001All right, I will call the meeting to order. It's agenda date, time, and location were properly announced. Thank you all for coming out tonight. Um, we'll start off with the um approval of the minutes of the regular meeting of October 27th, 2025 and the annual meeting of October 27th, 2025. Um, uh, Kim said she made some changes to the minutes of the annual meeting. Just, um, mostly just moving the things around, not not like the verbiage or anything. So, um, just the actual location. Uh, is there a motion to approve those? >> So, >> Brian Katie, is there a second? All right. Any questions or discussion? All those in favor, please say I. >> I. >> Opposed? Motion carries. Next, we have the payment of the bills. Is there a motion to approve uh for
002the month of October the amount of 1,497,71681? >> Chuck, is there a second? >> Second. Rainey, any questions? >> We had a couple questions and I think Patty was able to answer all of them, right? >> Yeah. >> Thank you very much. >> Love when we get them early. That's good. So, thank you. >> All those in favor, please say I. >> I. >> Oppos. Motion carries. And the cash summary, >> uh, nothing really to highlight. that would have been normal for this month. So, we have no questions. I think we're good. >> All right. Uh donations. We had some donations. Substantial. >> Yes. Yes. >> Very nice. >> So, thank you to everyone. Thank you. Um for the individuals that are actually out there, you know, Mr. Wills working with the short track um
003the Karen Spalding. I going to um that that on all of our heartstrings, right, when her husband came in and said that's something that he knew that she would want to be part of. So um and then choose. So it's fantastic. That's uh it's a really great way to >> Thank you. Um I didn't see any comments from the public. No. Okay. And board committee reports policy committee met and we have some updates and corrections uh later in the agenda and curriculum. That's where they were. They were in curriculum. Um and you'll have something later in the agenda. Okay. And uh we'll do building reports next and then we'll have a tree. Okay. All right. Let's do building reports. >> All right. I'm going to kick this off today with strong classrooms. Um we have
004been working with CISA um Tina from CISA 7 in our math planning with our bridges. Um she's coming back for her last time with us on December 1st. um she's been a real asset for the teachers to just ask questions and um get feedback on how they're doing and um just been really helpful as we're implementing that new math curriculum. Um I wanted to make the board aware that as web testing for our ACT 20 alignment is the first week of December. Um so then we'll be able to share out with parents how their students are progressing which is really exciting. Uh so last week we had our eighth grade. They did their annual college field trip. So they went to Marine Park Technical College and Lakeland University. In the past they've done Lakeland and
005LTC, but LTC changed up their format which was more high school um geared towards high school. So they went to Marine Park. And I have to say overall the kids came back very excited. um they found uh the tours and the information really uh beneficial. Um and so some of them it sparked like new career ideas already. So they were looking forward to uh what kind of classes they can take next year in high school. So that was very exciting. We have our next upcoming preac practice day uh Wednesday December 17th. Um so our freshman through juniors will be uh practicing and we're really focusing on growth from our first um uh practice day to this one. So and our first practice day very successful. So our teachers have been uh targeting and working on
006those different skills. So we're looking forward to seeing what data we get from that. All right. And then moving on to strong culture. Our themes for the elementary school right now are responsibility and innovation. And this is part of our unit curriculum that's um also kind of working on those character skills and making connections to the world around them. So, it's pretty exciting. >> Uh the middle school monthly theme this month was trust. And so, we've been um doing lessons and discussions uh all around trust. And thank you to Jake Frias. is here uh today as well. Uh he brought in a speaker last week and it was highly engaging. Uh Corey Greenwood, your story matters and I would say a lot of the comments from the high school students, it was one of our
007best speakers yet. Um they were really engaged with the content and the format and it was really about talking about his own experience to help them with the overall message of persevering and resilience. Um but really high energy and I thought very well received by your students. Anything you want to add, Mr. >> Frias? It was the first speaker presentation where I actually saw high school kids jumping up out of their seats with their hands in the air. I was like, "Wow, that's excitement." >> Yeah. All right. And then moving on to strong community connections, our student services team is going to be kicking off the food drive. Um, and that's going to run through, I believe, the second week of December. Um, so there'll be more information coming forward about that. Um, I wanted
008to give a shout out for the four kids Christmas dinner happening December 12th. Tickets are available. We're getting lots of donations in, so it's really helpful and it provides a lot for our families in in Random Lake that need some extra support um during this time of year. And a big thank you to Lori for starting that a long time ago. He's in the house, which is cool. Um our Veterans Day program happened on November 11th. We also had the dinner the night before. It was just really like it well-rounded the whole holiday of Veterans Day and I think it was very meaningful to a lot of the people in the community and it's exciting to see all the students at all the grade levels um participate in that program and make connections with the
009community. So that's really wonderful. A big thank you to Cindy Barber and Debbie Pool for putting that together. And last but not least, we have our generations friends that are here tonight that have been working. So, I'd like to pass the mic to Mary and Lori and they can speak to that. >> So, I'm going to give him these while they're all >> I'll do a little introduction here. You go ahead and >> this has been something Mary when did we start this journey? It was like 2019. >> Yep. 20 2018 we were already um organizing. So, >> 2018. So, so this board and some of our members here weren't here at the time. Um Mary had this really great idea to create an intergenerational experience for our students and the residents at uh Gables
010on the Pond and it has it many different iterations right Mary I mean it's been >> we've tried different things yeah >> you know Lori even in retirement we pull her in to help us wonderful things and do this um so we're helping Lori fail retirement by doing it but Um there's some really cool things like I feel like we're in the best groove that we have been since 2018. >> Yeah. >> And when we talk about community connections, we just had a board meeting last week. Like let's talk about this and have you guys just come in and share because there is really great engagement happening between our students and the residents over there. There's some really cool things. So Mary, please tell us >> tell us a little bit of what you need.
011>> So Lori just handed you I don't even know if I need this. So >> that's for the they can hear us at home. >> Oh, okay. I do that needed then. >> Um yeah, Lori just handed you um it's actually a print out of a report from activities last year. We It was more of a personal working document, but it shows some pictures of what an activity looks like. um you know what's needed to pull it off, what kind of organization, what the cost is, what worked, what didn't work, suggestions if we would use it again. So, it's just a working document, but it could give you a flavor for like how we put our activities together. And it's usually with um the connection um in mind. We're not trying to just do an
012activity. We'd like to um um actually create connections. We'd like them to know each We'd like a resident to know the children's names. we'd like the children to remember the residents names from time to time and we see that that's actually happening. So, um I came on the scene way back um in 2018. Um I'm I'm from Westbend, but I have a work associate that um owns Gables on the Pond and she was all about um uh the generations blending. And I shared with her my passion. I'm a registered nurse. I worked in long-term care and geriatrics that I wish that the generations could be together. It's such a loss for both ends of the spectrum when they're not. And when I saw that the school district was right next to Gables, I mean there
013are neighbors. They're like just walk through the backyard and you're there, I thought like this is there has to be a way to bridge this. There have to we have to get these groups together. And so we just kept working at it and we've had a lot of people like we've had board meetings for so long trying to there's so many logistics but I mean just the last last year was um I would say quite successful because we got a lot of help from um Rebecca in scheduling the grade school. We went from K4 through fifth grade coming um it's every two weeks and we'd have a planned activity. Um it's um we actually now trying to send a little group off to visit the residents in the memory care unit um because um that's
014a special thing in itself. And um what's really helpful is we have um Bonnie the um guidance counselor sort of prepping the kids for this experience because you know it's it's uh they they do need that encouragement and support and and and uh tutoring on on how to interact. So um you you can um look through that at your leisure. We've got all kinds of things planned for this year. Hopefully the flu bugs will hold off so that we don't have as many cancellations. But I'd like Lori has been like had her own independent initiative for quite a while through school. You guys all know what she's done and we've just combined forces since co now we're kind of >> working together. But why don't you tell how >> I started taking my kids the
015seventh graders in 2017 and I would take them everybody can hear me probably from home even without a microphone. But um in 2017 I would bring my kids weekly the seventh graders from that. I will say some of the kids went and worked there which was really cool. But um during that time, Mary then approached me cuz she saw me there with the kids and asked, you know, would you like to be a part of this? So um again, tweaking starting out with younger kids, moving into seventh graders because it's who we had and that worked really well for a long time. The little kids seem to work better. The younger the better. The the residents seem to respond really well to the when you bring littles in there. Not that they didn't like seventh
016graders, but seventh graders can be intimidating. as we know. Um, but it I think the biggest thing is to see the empathy that it creates, you know, in the kids, but but also in the residents, believe it or not. Like I mean, I remember a time one of the residents I'd said, "Get out here, you know, get I went into his room. I said, "Get out here with these kids." And he said, "Well, I'm I don't want I'm retired." I said, "Well, I'm not asking you that." I said, "Come on out here." And he said, "Well, I have grandkids." I said, "Well, some of them don't have grandpas." And that's when he was like, "Oh." So, you know, it really creates that that they're just that and that's really the ultimate goal is to again
017that relationship, not just going in there. Yes, there's activities. It gives them something to do, but the goal is to build that relationship so they can just, you know, bridge that and and >> and we're we're this year it's an improvement. We keep tweaking it every year. We're having um the um kids schedule two times in a row. So, we get to build on there's a familiarity to build on. That's that's what we find um to be um um really beneficial. The um residents look forward to it. The residents look forward to it. Um and um the kids um it's heartwarming. It's it is always more than what I expect to see them respond. I mean, it's not across the board, but to see how open they are and um and affectionate they are naturally
018affectionate. You wouldn't think that. It's like you sometimes you see these children and it's like >> I don't know. I know that age. I wouldn't I wouldn't ever guess that that's how they would act, but it's like it's almost like a natural >> they're drawn to each other. So, um yeah, we we only see like it's uh good times ahead for this. I'd love to keep going. We are um we do get supported by the United Fund of Random Lake in Adele. We get a grant a yearly grant that helps with, you know, supporting some of the supplies that we have. Um the um uh Gables of course, you know, has supplies that we're able to utilize and um sometimes the you know, school will bring down supplies. It's a shared enterprise, but um the
019the grant money is particularly helpful. um with um maintaining it. So any I just wonder if anybody has any questions about it. >> I will say the residents always compliment the kids too. How great >> want to say I think program I have a little background what you're talking about. It's the interaction from res kids. It's phenomenal. I don't see too much of the kid, but how it affects residents. >> Lights them up. >> It lights them up. Y >> So, thank you for >> Yeah. >> No, it's a joy. >> Yeah, it is. >> It really >> And I just wanted to add, we had the the honor wall recognition two weeks ago now. And some of the students that you started off, Lori, were our national honor society students that were actually helping
020some of our veterans navigate carry plates. Like if you would see how our kids interacted with, you know, a generation of maybe they don't, maybe they don't have grandparents. Yep. >> You'd be just proud. And that's because they have these interactions early on and that's part of of building that together. So, we're building those skills and that empathy and it's a really really cool >> Don't waste an opportunity, Lori. [laughter] >> All right, we'll finish up with a student acknowledgements. So, we had our Big East all conference results. So, for football, wanted to recognize recognize R.J. um for offensive linemen, all conference uh for football and boys soccer. Brady for defenders, honorable mention. Unfortunately, we did not have any of our students in volleyball make the um all conference listing this year. We're going to
021take a break now and have some treats and thank for his service as uh he moves on to the village board full time and maybe get some sleep if you don't have to. [applause] And Kim put some treats together and brought some too. So, you know, you probably need to doubles or something so they don't have to take this home. So >> help yourself. We'll take like 10 minutes or so and it's been five and a half years. >> It's amazing how quickly you just got compared to warmer in here than it was Monday. >> Okay, thank you, Lee. All right, we will come back into session here and if you still need a treat, help yourself. We still have more. We won't judge you for getting up and going over there. Um, okay. So,
022that takes us into district report cards and Mr. Olsen. >> So, it's that time of year again to look at our school report cards. >> So, we'll start with the district one. Again, just to refresh every everyone's memory about how it's computated. There's four pieces of the pie. The four pie pieces are different percentages at every school level. So at the district level uh one piece of pie is achievement. So that is how our students are achieving on forward the state test grades three through eight preacct grades nine and 10 and then ACT grade 11. So that's just achievement for the years we're looking at. And then the growth piece of the pie is how are students in that same grade level growing from for on forward from grades three to five for elementary, grades
023six to eight for middle school and then at the high school how they're growing preacct 9 to 10 and then from 910 to 11 in the ACT. So that's the achievement and growth. The target group outcome the green piece of the puzzle is our lowest quartortile at each building. Um, so it used to be that those were the uh students with labels who we were looking at, but now the DPI said, "Nope, it doesn't matter what label kids have. How are our lowest achievers doing in each building level?" And then the on track to graduation is third grade ELA, eighth grade math, um, attendance, and, uh, actually graduating. So, as you can see, we're doing really well uh with attendance. I'm hearing from other districts who are having huge attendance problems, and it's just not
024something we're seeing right now. So, we're uh fortunate and happy that our attendance is pretty good. Um our graduation's above state average, our eighth grade math is above straight average, and our ELA is close. So, we're we're doing well overall in all the different measures for the on track to graduate. Uh whatever whatever you got. >> Okay. Uh the elementary score is very similar to last year. I looked back at three years of data uh the other day and I think the highest was 62.8 and the lowest was right around here 62.4. So been consistent. Uh but now as you see the pieces of the pie have shifted compared to the district one. Uh and this year we're looking at two years of data. Every other year has been three years of data. So as
025I've said before, this is kind of a moving target for us a little bit. Every year they shift the percentage of the pie pieces and they change some of the data sources. Um but uh again overall you can see how we're doing compared to the state. Any specific questions about the elementary one? >> You know what our growth was last year? >> Uh it was a little bit higher and Becky has promised us that it'll be higher next year as well >> because we put all this effort into CQLA and the new math >> and curriculum. One of the things that we were talking about with our ELA scores growth, um I think we're all a little disappointed on what the numbers were, but when you think about the radical change that we did with
026the new uh curriculum, new assessment procedures, new data, um we're seeing things in our in our current assessments um that we feel very confident that these next rounds would be better. And this is what happened radically. So hang tight and uh we will be following this up sports and other a lot more immediate than this was given last March. >> Okay. Last year the middle school was 70.5 and that was exceeding expectations. This year they're 70.3 in meeting expectations. So two ten of a point dropped Tess a star. Uh so that's the cut off. So middle school again, you know, consistently near that exceeding expectations overall score. Uh and I can see for the middle school the achievement is a bigger piece of the pie than it was at elementary and growth is a little
027bit smaller. Um but again seeing the same kind of trends doing well uh you know at or above the state average uh ELA again is a little little lower. Uh I've had more talks with teachers in the last month about this data than I have the previous nine years. So we're doing a better job of making sure our staff understands this information how it relates to them. So uh we should be seeing some growth in this uh in coming years as well. >> So in terms of the overall score is there uh you know you said we're beating the statewide averages. Is there a percentile or relative ranking that they have with regard to these reports >> in terms of the overall score? Yes, there's a breakdown of how many schools are scoring meets exceeds
028um what's below meats. >> Yeah. So there's one star, two star, three star, four star, and five star. So there's a breakdown of how many schools have those. I don't know that there is a you know where are 70.3 ranks. I'm sure that exists, but >> So, uh, do you have that breakdown >> of how many schools score each >> number of stars? I do not. I can I can get that. >> No, that'd be great. >> Yeah, if you want, you know, if you look at achievement, that's one area you can look at the gray bar. If you look under achievement, the top one is EO and the second one is math. So, you can see when compared to the state map, we're above states and LA. So that that's a good comparison of
029where we're at middle school that was a K8. Um so that's a way you can that that's a great way to compare across the states. >> Is it always um for on track to graduation? Are they always comparing the word grade English and eighth grade now? Like that's consistent every year >> for the last couple. Yeah. >> Because someone has figured out those are the key indicators of graduation. >> So next year we should be huge on our BA grow. And then the high school this year actually jumped up to exceeds expectations. I think this was a threepoint improvement from last year. Uh and again the pie pieces are shaped very differently. So growth becomes a way bigger uh percentage of this one compared to the other buildings and achievement also grows. Strangely, the on
030track to graduation decreases because at the high school, all we're looking at is did they graduate and how was their attendance. So, they've correlated the earlier grades with high school graduation rates. Um but again overall you know relatively strong compared to the state and for the high school. It's not counted into the score yet but there's an extra page that tracks how we're doing with number of advanced courses or number of students in dual credit courses. uh students who earn industry recognized credentials and students who are in YA or similar programs and we are blowing the state average away in those measures sometimes three to four times how the state's doing. So those will be counted in here in the next few years I know um I don't know when but so it'll be a
031bigger snapshot of how our school is doing than just um the test scores. So excited to see that for us. >> Of all of all the different scores and things, is there one particular category that concerns you or that is most trouble? >> Yes. Growth. So at every in all of our buildings, that's the lowest score and they do provide percentile ranks for that how we do in the state and that's our lowest percentile compared to other districts. So, we know that's what we're going to be focusing on. >> Do you have a an idea why that is? >> Uh, we spent an hour and a half today talking about that and uh tried to we're trying to do a root cause analysis like what is the cause of this and then what action steps
032can we take to try to address it. So, it'll it'll be a process for sure. I'm not going to hypothesize today uh until we've done that process. >> But it's a concern you're addressing. >> Yes. Yep. And let's talk a little bit about data data decision making, right? Um, compared to previous years of what we're doing now, um, and Travis and Andre and our PC coaches are in these meetings. How much more are we using data now? >> Like tenfold. >> Yeah, it's incredible. >> So the reason staff were asking about more because now we have all the systems in place to look at data. Um, we and sometimes when when you care too much about kids, you don't push them as much and we're not that we're using data to make decisions on how
033we're going to to get to where they need to be. Those are things we're seeing it early on already. Um, how often how often are teachers looking at data? What would you say? >> We look at I would say alternate in math and biion size so that we can really meet the need for that student so that we know that they're going to change and and part of the reason we put a major investment into reading and then math this year is for so we have we're on the right track but the problem is this metric will always be >> yes it's always lagging >> and the students with disabilities with that every student with IEP is included in essential health. >> And last year we had a couple of families choose to opt out
034of testing for students with IEPs. So they weren't comfortable. >> Yep. And then that reduces this percentage number or are they still included in that percentage? >> They're they didn't test so they're not included. We're not dinged for it. They're just not counted as their score. >> Any other questions? Do you have conversations at all like both? Yeah, actually Shbboen Falls has huge growth data. So, we just went there three weeks ago and met with their uh reading and math coaches to see what they're doing. So, we're we're trying to learn and they they have the opposite of us. They have great reading growth but poor math growth. We have good math growth but poor reading growth. So, they want to come see what we're doing for math and we're seeing what they're doing for
035reading. Yeah, math curriculum getting our staff out so they can see what it looks like a little ahead of us on that process. They've been doing they've been doing PLC's for 15 years we're in that same with using data making decisions guaranteed viable curriculum assessments all >> right thank you >> thanks Um, next we have another presentation. Pupil services. Speak up. Speak out. >> Absolutely. >> Unless I got to talk louder. >> I'll pass up to you. >> Um, I'm Tracy Cassowski. I'm the school psychologist here. Um, we as a pupil services team are always looking for ways to access our students. Um, luckily with the stability that we've had over the last couple years, um, we know a lot of our students and have great relationships with them, but there's always pockets of students,
036maybe new students that move in or students experiencing some really big life events or they're witnessing things or hearing things. We want to make sure that we have um, good communication with those students and give them ways to reach us. So there is a statewide um app or website called Speak Up Speak Out where any person, community member, parent, student can go and report something of concern. Anything from um suicide, domestic violence, anxiety, depression, guns. There's a million different categories for reporting. Um when we looked at that, it looked a little cumbersome because we really want it to be easy for students to use. So, we developed a Google Doc that's similar in ways, but has fewer questions, but it still gives us enough information for us to move forward if we need to talk
037to a student the next day or if we need to follow up with some students who maybe witnessed something or heard something. Um, we do have in here, you know, some um statements about how this is going to be seen by school personnel more than likely during the school hours. So, if there is, you know, immediate danger or concern that somebody might harm themselves, we do have some links and phone numbers in there like the suicide crisis line, um, some Shboan County resources that people can access. Maybe it's the weekend or it's late. We don't want this to be something where there's a really unsafe situation occurring and one of us can't access students quickly. So, um, it will be a Google doc that will be sent to admin and the people services team so
038that we all can see things quickly and timely and address it. Um, hopefully students are going to use this, but we're also opening it up to community members or parents if they also are hearing things or are concerned with something maybe they're seeing online or something that happened at a school event. um we're looking at, you know, different ways just to have people report things to us so that we can really um connect with our students in need. So, if you just want to scroll through, um we have just kind of like some check boxes or areas so that we can sort data later on. So if we have um a lot of usage, we might want to look at well how many of these are anxiety and depression based or how many of these
039are relating to, you know, guns or weapons. Um the second question is kind of just describe the incident. The student or parent, whoever fills out the form, can describe what they know, where it happened, who might be involved. Um we do have a question on location just so students are kind of thinking about, oh, is it at a basketball game? Was it at home in the community at during class? Um names of the victims, names of a possible offender, and then maybe witnesses as well, other people that we could um confirm stories with or ask follow-up questions to. Um, we reported the grade level on there. And then again, just a disclaimer saying that, you know, more than likely we'll see these during school hours, but if you do have a more immediate concern, please
040don't hesitate to reach out to 911 or other community resources. And then we do have on the bottom um your optional for your name. So, you can be completely anonymous. We won't collect email addresses or anything like that. So, if you want to have your name reported on there, you can. If not, that's okay. as well. So, we're looking to implement this um with students and family members, community members, post it on Facebook page, website, and we'll see what kind of use it has. >> As part of the process, um we had vetted this with our student group, which is of students, freshman up to seniors, and it was based on therapy back then. um back to student services that then helped shape the survey. And the response from the students was very supportive of
041having this as an avenue for them to be able to report uh things that maybe that they're very concerned about that may be happening. Um, and they were very concerned about reporting incidents that may happen outside of school at a a gathering where someone may be harmed or in a very unsafe position that they wanted to be able to have an avenue to support them. So, uh it was very helpful to that Google. >> Yeah. Yeah. So, I mean, initially our thoughts are the principles, the three counselors and myself and probably Mike would all get an email saying that someone has submitted um a response. So, then we can go into it and look at the responses and see what type of report it was. >> Yep. There'll be a link on the website and
042when you fill this out, it really looks just like an Excel spreadsheet with these things. So allowing anonymous but also >> yeah no I think that's something um to think about and navigate and I'm sure when it comes out the newness you know you'll have some people kind of playing around with it or submitting things that are not true or goofy just because it's new and they want to try it out. Um, I think that's just something we'll have to work through. Um, but I think educating our students on how important this is and when it's appropriate to use it, when maybe you might want to do something different or stop into the office or bring it up to a teacher. Um, hopefully over time I see that kind of novelty wearing off. Um, and
043maybe if they want to report their name and they're like, I don't want to say or I'd rather have, you know, a private conversation with you face to face. um they at least can indicate that if they report their name, they don't maybe have to say who it was. But after, you know, additional conversations with the student, we could decide what information we needed to know. So feeling maybe something there that says more like everything forward. >> Yeah, it's a good point. And I also feared too like if they're saying this person did that and this person did that, but they don't report and then we feel like well this was kind of severe. Let's look into it. And then I'm asking someone questions about something false like that too could be a little tricky
044to navigate. >> Yeah, I'd hope so. getting this report. >> Right. Right. >> That's really strong language. That's the only part that jumped out at me. I wonder like if I was concerned about a friend who was >> I wouldn't really think that person's necessarily a victim, >> you know, person I'm concerned about. I don't know. But I think especially for young people who maybe they don't want to have a face to face, you know, texting. >> Yeah. >> Right. Or they think, "Oh, it's important, but they're busy. They have class. They have after school sports. They don't have a time to stop in or report it, so they let it go." But it could have been really important to kind of get that information shared. >> I'm just curious how Yeah. >> Yeah. It
045just I mean I think it's great but just concerning who's going to make these calls then how tight are our policies with regard to dealing with somebody. Now we haven't talked about like the cadence of this right but really this the motivation for this that person right so um to me that's the most important part of this is who is it you're concerned about why and I would think we got to talk about this advance that's our first wealth direct I don't see us going to the offender and like what did you do you know what I mean like like our first one is we are looking for that student that might be in distress and then from that that other information are just our ability to follow up with those but I going after
046the offender. I see us going after that concern. And then if we can get some pieces of information to help, we know how it is when we're questioning students, right? Sometimes um we know a little bit more and then they'll give us and we've had incidents that have occurred out in the community that we've said, "Hey, this happened on school grounds. This is not school situation, but yet here we're getting students about things that are happening. So do we assume there's some reportability requirements reporting these things we could be dragging ourselves into something from a legal perspectalific Chuck said and I think some of the motivation there's there's a lot of students that would you know so if we can do that in that situation that allows us to let authorities know of what's happened
047we don't exactly pull in but we get to put support around that individual I say especially coming from our services. It's about supporting that individual and then the legal ramifications are going to be the same. We have talked about like what what >> even now that outside of the school day come into school and and the student is searching or looking for resources or what are their next steps in helping to navigate whatever that situation is. And to get to your question that most of the would be involved in because we're talking about anything for student um the only one that you know I'm looking at depression anxiety that may not rise but when you're looking at the other that that that's a a no-brainer where with you the terminology I think that's good feedback
048as far as um name of person concerned about but also name a potential offender, name of possible witnesses. So that way we're not trying to accuse without having done proper questions >> as of right now. Yes. Um we can always based on feedback we can always go back to group and determine what you require, what what should we require the first depression like they're concerned about a friend as it's just like >> goes to a different page with different questions. This really >> I Yeah. >> All right. Well, thank you. Thank you for doing this. We look forward to >> Yeah, absolutely. That's good feedback. Thank you. >> Next, we have the fitness center survey and updates. >> Yes. Um, so we are three months now of our new fitness center. Um, I wanted to
049make sure I I got a survey out to all of our community members as well as staff and students just to get that first impression, get their first reactions, see what they like, what they don't like. Um, just different reactions in general. Really, the first thing was how they heard of it. That was my biggest uh question. and top three word of mouth uh social media which means we're doing a great job marketing on that front as well as communications we sent through school email uh through the open house. We had a lot of people come up and that very next day we sent an email out and my email was going crazy the next day. So it was great. Um it's a good problem to have. Um we I was going to put together
050a chart but it's very simple. We had about 20 active memberships in our previous weight room. We've got just over a hundred now. So I don't think a chart needs to show that much of a growth. Um but uh if you go any day of the week after school, it's busy with kids, high schoolers, and and adults. Uh the first impression was one of the questions I asked. It was clean, big space. It's triple the size of our old weight room. And then the layout. Uh the two big comments that were common was high quality and welldesigned. There were some improvements that we're going to start tweaking a little bit. uh some requests from community members. We're looking to extend the hours just by 1 hour during the week. So from 3:30 until 9:00 at
051night, uh 3:30 until 5:30, the students will have access and then from 5:30 until 9:00, all of the adults will have access uh with their FOB system. FOB system has been working very well. We have the community members sign up online. I get notification. I work with our resource officer to create a fob for them. and that fob is created within 24 to 48 hours and that's left for our community members to pick up in our district office. So, not only are they getting their fob, but some of these community members are walking in the building for the first time in five, six years. They're getting to see uh the new building as well. Uh we are also working on uh getting placards made. That was another thing that was requested. Just something to keep
052track of what the waste people are using on the machines uh which is uh great for accountability. And then we had some requests for some new equipment. Uh the big one was a stair climber. Uh so we'll be looking to purchase one here probably after the new year. Uh I've already got a couple quotes out. Um so that'll be one of our new pieces of equipment as well as another lab pull down. Um so that's really the the feedback I received. There was not much negative at all which is always good. Um, but uh definitely looking to tweak and throw another survey out there towards the end of the year just to see after these changes are made, how are we reacting, how are we feeling, and then looking towards the summer. >> Uh, $75
053for the year um for community members and then 150 for non-comm community members. And then for our first responders, military, current, and veterans, as well as alumni of four years or less, uh they get a complimentary student. >> Yes, we have supervision um every day from 3:15, 3:30 until 6 o'clock. And then from there, we also have cameras um that are watching. And I've got camera access on one of my monitors as well. Uh just if I ever need to. It's come in handy a couple times just to make sure the right people in the right places. Um so we've got access as well. And then um it and I working together to put a monitor with the cameras on that new desk as well. With our space, you could fit close to 60 people
054in there at one time, adults. Now, if you're talking middle schoolers, those are kind of threequarters of people, but uh you could probably fit 60 people actively in there. We'll probably see just like in my previous career, come January 1, you'll see an increase in memberships and then by St. Patrick's Day, it'll go down a little bit. But, um we're looking forward and preparing for that. um increase come January 1, >> Saturday and Sunday, >> we're looking to do Saturday hours as well come January 6:00 a.m. to 9:00 a.m. Uh that'll be FOB access um for the community members. And if the the rule is too if a student wants to come in, they have to be supervised with an adult or a coach during those FOB access hours only. Similar to there was an
055email sent out today for the holiday hours. uh for Wednesday and Friday the FOB access only. So if a student wants to come in, they have to be supervised with a coach or a parent. >> The state funding. >> Okay. I know I sent this out to um the group uh about a week or so be even before the board meeting. Um, as a, you know, one of the things I feel very fortunate in Shoe County, the superintendents, we get together, uh, once a week virtually, um, three times a year we get together just kind of making sure that we're all on the same page. Um, we're very fortunate to be in a county that has some really high performing uh, districts and and we do a really nice job of collaborating and helping each
056other. Well, one of the things that we all agree on is I don't care what side of the aisle you're on. Um, this last bianium budget was not good for public education and we thought it'd be might be an opportunity for our boards to collaborate and put out some messages that we can all agree to. So, um, we're we're the last district to go through and of the we have eight districts. three of them have approved. Um the other four have actually chose to do something different. So there's no pressure on having to do this. I think just the um exercise of going through and talking about how this works for us and how it looks in other um districts is a really great exercise. And it was just an opportunity to kind of look
057at this. Honestly, the the stat that just um to me just seems un Wisconsin is that we have gone from the 11th to almost a top 10 um state in um just supporting public education to now the bottom half of the and uh moving down the 26. That's a piece that um the more we can get that out uh this can be a postcard. We can do this through social media, but um these are the things that every district agreed to that these are some things that we just would like people to know. Um these don't make sense because every year, everybody or every other year, every benium budget, you will hear our politicians say a historical amount of money is invested into public education. Well, the second they put an extra dollar into it
058from the last bianium, it's an historical, right? So, Yeah, I don't know if there's any um thoughts on this. Um I think even if we say, "Hey, it was great. We're not uh interested." I I'm fine with anything, but I think it was a good way for us to really start talking about this. Any thoughts about the stats on the postcard? I guess that would be my first question as as you looked at this. Any questions on the stats you're seeing? any um questions on where the information came from? Any any thoughts? >> Um so I'm not a huge fan, right? Like um I think talking about the 11th to 26 while I don't doubt that that's true. Makes it feel like we don't care about equality. We just want the money. I think that's
059a little um focusing just on the money instead of saying something and I don't know what can't say I don't think that it's not something so I don't think that they have done a good job making the case on it which I think is then what comes into some of the legislative decisions that so I mean if we could our funding has dropped But our quality has improved in some way or whatever. Just talking about the money I guess a little bit. I also think I mean there's got to be a cost to sending things out, right? So saying, "Hey guys, we're not getting funded enough, but we made this really nice shiny postard, right? Like I don't know. I guess I'm a little uncomfortable with it. I'm interested in what the other when you
060said four of them didn't approve it and what they're going to do. what are they planning on doing? This bottom part then become just three districts or whatever. >> And truly the three that have passed are waiting to see what we're going to do. Um because if we don't have a majority um it's going to get communicated in other ways. So um you know there there's different community newsletters, things like that. So, so I think these stats would still be shared in a majority. I I don't want to say all of them in a majority of the districts, but it wouldn't be through postcard different just kind of a little bit on just looking for information that if there's some correlation to we're going from 11th in spending to 26 in spending. What how are
061we ranked in the United States? as far as our quality of education. If there's such a ranking relative to the have we, you know, proportionally dropped our quality of education over the same time period from wherever we were ranked down that much. Am I being pretty? >> No, you're being clear. I I would say and and and I'm trying to think because because there is an overall you know they can look at ACT or things like that and overall Wisconsin has stayed in the top 15ish in the nation around ours. So even with the drop in funding, we've been able to, you know, find ways to to keep um the achievement of our students at, you know, I would say the top 20% of of the nation. I think maybe 25% I guess. Yeah, I
062don't I don't but but yeah, there is there is a there is a um national statistic, >> but I think it has dropped. I can look at that. I was just thinking messaging wise if you could relate it that look we've you know got less money but we're maintaining our standards but we need more money to grow >> or maybe not even so much that we need more money as that this is shifting like in order to maintain our standards be aware that's legislator >> and we've been fortunate we've been able to reduce our rate every year. Um there are some of our districts, I don't want to name them individually, that have significant increases in mill rate because there has been a huge shift to um to the local tax groups. So in some
063ways some districts are looking at this to say, hey, this is this is the way Madison has shifted and putting the the onus on our local tax base and not >> Can I say something? just about 11 to the 26%. We're still getting the same amount of money. It's this is stating though the burden is being pushed on to the tax. That I think is the message that is important. We are doing okay with it for us in our district because we're we've been able to do that. I don't know if that's going to be able to be possible in the future because they keep giving money to me and then taking it away. spot, you know, they like open perfect example of that. They keep raising that up. Yes, sure they're going to give
064it to me, but then I have to take it. No, it's the part I think that I would look at it that that's the part that I think it's to me as not school district because we're getting basically the same. It's just been it's more coming from the tax. >> And not to argue with you on this point, but we're talking the difference from getting from state level to local level. You could make the argument that it's all taxpayer money regardless. It's just we're getting it more instead of sharing on the state funds, we're just paying more locally ourselves instead of getting that. And I get it's just such a complicated issue. I don't know if people will quite understand it or get it. Look all the questions we have just in this short period
065of time. >> But that's what I'm saying. I mean, the taxpayer, I mean, that's the part that would alarm, >> okay, >> more local, >> right? >> Yeah. >> It's going to come more out of my pocket. >> And and that's where as it becomes more local, when large districts like MPS pass referendums, um, some of our tax base goes to paying for those referendums by doing that as well. So, the more our people know that sometimes the that you're paying for school isn't always coming 100% to our school because of these large you know 250 million 300 million dollar referendums are happening in places that you know in some cases don't even have their budgets aligned are still passing referendum. So so there there's a lot of screwy things going on um in the
066state when it comes around public schools and and that's not even to mention voucher schools and and having um a student Lutheran High. Uh the state of Wisconsin pays more for a high school student at Lutheran High than they do in Random Lake by you know over $1,000. So, um there's there are political there are political beings at play and um you know as you see this there is a feeling and I would hope as a board member you see there are some threads in the kind of dismantling of public education that's happened right um and if if we just sit by and say Okay, we're in a decent spot. We can pay our bills. We can give raises. We can do that. There will be a place that even no matter how well we
067are at squeezing blood out of turnipss, we're going to be running out of them. And I would say even in our district, we've done some really great fiscal things. Patty has been able to, but I'm worried about what that next ban look like. We know where we're going to be next year, but if they pull another one, another bianium like they did this year, and this isn't Republican or Democrat. I don't think egos did us any favor in this as much as the others. So I I think I'm equally disgusted on both sides of the >> what's the is there like the call to action? What do we need people to do? >> Well, and is that what we should be clarifying? >> And I think that's a good question because there's no call to
068action with this, right? Um but you know, like growing up G.I. Joe said, knowing is half the battle, right? So if you know that um we're doing more with less especially when you use it because I think the state one that that hits me is we hear about what's happening in the state but if we have no comparative data on what does that mean you know people don't recognize we were frozen our budgets were frozen for two years over co while every other state I think there's a handful of states I've been um in the nation continued to get those inflationary increases and things Some of that drop had to do with what our our um um our state decided to do is say, "Okay, you're going to be frozen more or less for four
069years because you're going to keep this, you're going to keep that for another two years and then you're going to use federal funds and by the way, we're not going to fill that gap when those federal funds go off." That's what got us. And um I think the call of action is hopefully in some way um I think sometimes Madison, our representatives in rural settings need to know that we do support public education and we know that they may not be um what we agree with in urban settings, but you know, I I think we need to find ways to to at least put that voice out there that we're doing good things. We're we're making some really really great decisions here. We're keeping working on going from good to great. So, But I don't
070know if our politicians are hearing the difference between what public education looks like at the top 10 biggest school districts in the state and the other 422 smaller districts in the state. So we can, you know, we've had some really good conversation about the messaging and the way it's presented. And I think, you know, you get a group of people in a room and I think most of us agree on the subject matter and you know we would disagree on how it's presented and just the packaging. I'm speaking for myself about this. Um so I'm not hard over either way on it. My question is how much is it going to cost the district to send this out? Right now, I'm think about $1,500 to send it out to everyone that lives in our >>
071Well, if we're doing that, I think we want to ask them to do something to help. It's kind of like, how can you help? Otherwise, you're hearing this message and everybody's scared their taxes, property taxes are >> and so we just everyone's in fear now >> and then they're mad. So like this is how you can help all our representatives >> and we need to host like >> a meet and greet with invite them here get all these districts together and be a collective voice that way >> and that's I think every meeting in in our superintendent meeting I think everyone's saying yes we are a stronger voice if we're talking collectively right so if this wasn't the message we feel comfortable with now what could be that way of taking that next step and
072you know I see this as possibly being a topic for a board retreat on what's the message we want to send if we're not going to do this what is one way we feel comfortable this time and now next as we want to take the next step maybe we bring boards together um board presidents together who want to sign up for our meeting um or others to to like how can we do this maybe it takes a little bit longer but at least this was a thought that got this So, do you want us to take action on this tonight or >> I would say I would say our inaction would be action and and that's kind of what I'm hearing and I think that's perfectly fine and um instead of voting it down, we
073just were not going to take action on it. And uh we will uh we'll find a different way to to communicate some of these things and we'll take some time at our board retreat on maybe three or four things that we want to talk about. >> Everybody good about that? >> All right. >> Thank you. Um, next we have the 360 degree district review. >> And, uh, first of all, thank you to Mr. Stouts. How many hours did we spend together? >> I think it was most of the day. >> Yeah, most of the day going through that. So, it is not in completion. Um, I just wanted to to get out and show you this is kind of the communication to our parents and guardians and caregivers. This is the communication um to our
074staff. This is to our students and here's the survey. Um, as an admin team, we looked at uh we talked a little bit about them today. So, um, just wanted to to show you guys this is what we're working on. Um Brian and I took a a a big chunk of time to making sure that the survey is chunked into what does it mean to have strong classrooms, strong culture, strong connections, and trying to convey the things we're doing, but also getting so um our ultimate goal is to have this go out uh a week or two before spring break so we have a little bit of time. Um and and this is something we have budgeted. This will be a postard that goes to everyone in um the uh in lives in the school
075district with a QR code that they can do different questions. So I guess instead of going through a lot of it now for as late it is I I would ask go through the survey look at some stuff maybe have some notes um and we can discuss this a little bit uh longer. So I wanted to get this out. I wanted our community to know that this is a multimonth making sure that when the survey comes out and we really can get some good feedback from all of our stakeholders. Mike and I spent a lot of time making sure it was connected to our overall objectives for the the district and then also connected between the various groups that we were seeking input from the students from the staff and faculty and members. um you
076know the first rush that was worked through these tweet and we spent a lot of time reverting it. You know I think to it's got a good blend of you know taking a look at the the district as a whole and then varying down into components. So we can obviously talk about it too but we got pretty good. >> Great. Thank you for doing that. Like how did we get saw >> should have been in the documents >> in the documents for the for this meeting or for >> I was like Yeah. >> Okay. Great. Thank you. >> Um so we met in um policy and we had some technical corrections um which didn't change the definitions or the meanings of anything. So that's just a notification. And then the next one we had some
077policy updates. Um 342 is that that basically covers all of the updates if we Okay. Um so the committee thought that a single reading would be enough for that. Is there a motion to approve? >> So move. Is there a second? I'll second. Amy, any questions or discussion on the policy updates? There didn't seem to be anything too large in here. >> I just have to ask as I went through, you know, there's a discussion about uh nominal values for gifts and I didn't take the time to go and look and see what that was. What is I just do we have a do we have a number for the nominal value? >> It's uh paragraph 3214 staff talking about not accepting gifts beyond the nominal value. I was just curious what it was. Oh,
078see policy 13. >> Yeah. Just what is what is >> okay? The other thing was we did about on the first page the personal communication devices which will now include smart watches and wearable technology and we wondered how that was going to affect um our students and what's written in the student handbook. Um but I don't think we wanted to say that they can't have their watch but of course they aren't having their phones in class. So we just were concerned about how this policy would affect how the heads were enforced. So the definition in this one talks about smart watches as a personal a PCD or a personal communication device. Do you know how our handbook are we do we just talk about PCDs or do we talk about cell phones as PCs? wearable.
079I mean that terminology. So we know that you have a smart >> it's not a PCD unless you use it as a PCD to go to the bathroom I have a question about the so I don't know if you ask about it but um so the emergency nursing services plan as part I think of the new like wellness red but I'm not positive but um but did the so our school nurse like look at that they're comfortable with it like the policy We actually talked about that in the committee meeting when >> any other questions or discussion. >> I just have to ask did you guys discuss animals on district property and those you know that are considered to be um service animals? Was there much discussion about that? >> Yes. Do we have any
080concern about people deciding that they need psychological, you know, help and they have to have their pet frog with them or something? >> We actually did a deeper I believe with this. Isn't this a little better description of what is a service animal? Did I'm trying to think with Richard's discussion it it kind of made it a little more concrete. >> Yeah. So there was some things added >> school visitors and I mean I I don't want to bring if it's not an issue it's not an issue but yet I see more and more people identifying service animals and you question I just don't want to see a rash all of a sudden students decide that they need a service animal with them school unless truly need a service animal. >> Well, service animals is
081a touchy thing, right? Because I mean I love animals, right? But some people like to like one person's comfort somebody else either an allergy or terror, right? >> What if somebody has like a service? >> Well, I mean there's a clear distinction between emotional support animal and a service animal. And a service animal has to be trained and they have to have like documents. >> And that's what it says in here. Service there's not support. >> I thought that's I can't find it. >> It's in the other text. >> As long as there >> it's better language. >> Okay. Good. Good question. >> Any other questions or discussion? All those in favor, please say I. >> I. >> Opposed. Motion carries. Uh so then we don't need to do item 15 for first reading. Uh
082that takes us into new courses for 2627. >> You want to talk to you? I guess I'm the chair. I um so we talked and um talked through all of them pretty much and we decided that we were in agreement for um for all of them except we do want to take a closer look at um course materials for the contemporary themes class. Um so that one we just wanted to table that. >> Yeah, maybe have the faculty come in. So be a motion to to pass all the courses and hold on contemporary um issues, contemporary themes until the December. >> And then we did talk about the global issues course which we're really excited about. And is this where we kind of just wanted to make a call out that we're reviewing the resource
083um pretty regularly to make make that it's a nonpartisan resource. Um, so staying objective, I don't know if we're adding that in there or where that would show up. Is that in the course? >> Okay. So, I make a motion to approve. Um, do I need to list all of them individually? >> Uh, you can just opt out of the one if you want. >> Okay. All of them. including global issues with a revision description and um table. >> All right, Ry and Katie, any questions or discussion? >> Yeah. What was the thought process behind sports, sci-fi, and survival? I'm a little, you know, I feel like just by the title of itself and reading through, I feel like it's getting a bit away from our, you know, building our students up in terms of
084core competencies. It sounds like a good summer class, you know, like a summer program class, but I'm not sure, you know, what was the thought process behind it? Um, >> who's got the answer to that? But you [laughter] both our students have been expressing in spoke meetings or individual conversations with teachers that they would like more options when it comes to beyond the required English. And so students were just expressing a desire for different broader themes of courses and so the equipment department put together survey so that way they could get some student input. What are you interested in in delving deeper into um when it comes to reading and writing. So also with part of that sci-fi course it's not just you know reading maybe sci-fi material it's really analyzing it deeper with their
085writing what they're taking what are the themes of that so getting deeper with those stories and so that was one of those for coming back we want more um courses that are more they're feeling media studies and creative writing are not really and they felt they wanted to connect more. So that was the behind that. Um >> well and and like more in students are interested in scied academic earlier. But now you're going to have kids that are engaged in want. So one of the criticisms that I think a lot of us have about college is that you know a lot of the college classes that some students are probably take is that it's kind of a little bit of fluff. The title is what it implies even the title of the class. I think
086there are a lot of other more closely related to core competencies you know classes that you could develop over this month. So it has it would it help you if the title was something like exactly like English sport or whatever we would call it, right? Like diving deeper into these are things that you do in a club. They're things that you know it's a summer interest class. >> I think I mean there's like sci-fi or sports themed books or survival that I think is really pretty. I think it's it's encouraging students to want to read. >> Um Chuck, did you have something that >> Well, this I don't know if it's or not, but I came out packing it and phone in my email uh course on introduction to automotive and it's not listed here.
087What's up with that? >> So all the courses aren't listed in the agenda. Do you reced to the board and add to the they don't have to be listed on the agenda, >> okay, per Okay, I I must have missed that. >> The posting doesn't say anything about what the actual >> Okay. So, I guess I have a simple question. Is intro automotive one? >> Yes, >> it is. Okay. Then I have some follow questions on that. Um I didn't see how many credits it would be and what kind of a cost is this going to be for the district? I mean, when's the last time we had automotive instruction class here and what do we have for you know, facilities and equipment to handle that. Do we have quite a bit because Okay. I
088I didn't know to answer your question. Credit wise credit within teched nor have credit class that we can use and Mr. Rey has extensive knowledge within that realm. has been done race cars over at America since the 80s. But uh we got a lot in that offering to meually meaning that you can bring some cars and show kids. We also have >> we have that because I know years ago, but I don't know if that was still around. >> He also got he's got donated >> that have come into the shop and he's cleaning it up and you know so that way we have ample paper >> that's a very good question and so I've also been following him he's been working with grad school but they a very department and direct tool they can
089also even touch on the IRC part of >> well and this is a three um process so this is just so to get to the IRC you need three classes in a so that we're building that out and we're going to to build that out. So we're gonna this is that introductory course and then the following what would be our next level within the >> and IRC is industry recognized credentials. students that take these three classes will actually be part of that grant that um um students that have these actually who get reimbured back 600 550 depending how many kids do it this way. Our goal is that every student graduate with some sort of industry recognized credential in the area that they choose. currently right now for primarily and so that helps fund his
090software. >> Great. Thanks. And just one more thing, a huge shout out to the introduction to criminal justice that love to see that. >> I have to say some of these classes came from um sharing with the staff heard start now or other kids are interested in. And so the department took that and said, you know what, >> great. >> Thanks. >> Do we want to look at both of the ELA courses again next month? comfortable. >> Yeah, you can get like a more description. >> Would you feel better about >> I would feel better. >> We change that motion. >> Yeah, you can. Um, yeah, go ahead and just amend that to I make a motion to approve. I feel like because they're not written in the agenda, I should be saying. Yeah, sure.
091Okay, do it. Food sciences and processing to farm to table global issues, social studies with um uh notes on reviewing the resource every few years, >> right? Be a nonpartisan resource. Um social studies, introduction to criminal justice, um intro automotive daycare yoga. Sorry, I don't have the full name of the courses. So, I make a motion to approve those and then second. Any other questions or discussion? All those in favor, please say I. >> I. >> Opposed? Motion carries. And that takes us into co-curricular coaches and adviserss notifications for our um high school boys and girls basketball, wrestling, and middle school boys basketball. Anything there? [snorts] And then we have our volunteer coaches for girls basketball and wrestling. And then we do have staff resignation with Kurt Jacobson. Holy cow. [laughter] >> How's this place
092going to run without >> been here longer than you? >> I know. >> He told a really cool story about his first week here and how, you know, and and how one of the staff members helped bring him in and things like that. So yeah, 41 years. That is incredible. So >> incredible. That's right. >> He was here when you were here. >> So is there um a motion to approve his resignation for the purpose of retirement with many many many thanks for this 41 years of service. >> So moved. >> Chuck, is there a second? >> Amy, any uh questions or discussion? Lots of gratitude. >> Yes, definitely touched a lot of lives. >> All three of my kids are like, "Wow, he's finally," >> right? Mine, too. Mine said the same thing. >>
093You're going to still come back and take pictures. >> I'm He loves taking pictures. If we get him out of Yellowstone, maybe we'll get him take some pictures from what July >> Oh, wow. All those in favor, please say I. >> I. >> Opposed. Motion carries. Um, next we have a another resignation, which we did have treats for >> but yes, thank you Chuck for which I was saying like five and a half years that Wow. Okay. Did it fly fast for you? >> Yeah, it goes quick. [laughter] >> Okay. So, in um resigning, you're resigning your board member as of 11:26, but as board treasurer, you resign um is that yesterday, the 23rd, >> correct? >> Okay. So, um we need to elect a board treasurer. Is there um we'll open nominations. So, we'll
094have to do this similar to what we do in April. So, um are there any nominations for board treasur? I'd like to nominate Mr. Brian Stealth. Thank you. Um, we have to do this three times. Are there any other nominations? All right. Um would you like this on paper, Kim, or you're not that >> since it's only one? >> Yeah. Okay. Um so um then we'll need a motion to um elect or appoint >> close nominations. [laughter] >> I'm trying to go back to what we asked. >> I don't know. It's not April. I don't know what I'm doing. >> [laughter] >> Okay. >> Sorry to throw you under the >> Yeah. What the heck? So then we need an a motion. >> Is there a motion? >> I'll make a motion to elect Mr.
095Bryan new treasur. >> All right. Thank you, Chuck. Is there a second? >> I'll second. >> Does he want to? >> He's He's over here. He's not saying he's smiling. >> I like numbers. I don't know if you can't see him, but he's really enthusiastic. >> Oh, you can tell. >> Right now, >> have no game face. [laughter] >> Okay. All those in favor, please say I. >> I. >> Opposed? Motion carries. Congratulations, Brian. Thank you, >> Brian. Thanks, Brian. Thank you, Chuck. Thank you. Thanks, Chuck. You're welcome. may have another. >> So then that takes us down toformational, Kim, is that correct? We don't need to do >> Okay. All right. We're atformational. >> Okay. Um Oh, do we have to do filling discussion filling open board members? >> Okay. >> Kim's lying. >>
096Okay. >> Do you want Kim? Do you want to talk a little bit about next steps for filling um that we find? >> I won't argue. So basically how long the board decide if any are needed. >> So my initial thought was we open up nominations um or applications immediately um after this meeting and keep them open through next week Friday because if multiple people um submit their application we can review those applications at the board retreat and then decide if we need to do interviews and where we're at that with the goal of having having that discussion there and having uh hopefully somebody that's interested in place for the board meeting. >> That sounds like a great tool. >> You like that plan? Okay. >> How do you open that? Like do you send
097something in sounder or >> um we will we'll send something out through different media places and things like that. Unfortunately, because of Thanksgiving, we can't get it in the sounder. We talked to Gary and he's at the printing. Why he's not here right now is because He's printing this week's um in so we'll get it out. >> But you know, word >> of mouth [laughter] randomly. >> Okay. So, we're going to go with that. >> Okay. So, we're going to leave applications open till Friday. Well, we say four o'clock Friday. Okay. 400 pm Friday. And then um my will be to bring in all of our applicants uh for the Monday. >> Sounds great. >> Okay. Awesome. >> Perfect. >> Good. Thank you. >> All right. Now we can >> nowformational items. Good. Okay. I
098I think you've all heard Veterans Day was fantastic. Cindy and Debbie, we heard earlier about honor wall. Um now the biggest discussion now is are we going to do a dinner the night before every year? Um, we actually did have a little discussion about that at the foundation meeting that maybe the foundation can help because that's such a big chunk of our alumni that are there. Um, we had alumni that hadn't been in this building for maybe 40 years that came. So, um, fantastic. So, stay tuned with that. Um, just wanted to put on our radar spring, um, the schoolboard elections are coming up. So, um, what what are the time frames? If you're going to if you're on the board, you have to what are the dates? And then if you're interested for anybody
099out there that's listening, how would we deadline and then I believe I'll get you the dates. >> Month of December is usually the time to >> Yeah, that's right. >> What happens with the replacement for Trump position? Like are they out this year and stand election in April, right? Like your term ends April like that person just fill until April and >> yes question. >> Okay. Um I district consolidation legislation I just wanted to put on your radar there is some legislation at Madison um trying to u talk more about consolidating bringing districts together. Uh the I had seen is districts that consolidate will get $2,000 per student as a one-time payment to help do that. Um I will um say I it's not something that I think we um something that that we're we'd
100be interested right now. I have a feeling you're going to be getting some questions from our community members about that. So um I'm going to share some of the things out there. Nothing's been signed. We'll see how it goes. Um, it's kind of a one-sided to me to talk about districts consolidating while they're actually starting a whole new public education through the voucher system seems like you're talking to our whole side of your face on this one. Um, but I think especially north of Highway 29 where some of these districts are really struggling to have classes, you know, whole grade levels of 15, 18 kids, um, we're not at that point. Um, but just something that we're going to hear more of and I'll keep sharing it. I have some um articles I'll be sharing
101with you actually my Wednesday um end of the week update there. And then special ed uh education reimbursement when we budgeted this year we budgeted at a 42% um um reimbursement. Remember the state was saying you know record funding in special education 42% of what the costs were. Um we found out that oh sorry we only the state only budgeted and we're getting 55%. So we have uh 7% delta and again in voucher school there is something called some sufficient and what is it? some sufficient and and and some um so when they tell a voucher school that they're going to get $14,000 for a student or you know the 18,000 for special ed they get that amount for public schools they say well here is x amount and depending on how much you do
102will actually depend on so that was a hit of what 70,000 or so somewhere in there 50,000 something like that so again budgets this here. Patty has she's actually convinced me to say no to pretty much everything that's been missed. So, um it'll be a little tighter this year, but stay tuned. We'll see what magic we'll talk about that. >> We can talk about that. And you know those are things where you promise 42% uh you have politicians you know going and celebrating it but then quietly you find out the background gaps. What was what was our reimbursement for special ed last year? 33%. It's 32.5. So really we only got barely about 3%. All kinds of fun. All right. >> Charter schools aren't going to pick up special education >> even even with a
103higher reimbursement. They will, but they'll take students that are just slight slightly large amount. >> So that difference is made up by the local tax. >> No, we just don't get it. We we don't get that reimburse. It it comes out of our fund. So what we need to do is with with special ed is our fund 50 right is that the number what's special 27 27 um so what happens is our students that don't have IEPs are actually paying for the students that do because the state isn't paying the 42% they're paying 35% but it doesn't allow us to tax that make sense >> as much from just have to deny other. >> All right. Uh we do have a close session on tonight. Um, we'll need a motion to go into close session
104as the board is permitted under Wisconsin state statutes chapter 19 section 19851C to discuss a personnel matter. Is there a motion? >> Brian, is there a second? Katie, this requires a roll call vote. Brian, >> yes. >> Katie, >> I vote yes. Amy, >> Chuck, >> Yes. All right, we are in post session. Um, thank you for coming out and uh we won't be taking any action after.