001Hey guys, [laughter] >> good evening. Today is Wednesday, December 10th. Time is 7 o'clock. I'd like to call this regular school board meeting to order. First order of business is the pledge of allegiance. Please stand to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Let the role reflect. Uh members present are Redmond, Miller, Ruth, and myself. Absent are Ronstead Wester and Stor. Was this meeting properly notified? >> Yes, it was. As a reminder, it is being live streamed and recorded. >> Welcome everyone who's here. Public comment. Do we have public comment today? Okay, we've got Kevin and Alicia Rutton uh the students and speak for ourselves as well here. >> Um I'm going to read a letter
002that we sent to um Tim Waker, superintendent Tim Waker board members. um never heard back from any of you to acknowledge that it's a proceed. So um hello, we are writing this letter out of concern for the safety of not only our children but everyone's children who attend the St. Cro Central School District on Thursday, July 24th, 2025. Our son, who was a 14-year-old freshman, was a victim of a misdemeanor battery by a 17-year-old senior on a football team while at a school function uh for Baron or for football in Baron, Wisconsin. While in Baron, during a team meal, the senior barged in line trying to get in front of our son. He grabbed our son by the arm, pinching him, and told him he needed to go to the end of the line. When
003our son said no, the senior pulled him out of the line by his neck and said, "Go to the end of the line." After that, our son moved back a few spaces, got back in line to get away from him. Then our son informed us while on a boat bus ride back to St. Croy Central High School that the incoming sophomores were telling him that this senior was going to come at him in the locker room when they returned. When they got back to the school and were in the locker room, our son put his things in his locker, turned around, and the senior was right there in front of him. The senior grabbed him, wrapping his arms around him, picked him up from the front, took him to the front of the locker room
004in front of all the other players, put him on the ground, pulled him by his legs, and sat straddling him. Sat on him straddling him and pinned his arms to the ground. He then made another freshman run with his titties in his face. The senior then told our son he needed to watch himself because he is too high for a freshman while gesturing with his hand at the top of his head. After that, the senior said, "You need to watch yourself, you little n-word." Not one of the other players stood up and said anything, which is very disheartening. Our daughter has put up with this senior's harassment since second grade, and almost nothing has been done about the behavior. One person tried to stop the senior from harassing our daughter when they were in eighth
005grade, and the behavior and harassment only slightly improved. After this now senior was removed from the basketball team, we are unsure if this was permanent or short-term. Thanks central claims they do not stand for this kind of behavior and harassment and we expect there to be consequences for the senior's actions. This is a great disappointment to the district mission which states to prepare our students with exceptional character knowledge and skill to thrive in the changing world. It also goes against the co-curricular handbook. In the co-curricular handbook, article 5, section five, conduct, it states, "All athletic activity participants must conduct themselves in a manner which upholds the principles and standards of the St. Croy Central School District and WIAA. Conduct unbecoming and athlete participant may include, but is not limited to the following. A disrespect for
006teachers, officials, other school personnel, or students. G. Engaging in any form of hazing another student. Pasing is defined as the act of harassment by forcing physically, morally, or mentally someone to exact unnecessary or disagreeable work, to banter, ridicule, or criticize someone, or to initiate someone into an organization. The senior's ongoing behavior and pattern of harassment reflect a serious failure of exceptional character. It also demonstrates a blatant disregard for the standards of conduct outlined in the coercurricular handbook. We mentioned in our email with the same explanation as above to assistant principal and activity director RJ Dillard, high school principal Brian Johnson and football head coach John Tacman that if this behavior and harassment continues, we would contact law enforcement immediately and file complaints with school board to preserve all available disciplinary measures. On Friday, July 25th,
0072025, we as a family decided to contact law enforcement. Upon gathering evidence, a video from the incident in Baron, Wisconsin was found. The Baron Police Department located and collected the video footage from Baron High School and send it to the Hampton Police Department. After seeing the video footage, we were shocked as to how threatening this incident was. We asked that the video be redacted to allow the school to view the footage. When the Hammond Police Chief When the Hammond Chief of Police Daniel Our contacted high school principal Brian Johnson about viewing the video, he refused, claiming the school had given their consequences and there was no need. Chief of Police Daniel Our also stated that no one from the school would be viewing the video. We requested that St. Croy Central School District Superintendent Tim
008Whitaker view the video footage alongside high school principal Brian Johnson, assistant principal, and activities director R.J. Dilture and ourselves. During our meeting on Thursday, August 14th, 2025 with the high school principal Brian Johnson and assistant principal and activities director RJ Tilter, it was stated that this senior's consequences would be visible. This senior returned the next day and continued to practice football. The only visible consequences were that he sat for two games and as a team consequences were we were told that the coaches would be supervising the players in the locker room 10 minutes before and 10 minutes after practice. For the seriousness of the incidents that took place between the senior and our son, this did not seem safe for any of the football players. Even with these consequences in place, our son's football cleat
009went missing multiple times when his cleats could not be located. Another senior on the team was kind enough to go out and buy our son a new pair to have them or to have with his own money. Shortly after those cleats were purchased, our sons for our son, they started disappearing as well. To this day, our son's original own cleats are missing. Over the last few months, the harassment has also continued at our home. Our mailbox mail our mailbox has been tampered with multiple times and vandalized. These events have impacted our son tremendously mentally and socially. It started with him not wanting to play football, but realizing that if he quit, this senior would win. His anxiety amplifies and he was unable to focus and concentrate, becoming very forgetful and would feel ill. His relationships
010have suffered the most recently. He has not been wanting to go to school. His friends and parents of the friends in the community have been spreading rumors about him having anger problems and rage issues while also spreading rumors about us as parents and how we are handling this active situation. One of our son's friends went so far as to make a comment that appeared threatening, suggesting that the situation would become so severe he would need to transfer schools. These incidents and rumors are something that no student in the St. pro central school district should ever have to face during a school function. We do have documentation of every incident and conversation surrounding this matter. We feel that the school did not take this seriously enough due to the refusal to watch the video footage serious
011seriousness of the incident and the misdemeanor battery charge of the senior which is public knowledge. We would like to leave you with the following questions. Many of you have or have had children in this district. What would you do if your child was a victim of a misdemeanor battery charge at a school function by another student that was three years older than them? And how can we support the St. Croy Central School District if the district does not support the safety of the students? Thank you for your attention with this matter. Um, so this was a letter we sent, like I said, to Tim Whitaker and the entire school board on November 15, 2025. To date, neither he nor any other board member has acknowledged receiving it. We cannot stress enough that this incident occurred
012under the school supervision at school function. The visible consequences that were imposed did not appear to match the seriousness of the incidents that took place. At one point, we requested that our son's attacker be removed from the football team immedely. Our son is a victim of a misdemeanor battery and we feel the school has not taken full responsibility for addressing the action of a student who harmed him. This never should have happened and we are determined to ensure it never happens to any student again. The harassment, slander, fear, anxiety, and stress our family has endured over the past four and a half months is something no family should ever have to experience. Unfortunately, we have not been able to identify the individual who continues to harass us at our home. Someone in the community likely
013has information and we are hopeful that they will come forward. However, we need the school district to lead by example and hold students fully accountable. The district's mission is to develop students with exceptional character and that leadership must begin at the top. Our son stood up for himself and for what was right against the bully and we could not be more proud of him doing so. It was a difficult situation and although he is now being treated as if he has done something wrong by his friends and other parents in the community, we stand firmly behind his integrity and courage. Again, is it not only about our children's safety, it's about the safety of every child that attends the St. Croy Central School District. How can we be assured that all students, including our own,
014are safe during school hours, sports, and extracurricular activities and that these types of situations will be handled with the seriousness they deserve. We hope that productive conversation will take place to ensure that the safety of all students in St. Croy Central School District is treated as top priority and that appropriate consequences are enforced when situations like this arise. Thank you for your time this evening. All right, moving on. Uh, highlight on use. We have high school choir and theater production. We have the high school choir teacher, Melanie Newman. Hi. >> So, I I'm Melanie. Um, I have been in this district for 11 years. Um, this is my fourth year at the high school. And I am just lucky enough to be able to say that the five years that I did the middle school
015play. Um, and all the years I spent at the elementary school means that the four years of high school kids I have right now, I have known for a very long time. And so, um, we have just finished our production of Rudolph, which was over the weekend. And also, the choir went today to the nursing home. And so, we've been doing a lot of Christmas songs and a lot of Rudolph. And we wanted to share >> some Rudolph the Red Mouse Ranger with you guys. So, that's what we have. And they are not nervous at all. She absolutely lies through her teeth. Okay. They're really good. I promise. Christmas Thank you. Grace moment. Um, we do have one more event with our play this weekend, which is our um, we're doing a fundraiser with uh,
016elementary age kids um, coming and doing crafts and uh, pictures with the cast with Rudolph and the Bumble up on her stilts and all the things. So, that should be fun. Um, and then our next choir concert is in February. So, thank you guys. Well, hope to see you at some of those things. >> Thank you for coming. >> That was pretty good. I've wrestled in front of 15,000 people, 18,000 people in stadiums, and it takes some courage to sing in front of 12 people at a bar on a microphone. You guys just did was awesome. [clears throat] >> Thank you so much. >> Thank you. It was great. >> Okay, next is highlight on CTE. We have the Panther Greenhouse and Floral uh high school teacher Gretchen Roseboom. >> Hi. >> Welcome. >> Well,
017first of all, thanks for inviting another CTE teacher to talk to you guys. Um, so like Erica said, my name is Gretchen Roseboom. This is I don't know how many years. Um, I started in fall 2014, so that tells you how many years I've been here at the high school. um a little bit about my background and that'll kind of lead us into what we're talking about. I give you guys a handout, but my background will help kind of explain a little bit more about how I teach. So, um I grew up in Southwest Missouri on a dairy beef and rowcrop operation. My um background in that probably kind of helped guide me to teaching, I guess. So, been involved with 4 and FFA my entire life. Um didn't stop once I kind of graduated
018out of that. I'm a 10-year uh 4 member. I hold the American FFA degree. I still volunteer in in both of those things I guess as an I guess volunteer for FFA advisor. Um my kids are active were active I guess because my boys are done out of those things. Um but uh yeah so my background kind of led me I guess into teaching. Um, and so I don't just I guess teach, I still live it, which is probably why when I teach it's more of a passion versus just a career for me or something that I just do. Um, so the handout that I gave you um, gives you a little bit of background about a education. So in 1917, agricultural education um, first kind of began in high schools with the Smith Hughes
019Act. So, the Smith Hughes Act, Smith and Hughes were two um federal um legislature legislature guys, representatives, I don't remember which, but they decided that we needed to put agricultural education at that time called vocational agriculture into the high schools because before that there was a lot of research going on at public land grant institutions, but the information that was being gleaned from that really wasn't getting out and being used. And what they discovered was that the individuals that were using most of that new research and information were young people. Well, what better way to get it um to be used other than teaching it, right? Um so they they got it into the high schools in 1917 and by 1928 they realized that they needed an organization that could bring all of these states
020together. Um, and that was the Future Farmers of America. So, in Kansas City, Missouri in November, they formed the Future Farmers of America with 13 Farmboys. Um, so prior to that, you don't see a whole lot about what we call this three-part model. Um, and even before 1975, you didn't see a lot of this three-part model in any of the publications. Um, so come about 1975, you start seeing it show up, even though there were a lot of programs across the nation that were already doing it. So what is the three-part model? Well, the three-part model showcases, it's kind of like a vin diagram, but it showcases how instruction overlaps with what we call supervised agricultural experience overlaps with FFA. So classroom is where we're taking all the information, we're putting it with SAPE, which
021is like work experience, and then we're taking FFA, which is the leadership, and we're trying to showcase young people or tell young people how all three of these parts can come together to make for a whole person. And up until about the late 1990s or early 2000s, we really looked at all three of them as equal parts. Well, what started to happen is we started to see a change in demographic of students. What was happening is we saw less and less young people coming from production agriculture backgrounds. So what we were taking for granted was kids coming into the classroom who understood the basis of agriculture who understood how FFA started and really understood what an SAPE was and what an SAPE meant. I mean I grew up in FFA. I grew up on a
022production background. I knew all of these things. So when I first started teaching in Tennessee in 2000, this was the model I was teaching under because I assumed all these kids knew this. And really a lot of the demographic of the student I taught in Tennessee back in the early 2000s, that was their demographic. That was what they were coming from. But as we've started to see a shift of students less and less coming from these backgrounds, we've started to see a shift in the mindset. And this is why we've started to see agricultural education programs. And and when I say programs, we're talking about collegiate level programs starting to train new educators into what we call this tricycle model. So what this tricycle model is is where we're putting more emphasis now on the
023classroom piece because we need to really focus a bit more on teaching students about what is agriculture because generational now is getting more and more distant. It's not just oh grandma and grandpa live on a farm. it's, oh my gosh, great great grandpa was on a farm or even beyond that. And so what I'm finding personally is that I'm having to spend more and more time now educating kids in the classroom about those basics that I once didn't have to do. And as much as I want to focus on those other two parts, which is the experential learning and the FFA, I can't do as much of that in the classroom as I once did. You couple that with the fact that at the state level, school districts, and not just St. Croy Central School
024District, but school districts across the country are getting more pressure from the state to do standardized testing. you know, what are your benchmarks for for you? What are you meeting? What are you meeting? That school districts are having to focus again on cores more, put more emphasis on that. Um, and then they they look more then towards those of us that are considered electives to help support all of that. So, my look then at my bigger picture and what I'm teaching is focusing more on this tricycle model. Now, how does that look for me as a teacher? Well, for me as a teacher, it really doesn't change other than I still want kids to come into my room and learn about agriculture, but I may not see these kids but one class, right? And then
025I don't get to see them again. So when we start looking then down the line, especially when we start looking at Panther Greenhouse and Plural, that's where I'm going to try to push really hard to get these kids interested in the business model to keep them, right? Because I want them to go on to this exponential learning piece. So hopefully they come back and they see me again. You know, maybe not the next year or the next year, but eventually hopefully they see me again. So, Panther Greenhouse and Floral, um, I'm going to explain a little bit about what that is. Um, the high schools had a greenhouse for a very, very long time. Um, it used to be really, really tiny. And if you didn't know where it was, it sat at the front
026of the school where the cafe currently is. Um, they knocked that down. So, I was about one year without a greenhouse for a while. We lived off a little rolling carts and I had a little grow table. Um, that was a bit challenging, but we made it work. So, now that we have this new greenhouse, we were able last spring to do some really cool things in it. We did not open our sales up to the [clears throat] public last spring just because we didn't know exactly how that would look and how the greenhouse would look. This spring, the plan is to open sales up to the public in addition to in-house. Um, Panther Floral is the other arm of what we're going to do within my area. Um, our our grand opening is going
027to be on Valentine's Day. And again, we're going to open that up soft opening to not just in-house, which is what the FFA has done in the past as a fundraiser. We're going to push that directly into Panther Floral. Um, but we're going to open that up to the public as well, but softly, um, because there's some challenges associated with that. um which is good and bad. Um but it's going to be kind of a soft opening to see how it goes. Then if it goes well, then we might do some other kind of like big events like maybe Mother's Day and then we'll push into the fall and see what goes in the fall. Um so good things, great hands-on experience for kids. That's what's awesome about my two areas. Students can get involved
028immediately with the greenhouse. They can start things from seeds. They can watch things grow. They can design things such as hanging baskets. So, they're really in it from start to finish. They can learn a little bit more about the business model even if it's not, you know, as indepth as it would be if they owned a business. challenges always are going to be trying to source materials in a small enough quantity. Fortunately, we have kind of a community partnership with Bubble Links Nursery Auto Monomony. Um the Doins family are amazing to work with. They helped me last year. They're going to help me this year. So, I've already been working with them to secure um smaller items with them. So, I'm not so concerned with that side of things. Panther floral is a little bit
029more challenging. Um, partly because fresh flowers, like you see here, and this was something that my advanced Oh, it's leaking. My advanced floral girls did this just today. Um, this is one of the things that, um, they learned. So, my advanced girls, which I have three of. Yep. Three. Um, they were my guinea pigs last year when we were thinking about doing the basic floral design class of which I think by the end of the year we'll have about 80 kids go through it. Yeah, 80. Yep. First year. They're enjoying it. I hope. Um, they were my guinea pigs last year. Luckily, they were able to work it into their schedule to take it as an independent study as an advanced level, which is good because I'm going to need them for for Valentine's Day.
030Um, but the challenges with with Panther Floral um is space and equipment right now because I'm having to utilize the same equipment that I used for those 80 kids in basic floral for Panther Greenhouse. Um, we're dealing with a highly perishable product which can sometimes be hard to acquire. So, for example, for Valentine's Day, I already had to pre-order all my flowers and hard goods. Everybody's like, "What?" Yep. I had to order those already this week, which means we already had to have a general idea of how much we're going to sell and how much we're going to sell it for. Um, the floral market, which people don't generally realize, has a relatively high markup because of the perishability of the product. Um, so that's challenging for us is trying to figure out how much
031we're going to sell. We're going to do pre-orders this first time, but trying to think about our market and our demographic is also something that's somewhat challenging for us without trying to underell the neighboring floral businesses because obviously we don't have to worry about the overhead that they have to worry about. We're not having to worry about the paying our labor. So, I'm always trying to be mindful of that and be ethical in our pricing point. Um, so, so those are some things that are concerning. Scheduling is always kind of concerning to me because if I find some really good students, I worry, am I going to be able to get those students pulled in for next year when we have like big things like this? Um, it's exciting, but there's some challenges and some
032limitations that hopefully we can continue to work through as as we get this up and going. Um, you know, I know it's going to take several years for us to get the kinks worked out. Um, but they're good kinks and it's it's kind of exciting. So, questions. >> Are you having any of the students help you with that business side? >> Oh, as much as possible. So those three girls right now because they went kind of through um as my guinea pigs last year, they did a lot of the basic stuff last year. Um so I basically turned over to them to figure out what we were going to sell for Valentine's Day. So, they're going to do a few things in-house just for the high school students, but for the public, they're going to
033sell a threecarnnation base, and then they designed a small rose and carnation base that they're going to sell. And they designed it. They picked the rose color, they picked carnation color. Um, I went and got them some mockup flowers that they could do with, took some pictures of it. They they did it all. And then they had to learn how to price it out. and online orders. Um, we're going to do online orders and they're going to have to be pre- purchased. Yeah, because I am not going to have a whole bunch sent. I mean, we may have a few extras, but for the most part, everything has to be paid for in advance. Yeah. And again, that's just due to the nature of the perishability of the product. You know, average markup in the
034floral industry nationwide for flowers and greenery is 3.5 times wholesale price. So if you assume, so for our cost, wholesale cost for a carnation is about 75 cents a stem. Depending upon what kind of rose you get, they can start at a 129 a stem and go up from there. Really rare roses can cost you 350 easy a stem. And then you mark that each stem up 3.5 times their value. Now you know why a dozen roses cost you what a dozen roses cost you. >> Usually not the money that's the cost for me. >> It's I'm sorry. It's the I'm sorry. >> Yep. >> Okay. Just keep us in mind. >> The dollar amount doesn't matter at that point. >> Just keep us in mind. Yeah. >> And then hard good markup um nationwide
035is about 2.5 times what you pay wholesale. We're not going to have that markup again just because we are not certified. [laughter] We're not certified designers. The kids are still learning. Um our goal right now is to cover cost a little bit up and above. Um that way in case we do have product that we can't sell, we'll use it back for teaching so that the students can keep building some bases and learning on that. Um but minimally break even, maybe a little bit above that. You know, vases don't go bad. The flowers do. Um, sometimes we'll take some and let it let the office ladies enjoy them. We'll let them sit in the in the front for them. So, yeah. >> Cool. I do miss Owen not being in your class because he would
036bring me flowers. [laughter] [clears throat] >> I think that's I've got kids that come back and they're like, "Are you growing stuff in the greenhouse again?" I'm like, "Yeah." They're like, "My mom wants to know if we can buy stuff again." I'm like, "Of course." I'm not going to turn people down. >> So, where will they market it? Like, will it be on a Facebook page or is it on the web page or do you have your own FFA page? >> Um, so this will be just we're not going to do these through FFA any longer. So, the goal is we're going to work on websites. Um, we did today and next week. So, we're going to get that set up. Um, and then right now we're still trying to figure out the payment side
037of it. I don't know if we're going to do that through like Skyward and the Revract side of it. haven't quite gotten to that point. So, that's my next step. Yeah, I just put in my giant order yesterday. So, but again, we got several wholesalers in the area, which is nice. Um, the main one I use is out of Plymouth, Minnesota. Um, they're called Lyn Bush Roses. They allow me to buy in smaller quantities. Um, if we grow, there's a bigger one called Kikott. Um, the challenge with Kikott is you have to buy in huge quantities. But regardless, you you can't buy stem at a time. Wholesale you have to buy in quantities. Roses, 25 stems at a time. No if, ends, or buts. So, if I need 30 roses, I have to buy 50.
038I can't say, "Oh, I just need five more." No, it's 25 or 50. There's no no in between. And that's the that's one of our challenges is just trying to figure out how we kind of get up and past that. And that's another reason why we have to do some of those pre-orders so we can say, "Oh, we got to limit it at 20 bases for these just because we know how many we've ordered." And until we get a better handle on kind of how many we can make, and again, we know how many we can make based upon how many faces our cooler can hold. Um, and I'm trying to figure out how I can keep cooler space open for that, plus still have cooler space for classroom stuff because it has to share
039a cooler. >> Do you know what region or country most of the flowers, you know, >> Yeah, it it varies. Um, but generally for us this time of year, they're coming from like Ecuador and Colombia. Um, the Netherlands and kind of over towards, you know, Holland. They do some flowers like tulips and things like that, but the vast majority of the flowers that we get are going to come more from Central and South America. >> Typically refrigerated. >> Um, yeah. So, it's really interesting the process of shipping flowers. So when we place our order through our wholesaler, then they go down to the flower farms. So then they send that down to the flower farms. They will say if they have those available, if not then, you know, we'll have a backup. They will go
040out and it's extremely labor intensive work. They go, they cut those flowers, they box them, and we'll have them generally in four to five days from the time they leave that farm till we get them. And that's another reason why the markup is so high because it is such a quick turnaround. Now, depending upon how we process them, we can sometimes keep them, you know, two to three weeks. And we're lucky because we're small enough that we can have that extra time for knowing how to process flowers. And that's another thing I teach students a little bit is how do we process flowers to make sure they last as long as possible. And so that's another component, you know, that they would need to know if they're going to go into this industry. How do
041we keep flowers longer? You know, what what are the the measures we take? Then on top of that, how do we keep our our coolers clean and free of pests and diseases so that the flowers we get in stay longer even because of that. So, it's been a learning process for me as well. I'm usually about two steps ahead of the kids. >> Yeah. if I'm lucky. Yeah. [clears throat] Other questions? Again, I enjoy doing this stuff. Like I said, [laughter] you know, I didn't go into this just because, you know, I I enjoy teaching agriculture and I like it when students leave with more knowledge than they came in with. Even if they don't go into something directly related to agriculture, if they can leave my classroom with more appreciation for the industry, I
042think that's really important. >> Thank you. Thanks for everything you >> Well, again, Valentine's Day coming quick. Thanks. And um if you all want to, it's leaking a little bit. You can keep this one here. >> Thank you. Yes. comments by board members and superintendent. >> We got nothing. >> I guess I do have one. I just want to invite everyone uh to middle school pep assembly pep assembly so to speak. Uh pretty special occasion happening uh 2:30 2:40ish uh on this Friday. Um Haley Bunk and her leadership um with the unified champions, the mountain movers, right? um the last few years has become um well Special Olympics Wisconsin uh regional adviser has uh obviously become very aware of what St. Central's doing especially at the middle school of Haley's leadership but um through that
043she encouraged Haley to apply for a couple awards and so uh they will be unveiling and presenting a a really large banner to be displayed in the gym. It's Special Olympics banner. We will be the 16th school, not this district, but school uh in the state of Wisconsin to receive that in their 13-year uh history. And then also we will be the first ever in Wisconsin to receive the ESPN honor role for Special Olympics again for all the things that uh SEC Middle School does. Again, uh shout out to Haley. She of course uh will deflect and say it's a team effort, which it is. um and her sister Jill obviously is a big part of that too and continuing into the middle school. So making a really big deal about it uh and uh
044you invited a lot of local media including WCCCO news who said you know after the last time they were here said reach out with any any feelgood stories. So we have um of course that reporter has to run it by their editor and make see if it fits in the news that day but that's 2:30 2:40 on Friday. and no scheduled presentations by guests or staff members. So we will move to financial aid report. >> As of November 30th, 2025, our Citizen State Bank checking account has a balance of $20,955.70. Citizen State Bank money market $12,2954. 146 is at $61.70. Suicide prevention fund is $5,46327. Debt service is at $935.34. Referendum account is $61,543 for a total of $11,2548. >> Motion to approve. Second. Made the motion. Jeff second. There any more discussion? All in
045favor? >> I post carries. Next is consideration agenda curricular modification. >> A motion. >> Move approval of consent agenda as presented. >> Second. >> Motion Derek. Second. >> Any discussion? Okay, all in favor. >> Motion carries. >> Administrative reports, we have student enrollment updates. >> At the time of this report, uh last Monday, we're at 1,554 students in seats, which is exactly the number that we started at in September, fluctuated a few, and then rebounded back to that original number. Um the uh free and reduced lunch rate at 23.64%. Uh you can see that um our virtual charter school is up 20 kids compared to this time last year. Uh 288 students open enrolled into our district. The virtual charter school. We have 28 in district kids enrolled in our virtual school full-time, 74 in
046district students part-time. Um and again all those numbers uh between the virtual and the in seats open enrollment are very very very positive. Uh as as usual 439 students open rolling in versus 156 out >> we have the key work of our school board here. >> Yep. We've got Mr. Kirk Lightet. Thank you for going above and beyond in your new role as a pair professional. Your dedication and relationship building with a particular student will never be forgotten. And Mr. David Lindmeer, congratulations on being chosen to represent the WISCA conference this year. It is wonderful to see our own experts at SEC sharing their knowledge with others. [clears throat] >> Next up is core agenda items. We have the consideration of the school calendars for 26 27. We did look at them last month and
047discuss. So we just >> did anything change on any of them? >> So we could >> nothing changed on any [clears throat] of the three. >> So we could slate those as >> approve. I'll move approval of uh each of the calendars, the [clears throat] 26 27 school calendar, 26 27 4K calendar and the 26 summer school calendar. >> Second. >> So Jeff made the motion Dave second. Is there any discussion? All >> in favor? >> I All right. Um motion carries. Anything for future agenda items for January? >> Okay. Uh important upcoming dates. We have January 21st to the 23rd. We have the WAB state convention. >> You you and Cali are right. >> We'll be presenting. Yeah. >> I'm going Are we driving Wednesday or Tuesday night? I think the plan is going
048to be early Wednesday morning, right? Lester time. Okay. With that, >> January 28th is our next schoolboard meeting here at 7 o'clock at the district office. February 15th is a school board development meeting at 5 at the district office. February 18th is schoolboard meeting here at 7 o'clock. That is it for the upcoming important dates. Now we need a motion to go into close session for all of those. >> I'll make a motion per Wisconsin statute 19.851- or 1 C considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility. One, employee ABP in lie of insurance request. Two, employee contact contract request. Three, approval of resignations, retirements of terminations. Four, approval of appointments and contract modifications. Five, superintendent quarterly review. >> Second motion.
049Jeff second that we roll call. >> I >> All right. The time is 7:46.