001into order. Would you please uh join us in the pledge of 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. >> All right, roll call. Carl Swzy >> here. >> Dan Bolner >> here. Craig Morbin >> here. >> Julian Affling >> here. >> Tammy Fornier here. David Handyside >> here. >> Lorie Hoffman >> here. >> Linda Over Brener. >> Yes. >> Here. >> Okay. Is it pronounced correctly? >> Over Brener. >> Over. >> Yeah. Brener. Okay. And Sam O'Neal. >> Okay. >> All right. That brings us to our our timeline review and our agenda. Seeing as though we don't have uh the technology up on the screen, we'll have to rely on what we have
002in front of you in front of us. >> Yeah. And then I also have some paper copies of some things to lead you through. Uh my goal is to try to get this done in an hour today. uh mainly the the timeline review portion uh is uh we have a project timeline plus process milestones that was revised in May. Um based off of our discussions tonight and the direction you give administration uh and P we will have to revise this. Um you will see uh that when we get into the discussion part about community engagement and survey planning you have a a sheet like this this is dates from um school perceptions and what they can help us commit to. Uh so we would have to weave these in with also other discussions we have
003about community um engagement sessions and then take those ideas and weave it into this document. This document is pretty good from like November on. Uh but getting from here to November is changed dra quite dramatically since we started our process back in May. So, I just wanted to share that with you that uh we, you know, we're still going through things, but our process has changed quite dramatically. So, if you go back and look at this timeline from May, um you're going to say we're not hitting those benchmarks and the and the reality is you're right because we changed our process, but here's an idea of some more dates, right? And we will add to these other community engagement sessions that we'll talk about later in the hour um to this to create a new
004uh revised one that would be revised September whatever 2nd whatever uh when we when we finalize that. >> Okay. So I just wanted to share that with you for timeline purposes. Any questions about timeline or uh things that we might need to do to to discuss what we need for the timeline? So, uh, if I can summarize, we're looking to really finalize the decision yesterday on where we're going to go to approach the public with to get a u a pulse on what's going on. >> Yeah. And the good thing is is I've got a real good plan that I've been working on. I mean, a week is a short turnaround, but I I I think the information that you gave me last week uh mixed with some of the meetings I've had with P
005and school perceptions and Sarah uh over this last week and and trying to get things ready for you guys to one of our busiest weeks, I think you'll be uh happy and impressed with the work that's been done. And I think we'll come out of here hopefully in an hour with a real solid plan of what it looks like uh that we will bring back to you and then try to get on this timeline real quickly. Okay. But I I uh I know it's really doable and we've got a really solid plan that uh we're going to present for you guys. Anybody have any questions or concerns about the timeline? It might seem aggressive but I mean it in December January we have to approve that resolution if we are going to go to the
006public with a >> with an ask. So we have if we have to solicit um feedback from the community before we even go to uh ask right you know that particular question but >> okay I want to make sure because I'm getting mixed messages from you and Jared because it sounds to me like the the timeline that we were sent as a part of the agenda has to be revised as because it's not current and it's going to be in part merged with this kind of thing as we solidify these dates. >> That's right. Is that accurate? Okay, >> that's right. That's accurate. But but again, I the end date stays the same, >> right? No, I understand there's certain dates we have legally. >> Yeah. >> Okay. Thank you. >> Okay, that brings us
007to options review and refinement. Um I think we three option there are three options listed in the agenda. Um I don't know they're perfectly what we we had indicated uh at the last meeting as the options action items. >> Let me kind of go over these with you then. Um option A uh stated that uh that would be a operational referendum only. >> Scenario one. >> Yeah, scenario one. Okay. Um we we we took these options from some of the minutes we had. So you're right. We we remain at scenario one. Okay. Right. Uh in the public content, scenario one is synonymous with option A. >> Okay. Uh scenario one or option A is operational referendum only. That option would be a five-year non-recurring $6 million referendum. Okay. The second option B which is synonymous
008with scenario number two is a step up five-year operational referendum question beginning with 3 million in year 1 ending in 5 million in year five. Option C is a fiveyear uh or option C which is scenario three is a fiveyear $4.5 million operational referendum uh question as well as a $50 million capital question. Okay. So, um I'm going to go through the what you asked us for uh pieces of that scenario. What would have to happen to make those things work, right? Uh and if you open up the administrative content form, I'm not going to go over the budget projections again. Those haven't changed. That document is still there. But starting with where it says scenario number one, I'm going to read through this for you. Okay. In scenario number one, it'd be a non-recurring
009operational referendum, $6 million per year for five years. The mill rate impact on that would be a $1.36 approximately. The impact for a home with a fair market value of $350,000, the impact for a full year would be $476, approximately $40 per month. Okay. Considerations that the board needs to understand for this option is successful passage of this scenario would mean that largescale budget reductions uh would not be necessary. The district would still need to consider reductions annually and a reduction of $300,000 would still be necessary to achieve the original commitment uh to a reduction of 1.5 million that was over three years um that was shared with the public and we've already done 1.2 2 million of those in this first year. We would still need to cut uh $300,000 more out of the
010budget. Okay. WSD would continue to operate all physical buildings or could uh doesn't they don't have to, but the word could is in there. Could continue to operate all physical buildings. capital maintenance uh would continue to be deferred meaning uh those large scale maintenance items uh roofs HBAC those kind of things would still need to be deferred under this option. Student programming and class sizes could remain similar to current programming and with uh careful budget planning and adjustments along with additional revenue provided by the state in future years. This option will put the district on a solid financial path for at least the next seven years assuming all other factors, federal funding, appropriate budget constraints remain the same. Any questions about scenario one and the added uh information you were seeking for option number one?
011So, to summarize, option number one, it's a $6 million, five-year um operational referendum with no building closures and student programming and staff class sizes could be be similar to current programming, right? >> Yes. And I I said WSD could continue to operate all buildings. Doesn't mean you have to, right? If if you want that to be part of your $300,000 of savings that we still need to cut, um that would be a choice of yours, but you could continue to operate all those and we would find the other $300,000 someplace else. Okay, any other questions about that? So, this is what gohead. Do we have any level one expenses then that um >> are you talking about uh maintenance? >> Yeah, >> there's nothing no maintenance in this one. >> So we we're kind of
012going to still be in that reactionary phase with >> wi with our with our capital maintenance. There will be some more money to put in towards our long range maintenance plan. >> Okay. >> Right. So, there will be some of that budgetary money that we can be able to have in there, but we're not talking a lot of extra money, >> right? Okay. We're just talking we can we can add to that budget a little bit and uh Kevin and Sarah can, you know, work towards doing some of those things. was Sam first or >> I'm not trying to take um so correct me if I'm wrong, but both of the scenarios that don't include a capital referendum question, scenarios one and two, >> both of them would allow for a question about maintenance and
013capital referendums in November. Correct. You could ask a second question in November if you wanted to. >> Correct. And we're going to get to that when we when we go through uh what a survey would look like, right? how we would design it and some of the information that we would get back because you gave us enough information that starts us down a path but gives us a a clear way to set up a a survey so that way when we get that information back from the public we can really refine that to whatever question or questions we want to ask. >> Okay, and I'll I'll work you through that that you're making a good point, Sam. >> That was a question that you >> That was the same question. Okay. >> Yeah. >> All
014right. Okay. Second scenario um is basically an operational referendum that is uh you know I guess uh has a has a lower mill rate impact. Uh that one is a uh a referendum that begins at 3 million in year one ends in five million in year five. So it's a step up uh operational referendum. It's what it's called in industry. A mill rate impact would be a$14. Um the impact for a home with a fair market value of 350 would be $364 and the approximate monthly um amount would be approximately $30. Uh considerations for this option successful uh passage of this option would need to be combined with larger budget uh uh reductions. First of all, the first budget reduction is still that that $300,000. We would still have to do that. Okay? And I
015know it's not listed here, but I want you to know that every one of these has that part in it, right? We told the public we were going to reduce by 1.5. We only have done 1.2 so far. All of these come with a $300,000 budget cut yet. Um uh next consolidation of at least two buildings. Those two buildings would be the Leap and Lincoln most likely. Uh and um this would reduce operating budget those two leap and link in by a combined amount of $1.6 million is you know so that that we have one 1,659,567. How did we come up with that number? We said we're going to close these two buildings. We know how much they cost to operate every day just heating and all that stuff. And then we have to take
016some of those staff with the students as they go into some of the buildings. So, we can't take all of the staff savings, but there will be some staff reduction savings that happen from the consolidation because we won't need as many bodies to be able to do that. Um, class sizes would uh change from approximately uh 19 students per class this year to 22 students per class. Okay? So, I do want you to know that in that reconfiguration, class sizes will go up a little. uh capital maintenance would uh continue to be deferred again in this option. There's no option with this uh that would have capital attached to it. Any questions about that information? >> What was the other school? Lincoln and what else? >> Uh Lincoln. Okay, very good. Thank you. >> Yeah,
017I I have a quick question. >> Yeah. >> Um so you said uh building great config configurations would change could change. How would they change? uh they would change by um taking leap in and Lincoln uh and closing them moving those students into the other three elementaryaries. It would be Douglas, Webster and Shers. >> Okay. So, so are you talking about still having the split level grades where you have two grades in one class or you talking about separate grades? >> No, we would probably have separate grades. Right. And and probably still run them all as a preK through five. We could change that up if we wanted to, but in this scenario, we would probably run them all as still prek through fives. >> Okay. >> Um but but again, that's why we didn't
018finalize this. I mean, we're still at the concept development phase, right? But we that's what we've been looking at. Okay. And and as we go, we might actually get more refinement around that budget, too. If if if we get feedback from the survey and they're leaning towards that, we'll be able to refine our numbers a little bit more. >> Okay. >> Does that include transportation? >> No. >> The difference in transportation? >> Oh, good question. >> Yeah. Yeah. So, uh we will still be transporting the same number of students. They'll just be going to a different pickup site. So, there's not really a lot of savings in the transportation piece. >> Okay. There may be a little, but it's going to be negligible. We're still going to have to transport as many students. It'll just
019be picking up here instead of picking up there. >> And we still have students you have to get from Lebanon in. >> Right. >> Yeah. Yeah. Instead of the ones that are going out to Lebanon. >> We'll bring the ones that are out there in because we do transport some out there, right? Okay. Good questions. Any other questions around that scenario? Sounds good. Okay. Scenario number three then uh scenario number three uh is a little bit more complicated in that we're asking for an operational referendum and a capital question in this scenario. Uh scenario uh three which goes along with option C uh on the agenda um a five-year 4.5 million operational referendum question okay will be matched with a $50 million capital question. The mill rate combined uh for both of those questions would
020be approximately $2 increase. The impact on a $350,000 home would be approximately $700 a year, which is approximately $58 per month. Considerations for this option, consolidations of of buildings is built into this option. Uh we shared that you would be closing LEAP, Lincoln, Shur, and the ESC. Um that would reduce operating budgets by approximately 3.4 4 million and some change. Uh larger budget reductions uh would likely not be needed in this uh either um because uh we would get the the savings from the consolidation. Um further reductions in staffing and programming would need to uh will need to take place should the operational question not pass. Okay. So, I'm going to skip down to the last bullet on here just so you understand what I mean by that. Should a capital referendum pass and the
021operational fail, the district will have to make some operational uh reductions as outlined in scenario two. So, basically for two years, we would have a leap frog. We would close Leap and Lincoln right away. We would distribute those students into the elementary. They would be in the elementaryaries until the middle school edition was built at the high school and then we would reconfigure the elementary again to use the middle school as an elementary and we would close SH then. Okay. So, we would have to do that because we would need that savings to try to get us out two more years for another operational ask or while we're trying to find out what kind of an operational might be a available to us. Okay? And once we get into uh the full transition, right, we
022will have realized that that uh that same amount that 3,443,000 from the building consolidation. So we still we we will realize that but it'll take us some time to get into that which is why we need to do the closing right uh save money for two years on like scenario two would show and then uh get the savings from the full transition in that last year so we would get another million some dollars. Yeah, >> this seems really convoluted together. Mhm. >> Um, can we split these two into scenario three, scenario four, and and note that we could run those sim simultaneously. Um, I I I would I would say yes, but uh if the survey comes back and this is what people are aiming to, I'm still going to have to figure out with
023you guys how to message that because that's still what this is what's going to have to happen. What I'm saying is this is when we go to build the survey questions, right? um this level of detail uh about the step up there is not going to be in there. It's going to be uh more along the lines of hey, if we were to do this for this amount of money, would you support that piece? >> It's it's too convoluted. It's not you're not going to get good data back. >> I I you're right. If we write it this way, we won't. >> Yeah, >> I I agree with that. But when we get to the the survey development, that piece is not going to be there. That was just for you guys to understand what
024we would have to do, right? to see if that's a path you want to go down, right? Um, it's not what we're going to survey on to get information back. And I'll talk to you about what it's going to look like here in a minute, what the survey is going to look like as a draft because Mosine actually is has going been going through a similar where they need both a capital and they need um a operational and the way that they put the survey together is is really going to be clear on how they're going to get information back. So, I'll go through that with you page by page in just a minute. >> And they're not completed. They're in the process of doing this now. >> Um I think that they just completed
025their survey on April 29th. >> Oh, that was last year. >> Oh, last year. Okay. >> Oh, yeah. So, how did that turn out? >> I I I would have to get the data. I got um sample data, but it was waossis sample data because I wanted I wanted you guys to be able to see >> but but there's there's this convoluted there's wasn't something that matched up to ours. But it did show you how they get the information in and how they break it up so that you can see what the tolerance level is for mill rates and and that kind of stuff. >> Yeah, but that's too that it's totally different culture. >> What? >> Well, with totally different culture. It's not Watertown. I I understand that. But uh we would still ask
026a mill rate tolerance question. I don't think it would come back with the same level of >> level of data or the same ask, right? And their district's different size and all that stuff. So um but uh you know it was just kind of designed to show you >> what kinds of information come back from different questions. >> Sample. >> Yeah. Just s just a sample for you to look at. I'm not >> Okay. I and I would not copy that one. Moses though uh which is in front of you uh is similar. But before we go into that uh survey and community engagement planning, are there any questions about the scenarios or after that week of thought that Lauri you said, "Hey, it might be good for us to chew on this a little
027bit." Um is there anything else that we need to consider? >> I want to get this straight. The the real rate on the C was two something >> $2. $2. >> That's what I thought. Yeah. >> Would we be able to uh continue what's going on in Lebanon somewhere else in Watertown >> with the with the animals and all that? >> Yeah, >> we would be able to do that. >> So, um we actually internally put a plan together for them to go over to where the current middle school is, >> um in the 300 hallway. Uh, and then we would have to add some playground uh for an elementary out there, but we could we could house them in that one wing of the building. >> Do you think the city would go along
028with us on that in reference to the animals? >> Oh, we already have animals in the city. We got >> Well, I know we have in the city, but >> No, no, I mean at the high school, the the school district already does. >> I didn't know that. >> And and we already have chickens at the middle school. Yeah. So, I mean, like we that that's not a problem. >> Okay. Very good. >> Oh. But you said from what I gathered in the second scenario, LEAP would close immediately as well as the third scenario prior to any buildings being ready to house any students or animals. >> Correct. So, in the interm, what would happen? >> Um, we could look at that either way because we do have room. If you guys wanted to take
029the LEAP students and hold the programming together, right, and move them over to the middle school, you could do that. It would be harder to take the 30ish kids uh from Lincoln and say, "We're going to continue to do STEM programming." I don't have a place where I could put all of those and and do STEM programming. >> So, we'd lose the STEM programming for a short time, you're saying, if we chose an option closing those buildings. >> Yes. I mean, here's the here's the thing that we talked about like there's a semblance of all of our programs that we can start thinking about and doing more of those districtwide. you know, why why is it that we we've inculturated them into one building? You know, if we had, you know, um all sections of
030all grades at one building and we just had them metriculate through, we could have three sections be STEM, one section be uh you know, world language and another section be a science related, environmental science related, them all coexisting and just moving it through the buildings. I mean, we could do a lot of different things, >> right? I agree that they don't have to be in different buildings to be successful, but >> based on what you're telling me, those spaces aren't going to be ready immediately. So those programs are going to go away before >> for the inter would have to at least in the interim probably be on a hiatus. Hiatus >> it' be about one year maybe >> two year two years. >> Okay, >> good questions. Thank you, Jan. >> Well, I think
031that begs a question, too, and I know we don't let's not talk about it tonight, but I don't know of anything that proves that STEM is working. So, at some point, I would like to have that conversation with you to show that it's actually doing what it needs to do. >> You mean specifically in the district? >> Yes. >> Okay. >> And I have young people I know that have been in part of it. So, >> Y we have data about that, right? What's that? >> We have data about that, right? >> Sure. All right. Any other questions on those three scenarios? >> Nope. >> I just want to say I thought that was a very helpful document. >> Um information. So >> you filled in some of the questions that you didn't have and
032you know I I wish we could have done a little bit more but we only had a week turnaround and actually we only had about four days of work >> that we jam meetings into. Right. So it seems really focused. I I like that the way it is except for that last question and it's the question itself that's the problem. >> Yeah. And and we'll we'll keep refining. Right. So, any any other uh questions or thoughts about those scenarios or anything else we want to talk about about scenarios before we talk in to how do we take this information now and put it into something that we can use as a tool to get feedback from our electorate, you know, the citizens, the parents, the staff, all that. >> Can we back up just a
033second? I have one more question. So, can we include the savings of not having to do the maintenance on the buildings that we're closing or is that already in there? >> That's already in there. >> Yeah. Okay. >> I believe right. That's the annual part of the annual savings. >> Can we can we put a separate line out of any future capital referendum that we would do? >> Right. We put a separate line in there saying, "And by the way, you wouldn't have to spend this much money on this building." >> Yeah. I would say did we do we for for the closing buildings we didn't list that. >> No, >> we would have to list those yet. >> Yeah, >> because that wouldn't be an annual list, >> right? No, that would be a
034onetime savings >> because we wouldn't need to spend it. >> Right. >> We could list that out. >> It would have to be indicated >> be indicated as tier one through three >> on those those buildings potentially on the maintenance uh savings. >> Right. Right. >> Okay. And and for the record, I don't think that the proposed or I shouldn't say proposed, but the possible increase of class size from 19 to 22 is bad at all. >> No, that's manageable. >> Yeah. >> May not always be ideal, but manageable. >> I mean, those numbers will look different at the middle school and high school. If we didn't have time to run the numbers on the middle school and high school, what those would change because we would have to get into sectioning and all that
035stuff. That's much harder to do than simple class sizes where you're you're staying in your home room basically most of the day, right? >> So, how would it change? >> We would in the class sizes would increase >> at the middle school and the high school too in that last >> as to as the disposing of buildings. We'd handle that later on, right? >> That's correct. >> Okay. Yeah. you know, and our our main goal, of course, would be to try to sell them. And then if we can't sell them, we have the the the money built into raise them. If we don't have to use that money, we also don't have to put it on the mill rate. Or if we do put it on rate, we can utilize that money for something else
036other than the raising of buildings. If we've sold them, we don't need to raise them. We don't have to spend that money. So, you guys would have to make that decision when we write the question as to what you want to do with that that amount. either uh you say that uh we um we're putting it in there. If we don't use it, we will put it towards other aims and goals of the question or if we don't use it uh we won't do it. But the the electorate will know. >> Any questions? >> Um when you do get further down with question, you will add the class sizes for middle school and high school with the scenario two and three. Correct. >> Yes. Okay. when we when we get further down the road and
037um because I see this as information for you right now which is why it's in the administrative content >> um and really this will super change depending on the feedback we get back from the survey and then how you take that information and you write a question then we're going to use this same template to help us then with our talking points about what the what that um the feedback from the survey led to this question because we have this question, here's the things that would happen. >> Okay? And then people would know exactly what why it got there and what we're asking for and what's what that it's going to mean. Okay. Any questions for that? Anything else? Okay. Then I'm going to turn you towards a document that uh looks like it's from
038the Mosese School District. Okay. Um keep your pages together because we're going to go through them page by page. Okay. Um, and so basically the front page is just a letter of the families talking about what they're projecting. Um, you know, in here it says in a response we'll be cutting $800,000. We'll talk again about the 1.5 and that we've made progress towards that by cutting 1.2 million. Right. >> Sorry, Jared. What What page are you on? >> Right here. Page like this. Oh, >> there you go. >> This is the front. There you go. Front looks like this. Oh, okay. >> This is Yeah, that Okay. So, so I want you to know this. This is actually how it's going to get mailed out to people, right? It'll get mailed out like this. >>
039And then it'll you you open it up and they'll say, "Hey, the best way to take it is online through this QR code. But if you don't, just send this back into the district office." Okay. So, that that's how it's going to go. But, uh the the front page that I'm talking about is this one. Okay. So, so basically the first >> first page is just a letter kind of explaining what what we're doing and why. Okay. If you then turn it over on the back of that page is some financial background. Here's where we'll put our historical mill rates, right? Uh and uh information about um mill rates changed since uh 2013. uh and a little statement about financial challenges and why we have those. Okay, it'll be look it'll look fairly similar to
040this because uh some of the financial challenges are the same from our school district as their school district. The numbers just are different. Ours are bigger. Okay. Anything else with that? Then the the second uh go ahead. >> Yeah. Um would we also indicate other other pieces of information in here like um like th this is our this is the population of students that we're currently serving as far as like >> you want our projected enrollment decline >> and as well as a note on that >> as well as the possibility of >> the any increases in Um here Jared, >> thank you. >> Any increases in uh special education programming needs that we've had as well? >> I mean just to try to give the people a picture of hey no >> increase in
041in um special populations. >> Yeah. Special ed population. Okay. But isn't this also the place where you would talk about what measures have already been done to control cost? >> Um, that was kind of up here in this part of the letter on the front page. >> Okay. >> Um, so Yep. I see what you're saying. >> Yeah. Oh, yeah. It does. There's a little bit uh on the bold down there. Um but yes, >> I definitely think that has any chance we could kind of reiterate that on the second page because what we're looking at >> Absolutely. >> Yeah. Thank you. >> Okay. >> Yeah. If it's only down there, they're not they may not see it. >> Yeah. >> And this only goes to one adult in the household, it says. >> No.
042Yeah. Yeah. Each each is all I think. Uh >> it says to obtain additional. So that sometimes that's defeating, >> right? >> You know what I mean? Then you like all one person. You mean >> Yeah. But it would be way too expensive to try to send one to every adult. >> Yeah. >> Right. >> I just know the code could be used twice. >> Yeah. >> The code can be used a number of times because it's the same code for everybody. >> No, it says >> Only once. So if you could put two codes on it, then you're not Oh yeah, it might be uh IP limited. >> Oh, more than one. You have to call the district. >> But again, >> on here, >> you know, think about it this way. You probably
043could take it on the computer. You could probably take it on your cell phone and >> well, you have to leave your house and not be on your Wi-Fi to take it if it's IP restricted. But even then, you want to have a restriction on how many times a person can take the survey. Otherwise, I take it 20 times to try to spew the results. >> Instead of literally me, but >> instead of going deep into that, right? Uh when we come back with a final draft and school perceptions, they'll explain the why behind what they do. >> Okay. I because I don't know all the ins and outs of how they make sure that they have good data coming back and everything else, right? But but I do know that they do this all
044the time and there's a reason for their method, right? Okay. Um then on the next page it starts talking about operational referendum. So on this one you can see there's oper option one option two option three and they're explained. Okay. Guess what? We have three options too. We have a 6 million. We've got a 3 to5 million right over a step up. And we got a $4.5 million scenario. Those scenarios will put together. uh they will look something like this of which operational uh amount would you support right and you'll have that here okay any questions about that ours would look the same we would just have to insert our ask and our data in there >> please don't do the 180 for every 100,000 what you put in there for 350 is oh so
045much it's just easier for people to say okay what's my house worth do the math and blah blah blah you know >> you have a personal look at 350 and their house is worth a little bit less. They can, you know, you can just kind of >> um and do it per month, not per year. >> I think per month makes a lot more sense to most people. What is my mortgage going to look like every month when I get the bill? >> Well, I don't know. Most mortgages, well, our mortgage anyways, it like they pay your taxes at the end of the year. Not that they don't attach that tax monthly, but at the end of the year, you get the notice from your mortgage lender saying, uh, you we have this account for
046you. We're putting this much in, and oh, by the way, you were this much short, so please send us some money. >> I'm happy to do it either way, but I want us to tell give give me the direction because we will have a short turnaround on trying to get as finalized as >> we we have an aging population. A lot of them own their homes. Yep. So you don't have a monthly. >> No, you're only going to see it on your taxes. >> So do you want it listed annually or monthly >> because in >> you want both? >> I think the way Sarah worded it works well. >> This this isn't how Sarah worded it. This is mostly >> Oh, you mean on here on this document? >> Yes. >> Yeah. Right. So
047we just use it like the word. >> Why not? Okay. >> Because I think what you're saying is this is format that you're saying you like. I I think it's also wise to put the approximate mill rate impact in there somewhere. >> Yes. >> So that because there's a fair amount of that's the most important. Yeah. Financially um you know uh inclined individuals who would know exactly what that means. >> You know, she covered all bases. I really like that. >> Yeah, I agree. I like >> Any questions on how the operational stuff would be set up? >> I do have one question about that. Um, option C, the operational portion of option C that we have doesn't work without the capital referendum element. So, would that really be something we would want to put
048in this section? >> Yes, because we want to we want what we're trying to do is determine thresholds for people. If it comes back and people say, "Listen, I'm all about the capital, but I don't want anything to do with the uh uh operational then we know what direction we have to go in and what other kind of savings we have to do to get that out there." Right? So, um that's how we then we go back to the public and we say, "Hey, listen. Uh here's the survey results. You can see from the survey results that all of you out there who responded, right? And we have a good represent representable survey." Um, you're leaning towards doing the operational fixes, but you don't want to do any any, excuse me, the capital fixes, but
049you don't want to do anything with operation. Okay, that means we will do this, right? And maybe put an addition on, move things around, but we're going to be laying off teachers, right, and administration and other people. uh as well as maybe changing our programming uh because you know that that's that's what that's what the community can support. >> That's what the community wants to support. Not can support wants to support. >> Right. And so we're going to do what you asked us. >> And if we do what you asked us, >> you will support this referendum. >> Yeah. I think a number of people will see the 4 point could see the 4.5 say that's the number that I like but I don't like the capital right aspect. >> And they and then they'll
050answer that on the survey, right? and theirs their vote will come on the other opposite side of that, right? And we may end up with a $4.5 million operational referendum with no capital. >> Okay? >> And then we'll have to, you know, do the opposite, which is to say, "Hey, thank you for the operational." Just so you know, we're going to be deferring maintenance and in the future we're going to have to do another uh capital referendum at some time because we will have things that break. >> Yeah. >> I think that's very important that we have to tell them that because options one and two have nothing Right. But again, the way that you have have given us information and the way that this survey is designed, it's going to sus out what people
051really want to support. And then from there, we design a good question from what we know from what the representation of the people said we want to support. Okay. Right. This is all about what do you want to support? >> And this is how you would summarize it. Something like this. >> Yeah. Yeah. They would they would uh have have you know like >> check the only entity that can do a referendum is us >> right. >> Yeah. But but we would we would take all the information the data that comes back and you guys saw a sample of the data that came back from Wtosis survey. >> Yeah. >> Our data would look different but you could see how you could take that data right and then say this is what our community said
052so this is why we're writing this question. Yeah, that was nice to look at. That's >> I thought the presentation of the data results was very helpful. >> Yeah. And and we will get similar uh uh similar representation just off of the questions we asked instead of what Watsa asked. Okay. Any questions about this and how I would suggest we put the the numbers that you already talked about and utilize those as the options in here. I was actually going to say this whole area here for comments, questions, and suggestions is going to be excellent, too, because you might hear a whole bunch of suggestions from the public that we haven't even thought >> that we haven't even thought. Exactly. >> That's excellent. I I do have a question um about the capital. Uh I
053I I floated this out to somebody after we had our last meeting and he said >> people are going to not understand what the capital is. He's they're going to say don't you have a maintenance department for that >> and um >> and uh we need to really define that for people I think. >> Yep. And so we would talk about it uh in in in I in ways of like facilities projects right that need to be done in the next you know three to five years. >> So cost of materials cost of specialty. >> Yeah. And and what I always say to people is we're not asking for stuff our maintenance department does. >> Right. We have to make that clear. Well, they they fix toilets. They, you know, um you know, all sorts
054of stuff that they do. And Kevin could give us a whole list. He's like listening to you. >> I'd like I'd like to hear all that we do. Um but um toilet stuff. I am not Kevin. He will tell us how to say those things. >> Um but but these are things that um techn that we would generally have contractors do for us. large HVAC stuff, roofs, um, moving walls around. I mean, we know that a little bit. >> Our maintenance department is not going to replace an elevator. >> Our maintenance department's not going to be doing a complete tear out of electrical service and replacing. >> I wanted I just wanted to explain. >> Yeah, it would be good to give a couple three or four examples of what a capital is there. Right.
055So um giving the three most pressing fixes that we need and how much each one of them would cost for materials and specialty you know specify materials and specialty uh uh specialty look people don't want to wait through a whole book like I don't know >> we have the information >> but we can reference it like you have a link to it. So let me share with you um how uh I discussed with P a little bit that we're going to to structure these things. >> Okay, we will structure the uh projects by um the phase one um things that need to happen, right? Uh we we may break those into like manageable but bigger sections, right? Um we will then have the um building additions broking broken out this way. The addition for 678
056along with the gymnasium and the orchestra um u and the the fixes because you truly need all of those things to move it that middle school up. We'll have the ESC listed separately uh as an option to pick, right? uh if they think that that's important or not, we'll put that on there uh separately. So, what we're going to do is we're going to take the uh maintenance stuff uh break that out into meaningful sections. Deon's working on that right now. I I don't know what that means to you, you know, what he what he means by meaningful sections, but you'll get to look at that, see if you like it or not. Right. Uh and then we will have another uh section on here that talks about um an addition to the high school
057to move the middle school to the high school. It will list those things out in that addition, right? Uh what what that cost is. And then uh another one for the ESC. So that way people know like if we'll know if they support maintenance or if they support moving students or if they support moving the SC and they may say we don't support moving the students and we don't support uh half of these maintenance but we support moving the ESC right that may be somebody's pick somebody else's pick may be hey we want to move the the middle school up but we don't want to move the ESC up and we only uh think out of all those maintenance things. We think this one thing is the one thing we want to tackle. You know,
058they'll just be able to tell us which ones they support and which ones they don't. Okay. >> So, so in scenario three, the capital question is really for all the building you have to do to close leap link insurers and EFC. Correct. >> They took it all into this consideration. >> Yeah, but we didn't say it. So, we need to say I was thinking capital as in let's repair some stuff. >> Lori, I I'm going to keep trying to focus you away from trying to write the question now. >> Okay. >> Right. and trying to talk about what kind of information do we need to get from the survey. >> Correct. >> Because I I too I like I had to have them tell me that from school perceptions. Jared, you're trying to write the
059survey. >> Take step one first, which is take because I I shared with them where we were. He's like, "Those are great. Here's how we can break those out so that you can get feedback and then we can write good questions." >> And I'm like, "Okay, you're going to fall into the same trap as everybody else." I'm like, I am going into that. I want to write the questions. >> He's like, you know, let us let us get you there. So, >> okay. Can we h place one of those Bibles they gave us in each township at the town hall? You know, the Yeah, like that. >> Oh, yeah. >> We're not talking about physical Bible. >> We're a public school. Come on. >> We're talking about >> You're talking about the facilities report. You
060name that the Bible. I think they've called it that in meetings before. I think they've called it their facilities Bible. And that's common. You know, it's like a show Bible. >> Okay. And the other thing is that last box in the in the questions. It says, "I'm not sure. I need more information." Having that checked is, you know, getting us farther down the line or, you know, further down the line with without any data we can use. Should we point them towards comments? If they do check that, what kind of >> Yeah. >> What kind of information are what you're saying? >> The purple box at the >> funding to support operation. >> You don't you don't like that as a check. >> If they check the last box, ask them to make some comments
061about why, >> right? >> Yeah. >> Okay. Otherwise, >> please make comments. >> Yeah. >> Okay. >> What do you not know you want to know? Right. >> Mhm. >> Gotcha. All right. Um, so that's how we would then on those two pages or however many pages it takes us, they they took three pages to basically uh well, no, excuse me, two pages to talk about the facilities projects. Okay. Then um it goes into a question about funding support and basically this lists all the projects um uh for that. and they say um uh the following table shows an estimated additional annual tax impact for various referendum amounts. Okay. And then they have those listed here 14 million, 22 million, 30 million, 38 million. And so ours would look at uh whatever it is on
062the lower end of having some maintenance projects all the way through uh 50 million which would do it all approximately what is what Craig said. Uh, and so we would have that listed here. And what they would do then is say, uh, how much they think they would support, uh, based on, yeah, I can put in, you know, for us, it's not going to be $4 per year or $85 per year. We're a bigger school district. And, um, it would be, and our ask is is something. So, and they would be in there and they would just pick. Okay. And remember there's there's $4 a year was based on and public, they actually weight their their results heavier on those people because usually there's more of them. Uh and their tolerance is usually a little
063less than the tolerance of people who have kids in the system and or are working for the system, >> right? >> Yeah. And and most more and more likely to answer, right? because the other ones are less likely to answer. The the non-staff non-parent group is less likely to answer question. >> Yeah, >> they do this all the time. What's there success rate? >> Yeah, I will have them share that. But I do know that um it's pretty good moist. >> Yeah. of threes through there and twos and a lot of ones. Will they look at that and say, "Oh, that's not needed. It's not really important right now." Is that is that is that a thought that you have? Well, I assume the questions would be phrased in the way like on the survey
064they said we want to do the gym. Like on the sample survey, we want to do the gym. So I would assume that school perceptions would >> like indicate >> right >> we're we're replacing the things that are one on the list, right? >> It would indicate that these are priority have been identified as priority. Um, >> and I and I really like how you said it the other day at our meeting and and you read something off and I hope you have that. If not, I'm going to capture it from the video, but I really like that. I want to put that as part of our introduction about uh required and identified needs or something like that. You said I it was beautiful language whatever you read to us. >> I think that part
065that should be part of that um opening uh from the that letter. That's okay. >> Okay. So, um, two things. Number one, um, everybody has gotten these types of surveys and we all do recognize that the longer the survey, the less likely they they finish it. Okay. So, that's part of what you need to be aware of. But number two, I think at this point, what we need is school perceptions will send us back a draft based on the >> Yes, they'll come. They'll actually come present it to you. >> Okay. So, and then we can see how our specific language looks in this format. >> Yes. >> Correct. >> Okay. I'm I think that's what we have to do next. >> I I completely agree. My only thought is that it may be useful
066to have again operational and capital in two separate categories. I really think that that was a sticking point for a lot of people and they are really going to want to handle one referendum at a time and because you got two questions on there I think that that doubles the length of the survey kind of I mean it adds another third on at least I think it could potentially be helpful but again we're going to have to see that draft and what it looks like how lengthy it is. Um, but that is something that we need to keep in mind. Although I think that option C is not a bad option in the way it's written. I think it might just have too many moving parts as Lori has talked about. >> Maybe you can
067tear that down and just make it more specific. >> That may be, but I also think that on the converse, it's probably irresponsible for us to just put out a survey that only indicates um operational uh needs. Well, allowing the public to jump to a conclusion that that the maintenance can be deferred because at this point in time it it cannot. >> So you want to put a line in there about how much maintenance has been already deferred. >> Yeah, I think that regardless we would still need to get a gauge on how people feel about the maintenance. I'm just saying that it might end up being more beneficial for getting good feedback to have that separated. um just because I think that it gets a little bit lengthy and I think that if people
068have to answer two pages of this, you're going to get more responses back from two pages now and two pages six months from now than four pages all right now. >> So I I've seen uh before where uh School of Perceptions has done this. >> Yeah. >> They have a question in there that says uh pick one of the three. I support an operational only referendum. I support a capital only referendum. I support a referendum with both operational and capital. Pick one. So, I've seen them use that as a tactic. That is that something that you guys would want us to consider? >> Okay. So, I'm going to throw and I I kind of think I I tend to agree with Craig in this that we should add a component of uh surveying the community
069for a operation or a capital referendum just because >> let's say that we decide as a board to only go to an operational. Mhm. >> We will already have upfront data on how the community feels about a capital referendum without potentially having to do at the expense of another survey if we like separate where we have during one election we're doing only operational and then the next election we're going to do a capital. We will at least have a sense of how the community feels about a capital and maybe what we need to do to get that to pass if that's the direction we vote in. >> Sure. >> Do you know what I'm saying? >> Yeah. Is that your thought about separating them? >> No, I think keeping it together would be because in
070the survey it does say that right like there are options saying that they would not support you know this option because I >> yeah and that's exactly what Jared's talking about. I think that's a good solution. >> The question that should be asked is then why at the end and they'll say maybe facilities no operational yes or something like that. I think on the third page, I don't have it out, but I did I do think there's a why question again on the third page after they go through all of that. Like there's a why in the initial page, but there's a why on the third page right here. >> There's a why. >> Y >> any other questions about the survey makeup? Okay. Then if we're going to go down this route, uh and
071I I don't necessarily need a motion. I just need to uh have, you know, a show of hands. Are you uh will you give me the authority to engage uh school perceptions in a contract to get us moving on this? Okay. Okay. Looks like everybody Thank you. Okay. So, I will I will engage them in a contract um to to move forward with this. Um they're just they're their standard fee, right? Uh and so we'll uh their standard referendum questioning fees. >> What what's their standard fee? So, I don't have the actual dollar amount, but uh what I'm telling you is it it doesn't I won't be able to negotiate it. This is what they give, right? This is what they what they take what they think, >> right? >> It would be nice to
072hear what their success rate is. >> Okay. >> They did indicate, didn't they have schools that passed in that? >> So, I think that was just overall all the schools in Wisconsin who did questions how many passed, how many failed, right? >> I don't think it was specifically the schools that were receptions, right? >> Yeah. So, we could we could double check. I know that was we kind of asked him for some more info like a month or two ago. >> Yeah. >> Um so that would be something that >> I will tell you that there are many superintendents that I've talked to that said regardless of passing the community engagement that we got out of it >> was worth it. >> Absolutely. Right. So, so like I know that we we want to pass
073it, right? And we I know we we hope that doing this that helps us pass it, >> but sometimes it's just the the start of meaningful engagement that leads just to do maybe two or three years down the road, we get something successful. >> We're giving them a voice. And and that that's really where and when I talk to other superintendents about why do you do that and what are you doing? um they've basically said, "Listen, this was a really great community engagement tool regardless of whether or not we've asked it." So, I just want to put that out there. Julie, >> um I know that on the first page of the Mosine survey down at the bottom, they in they set it up like a letter and it's from the interim superintendent and then
074the board. Yeah. >> Somewhere on this >> prominent on that first page, I think there should be a very clear declaration about the will, about what the board is doing. Mhm. >> The community needs to know that the board has taken ownership for this. I think that that is critically important right now. Does that make sense to everyone? >> Yeah, I I guess I would I would ask ask how you how we could phrase that in a way that >> it's going to be up here. >> Yeah. >> You know, the Mosin School District, you know, um the district is projected somewhere in there. We need to talk about the board entering into that. I I think that will help our people from the get-go. I I think now um understand that we are taking
075this seriously that we know we need funds to operate the school and we have um building issues, facility issues and and and that we care about uh uh being frugal >> and and doing responsible >> responsibly and you know sensitive to the needs of the community as well. Well, I think a question like this is a huge step in the right direction. I don't remember a question like this going out for the last referendum task. And I think that this alone if you have with the names, you could even put our signatures on it if you really wanted to be >> but I think part of what you do is you take that language that Linda wrote up >> and it's from the >> perspective. I just think this is an opportunity for the community
076to understand how seriously we're doing our work. >> Right. Yeah. Any other questions around the survey? >> No, that sounds >> No, I think it's correct. >> Then um knowing that we're going in this direction, what kinds of um other opportunities do you want to engage the public with that will lead us towards um information that we can gather when we go to the marketing phase? So I I would like to see uh schoolard members going out two or three at a time and engaging the public with this survey and and getting verbal feedback and and uh maybe even >> with survey results. >> Well, maybe even getting them to do a survey there. >> Oh. >> Um >> asking people to take surveys. >> I was thinking that as well, Lori. Like why couldn't
077we set up like a little event, >> right? >> I mean like >> mail them out too, >> you know, like come have a donut, take our survey or something, >> right? Right. >> Well, if if we had been ahead of the game, we could have gone to some softball tournaments and things like that in Lebanon. >> Okay, >> we're have Well, I mean, there's not many left, but >> we got volleyball games. You've got >> Yeah, we've got a lot of opportunities. I'm I'm especially interested in going to places that are not directly connected with the district to access those portions of the community that are not already personally invested in the district because I think that people who are personally invested in the district have already spoken. We've had lots of engagement with
078them and I think we're really only tapping into a smaller portion of the >> like we could go to car shows are big in this area. We could go to a car show and put a little table up saying come take the survey. Yeah. Proial schools have basketball games and volleyball games and football games too. >> Yes. And those are some of the people that would be in our public school, >> right? Yeah. We could ask them, "Hey, do you mind if we set sit out a table, >> you know, um and see if they'll allow us to >> answer questions?" >> Answer questions and hand out our survey. >> And would the Y be willing to advertise like put something on their counter saying, "Hey, >> I would imagine we would put their stuff
079out." uh important referendum questions >> library. Yes, I would be I'd be happy to go out and talk to people. That would be very fun. Specifically gathering information. I would love to um >> David uh not to put you on the spot, but is that something you could ask Marinatha? >> Okay, I missed that when I was >> Could you ask Marinatha about some sort of some variation of setting up a booth and hey, let's talk about um where you stand on a referendum. It's not I'm going to convince you to do anything. It's I want to know what you think so I can bring feedback to the board. >> I was expecting something like that. >> Okay. But you were looking beyond the survey, >> Greg. >> Well, those are I'm looking at community
080engagement sessions. You know, I know that we're going to be mailing out the survey and I but but that's that's on top of the the normal process and I think would be good, right? Are there any other things that we want to uh do to gain more information from our public maybe about how to market it or or those kind of things? Um >> market the survey or >> no market um the referendum itself necessarily. >> That's after the survey feedback. >> I'm just don't know what we're selling here. >> What's that? >> We don't know what we're selling until they tell us. >> So then maybe maybe I'm asking the question too early in advance. Maybe we should do this part. >> Yeah. >> Right. Not plan any future uh community engagement until we
081know more. >> That's not to say that though if like if surveys are printed Jared and you say, "Hey, they're going out in the mail tomorrow. Can some board members commit to within the next it's open for three weeks within the next three weeks going on the weekend or doing this or going here after work or whatever to try to get as much feedback as possible to appropriately assess the temperature of the community. Right. >> Exactly right. >> It's good. >> And that would be in addition to what the district would be sending out by email. And I'm assuming you would do a mailer encouraging >> we're going to do Yes. And then one other note because we talked about this earlier. If we do go out and do additional community feedback exercises, ensuring that
082when we're taking that information, we're getting names and addresses so that that feedback does not get amplified so that you know if a person, let's say I go to Latte Donate and I interview someone at Latte Donate, so that they don't go home, fill out the survey again and double their input. You know what I'm saying? Not that that'll be intentional, but for some people it'll just happen. >> Well, it looks like on the paper there is a place for them to take it online. And if they take it online, I would assume that school perceptions would have it built in to say, "Hey, can you please put your name, put your home address," or some identifying information so they know how to count that. >> We could we could do it with uh we
083could do it with our laptops, I suppose, >> right? Or even like an iPad or something if the district would allow us to take one for the day to have them fill out the survey on the iPad. Yeah. I don't again I don't know how >> how they go about doing that and if there's like IP restrictions or whatever else like um they because they may say we can do one per device. >> Yeah. >> You know and then it doesn't help us to take a device out because >> they would have to have the device but they could do it on their phone or they could >> Yeah. Are any is any of this going to be done paper? >> Yeah, >> you can do it paper. >> There's plenty of people who only
084do paper. >> Yeah, absolutely. You put their they put their name on it >> and those are the people I think that we want to >> if I'm going to go in there and ask them do this >> this has to be this is what we want to do. >> Yes. Yeah, if I go in there and say, "This is what you need to be." >> Those are questions for uh perceptions when they come back and they give you the final because what they'll do is they'll come back and they'll show you the draft, right? And uh you'll say, "Yep, this is it." And then um uh they'll mail it out. But when they have that meeting, you can talk about how does this go out to people and how do we >> more concerned
085about how it gets back. >> Well, that that's what I'm saying. Like they'll go through all that the logistical aspect of it. we can discuss with them and I'm sure that they'll have a good explanation. They've been they've been great to work with. They think about this very thoroughly. >> Yeah. And and I think it will be really similar to all the the parent, staff, and student surveys that we do with them. Um I think that will all be similar and and I think those people are used to that already. It' be the other people that aren't so used. I think um I think it's important that whatever community engagement event that we we participate in, we need to ask recipients that are willing to participate in in the survey, who else do we need
086to uh engage with? >> Oh, yeah. >> And and where else, you know, similar to Jared's question, what else should we do? like and just listen. Okay. Well, I've run out of topics. >> Sorry. Um so, so tomorrow you're going to have an assembly with your your staff, right? >> Yes. >> And you're going to talk about this. I'm going to share that uh we're going out the survey that you guys are taking uh the planning very seriously that you've identified needs uh both uh for uh facilities and maintenance uh as well as operational right uh and that you're working on that stuff. I'm not going to talk about um necessarily uh you know additions to buildings or anything like that. I have shared that part with the administration just because they need a little
087bit deeper level on uh what the staff do, but I'm just going to simply talk to them in in rough numbers like um we still need to save $300,000 regardless of what we do. Right? I'm going to say that we're working on different kinds of different operational referendums. Some that uh may come with some consolidation work, some that may not. But I'm not gonna go through and say what does it look like or the scenarios that you wondering. There's a reason why I I put that in the administrative content and put draft all over it is because like um it doesn't do the community any good to prognosticate on all of these and then throw more scenarios out there and then throw more scenarios and then we would get inundated with stuff, right? So I
088don't think that that's good. >> Uh and I'm certainly not going to put the staff in that position. I'm just going to tell them how much how how hard you've been working on it, how much you support the idea of going out there and that you're looking at things um you know that will further >> whatever whatever you tell them is not going to stay with them. >> I know that's I know I know that's why that's why I'm being married >> because I'm going to hear all about it at least on Sunday >> and that's why I I made the decision to move. There used to be a 45minute session on budget and uh you know referendum and then there was a 45m minute on facilities. I don't think we're ready to go that
089that level of detail with everybody. We're just not we're not even close. >> Would would it be advantageous to tell them that we plan on going doortodoor as a board and if anybody wants to join us to take a neighborhood? >> Sure. Sure. We'll be asking for teachers to help with the survey uh distribution. >> Go to door on >> door to door. >> You are the >> Anything else on the agenda for today? We're retired, right? >> Do I? >> One quick thing, Jared. I think maybe we should cover what happened in Minneapolis today. >> We can do that after we adjourn because it's not on our agenda. Okay. I understand that, but that can't be part of our business discussion. You want you want to just talk about that as people, right? And
090how that affects >> I want you to infer that refer that information that you just went through with the Watertown Police Department >> meeting. Yeah, I can I can give you guys an update of that. Some of you were there, right? Some of you were there. Okay. >> But I can give an update after. >> Do I hear a motion to move? >> Sam, I'll second. I'm sorry, David. >> Seconded by David. All those in favor? >> I >> just going to go down there.