0012026. Time is 6:00. We can all stand to say the Pledge of Allegiance, please, led by our voice votes. >> [clears throat] >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you, all. >> Okay. Roll call. Mr. Gentile. >> Present. >> Mr. Hurst. >> Accounted for. >> Mr. Hamilton. >> Here. >> Mr. Oliver. >> Here. >> And Vicki Gallage is here. Okay. Uh opening meeting compliance check. >> Check. Okay. Okay. Uh for the board members, uh the approved consent for the agenda items, do you want to approve them all at one, or do you want to go through each individual item like we did last time? Makes no difference to
002me. >> I'm fine approving them all together, unless anybody else has something they want to pull out. >> Okay. So, I'll entertain a motion then to approve the agenda items. >> I would make a motion uh to approve the consent agenda as presented. >> I'll second. >> [clears throat] >> Okay. Do we have any discussion? I have a question about the monthly financials. Um under the revenue, under the other revenues, uh there's a substantial amount that's been recognized on there, the 93,000 plus. So, I was I had asked Chris earlier if [clears throat] you could explain what that represents. >> And that was uh that It it It in the other amount revenue. Yeah, that was the um when we redid all our HVAC, that was we received a uh uh energy savings check for
003both HVAC and some other areas of the building. So, that's That's why you see this surprising increase. >> Thank you for that explanation. Okay, and um the other thing that I would like for Chris to introduce is for the new hires. >> Yes, perfect. All right, let's start. We'll start first with Ashley Brown. She >> [laughter] >> going to be teaching what grade? >> Third grade. So >> Congratulations. We don't Yes. >> We don't know yet. >> [laughter] >> Um Then our we had um as a result of a retiree, it wasn't a position an addition position, it was a replacement. Just through some internal shifting. So, as you know, our fifth grade's large and it goes up to sixth. So, we hired Megan Baumeister. >> [clears throat] >> Welcome. >> Just graduated from UW-Oshkosh.
004>> Yes. >> Pride of Burlington. Broke my daughter's heart playing softball. It's okay, but um we had a really fun moment. I was talking a little bit with Megan before. I'm very close with her her uh old uh PE teacher and coach. And as we were about to offer the position to Megan, I put her on speaker phone so she could also talk. >> Aw. >> So cool. >> That is neat. >> So, and then Megan said, "Maybe." I was like, "Oh man, I whiffed." >> [laughter] >> I whiffed that sign. So, but it ended up working out. And then we're excited and the board has met her, but we're really excited to offer Heather Eickman her associate principal starting July 1. >> Very nice. >> Welcome. >> Very excited. >> And she opened and
005rolled her >> kindergartner here. >> I saw >> So she's she's in it for the long haul. >> Cool. Very good. >> Very nice. >> Great to have you. >> Yeah. Welcome. So thanks for being here. >> whoops, sorry. Any other discussion or comments? >> Welcome ladies and congratulations. Well, hopefully. >> Okay. [laughter] >> So we have a motion by Mike seconded by um Joe to approve the consented items as presented. All in favor? >> I. All by vice. Okay. Moving along, uh public comments. Do we have any public comments today? Seeing we have none, we'll move on to reports. So the first report is by Samantha McGarvie. >> Yes. Come on up. So I wanted to tell our our new hires if you have somewhere else to be, feel free to go. Uh but
006if you want to stay, we'd love that. All right. So I'm going to tee this up for Sam. You want to do an introduction first, who you are, and >> Yep. So I'm Samantha McGarvie. I'm in my second year at Riverview. Um I was hired through the Stronger Connections grant, so I'm finishing up year two of my two-year grant-funded position. Um and in that position I've been working with our student services team. So rolling out and implanting Character Strong and Purposeful People, um which is kind of like the social emotional, but like soft skills, character traits, those pieces that we um have in our universal instruction, and then also some school counseling. So individual counseling, group supporting um in the classrooms as well. And then next year my role is shifting a little bit. >>
007Yeah. So when first met Sam, one of the you know, board members asked me, you know, Chris, as you're coming from this really unique position at Elkhorn, and um you know, how are you going to bring some of that to Riverview? And you know, having been in the work and workforce and employability skills and and use apprenticeship space Sam and I just started talking a little bit and we had She was at Slinger. I have a close friend who's a principal at Slinger and they have some similarities to my previous district and we just kind of started talking about like just some ideas and started to create this synergy. And what what really excites me about this presentation is we started the groundwork probably in December and started laying laying laying the foundation and I
008think, you know, when we look at what I always feel like I haven't had an opportunity just based on my time here to really talk about how are we moving the district forward, student achievement, what's going to set Riverview apart and make us unique, how are we going to advance you know, this 21st century experience for kids and break break away from some of the traditional habits and practices and really create this unique experience for all kids and and I also want to, you know, I also see us and that's some of the, you know, whether it's at Wilmot or Elkhorn, I'm always proud of the influence we had on other districts. How are we going to influence those around us? And I think one of the ways we're going to do that is really
009setting us apart on creating this what they would call career connected learning model. And it's super interesting to me because there's it's twofold and I don't want to steal Sam's, but we talked about this. If I kept talking too long, she was going to yell at me. Um, that we we >> him, too. >> We we we >> [laughter] >> we >> [clears throat] >> we talked about there's there's there's two parts to this that are really important. Number one I have not met an invested employer or anyone in the economic development or workforce development who said that career readiness starts at ninth grade. In fact, they all say it should start at 6. Here's the challenge in the state of Wisconsin. Nobody, including the state of Wisconsin, does it well. Nobody. And I think
010what we're super excited is we're going to do it really well here. And integrate it and make it a part of every kid walking out of here cuz this district does an incredible job of creating belonging where kids belong. What we want to do is actually give real purpose to the experience here. >> Yeah. Perfect. >> I'll show you. >> Thank you. >> No, you're good. >> Good. >> So, I feel like Chris just hit on a lot of this, but I wanted to start just talk a little bit about why we want to do this work around career and college readiness. Um and a big part of that is just preparing students for meaningful gainful employment after high school. Like Chris said, that doesn't start in ninth grade or it shouldn't. Like I remember
011being in high school and going to college and not having a clue what I wanted to do, right? And so, part of this is to begin preparing students earlier rather than later for thinking about like, what do I want to do when I graduate? Do I want to go to college? Do I want to enter the workforce? Do I want to go to like what does that look like for me? And so, giving them a solid foundation to get started um in thinking about their future. We want to equip students with the academic, technical, and workplace ready skills that they need for the 21st century. I'm sure you all know the workplace has changed a lot over the last 10-15 years. It'll continue changing. And so, part of our job is not just giving kids
012the academic skills they need, but also those technical and workplace skills that will suit them well, whether it's getting their first job in high school or going on into their their career once they um graduate and start their own lives. Um part of that is helping students explore different career pathways and post-secondary opportunities because you don't know what careers are out there until you've learned about them. So, like when we've been sitting in some of the meetings that we've had, we've talked a lot about like, "What did you want to be as a kid?" A rock star, because we all heard like we knew rock stars, right? So, like every 5-year-old wants to be like a rock star or princess or whatever, right? Cuz if that's all you know, that's what you want to be.
013But when we help kids start to explore more of those pathways and expand their horizons, it gives them a clearer idea to start pursuing, you know, a realistic like, "What do I want to be when I grow up?" And that empowers kids from a young age to make their learning more purposeful, like Chris was saying. And then really part of that, building that purpose, confidence, and future readiness to make sure that when students leave us, they don't have that question of like, "Well, I don't know what I want to do when I grow up. I don't know why I need to learn about geometry in school. What purpose does that serve?" Part of this is connecting back to what kids already learning in math, reading, and writing, and making that really purposeful. Like, this is
014why this matters. >> And one of the things what when we when Sam gave that great kind of story about her experience going to college, you if you want to look somebody up, I can share this out. There's a great speaker out there. He goes, his name is Kevin Fleming, and he did a presentation, and Kevin Fleming talked about how the entire the entire model is literally backwards. And he said, "Here's what we do." This is not everybody, but basically this is this is the the K-12 experience is and then you go to go down to college or two-year, is you think about it just from a going to a university's standpoint. You choose your college first, right? You then identify your major, and then you figure out your job. Right? What if you flip
015that? What if you looked at potential career, right? Then identified what major that satisfies, and then you pick your post secondary, post high school path. That's the path we're talking about. And where that changes things for kids and for families is they realize, wait, I mean, I can go work as a mechanical engineer at R&D and Triever. They're going to pay for my tuition. I'm going to start as a two-year, then I'm going to go here and do this, do this. Oh my goodness. Or they find out I can just go into the military and get that. Or I can do a youth apprenticeship and we can jump right into the workforce. And at Precision Reader Precision Solutions, manufacturer of the year in the state of Wisconsin, their their mechanical engineer is a uh last
016name is Dowell. That's a pretty popular name in uh in the Willmar community and he started as a youth apprentice at Willmar. So, it's just changing the entire approach to how we think about this. >> So, to help us with that because it's obviously a big lift and there's a lot of factors that we need to account and plan for. So, some of the different like tools and partnerships that we've been exploring and meeting with and talking about to really support this work. Um I'm going to actually start with on the far right-hand side is Zello. So, Zello is the K-12 college and career readiness platform that is like endorsed by the state of Wisconsin. It's paid for by the state. It's what most schools use to just satisfy like to check the boxes. This
017is what we have to do, so we do it. Um I think like our junior high teachers would probably attest to the fact that it's not always the most engaging for students. Like they're they look at a screen, they do the activities, but it's a once a month lesson and it doesn't really give like the depth or the breadth of what we've been talking about. So, part of that moving forward is looking at the world of work and Beable, which are two other really career-focused, innovative um platforms and frameworks that give a lot more like agency, purpose, um hands-on and experiential learning for kids, which we know is what gets kids engaged and helps them develop that purpose and ownership over their learning. So World of Work is a career readiness framework that comes out
018of Kahone Valley, which is way out in California, but they've spent, I don't know, over a decade now building and developing this program that helps kids identify their strengths, explore careers, and connect what they're already doing in their classrooms to this like career connected learning. So again, it >> At kindergarten up? >> Yes. Yep. >> At kindergarten up? >> Yep. So it starts at the earliest grade levels with those really hands-on experiential learning opportunities. And like the whole thing about World of Work is that it's not another thing that we're adding on, but it's integrated within what teachers are already doing. Um and so it's a really thoughtful, intentional way of fostering that early exposure starting in kindergarten, but then building up to our older grade levels as well. Beable is actually partnered with World
019of Work. And the cool thing about Beable is that it takes that career connected learning and also ties it into literacy achievement. So Beable helps students build their literacy skills while also exploring careers, learning about goal-setting, and preparing for future education and the workforce all while they're engaging in again, that hands-on learning, but also reading about careers and the different pathways. So it's cool because it is partially online, but there's a lot of pieces that are very hands-on. So it's not just like putting kids in front of a screen, right? Like it's giving them the hands-on learning opportunities to expand and really be engaged in what they're learning about and what they're exploring. >> There's nobody in the state of Wisconsin using Beable? >> Nope. >> Barely in the Midwest? And Zello, I'll just say
020this, DPI just renewed their three-year license, and I had a large in the in my previous space, there's was mistrust with DPI, And there's more of a trust with Department of Workforce Development, Economic Development, Workforce Development. And that side of the of the post-high school readiness, high school readiness piece was pushing for something else besides Zello. I was the loudest voice against Zello and had a whole group of people that were pushing against it, but DPI did did their own thing, so not a surprise. >> So we're still going to have to use it as standard. >> We don't have to. No. No, we're not going to use it. >> Oh, I thought >> We're I'm not going to use it. I I should have said that. >> like where we're So right now, where
021we're at is we're using Zello, and so >> We're pivoting away from it, but it's kind of like this is what we have now, and then moving forward this is where we're >> It's not It's >> [laughter] >> It's from DPI. Yeah. But I yeah. I could do a a whole presentation on that decision alone, and it wouldn't surprise anybody. Um So this is an example of Beable, and we're just showing a video, but what I want you to see, you're going to see some kids on screen time, but I want you to pick up on the RIASEC score. That's a conversation. And then I want you to just see how the relationship between Cone Valley and kind of kids just having conversations around careers. >> Every teacher wants individualized their teaching in order to
022unlock their students' potential. Beable is designed to provide customized literacy instruction and career exploration through the world of work in one powerful platform that customizes reading lessons and activities that are aligned to students' interests and their Lexile levels. >> On Beable, students read about and explore each of the RIASEC interest themes and do a survey to help them decide which themes best fit them. Beable suggests readings based off of their interests and Lexile level, creating a completely customized experience. Not only are students improving their reading ability, they're also exploring their interests and learning about careers through World of Work activities. Beable teachers create seamless experiences using the physical and digital materials on the platform. Beable is flexible because it can be used in the classroom, for after-school programs, or even remote learning. Teachers can use
023it one-on-one, with small groups, or even for whole-class instruction. Beable provides a differentiated learning plan for each student in every class based on reading ability and interests. Thanks to the wide-ranging article topics, any teacher from any content area can utilize the platform with their students. This allows teachers to quickly and easily meet the needs of all learners in their classroom. Career exploration isn't just for one day at a career fair. Through World of Work experiences and activities on the Beable platform, teachers integrate career conversations into classroom content all year long. >> At first, people might be a little bit skeptical about young elementary students learning about careers, >> [music] >> but when it's integrated and they're using Beable, you can really see how much fun they're really having in the school. Teachers know about all
024their students when using Beable. They know about their hopes and their interests. With Beable, students get excited about reading because the articles are actually things they're interested in. Having students engaged in their reading assignments while learning about future career options is a win-win. >> And what's cool about this is we ask this question. Uh you can you you print off those those um PDFs of the articles and it's the same article. So, let's just say Vicki has a higher reading level than Mike who has a higher reading level than Chris. It's basically the same content. it's just at a different level. So, you're researching the same stuff without ostracizing kids based on the reading level and they're and you're growing their skills. Beable was designed in collaboration with the World of Work. Their superintendent in
025Kettle Valley, I've seen him speak. He's a absolute rockstar. Like he's just gets it and he's transformative and and he's literally changing If you think about the idea of what education looks like, he's literally doing the opposite. And it's pretty powerful and it's and without losing all the some of the really good traditions that are, you know, integrated into it, but he's just like going, "Okay, why do we have grades? Why do we have GPA? Why do we have, you know, he's he's really just thinking about competency-based learning and and challenging kind of the construct of schools, but but still moving the needle and moving achievement. Um and and you have to align it based on your values and your community, but it's pretty it's pretty interesting to see. It's pretty interesting to see. >>
026I just have a quick question about these. So, with the one that is we're we're required by DPI to have one of these, the one that DPI approved, is there I assume there's a cost associated to that? It's not. And then, so if we were to go away from that move on to one of these, is there a cost associated with these? >> There is. >> Yeah, so we we just we're just going to pilot it 678. So, it's like I think 3,000 bucks to pilot it. The The owner The owner was really interested in World of Work and Beable are very interested in Riverview because nobody's reached out to them from the state of Wisconsin. So, there So, there's a lot of conversations around We just want to get our foot in the door
027in Wisconsin. >> I mean, it sounds really really excited. Um I really exciting, I should say. I just uh you know, obviously when we talk about incurring more costs and stuff then I, you know, I like to be skeptical skeptical about it initially. Uh especially if, you know, we don't know what the full cost is >> Yeah. >> bringing it in. >> And we do have a full cost. That's why we're going with the >> And the only reason that I bring that up is because awesome video from them. It would be interesting to see some peer-reviewed data, >> Yeah. >> similar data from a from a third-party source just to provide >> Yeah. >> uh some further evidence that it's worth spending the money. >> Yeah, right. >> You know what I mean? >>
028That's why we want to pilot it, too, cuz we're just like >> Yeah, I agree. >> into it, does it you know, is it everything they say it is? Like So. >> Yeah, no. I agree. >> we go and buy >> money is a great idea just so we can get a hands-on version of it. >> Yeah, that's what I mean. >> No, but it would also be nice to see if we could find some some peer-reviewed data >> Yeah. >> from a from a third-party source to to advocate for it. >> Yep. Yeah. >> All right. Keep going. >> Well, I just wanted to talk a little bit about, based on our conversations so far in the planning that we are doing, what this will look like for a rollout next year, like the
029kinds of things that you can expect to see and hear kids talking about. Um So, from a from a district standpoint, one of the biggest lifts is really establishing and building those partnerships with Cahoun Valley, which is the World of Work and VIA Bot. Like Chris said, they're super excited both to be working with us. Um and so we're excited to build those partnerships as well. Um Another thing that we've talked a lot about is collaborating with different stakeholder groups to help develop Riverview's profile of a graduate. That would include the board, the community, employers in the area, students, families, really to talk about like when kids leave Riverview, what are the skills, the competencies, like the non-negotiable things that we want them to have, to know that they're ready for high school, and they're
030ready for their futures. Um cuz that's also a huge part of this and making sure that World of Work and VIA Bot are meeting like this is what we want kids to walk out of here with. Like are you meeting those pieces and supporting that? >> And all of this has to be aligned with local labor market data, too. That's the other side to this. So, you like as we That was one of the conversations we've had. Like you could go I mean, even if I went to Kenosha County and Racine County are different than Walworth County. Not significantly, but some. >> And do And do these companies offer that that an investigative approach to to find out what the local market is? >> Yes, cuz they know you have to be able to >>
031obviously we can contribute to it cuz we know as well, but Yeah, if if they were doing it, it would be a little bit more inclusive. I would >> Yeah, if I'm at Valley, I'm probably talking about being a marine biologist in San Diego. >> Right. >> Probably doesn't make sense in Silver Lake. >> [laughter] >> Right. You know what I mean? So So, but one of the things that we've started to do, and I did one employer visit already, is starting to build that network here. And one of the strategies is really starting to connect with economic development. So, like we'll be becoming a member of CABA. That's a That's a huge entry point. >> Yeah. >> Right? Working with um I mean, I worked with um Oh, I'm having a brain cramp, but
032we get being connected to the Racine and Kenosha uh Builders Alliance. And And Sam will talk about an event that Riverview has an attend tended that we are going to attend. Um I was part of the planning committee the last year. And so, but you know, just bringing those key ingredients into this. It's It's not just a platform. Like it's a whole way of thinking differently about giving kids purpose here. Go ahead. Keep going. Sorry, Sam. >> Um and then also from a district standpoint, the shift with my role. So, I'll be serving as the career and college readiness coordinator next year, which will entail a variety of different things that I'm really excited about. Um and being able to dedicate like time and energy to doing this work and making sure, like Chris said,
033that we're doing it well. >> That's not a normal position at a K8. And I And I think we're going to show that it should be essential. It's going to be essential. >> So, in the elementary grade level, so thinking about our all all down to 4K up through fifth grade, part of the work next year is going to be researching current instructional practices in the classroom. So, figuring out what teachers are already doing, where they're naturally incorporating career awareness and exploration because they are. We just don't know all of the different things. Like, we don't have those outlined. But, so it's going to be researching and identifying so that we can build off of and expand that within this work. Um expanding on the purposeful people character traits. So, that's our respect, responsibility, the
034things that kids are already learning about and talking about. But, not just from the lens of like, "I need to learn how to be a respectful student." Yeah, you do. But, you also need to learn how to be a respectful employee and a respectful co-worker and a respectful person in general when you leave this school, right? So, really being intentional about tying those traits to employability skills and starting that at the youngest grade levels as kids are learning about careers and being exposed to those conversations. >> of that is a is like, for example, I'm sure you have in your current role attendance letters that go out, right? What if you pivot those attendance letters to around attendance and you change that conversation around employability skills? And the need to be present in at your
035job and and working, right? So, just having that kind of mind shift and that pivot on how we approach things around this kind of level of purpose around career connected learning. >> And then, of course, a big piece of that collaborating with Cajon Valley and preparing to launch the World of Work. Like we said, that goes down all the way to 4K and kindergarten. We're starting with that like 6th through 8th grade focus with World of Work and Viable to make sure that it's manageable and also that it is meeting our needs. But, then we want to be prepared for if all goes well, what would this look like to launch from like an elementary standpoint as well. Um from the junior high levels, we are piloting Viable for the upcoming school year. We are
036adding in a career and college readiness course to the junior high specials rotation that'll be taught by me. And so, that'll be all students in 6th through 8th grade have one day a week where we're learning about these topics. Um that won't be in isolation. Like there will be aspects that are tied into their regular classroom instruction as well, but that also gives an opportunity for some really specific targeted focus on whether it's employability skills, financial literacy, some of those other pieces that we want to make sure kids have um when they're leaving our halls at the end of 8th grade. We will continue holding So right now we do a career day that's once every 2 years. We'll continue holding career day that has been really well received by students um and community members
037in the past. It's a great opportunity for kids to have that exposure to members from different careers. I would expect that as we're making new partnerships with other employers, we can expand on career day and have different opportunities for for students to really align with their interests um and some of those like realistic careers that they might have in this community. Something that I'm really excited about and Chris I didn't tell you yet, I finally heard back from them this afternoon, is scheduling Junior >> you a month, right? I mean, not you, talking about the took a month to get ahold of them. >> Yeah. Yep. But scheduling Junior Achievement BizTown Milwaukee. So Junior Achievement BizTown is like an economic, financial literacy um learning experience for kids. There's a curriculum component and then it culminates
038in students get to go to the Junior Achievement BizTown location in Milwaukee and it's like a simulated town. And so they simulate running this town for an entire day. So some students would have a job as a banker, somebody might work at like the McDonald's, somebody might work as a construction worker and they take on those roles and it's giving them just the opportunity to practice what they've been learning about in that curriculum. Um so I finally heard back from them today, which I'm really excited about. Um >> Kids love it. Kids I mean, kids it's a little old school, but it's okay. Kids learn how to balance checkbooks. >> Yes. >> Is this Is this what we were talking about in the classroom that one? >> Yeah. >> All of this This is all
039this is very, very cool. >> Yeah, this is all that >> Yep. >> And what we're trying to do is like say, "Okay, what does this look like from a grade level outcomes, right?" We know what we want for kids for sixth grade for math and English, right? We know what we know for seventh grade. What about career readiness? >> Mhm. >> So, like sixth grade experience, like having a conversation with me, sixth grade would be a great BizTown would be a great experience. There's curriculum that's embedded in it. Katie and I have talked about it a little bit. We were waiting for them to get back to us. And then but then looking at what what does seventh grade look like and what does eighth grade look like. So, there's this continuum that kids
040when they leave here, I I want to see us you know, I want to see the tail wagging the dog. And I was pushing this energy up and transforming you know, what you know, towards Wilmot and really see some exponential change there for our kids. >> Mhm. Yep. And so, part of that too is working on planning some employer, trade school, and university visits. Again, aligned with some of that workforce data and student interests to make sure that kids have the opportunity to go and see. Like we're not just talking about it in classrooms, we're getting kids out to have more of those experiences and a variety of experiences so they can see the opportunities that are out there for them and what that looks like. And then also identifying and attending some of those
041career-related events. So, these are ones that we've already identified and are signed up for. So, Build My Future is just like a a trades, construction, like a hands-on learning experience that we are going to be taking our eighth grade. >> Yeah. So, um uh both Walworth was seen in Kenosha County been doing it at the Racine County Fairgrounds for 3 years. Started off at Gateway and it's really expanded and they have interactive >> [snorts] >> employers, companies, all in the building trades. Electricians, masons, We Energies, uh Stebnitz Builders, um Realistic Builders, I could keep going. Residential, commercial, and kids go and they do hands-on activities. It's It's super cool. >> Yep. >> And And then uh Experience the Trades is a building trades and manufacturing expo at um in for uh connected to the Waukesha
042County Business Alliance. And it's an hour and a half hour and 40 minutes. It's really good for like seventh graders. Gives them a little bit experience into two of the trades. >> Yep. And then the other one is the Wisconsin Mini Business World. Um so they will actually come to us and they will come for free and provide that as like an entrepreneurial experience for kids. So that's one too that I've read and I've heard great things about it, but just um one of hopefully many more experiences like that that we'll have for kids to get some of those career-related learning opportunities from experts and professionals in those fields. So that's pretty much all I had. I know you guys already had some questions, but anything else? >> I don't necessarily know that this one's
043directed for you. It might be to the man in green over there. Um I just wanted to ask you this. >> You're You're in green, Chris. >> Yeah. >> Um very excited, right? Uh super excited about it. And obviously at the beginning Samantha kind of talked about what she's currently doing. >> Mhm. >> What are we doing with that part of her role and responsibility now? Is that getting shifted elsewhere? That grant piece that she [clears throat] like the social emotional learning. >> I think the good news is going to be a Yeah, I think the good news is I think the good news is as we look at our kind of our survey and our data analysis that we submit to DPI, a lot of it's embedded. Her roles are embedded into the culture.
044So some of So I'd say a lot of that is already embedded into the culture and the day-to-day. >> Mhm. >> Okay. Which Which means it doesn't have to require a person to lead it, right? >> Yeah, like I can say from going into classrooms, um like Purposeful People was brand new last year. The junior high's been doing Character Strong for a little bit longer. And part of that like I said is like that'll tie into employability skills as well as a natural connection. Um but for elementary like they just started with Purposeful People last year, and I've seen teachers really take it and expand. Like, they're not just doing like a Purposeful People lesson, they're incorporating in like conversations about respect, whatever the monthly character trait is, with the other things that they're always
045doing. So, it it's been really great to see it just how that's expanded in such a short time. >> Good question. >> This feels really timely. I think I've talked to so many recent high school grads that don't really know what they want to do, or maybe do know what they want to do, but don't know how to get there. So, I love that it starts early, and it gives kids practical ways to here's where you want to go, this is what you want to do, and tie it into what they're learning. So, I think it sounds great. >> It'll also enhance course selection >> Mhm. >> at the high school. There's Willamette has some pathways. I mean, they're adding a manufacturing lab, building construction's always been strong, they have engineering, they have autos, they
046have family consumer science and culinary, business, you know, you you start to take a look at what those look like, and you know, then they can explore those and walk into there with a little more purpose than, you know, being quote-unquote undecided. And you're not like locking kids into a career. You it's exploratory. >> Yeah. >> But it's giving them information to say, cuz I mean, in the whole process, I would argue that at least being able to say what I don't want to do is more important, if not equally important, as what I want to do. >> Mhm. >> So, I can check that box. >> Mhm. >> So. >> Thank you. The only thing I will add is when you're starting with the 4K, kindergarten, first grade, don't teach them so well so
047that they raise the price of the Kool-Aid stand. >> [laughter] >> There you go. >> Yes. Mhm. >> Absolutely. I love that little Kool-Aid stand. >> [laughter] >> Thank you for your time. We appreciate your presentation. >> Thank you, Alvin. >> Well done. >> All right. Next is a report from our district administrator. >> All right, just a couple some highlights. Um we applied for a Project Lead the Way grant, which is a STEM curriculum. And we were awarded for the elementary $4,900 over the next 3 years. Which will offset training and um pretty exciting. So, we have uh we have staff who are interested. They're looking for a science curriculum, and they're super excited and it as you PLTW is Project Lead the Way. It's project-based. And so, it aligns right with our district
048initiative and um gets teachers trained in STEM education and it's I've seen it in I've seen it be really successful for elementary kids. So, super excited about that. >> Chris, is that $4,900 a year or is that $4,900? >> that's grant value. >> Oh. >> Total grant value over 3 years, yeah. So, it you know what? It primarily pays for online training. So. >> Which is minimal here anyway. >> Yeah, correct. It's it's it's it's it's always I hate online training. Right? So, it's but you're as you talked about before like, okay, it's either online training or send somebody to Indy for 3 days. >> Right? You know, like you know, like, okay. >> So, more practical. >> Yeah. But the nice thing about launch is eventually we can send one person to become like
049basically a lead teacher. And once they get trained and you would have to send them to like Indy or >> It used to be officially certified. >> to be MSOE, which was great. But so, I don't know if MSOE's getting back in the day, but having been a connected to Project Lead the Way since 2005, we would always send our people to MSOE, but they kind of got out of it. I don't know why. But so, but once you if you make that investment with that person, then you don't have to pay for any training because that person is the trainer. [clears throat] So, it it's you got to build some momentum and then you get to that point and then it has it has some return. So, good question. So, pretty happy about that.
050We also wrote a gateway grant and you're and gateway would be our the middle school project lead away. And we have um three teachers who are interested in teaching that. One, I'm hoping Chris wants to do it. She said she was on green energy. And it my son did it at Elkhorn. It was just piloted. He literally built a home and learned every aspect of the home construction process in sixth grade. He could tell me, "Yeah, this is a Look at this Here's a Here's a header. Here's this." And then one day in October we decided to trench in our downspouts. So, he was the only one who put downspouts on his and ran the water away. So, we didn't have We didn't have water come in through into our drain tile and our sump
051crock. I said, "Well, good job, boy. Well done." Yours was easier than ours. Oh, gravel and dolomite, but stone. But, yeah. So, pretty exciting there. Referendum updates. Just a couple things. Um uh I want to give a shout-out to Mr. Hurst. Thank I'm glad we were able to tap into his experience. Um he uh intervened and had a conversation with PSI and we found uh we changed our roof system for the better and ended up saving $70,000. So, Joy, I appreciate your help and support. I know you're not looking for kudos, but you deserve them on this one. >> Credit goes to the board. They put me or allowed me to be in a position to be able to uh take that kind of stuff head on head on. So, kudos to the board for
052for letting me use my professional acumen and do that. >> Yeah, so well done. Um we had a June 8th day um that people are talking about coming here on a Saturday to help to help out. I think it's June 8th. No, it's 6th. Sorry, June 8th readiness. I'm sorry. June 6th. Thank you to Mrs. Strowser for posting that. We're going to send another post out. Good news is we don't need anybody on this Saturday the 6th. Because Willmar came over with a group of kids and started moving stuff already and I reached out to Coach Hopkins who's going to bring some football players over and I think we'll be able to move everything out of the main office. in a timely manner. It's not ideal the timing, but I think we're going to get
053there. So, we're going to send it Andrew's going to Mrs. Zachary's going to be put a post out. So, that's the good news. So, and then also we're going to have a lot of furniture and um getting rid of old furniture is not easy. Nobody wants it. So, most districts say, "Well, we can try and sell it." Well, you can try and sell it. So, I talked to the PTO. One of my recommendations is we have a lot of file cabinets. See what we can sell before we give it away or get rid of it cuz some of the stuff's pretty dated, but talked about giving making a donation from the school district cuz we have classroom furniture, we have file cabinets, and seeing if the PTO can sell some of it, make a little
054bit money, and then after that make another decision. So, just trying to find a way to get rid of old furniture. I can tell you in the state of Wisconsin most people end up going through a series of let's try and sell it. Let's try and donate it. Next thing you know, it's scrap. >> One of the one of the most efficient things we could probably do is spend a thousand dollars on a couple 40 yard dumpsters. Correct. >> Correct. The challenge though is we always try and go through it's more of a political a political decision because sometimes people see a dumpster full of stuff and it's like, "Why are they getting rid of that stuff?" So, if the board's okay which I don't think they would >> so we can afford a thousand.
055I understand. So, if you're okay, we're going to make that donation to the book to the PTO and let them sell that. I didn't think anybody would mind that. It's going back. Yeah. So, um yeah, and and other than that, um we're on schedule ready today on June 8th. It's going to be a whirlwind. So, we're moving our office down to basically our fourth K room. So, the entrance will be on the southeast corner. And then, um uh the leadership team will and Sue will be in another classroom. So, we're just trying to make it all work because every corner of this building is getting touched. We were going to do it over on the north side. And then, we realized the basement, there's going to be jackhammering down there, and they're going to be
056doing stuff out of it's just So, credit to Bryce Small cell for coming up with that plan, which at first I didn't think he was made sense, but then when we looked at the Gantt chart, it made a lot of sense. So, and then just a reminder to the to the school board that I sent you an email about setting up some individual meetings just in between our meetings to just have conversations. So, other than that, that's all I got. >> Very nice. Okay, next agenda items is board celebrations. >> I have a couple. >> Okay. >> Um the first to the uh students and Mrs. Strasser with the drama program. Um great performance uh as always. Um I am very happy that I've officially been retired and no longer have to do lights and
057sound and get yelled at. So, um it's wonderful that is a completely student-led production. Um so, kudos to them for a great performance. Uh the other shout-out, even though she's not here, is to Mrs. Zachary. Um I believe this would be her last board meeting. >> She's watching her daughter play in her maybe her last softball game. >> So, I I assume she had parental things, but uh I'd be remiss if I didn't thank her for her years of service and uh tell her she'll be missed and I appreciate that she always had a willingness to put kids first. So, uh thank you Andrea for all you've done for the district. >> Anyone else? I have a few. Uh also like to thank Mrs. Strasser, Mrs. Gager, and the students for the production of the
058Beauty and the Beast. It was really it was good. It was very good. I also want to thank uh the band members for the concert that they put on, especially the last song, which was the theme from Star Wars. It was excellent. It was so good. It was like listening almost to a professional band. And then they also marched in the parade and they did a really good job in the parade. I was I was very proud of them. Also, I would like to thank the PTO for the scholarships that they gave to four Riverview alumni and Wellmat seniors. Um, it was Adriana and Penny Stoyer and Tucker. That was uh very generous of the PTO to do that for those students. And I also would echo Mike's sentiments about Mrs. Zachary. Um Well, she
059will be missed. I am still looking forward to uh the future of Riverview. So. Those are my celebrations. Anyone else? Okay. So, we will move on to new business. >> Vicki, did we touch on Chris, did we touch on um uh point three, budget update? Oh, no, we we didn't. Good good good Oh, good good catch. Um >> Be with it there. >> I'd rather we're not doing my evaluation today. [laughter] Um so uh just uh we're we're continuing to have a preliminary budget for for the next to June board meeting. So, [clears throat] kind of have a look at now and then Tim and I are starting the even next phase of it, the deeper dive into it. And uh and working through some stuff cuz we're starting to get a little more information
060than we had, which is you know, going to be 8A talking about enrollment. You know, that'll be a a part of our budget process and taking a look at that. So, so yeah, just that was it. Thank you, Mr. Hamilton. >> Thank you. Okay. Now, we'll move on to new business. >> New business. I want to thank Mr. John Gendron for reminding all new district administrators that you have to have your open enrolled students approved, which three of us had no idea. So, uh and Shawn and I work closely together and she came from Illinois, which didn't help me in this case. >> [laughter] >> Cuz they don't have it there. So, uh I want to thank John for his help in sending me over his presentation. So, in your board notes, you have uh
061kind of an overview. I updated it uh recently. Um but basically, we have four motions in front of them that are in your board notes to approve. Uh the good news is we are still a magnet for families wanting to come in. We have of new applications, we have 21 new applications in. One, this is like Myers' daughter, and then uh seven out. >> Do these have to be approved individually or can these be approved all as one? >> Um I have four motions here to approve um just individually because there are some unique characteristics there. So, we should we should we should move >> I understand. >> move uh blah approve them individually. >> Mhm. Does anybody have any questions about any of these? >> [cough] [clears throat] >> I'll make a motion. >>
062for discussion in between. a motion. >> In between each. >> Yeah, and then yeah, one little caveat is you'll see that we're putting doing an IEP wait a wait list for students. That is because in our in January, which is required by state, we had limits put on our IEPs. Miss Youngblood did a great presentation on that. But knowing that things change, we put them on a wait list just in case we could find a location and one of them also is has a IEP for speech. And um a sibling that attends here and I I I believe it's in policy, but we should never split up siblings ever. >> Historically we have not. >> I would assume nobody does. Nobody does. So that's why I figured the board would be and I believe it's
063in policy. So yeah, just approve them individually and then we can >> I'll make a motion to approve 17 open enrollment applications at Silver Lake Joint 1 School District. >> I'll second. >> We have a motion by Mr. Hertz seconded by Mr. Hamilton to approve 17 open enrollment applications at Silver Lake Joint 1 School District. Any discussion? We'll take a vote. All in favor? >> I. >> Any opposed? Five eyes. Passes. Okay, second motion. >> I'll make a motion to approve one open enrollment application for a student with an IEP who has sibling enrolled at Silver Lake Joint 1 School District. >> I'll second. >> Motion by Luke Hamilton seconded by Mike Gentile to approve one open enrollment application for a student with an IEP who has a sibling sibling enrolled in Silver Lake School
064District 1. Um any discussion? Take a vote. All favor? >> I. >> Any opposed? Okay. Five eyes. Okay. Third motion. >> I'll make a motion to approve three open enrollment application for students with IEPs to a waitlist pending enrollment numbers in August at Silver Lake Joint One School District. >> I'll second. >> [snorts] >> Motion by Mike Gentile, seconded by Joe Hurst to approve three open enrollment applications for students with IEPs to waitlist pending enrollment numbers in August at the Silver Lake Joint One School District. Any discussion? >> Chris, obviously with those three student applications and will we approve that at the August >> Yeah, we would we would come back and then approve them. Yeah. >> So, those parents are >> Yeah, we we Yeah, Sean called all of them. Spoke Mrs. Hicks spoke
065to all of them. >> Any other discussion? Take a vote. All in favor? >> I. >> Any opposed? Five eyes. Motion passes. Fourth motion. >> I'll make a motion to approve seven open enrollment out applications. >> I'll second. >> Motion by Joe Hurst, seconded by Jordan Oliver to approve seven open enrollment out applications. Any discussion? >> Uh I'm sure this has been done, but just just for transparency, we I'm sure made every effort to discuss with these families and figure out exactly why and if we could do anything to retain. >> Absolutely. Yep. >> Any other comments or discussion? We'll take a vote. All in favor? >> I. >> Any opposed? Five eyes. Motion passes. >> And just remember it like just because they we approved their application doesn't mean they're they're coming here or
066they're going to leave, too. This is just where the application just as a heads-up. >> Thank you for that. >> Yep. >> Okay, number B Salem Lakes District SLP 66.03 >> Yep, so 6603 agreement is an inter- intergovernmental agreement. I think one of the things that I would like to see and we've already started this conversation with our districts is as we look at the cost of you know, how do we how do we maximize our our needs, our return on investment, you know, are there relationships we can build with other school districts and and recapture some dollars and cents, but also get a higher return on our investment, right? So, right now we've had this year a 0.2 FTE, so 20% uh full-time equivalent staff member who has been an online um speech and
067language pathologist. Uh I don't think based on talking with our team, we've received a high ROI on that. Um as a result, we started the conversation with Salem who was adding a speech and language pathologist and they felt like it was a good fit for them, so they uh their current exiting superintendent, their new one coming in he'll say yes because he was my assistant principal at Elkhorn and and I know his family, so he has to say I'm just kidding. Um and uh and so so um they agreed to uh creating a 6603 for uh speech pathologist and this person will be on site. And if you look at the cost difference, I right now we're paying going to be 20% of their salary and benefits. We don't know this new person out of
068college what their insurance is going to be because they haven't started the enrollment period, but even if it was, we're looking at maybe an additional two to three thousand more than what we're getting now paying now, but from an ROI standpoint, we're getting a much greater return on the support for kids, especially our most marginalized population. And that's that's a worst-case scenario dollar amount. So, I just brought it to the board to a to review and have any discussion around the a 6603 agreement. Um I think when we look at these types of agreements, whether it's the virtual option that we talked about, you know, it's thinking about how can we recapture dollars, keep them in district, but also create innovative opportunities for kids without having to make the full-blown investment into some of these
069programs and still offer a great opportunity for our kids. And I think based on some of these opportunities that are coming our way, um I think we're starting to see us Riverview lead in some of those those [snorts] relationships. So. >> Okay, I'll entertain a motion. >> I would like to make a motion to approve the intergovernmental contract with Salem School District for speech and language services. >> I'll second. >> Motion by Mike Gentile, seconded by Joe Hurst uh to approve the intergovernmental contract with Salem School District for speech and lang- speech and language services. Something I could use. Um >> [laughter] >> any discussion? >> Uh Chris, it looks like from the agreement that the the proration is determined each year or could shift, you know, if we have more need, it could shift.
070>> we'll revisit every >> or 20% Yeah, okay. >> Yeah, we would never I mean, the that same question was posed um when we looked at the relationship with the virtual. We revisit that the 6603 every year. >> Yeah. >> Cuz they may not be a good fit. >> Right. >> Or things may change here. We may have a need where we're like, oh, I don't know if that's what's best for our kids in our school district. >> Mhm. >> Or maybe we don't need it anymore. >> Yep. >> Right. >> Good. >> Perfect. Thank you. >> I I am for this. I I believe that our staff should be on site uh for personal reasons um personal experience, and, um, the effectiveness of being one-on-one with the teacher was really good in her case
071because she could actually see Jen tell needed things having to do with, uh, palate movement and that and she could see her where I'm not so sure virtually if somebody would be able to tell that. So, for me, I think this is a really good opportunity for Riverview instead of being of having a virtual person. Any other comments or No. So, we'll take a a vote on this. All in favor? >> I. >> Opposed? Motion carries with five eyes. Student fees and lunch prices. >> All right. There's no recommendation to increase student fees. I think based on, um, you know, our community need, we've seen an increase in free and reduced lunch. Um, we want to be mindful of our community, so there's no recommendation there. Um, we are recommending a 10-cent increase on on
072lunch fees and I'll explain why. Um, our fund 50, if you remember we went over that in the budget retreat, fund 50 is our lunch account. Um, we we can allocate dollars from that account for, uh, cleaning services, other needs as long as it's connected to food service, right? And based on, um, the dollars we receive from the federal government around COVID, we've been running a balance of around $132,000. Um, the FDA and DPI and what DPI enforces the USDA guidelines, which dictate that your fund 50 operating balance cannot exceed 3 months of average operating expenses, meaning that we should be right around 60,000. So, you're saying to me, "Well, well, Chris, why are you recommending an increase if we're if if we're above budget? Well, we had to use we had to make some
073purchases in the cafeteria um to start to lower those prices. So, for example, under the agreed relationship with the furniture company, Mr. Brenner and that company, we we are looking to bring in some new cafeteria tables, which will be safer and much needed. Um much needed, I think, from a the standpoint of just a workman's comp standpoint, it's much better. Those are about 20 years old. Um or as Mr. Smallfeld would say, we just bought them. So, that's a joke. >> [laughter] >> I love him to death, but people are laughing because you know it's true. Um so, looking at that investment and then also some equipment that's much needed in our kitchen. >> [clears throat] >> So, that brings that down cuz we have to bring it down before DPI DPI is going to
074start saying, like, come on. >> Like, what are you doing? Right? >> Um [snorts] but at the same time, as I put in your board notes, the suggested DPI meal price is $4.16 and we're at $3. And DPI, if we went below that that 3-month average of operating expenses, would dictate to us, you got to increase 10 cents only. And knowing that we haven't increased since, I'll quote Sue, I can't remember when, we thought that a 10 cent would just be a nice slow bump. This doesn't affect free or reduced families at all, and it's a very small incremental jump just to kind of line with the the USDA and DPI guidelines. >> Very good. I'll entertain a motion. >> I'll make a motion to approve a 10 cent increase in lunch prices for the
0752026-2027 school year. >> I'll second. [clears throat] >> Motion by Luke Hamilton, seconded Joe Hurst to approve a 10 cent increase in lunch prices for the 2026-2027 school year. Any discussion or comments? >> I would just point out I did the quick math on it. If I recall the exact number of days, but it's a $24 a year increase to the cost of lunch, so it's very modest. >> Thank you. Any other comments or questions? Okay, I'll entertain a motion. All in favor? >> Aye. >> Opposed? I advise motion carried. Uh the future meeting date is uh next one is June 23rd, 2027. Um I know it says future meeting dates, but I would also like to remind the board that tomorrow is the National Honor Society uh induction. And then next week is graduation
076for uh the eighth grade, and then the following day is graduation for 4K. >> Please notify Shawn if you'll be in attendance. >> Yes. I think we've all gotten an email having to do with that. Okay, I'll entertain a motion to go into closed session um pursuant to Wisconsin Statute 19.85 sub one except as provided in Section 304.06 sub one sub EG and rule by prop prop What? >> promulgated >> Thank you. Under Section 1304. I told you I need speed. >> rolls right off the tongue. >> 06 one [laughter] sub EM considering specific applications of probation, extended supervision, or parole, or considering strict Sounds like we're at gym. Strategic or crime detention or prevention. >> I will make that motion as Vicki so eloquently just stated. Yeah, or we're going to review or we're
077going to review the safety coordinator association's recommendations. >> [laughter] >> I second. >> All right. Motion by Joe Harris seconded by Luke Hamilton to go into closed session as per all of that. All in favor? >> Aye. >> Opposed? We are in closed session at 7:00. >> Thank you for being attendance. >> Yes, thank you all. >> Thank you. >> Welcome to review. Welcome to review.