001Oh, I see where it's coming from. >> I guess what? >> Mad cow, I guess. >> Explain so much already. >> Mad mad wish. >> I see that. >> Yep. >> Okay. Uh before we begin, I'd just like to acknowledge that tomorrow, of course, is Veterans Day, and that is a time to honor the brave men and women who have served our armed forces. Regardless of their background, race, or status, each veteran has helped protect the freedoms we all enjoy. Of course, I ask that we stand for a moment of silence to reflect on their service and to recognize the veterans in our own community who continue to inspire us all. All right. Thank you very much. And please remain standing. We'll kick off with the pledge of allegiance, please. Pledge allegiance to the flag
002of 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. Thank you. Uh, next up is roll call, please. Aaron. >> Kate here. Roseanne here. Paul >> here. >> Taylor >> here. >> Marlo >> here. >> Peter >> here. >> Noah. And uh Noah is uh not going to make it tonight. He is uh stuck at work. Next up is citizen comments. Do we have any citizen comments tonight? Anybody in the crowd would like to address the board? No. Okay. Uh next up is board member reports on workshops or meetings attended. Does anybody have anything? >> I have something. >> Okay. On last Thursday, I left in the afternoon to go to Stevens Point and I spent until
003late on Saturday there and it was the most wonderful conference that I've attended in a long time. Um, and when we first got there on Thursday, it was a lot of networking with other school districts. And as I was telling someone there, I'm so happy to brag about Burlington because we have such such a great system and people like to hear about it, which is which is fun, too. Um, we talked about policies and uh the resolution committee. I was able to see all of those resolutions that are coming up. Um, and then the appointed members met that night to to go on that go on that a little farther. And then on Friday, that was the WB executive committee which I'm a member of. And it was uh there was a lot covered. I
004just wanted to go through a couple of them. Many many districts in our uh state are really in distress. they have a declining enrollment and they haven't got enough money and they don't like to, you know, get the two schools and put them together. That's very, very difficult. And so there's just a lot of things and problems. Another one may be affecting us and that's board docks. I don't know how much we've been talking about boards, but most schools are getting away from board docs and going to board book. Um, integrity. I think that is it integrity anyway that own board docs really wants to get rid of them and they're not very good about if a school district calls them about something they don't answer right away with this other one is from Texas
005and they're much more into um helping school districts so it's diligent that the one that uh is wounds them they're much more board friendly so I think we may be seeing a change coming here um diligent promises not to follow through they just don't want going to bother and they're upping their prices to over 6,000 a year. And another thing they talked a lot about was grooming. And evidently, this is a big problem. Um, teachers and coaches grooming kids and then sexually molesting them. And this has been this is getting to be pretty a pretty bad problem in Wisconsin and all over the country. So, we heard quite a bit of talk about that. Uh we are no longer part of the we are now in Kazba. Uh we've changed from our state because it's
006much better. Uh that's called the coalition of state school boards and uh this association. It's wonderful. Um then the next day I attended this and this was the fall legislative conference and we had quite a bit of con uh deals with um well we saw Joel Kitchens and a few other people from the state and of course we talked about education. We want more money. There was a man named Jared Solomon. I don't know if you ever heard of him but if you ever get a chance to hear him speak he's wonderful. Believes in education and he's a policy adviser. So he's he's really great. Um, COSPA does not support federal tax credit to supply to give money to school choice and talked quite a bit about voucher schools. Not in favor. [snorts] Talked a
007lot about SNET uh SNAP. One thing I didn't know that Medicaid is the fourth largest contributor to education in Wisconsin. I didn't know that, but it is. So, and as they said, we all are trying our best to do more with less. uh they stress a lot about getting out in the community as a school district. Get out there and do things. And I know that we're doing more of that all the time here in Burlington. Um what we need to do is what they suggested is make sure that the information that you give the people outside of the school district um accurate information about the schools. Offer fact sheets. I took one of the papers along with me and they were very impressed with what we're doing for the public showing what's going on
008in our schools. They love the pictures of the kids. Um use storytelling. So we all in our table had to tell a story. I was happy to tell a couple about Burlington and uh encourage participation in state education and that's important too and the initiatives again storytelling is great. Um in the afternoon they had a panel discussion and the state came in and was talking about some of the things and of course we want money much more money than than we're getting and we're hoping we're get get going to get more. Uh the federal we'll find out in a few days if we're going to get any extra there. Um happy to say I beat the snowstorm home on Saturday late on Saturday and um it was just a great day. I just enjoyed it
009so much. And if any of you have any questions on what was going on and what was not up there, please ask me. I'd be happy to tell you. But I'm very proud of Burlington. And thank you for mentioning the veterans. I was with them today. And uh when I was looking at them and playing and they were singing, I thought if it wasn't for you people, we might not even have the great schools we have because they gave the very best so that we have what we have. But thank you. That was my day. my four days. >> Okay. Uh next up is superintendent report. >> Yep. Uh so going over uh October for the most part and uh as you remember or just to remind you uh trying to shorten up what the
010superintendent report all is saying. So we're having BHS stuff all the time, but then one of the other schools kind of rotates through every month and shares some information. Okay. So, you won't hear about all the other schools, but you'll hear about a few of them. So, at BHS, we had um homecoming in October, and it was filled with a lot of fun activities across the entire school district. And just kudos to all of our staff and students for their organization for all of the fun events during homecoming. We even ended the football game with some fireworks um here. And there's some good [clears throat] funny stories behind that. >> Literal fireworks, >> huh? Literal fireworks. Yep. Um, yeah, we we weren't sure. Ruth was a little nervous with our liability insurance, things like that,
011but we were okay. We were okay. We talked to the city. We got a permit. It was great, you guys. It was fine. Learned a lot on the process to do fireworks in a school district. So, it was good. Um, car uh college and career exploration. We did have um our BHS counselors took 70 students that were in grades 10 through 12 to the Carthage College for the Wisconsin Education Fair thanks to a grant that was secured by the counseling department in order to cover the transportation. Students enjoyed a freeformational pack day connecting with representatives from universities, technical college, and military branches in order to help with their future paths. Additionally, congrats to Aninssley Schumacher who was named commended student of the 2026 National Merit Scholarship Program. Thousands of students nationwide um are able to
012try to get in and 34,000 of all the students in the entire nation are able to earn this honor and Anley is one of them. So, congratulations to Aninsley and all her hard work and dedication. In our freshman seminar courses, we've been really shifting what takes place in that class. Um, more so focused on career pathways. So, the students in their freshman year visited Gateway's Hero Center in Horizon Centers, gaining hands-on experience with first responder skills along with exploring careers in transportation, distribution, and logistics. They toured facilities, met gateway faculty, and connected with employee partners for the firsthand look at high demand career pathways. Here's some additional pictures from that seminar. And then the one act play at the high school had an anony unanimous bid to state and will be going to state on
013November 21st in Stevens Point. Congratulations to the entire cast and crew. There's 37 students involved in the one act play and we wish them good luck at state. Uh when it comes to funds, we're celebrating that BHS students saved $276,000 in two $276,000 in college tuition during the 2425 school year through Gateways Technical Transcript credit program. Thanks to our partnership with Gateway Technical College and all of our BHS teachers who are also the the staff that are expanding their opportunities to be able to teach college credit uh courses at BHS saves our students a ton of college uh money there. So kudos to the high school team. [clears throat] And then when it came to Spooky City downtown in uh the city, our students and staff were fairly engaged in regard to all the activities
014that took place down there. Our Spanish 3, four, and five students made incredible creations that were displayed as part of the community celebration during Spooky City and Dia de los Morte celebration. So awesome to see all of our students engaged in the cultural side of things. Our BHS Key Club members joined in the spooky city as they handed out candy, played games with students, and hosted a bake sale to raise money for future service projects. Our football and wrestling teams both had students participate in the coffin races. And our BHS football team won the speed demon award. Um, we also there was a CC football team there also. So, you could feel the tension between CC and and BHS. Um, and kudos to our team for winning that. Additionally, I couldn't help myself but to
015include that Brad Fenel, a teacher at Carter, he also participated in the coffin race and in coffin races and was that really big uh big bird there in the corner on the bottom right. Um, I think he was a little too tall for the costume and um, like you try to talk to him and he was like this in there. Um, and it was pretty funny, uh, seeing him run around with that on. But kudos to everyone. Uh, pretty good showing and and pretty awesome to see so many partnerships there with the school district in regard to the city's spooky city. Additionally, um, we had the reality fair at the high school. It's the annual reality fair for our junior class. students had the chance to step into real world budgeting, managing expenses, and making
016financial decisions based on a chosen career and lifestyle that they picked. Huge thank you to all of our community volunteers and organizations who helped make it a really hands-on learning experience for all the students. Additionally, Pack House had an annual pack program rumage sale that took place at the beginning of October, and they were able to raise $2,300 through um generous family, staff, and community donations. The funds do support the students in their community-based field trips. our educator rising club which started last year. We have 10 uh students that are attending and and went to a net networking day in Mosquo High School that was at the end of October to be able to connect with other peers around the state that are also interested in going into the educational career path. Later on, we
017had 16 members participating in a shadow day, shadowing Burlington Area School District staff across the district, assisting within the classrooms and gaining valuable insight into the teaching profession. And then last but not least, at the high school, we also have in Mr. Dr. Iverson's advanced anatomy and physiology class. Students practice a pre-surgical scrub to observe skin changes and learn about the importance of hand hygiene connecting classroom lessons to realworld healthc care practices. I guess they were really surprised by what's all on their hands. So, wash your hands everybody. And then things happening over at Dyer. Um they they're this uh building being highlighted this week outside of the high school um is that the fourth grade participated in an Ice Age Trail field trip where they were able to explore the Ice Age National Scenic
018Trail in the Catamarine State Forest as part of their Ice Age Trail Alliances think outside the box initiative. The trip brought classroom lessons to life as students studied glacial landforms, deepened their understanding of Wisconsin's geology, and practiced teamwork activities outside. Additionally, in kindergarten, they had a five senses carnival. Miss Jankowsky's kindergarten celebrated their five senses unit with a fun handson carnival. Students explored sight, sound, touch, taste, and smell throughout games and activities, turning learning into an exciting sensory adventure. Also, this is very fitting based on Veterans Day being tomorrow. Uh, students at Dyer sent cards of drawings and special phrases to the military base that is out in California. And it was really cool to receive a photo back um with the everyone out on the military base sending an image of all of them
019holding up the materials that were from Dyer. So, pretty cool to have that exchange happen. And kudos to everyone that's serving in the United States. And then lastly, a highlight at um Dyer is in relation to trick-or- treat. So Dyer U PTO hosted a festive trick-or- treat uh featuring 31 decorated cars, candy from the classroom um candy wars, and treats were also sold by the student council. Thanks to the PTO student council and other volunteers for creating a fun, safe night um of community celebration. And then two upcoming events that are coming up. One is in relation to the Star Stuff Theater. It's a fall production of our students that are in grades 3 through 8 as a community theater program and they will be putting on the production of Beauty and the Beast Junior
020at Dyer. Uh that starts this Friday, Saturday, and Sunday and people are encouraged to attend. And then last but not least but not least is the uh second annual youth mental health resource fair. That's in calibrate uh collaboration with the rine county and BASD and this is the second year that we'll be hosting that and that'll be on Thursday November 13th um from 5 to 7 at Burlington High School. The event is sponsored by nine agencies and feature about 30 different organizations that offer information on mental health, wellness, and community support services. That's just some of the things happening in the district and that really only highlights about two of our nine buildings. So that's it for the superintendent report. [clears throat and cough] >> Okay, thank you Jill. Next up is consent agenda items.
021This includes approval of the October 13th and October 27th board meetings, approval of bank statement of bills, appointments, resignations, retirements and terminations, donations, and Neola updates which cover the second readings. Um couple uh donation highlights. We have a total of $7,93014 and generous donations to support students and student programming. Another highlight is a memorial tree donated in honor of Angela Vice. And uh this was not listed, but I just want to give a shout out to Misty Gilbert and Joan Kicki for the donation of US Constitutions to Carter Middle School in September. So very generous for them to donate that during uh the month of September. So we appreciate that. Having said all that, uh looking for a motion to approve the consent agenda items as presented, please. So moved. Okay. >> Second. >> All
022right. All those in favor say I. I. >> Opposed. That passes. Thank you. >> Next up is items for discussion and information. First up is Mr. Ryan for the Carter Middle School yearly update. Coming up, sir. Guys, come on. >> I got the order right here. >> Good evening. Thanks for having us today. I'm going to introduce myself and then I'm going to let the team introduce them themselves as they come through. So, I'm Nick. I'm principal at Carter. I get to work with all these great staff and many more not here tonight, but um I just wanted to say thanks for having us and we'll kind of go through so um you'll kind of get to hear a little bit more about Carter in the last year and our plans ahead. So I'll turn
023it over to Miss Brezwitz. >> Hi, I'm Barb Brezowitz and I teach seventh grade science at Carter Middle School. Our current population is 776 students and our staff is 75. I'm Angie Mangled and I teach fifth grade ELA. Um, this is our academic goal number one. Carter will use strategies in instructional planning and classroom practices. So that's 66% of students at each grade level will be at or above benchmark in reading as measured by the forward exam. In 2024 and 2025, we were at 62%. I'm Patty Tenhagen. I teach sixth grade math, and I'm going to talk about our second goal, which is in relationship to math. Um we will also use instructional planning best practices um so that we can get to 64% of students um at that proficient level at grade level or
024above benchmark as measured by the forward exam. And similarly to um ELA we were at 60% so just continuingly looking to improve that proficiency level. So to try to reach some of these goals, um some of the things that we're doing is that during eye time, it's a 30 minute period of time throughout the day, we have very targeted groups that go with uh it's like all hands on deck with different teachers. So we focus on these targeted groups. Um we started word of the week. So across every grade level, each grade level picks one word that all teachers talk about, stress, and teach uh that word of the week. And then they also have one uh content word of the week. So, it's we're all following the same strategies where we're just focusing a
025lot on vocabulary. And then we're using our PLC times and then our late start Wednesdays to work in our academic groups to talk about our essential skills in each content area, prerequ prerequisites to meet the class, uh requirements, and then intervention skills that we need to focus on. I am Laura Hoffman. I teach uh fifth through 8th grade physical education. Um, we I'm going to talk about our culture goal number one. And we will use restorative justice strategies, um, PBIS strategies, um, as well as buildingwide behavioral data to implement a community building focus to ensure that students feel safe and accepted at Carter as measured by the Stutter School Culture Survey with an overall score of four. Um, and in 2425 we were at 3.83. Um, I'm Andrea Hancock. I teach sixth grade at Carer
026um, science. I'm also a leader of the compassionate crew. Um, I'm going to talk about the Carer Cupboard. Um, we were able to raise over $13,000 at Carer's golf outing. All money going towards students. The Carer uh, cupboard continues to serve approximately 30 to 40 students daily. I would say that might even be a lot more than that. Um, like 50. Um, according to our secretary, there's a lot of students um that they see often. Uh, the car cupboard is managed by our uh office staff in partnership with a compassionate crew. Um, we just work to make sure that students have everything they need. Um, if it could be shoes, backpacks, um, they've even done surveys of parents if they need food at home. They've done home deliveries. There's a lot of our students with
027some pretty significant needs. So, taking care of those needs for kids is step one to getting them here. and making them su successful. So, >> I'm John Nelson, the assistant principal. Uh, so some positive things that we do at Carter is kind of how we're going to end. And this obviously helps boost culture. So, one of the fun things we do on Friday is we have what's called song of the day. Um, Nick will play a song um over the loudspeaker for their entire school and then kids call into my office and the kids actually make the calls and they try to be caller number six and get the right song and then they win candy and everybody has a great time. So that's Fridays. Um, every day uh if there is a birthday, which
028there is most days, they get come up to the office after announcements, get a pencil, uh, some KCBS, and we all get to say happy birthday to him. Daily announcements. Uh, it used to be Nick every day, every day, every day. Then it came me or Nick, me or Nick. Now we have kids. Two kids every day come up and, uh, we they're not always the most fun for me to do announcements every day, but when you make two kids days, it's just it's awesome. It makes it a lot better. So, um, they always think they're famous come the next day. Um, and last but not least, um, and Wendy's going to share some more positive things, but we just have every single club we could think of, we we have. If we don't have
029it, we'll make it if a kid wants it. So, tons over 30 clubs at at Carter along with the sports and stuff like that and musical stuff. So, that's it. I'm Wendy Lion. I'm dean of students at Carter. And the this slide highlights some of the positive things we do with student culture. So, the first one is Friday Night Live. We do it three times a year where students can come for an hour and a half after school and there's a dodgeball tournament, a movie in the library, concession stand, which is a huge hit. Um, this year we divided it up so fifth and sixth grade has their own time right after school and then seventh and eighth grade later on in the day. This year when we had our first one, we had 46%
030of our student population that came to Friday Night Live. We also do student of the week. Every teacher, two from each grade and applied academics, select a student for the week and do a little write up about them. Their name is on announcements. They have a picture taken and writeups about the students are read in announcements during the week. Um, parents are also contacted home on that day on Friday, usually by Nick. A great positive connection with families as well. We have Carter Way day or Carter award day three times a year and that is teacher select a student who really goes above and beyond um and really embodies the the Carter way and they are recognized after school. Their parents come, their saying about them is um said to everyone that's there and a
031a real positive feel when you're there. Um often a lot of tears of happiness. And our eighth graders um have a tradition at Carter of doing outdoor ed, an overnight experience at Camp Timberly where they have lots of fun and learn uh winter outdoor activities like ice fishing and sledding and just a great experience for them as well. >> Steve Rozo's counselor. Um we also make time to appreciate the goodness that we all give each other and that's to be able to work with each other every day and we like to recognize that. So we do a lot of teamwork. Um sometimes it's a simple you know doing some book studies after school once in a while just to get deep in thought and get together. Um we do a lot of stuff during the
032school day potluck lunches we do. Um one of the things that that I know principal Annie Phillips believe she started was workout Wednesdays which which is to pro promote wellness. Um, but just some some little thing that that uh that we do at Carter just to help with our camaraderie. And then we have traveling trophies to um we we do those once every couple of weeks to recognize just the little things. Uh we have a grit award for somebody that just comes to work every day and just does things without um being asked or being recognized. We have a superhero award um and just other things just where just a little pat on the back when uh just so people know that they're doing a great job. Thank you, Steve. Um, also just another thing
033we added in front of you. You can notice the gift that we left. It's a Carter PVO pen. Um, positive vibes only is our motto at Carter. So, I just wanted to make sure I extended that to the school board. Um, they're great pens. Um, tomorrow is the publicly re uh release date for our school report card. So, I can't talk much on that. Um but I can say it'll probably look similar to what we have done in the past. Is that fair, Jill? >> Okay, >> fair. >> Okay. So, uh um significantly exceeded state expectation 2324. Um I can kind of say that we'll look similar next year. So, our team does great work every single day. Um I'm lucky to lead them. Um they're awesome people. So, just love my job, love coming
034in, working with great people. And then lastly, I would be remissed if I didn't talk about our last our newest staff member that we added, um, our therapy dog, Jordy. So, I'm going to end it on that, but thank you and, uh, thanks for letting us come present tonight. [applause] >> All right. Um, thank you, Nick, and Carter staff. We really appreciate everything that you all do. Um, I know what your score is and uh, I just want to say thank you all again for your work. We really appreciate you all. Um, if you would like to stay, you're more than welcome to. If not, have a great night. We really appreciate everything you do. So, it's been a long day for you. Uh, next up is the McKinstry presentation, which is a comprehensive uh,
035facilities condition assessment. And we'll have uh Director Warren, who's already up at the podium, uh kick us off with that. >> Hi, I'm Jess Warren, the director of buildings and grounds for the Burlington Area School District. And uh tonight I have McKinstry with me to kind of give us their report of the information they collected from the district. So, I'll let them introduce themselves. Excuse me, [clears throat] introduce themselves. >> Hello everyone. Good evening. My name is Chris Jones, county executive with McKinstry. Along with me, I have two of my colleagues, Claire Eaton and Brent Schmidt. Uh, both who are engineers involved in the project. Uh, we're really excited to show you some of the findings and results of this study. We appreciate all the support from Mr. Warren and your team through the process.
036Uh so we'll um Claire will go through some background and methodology. We will then talk about uh an FCI, explain to you what that means, how it tells you more about your your nine uh buildings in the campus. Um and then we'll talk about Brent will cover energy benchmarking. Um give some input and feedback on how the buildings are performing from an energy perspective. And then last but not least, we'll have an opportunity to show you the demo that I believe you saw when we were here for approval with someone else's data. you'll get to see now Burlington uh buildings data in that heat map and capital planning dashboard. So we're excited to do that. So with that I will turn it over to Claire. >> Thanks Chris. >> Okay before we get into things
037want to give you a little bit of background about what we're looking at here from the data side and what we collected. So to create a capital projection um for your facilities, our two key data points are the observed remaining life of the asset. So that could be a boiler, flooring, wall finishes, um anything that makes up the building. And then we also look at a replacement cost estimate for those assets. Observer remaining life is made up of three key factors. Um the first of which is the industry standard life expectancy for an asset. So for example, a gas fired boiler might be expected in the industry to last for 25 years. So that is the first benchmark for assets. Um the next of which is visual observations and engineering judgment. We completed walkthroughs of
038all your schools twice actually um to put some tags on some equipment. And as we're walking through we are assessing what we see visually um and then back in the office we also do an engineering judgment. Dig a little deeper on each asset. what can we figure out there? And then the third factor we consider is the operating environment, frequency of use, and then maintenance adequacy. This usually comes out of our talks with the facility staff. Um Jess and James spent a lot of time talking us through the life of these assets and some updates that you can't necessarily see visually. We gather all that from your facility staff. The replacement cost estimates that we use are like forlike replacements. Um, so when we get into the reveal dashboard, we'll take a closer look at
039those capital projections and the capital need. Um, all of those dollar values are going to be nominal with no inflation included and then no soft costs included. What like for like means that if is that if you had a gas fired boiler before, we're going to look at replacing it with another gas fired boiler but a modern one. So, a metric I want to use um before we get into capital need, which is very asset byasset, is the facility condition index, which is a good way to take a step back and look at the full facility when you consider all of the assets. For your reference, a facility condition index is the ratio between those capital replacements that we're recommending and the current building replacement value. So if you were to then look at this
040um range up here, what that means is an asset or excuse me a building in the good range which is 0 to 0.5 would mean that the ratio of replacement cost versus the building value is 5%. Whereas if a building were critical you're looking at a third of the cost of the building being required in capital replacements. So here's a look at the nine buildings um that we looked at in this study. Um as you can note, Carter is still in the good um rather new building for this study. We looked at the next 10 years. So you might be wondering how is Carter not a zero? How is it not perfect? Um that is because this is looking at costs all the way to 10 years out. So we could be looking into 2035
041and that would be something included in this value. Six buildings in the fair category um is a great thing to see. This [clears throat] is regardless of building age means that a good job has been done keeping up as buildings and assets get older. Um 100 North Kane Street, that building's over 150 years old. That's going to make some of those requirements start to pile up. Um and then the 496 McKenna Parkway building that was recently taken back over by the district and it is approaching 20 years old now. So over the next 10 years, there are a lot of things that end up coming due in that industry life. And with that, I will hand it over to Brent. >> Thank you. We also wanted to help you guys understand a little bit more
042around um the performance of the facilities. So, not only how is the condition of the assets, but how are the buildings actually performing based on the operations and the utility data that um we've collected and um analyzed. So, this next slide kind of shows um an energy use index. So, similar to the facility condition index, we want to benchmark all of the energy consumption from the facilities down to their sort of least common denominator, looking at BTUs or thousands of BTUs per square foot. And so, you can kind of see that the oldest facility is at the highest level there around 100 uh KBTUs per square foot. and they sort of work their way down to uh the most efficient being, you know, Waller Elementary, but Carter being real low as well at 34. Um,
043a couple of things that I'd like to highlight are, um, you know, three of the facilities are at that above the 75th percentile for energy performance. Four of them are between 43 and 54 KBTUs per square foot. So, between 75th and the median. So most of the facilities are outperforming similar school districts in uh Wisconsin in our climate zone. Um this slide shows the average um annual utility costs per facility as well. And you can kind of um just look at what you know all of those costs are. The the total being roughly $630,000 of utility costs. And um it's really showing and going to prove on the far right side that the uh overall average for the energy costs and the energy consumption per square foot are significantly lower than what you might expect.
044So the buildings are performing very well based on the utility consumption and because of the operations that the district is is um doing. So kudos to the team >> and you had shared just for reference that if it was like at a dollar, >> right? That's kind of you want to that's okay. Is that a dollar? So because I was like I don't know if a number is good or not good. Right. >> Exactly. >> Can you just explain that a little bit more? >> Sure. So a dollar per square foot is kind of a benchmark of an average um energy consumption uh or energy cost that you might see for a facility in our state based on our utility rates. And because you're at 80% really you're you're roughly 20% better than anybody else
045in kind of a similar category. So again another metric showing that the district is doing a great job with the performance of the facilities. I think Whoops. Sorry. >> Okay. I'm going to change over to reveal here. Okay. Okay. So, for some background, Reveal is a Should they take this off? Reveal is a web-based site that we put together um and is accessible by anyone in the district with internet access and an account um to look at capital planning. So this is going to give an overview which is this first tab here um of the district as it is. So on this map we can see that same data that we looked at in the slides. So, facility condition index scores. Um, and then here on the right, you can click on a school or
046a building and see a bit more of the facility details such as the year it was built in size. And then you can see the trend for the facility condition index over time. The great thing about reveal is that it can be updated. So, as replacements are made and capital improvements are done, you can see how that facility condition index changes as the building is improved upon. which is also shown in this charts module where you can see that same thing we looked at in the slides and compare schools against each other. And again, as you can see here on the right, we're looking at that comparison over time. So, you'll be able to track as improvements are made at each building as those scores change. The next module we're going to take a quick
047look at is this capital planning module. So this is where we gather all of the data that we looked at. So we have here the next 10 years um in the for the full district the expected capital need which is $23 million. Um that comes out to an average of 2.3 million a year at across all nine buildings included in the study. Something we really want to highlight here is in this top right. So the industry remaining life average across all of the assets is negative -3 years but as we went through we did our assessment we talked with your staff our observed remaining life for those assets is 6.5 years positive. So there's there is almost a 10year swing on the life of these assets which is a great call out for the maintenance
048of these facilities. Even as assets are getting older and it's expected that they would be failing, we are actually 10 years to the good compared to where those assets would be. Real quick look here at this tree map. So, as I said, we're looking at the next 10 years. Um, this is every asset that is going to come due in that 10-year period. So, [clears throat] we have this sorted where these red assets up here are the most critical. If we click on one of those to get an example of the level of detail available here. This is the roof over at the 496 building. You have the year it was installed, industry life, observed life, um also the cost that we've assigned to that roof for replacement and then some notes about what we
049saw during our visit. I also want to highlight the items that go into scoring an asset which are asset condition which is uh one is excellent condition, five is poor condition. Um so this roof got a four which is a little bit that's close to being poor condition. Operational impact which is could you run the facility if this asset failed tomorrow? Um a roof is a pretty big one. The answer is probably no. Um energy impact same deal. How impactful is the roof on the energy of the building? Um, and then asset replacement cost. This is a sizable cost and then observe remaining life. On the other end, you can look at an asset that's in good condition. Um, Winkler playground. This is just one of the pieces of playground equipment there. Um, if we
050quick look at the score there, it only scored a six. So, excellent condition, lower operational impact, um very low energy impact, lower cost, and then also that 10-year observed remaining life. This charts out those replacement costs by year for the next 10 years that we are looking at. So, this is that 23 million, but each asset has a year that it is expected to hit. So, this shows kind of what's due in year one. um is just over a million dollars which is mainly made up of the high school gym floor is coming due. And then you can see how there are es and flows throughout the next 10 years. The final thing I want to show you guys is the budget planning tool. So for the sake of this exercise, we assume that there
051is half a million dollars per year for the next four years. Um I also want to note that roofs, as we said, are expensive. So, we've actually pulled them out for this exercise so that we're not showing that you can't afford it. Um, [snorts] so what this will do is then prioritize those assets that fit into these budgets over the next four years. So, you're able to see based on the score and based on what's available, where should that next project be? And that's how you're able to look at, you know, the next thing coming due that you could do is the controls, which is or excuse me, this condensing unit at 496. and then the building automation system controls which I'm pretty sure is ongoing. So this is just another way to prioritize those
052capital improvements as they come due using that data that's in reveal and is live. Any questions on reveal? [clears throat] >> Uh yeah just can you click on the the 496 building roof uh cost again? >> Yes. >> And again just recap again that was how much was that cost? 5. What? >> 685. >> What did that say? 6 what? >> 685. >> Okay. And then that's the current cost right now, right? >> Yes. That is with no inflation applied. >> No inflation. Okay. All right. >> And again, that is a like forlike replacement. So that would be to basically redo the exact roof that's there now. >> Right. Right. Okay. All right. Do you give recommendations when you would say like to do a better roof or you know a more efficient boiler or
053you know stuff like that? >> Yeah. Do like forl like stuff. >> Yeah. The that would come out of a capital planning discussion with the district which is something that Mckenry uses this to lead those discussions as well. Um because that's always something you want to strive for, right? Is when can we do something a little bit better or a little bit more efficient. So this tool would then lead to those conversations. Okay. Three key takeaways we had. Um just want to emphasize the well-maintained facilities that we saw. Um also that that capital investment from the 2020 referendum really revitalized a lot of the schools we were at as well as the construction of Carter. Um again that 2.3 projected annual need over the next 10 years. Um this also I will say is not
054a big deviation from other districts that we see in Wisconsin. Um that's pretty typical um within a couple of cents I want to say per square foot of other schools of similar excuse me other districts of similar sizes in Wisconsin. And then also want to drive home that your facilities are already very energy efficient. they are very far ahead of other schools um other districts again I'm sorry in the area so operating within the top 50% so really great work there on the energy side and there's always room for improvement too you had shared a good example of uh in comparison to a $350,000 house uh just to try to break it down and like how much how much is needed to be saved per here. >> Yeah. Um, when you kind of think about
055the values of all of the schools that are in the district and compare that to a homeowner with an average value of $350,000 house, it's kind of like a homeowner having to save between $3,000 and $3,500 a year to maintain that home. So, just to kind of help put in perspective what, you know, what that 2.3 million means, right? It's it's a big number, but it's not out of the question for needed maintenance. >> I thought that was helpful to just break it down in the same, you know, if you were to scale down the cost of all of our facilities to a $350,000 house, the 2.3 million per year isn't a crazy number, but it feels really high because if you add up all of our facilities, they are expensive and a large dollar
056amount. What what does that number decrease by when you take Lions away? Do you know? >> Lions is not a part of the facility condition index. We looked at Lions from an energy perspective because you guys are still paying a utility bill there. Um but it was not a part of the >> Yeah, >> good question, Paul. >> Any other questions from the board? Just so you uh know, next steps is that some of us on the team, Tyler, myself, and Jess, uh for for the most part, that team is going to get trained on reveal and then work with Mcken Street in regards to trying to trying to plan out a strategic plan moving forward for dollar-wise on what can the district do, right? Plugging in if we only had this much, what do
057we do? If we were to have this much, what would we do? and then we'll be bringing that back and having a conversation with the buildings and grounds committee in January and then we'll kind of take it from [clears throat] there. >> Um, this may be a dumb question. Um, since you're talking about 2.3 million projected annual need, I mean these are capital investments, but I mean but these are these are ongoing routine maintenance though, correct? more replacements of things. >> Yeah. >> Boilers, roofs. It's more [clears throat] replacements than maintenance. So, this is replacing a boiler, replacing a roof, um asphalt. It's it's more replacing, not just maintaining. >> So, this this could be also be considered operational then. Correct. >> Um I guess it could be. It's more capital improvements. >> Yeah. I
058I Well, I guess you see where I'm going though with this. >> Yes. Referendum. >> Yeah. >> So, this could be two ways. Yep. >> Could be split. >> Yeah. >> That's where we need to really study it further as they which we appreciate from McKinstry. They're going to give us in that 23.1 million. That is if if we won the lottery as a school district and we were like, "Yep, we're going to take care of every single thing that is suggested in 10 years. That's all 23.1 million, right?" That's not realistic for any school district. So, it's more so they're sharing everything you could do and then it'll be our job to kind of really pull that back and and try to shrink that budget and prioritize. Yep. So I guess in your experience,
059let me read streets dealing with um school districts that that do this. Um from a grant perspective, a lot of this could potentially be covered under grants if school districts are successful in pursuing these like these ongoing operational costs. Correct. Do you think >> grants? Like I mean if we were as a school district were able to like I mean if there are grants out there to cover some of these ongoing operational costs long term I mean do you do you think school districts would would find success some of these longer term projects? >> Yeah I think so we we have assisted other districts and basically for lack of better term find funding to do more projects. Yeah, >> there's there's different places to look, >> right? >> Some are um more geared towards renewables
060and projects like that. >> There's still some federal funding through the IRA program that's going to sunset next summer, but we see people taking advantage of that. That's not within the scope right here. These are just, you know, replacing >> the older assets. Um but we those are conversations that we can have because we're going to be in a capital planning support mode as um Jill mentioned going forward. So, we can help. We have a dedicated team at McKinstry that looks for funding opportunities both at the state and federal level level. So we certainly can do that. Um I would say people look to communities for you know private funding sometimes too to help with these things. So it's kind of all hands- on deck because um it's not a unique problem here at at
061Burlington >> in terms of being not having the funding you need to take care of the buildings the way they should be. So we will help you prioritize but we can also have discussions around you know possible ideas to find other sources of funding so you can do more sooner. >> Right. Okay. Right. Any other is there more or is this okay? Anybody else have any questions or comments >> from a comment perspective? Um sorry. [clears throat] I was really excited um to start this partnership. You know, you don't know what you don't know until you know what you don't know, right? So, um I think this just um gives us a better understanding, greater insight, and kudos to Jess and his team for uh for the work that they've done with the buildings um
062just in general, just you know, off of institutional knowledge and personal experience. So, >> good job on your team and um looking forward to uh see what you guys do going forward with the newfound information and um the ability to prioritize. >> Yeah, I'll also echo that. I think this is really impressive work. Thank you, Mckin Street, for your work here. Thank you to Jess and your team. Obviously, I think this is something that as a district and as a board, we need to make sure we're getting out there to the public um to really celebrate this um as a win for um us as a school district. So, uh this is really impressive and I'm looking forward to seeing what what else comes of this. So, uh we thank you all for your time
063and your and your work obviously as well on this. So, thank you very much. >> Really appreciate you very much. >> Um okay, thanks so much. Thank you. >> Um, all right. Next up is ongoing policy review. So, this will be first reading. So, we'll turn this over to Paul. Go ahead, Paul. >> I promise mine won't cost as much. [laughter] >> Money well spent. >> So, the first policy here is policy 2261. It's title one services. Uh the main takeaway from this is we gave Kristen a lot more work because we assigned it to her as the person in charge. Um so >> you're welcome. Um but yeah, basically it's just name changes from assistant superintendent to the director of teaching and learning. Um the next one is policy 2261.01 which is parent and
064family engagement in title one programs. Um, >> same >> the same thing for this one. We just kind of updated wording. Uh, instead of policy, we're calling it a practice. Um, so it's mainly just wording changes. Nothing major there. Uh, most of these are going to be similar in in changes. It's mostly wording updates. Policy. Um, sorry that one was the wrong one. 2261.02 02 is title one parents right to know. Um basically on this one same thing actually we don't have any changes other than we got rid of assistant superintendent and changed it to superintendent. Um the next one is policy 2330 which is homework uh skill practice. The main one uh driver behind that is um we're calling it skill practice and it's not homework. Um it's basically just to let people know
065that they're practicing with their kids at home um so that they can hone their skills and um succeed in the classroom. >> And we also noted at the bottom that it's typically not graded. Yes, that skill practice/homework is usually just so that you can get a better understanding. Uh the next one is 2411 which is school counseling um and academic career planning. Um basically this one we eliminated options A and B. Um, and then also the district is not going to inform parents each school year. Um, about what academic and career planning services their child gets. Um, it's more that freshman orientation class, I believe, is what will set them up in the future. >> And then meetings with the school counselors. >> The next one is human growth and development. Um the big one
066here as a takeaway is that every 3 years there is a parent committee to um work with the district to define like and help develop a plan uh for human growth and development. Um so that is the big takeaway is every three years. I'm not sure where we're at in that cycle right now. >> This next summer will be the time to uh revisit that. So, next summer, if parents are interested, there's that human growth and development um committee that they could reach out and possibly be on. And then the last one is the homebound instruction program. We didn't make any changes to that, so relatively light month. Um going forward, Neola has a bunch of changes that they usually present. Um we're not going to throw those all out at once. We're gonna go
067through it so that there's I don't know handful maybe 12 at a time >> so that the board can have a chance to review it if they like and not be overloaded with information. >> And that's all I have for policy this time. Okay. [snorts] Thank you, Paul. Next up is items for action. First item is the BASD and city land swap. And uh just for reference to the board and those watching, this will be a two uh separate motions uh for this item. So, are we going to turn this over to Annie or Jill? >> No, we were we were just going to we were just going to bring it up that we need to go to board action on this and vote about the land swap. We've had it conversations in quite detail
068with all of you at the board workshop. So, don't feel like we need to rehash another presentation, but just as a reminder, um, super high level for those that might be listening, we're just wanting to entertain and participate in a collaborative effort with the city in order to, uh, trade some land that's by Waller with some land by Dyer. The land that is by Waller will turn into an ADA uh, park um, for uh, handicapped individuals, but also just be a really nice big park on that side of town. Um, and the desire is for that to be on city property instead of on school district property. So it will become more of a city county park for everyone. And then therefore there's some land over by Dyer that the city owns that I actually
069thought the school district owned. So the city will then trade us that land that's over by Dyer in order to have that little parcel of land that's over by Waller. So just doing a land swap pretty much pretty even in regard to acreage rise um of both pieces of land and the city has already voted on this and approved the land swap. So it's just waiting for the school board to also approve. >> Okay. Uh just point of cl just a point to clarify this will be a city park. This would not be a county park. >> Sorry city. >> So um okay >> we tried to have it >> we tried with we we were very close. Um but we unfortunately weren't able to get there. Uh okay. So the motion would be then
070to approve the exchange agreement between the district and the city of Burlington. And this includes the transfer of a portion of parcel number 206-3-9-32-440-110 from the district to the city after completion of the lot line adjustment as shown in the plat of the survey and the transfer of parcel number 206-3-9-31-036-201 from the city to the district. Do I have a motion? >> So moved. >> Okay. Is there a second? >> Second. All the numbers. >> All right. And uh this will be a roll call vote. So uh Kate, how do you vote? >> Hi. >> Okay. Roseanne >> I. >> Okay. Paul >> I vote yes. Marlo >> I. >> Peter >> I. >> And Noah is absent. Okay. All right. That uh passes. And the second motion then would be to authorize the superintendent
071to execute the exchange agreement survey documents and transfer documents on behalf of the board. Do I have a motion? >> So moved. >> Okay. Is there a second? >> Second. >> Okay. And Kate, how do you vote? >> I. >> Okay. Rosanne, >> I. >> Paul, >> yes. >> I vote yes. Marlo, >> yes. >> Peter, >> I. >> Okay. And Noah is absent. All right. That is both motions are approved. All right. [snorts] Next up is the math curriculum adoption. All right, Kristen. Okay. All right. I think we're good. Okay. So, I'm here to present on the uh new math uh curriculum adoption. I met with the teaching and learning board committee. Let's see, a couple weeks ago now. Was it? It was last week. I don't know. It was like last week, I
072think. Pregnancy brain. Um, and you guys got to kind of see it more uh in depth, which is really cool. But I'm here to kind of present on um the approval of a new math curriculum for grades 6 through 8 at Carter. Um, okay. So, just to give you guys a little bit of a timeline of how this all goes, uh, because our curriculum review process is still relatively new. Um, just wanted to kind of show you the what we did in the background. So um so last year our teachers engaged in some really good professional development around math be best practice. Uh they did a really good book study on building thinking classrooms. They worked with the math institute of Wisconsin. Um so relevant learning right prior to digging into resources. Um once we
073finished that up then we dug into the actual resources. We looked at a lot of different options. um I brought to them a lot of some some really good greenlighted um curriculums that um I thought would be really good. So from there um they had narrowed it down to their top two and then we went and did some site visits. So their top two were Eureka and we went to Merin to view that uh and then uh Imagine Learning which was by Illustrative and we went to Fort Atinson to view that as well and that was really nice because teachers want to see it in action and they want to talk to other teachers who teach it. So, um, nice to see it firsthand and kind of get a more not just the presentation from
074the vendor, right? Um, once we finished that up, then we had a lot of discussion. Um, it was a lot of really good talk about what we want. Um, it's a big decision. So, the team grappled with this for a while. Um, really wanted to make the right choice and then they ended up coming around to what they would like to recommend and they're really excited about it. So that being said, um also part of the process is the development of values. So um after they do a bunch of professional development, they have to really I I make them think about what do they value in a curriculum so that they're not swayed by the flashy exciting things that the vendors present to us, right? So the things that they really um wanted to see
075was a balance of conceptual math and procedural math. And then they wanted to see more math fluency involved in middle school because it kind of stops sometimes once they get to like third and fourth grade for some reason. So they really wanted to see those three big um components of of a curriculum. So um yeah, they also wanted to see more focus on real world problem solving, critical thinking and application and they wanted to see a little bit higher rigor than what they've seen in the past with curriculums. So the recommendation is for Eureka Mass squared. Um they felt that this is the um and I did too. They felt like this was the uh best curriculum that fit their values and what the district was looking for. It's greenlighted across the board on ed
076reports for focus, coherence, rigor, and usability. Um there's embedded assessments, teacher supports. Um very engaging, very much real worldbased. um which is really important for kids. I think in this day and age when you have calculators and phones and all these things on hand at all times um you still have to be able to think. So um they felt like it was very rigorous yet accessible and there was a emphasis on student discourse. So getting kids talking about math and talking about their thinking and problem solving. So they really liked some of those components. So their recommendation is to adopt Eureka math squared. Um, I got some quotes from them because I didn't want to make them come all tonight. Um, and there were there were some of them here actually. So, Grace, um, talked
077about how it pushes their students to do their own thinking with lots of practice. She felt like there was again a balance of procedural and conceptual. Nick also loved that there was a balance of the conceptual thinking with procedural thinking. Patty Tedhang was here also tonight. Um, she again feels like it there's targeted practices of essential skills. She loves the fluency component. Um, which is great. A lot of really good preassessments and screeners involved in this. So, a lot of good tools for teachers to dig into data and meet kids with what they need. Um, Mike Jones also was just really excited to see there's a lot of really good practice problems. He feel like it was very accessible to kids. So, okay. So, any questions in your what is it? Executive content. the quote
078was there um for the adoption and then um let's see I think there was some other like paperwork in there of like some of the research and background if you wanted to dig into more but I'm not going to bore you [laughter] too much with all the math practice stuff so any questions around around that [clears throat] yes Rosanne >> I just had a qu I just had a comment I when we did this with the committee it was interesting to find out that the basis uh the people who really developed this program were all teachers or or most of them were teachers so they un really understand how kids learn and >> what they need. So I was happy to see that. Yeah, this is by Eureka is by grade minds and there's um
079God I think you have to be a teacher for >> 15 years I think >> 10 plus years I think it was or maybe 15 years >> and you had to have a certain GPA in that content area very rigorous master's degree plus so very highly very highly educated educators um that are that develop this curriculum so it's really kind of a unique um component of that company so I kind of like So yeah. >> Um yeah, I guess one of the main questions I have is I guess why would we not include fifth grade >> in this package? >> That's a good question. >> Yeah. >> Um so fifth grade typically in all curriculums is included in the elementary curriculum pack. So, math curriculums, ALA curriculums a lot of times are broken down K5
080and then 68 um because of the structures of our schools typically. Um our Bridges curriculum goes K through 5th grade and it's still really solid. It's still one of the top elementarybased curriculums that is all greenlighted still. Um it could be something we do in the future, but right now what we have is a really solid resource. So, I don't think we need to adjust it yet um because we have what we need. So, and yes, it would be it's they do have the option of fifth grade, but even though it's still the same company and same um like curriculum, it's different at the same time. Kind of like with our English, we have Amplify CKLA, which is our K5, and then we have Amplify ELA, which is our 68. They look very different because
081they're geared towards one middle school, one's elementary. So, they're still different, but yet the same company, if that makes sense. So, Did did any of the um fifth grade teachers give any type of feedback on on on why maybe this was not um incorporated um to them and like why we were just sticking with bridges other than like what you just said or um was there any push back from them on maybe hey we should just all be since we're on the same building we should all be on the same page. Was there anything of that nature that came >> they that they were included into all the PD which was great because I felt like they're in the building they should be part of the team right um but I think they understood the
082the component of hey fiscally responsibility as well we need to think about that um they were open to the idea of having a new curriculum but it wasn't a necessity um especially with having a curriculum that's still greenlighted and really solid at the fifth grade level I think so they did give feedback on it though. Yeah. >> Okay. Okay. Any other questions or comments? >> Uh just a general one. So if we keep the 5 through 8 model that we have right now, are we looking at adjusting curriculum so that those teachers aren't >> on their own? >> As of right now, no. Um it is tricky again like most middle schools are not built for 5'8. Um, so even if you do go with like a similar company, it's a different resource altogether. The
083structure is different. The components are different. It's never the same. >> Um, so it's not as it's not as much not as much of an issue as I think most people realize. Like say for science for example, same thing. Um, our science curriculum is built K5 for PLTW, which is our STEM curriculum. They only offer K through five, right? And that you have to do the elementarybased K through 5 curriculum. The middle school is only built for sixth through eighth grade STEM science. Same with mystery science. It's K through five only. So then when we want to do a middle school adoption, they only offer a sixth through eight package. So it is kind of tricky just the way the vendors offer it. So it doesn't always line up. There's very rare that they have
084a K8 like >> bundle if that makes sense. They're very much like elementary and middle. A lot of school districts are K8 buildings and they will have K5 curriculums and sixth curriculums. That's very normal. Um, and just because we have fifth grade at the middle school now doesn't mean we should change our curriculum just because of the placement of where fifth grade is. Like we feel confident in the curriculum being provided to the fifth grade team. >> But it could be added on if long term let's say Carter does stay 5 through eight. Correct. Uh it probably be more of a time frame when we revisit what's happening in K5 for math is when we would potentially revisit that, >> right? But it could be added on. >> It could be what was it? >>
085This could be like if you guys like this, right? This this program Eureka squared, right? >> This could be added on fifth grade could be onto this. So everything is unified. >> Hypothetically, yeah, it could be, right? Um the schools we went to they one of them let's see or I actually talked to um a 56 building and they have a they have fifth grade bridges and they have sixth grade um in that kid building I think they had an illustrative because they didn't feel like the fifth grade version of it was foundational enough right >> so a lot of buildings that are even 56 five six buildings they still have two different curriculums um the benefit is too like even if you have a different curriculum you're still collaborating with your same teammates so
086the fifth grade team still works together. The sixth grade team works together on their content. They're still focusing on skills and standards um and essential skills and precursor skills and all those types of things. So, they're still doing the same work. It's just a matter of what resources in front of them, >> right? >> So, >> okay. All right. Any other questions or comments? Okay. Then, um we are looking for a motion then to approve the Eureka Math Squared curriculum for grades 6 through 8. And that is not to exceed $34,9850 as presented. So, who would like to make the motion? >> So moved. >> Okay. Is there a second? >> Second. >> Okay. All right. And this will be a roll call vote. Kate, how do you vote? >> I. >> Okay. Rosanne, >>
087I. >> Paul, >> I vote yes. Marlo, >> I. >> Peter, >> I. >> And Noah is absent. All right, that passes. Thank you very much. >> All right. Um, next up then is committee updates. Uh, we'll start with Paul, policy committee. >> Um, we just reviewed those policies that we had talked about, the seven and then, um, the next committee meeting, we'll be doing like the next section of the Neola policy reviews and then our standard seven that we normally do. >> Okay. And that's not October 29th. Um, yeah, it's November. Hang on. >> I'm looking too. >> That's >> November 18th is the next date. >> Yep. >> Okay. Uh, next up we'll do building and grounds. Marlo. [clears throat] Um so we met um last week I believe it was with with
088Mckenry and had them in of course with their uh presentation. Um our next meeting is 11:18 um where we will go over um some of the additional stuff with uh from the uh discussions with Mckenry. Also, um, part of this Mckenry piece, um, I believe it was something, um, Jess and his team was using before was, um, >> Aikita Box. >> Aita box, which is, um, their work order program or process. So, sounds very uh, sounds very promising um, and working really well. So, interested in uh, looking forward to having that discussion as well. And just to clarify, the meeting that's on November 18th is the board governance committee meeting, sorry, >> the next buildings and grounds committee meeting, no worries, is January 26th. >> BG. >> That's BNG. Yeah, I know. They're both B&G.
089>> I actually [clears throat] >> Okay. [laughter] All right. Uh, very good. Next up, we will do uh finance committee. Peter. >> Yeah, we haven't met since last month. or meeting. >> Okay. Uh you got a meeting coming up though in November, right? >> Uh one week from tonight. >> Okay. November 17th. All right. Uh next up is uh board governance, communications, and legislative. Kate >> um don't really have an update. We have our next meeting planned um November 18th, so next Tuesday. And we are attending the SWSA meeting, the virtual meeting, which will take place tomorrow morning. >> Okay, perfect. uh personnel uh which is Noah which he is uh not here but uh all relevant business um had been addressed during that meeting. So uh and finally uh teaching and learning Rosanne >>
090I think we pretty well covered it in the with the map presentation with Kristen but during the meeting we really talked about that and she got down to the nitty-gritty and we found out who wrote the program and how the teachers felt about it and uh it was a very very interesting meeting learned a lot about the program. So, thank you. >> Okay, excellent. Thank you everybody. Uh, next up is upcoming meeting updates. Again, just to recap real quick, the SWSA membership meeting is tomorrow morning um at 7:30. Finance is November 17th. Board governance is November 18th. Policy is also November 18th. Personnel is December 3rd. That's close session. Schoolboard workshop is December 1st. And then our regular monthly board meeting is December 8th. And with that then um I'm going to make a motion
091that we move into close session per Wisconsin statute 1985 1 CF and G for the purpose of discussing the superintendent evaluation process and the potential resolution of pending litigation involving the district. Is there a second to that? Please >> second. >> Okay. All those in favor we'll just say I >> I opposed. We are going to go into close session. Thank you very much for coming tonight everybody. >> Thanks. >> [clears throat]