebook page with that video and that post, and pretty much every post we make, we include a link to a Google form that families can complete um give us their information and then um request more information from us in several different forms. And then to enroll in STEM Academy, we utilize our school district's in district open enrollment system. So, we have those forms ready to go at STEM Academy even now
151before the February 1st beginning of that system and we start timestamping the um forms as soon as we receive them. The only reason we do that is because if we would get to capacity, we would have proof of the the first in you know the the order I guess of application. um if we do get to capacity in any grade level. So that's 52 in six, seven, and eight and 26 in 9 through 12, there's a lottery that takes place and that also is outlined in the contract. So that's why we time stamp those forms, but that is the way to secure more so secure a spot is to go through that open enrollment process. And then um what happens is we meet as a district in May, all of the principles and we go
152through all of the open enrollment applications and we determine where all of the students are going and then all of the families are notified by the school district. Um Miss Burgess sends out letters saying this is where your child is attending next year. So, it's it's really nice to be part of that process because all of the principles at the other middle schools and high school can also see where students are going and the communication is much more clear on our end with families. So, that's the process we currently use. >> Y >> is there ever um I know we used to go down to third grade, right? Is there ever a possibility? Is that something that all a sudden we got into it and said, "Yeah, that third, fourth, fifth just isn't a good
153fit for that grade level or what was the reasoning behind uh moving that up?" >> So, we're talking about the change that we made about five years ago when we had uh third, fourth, and fifth grade through and then we initially had third, fourth, fifth. We expanded you know, into middle school. Then we expanded into high school. We went through a period where we had another entity called the STEM Institute along with the STEM Academy because of the way the grants came in. Variety of things went on. But we found ourselves and this was five years ago >> with third grade through 12th grade in our building. And we were quite frankly we had a couple problems we were addressing. And we addressed it in a very logical process of of analyzing where we wanted
154to go, what was important to us, and what changes we need to needed to make. And dropping third, fourth, and fifth was one of our changes that we had evaluated, which we ended up moving toward in our decision-making process. There were a couple things. One basic one was third grade wasn't a natural transition point. Okay? If you've got a successful second grader, >> chances are you're not going to pull your child and bring them into third grade in STEM school. Unless you had a really strong draw or what was happening, we were picking up students for reasons other than their desire to become STEM students. And so that was one of the things we were seeing happen in the school. We were also just for what we were trying to accomplish in our building. We
155just were spread out thin and the idea was let's concentrate on middle school, high school and do that well and we made that change because sixth grade is a everybody transitions in sixth grade. So it became a very logical transition point for our opening grade for the school as we brought students in and then to try to expand that and progress that more up into our high school grades. >> And I appreciate that. I had multiple kids in second grade saying, "Oh, you should go to STEM back in the day." And I'm like, "You're taking them out of their social environment. You're taking them out of all these different things." But they were tested as gifted and talented. and right away they want, you know, and and we didn't have any resources for them back
156in those days, you know, and uh that makes a lot of sense on what you on why. I was just kind of curious what what went into that, you know, and that that makes a lot of sense in the transition piece of it. >> So, >> give you a little more uh color on this one, too. One of the reasons we really started at third grade was basically an issue of equity. A lot of times women will disengage unless you get them engaged in STEM pretty early. So there were a lot of big national studies Sally Ride Academy that said the sooner you can get women engaged in the STEM fields the more they stick to it. They move on and they succeed in those fields very well actually. Um so that's why we kind
157of started so early at least one of the reasons. What we have found is that as long as you get them by sixth grade and get them engaged by sixth grade, they still succeed and they move on and they stay in the STEM fields. So, we're not giving up too much honestly. You know, I think there is a blend of that socialization being with their friends that they start with in second grade and have the national transition points, but then as long as female, you know, they they engage in the STEM fields by about sixth grade, they're very successful and do well. So, so we feel good about that. >> Good. >> Yeah, >> thank you for that point. >> Thanks, Kevin. >> All right. >> Mhm. >> Um, did you want me to go
158over just a few of the contract changes? I know we kind of went through that a little bit but got kind of >> I think we're fine. I think we're fine unless there were any questions. I again just really appreciate you taking your a night and in because you attend your own board meetings as well. >> Yep. And we have a big event this week. Yes. >> Yeah. Um I did want to update you that we did send a draft of the contract to DPI because they have to do a >> a check for um compliance with statutes that they call sort of a benchmark check. Uh I did get that back last week and we have met all the benchmarks. So that part of the contract has been taken care of. So now at
159this point, we just need to fine-tune any language that needs changing and uh you need to make your consideration, but just so you know, um it's been through its DPI pass. >> Perfect. Y. >> So, I've got a couple more just comments just so the whole board up there understands our current contract expires at the end of this month, you know. So, we're kind of running into that time frame. We have this contract that we need to review and get signed by the end of the month. >> Shouldn't be a problem to do that. But the other thing I want to say is when we we use the term contract and we talked about this Matt and Mike, we use the term contract and we use it in this form because we need to have
160this contract because we have a charter school, but it's really more of an agreement between us as a board, the district. It's not a hard and fast situation where anybody's going to say, "Well, this is in the contract and so we have to do this." We will work out anything the that would come up. For example, the contract talks about the location of the school. Obviously, that can change. Now, we've added language in the contract for things like the annual meeting. Those things are important. We need to be doing those things. It was in there, but it was a little too loose. >> And so now we're we're formalizing things like that. The idea is to have this amicable agreement between two parties on working together to make a school that benefits the community and
161the district not to get hung up in in what would you think of the normal legal ease of a contract. I just wanted to lay that on the table as we go forward. There's nothing in there that we can't change. And what we're we're coming off a contract that was a five-year contract and we're looking in a renewal for a two and a halfyear contract. Is that still correct? >> That's what we had kind of said, but it does. >> And what that'll do is that'll bring our contract to end at the end of a school year. >> Correct. Right. >> So now it's a little bit unusual to end our contract >> at the end of January. >> Thing is that's where we worked out those changes to change and go to the middle
162school high school format in order to get it ready for the following year. It was January. So we signed that contract at the time. Ed, I'm glad you brought that up because that was one thing when I was looking through this. The location struck me and I didn't know how easy it would be able to change things. And you're right, it does read more I mean there's a lot of legal ease in it too, but it does read more as like an uh >> I don't know what you said. >> Agreement. >> An agreement. Yes. an agreement, you know, and so that's good that we can things can be changed easily. >> Yeah. We would just amend the contract, >> right, >> or add something to the contract or do whatever we needed to do.
163[clears throat] >> It it's it's not like a contract >> of parties that aren't in agreement to work together to make a school work. And I think one of the big pieces is with open enrollment, not all of a sudden saying in June, hey, by the way, this isn't going to be to to make sure people have the understanding of they're signing up for something just like any other school in the district would have to make sure that we're not doing something different to STEM in regards to that as well. >> For sure. >> Thank you. >> Okay. So, on that note, please send us all of your um send hi all of your videos and so forth so we can help celebrate the work that you're doing and continue to have enrollment in STEM.
164Thank you for your hard work. Thank you for having your students come. We look forward to seeing them again at the end of the year when they've completed their capstone. Um and let us know whenever you're having events so we can help support that and the work that you're doing. So, thank you. Can I have a motion, please? >> Move to adjourn the workshop. >> Second. We have a motion by Mr. Henchel, a second by Mr. Lyins. If we can please have the role. >> Frame. >> Yes. >> Henchel, >> yes. >> Ly, >> yes. >> Maine, yes. Panau, >> yes. >> Motor, >> yes. Uh, this is Oh, I'm looking at my wrong one. I'd like to Where's my script? adjourn the workshop at 7:45. It's been a day, my friends. [laughter]