10/8/2025 Board meeting

001All right, I'll call the October 8th, 2025 meeting of the Kick Area School Board to order with apologies for missing uh last month's meeting. I forgot it had been bumped to Monday. I hadn't written that down in my my calendar. And I will note that I heard rumblings that what you all learned is that when Scott leads meetings, they're long. When Isaac leads meetings, they're short. But as a statistician, that's not a robust enough sample size to make conclusions. >> I'm going to roll forward. We'll get through tonight as we can. Uh we'll begin as always with roll call, please. Mara Earl Wallace here. >> Isaac Wallace here. Rich James >> here. >> Shrader >> here. >> Janet Matthysse >> here. Scottwell >> here. >> And affirmation of approvation of the agenda. Miss Kim. >>

002I, Kimberly Johnson, hereby certify that notice of the October 8th regular schoolboard meeting was caused be published accordance to state law. >> Thank you, Kim. Everybody's got the agenda in front of them and has had time prior tonight to re review it. I'll entertain a motion to approve tonight's agenda. >> I shall move. I'll second. >> Motion by Earl, second by Bo to approve. Any discussion? All in favor? I >> I >> opposed. Agenda stands approved. audience, visitors, and board members. No visitors, any board members with thoughts, concerns, issues to bring forward. The one thing that just popped to mind last night, uh, I just want to thank all our coaches. I was at a distant cross country course down near Pra Shane and just watching the coaches. I had a thought there, it's a

003Tuesday night. They're an hour away from home and they're enthusiastic and cheering and coaching and made me think of all our coaches and just a note and moment here to say thanks to them for all they do. They really I think have an impact on our kids. If there's nothing else then we'll move on to expense vouchers and receipts. Any questions related to the information in our packet? >> Ask about the pec card thing for Megan Schula that was paddling in Michigan. Was that a >> for the upcoming trip? >> It's the upcoming >> June. >> Did we already approve that? Was that in the list of things? >> That was last month. Yeah. >> Okay. I didn't even go back and look at I didn't see anything myself that is >> the only other

004one I was going to ask about is it's under Amy Matis's PE card but it's Huddle subscription and I kind of know Huddle because one of the coaches came and talked about it once but for the 15 or $1,600. Is that just the volleyball part? Yes. So then do other sports still use that or not? It wasn't volleyball. >> Typically basketball or volleyball. >> The thing for that is the camera and they do the stats. >> They do all the stats. >> So I think but it's gone up a lot from what? That's what I >> So is that is huddle being used the way we had a long discussion when we purchased it and has it being used to the extent we envisioned in terms of >> I know the videos >> the coaches

005that use it just the aspect of not them not having to sit and watch tape over and over and over and somebody does it and everything's done. Yeah, it's super helpful. >> Yeah. >> What if just for that amount of money? I just was wondering, you know, does that include >> more than just sport because >> I don't know how much it is per sport. >> Oh, it might vary. >> And if I'm remembering correctly, I think basketball last year was about $1,500 for boys and then 1,500 for girls. >> I was going to say I thought it was three grand for boys and girls. >> Yeah, >> that's really gone up. >> Yeah, makes sense. >> But that and having used Tuddle, it's really really nice as a coach. You can like for basketball,

006you can do clips and you can send it to your team and they can watch, >> okay, here are all the inbounds plays North Crawford runs and they can go through and they can watch that and here are the things we're not doing. It's amazing having the way it used to be in >> and and I'm sure it's better, but even when whoever first showed it to us and I thought it was maybe we go up it was basketball anyway and yeah, it was pretty impressive what it did but it also didn't. >> So start like 50 600 >> is that going to come back to the Lord in terms of the full price, like do we have some agreement that has to be approved and renewed like with a lot of other contractors or

007is it just going to continue to rise without us really? >> I'd have to check on that. I'm not sure. Kent would deal with them to find that comes out of their club account though too, doesn't it? >> That comes out of their general fund. >> It does come out. Okay. >> I can check on that with Kent and see. I don't I don't know if it's >> comes up. SW budget gets to the point where we really have to start taking a look at what's the actual cost of >> I'm going to say sports, I'm say co-curricular activities. >> I can check on that with him and see. >> It just be nice to >> Yeah. So with that, I guess I'd make a motion to approve. >> Thank you. A second. Motion by

008Janet, second by Earl to approve tonight's expense vouchures and receipts. All in favor? >> I >> opposed. Motion passes. We'll move on then to tonight's consent agenda, which includes the four following items. Minutes from our September board meeting. Uh four students with early graduation requests. and nicely uh when you see this on the agenda, a number of donations. David and Rosemary Lepley uh donated $25 in memory of Varla Hamilton for the digital sign and Peter and Linda Catalano, $80 for the digital sign, $200 in addition coming from Compier for the lunch fun. Uh, and then a field trip. The business class is planning a trip to Oshkosh to the Pro Sports Career Day on November 11th. Estimated 15 students, cost $135 plus transportation. The only question I would have, the four students seeking early graduation,

009I assume, have met all >> Yeah, have met all the requirements and turn everything in. Um, you know, all four have a little different avenue. Some going directly into college and some um the workforce path and career where they're at is where they're at as well. >> I I don't recall and it probably did happen before, but I don't recall said how does someone accumulate enough credits in three years? >> Well, basically you got you've got eight a year. So, take a full load 816 24. >> I mean, I'm sure you guys checked it out, but I think it's >> No, they are, you know, and they'll have to be before the end of the year. Um but yes, they are on track. Um with that, I was going to hit on it in my

010report, but you know, with the juniors, yeah, we haven't had any in my 18 years here. Um we had one one other situation like seven years ago. So, it is something we're going to revisit just in the policy as far as specific to juniors, some of the changes and making sure the language and the wording with everything. Um, you know, it's fine as it is, but as we start to look at that, just making sure everything is as specific and spelled out as possible. >> I'm assuming somebody talks to them about the alternatives to just >> Oh, yeah. Yeah. We go through everything and Angel spends time and, you know, hey, are you sure you want to make sure this is the right decision, you know, >> really tries to, you know, make sure they're

011on path and, you know, touch base. You know, there's been a lot of communication with parents specifically as well. So, but yeah, it is we we have not had any joy near a long long time. >> Any other questions or recommended changes to the consent agenda? Hearing none, I'll entertain a motion to approve. I'll >> move second. >> Motion by Earl, second by Bo Mara to approve tonight's consent agenda. All in favor? I >> I >> opposed. Motion passes. Moving on to theformational agenda at uh 7:13. >> Don't change. Uh number of discussion items. First being cell phone use on buses. Currently okay. And is there an issue that's arisen? >> Well, kind of. Jeff and I were talking because there are some parents that have let their fourth and fifth graders have cell phones.

012I've already had to deal twice with young gentlemen who've decided to show images that they probably shouldn't be showing. Not probably they shouldn't be showing. So Jeff and I talked it would be nice if we had where and here's the problem. It would be really nice if we had a policy that said kids can't take their cell phones out on the bus. I don't know how in God screener the bus drivers can >> they can't police it. But it would be nice to have the policy at least it would give us to say, "Yep, put them away and have them away." So then if a kid does do it again, I can just and I can pro I can do this anyway, just hand the phone to your bus driver when you get on the

013bus and your bus driver will hand it to you when you get off. But unfortunately, the way I see it, as cell phones creep into younger and younger grades, going to create more and more issues for us cuz not all parents put on the blocks that they should so their kids can't be pulling up images they shouldn't see. >> I totally agree with what you're saying and I had a feeling this might be with younger >> Yep. >> younger kids is Yeah. But I >> And how to police it. I mean, the bus drivers just they're below the seats. >> Yeah. and and you you can't necessarily, but when you have an incident, at least two people will think I'll say assuming someone will hear back. So they do >> they do, but the cameras

014>> it's not going to pick. >> Yeah. And the cameras are great. I love the cameras. It made my life a lot easier on Monday when a parent called all upset because some kid had been hit and then we found out that the kid had been hit. It hit the other person three times first. So then the parent was like, "Oh, my bad." Like, "Yeah, but you believed your kid." Um, but yeah, it can be hard to see, but it just as a discussion item to see what you guys want to do that with that or moving forward if you want to put that in the policy or kind of how to handle that. >> Well, was there any discussion on I mean I I hate to punish everybody for a couple kids that are,

015you know, breaking the rules. I mean, you talked about, okay, if if we had a policy and they take it, can't we have a policy that here's the policy, here's what's acceptable, and if you break the rules, then you can't have your cell phone or you can't or you have to give your cell phone to the bus driver. I mean, I know that's a little bit harder, but I just hate, you know, you lower ourselves to the lowest common denominator. No, I agree with you Rich, but I don't think we have anything that says right now like upstairs we can only have them at passing time and >> No, no, and I completely agree. Some type of policy, but instead of just starting out absolutely no cell phones on the bus, it's okay. Here's the

016rules and if you break your rules, here's the repercussions and see how that works instead of just, you know, >> my only thing with that is I don't think we need to give the bus drivers another job. So, I'm not sure what how you want to handle that because you're gonna what communicate to every bus driver which kids on this route. Keep in mind you have subs running these buses some of the docks which kids can and can't have a a phone. I mean, these people can't have a phone with pictures of them or something and just put a box there. Put your phone in here. Yeah. I don't know. I think it's going to be hard to to handle, but I I think it's a good idea. Give it a try because if nothing

017else, please when you get a complaint, you can say that was the policy. Who broke it? So now, >> right, >> mom and dad, if you have to say he doesn't get, if it's elementary, maybe he doesn't get to bring a cell or she doesn't get to bring cell phone to school. >> No. And the one parent I called, they were upset with their child. >> And when I because I said they can't have him down here anyway. And he goes, "Well, he texts me when he he has it to text me when he's going to get dropped off, so I know." >> Yep. That's a valid use of their cell phone for just put a block on there so I can't look at anything else. >> Yeah. >> But yeah, just so we're all

018I guess I just want to make sure we're all on the same page. >> It sounds this is what we expect. Here's what it is. So Jeff can tell the bus drivers, too. So this happens, we're going to do this or this. >> Yeah. And I I agree with Rich and I also had the thought when I saw this on the agenda. I remember those long bus rides into town as a kid and it classroom I fully supportive. They've got tasks to be focused on. They've got a teacher to listen to but on those bus rides I mean they sit there and play on play a game on their phone. >> Yeah. When we went to Madison I think they're easy to deal with prevent some behavior otherwise. >> Without a doubt. So that's just

019kind of where so we're all I just want to make sure that we're all kind of all the same. We can come up with something, but just think about Jeff and I can come up with something too if you want to. >> Well, well, no, and Janet brought up a good point. I mean, the bus drivers don't need to be I mean, I guess if it's it could get to or or the point is if it happens, then you can't bring your phone to school. Then the bus driver doesn't have to worry about it. I mean, it's kind of zero tolerance, but >> we can have Jeff add that to his bus talks because he hasn't had them with the I don't think he's had them with the little kid yet. >> I can just

020go to the fourth and fifth grade. God forbid they're in third grade. >> I can't have that conversation with fourth, fifth graders, too. >> I have a phone here. Thank she's asked. >> I think it'd be hard to hard line like no phones on the street. Think about it. I think that kids are going to be on them anyways, >> you know, and if you're going to do that, then you're going to set a precedent that we have the bus driver trying to pay attention to that instead of the road, >> which we don't want. Um, so I think if I had to think about it, I think you put something in there that says if you're going to be looking at, you know, explicit images or things that are not appropriate, such as pornographic

021images, whatever, then you take it away. But I think if you, like Rich said, take away from everybody, like, can we try to maybe go halfway there, you know, and punish those, then maybe kids say, well, you know, like I look if I don't look at that stuff on my phone, then I'll get it back, you know, right? >> So maybe it'll almost create incentive to not do that. >> Yep. Well, and that's a good point. I mean, because I mean, if they did that at school in between classes, it would be the same issue. Correct. So, it seems like if it's on the bus, if it's in school, I mean, if you're if you're breaking the cell phone rules, then here's the repercussions. So, I mean, we could schedule a a policy meeting and

022and and try to hammer something out and bring it to the board. Or do you want me just to start with Jeff and the discussion that if you are using your phone inappropriately then you're going to have to give it to the bus driver? >> That's what I would suggest. I think that would start with that and if there's more problems the board can come up with a stronger policy. >> Well, we already have a policy regarding cell phone usage in the school, right? That they can't >> view images go to certain websites. >> We did we actually >> the elementary is not supposed to have their phone. They're not I mean they can carry their phone in but they don't have their phone out. They don't use their phones. So, >> but we have

023that language in our current cell phone policy, right? I I'm sure on >> So, we could just extend that to the bus so they can >> for high school, middle school, >> right? >> Oh, it's it's specific to high school, middle school. >> That's where it's trickled down and that's why brought it up. >> Are we okay, Andy? Like you said, Jeff, thank you. But but please ask for feedback from Jeff if if it becomes like Janet brought up a a pain for the bus drivers and obviously we need to do something. >> Thank you Andy. Next up fiveyear maintenance plan. >> Yeah. So I apologize. I thought it was actually in the packet to go through. So I'm not going to I won't go through and hit on every single point but it was

024more >> an awareness for the board to see. I know we've talked about that the last couple months of just upcoming project. >> Did you happen to when you printed these email copy to Rich and >> Okay. >> Yeah, we got a copy. >> Okay. So, just wanted to have a you know a general idea of things that are coming up in the next um you know five years to be aware of. Um, like I said, you know, to go through everything right now, I it would take a lot of time to do, but I think it's something everybody can look through. But basically summarizes the things that we've done. Um, the things that we have coming up. If you look at some of the big things coming up, um, we did just get the

025parking lot done this fall, which is a pretty big ticket item. Um, there's somebody coming to inspect the roof here in October. So, um, looking at any possible repairs that may may need to be done and also looking at next year, um, or the year after, what they say as far as, you know, replacing that section of the roof, um, what that's actually going to be. I think the the estimate from before was 450. Kim, was that a number of years ago? So, it's it's hard to know. So, I think once we, you know, once that person comes in October, there will be a better idea of um that big cost estimate for the roof part of it. Um, this year we have the moment of the baseball and softball field. Um, looking to skin

026the infield of the baseball field and take off some of the grass and the softball field. We've been, as I said last month, we've been really waiting for a long time for anybody to give us any bids. Um, we actually do have one bid that just came in. Um, and we have another one that's supposed to be coming in the next couple weeks. So, hopefully more on that to be able to have an idea of making a decision if that's something to to move forward with or not. Uh, also looking ahead aside from the roof, um, in the next year or two would be the masonry and tuck pointing. Um, you know, 54,000 is a a bid that we have gotten at this point. Um, but Troy's also working with somebody who has said that,

027um, possibly doing like 10,000 a year and we can kind of stretch it out and they can do um, as they go instead of all in one chunk. Um, so looking at that as well. Um other big ticket items as we go, a lot of it is just kind of ongoing an inspection and seeing where things are at um of any changes that we may need to make. Um obviously the playground and parking lot will come back up again in a few years. Um but at this point, you know, the biggest focus and things from a budgetary standpoint that we'll really have to focus on will be um the roof. And we'll know more as we go and then we can look at I know talking with Allison right now um you know if it

028does come in at that 450 or 500,000 feeling between Griffin and maintenance plan we'd be pretty close to being able to cover where things are at. Um, but a roof and if there's other physical things that need to be done, keep in mind that's referendum uh possibilities because that's easy to see. That's things being >> and you know that's operational capital just depends right >> how necessary it is to borrow. >> Yeah. But in light of the way funds go, we may not want to think about that. But >> just keep it in mind. Yeah. For that kind of big, you know, building a crowd type project, >> it might be. >> Right. Right. Yep. Good. And uh so yeah, we'll know more when they come. Um you know, that number, like I said, is

029is certainly with the way things have changed is is outdated, but the person's coming in October um to look at that. So hopefully, you know, we try to interweave some of the other things in there just to look at annual recurring expenses that we have um things to look at and again, you know, can look through the completed projects just to see what we've gotten done over the years. Um but at least hopefully it gives everybody an idea of things ahead and and where we're looking at. So Isaac, Bo, Earl, I don't know if you guys have any thoughts or comments on it at all. Yeah, I mean I think it'd be great to try to get, you know, the yearly stuff plugged in so we can just have like here's the budget for each

030year and kind of see that that's reoccurring cost and that's going to add up. You know, we talked once about trying to get painting, you know, just kind of general painting for different areas of the building, you know, maybe built in, so year-over-year. We're not trying to do that all at one time as well. So, there's just some general upkeep there. And then I, you know, I like that you guys had some maintenance upgrades kind of assessments for energy efficiency and stuff for your HVAC systems. You know, I just wonder if that's something that can also be just bent off in chunks over time, you know, year-over-year where you kind of try to tackle those things one at a time. And, you know, because obviously, you know, one of those big air handlers go out,

031that's also a big dollar value that, you know, we don't want to see as a surprise one day when January when it's not heating anymore or something like that, right? So that's that's my only thoughts. You know, maybe something that's more building and grounds related to try to dive into that more detail, but seems like a great start. >> Last question then. Um, is this plan since I see capital project here, is this the the document then or the thing that shows our plans for that? Remember for fund 46, we have to have a capital projects plan thing. Is this what that is? Also, >> I think I got is 546 is the right number. >> Well, depending on how much the roof comes in yet, if we don't want to go to referendum, depending

032on how the community feels about it, the roof could potentially take up most or >> No, I'm just saying is this what our fund 46 because fund 46 to establish it, we're supposed to have which and we can change that document at any time was the way I understand. you can change. >> But I was just asking if this is the document. That doesn't mean if we've got the thing in here that it can't be referendum at some point, but it's just we have to have a plan for long range use of water there whether like but we can change it anytime we want. >> Great. But is this the document or is there another one that we should >> that well >> um I'm just this was last fall you know we had been

033talking about putting a document >> plan for what you want to do but right 46 I think originally when it was set up is all we had to do is state what we would use it for one >> and had to approve a capital >> just anymore I don't know Yeah, this sure seems >> you can use it for other things. Just that you had to have one for >> right >> when they had at the state school board. They set it up s you just got to state one thing and you can always use it for something other than that. I just plan >> um but if you don't have some other plan yeah this probably benefit it. Um, so yeah, this was a compilation of a lot of what um Doug's documents and

034DJ and um DJ might have another one specific um like this all kind of >> Yeah, I just thought maybe this was in it. >> Yeah. Well, and yeah, this has all the information kind of broken down and and we can break it down even further, Isaac. you know, like the yearly expenses. And I know like the original intent was really to identify and understand um the budget kind of more in a yearly so we can make more decisions about painting. You know, I think that's when this kind of spurred um >> Yeah. >> So yeah, I mean we'll work further into this, >> but it's a great start. >> Yeah. I so thanks to the committee for putting this together because we've talked about this many times, >> you know, instead of looking monthto

035month or into the next year looking further ahead in terms of potential maintenance issues and expenses. So, this is nice to have. I I totally agree with Isaac that, >> you know, instead of waiting for something to fail or a roof to cave in or whatever, trying to build into the budget, not maybe to extend that thought, maybe not just money for annual maintenance like painting and tile replacement, whatever, but now that you've got this and you're looking at a $50,000 expense next year of $450,000 essentially And Allison, this is a question for you. Is there a way where we can budget that money and put it into an account now so we spend it three years from now? >> Even if we stuff it in fund balance. >> Yep. Is that what fund 46

036is for? >> Yeah. As long as we have this to support it, then we're okay. >> So, this document is going to be really useful, especially when we fill in some of the TBDs, at least with estimates, >> right? And it is supposed to track like the routine, you know, checks like the roof and the the repairs and >> which wonderful. >> Yeah, this is good. And then I'm assuming as we move on then we start tacking another mirror on here. Anything Allison from the budget perspective be I know there's a lot of estimated cost to be determined yet but anything you look at and think oh no >> right now know that there's always surprises. >> Yeah. >> Okay. Very good. Thank you committee and thanks for bringing that forward. Any other comments on

037that by >> then we have a next discussion item community flyer distribution. Mrs. Johnson. >> Yeah. Um, so Pastor Johan did approach me um with this Wednesday after school program, wondered if we could get the the information out and send it out. Um, so as I kind of reviewed through our our policy, I felt like um, as long as we're not endorsing it necessarily, that it was a process that had been identified as okay to do. Um, but then I learned that there was discussion last fall. So then I thought that it should probably come to the board for further discussion. Um and I had as long as we identify you know on the documents though that go out all information from the community needs to go through the district administrator or the board. Um

038and then there is according to the policy you know look back on like 5700 or so on um to identify if this is a material that would would pass. So, I felt like it did pass what the policy stated as long as we say we're not endorsing. I felt that it was an okay process to send home information to make families aware. We're a small community, so things that are happening in our community um they should just be aware of. I did reach out to some other schools to find out their practices um and learn that they do send out information um theirs they found after a couple of years it was easiest to use um a digital format instead of sending it home a paper copy um and while I like pastor Johan had

039made copies of his own I didn't you know we don't make any copies um but so just bringing that here to say if we put that we do not endorse this but this is information or we start um like a dig digital backpack like these are things that are a community that are available to you should you be interested here's the information um >> I really like that idea digital backpack I had never heard that expression but I think that would then we're in control and we can slap the little maybe somebody here can slap the little on that that's >> so you're interested you can read it you can say yes and then the chances of you losing it you know because Even I know with my older kids it's nice to have that

040digital format because I need >> the other thing I kept wondering is so okay we don't make any copies that >> good I assumed that but that needed to be clear and >> what do what do we do our teachers just hand them out to kids and they take them home if they feel like it or they drop them or they leave them on the bus or >> more than that like we actually stick it in a backpack or something and I don't think we should use I They used to have folders in the elementary anyway. I think the high school operates differently like >> I mean mostly this is elementary I guess. >> Um and so it would be papers that they hand home and it goes in their folder. >> Um >> somebody

041has to physically stick it in a folder. I >> Well, the teacher hands it out. >> I just like the digital one to be >> Yeah. The digital backpack and that's what these other schools found worked the best. >> I like that. I mean and then we don't mess with paper at all. That definitely has to go through us, right? Because somebody here is the one that actually posts it. Bass part's not open to the public to get on there and do a posting. Right. >> Right. >> So you have control there for anybody that wants it. >> Yeah. >> All we have to do is make people aware that now we're using this. So >> Right. And that can be piece on my part. Um, yep. And I just felt like we are kind

042of a hub where people gather their information or they learn about the different resources that are available in our community. Um, so >> like Janet, I like the digital backpack idea. I hadn't heard of that. And I this seems as a small community, the school is a conduit or a potential conduit for a lot of outside activities and things that are beneficial for our kids. But I'm thinking back I remember that discussion but I remember the what brought it forward but it was within the last 6 months I think and as I recall the what we sort of arrived at was it's fine to post this on a bulletin board but we didn't want to be sending things home with kids and I don't know why but that's what I remember >> part of the

043feeling of endorsing it and having they didn't >> think it was you know >> and we we can move whatever direction we want from here. But I remember last time that was the >> is setting up this digital backpack thing. We need anything special. That's something you guys can do that. >> I mean because we can you can post something out there right away too that says if you have a community um event or something you would like publicized you know contact >> put your information in. I really like that because we can put our disclaimer whatever evidence. >> It gives us we want >> makes us relevant in a way to the community. I have a fear that we're just walking into some kind of trap here with just, you know, what's going to

044come up that we now have to be fair and have to post if, you know, starts to become some gray area that, you know, isn't as simple as, you know, Bible school or something like that. I'm worried about that a little bit too because I and Kim did include on her recommendation stuff. We we pretty much have to once we start doing this, we pretty much have to accept anything that comes along. That was another one that was trying to get over, I guess. But >> yeah, >> we don't get >> and that's my only concern. It's just setting up any kind of precedent that then all of a sudden we have to now, you know, circulate something else. That's someone's free speech or someone's free opinion and whatever else because we set up this

045precedent. That's that's my only concern. And I get that's when my mind went there. But in um policy 9700, what I read in part C was um staff or students may be permitted to distribute or post literature regarding or on behalf of non-school sponsored organizations or activities in such a manner as described in this policy and in a manner that does not disrupt or interfere with educational activities and is not done in a manner that conveys the message approval, which is why I came up with that. But >> I like the beginning of that though. It said staff or students. So it's and is that's all right. Then we're we're not necessarily saying any group that wants to come in here and ask us to put something on there that we have to do. This

046is for our staff and our students. >> Say like piano lessons or like 4. Does that kind of fall? That's what I, >> you know, like ones we used to get were like Boy Scouts at that time and Girl Scouts, which I think they still have. I mean, and that's fair. I'd like that out there so people can see it in 4 and >> but then what if you run into an organization that >> I think that's why it funnels through us. I guess we have to have discretion with it. >> Yeah. >> And as long as we think that policy is written in such a way that we have that because that would be what we stand on. I guess >> I think the fear with is always the church and state aspect of

047things and >> yeah that ran through my head too but I think >> but as long as there's a disclaimer but you know that's always I think the fear is that >> it's that endorsement part and then that becomes but I agree with Kim I mean as long as there you know it's fair to everyone and there is that disclaimer of you know but um I see where Isaac's coming from too >> and maybe in that policy maybe the policy committee could make it more explicit that it has to be approved not necessarily by the board but by district administrator >> or have look at take that policy and go back and ask our Neola person because you know when you put policies in there's all those paragraphs you can kind of strike this or

048you choose one of these maybe instead of trying to rewrite our own if we go back and have that person and say there was something there that we chose not to use because >> we didn't think we needed Just an idea if you don't want to start. Yeah. Right. >> So maybe that's something we could ask Mara since it seems like you're the main contact with the Neola folk. Just see if there's a addendum to that policy we crossed out that we could uncross out or whatever >> to ensure approval. >> That would address Isaac's concern. I think he'll >> Well, I mean, it's one thing approval. It's it's the criteria the person is going to make the approval on. >> Yes. >> I mean, is that specific in the policy? Because maybe I misard

049you, misunderstood you, Kim, but you said students and teachers. So, a pastor coming to us and saying, "Hey, distribute this." I mean, that's not a student or a teacher. But but last spring that request came from a staff member and that was one of my problems last spring was that staff member sent something straight out to the board instead of going through >> Oh yeah. >> Yeah. >> That's right. >> I talked to her. >> I'm sure. But >> but I mean but that's what the policy says. Did I misunderstand? >> Yeah. So obviously they should follow etc. But a pastor coming, somebody else coming. I mean, then the policy would have to be modified. It's not, you know, none of those are a student or a teacher or >> I don't really have a

050problem with that because are we really just limiting ourselves to things? Does it have to be limited to things right in the district? I mean, there's some good things for kids going, >> right? >> Might be original or whatever. >> But but I get your point, Rich. I think fits the criteria there. >> Yeah. And I think Nola could help with that and and what they think because in in the current environment somebody oh well I'm going to have mine and if it's disapproved then why is it disapproved and other people's are approved and it just becomes a pain. Are you left >> with this request to distribute the announcement from the church? >> Yes, he has asked. Um but I can I can speak to Nola. Um I I can take that off your

051plate and I can do that and find out specifics on um the language. I mean I printed we have several policies that kind of cover and it says to relate back to this policy. Um, and I kind of read through these at the time, so I'm trying to refresh my mind here, but I will talk to Nola just to be sure I didn't miss anything in the policy and this request. And I'll we'll revisit it next month. >> And even though we're not printing our own, I still like the >> The digital backpack is even if they show up with a box of pamphlets, you still got to get them out to classrooms. I would think they can just send you a you know PDF or something of what they want their flyer to be

052and we can take it >> right with them if it's approved. >> Yeah. And if it's not >> and I established guidelines for approval process but >> well I added those >> so I'll share them with Dave from Ma to his perspective on it. >> Very good. Anything else? Next item then, uh, quarterly budget report. I assume this is Alison. We've got a summary in the packet. >> Yes, this is me. So, starting at the top, just our revenue and expense summary for our general fund and special education fund. Right now, we are showing a huge loss. Um, and that is just because of how we get our funding in the school system. Vast majority of it doesn't start to trickle in until January when we get our tax checks. Kind of expected there to

053be a fairly big loss right now, but all of our funding normally comes at the sec second half of the year. So, we operate in a deficit and that's why it's important to have healthy fund balance for us. So right now we don't have any cash flow problems um that I can foresee to even to get us through to January when taxes start to really come in. Um but yes, that's why there's a a major deficit there. Then >> can I can I I'm sorry, but >> I got to look again at in the fun 10 revenue. Do we got we have our extra $400,000 in there? And what happened with last year's 400,000 because that was based they said on per pupil the next year. Did we get our whole 400,000? Did we get

054a little more? Did we get a little less? >> So that was then worked into our per pupil amount. So it actually pretty much washed out. It's it's right >> enrollment didn't appear to have changed too much. So that's kind of my thought. It wouldn't vary a lot. But did come out behind or anything? >> No. If we came out behind it was very a very minuscule amount. Um, and yeah, then we have the new for >> they just describe it as a per pupil amount that you can levy, but they knew they couldn't leave it that simple, you know. >> Yeah. Yeah. Yeah. So, it's it's a very minuscule amount if we lost any. But the way I'm looking at it, we're kind of coming out right about where that 400,000 would be. Um,

055yeah, if there aren't any questions, I'll keep moving forward. I have a question, but I'm hesitant to ask because you know so much about the budget that I always feel like an idiot when I ask question, but I'm going to plow through that feeling. So, looking at that same number, 609,000 to the right, there's an unreceived unexpensed balance that's equal to that. So, that's what you're saying. Those are the tax revenues that'll start coming in. So my question is if we're already since that balances that account out, but we're already $600,000 in the hole, any further expenses throughout the year won't be balanced out. So are we looking at by the end of the fiscal year being in the red in that account? Do you know what I'm saying? >> So we won't be in

056the red. Um, right now we just have our regular expenses and really realistically very minimal revenue coming in. Our revenue will catch up to us though because we're going to get our tax settlement checks in. We're also going to get that general aid and that's split up through a few payments throughout the year. We also get open enrollment revenue in and that's a big chunk of our revenue as well this year just because we have 128 kids coming in. So >> that's a lot. We have to stay right now, but we eventually get the revenue. >> I get that, but just looking at the numbers in the table. >> Right now, we're $69,000 in the red. We're going to incur additional expenses throughout the year. So, we might be $850,000, but the only thing we

057have unreceived on expens,000, right? Is that number >> at this moment? Yeah, >> that will increase as well. Okay. >> Or may go down if we get more income. Maybe the next one will have an offset more income coming in than have expenses. >> All right. So that's not a fixed number. That's >> correct. Yes. Okay. >> Yeah. Because come January if you should be getting first portion in, we're going to have a big influx of revenue that we won't have that major of a percentage increase in expenses like we will the revenue. >> Very good. >> Yeah. Maybe it's too early for this question because maybe it should wait till we get to fund 27, but I don't remember hearing a final answer at the end of the year. How much fund 10 had

058to how much did fund 10 have to transfer to fund 27? >> Was 849,000 and change? >> Close enough. >> Yes. Yes. And that changes this year because um >> we are they changed what our reimbursement level will be. It was that they projected at 30 then they said it was going to go to 42% this year. I got something from the experts at WLE saying don't actually budget at 42% reimbursement. Budget closer to 39 because that's what they're expecting with the amount of expenses people are projecting. Um so that's what I've projected. Um, so with the increase in that, our fund 10 to 27 transfer at the end of this fiscal year is projected, I want to say 780,000. >> Okay. >> I'd have to double check that. That'll be part of the annual

059meeting, but just off the top of my head, I'm sure that that's 80,000. >> You answered what I >> Yeah. >> Yep. >> Yeah. Then moving forward to um salary and fringe expenses. Those are kind of right where I'm expecting it to be. We're a quarter of the way through the year. So, you would expect that to be about 25%. These are all lower than that purely because of how we pay. Like our biggest salary and fringe expenses are for our teacher category. And with their payroll, they have an accelerated payroll in June. So, they get paid June, July, and August all in June to finish out their contract in the fiscal year. So, realistically for that for salary and fringe benefits, I want that to be under 25%. So, they're coming in kind of

060right where I want them to. Um, moving down to elementary expenses, those are all looking good. Um, that other objects line is at 50%. In that other objects, it's like membership fees and things like that. So, those all come pretty much at the beginning of the year. We might have a few more trickling in, but we shouldn't have a ton more. So, I expect that to stay right around there. I don't project it to go over unless there's some new memberships that people are looking at this year that I'm not aware of at this point. Is >> that a challenge? >> No, it's not a challenge. Um then going down to the middle school high school expense summary. Um those again are all coming in under the 25% area. Um the other object lines on

061middle school high school expenses are under that 25% because that also includes things like um um meat entry fees and things like that. Whenever we go to another school we also have to include those in there. So there's a little more spread out throughout the entire year whereas elementary it's not as much. >> I'm going to ask this question about a few categories. uh this middle school high school expense isn't a huge amount of money. So, but I'll still start with that one. So, if I compare with the second column there, which I understand it to mean last year's actual year-to- date activity, so actual last year's expenses >> was 134, but yet we budgeted it up to 183, which is a 36 and a half% increase. Why did we budget a 36% increase here?

062Is there something particular expenses that we have coming because 36% would seem to be high to just say we're going to do the same amount but prices are going to go up. I get that part but 36%. >> Part of it is that increase in expenses. Yes. Um the other thing is again kind of budgeting for if there's an emergency like if not a boiler but if something were to break down we have a little bit of a >> this is high school expense. I think the right thing to do here is direct it to middle school and high school. Erin, is there something big we don't know about or that we do know about that I've forgotten? Like that book thing a couple years ago when we were going to buy English books and

063didn't realize I did know how much money we were, you know what I mean? It's like that was where it was supposed to tie up to, right? >> Um, >> yeah. A big thing that was in there was just going through there were some budgets that kind of went over last year. So I adjusted those to actually come out a little more equally. >> I guess I I'm not aware of any change there would be or anything. I mean >> and and I will say I want to be a little careful because now that I look at this, yes, we spent 134. We had actually budgeted for them 166. that we should be saying, "Thank you for saving us $20,000." >> But yet, I still think that's a lot of I'm not objecting. I mean,

064I'm I know how you build a budget, but and I I guess maybe I'm also just looking for we got enough money in here. And I'm hoping that we end up a little bit better to the plus side, you know, as we levy $400,000 extra on people to pay that we I'm not trying to argue with your budgeting, but I am hoping that we don't spend all of this money. So, >> yeah. Yeah. And >> last year, here's a good case where we got what they needed, apparently. I never heard anybody, any staff or anybody complaining that they didn't have sport or they didn't get what they needed, and yet we we did pretty well. >> Yeah. And and that's always the goal is to hopefully not need all of it. Um, and last year

065our revenues and expenses came out very looking at the overall totals in fun time came out fairly close. We had a small profit of $15,000. >> Yeah, but that's pretty that's okay. I don't want to get too far into the weeds on this, but a small profit of 15,000 when we taxed people $400,000. We got to come out better than that. It's been a long time since we've had an operational referendum. We had an operational referendum for three years. I don't remember the small amount by today's standards, the small amount it was. But part of our thinking at that time was every single one of those years there was we underspent that because we, you know, in those days people weren't passing referendums every three years. And fortunately we had enough aside that we could

066get by a couple of years and then by that time things had changed and wow we were able to go what how many years was it 20? Maybe it wasn't 20 but a lot of years we got to do better than $15,000 somewhere in the end. So that's basically telling everybody to do this good middle school what lights did last year. That's I don't >> Your total budget was what? Nine. >> Yeah. >> Your total budget was 9. What was the total by definition? >> Oh, it was around 9 million and I think I don't have my total poll on here. >> Janet, I'm just speaking from Yep. >> my history on Westby because this comment came up and I think I may have been the one that made it at a schoolboard meeting in

067June where they said we we had 40 we had $45,000 we had to spend at the end of the year and I said >> we don't >> we can't come any closer than that to spend that. We had that left over and Steve Michael said $45,000 on a n an $18 million budget is really really good. If you're only $15,000 left on a $9,000 budget, I don't know what the percentage is cuz I teach elementary for a reason. I'm not good at math. That's really really close. >> I'm not sure we're saying the same thing. I'm saying we, you know, I'm only going to say it once. We can't keep spending. I know we have to tax for that whole 400,000. I was right out there selling north with everybody else that we'll try not

068to. So now the best we can do because of the way the game works, you know, we have to tax for that whole amount. I get that. >> But we don't have to spend it. And we can either start trying to not spend it every year, even though I know you maybe you want to put it, we have to put it somewhere in the budget. I don't think you can put it right to fund 46. Maybe if we can, we should be doing that. But we have to try to have some of this left because do you really want to go out there in four years with people having their taxes now being 400 time 4, $1.6 6 million higher than they were four years ago and try to tell them need more. We need

069more. And I'm not talking now. Don't take this as a personal idea. I'm talking to these people and anybody else that's willing to listen. >> Yeah. And if I can always relook through this before the >> No, no. I'm not asking you to change the budget. I'm asking for just to be able >> people to get a a message here and to get it staff and people. We We have to put that money somewhere. I get that. I have no problem with the way you set up the budget. I I just have a problem with we're actually going to spend that much. We're going to spend every scent we can get. And the closest thing we can get to honoring what we told people was it's not exactly my fault that we have to levy

070the whole thing. We didn't think we had to, but we did. So now we can. But we're going to try to get by just like we said we would and put some of that money into, you know, you can go into fund 46 now. At least we have that option now. But like I said, I don't know that you can actually budget to put money in there. If you could, then we should do that. >> And that's something I'll double check. And if I can then I can make that >> well and the advantage of that if we can too since we just looked at that list of projects is you already have an idea what yeah >> I guess I look at it differently the 15,620 that's like $1,000 a month >> if the

071number was zero that'd be really scary if >> 15,000 is only like this much above zero >> but if it was So what if it was zero what does that mean >> means we're in worse trouble than I wanted to Okay. So then what if it's >> what if it was 30? >> That was double. Then what's the message there? Then we asked for too much money. >> Maybe we did. But >> I mean just >> we did the best then you're messaging. Well that's as close as we could get at time. >> I just I don't know. I guess I disagree. I think if the number was zero it would be really scary. And and I think >> why is 15 not scary then if zero was scary? Because 15 is like that's basically

072what Andy was saying. 15 is next to zero. How could better than 15? >> And I I misunderstood what you were saying. I I I took what you were saying is should spend all of it right up to that. >> But and not good or bad. >> Maybe we need somebody. I don't know who we need or what what what I need for expertise to get me over this, but I don't want to spend that whole 400,000 if we don't have to. We don't really have a choice but to tax for it now. >> But I don't know where we've been extravagant though. You know what I mean? >> I'm not necessarily saying we have, but when I see categories of of going up 36% in the budget and and I guess that's fine. Maybe

073this conversation, it's one of those things where an open public meeting is probably not the best place to have this conversation, but legally that's where we're supposed to have it, right? >> So, I I'm glad you brought this up. So, this gives me a little different take on the budget as well. If we can, you know, looking at some of those categories where we've increased the budgeted amount by 36 or whatever percent, if we can still be thrifty in terms of our expenses, which I agree we have been, and given what the building and grounds committee's put together, if we're able to take that difference and not spend it, but still put it into fund 46 or wherever we can pay it, that's going to keep is lessen the likelihood that we're going to have

074to go to referendum 46 fund balance needs to be one and we could build that up. That used to be what you try to >> and I I think taxpayers would understand that. >> Yeah, >> there are reasons we had to levy for the full amount but we kept expenses down so we're able you know to cover some future large expens expenses like replacement. It would go back to what we talked about with the five-year plan of, you know, the roof is obviously a a great example of what you go to referendum for or, you know, that's an easy expense, but it's also an element of if we do have enough in the funds to cover it and pay for it, going back to the taxpayers to say, "Hey, we don't have to do a

075referendum again for this roof because we've got the money and we've been fiscally responsible and saved these deers through and it takes care of it." So, that's a I think a positive message, too. um that it's not just we're going to go because it's a you know it's a it's a good it's a good easy go. I mean, it's we're not going to do that just because it's easy and it makes sense, but you know, we don't have to do that, so we're not. So, I I get where you're I understand where you're coming from, but I think it's I think we're in a good situation on the back end, even having that discussion that we're sitting that good right now when this roof comes about that if we do have enough and we wouldn't

076have to do that again, that would be a positive where I think people would look at that and say, "Hey, you've you've been smart with things." If that makes sense. And please again I have no set that budget up. It's fine. looking at we got we need to be aware that yeah we have to put this money here and that's fine but we don't need to spend every if we don't need to spend it we don't necessarily have to because we don't right >> and I think we're all in a position for that like as and worldly you know even independently or families are you know being very wise with how they spend their money because of the state that we're in um and I would say like our increase potentially would match our student

077needs if we do have the increase in salaries because of you know required extra staff you know say but otherwise um I think and maybe it's a bad example to give but I can remember when I first started teaching and everybody had their their budgets and you got this dollar amount and whatever and that's how it was when I first started here too everybody had a dollar amount and you'd get to the end of the year and I can remember when I first got to my classroom and I opened the cupboard drawers and I had more chalk than I could ever imagine forever and because people would just buy it and hoard it. And so I think 15 years ago we quit that element with all that and so we just do a school store

078and so Sophie orders or you know whoever what we have I mean it's a small example but it goes back to people would just well I have $1,000 so I got to spend my money. We eliminated that part of it. So it's not that >> what's been done over the past maybe however many years you said there and and that we still do. Yeah. I I do believe we're principles. But so I just like to weigh in that, you know, Jen, I think you asked a question that um that I think ultimately as a board we need to have answers to because I think when you talk about, you know, personnel salaries, you know, it's pretty easy to justify where we're spending the money, right? You have the added resources, but I think we really

079need to have the ability to say that we did increase the budget year-over-year because of XYZ. And I, you know, and not to put, you know, Alison on the spot for that specifically, but I just think as a board, we need to know that, right? I think that's what you're asking, Jen. It's just if we do have to raise the budget, why are we raising the budget? Um, and I also agree with not, you know, not trying to go back to what the spend was, but going back to what our budget was before and just year-over-year, why are we adjusting this budget? I don't like the idea of having to try to spend the entire budget year-over-year, but you know, having a justification where we were and where we are next, I think is important.

080>> Well, and and if I can jump in, I mean, so I think last year at the annual budget, we did that, right? So, we we told you we were going to try to minimize, you know, how much we had to go to levy for tax and we ended up having to do all of it. And I thought we had in the charts, here's the reasons why. So I I guess I was assuming we were going to do the same thing again this year to explain explain why I mean Kim Allison was that what you guys are thinking for the annual >> meeting. Yeah. Yes. >> And then I guess one other question. So Allison at the top level I'm assuming you made a budget by here's our costs and here's what we need to

081run the school for the next year and based on that here's what we have to levy. You didn't start with we have to levy all $400,000 so then here's how I'm going to spend it, right? >> Yes. It was go through the budget and see what was spent last year and then what do we need this year and all costs that I for sure know like salaries and benefits. I pretty much know for sure if we have any contracted expenses, those are known and then the rest are more estimates of this is what has been done in the past. This is what I think will happen this year. But it was done that way, not a how can I spend $400,000. >> Yeah. So I mean, so I think the whole conversation, yeah, we want

082to spend as minimal as possible and educate our students. So I think the key thing is it ends up to be close to that 400,000. We need to have a good explanation that every citizen can understand on why we had to do it. And part of that is, you know, the legislature didn't legislature didn't give us any additional funding this year. Good thought, Jan. Good discussion. >> Yeah, >> keep pushing through the >> budget overview, Alison. >> So, I think we are to the co-curricular expenses now. Um, and these are all of our sports um expenses. That's our biggest chunk there. Those are all right now coming in under 25% which is what I want to see. Um so looking good down to computer tech expenses. Um both of those are closer to that 25%.

083And the purchase service our biggest expense in there is our IT services. Um and that is more of a known cost. So I budget fairly close to that and that's mostly the only expense that comes out of there. There might be a couple other things, but for the most part, it's it's just that. So, that one should be right around that 24% or 25% unless something were to come up that would be unexpected. Um, then going down to the district office expense summary, those are all under 25% except for that other object which is the the memberships that we have and those are more of the district-wide memberships like um the Wisconsin Rural School Association. I think that's the correct wording for that. Um more um districtwide memberships on it. Then the next one down

084is insurance expense summary. So this is our property and liability insuranceances, not our health insuranceances and things like that. All premiums for that. Um property and liability insuranceances are paid out at the beginning of the year. I always budget a little extra just in case something else comes in. like in years past we've had to purchase a vehicle mid year and then we have that midyear premium that we have to pay and I don't know what that expense will be. So that's why there's a little bit of extra room there. Um then going down to the HSA expense summary. I know for salary and benefits I said we wanted to be under 25%. The HSA is different because we do pay a third of that in September. So, I want all of those to be

085right around that 30 to 33ish percentile. Um, yeah, and that's just kind of how the we set up that payment schedule is they get a third of it in on the September 10th payroll. And this is a good one to look at how effective you know your budget last year was right on. Plus, I will say since I figured these percentages, that expense is only in only increasing 12.71%. No, that's seems like a lot, but in terms of what I've heard of schools paying for their insurance this year, that's really good. >> Yeah. Yeah. So, we hope to keep that as low as we can, but and that number could fluctuate because there's there's always people that will be moving in and out of our insurance throughout the year. Um, I just have to budget

086based on the information that I have right now. Um, and then on the next page, we have the transportation expense summary. All of those budgets look good except for that capital objects one and that is the budget for the new bus. Last winter I believe we had approved Jeff to purchase the bus for this year and it was done so we could lock in the rate so it didn't increase a bunch. Um and he purchased the bus. It's on site ready. It's all rolling with all of our routes. Um so that's why that is spent up so much. I don't foresee us needing another vehicle, but in case something were to happen, there is that other wiggle room in that budget that if we were to need it, like I said, that is something that

087if we wanted to look at cutting the budget, we could reduce that one just because we have purchased quite a few SUVs in the past few years. So, I don't think our fleet is that old and we shouldn't need to purchase anything, but it is there as a just in case. Then moving down to transportation fuel expenses. Um those are coming in fairly low right now, but we are just really getting back into the swing of um routes again and our field trips, sporting events, things like that. So I do expect those to pick up a little bit. Um then moving down to custodial expenses, those are all again coming in well under that 25%, but I'm um getting into cold and flu season already. some of the cleaning expenses will likely increase in the

088near future. Um, >> can I ask one question on that one? I noticed last year um especially well purchase object I guess is the main main one, but in the custodial expense we had budgeted quite a bit more than they they actually spent. You you have any idea I mean how they managed to save and then this year we bounced the budget back up. So, was there something we didn't do last year that >> part of the reason it was high is because it had been increased from CO um and then it had never been brought back down. >> So, we brought it back down and they stayed well with well under the budget another $40,000 in this case that they saves there. >> Yeah. >> Uh but so then why did we put it

089back up this year? Is there something coming back that >> So this year is again um I know Troy had talked about >> this is almost a 50% increase. >> Troy had talked about um he found these other machines to kind of help mitigate some of the illnesses and I know they're already working through the school from what I've heard. Um so kind of to help with those. Um and those would be an expense that that's going to that's I guess that would be capital. Well, that wouldn't be purchase services up. Um, so it's bumped back up for this year, but then maybe it goes back down or >> Yeah. So, the purchase service category specifically is more for like any maintenance work that comes in. So, like if someone comes in and works on

090like the water fountain or something like that, >> but is there some reason we would think that would double this year? I mean again that's one of those that >> probably think it's going to double or are we >> I'm guessing no that is just one of the areas that there's a little bit of slush fund so that if it is under spent that funds can be either moved into fund balance or to fund 46 >> right. Yeah. Then down to maintenance expense. Um so far that one is looking looking okay. that um purchase service category is up at that 20 percentile and the biggest chunk that has come from that is from the um parking lot being redone. Um and then moving down to utility expenses. So these are all of like our um

091gas, electric, water, sewer, everything like that. Um it's under the 25 percentile, but it's not the heat expenses. that's going to amp up more as we get into the colder months, which is coming fast. Um, and then finally at the bottom, it's food service um revenue and expenses. Just like the fun 10 and 27, this is always on at least a one month lag just because of when we have to incur all the food expenses, but then we don't get any reimbursement from the state and federal level till the end of the month when we make that food service claim. Um, so that's why there's a lag. And Heather is look or did look into other grants and she did receive a grant. So that's part of the reason that our revenue is increasing um

092just because she's already been awarded that. So it's a known and I could put it in the budget. But yeah, and now that it's this is Heather's second year, she's kind of gotten into the groove of things a little more. I kind of know what she actually um spends and we've kind of chatted a little bit about what her needs for the upcoming year are. um doesn't sound like she'll really need any big supply or equipment purchases. So that's part of the reason that that expenses were also decreased. >> But the unusual thing about food services, they generate their own revenue. >> Mhm. >> But in the end of the year, if necessary, we have to bail them out. bail amount used to be the way we would say it from uh 10 which we

093have not done for many many years now they have built a fund balance but then that got a little high so I think one of those audits told us we ended up you know so they've been covering like all their expenses but to have lost we budgeted for them to lo lose and lose isn't quite the right word here because it was we purposely made sure that we put expenses there so they could use some of their fund balance. um but 65 but then we ended up another 40,000 over that and that's I think that's the part that concerns me is the drop in the revenue especially if we did we have fewer kids eating do is there some reason we'd have fewer other than we have fewer well did we have fewer kids last

094year I don't remember but you know because the revenue has to somehow pop back and you know it it went down you know percentage wise Maybe it's not that much. I didn't figure it that much, but it's still a good chunk there. What about 20 20ome thousand? And will she really is it realistic to think she's going to hit she's going to bring in an extra 30ome,000 this year over last year? How is she going to do that? I mean, we raised the prices a little bit, but I don't think we raised them enough to raise $30,000 unless she's got a way to get more kids back in those lunchlines. I have and this is just from what I've seen from the reports that I do from her. I have seen an increase in students

095eating um >> students and some adults as well. Um and then just the other grant to help cover some of like the fresh fruits and things like that. >> Well, we'll see how it goes, but I think that's an area that and in this case, maybe it's actually Kim's responsibility, not yours, but this needs to be an area that's watched this year. We we need to find out what's what's going on here. right up, you know, expenses. You know, obviously we have been pushing more things there than we did for some years, but um yeah, it'd be nice not to have to bail them out because that must have, you know, a lot of their fund balance if not the whole thing. It's a tough one because nothing else has to basically on themselves for

096a great you hope. I guess you don't you don't always expect it to. We we used to expect to have to to put something in there from fun 10 but not 106. >> Thank you Alison. Any other Thank you. discussion and thanks Janet for pushing us to have that discussion. Kind of changed how I think about those differences as they pop up year. Nothing else. Nice summary is always Allison. We'll move on then to enrollment comparisons and the third Friday counts. >> So yeah, in the packet um are a number of years um with the additional data to correlate um there's a graph a chart that I had handed out um to just kind of give a visual about what all of those numbers are saying to us. Um, so I think we'll we kind

097of recognize the shifts and and where what the supports they need are. So the first the orange vine up there, it's kind of a code is the September headcount and um we've stayed remarkably stable the last few years. Um I think this reflects the kind of the trust and the quality of our programs. Uh that green line um indicates the open enrollment in and um I think that's a very positive revenue and our reputation extends beyond our boundaries. Um families are choosing Kickapoo and that's a strong build of confidence in our teachers and our programs and culture. Um so that's a very positive um enrollment that we have coming in. >> Uh the dotted line um let's see the purple one next >> purple >> the purple one is our special education and I think

098that is very indicative of what we are experiencing with our student needs. um that number has been growing um and it has a consist a consistent growth pattern um so and that kind of underscores the importance of our inventionists interventionists and our support staff um and we've kind of built the capacity to support more of these diverse learners while keeping them here at Kickapool. Um what other line do we have here? We have the open and rolled out which is kind of flat and and um obviously less than those that we are open and rolling in and there another line I missed. Oh no, you okay? So that's kind of the valid picture of all those numbers on that page. I think it's great to see the number of open enrolled in students. Um our

099our uh September butts and seats count um is is remained pretty consistent which is great to see. Um a lot of positives there um considering you know the challenges that small rural schools are experiencing. And then of course since that September date we have enrolled how many more? Eight more. >> What grade levels? Nice young third and a fifth. Then you got a junior high kid. I every time I turn around there's some new kid there. >> Plus two kids we had on the list who were homeschooled kind of are back. never did take him off the list, but >> so yeah, I don't know if you have any questions or looking at this or visual if something stands out that you want to state. >> I just went through and figured our plus numbers

100on open enroll, you know, last year we got back to what we'd had prior to the pandemic, which was great to see. He >> went up a little this year. So, it's really helped. and our special education department is full. I mean I think there are more students who would really like um but that part we have to set them our population basically. So, but there's interest there anyway. That that >> interest, >> right? >> I was going to ask you, Ken. So, the special ed prior to 2016 was just not tracked or we don't have the data or that's stupid question. >> Good question. >> It's a good question. Um, it wasn't available in the site that I was on. >> Yeah, I figured so. Thank you. I think I just looking at that

101category going 58 to 90. It's not just more kids each and I'm not picking on anybody. My brother has special needs like those kids need more help, you know, and so it's just a testament to maybe when we're looking at the class sizes and things like that. I think we need to look at that and it's not just >> um more work for special ed teachers, it's the whole school. >> And I think that's something to think about, you know, And the interesting way is statistically there just you know the numbers go up but scarier than that to me was if you take the number of speced kids and then or whatever that number and find out what percentage that is of your total headcount. I only went back five years and it was 12%.

102That's like what one out of eight or so. One out of eight and a half. That doesn't sound so bad, but when you get to the bottom, it's 19 something%. That's one out of five. And if that increase would continue in five more years, that would be I, you know, just five more years. That would be 30%. That'd be one out of three. >> So, you know, I don't and I don't know if we can do, but I agree with >> Right. And that like and it brings a lot of points like both what both of you are saying, there's a larger workload on staff. >> Yes. And it and the effect is not just we're not just doing it for them. We're doing it for our whole and I mean if you know >>

103right it affects everybody. >> It does. And the the um budget you know budgeting for that >> that's what we're talking about basically when we're we're speaking numbers is our student needs have increased and the state isn't funding appropriately. So, >> do do we know the breakdown of the special kids that are that um are open rolled in versus out? Do we know how many? >> Not many coming in. I want to say it's a five. You can't get too many in because when you set those limits on your program, >> then you really can't take any and we have to serve our population, >> right? If they're resident, we have to, >> right? >> But yeah, so a lot of the open enrolled we have to deny. So these are like four. >> Yeah,

104our numbers would definitely be overall district numbers would be a fair amount higher if we accepted the number of >> Yeah. >> kids that advantage. >> That's good to know. >> Yeah. >> And since we're talking special ed, we are doing everything we need to so that in the spring we'll be able to apply. So >> I Yeah, I thank for that. high cost >> and if you need help when it comes to that because from what I understand that can be a kind of a tricky cumbersome process make sure you you guys work on that and if we have to pay a consult do it the first time or something once >> yeah we're good we're good resource seekers we do >> I know >> make sure that we contact >> and but if

105we need to take that next step to actually hire someone we'll let you know the first because once you do once you do it I'm sorry Yeah. >> So, just look, I guess there's a number of things that jump out at me, but just listing a couple. You know, the increase in open enrollment in as you mentioned, that's a reflection of the great staff. We've got the quality programs. I've been staring at that as Janice was talking about the increase in special ed students and just thinking in a budget sense. I would really love to understand why. And could we ask Katie to summarize that in a general way? I mean without getting into course to any individuals or specifics, but is that 504 plans? Is that IEPs? Is that an increase? And >> there

106has been a there has been an increase in kids with with speech IEPs >> because of the pandemic. >> I don't Katie would have the numbers, but I know from talking to Allison that there's been a increase in speech kids. >> So that kind of information sort of detailed with some description of how that contributes to increased cost. >> Oh, sure. I think would be really informative because honestly I I I celebrate the fact that we're recognized for our ability to serve these students but on the heels of our budget discussion if that trend continues I'm worried about what that might do. So understanding that better I guess is what I would appreciate. and where those costs are. If we can have Katie put together a report and kind of a tie that to budgets

107where those costs are incurred, is it one-on-one interventionist time? Is it speech therapy services contracted through CISA 3? >> I think it's all of that. I mean we did have to bring in two more paras to be honest with you and the speech and language and >> you know those are our services too that we have to go through CISA. So, could we look at I guess in general when I'm thinking we've got this 10-year trend. >> Could we also look at the underlying financial needs that we've had to >> would you be able just to put like special ed costs over the last 7 to 10 years? Would that be help? I mean, to at least see I mean even just knowing the number of aids we have, Kim and I just talked about

108that today. I mean, I I think we have four more aids in the building right now than we've ever had in >> years, >> the time I've been here. >> And they're all one-on-one for high need students that we have to have. So, there's a huge expense right there. That's going to be very different than >> and correct me if I'm wrong, but on this high need special ed, it goes by that amount is for individual child, right? We have to keep we have to have costs for this. And when he's you're talking one-on-one aids, that's where they're likely to be able to >> that and then the alternative. >> Oh, yes. And when you have someone in alternative settings, which is a challenge, >> that reimbursement rate will be really helpful in those situations

109because now there's >> a good chunk of I mean >> coming back. So yeah, so some link between these this increase in the number of special ed students and the discrete additional services we've had to >> but maybe what mentioned with the actual costs over the years. >> Yeah, but >> that's exactly not exactly what you're asking. It is to start in general like the increase in special ed costs that's fine but breaking those costs down into the services provided one-on-one help see the 300 uh >> speech therapist >> and how many students special ed students just how many special ed students we took on that needed speech therapy resulted in the need to contract for $50,000 more in speech therapy therapy services, you know what I mean? So that gives us the ability then

110to predict if this trend continues, oh my god, we're going to need this and this and this. >> If the speech therapy was strictly, not strictly, but paramount anyway, caused by or precipitated by the pandemic. And I assume that means kids didn't get speech therapy at an early age when they needed it. >> I I'm just assuming. Yeah. I >> couldn't tell you anything for sure. That's >> Yeah, that would make sense. And then we should be getting over that, right? Because hopefully in addition, we're not so overwhelmed with serving those kids that now we're missing another gener another group behind them. I mean, that would be my fear, too. >> Actually, Allison is spending a a ton of time in the preschool room doing >> her one-on-one stuff in the >> Okay. As much

111as possible. Sorry. Yeah, >> it is a trend line that we should be concerned and plan for though. >> Yep. >> The better we can understand how that translates into discrete costs, the better we can >> and we're taking a really good step this year by going for that high cost. Yeah. Jumping. I'm sure there's probably a lot of schools jumping on the bandwagon now. So, when that money all gets used, we'll see what You know, I sorry Isaac should lead every meeting. >> You're still >> But I know very little about how our special ed program plays out here at Kickoo. I know a little bit about special ed because I've got a sister-in-law that was a and a daughter now that's a special ed teacher. But and and it's a sensitive question. And

112I don't mean to be insensitive when I ask it, but as the percentage of our total student population special ed students increases, they're in the classroom with regular ed students. Right. >> As much as possible. >> Much as possible. >> As much as possible. From the teacher perspective, how does that alter their ability to service the regular ed students? are are they and I don't know how this plays out. I should ask my wife. >> I I could probably even just I guess transition into that a little bit with class size stuff. I mean on >> um and I think everybody hopefully was able to see you know the class size numbers of you know where we're at this year but historically where things are at. um you know but but with that it's a

113it's a great point and a good thought Scott but you know to look at numbers as we enter the high school next year um you know we have an eighth grade class of 24 kids going and to go back to your your question you just asked right there um you know some possible changes that we could easily do were to make one section we could put all those kids who have always been split we could put them into one section is that realistic to happen for some subjects certainly for me. Um, you know, band and choir, we still have to back have a backend, but not for everything. Um, it would eliminate some of the financially the overloads that teachers have right now to be able to do that with one section. Um, you know,

114those teachers that would end up then with another period. You know, we certainly wouldn't want to put people in a 78 contract or anything like that. So, it would open up more time for them to work, you know, with these higher need students. Um, but I say that that those are possible changes because we could do that. But then it goes back to what Scott just said of you only have 24 kids, but when you have some really high needs kids in that 24 and now all of a sudden they're in one room, it definitely changes exactly what you're talking about. And that has become the biggest balancing act with all of this of you know when you look at the numbers and we had 52 out of 498 in 201718 and 92 or 90

115out of 466 now. I think everybody can easily assume and imagine the difference that that becomes in the classroom and where things are at. And what that has really done um has changed the number of kids that we have alternative programming for right now. And going back to what Kim just said, the interventionist, you know, it's still pretty similar at the elementary or really focused on being able to do those interventions. In the last year, our interventionist has really changed a lot more to an alternative programming person of kids who just are not functional in the normal classroom. And so it's providing virtual instruction, working with them, and the number of kids that we've had to have changed to different things or coming in throughout the week and working with that person just to try

116to really keep going back to what you said, Scott, that classroom sacred for the learning that's happening and trying to meet every kid's needs, the special ed students, but also not having it completely take away from the things that are happening with the regular ed students. And it has become um it's become a real balancing act. And just when I look at the beginning of this year and you look at, you know, Katie's time, Angela's time, my time, you know, Andy's time, and Kim's had to be involved in a number of them because they're become higher profile situations. Um there's been a lot of time spent just trying to figure out alternatively what can work for kids because working in the normal classroom in the normal day is not functional and that does make it

117hard. Um so your point is very valid Scott and the best answer I can give you is that we are all trying to work as much as we can to keep that job. So to do um what's best for all of our special ed students and all students, but also do what's best for our regular ed students and keep teachers able to teach and satisfied and happy in the classroom as well. Um and so it's definitely a balancing act, but I will tell you that balancing act has changed insurmountably in the last couple years. Um, you know, I I think I had indicated to to you and Rich at a policy meeting just the number of kids that we have on alternative programs right now in the normal classroom is a number that we've never

118even counted. Um, and and the tough part, I don't want to say the tough part, but you know, when we start to look at numbers of kids and making cuts and you know, you look at the interventionist, that was the last thing at it. And so, you know, that's the well, okay, that's the but I can tell you that without that person now and now that large number of kids right now that we have an alternative program, if now we have to send them to places that are a lot more expensive rather than trying to have something work with them to meet with this person, that becomes even more of an expense. So, I don't know if that answered your question, Scott, but it it is really a balancing act and it's trying to to

119keep the mix of doing what's best for every kid and, you know, keeping teachers happy and able to do their jobs. And it's it's it's been tough, but we're all doing the best we can. >> It did it answered my question very well, but the answer seems to be it's a struggle. and maybe impacts on learning for regular ed kids aren't really well understood. But it'd be interesting to better understand the teachers perspective about how they in front of those classes feel they're able to, you know, balance the meeting demands from the diverse students in front. Anyway, yeah, thank you. It was a good good answer. I some other thoughts I guess just with that you know I I think you know if you look at our staffing levels and we haven't seen a chart

120but I think going back to when we did the referendum I mean our staffing levels have typically been extremely low for student to teacher to admin ratio compared to other schools and I feel like we've always done a lot more with less. Um, you know, I think with that too, we are going to have some staffing changes in the next few years and that's going to be a pretty significant, you know, I think Allison showed that in June. That's going to be a significant dollar change in our budget. Um, just with some of those staffing changes. Um, but the reality with that is you may save a lot on the money, but we all know the teacher applicant pool as well and some of those changes and where things are at. And then you combine

121a lot of high needs kids and it's it's just a big mix of it's the reality of where it's at. But um it it's part of it too. So I guess just those are a couple other thoughts with it. So, I don't know if anybody has any other questions on the, you know, the the numbers or thoughts or things. You know, we'll continue to to to do everything we can. You know, we we looked at some things today just as far as math classes. Can we can we try to rotate this or do this or you know maybe change a principal's algebra A and B to just a pre-alggebra or you know differing things that we can do to try to um make it work for you know the situation and and all the kids

122and all the teachers and you know also the financial aspect of it. But I guess just know we're trying to do the best we can with everything to make it work. Just an observation looking at band and choir uh in the last five years just staggering um like the drop it for both of those. Uh not saying that the teacher what can you can speak to that you know it just seems like it's such a healthy environment for people and kids and starts at a young age and just seems like it's going up. right >> or to the wrong direction, you know. >> Um yeah, I don't know that I have a a great answer for that. Um you know, obviously we've got, you know, some less kids, but that stayed, you know, fairly constant,

123but I feel like kids are they're involved in so many things anymore that, you know, um those kids who are in both band and choir and we have very few anymore, >> you know, that's no study hall. that's no, you know, and it becomes those elements that um make things more difficult and those are conversations that, you know, Katherine and Greg, you know, look at like, hey, what are we, you know, what can we do? And, you know, it it kind of adds and flows. But, um, yeah, I don't have a a great specific answer other than just I know that kids are, you know, they're involved in lots of things and it gets it gets tough. That was a good observation because again that's one if you figure a percentage which yeah the numbers

124are going down and they're really going down. Yeah. And maybe the kids have almost, you know, because obviously they still have to pick a class. Band and choir, a lot of school, but they're choosing something big, right? There's probably more that started probably in fifth grade and every year, I'm sure less and less, you know, for band, but just thinking as like a like watching, you know, the horse and cold show parade sing. It's just >> I don't I mean under 20 kids. I mean that's like one instrument per there's something we can think about to >> and we if well if you remember you know that was one step we took this year is that we have sixth grade band as a class now. >> Yep. All the way through >> in hopes that

125you know some of those kids are going to get to have some more experience and it's not just going to be fifth grade trial like they'll actually be in it. Um so we've tried to do some things like that this year to you know help to increase that and um keep more momentum and kids you know being involved and liking it. So hopefully that will be a positive thing as we go. >> And that's a hard one too because a lot of schools as we we're getting down to that size now where schools try to do like one teacher band in choir. The problem is nobody wants to teach that one. You're going to lose one of those programs. >> Yeah. I think >> and that's hard too. and that sometimes I don't know if

126we're in this position right now hearing but I know in past years as I would set up in those bleachers at basketball games and stuff when parents talk about open why they brought kids here >> a lot of times it was one of the two musical dynamic musicals and just >> I guess we do now but now yeah but we always didn't that I think about Katherine how many hours she must spend after school. I know everybody does the >> grading with papers and everything like that >> and when the number of kids go out it doesn't change her number >> it doesn't harder >> just kudos to her like what she does >> away from the building you can't imagine >> and what she did during the pandemic I know it's late to she

127produced some I know we need some extra help for some of that but >> yeah I don't want to stew on I just see choir 52 to 20 >> yeah no that's a great man you know we give I want to see how do we incentivize asking stuff to do that, you know, and to be open to it >> and obviously they have too many other choices that they're choosing and maybe that's a good things too. But >> I just when I saw like the band or school drum >> when I see them too, you know, and it always kind of frees me. Is that something we could maybe try to I don't know how you do that with another even less than we do, you know, and there' be some way to come. >>

128They have a lot that's kids, >> right? their percentage in their band might is probably way higher because they're down to like 60 kids in their high school. >> Oh my gosh. Okay, you're right. >> They're 66 and they've got 30 kids and I and I do know from talking to Lucas not that I think in junior high they make them go out for >> they was just going to say there have become >> they don't have a choice and choir. >> Yeah. And right then middle school teacher >> just think about Jeff Baron's at Richland Center. It's like in our center it's cool to be f you know it's like you just created a certain culture but I don't know what they they have to maybe they have to be in it and I

129just thinking if I'm a kid from the far and I'm walking down a parade with MK I'm looking at you know kick forward it's like I don't know like I think those are things in the future that people and parents are going to want to be a part of you know. >> Yeah. Yeah. Anyways, we can move on. >> Anything else on those numbers there? >> I don't think so. >> Guess the other thing we have to do is keep looking for as many days to have alternatives for kids without always incurring the expense of another staff member. And I know we've provided a lot of that way they can get a class over there or we can things. So I know you guys done a lot in that area. >> Keep plugging away like

130you said >> and I think that's what Erin and I talked about today also when we added that admenum >> adum. Yeah. Yeah. Um and all the opportunities for kids that come with that but then that puts a whole more more workload on to Angie. So it it's uh great opportunities. Um and you know I think a somewhat of a declining enrollment because of the state of the population. Um and we're blessed that we kind of remain a little bit stable here but the workload seems to be continuing to grow even with declining for fewer students. If that's it, then we'll move on to superintendent report. >> Um, okay. developed off. Um, tonight there was a special meeting from W that was going to honor Janet >> um for being a love for that school

131board member and that means the um extensive professional development that she has done. Thank you. That brings >> I can hear >> that. You probably wish I would have done a lot. >> Not at all. It brings a lot of great expertise and we really appreciate that. >> And I think last January, weren't you recognized for 30 years >> on the school board? Um, and that's phenomenal. I had actually talked with Dan >> Ross Miller. Ross Miller and he was gonna come flying to Celebrate. >> Oh, that's right. You said that. >> So then, um, it's kind of got pushed aside, but I wanted to take tonight's recognize you. So, we got you a little something. >> Congratulations. >> Thank you. very >> and that's when we bring in your kiddos here a little journal

132because you've had wonderful >> been so key in the stories of so many. So >> your wisdom is never ending and there you can write it all down. >> What does it say on the front? Can you read that? >> It says your words and wisdom have written chapters in the story of this district. You have helped write a story of hope, courage, and possibility. 30 years of leadership, thousands of lives touch and one lasting legacy. >> Wow. >> Very nice. >> Yes. You're so welcome. And there should be a little pen in in the get too. >> Yes. >> Yeah. And that's just a thank you pen. Has a nice verse on. >> May you be proud for what you do the first two minutes. >> So, thank you. >> Thank you all. >>

133Appreciate it. in in in honor um we have cheese and crackers and then also I think it's Wisconsin's >> school board so we appreciate you and in January again there's >> you get a month >> yeah you get a whole month then so >> tonight you're celebrating Janet and then in January we'll celebrate all of you but we want yeah we wanted to bring some trees Um, and then I'm just going to keep caught talking, but you'll keep you keep um helping yourself there. Um, so over the next um, several weeks, my goal is really to kind of begin uh surveying and gathering some feedback from the staff and also our community members. Um, as part of this work that has intrigued me with John Tanner's um, framework on accountability. Um, this effort is focused

134on on understanding what our community values most in their schools and how we can continue to tell our story in ways that matter. Um, Tanner's research really highlights that people expect their schools to provide safety, belonging, strong relationships, and clear communication about learning areas that extend beyond test scores and reflect the full educational experience. So really just gathering some feedback from our constituents who um have invested in Kikapoo and want to continue to invest in Kikapoo. Um part of responding to um the impact of vouchers um and open enrolled out students and families is really this communication piece is what I'm learning. And so I just want to be purposeful that the information is valued and um is meaningful. Um it impacts um what families are really looking for. So going to be um using

135a reflection framework to examine areas such as how we welcome visitors, the appearance and atmosphere of our campus, how we celebrate students and staff, the clarity of communication about our learning goals, and how families are engaged and included. And this work will guide how I communicate, how I build relationships and use the data to monitor growth and accountability in the areas that matter most. Um, tomorrow I will meet with the retired superintendent from Lacrosse and he's also a member of John Tanner's team who has done extensive study in this philosophy. Um, to help me um, gather my first steps and uh, begin the strategic plan. Um, at our recent pack meeting, we heard from two speakers last Friday. One was Anne Chapman from WBO and she shared updates on the state's voucher program and the

136proposed funding changes anticipated for 2027. Um we also learned about states such as Florida and Indiana, how they have experienced reduced transparency, funding instability, and greater financial strain on public schools as voucher programs expanded. Um, these lessons emphasize the importance of maintaining a strong, trusted, and visible public school system that families can choose with confidence. We also heard from aptagy rep. Greg Truchetta and he kind of spoke more about the communication and the community loyalty and he emphasized that in the states where school choice has grown, the districts that remain strong. Um, and that's what you kind of look to is what who's remaining strong out there are those that are consistently celebrating their people, communicate openly and stay visible in their community. Um so his message reinforces our ongoing work to tell Kikapoo's story,

137highlight our successes and keep families informed and engaged. Um additional updates include um I have contacted some area local businesses um regarding the donations towards that digital sign um which would enhance our community communication and strengthen our district's presence. Um I did hear back from one business and they have agreed they would like to make a donation but they have not let me know how much. Um and the others I have not heard back from. So really going to um try to focus some efforts there to get that project done and like we talked about in our pack meeting just kind of that presence. Um and it reminds me of books that I used to read quite a while ago. um I can't remember his name about leadership, but it was like don't let anyone

138know um where you draw your line of excellence. So just even driving up to the school, I just want everyone to see that this is an excellent school. So I'm going to work hard on trying to get that digital sign to come to fruition. Um I'd like to thank our community member, Kelly Schwarz. She came in and worked with our yearbook staff, kiddos, talked about cameras. she come in and also help um understand best practice in photography and taking pictures. Fortunately, our cameras she thought were um we're still good. Um but probably are going to have to look at getting some new lenses in the future for the quality of that photography. Um and I have also been working on my evaluation tool. Uh, I took the feedback from the last evaluation of mine and

139so I will I will send that out so that we can discuss it next month, but I tried to take that feedback from that last evaluation and kind of put it together. So, I have the majority of it completed, but I just didn't have it done in time to get it on this board meeting. But I will share that out with you so that you can review and we can talk about um your thoughts and feelings on on um that process for my evaluation. Um Megan from the FAGE and I have been talking. Um unfortunately we kind of both got busy with kids stuff and it took us off of our our deliberate intention to meet, but we are planning to meet and talk about a joint meeting again. Um, and I think that's all

140I have. >> Sorry, I ended terrible there. >> Any comments, questions? I had one. I I appreciate you digging through performance evaluation stuff, but remind me, we had a discussion that given the year you've had that we were going to forego that this year. So, always good to be introspective and retrospective. I'm glad you looked at that, but don't look forward to an evaluation this year. >> Hey, thank you. >> Focus on recovery back in Salem, >> right? I remember that, right? >> Yes. >> And just one question popped to mind. So I ran into Aaron Nemik on my daily run to Nelson fit in ms size the day before but he said yeah I guess we're getting together soon. >> So >> did they probably had a meeting >> they probably had a meeting

141and she said that we her Megan and I have talked that we wanted to get together and have kind of plan a joint take our notes from that last meeting that we had had and um so yeah it's in the process. very >> anything else for Kim? >> Uh the elementary we had books for breakfast which we have the first Friday of every month and we had it for October and it was well attended and we also had grandparents day which I think we had 200 grandparents. It had to be didn't it? >> Oh yeah it's fact. >> It was and I had a number of grandparents thank me for what the staff does. Um, and that we have that it's a a really really good way for um people in the community to see

142the culture that we have in the building. Um, act 20 is underway. All the things been sent home. Um Jim from CISA set me up with a free through the state where we're looking at assessments and how we use them in the classroom and how we use them to drive our teaching and first grade and third grade are going to are working with him couple Tuesdays a month he's got a plan we'll pilot it this year and then see how it works that we can spread that out for the other grades. I think it'll drive kind of our instruction and what we're doing on a day-to-day basis. And the booster club, who I'm always thankful for, is having their annual Halloween booster club Halloween party here on October 24th. You should have seen the sign

143when he came in. Um, and Sam Goodwin and Nichollet and uh there's a bunch of people that have a lot to do with that that make really good experience for kids. So, they're going to do that. And I think their main their plan is to have uh Halloween hike hike through the woods. So we'll see how that goes. But we got >> Yeah. Don't lose anybody. >> All right. Um talked a lot about classes. So just an update right now between um virtual classes. I mentally about 20 kids that are doing differing things. So just to be aware with numbers with that. um talked about the the juniors just at the next policy meeting we'll look at just making sure criteria is up to date and we have everything spelled out specifics. Um the other

144thing with um graduation that we had talked about at the last policy meeting is that as we start to get a number of kids who are doing differing programs where whether it's better futures or HSED or um whatever right now we do not have them get a normal diploma which is you know normal um but they do not walk at graduation. So we had talked at the last policy meeting of do we want to make an accommodation with that? Um, I don't know if it's something the whole board has to vote on, but that if they get their HSC or they do better futures or whatever, that may be different is that they still could walk at graduation, but it would just cite something different in the program. So, um, we can put it on

145an agenda coming up, but just wanted to bring it up as we start to see kids go in different avenues of, you know, what works best for them. Uh, board reports, talked to Mulo. Um, been a crazy couple months, but student council will plan to, um, get back into that. Um, is everybody good? Do you want them to do every month, every other month? Do you want I mean any thoughts on that? Um, >> start with November and go from there. >> Every other >> Yeah. The other thing we used to do that I like but I know hard time at meetings but when you had like um oh >> somebody come in specific talking about science stuff once I just found out really enlightening. I I enjoyed those but I know it's it's a

146>> maybe could we try to do that at the end of the year if we had a couple people that came in and talked about something. It's not something for every month, but you know, we didn't year and you know, >> we can try to look at that. Um, >> so just I really love it when the student council reps come. Uh, maybe every other month is fine, but I'd sure like to see him back and maybe the, >> you know, they present an awful lot. It's what's happening in every class, in every project. and maybe just suggest to the members or leadership, you know, they talk about what are the big things that's more >> and maybe more importantly, what issues are the student council dealing with >> concerns and sort of >> Okay,

147sounds good. >> You know, a handful of teachers sent things back and they probably felt they need to include everything that came. Sure, we can try to stream that line that a little bit. >> It may be, you know, none of us grew up with, you know, rules of order and engaging in board meetings and and voting and motions and seconds and stuff. Encourage them to stay for the at least a half hour and listen to how business is conducted in a board meeting >> because they'd really enjoy it. >> But but it would be Sometimes things on the agenda too would be difficult. >> Yeah. >> Solicit. >> You're right. Um ACT pretest. We have that coming up here at the end of the month where we have all the kids take that and

148then we can evaluate how they done and things that we need to focus on as they before the test in June or I should say in March. Uh Kim and I are meeting on the Phil show on October 21st. So we'll be in for that. And the last one, because November is typically um test scores, thoughts. I know we've had discussion, how do we want to do it? I mean, we've always had the same format, you know, how we've done it, how we've compared to other schools. Um, we've talked about, I know Isaac's made specific mention of, you know, can we do it to try to show, you know, a graph of we picked a class of 2028 and show them, you know what I mean, over the years of where they're at? Um, I

149don't know. Or does anybody not have a strong preference and try to put together what best we have that can give you a snapshot? I mean, any >> I think any thoughts? I had a meeting with Lisa Arnison from CISA today specifically for report cards and you know they had revamped them. So like um really the only information that we can bring years of data forward would be like the absenteeism, the graduation. Um, but they've ch they've changed the testing to be specific to growth, you know, so we could um but as I learn and work more with her, we can kind of talk about what is what is some good information to bring forward because that was part of the conversation today was what do we want to what should be communicated out from

150these, you know, how is it most valuable to um to understand >> and I shared with in our staff meeting I took the third, fourth, and this year's fourth and fifth graders. And I showed how they how they scored compared to the year before and math and reading to see if there was growth or not growth, but there was growth. So for the fifth graders, a little bit we're in sixth grade now. To me, that's more valuable than I don't really care what the kids are doing. I mean, there's 15 in the class. I I don't know how many special ed kids. To me, if you guys want that, we can dig that information out. But to me it's what is happening to our own kids here. >> Okay. >> And we have the historical

151data and it there's a caveat. There's a line there when the testing changed. But >> right so it's only the last >> right because it has been differing. Um >> but you can even look at his idea. >> You can at least see you could take the sixth grade class and say okay this is how they scored as third grade, fourth grade, fifth grade, sixth grade. And I think really, you know, kind of what I we were talking about today too as she brought up absenteeism and there's um, you know, charts or whatever that kind of identify and then as we read that data, that is information that, hey, we need to really touch base on this group of kiddos because they're, you know, and so she was very helpful anyway today. So, and I

152hadn't had a chance to talk to you, but >> Lisa Arnison's really good. >> She's kind of the expert on that stuff. She >> and part of our Yeah. is that she would come here and see if there's some way we could give. She's done some really good ones at a few CISA meetings. >> Yeah. So I did I sent her an email right after the meeting and I said can you come and because I think it would play really well into kind of what I I really want the communication piece and surveying. So she is said she'd come and then I thought we could all kind of talk about >> okay >> what what are some good focus areas and how how does how does that information bring us meaning and how do how

153are we responding to it really >> but I think that looking at our emphasis on that I I like that I don't it's not like it's a competition any question >> but your question what we'd like to see I I agree with Isaac's earlier comment that what I think would be most meaningful is individual student growth year to year. >> Great growth. >> Yeah. >> This group of kids. Yeah. >> So you're looking at those that didn't meet expectations or what the that group of seven kids in third grade now tested in fourth grade. Are they still not meeting expectations or did three of them move up? You know, I it is without it becoming a cumbersome number jungling game for you. There's a lot of really creative ways you can present that data, but

154maybe as a start, whatever you come up with that compares this year's performance with last year's. We've got music. >> Yeah. >> Because I think again that could guide what we do. >> That's what I was thinking. >> Yeah. >> All right. Just wanted to check and see because I know we've kind of talked about it. It's kind >> anything else for Kim or Andy. Then I'll entertain a motion to convene the close session pursuant to Wisconsin state statute 19.85 paragraph 1 part C. And I'll just say for the purpose of our winter coaching positions by second by Janet to move to close session and we'll take a roll call. >> Isaac Wallace. >> Yes. >> Rich James. >> Yes. Trader. >> Yes. >> Janet Matthysse. >> Yes. >> Earl Wallace. >> Yes. >> Scott

155Walter. >> Yes. >> I'll make a motion that we approve the winner coaches as presented to us. >> I'll second that. Motion by R, second by Janet to approve with great thanks the list of folks willing to coach and help with winter sports. All in favor? >> I >> oppose. Leaves us with one last motion for the evening. I'll move we'll second. All in favor? I And you start going up.