001Okay, we ready? >> Yeah. >> All right, I will call the meeting to order. It's agenda date, time, and location were properly announced. Um we will start off with the approval of the minutes of the regular meeting August uh 27th 2025. Is there a motion to approve? So that was Katie and Okay. Uh any questions, corrections? All those in favor please say I. >> I opposed. >> Okay. Motion carries and And then we have payment of the bills. Is there a motion to approve uh for the month of August the amount of $67,182.97? >> So move. >> Is there a second? I'll second. Any questions or discussion? >> I know you had some questions. Did you get everything you needed? Okay, perfect. Thank you, Patty. >> Anyone else? All those in favor, please say I.
002I >> I >> opposed. Motion carries. Uh the cash summary, >> uh you know, not much going on on there. Just kind of the the same stuff from every month. I didn't have any questions and nothing to really highlight this month unless somebody has any questions. >> I just wonder the mental health grant what that will apply for. >> Yes. So, the mental health cramp is going towards the uh we have a um it's a a curriculum that is based on the Wisconsin career readiness standards that also have to do with um character education and um all kinds of stuff with honesty. You want to talk a little bit about the unit curriculum? >> Absolutely. So, it's really great based on those career college and life writing skills. Um and it incorporates character trait that
003we are hoping to see in our young people this month and I was going to talk about it in the strong culture but this month we're focusing on honesty and reflection. So the littles are superheroes and they go on adventures and they learn about honesty in different countries and things like that. And then our olders are explorers. So they are going um and exploring what it means to have reflection connection with an explorer and so just that and we can talk more later but the the cool thing about this is it's being taught like a regular core class. It's not just uh a counselor doing it 20 minutes a week. It's 20 minutes a day on all these core values we're actually doing. What's the >> Any other questions on the cash summary? >> Right.
004Donations. Nice list here. >> A nice list. Uh donors choose. Um you know, again, thank you to all our staff that take the time to put that out there. they consistently get cool things for their classroom. And also, thank you to uh the tram family. The knitting club is really taking off. Who would have thought, you know, millennials um wanting to knit, but they do. And uh we have the the materials for it. So, just really kind of a a fun little way to get kids. Boys and girls. Did I Did I Yeah, boys and girls. So, >> is this cool? >> It is cool. And thank you for that. All that money. >> Okay. >> Very nice. Um comments. I didn't see any on the sheet. Does anybody mind out there? >> All right.
005Referendum. >> Arbitrage. How many people have heard that word before? So, um, we had and and this was something Amy's not here, but we did our arbitrage, um, assessment and, um, we're starting to make our payments. So, what arbitrage is is, um, we, unlike a lot of referendums, and according to everyone we talked to, we got very lucky. All said and done, we made $2.2 million on our investments for the referendum. So that uh as soon as we got it, we we put it into 100% safe um good places. Uh we worked with PMA. They were fantastic. Uh it's a co-op uh that is around the state that that districts use to to put um referendum money into safe places until you need them, right? Because we start off with $29.9 million, but we don't
006just give that to the contractors to say, "Hey, we trust you're going to do a nice job." We have them paid uh through the last 18 months. So, collectively we made uh $2.2 million, but the federal government doesn't like it to be uh to allowing government entities to borrow money and then gain interest on it without some guard rails, right? So, the guardrails for us is as you're doing it, you have to spend um you have to spend it all within a certain amount and if you don't, you owe some of that interest back to the federal government. So, you will be happy to know that all said and done, we owe $580,000. What's that? >> $530,000 back to the federal government. So, they got a nice payday out of our hard work from there,
007but we still got to keep over 1.6 million. So, arbitrage is that number. Um, we had that we had one payment that was done for what 80,000 98,000. um that we sent in. And we have one other payment that's actually due in three years uh for was it 400 and something that uh we're not going to pay right away because there's no penalties and we're going to put that into one of our um our liquid. >> Oh, yeah. And uh we'll pay that in three years and then gain even interest off of it as a >> and we won't have to pay on that interest. No, no. Then we're done. So, >> so yeah. So, I mean that'll make a couple hundred,000 that'll make about a hundred$100,000 over that. So, depending on where we are.
008So, um just a nice way to make sure that our tax dollars are being pushed even farther from there. So, um that's all said and done. We are in a good place. And uh yeah no Amy had to Amy had to sign it and the way it works is we had calculated it was calculated to pay this much within this wind this amount of window. to ask Amy to sign it and she's like, "I don't understand all this. Is there a way we can put it out there so everybody knows what's happening?" And that's >> actually So yes, so that is arbitrage. That's a new word I didn't know before. >> So early in what you were explaining, you said something about like if we spent the interest within a certain amount of time, we
009you didn't have to pay the double. >> So, yeah. So, I believe it was if we were to spend all the money that we borrowed. So, that if we were able to spend the entire $2.9 million, I think it was two years, right? That I I think it was you had to spend it all within two years. But the problem is it took us over a year just to plan on all the things that we're going to do and everything from there. So, nobody gets done in that two years. uh the way schools do referendums. If you were to do pay upfront for all of that planning and then go to a referendum, well, you could have a very sizable architecture bill, you know, without passing. So, so that's just the way it is. There
010were some ways to do it, but actually in the long run, I think we ended up in a spot. So, there's >> also said that I don't other schools, but it wasn't like, oh, let's pick up this project and spend that interest on that. We didn't have the ability to do that. No. >> And it was the full 29.9 million had to be spent within the window. And it was I think it was 24 months >> and and just the interest. >> It wasn't just their interest. It was the whole project had to be spent. And that's a good place to be prepaying on things before we're done. So, yeah. No, I I think we had really great counsel. We had really great people helping us. Um, we had really great investments. If you remember
011when we first did this, we had one that was a few million dollars at almost 7% to 10 that that took took some of our investments. So, yeah, we did well. Can you talk a little bit about what we did with that 1.6? Yeah, I would say really that 1.6 it paid to me the two things that remember from the referendum that we pulled after the initial question was the connecting link in the high school and that road right and and I think this board has wanted that road from the previous referendum to help with fire safety and that connecting link we knew was really going to high school. So I would say those two projects on their own were able to be completed. So in a way this arbitrage and these interest I keep
012telling people we were able to um under promise and overd deliver on this referendum. That's a that's a pretty um pretty nice addition and I feel like we haven't always had those kind of gifts as a as a community. So it's nice to have that for >> any other questions. All right. um board committee reports. We did not have any committee meetings and so that takes us to building reports. All right, so starting out with strong classrooms. Uh great start to the school year. So we're three weeks in and I think this has probably been one of our smoothest starts um that we've had in a long time. And the kids are super excited about all the new spaces uh in the building and it just looks great. and the carpeting. Woo, it's a game
013changer on the noise. So, if you're here during the day, um department grade level PLC collaboration meetings are underway. So, all of our departments for the last two weeks have been jumped right in um working on assessment procedures and curriculum planning. >> Awesome. And our next part is going to be Jamie Utek and she's going to be talking about our fall diagnostic for elementary. >> Just as a A lot of this some of the things that we've done in regards to the actis and Jamie has done a fantastic job with Becky and just getting teachers prepared around this work. Why don't you come in? >> Sure. All right. So, this is just an image from Next Path, our newest um program that we've been able to purchase this year that helps us really dig into
014student data, not just academic, but also behavioral. And it's been a game changer. And I'll talk about that in a second. Um because it has saved us so much time this year on paperwork um so that we can spend more time with our students. Um this is a nice graphic just kind of showing you um through act 20 there are um cuto offs on where students need to have a reading plan or not. Um in kindergarten it's based off a letter name and letter sound. First grade it's based off of word reading nonsense word reading and oral reading fluency which is how many words can they read per minute. And then second and third grade are both based off of the oral reading fluency measure. And then what happens is that based off of those
015scores, then we have to write reading plans to support students with skills that they need to work on. So this these are the current numbers of students that are on reading plans. Um so we are about in most grade levels around 20% of our students and we already have them all linked up with some sort of intervention based off of the assessment data that we have collected. So, not only did we collect data from Ames web, we also did some diagnostic data to see what truly is going on here and what do we need to do to support our students and so that's that started this week actually. We are starting with our groups today. So, it was it was a busy morning for us but it was great. Um, so that's what the data
016looks like this year. if you want to um like I was saying we now have next path um which has been a game changer. All of our data is now in Next Path. It pulls our Ames web, our um forward exam data, our ACT data, everything um behavior data and then we are able to create profiles not just of individual students but also of um groups of students. So, we have a profile for just third grade, second grade, first grade, and we're able to in our meetings make it much more efficient because we're able to just pull up our first grade data wall and say, "What do we need to do or how are things going things like that?" >> Um, question. >> Yeah. Um so Ames web is the assessment in reading and math
017that we give every student is it through [Music] so that once we give that test that test is uploaded into next and then next path is a way that we can look at how everybody's doing across the board. that graph that we've seen in that previous we know where every one of our students are. That's the everyone. But the great thing about next is we can look at an entire class or grade level class or we can break it down into individuals and send it over parents so they can see where and here is what these assessments are. >> Um also to add on to that it also talks to infinite campus. So all of our grades also go in there. So we can see are we being rigorous enough with our grading practices in
018the classroom to match the rigor of what we're being assessed on forward or Ames web. Um this is just a screenshot of what's really nice um because last year we were handwriting all these not handwriting literally just um you know in a document but we were individually writing reports for parents to send home that's part of act 20. Um, now this year with Next Path, we're able to do with a couple clicks of a button, it sends the letters home to parents and parents can log into a secure portal and read all of the um assessment information, parent reports, all of that right in next path, which has been very appreciated by parents. I feel like they've really enjoyed being able to see it quicker than parent teacher conferences. um we get and we've gotten
019emails that they really, you know, with questions and then they've appreciated being able to get the answers right away on how we're going to address um how their children are doing in um their academics. So, this is just an example of a report that is pulled from as web or from Next Path, I'm sorry, um for the personal reading plans. And then if you go to the next slide, um it also pulls all of their data individually. So it's really savvy that way that it just pulls all the students data and puts it into that report for us and then sends it home to the parents. Actually for our diagnostic assessments which we administered um you know for as web it anytime a parent logs in it'll create that report right on the fly for
020the parents to then see um the live data from the students. I remember a few months ago we were talking about the next path and how that helps our parents really see a snapshot of where their child is and what we need to do to help them really helps us making our kids better. >> Yeah. And it >> Yeah. >> national. Yep. Yep. Yep. Yep. So, we're comparing our students to at the national level percentiles. So, that's nice, too, um because we can kind of see where how we're comparing to others. Um so, what what are we doing to support our students? Um one thing in all of our um school visits that we've done, we did two over the course of the last couple of years in the elementary. We've done some in the
021in the middle school, too. And what we're learning is that schools are really performing well. they have a good um good resources to use with students, but they also have a really good system to support students as well using data to drive instruction. And so that's really what we're trying to set up here in Random Lake too. Um so this year in elementary we're doing 45minute intervention blocks, 20 minutes and 20 minutes and we're sharing responsibility um across um two grade levels. So kindergarten and first grade have the same time. second and third have the same time and fourth and fifth have the same time. So we can kind of flex students in and out of groups. Um and then we also have our special education teachers delivering intervention during that time. Me um Julie
022um who is with me and then we even have um some additional help in there as well with different specialists. But we're really trying to support students in all areas, not just literacy, um, but math, um, you know, social emotional supports during that time so that we can support students the best way that we can. Um, and they're all based off of data. So last week we went into next path in our meetings. We looked at who needs to get the reading support and then this week we're going to talk about the math support um, and who's going to be delivering that intervention. Just a quick question. >> Yeah. >> Sure. >> So just for my got like the measures of oral fluency. >> Is there some software that helps you do that or is
023that manually? >> It's how does that work? >> So um oral reading fluency is a measure that has to be done with a proctor. So the student will read two passages and then the proctor kind of uses the computer to me, you know, to score it. So we it'll, you know, time the student for a minute and then we're kind of marking if they're making any errors and then it moves on to the next passage. So it calculates all the scores for us, but we just Yep. We're sitting next to the student and doing the assessment with them. So yeah. >> Yeah. So it's great. So, it's nice because we can hear the student reading and we know that it's legit, you know, that way. But this the computer does the scoring for us cuz
024Yeah. >> If you would have seen the first, you know, week and a half every one of our SGI they're small rooms. There's people broke out. So, it's time consuming, >> but it's also very important to get our staff in front of students, have them reading, see where they're at, and then having that longitudinal data. How do you do in fall? How do you do winter? How do you spring? How do you do first grade, second grade, third grade? Those type of students fall through the uh class of so it's less subjective than it is. >> Yep. Yeah. And oftentimes too with some of these it doesn't tell you like what they scored right away. So like it just kind of you have to be you know you have to follow through with the program
025and whatnot. >> Yeah. Sure. >> It also shows um completion level or the amount of errors. So not only how far they show. [Music] >> Yeah. Um, so yeah, we're doing our groupings based off of data. And then we do in the elementary school weekly progress monitoring. So we're making sure that our students are making progress and um, this is something that was kind of, you know, started with ACT 20, but we want to carry it all the way up through fifth grade because we just feel like we want to keep it going with our students. So that's kind of what we're doing. >> Sure. >> The the shared between two grade levels, I want to make sure we Because that's no small piece, right? You go back to a way education was let's say
02610 years ago it was a teacher in classroom close the door I'll take care of right that because of the work we've done around standard because of the work that we've done around scope and sequence because first grade knows what's needed second grade knows what's needed third grade know what's needed we can put grade bands together of kindergarten first instead of having your class of one teacher. We have two classes. So 40 students, two grades, 80 students. But those 80 students now can be supported by four classroom teachers. Plus Jamie bus, you know, we have our school site. We can have Julie in there. So now you start taking these 80 students and you're flooding it with adults and you can break it down into groups of three, five, 10. And you can have because
027we know just because you're first grade doesn't mean you read at first grade level. Some of them read at a third grade level. Some of them read at a kindergarten level. We can put them in the places that are where they're ready to learn and that is going to allow us to to really extend students that are already reading that but supports because we have you can see in the graph we have a couple grades that uh we are really going to be intensive and really deliberate on. But this changes schedule. This is part of the reason the middle school, high school, and elementary are all on the same schedule so we can do this. It's a nice bullet, but there's there's a lot of work that goes into that to be able. It's just
028feels really good, I think, for all of us to be able to challenge the students that have mastered certain skill sets. based on able students by it was so neat in some of our um conversations with the teachers, you know, we'd be talking about specific students, like, oh, this student needs to work on comprehension skills, specifically this, and then another teacher would be like, well, I have a group for that. So, then we would put that student in that group or it didn't really matter what grade level or what teacher they had or, you know, anything about it was all about data. And um that was just like something so neat that we were able to do um because of our um shared grade level team. So it's >> I give a shout out to
029you were talking about our students that even more of a challenge. We work with Andrew Peterson as well and even all the way down the fourth graders are coming in very advanced which is exciting. So pushing in some higher level. Yeah, I think she's going to be supporting in our two three for sure um with some book clubs and things like that because we don't want to miss anybody. We want to make sure that we get as many groups going as we can because we know we want to push the ones that need to be pushed and we want to support the ones that need to be supported. So, we're going to try our best to to get those groups, you know, matched with the right people. So, that's kind of what we're working on.
030Any additional questions? >> Thank you. Thank you so much. >> The next one is our partnership with Capernicus and our partner Kayn from Capernicus prepared a little video for you for today. So we have that next. One second. Yep. Um this is part of Susie Goau's PGP as well. She's been an innovator in having movement in the classroom. So, we're just really excited that we could share this with the school. I think it's it's really making an impact, which is very exciting. >> You'll see places as they walk around. It is amazing how many students are already using it and getting out as part of that larger picture of that structured How do we get more in our day to do that? So, um has been wonderful. What we're trying to do of the first
031um video to share with you and then we will be putting this out on Facebook as part of Yeah, the technology G8. >> Should we go on to the next one and then maybe? >> Okay. >> All right. So, our academic and career pathway classes have started at the middle school. Uh Pam meets with all of the eighth graders to go through ACP planning and that's where sort of that start is as they're going to go into high school with their four-year plan. So, those are underway and our scope meetings with Mr. free student counselor parent engagement meetings have started. So he meets with all of the seniors in September, October will be the juniors. November the sophomores and then freshman um December into January. So that way he can have all of those plans
032out um prior to course selection in January. >> Try again. >> Okay. [Music] I just mute my your speaker on the >> That's what I was trying to >> Hi everyone, my name is Kayla Educational. We are excited to be a part of a movement for movement in the classroom and I'm happy today to share with you some of the research behind why movement is a powerful tool for our students. How many of us when we're stressed or anxious or tired or the impulse to go for a walk? I bet many of us. What we're doing that moment is using movement as a tool to help selfreuls. Successful people have strong self-regulation skills. They use them every day. They help them monitor and manage their thoughts, behavior, and emotions. In this complicated world of ours,
033three of the skills known as executive function skills are cognitive. These are used to monitor and manage attention thoughts and behavior. A fourth self-reliot when students are upset or angry it's hard for them to use their executive function skills because their strong emotions take over. This can also make it difficult for them to listen, remember moving. So, learning to monitor and manage emotions allow students to recognize their strong feelings and use to calm down. Then they can use their executive function skills again. Research shows students with strong self regulation skills have higher academic achievement and are less likely to act in impulsive or aggressive ways or draw when they're also more likely to get along well with others and have strong social skills. Students with poor self-reulation skills can have emotional and behavioral problems and
034academic trouble and are more likely to be expelled from school starting as early as preschool. When students learn and practice self-regulation skills, they can build academic achievement, social competence, and positive growth throughout their lives. In these images here, you can see the difference between a brain at rest and a brain after walking. When you exercise, your body sends oxygen to your brain, which fires up different parts of it, which is what you're seeing here in these images. This helps you concentrate, improves your memory, and can make you feel a little bit like a benefit of moving for studies have shown the positive benefits of moving in classrooms. It helps students learn, active kids demonstrate greater attention, faster, and they generally perform Their anxiety levels are reduced when attendance is improved. Here are two examples of
035school districts that have been using bites from the childhood impact they have on their school. The German district school board did a child project that put 36 stationary bikes in 26 of it schools. Due to the enthusiastic response and the positive benefits they saw, they then took the applications from schools to put another 20 bites in their classrooms. The second example is from Ward Elementary in Winstonale, North Carolina. This elementary school participated in a region ride program where students had access to write from the classroom to read their favorite books. At the end of the year, they analyed data and were excited before they saw. Students who spent the most time in the program had an 83% proficiency in reading. Students who spent the least amount of time in the program had failing scores of
036only 41% efficiency. These results encourage them to watch the program to another 30 schools across the country. These are just two examples of a growing trend to incorporate movement into classroom spaces. We believe that there are three reasons our resonating right now. Teachers report to us an increasing amount of behavioral issues in schools and letting kids regulate true movement has been proven to help mitate those issues. Plus, there are multiple studies that show that increased physical activity leads to academic performance. Students and parents are also starting to question more and more the benefits and harms of technology. Movement leads to mental health and wellness which can counter the impacts of technology overload. We also know that kids are far too sedentary and we're more aware of the issues that that can cause later in life.
037A bike class is a fun simple way to get even just a small amount of activity every day until healthy habits. Research shows that students with better self-regulation skills academic achievement are more able to build and maintain strong relationships. Movement helps build resilient kids ready for the future. We're excited to support this movement and are here to help you on your journey. Thank you so much for your time today. I can't wait to hear how it goes with the bikes in your school. question. Uh there's two in every classroom kindergarten through the fifth grade. Um and then we have them peppered throughout the the school and other areas. Um >> we have one in the office. There's one in the psychologist room, one in the guidance um classroom. Where else? Uh there's also there's two
038in 4K. >> Who determines who gets to use it? Obviously, it's not one for everybody. Um, so initially they they they also gave us like a signup sheet for the bikes and then on the back flip side of the signup sheet it talks about how are you feeling right now and it um like the zones of regula regulation and then you flip it over and um how are you feeling after which is exciting. So for the most part people sign up to use it during the day. um Susie if she would tell you that you have some students that um seem to um navigate to that area more frequently. Um but it's I never hear them like fighting over it. There's always enough time and space for everyone to have them which is exciting. >>
039Yeah. >> So this this question about study that they did that shows that students get exercise. How much time recess? >> Absolutely. So, we have um two recesses for 4K, one in the morning and then one around lunchtime. They're about 20 minutes each. So that's 40 minutes there. Um for and I would say that's pretty typical for um I across the elementary they always have at least two recesses and sometimes they'll put in more. We now have structured adventure this year which is another time that they're getting outside and that's a half an hour. So the 40 plus another 30 so almost 50 minutes a day. >> Oh yeah. And even include so they have that twice a week for an hour. Great question. >> Okay. >> All right. So, moving on to strong culture.
040Um, we had our kickoff assemblies. Uh, um, it was usually the first day or the first week for the middle and high school and elementary and they went off um, and were very successful and really positive. And then as we kicked off this school year, it's important to retach like how to walk in the halls and how to do lunch and um what's appropriate um behavior on the bus. So we did a lot of reteing of our RAM tools as we started our year. And then the next bullet point is what we discussed before with Unidas. It's our character ed program. Um and like I mentioned before, we're um focusing on honesty and respect. The middle school kicked off their monthly themes focusing on the big three, treating others right. Um making smart decisions and
041maximizing your potential. So they're doing lessons each week just focused on those uh big three for this month. The pull together community service project um being led by the middle school um bringing in the pull tabs for the Ronald McDonald House. And then um high school class officers have been selected and they've been um busy uh doing homecoming planning and activities. Our homecoming activities, let's go glow crazy um neon um is well underway. So next week will be the big week. That's homecoming week. We'll have our spirit days. Um all of our different activities. We have the pep rally and the parade set for Friday. And I know Terry's already been um in contact with the village um to make sure we got our permit and uh we're all set there. So um very exciting.
042And um with the football game, we were also bringing in a fireworks um show uh for this year. So they'll do the beginning of the game um national anthem and then anytime we get a touchdown, do some fireworks. Um, and then at the end of the game, they're going to do about a 10 to 15 minute show um, after the game. So, very exciting to bring in the fireworks. I know the senior class was very excited when I uh, let them know that we were going to do that this year for them. Um, strong community connections. So, we have uh, high school community service activities going on as well. We've got different kids going out uh, doing parking lot cleanup, um, road cleanup, and things like that as a part of homecoming. We have uh
043high school grades. They all teamed with a local business for the homecoming banner decorating. So um Globe, uh the pizzeria, Random Lake Entertainment Center, and I think um what that Burmish or the hardware store. Yep. And then um Oh, L. >> Oh, to you. Yeah. >> Um and then the fall fest is um right after the color run on the 27th. Um big kudos to the four kids PTO. Um, they are helping to run the fall fest this year and I know they're always looking for volunteers. So, if anybody wants to jump in and let them know you're available, they would love to have your support. Next, we have a request for out of state travel. Um, Whitney would like to take uh FFA to the national conference. >> Well, it's actually just going to
044be >> Oh, it is. >> Yeah. Yeah. It coincides with the musical. Yeah. >> It happens every once in a while. But Whitney would like to go so that way she can continue supporting um uh who is, you know, she graduated last year and she is part of the uh state organiz. And so she still needs approval for that. Is that accurate or >> No, I think >> she >> is she going to bring us gummy bears? >> I know. >> I don't know. Maybe gummy bears now. >> School. >> Yeah. What's that? >> No cost in the school district. >> Um I think her trip would yeah for FFA would be public. >> All right. So that takes us to um contract with TA 7 for the 2526 school year. Do you want to
045say anything before we get into that? I >> think you could do a motion and we can talk about it. >> All right. Is there a motion to approve? So move. >> Chuck. Is there a second? Second, >> Brian. >> I know there were some questions about this Reinie on what the CC7 contract, right? Was that or was that >> that was you? Okay. Yes. >> I don't know. Maybe also. >> Yeah. No. No. I think Yes. So questions that you have. >> I don't like that. I don't know what any of it means. Like so what's the SLP network? So the way season 7 works, it's kind of a there every district is uh required to pay in x amount according to what their enrollment is. So just by living in the CISA7 region,
046we have to pay in a certain amount. But all these other ones are services that we pay above and beyond. So auditory services, we have an individual who is deaf. Um we actually have two students I believe that have auditory service needs um and deaf heart of hearing. So we pay for those bits of those professionals to help us so we don't have to have a full-time auditory person on staff. Scientific vision >> mean like like it says 24 is that like two kids each getting 12 hours over the whole year or >> I would say that 24 units that's probably about how many hours they're working over that school year. So it kind of shows you how minimal they are here. But a lot of them is uh it's more about consultation. So we
047have people here that are servicing the students but they attend IEP meetings. They do things like that. So I would say a unit is about an hour probably 45 minutes with 15 minutes probably not right. >> Okay. >> So it's not always >> so that would fall under the units that they've got on here. Yeah. And then SLP network um they also um have meetings like Lee is one of the chair people for the technology um and we don't have to pay for that since he's the the brain trust of that group and so he is a speech and language. Um in especially in small districts a lot of times you don't have others to collaborate with. So um this is a great place to have people go. It's the same place I go for
048our superintendent pack meetings. You can see the learning services learning. >> So that is that that $12,000 that is for them to give us 10 professional development days that they come here um do things. So we've used them for things like restorative justice for our PLC's, our PBIS. they have kind of the core um individuals that have worked in other schools and then we bring them here and do the professional development through them. So, and it's we have to pay X amount for just being in CISA the the the 10 days is actually the the lowest number the lowest package of the learning services that encompasses what we have to pay along with getting 10 days. So, I mean we've done a good job of using the 10 days the last few years. So, other
049service networks, uh you can see our principles, curriculum leaders, deck, um and uh things like that. There's a couple actually networks that aren't listed on there. the digital learning network in the library network that we got for free this year and next year due to me basically serving as the tech uh director head of the tech director network so we were able to negotiate that we got a couple >> so that's the total bill for CC7 >> and then so the 11% overhead is above and beyond the like other services fixed all the stuff that we have to pay. So we have to do the learning services package and then the administr administration match some revenues. cost. Yeah. >> The overhead cost is a consistent 11% all the way through the whole bill. >> Yeah.
050>> So, I mean, what's that? Keeping lights on the program. >> Yeah. They just went through a different pricing model. Do you know I I don't I I didn't >> Yeah, I think that's the keeping the keeping lights on type thing. >> But then every member school has like how many are in >> 40? Yeah. Districts. I think there's 40ome districts in CSA. So, >> so we're probably small, but if we were an average district, that means it's like $250,000 getting overhead cost. So, >> yeah, >> I don't know if whatever. You guys know better if the services that we're getting are worth the cost. It just feels like there's a lot of little nickel and diamond, >> you know, for $24,000 that would that's that's not even one full-time member here. So, I feel
051like for that cost, we are getting really good services in just how we we can call them. They're able to be there. They always have some money that can can help us out pretty quickly. So, um, for a district our size, 24,000 to me seems like a deal with and and just the insurance and the coverage that we have by being able to have somebody especially in that auditory area and that visual um because we wouldn't be able to find anybody and that could put us at all kinds of risks and such. I think I've asked this before, but we're not mandated or required to be part of CISA as a public school, are we? It's just going to advocate this costwise. >> As I look at it, I think the the CISA administration that
0525 that $5,600 that's the only thing you're required to pay. Everything else um are things that we chose to. So, we could get our bill all the way down to $5,600. What would be $6,200 with the overhead cost? Um but all those other things world >> and you know like the the $14,000 for 10 days um that's actually pretty inexpensive when you're looking at professional development these days. There's some people that to get them here for one day they want you know so so a lot of these things it's I think everyone's trying to pay their bills pay the people well and go from there and it's world we live in, right? So, the more we can collaborate, the more we can share uh our resources, the better it is. I like to go down.
053Nothing seems to go down. Any other questions or discussion? All those in favor, please say I. >> I. I. >> Opposed? Motion carries. Um, next is the special education policy and procedure handbook. Is there a motion to approve? >> And our handbook is really just Wisconsin DPI model as a reminder. >> So there wasn't any closure for that. Okay. It's just state one. >> Yeah. Just adopt the I'll make a motion accepted as >> Chuck. Is there a second? >> Katie, any questions or discussion? All those in favor, please say I. >> I. >> Opposed. Motion carries. Uh, we have notification of new support uh salaried staff, public relations and library media assistants. Lacy Deish, is that how we're saying it? And Cassidy Orell. >> Okay. Um, any questions? Lacy picking up stuff. >> It's
054uh a little bit of both. So Lacy comes to us with all kinds of really great social media expertise. Um so does it in um does it in another um part of her life and then is able to do it for us part-time. Um and then Cassie working in the library here. We're asking her to capture pictures, do some of those things. So those two are kind of working together with our social media um while also keeping this air this area vibrant clean and doing our, you know, grade level readings and all that other good stuff. So So we're we're still working out a little bit of the bugs, but I feel like we have a really really good plan going forward. So got some of our first week metrics. Uh Lacy's really good with
055the numbers and here's where we touched and here's the the band we're doing. Um just in the first couple weeks there's some really good stuff happen. So keep an eye out. >> Next we have cocurricular um middle school girls basketball Christina another notification and she's been around for a while. >> Yes. Thank you. Y thank you. Thank you. um the uh ESCA consolidated plan and continue participation in the title programs. Is there a motion to continue? Katie, is there a second? >> Second, >> Brian, questions or discussion? >> Happy we got the federal funds there for a while. we weren't always so sure. So, yes. >> All those in favor, please say I. >> I. >> Opposed. Motion carries. Um, next we have just the uh information on the planned fundraisers for 2526. Does anybody
056have any questions or just have a discussion on what it just says look at I think it's us >> NHS Easter >> Yeah. >> No, I know what NHS has. I just wonder what they mean when their fundraising category just says Easter like >> are they >> they do a candy and like little basket kind of things for >> so like you would do Valentine's Day >> that would like that would have not been questioned. I was just like >> I don't know like you're planning Easter for the community. >> What's the That's a new one and I am not entirely sure. Yeah, I was looking like that one's new. I'm not sure. >> Well, it sounded fun. >> Yeah. >> I don't even know where the closest vineyard is. should know they can come
057and fix my right. >> Okay. Uhformational items. >> Um just remember October is um we're putting all of our meetings together, right? So we'll have our annual meeting um our budget meeting and then um just plan for a little bit longer. Uh, are we planning on doing an auditorium or do we do I'm trying to think what do we have a do we post it for the auditorium? >> I think the last couple years I think we tried >> what we did is we tried it if we got large. >> Okay. Are we good with that for I feel like that makes a lot of sense. >> Do we have a start time on that like is it still >> our meeting time the same and I believe our board meeting tomorrow >> maybe we
058change the send that out to us just as a reminder. That would be great. [Music] >> Board meeting at the Yeah. Because then we can improve what we did before. >> It's a little bit longer, but it's better for a while there. We're doing two Mondays in a row. This allows us to wrap everything together and gives us some time in case there's some objections from what we present. So yeah, no. Um October 8th, uh we have an open house. The ribbon cutting will be at six o'clock. I had all the artwork. Myron has been helping us with the artwork. All of it was done this morning and then they had the wrong time. They had 6:30 instead of six. So that will be going out tomorrow. But love to have you here. Um we're
059going to start at 4:30. let people just wander around, check things out, do that. Uh, and then we'll have a little ceremony in the foyer uh at starting at 6 and then a ribbon cutting and so should be fun. Um, I'm starting I I thought October 8th that's plenty of time to get everything we needed done for the referendum. There'll be some things that still aren't done, but we will have very most when we say substantial completion, it everything's going to look great. So, um, we're just working on as much as possible there. >> Is it self- vetted tours or is it going to be tours? Like, is NHS giving tours? >> Um, we weren't we haven't planned any tours. We were going to do like a scavenger hunt because we have different areas that
060we could do. So, looking at doing some things there. Um, we could have in different individuals in those different areas and kind of share those as people get their scavenger hunt. So just an idea and I don't know what your plan is but is there maybe some kind of a map that people can be handy >> just so you know emphasize >> with the different areas for the scavenger that's kind of that's where a scavenger hunt will do some sort of thing where everyone that gets a stamp from each one of those areas that can be put into a drawing and then we can kind of >> scavenger hunt that's fine but yeah well that way you know they're going to see um you know they're going going to see the boardroom, they're going to
061see the rock climbing wall, they're going to see the courtyard, they're going to see those things. So, we did a little bit of that for our um our staff in service and because we have elementary staff that don't get up to the high school, high school don't get down and it was really we a lot of staff really appreciate it. So, we're just going to take that and uh u put it together and have our staff experiencing spaces as well. So, should be fun. I don't know if this is the exact area they ask, but is our punch list? >> Yes, >> pretty well. >> It's getting through. Um, unfortunately, we have things like today where um as punch lists are coming through, all a sudden a window falls out of the door and uh
062yes, so >> what's that? >> The clocks came in tomorrow. >> Okay. So, so it seems like we get a couple things off the list and then uh luckily we have uh two individuals that are here permanent or full-time yet that are just going around hanging up. Whiteboards have been the operation here since the beginning of the school. Uh just all kinds of stuff. So, we had a we had the staff do a survey um and I think we had I don't know close to a hundred submissions of things that needed to be done in each one of the classrooms that were broken down by painting, furniture, all these other things. So, Eric is our uh person. He has all those things. Uh so, yeah. going through. Um, yeah, it's it's it's it's I I
063think you know, Mike and I had uh talked to the individuals from Cedar Grove after theirs and they're like, you know, just expect it's a full year afterwards of just all the little bits and pieces that need to be done and it's >> Last question. Um, last time it drove by, I noticed new signs were not activated yet. Are they close to being online? >> They are close. They will be up. What's that? talking with Michael on Wednesday. >> So, yeah. So, >> yeah, it'll be up before we'll be back on Monday. Thank you. Hippopotonous sandwich. One bite at a time. There you go. That's what we're doing. Just chewing and chopping and moving forward. So, >> are the teachers being pretty like detailed and picky, right? Like they shouldn't feel like they shouldn't report
064a chip or like a good keep it up. >> I I'll kind of put it like this and this is meant in good humor, right? like anytime you do a remodel um and you always have, you know, like my wife is is for me like this isn't done yet. This isn't done yet. These are some things that need to be moved around. Right now, it feels like we have about a hundred uh spouses that are making sure that everything is done the way it's supposed to. So, I feel like we're good. Um we not everybody's getting every whiteboard they want. Uh I may have to find a way to get about a hundred corkboards because I wouldn't believe how many emails I got today on corkboards that are needed. Um, so yes, you know, in
065the end, this referendum did a whole lot. Um, but it's not doing everything. So, we are still working through and we still got to, you know, manage our funds and go from there. So, no, but it's it's good. It's fantastic. And then board retreat, uh, I'll throw something out. I'm kind of thinking I I really like that first first or second week of December worked well the last few years if that works for everybody. And, uh, um, we can get that on our calendar. I I'll send an invite this Friday. Um let me know how it works and we'll go from there. We'll keep it on Monday. We'll have to work around Chuck's um board means and all that other good stuff. Okay. I appreciate it. Good. And yeah, that's all. >> All right. We
066have close session on the agenda. board will go into close session as permitted under Wisconsin state statutes chapter 19 section 19851F to review a report on cyber security and will remain in close session to discuss school safety. While still in close session, the board will hear a report on seclusion and restraint instances. We will not be taking any action after that. So, thank you very much for coming out tonight. >> Thanks everybody. >> Thank you. >> Yes. Is there a motion to go into close session? >> Was that you? Is there a second? >> I'll second. >> Chuck, this requires a roll call vote. >> Yes. >> Chuck, >> yes. >> I vote yes. Brian, >> yes. All right, we are in