001Oh, the boys did are going to the they're going to the next level. Whatever the next level is. >> I don't know. But but the boys is a big deal because it's their first year. >> Oh, he went to the watch. >> Yeah, he was short. There's a lot going on. This is not the first cross Um, in accordance with board procedure BP5, this meeting will be live streamed and recorded and can be viewed on the DASD YouTube channel. That brings us to calling the meeting to order. Um, Rebecca, was the meeting properly noticed? >> Yes. And Amy, can we have a roll call, please? >> Sure. Janberg, >> here. Brian Coker >> here. >> Sue Esser >> here. Jeff Han [clears throat] >> here. >> Linda Lenhard >> here. >> Jesse Lewis. Gail Love
002>> here. >> Stephanie Sar >> here. >> Megan Taylor >> here. Thank you. Brings us to the pledge of allegiance. I aliance 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. >> That brings us to the mission, vision, and equity statements. >> Okay. The mission of the DeForest Area School District is to provide an excellent education and engage, challenge, and inspire all students to pursue their full potential. The vision of the DeForest Area School District is committed to a culture that honors knowledge, respects individuals, demands excellence, fosters lifelong learning, and supports relationships that strengthen individuals, families, and community. And our equity statement, we believe every student can learn and deserves equitable access to highquality, rigorous, and
003engaging learning opportunities. So, we'll ask questions, foster relationships, manage resources, and create systems to increase and sustain access, equity, and safety for all learners. Thank you. That brings us to approving the agenda. I would move approval of the agenda with um a change in the order. Um item four to move um item D E D and E D and E in front of ABC. Okay, we have a motion. Do we have a second? >> I'll second that. >> We have a second. All those in favor say I. >> Any opposed? That motion passes. That brings us to item 4 A. now a presentation and possible approval of OE7. So OE7 is moving up in the agenda. So we're going to have Mr. Craney, our director of safety and operations and um Mr. Tronen, our director
004of technology or learning information systems, come forward and um share some of the highlights from OE7 and um and then we'll I will turn it over to the board after they have a chance to share anything that they want to share from the report. And I have some things I could probably share too. So >> awesome. Um, so when we look at O7, really what O7 is about, as you know, is just that compliance piece to make sure that we have our coverage, we're taking care of our district. We have our assets taken care of. So when you look at all the different areas, especially the areas that Russ and I are in charge of, we want to make sure that our systems are in place to protect our investments both within the district and
005around. So, some things that really we've been working on from a from a safety perspective is and from a operations perspective is um looking at misuse and property and and how we're taking care of those property. Really putting something new into place where we've got um forms that people can report uh misuse, vandalism, things like that so we can actually know what's going on within the district. So, that's something new um this year. Um, in addition to that, uh, taking care of our assets, a lot of just communication back so we can take care of it. Uh, our cameras, we have over 600 cameras within the district to take care of things. So, we really need a system that both of our departments work together. And so, we know what's going on and we can
006fix it when it goes down because these are tools that our buildings use every single day to make sure that our schools uh, stay safe. Yeah, as Roz said, a lot of uh in addition to physical items is protecting our digital side of the district as well. And uh our department does a really good job of ensuring we're backing things up on a regular basis depending on the type of area that it might be. Some we do daily backups, some are weekly, some are monthly. Just depends on what the server the information coming into it is utilized for. Additionally, one of the things we're looking at is, you know, we have a onetoone opportunity here in our district and how do we, again, like Raz said, make sure we get the life out of these
007devices um and making sure that they're being cared for appropriately and we can uh make sure we maximize the investment. So, a couple of the other things I want to add to that that several of these indicators were new um in this report brought forward from administration because we really want to make sure we are monitoring the safety of our devices and making sure that we have systems in place. Um and then um the other thing is uh Mr. Tronson was able to give primary um documents and and Mr. training and so you'll notice in the appendices there's primary documents of those monitoring. Um so I find that that is something that you know the I I'm very proud of the team's work on making sure that we're not only say we're doing it but
008we're showing that the this is how it's being monitored. So, um, at this point, based on the evidence that's in there, and you've had a chance to review the report, um, I do mark this one as in compliance and, um, turning it over to you. >> Thank you. We have now received the port. Would anybody care to make a motion? >> Make a motion to receive the report. >> Okay, we have a motion. Do we have a second? >> We have a second. All those in favor say I. >> I. Any opposed? Okay, we now own the report. We can ask questions. Anybody have any questions? [clears throat] I also noted that that the appreciated the amount of extra data collected. My question to that was all those tech reports I think when we changed
009the indicators or had requested that as a board is that tedious work because there wasn't an actual report, right? And it looks like they're screenshots or most of the appendices that you're showing for data. Is that an exorbitant amount of extra work for to create those reports? >> One of my texts is a data guy. He loves doing the data. [laughter] >> Holy cow, he did way better than I would. Um, and I know when the the indicators were being changed before Russ came on um, as staff and um, at that time talking with the network engineer Shellyley um, she thought it was really important that first of all the board is you know that we're monitoring this and then documentation is really important to that department. So she took that information from the policy
010language and the indicators and then ran with it to and the team obviously. So um that does that add to your thoughts there? I know you and I haven't necessarily chatted about that but I know it was created you inherited this as a new director. So >> yeah, the team has done a good job, including several in this room with documenting things now and procedures and being able to definitively state we did this on this date, you know, like it's it's really important that we stay on top of that stuff because on any given day, as we experienced last week with um AWS outage, things can be affected really quickly and that can be out of our control, but we have systems to try to be able to still do what we need to Roz,
011I appreciated the facility standpoint, too. I know we met some of your new buildings and grounds staff last week. Um, and I know that the, you know, [clears throat] this report is obviously in compliance, but just the amount that you're still willing to take it extra, right? like to the next step like some of those formal walkthroughs having some um formal procedures to um file misuse and stuff like that just make it more um use I guess user friendly or efficient really um now that you have people in place to be able to to do that I think is going to be really great. >> Yeah, it drives our work is what it really that data tells us what we need to do what is going then how do we prevent things too as well.
012So it really is very important data >> and again data drives us as a district so why shouldn't it with this with O7 too >> right >> on page 17 can you explain to us the open closed and what that what you're tracking what your objectives are for the track >> yeah so it's by month so this was within the last uh fiscal year so July 24th through June and so it shows how many tickets were open and then how many were closed within that that span of that month. Um, and what percent were closed within the our target time range of days? >> 30 days. >> Yeah. And the this the interesting part with GLPI is that it's similar with RAZ. Sometimes people will put in tickets months in advance and so it'll seem
013like it's been open for months, but it really isn't. They just put them in ahead of the curve. Or for example, let's say someone loses a Chromebook. It goes in the system is lost and the ticket is open until we finally either come to a conclusion that it's been returned or uh we don't know what's up. Then we write it off kind of scenario. So that's when some of those numbers seem uh wonky. And the blacked out counts, I only black those out because those are pending and solved which don't have any bearing in opening and closing. So when Russ is mentioning opening a ticket, so if we have professional development on a day um in January, there'll be an open ticket for making sure that there's sound and technology on that date. So that's
014an open ticket that sits there um because we're predicting the need. >> Sure. Or a pending one. An example of that one would be it's we did something but now we're monitoring it before we officially close it. We want to make sure that it the fix works so to speak. >> Um I just have one more question. Nobody has a question. I 7.5. Um we look at the eb and flow of the chart from the legal fees. Is that expected? I guess I look at the indicator and it says appropriately used legal counsel. I don't >> Yeah. So >> it's pretty l I guess it's loose is what I'm saying. So yeah. >> So the key is to use legal counsel to protect the district from a liability when needed. So things like you know
015if there's an accident or someone gets hurt, we utilize our insurance, our legal through insurance. Um if there are requests for things like we've had an uptick in uh records requests that if I'm questioning, you know, do I do I do that? Don't I as the records custodian like can I share that or should I share that then I would consult because I wouldn't want to break fura without having that legal review and they don't review all because I do do you know a lot of records requests on my own but it or our team does but not um I mean sometimes we have to use legal for that and there has been an uptick so >> any other questions from the board? Yeah, >> on page 11 it talks about um there was a
016recommendation to remove the word maintenance from um and and I think I know why but um just wanted to clarify that. >> Yeah, I I asked for that because I it was kind of confusing even to me like is it technology and maintenance, right? >> Or is it the maintenance of technology? >> Right. So I mean in the end it's technology whether it's maintenance or purchasing or replacing >> whatever. Yeah. Whatever the need is. >> Yeah. >> I also just wanted to say I appreciate the interdep departmental collaboration visible and you know been behind the scenes. I mean I think it makes a lot of sense and we can only benefit from that. >> I appreciate you saying that. That is something that I think from day one we have really tried to do. There's
017so much uh commonality in in working together with that. So, how do we make things streamlined from we both do work tickets, we both do things like that. So, how how do we do that to the misuse to everything really? There's so much partnership with that. So, something we've really focused on. So, thank you for noticing that. >> I can tell you. >> Yeah. Well, and 7.4 removing that insufficient maintenance that falls under our other OE in general. Like I think it's kind of almost as the crossover rate, which is our facilities management one. um because it reads inadequate repair, cleaning, inspection or upkeep as outlined by specifications or operational policies and procedures. So maybe it's not that we necessarily want to take up insufficient maintenance. Maybe it's that we add in technology or something.
018>> That's not the I don't think that's where the word maintenance. >> He's taking it out of the of the indicator. Indicator. >> So we want to keep that in policy language. >> Indicator three. >> Indicator. indicated three says 95% of technology maintenance requests are completed within the school year and the question whether [clears throat] it was requested about just maintenance or um all tech requests basically helps. >> Okay. >> Yep. >> Any other questions for us? >> Oh, I'm sorry. Yeah, I was waiting for you to look at me. So, nothing on this year's capacity building. So, we gave you enough money last year. You took care of all the cameras and tech. I mean, >> we're getting there. >> Actually, that it's kind of a two-part question. >> Sure. >> So, there's nothing
019under the capacity building part, but are you still kind of in a I don't I don't know if it's a rebuilding or discovering kind of stage as to where things and analy analyzing kind of stage >> with Yes. As regards to cameras. >> Yeah. Uh so with our safety strategic plan, we started our our camera portion of this right now, which is truly getting everything that we have up and running to make sure that it is operational >> to see what do we actually have within our buildings. Uh so some work coming up will be coverage maps of of buildings. Then it's looking at what do we have? Does it sufficiently um meet the needs of all of our users? And then from there, do we need to go to a process to look at
020what's out there? how does it match and meet and then move on to to upgrade with that technology moves so fast right >> that we want to make sure that we have those tools um that will save time for our building leaders and and use this to the best of our knowledge so there's a lot of work I think that we still have to do with what do we currently have where are their holes where are there gaps is it consistent is it reliable our technology changes so often and right now I was very surprised to find out the length of a camera is about four to five years, which when you think about we have a building that's four to five years old that has over a hundred cameras in there, right? >> Yeah.
021It's like, oh boy, I don't think we'll ever get to that place, but how do we develop a system where we're not getting hit with it all the time? >> Does that answer the question? >> Yeah, I can kind of see where you're probably still at the >> figuring things out. This was a big issue. We capacity building, we put this in there. >> Yeah. and then moving on. So, >> yeah, we'll keep keep learning. The thing I think I'm um I'm most proud of is that we have things working and when they don't work, we have a system to collect that data, fix it, and then move on with it. That that's the neat thing that where we're not just going, "Oh, well, it doesn't work." Nope. Now we can fix it and move
022forward. It's been really nice to see that again, that collaboration between our departments and and how that works. So are the cameras not the system that you have in place with the QR codes like tagging our assets and figure out the lifespan. Are the cameras not part of that? >> Cameras are not part of that. Okay. >> No, that's a totally different system that we have with that. So we decided not to go with that. Our larger assets $25,000 are the ones that are with our team. We could get to that point with that. U but in [clears throat] >> personally I believe that those things go so quickly. >> Yeah. >> That it's hard to stay on top of that. I just think I mean you just and the reason you sprint that is
023you just said a hundred cameras in one building could be an an exorbitant expense. I have no idea how much they would cost but I would imagine it would be >> Oh yeah. >> You're buying the latest and greatest, right? Like in every four to five years >> could start to add up. >> It can start to add up. Yeah. To have that kind of coverage and have that kind of technology and it's changing. >> Yeah. >> It's cloud-based. It's a nod. What kind of >> I think it goes back to what do we put in the reports as far as do we say is it redundant to say support the safety strategic plan because that's really what you're living right now is the strategic plan of you know making sure that the cameras are
024being maintained that we're cap you know using them to capacity >> um and not just replacing them. So that's a part of the strategic plan. >> Um, >> make sure we're not chasing shiny objects, >> right? Yes. Let's use the things we have. Well, >> exactly. But they are a commodity. So I I get a QR code. I get their hands that maintenance requirements. >> Cameras are a commodity. once they expire they expire >> supply >> and I know in other reports we do write like continue to support the professional development budget so those are things that I mean it's good feedback that it might help the board know that we need that continued it's not like we've arrived and we're done with the safety budget you know it's so that might something for us
025to think about as administrators in each report to make sure we reiterate that we just kind of assume it's a given that We need that. [clears throat] >> No, just I and think about what she said. >> Yeah. And I mean I I'm open to feedback on that too. So >> of course hearing no other questions. Is anybody care to make a motion on their report? >> I'd make a move to to uh approve as it was presented with the complant. Okay. We have a motion. Do we have a second? >> I'll second it. >> A second. All those in favor say I. >> I. >> Any opposed? >> Motion passes. Thank you both. >> Well, do they want them to stay up >> the indicator changes? We talked about >> Oh, indicator talked about
026it. >> We did talk about the indicator changes. That is the next item on the agenda for the OE7. Linda asked about it. >> Um, and >> yeah, no, makes sense. >> Clarified. Does anybody have any additional questions on the indicator? >> Makes sense. Yeah. >> And so then it would come back in um a consent agenda at the next regular meeting to have that indicator change and then um Ann will help Russ make sure that it's changed for next year. So >> I like that it's changing it to a language that you understand now that you are living and breathing the report as well. So that makes sense. So all right, no other questions. All right. Thank you both. >> Thank you. That brings us to item B, presentation and possible approval >> 1205.
027Do you want an amendment? >> It would be to the budget, right? >> Oh, yeah. To the budget. Yeah. Sorry. >> Yeah. Now we're Yes. >> Are we okay with that? >> Yes, I think we are. >> Let's tackle it. Okay. So, there is an overview in the packet. Um, and I'm going to highlight these things. Um so the biggest thing to um highlight is the resulting mill rate of $9 per thousand of equalized value and that is below the projections that were made prior to the referendum. So the for comparison and the 2425 mil rate was $8.73 and the referendum's projected impact had estimated an increase of 72 cents. So we are um 27 cents higher. So, um, or lower, sorry. Um, uh, so at $9 per thousand. That's the biggest thing to kind
028of know as a board that that's the impact. Um, the overall operating budget expenses are $66 million, $676, and 123. That's a big um number to wrap our heads around. We're going to talk about the factors um impacting that revenue limit. So we received the information from the state October 15th about how to calculate that revenue limit and it's the primary factor determining the majority of the operational re revenue available to the district. The calculation multiplies the three-year rolling average of our full-time equivalent enrollment. So it's the three-year average which we've talked about when we were out and about for the referendum last year. Um and that includes the September count and the summer school count. And so some of the numbers we'll be going through. Um in the student enrollment, a third Friday count
029resulted in 4,211 resident students compared to 4,147 last year. Um, additionally, the 2025 summer school FTE was 68 compared to 57 in 2024. Um, so I'm going to go back up to the top a little bit. Some other factors that influence the revenue limit include the transfer of service, private school vouchers, prior open enrollment, reduced or rescended taxes, and approved operational referendum. Okay. So, something Oh, >> sure. I can bring it up. Is it in there? >> Okay. >> Yeah, why don't we? Okay. So, um just something for the I think the board knows this that Kathy Davis um our business director just had a medical emergency. So, um we're going to actually bring up a presentation besides what's in the packet right now. So that there may be some visuals to go with this,
030but I'll keep going because some of the important factors are transfer of service, which you have heard about before, but just as a reminder, that is a way to make sure that we are charging other districts um when we receive a student with significant needs that we can charge back to the other district um funds that they are receiving. Um so that way we are um getting the revenue we need to help meet the needs the high needs of um a particular student. So let's see how far are we off on this now. We talked about the mill rate and the difference the equalization aid state aid. We haven't gotten to that yet. Back to that. [clears throat] So the revenue limit is determined by we just talked about student enrollment transfer of service and
031then voucher enrollment. There was an increase in vouchers um from the previous school year which is impacting about $131,000. Feel free to stop me and ask questions too. Okay, >> you're good. >> Okay, so here's a chart of the student enrollment over time that Kathy included. 2000 just for reference. So those that it's a it's a chart tricky to see. 2016 enrollment was 3,661 and then um 2025 4,273. >> Can I ask question? >> Yes. When we see the large amount of difference of the same grade level, is that like alarming or is that no? Like we just it's the same year from this pre pre I should say from the prior year, same grade level. So like when we see that there's less 4K students than the previous year, is that just like how
032we're looking at another way to look at a trend in enrollment? >> Yes, it's another way to look at a trend in enrollment. And are you looking from last year to this year? Our 4K, that is true all over Dane County, by the way. >> I'm just looking at all big numbers. When you see that there's like where there's not some when we started to see that enrollment coming in, all of us superintendents in Dane County immediately starting to ask each other, are you seeing a decrease in 4K enrollment? However, our um population study predicts right now the three-year-olds are are high. the count of three-year-olds um in the communities in Dane County. So, >> next year next year, >> next year. Yeah. So, it is a blip and it's one that we have to
033pay attention to, especially as we talk about um maintaining class sizes and hiring that we would, you know, be really careful to uh monitor especially elementary and as the years go on, you know, we tend to add staff because we're a growing district. We will definitely monitor that that we wouldn't want to have over additions just because we're used to having about a class size of 300 >> on. >> Yeah. Go ahead. >> Summer school, do we get the same amount per student? >> No. >> Okay. >> And I don't know the exact calculation, but we do not. >> Okay. Yeah. >> Just be percentage. >> Yeah. >> Okay. Other questions I can try to answer. >> Okay. So, back to enrollment trends. We've seen this graph before. We showed this at our last community
034engagement session. Again, growth over time is predicted even with the 4K blip. Um, we will the prediction is to continue to grow and maximize our buildings and our space. I think I'm going to stick with the uh information in the packet too just because I want to keep going with the impact on revenue. So, I talked about student enrollment, transfer of service impacts revenue, and then voucher school enrollment. and our voucher school enrollment again I shared increased by about $131,000 and that is direct impact to our taxpayers um one of those things that we definitely have to pay attention to. The tricky part of that is we don't know where those kids are, where those students are. I would love to find out more about that. We have no information. Um yes, >> this is
035money that the 131 is being paid to >> district ABC school, >> Right. And that's it's one of our challenges in public school is that we don't know how to even get the information about what what you know reasons why families are choosing because again it would be nice to have that if we there's things we can offer or improve upon um we're always willing to dig into that. So, >> as a district, can we can we I know we can't and we can't ask to somebody if they don't want to share it, but can we ask the question in a in a newsletter say if you opted to somewhere different would you please share your reasons why? >> So, newsletters newsletters go to our families, right? We could send it to in a mailing
036>> out to out because our not our families obviously um [clears throat] >> you know what I mean? So, we have to do a a public mailing of some sort. >> We are going to be doing a mailing for the community um sessions and I know that CA um Diana Cadri and I have talked about this before and Kathy Davis, so director of student services and Kathy about how could we get this information and we've brainstormed a couple of ideas. So, that is one that we could explore too. Um it is like it serves us well to know the information. Um >> for sure. >> Okay. So that's a factor in there. And >> question. Yes. Do we know um how many students and the ages of the students who >> No, we don't know.
037Well, I don't know the ages. We do know how many I don't have it sitting here in front of me though, but I can get that to the board. >> It might be interesting. >> Yeah, >> you're taking a Thank you. [laughter] >> Okay. Um so let's continue on to the re revenue limit calculation. So in your packet you have the calculation of equalization aid, state aid for the computers and then state aid for personal property. Our operational referendum is a factor in there of course. However, it's coming in at a rate that's better than what was predicted and shared with the community. Um trying to think what else to highlight out of here for you. So Deorest was one of the 26% that received an increased amount of state aid compared to 2425. So
038that is also a celebration for us that we received a little bit more. Um and then some budget highlights. So, we have some general fund 10 increases by $320,000 uh and 378. That's our general fund. General state aid increased by 158,000. Open enrollment revenue decreased by 117,000. And again, open enrollment revenue went down because we denied as a board denied seats. I should say you all denied seats um to some grade levels for the last two years because of space capacity. Um so trying to make sure that we are maximizing our space. Now at the same time in this last bianium budget the state actually allocates more money per student um for open enrollment. So, a project that Kathy Davis is um working on right now is what is the tension point for us? Where
039could we possibly add some open enrollment so that we can gain that revenue without um impacting having a need to the need to hire staff and space. So, we're hoping that we won't have to be in that spot of having to decrease open enrollment knowing that the state just put into place providing more funding for open enrollment seats. Do you have questions about that? >> Does that mean we get more per student? >> You get more per student, but because we have students leaving and not we've denied coming in, we're losing more per student. >> So, we want to get to a neutral spot, right? Um, we have many people that want to be here, but they've been denied because of the zero seats. So, it's a it's a true revenue making thing for districts.
040Um, and something that we need to be mindful of that we want to be in a neutral spot with that. We don't want to be in a space where we're letting more go. However, we also don't want our buildings to get full too fast that we need to build. So, [clears throat] it's a good little project and dilemma for us. And the numbers are look are they looked at that way in terms of [clears throat] you know we would have second grade available at Eagle Point only do we >> no it's not it's only by grade it's not by building and then we can assign where they go what building and sometimes people deny because they want >> that's okay that's right right >> y okay any other questions those are good ones but know
041that more information is going to come to you about open enrollment before you have to make the decision about number of seats. >> What's the logic about giving somebody more money to be in a different school? To me, that's counterintuitive. It's almost encouraging people to look outside their district. >> Well, I think it it's because of declining enrollment in the state. I think that's why. But we're not a declining enrollment district. So, that's the that's the dilemma for us. >> Okay. Um and it's supposed to uh feed like it's that um it's the you know helping to give people choices for sure but the issue for us is that you have to deny it before choices can even be made. Otherwise we would be we would we based on the amount of denials that we've
042given we would be in the positive side a choice you know district with open enrollment. >> No I understand the voucher thing that makes sense. >> This is different. >> I mean this is totally different. saying if you want to go to the neighboring school. >> Yep. But we've denied them because of space. Right. >> But if we had denied them, state is saying if I go to a neighboring school, if I send my child to a neighboring school >> that that school get more revenue than if I stayed in my own school. >> Yeah. >> So [clears throat] I'm understanding it correct. >> Yes, that is correct. >> And I think is that a fixed amount across the state? >> Yes. Per student. And that's a new part of the budget. Right. >> So
043that's I think why is because the amount of revenue that the the levy per student is different by district. So, correct me if I'm wrong, but we have X amount per student here in Forest. We're below average for the state. >> So, that means that the they probably took the average for the state and that's what gets paid out >> probably. I don't know for sure, but that would be my guess is to try to level that. >> That make sense? >> Potentially. So if you're So if you're like a like Verona's 14,000 or something for student, >> they wouldn't be making money off of >> they would they would actually lose money by taking in open enrollment at that situation >> at that district. >> Y we know the data on how many requests
044we get. We >> Yes, we have all that tracked. Yes, we could also provide that in a board update. That's part of the project is to make sure that you have an aware like you have an awareness before going into making that decision about um >> about yeah open enrollment se >> I think um when it comes time some of that data when it comes time for the nextational the educational part of it board education. >> Yes. Okay. So, one question that came out of the referendum in particular was about um where would we end up with revenue by enrollment type. Um so, we're at $12,640 per student. So, that's where we're at about how much we get per student. And then I feel like Kathy's sending me a message. So, she says the levy
045paperwork. So, this is she's from urgent care right now. The levy paperwork is in the pink folder on her desk for Jeff to sign. [laughter] >> Um, she's with Kathy Williams, so she's taking care of her as well. So [laughter] um so another huge part in the packet is our long range forecast and that's something um I know that is in the estimate only phase as of October 21st and the tax levy again is $9 per thousand. You see the different funds here. Fund 10 is our general fund 41 and then again home market value and property school in uh impact. So board action is needed about setting the levy. >> Do you need particular language on that? >> Yeah. Does any first does anybody have any questions further questions than what we >> That
046was a question. [laughter] >> So I had one question which is kind of related to the doctors. Um I know this has always been confusing on text wanted to make sure I understood it correctly. >> And so the voucher total is 600 and something. I forget exactly the amount. Uh by my calculation it's about 13 cents mil rate additional. >> Say that all over again. >> Approximately 600,000 right over 600,000 for vouchers this year. Um by my calculation I'm guessing I'm estimating 13 cents mill rate impact. >> That's not part of the $9. >> It shows up on the tax bill as part of it or >> Yes. Well, I don't know what shows on the tax bill, but it is not in the $9. >> Okay. [clears throat] >> I don't think it's separated
047out on your tax bill. >> I do. I think that's been a request of um I've seen that come through more transparency for everyone that um what the taxpayer is shouldering for voucher schools um is something that has been requested of legislators and >> just showing people I think the request was showing people where the money was going regardless of where it was just kind of breaking it down I think is what I've seen >> it's still a relatively small proportion of the total but it you know you can see we're in a district where there's a lot more voucher usage Yes. Yeah. Okay. Any other questions? >> When you look at the expenditures, we've transferred some I don't want to say significant because when you're talking about 66 million, it probably doesn't seem significant,
048but some some funds from special ed, I should say to special ed and to food service were the two kind of biggest ones >> out of general fund. >> Right. So it is normal all districts have to transfer funds to um for special education because it's not fully funded. Um now in the last budget um bianium budget there was more added to that but we're still not even close to fully funded. So that is normal that that has to transfer to special education. Um and then food service we are working through that um and making sure that uh that's really being audited and um make making sure that we are aligning the work to the USDA rec like uh requirements because we have a lot of those the USDA requirements. So we're bound by a
049lot of rules with food service and also our food service director is getting really creative. So trying to up the numbers. We probably some of you were involved with even like the homecoming grill out. We we were all there as administrators helping to grill food and feed, you know, children. So we're trying to up the um we need more children to take uh our hot lunch program. So again, that's why there's a transfer to those. Good questions. Other questions? I have a question I'm not sure you can answer, but do we um does anybody know the the impact on the budget of the government shutdown? I mean, I I don't know how we we need to do this based on what we know right now, but I'm just wondering about >> So, a couple things
050that are impacting us right now, not really with the shutdown, but more with the federal government is um we are counting on a small grant for um it's immigration grant. that money hasn't been talked about or appropriated or we don't know where that stands. So, we're we had to move some funds from general fund to help with professional development for our teachers that teach English as a second language. Um, so that's an example of impact, but it's not large right now and we're able to manage it. Um, otherwise there isn't a lot of other impact from like government shutdown perspective at this point. >> So, I wonder what federal because the food program is fed. The USDA just said they weren't sending out money in November. >> Well, that'll be a schools, >> they're expecting
051to receive what they need for >> as far as I know. We get updates from DPI weekly on things and I get that information as >> as it comes. >> Thank you. >> Any other questions? >> Good. >> No. Okay. All right. Hearing none, would anybody care to make a motion on >> I'd make the motion if you tell me what isable. >> I would move that the total tax levy should be set at >> is predicted at >> predicted at 44,89,894 which is an increase of 4.57 million 11.4% 4% over 20 2425 with a mill rate of $9 per thousand of equalized value. That's that's my motion. >> Thank you, Jen. You're welcome. >> Have a motion. Do we have a second? >> Have a second. All those in favor? You want a roll
052call? >> I would like a roll call for this. >> Uh Janberg, >> yes. >> Brian Coker, >> yes. >> Sue Esser, >> yes. Yes. >> No, this is for just setting the levy. >> This is for setting. >> Uh Jeff Hen, >> yes. >> Linda Lhart, >> yes. >> Love, >> yes. >> Stephanie Sar, >> yes. >> Megan Taylor, >> yes. >> Gussy is absent. So motion pass. >> Okay. Thank you. Um that brings us I'm just going to say what it is because we're kind of outnumbered. um to presentation and possible approval of OE5 financial planning. Okay, so this is me pull this up. All right, so Kathy Davis also oversees this report and inside the report there are several things that relate to the budget parameters. Some things that I want to
053highlight in policy is that you see those budget parameters and that they align to the results reports and operational expectation goals for the year which goes back to that question and I we don't have to discuss it at this moment but maybe when you accept the report back to the question that I think Sue was asking about is how is is it important to keep some of the things that we want to maintain in our reports so that it's reflected in 05 so that kind was a click for me of like maybe we [clears throat] should be doing that because there should be more of a connection there. I mean there is a connection there but it's something that Kathy Davis makes an assumption of um and should we be more explicit. Um a couple
054things with this I want to point out. Um the budget parameters are start st start way back in March to give you um an update on like first of all I feel like now all of decisions for budget you'll want to start with open enrollment seats in January when those have to be approved now that it's more of a impact. So that's something we'll be again making sure that you have all that information well ahead of time. Um, and then the second thing I wanted to point out is in March we want to start bringing you things like where are we at with enrollment prediction at this point because uh we have our data um usually you know we have enrollments throughout the school year so we want to make sure we bring that to
055you and we have brought that to you over the years identifying capacity building from the previous reports all year so that you can see where we focused in on um for needs. Um, again, another component of this is making sure we're aligned with woofer, which is the requirements for our accountant and for DPI. Um, which Kathy Davis does a fabulous job of making sure we are in alignment with that. Um, another key highlight here is making sure to that you all see the assumptions again nice and early. We monitor the legislative updates, provide you that information when we have it, um so that you're able to help make those decisions about the budget. Um through here, we've been able to maintain our double A plus bond rating. Um so making sure that that's a highlight.
056That's because we keep in policy um that 25% um which is a key component of keeping that double A+ bond rating. See what else do I want to pull out of here. And at this point, I'm going to turn it over to you. So, what question? Oh, sorry. I'll turn it over to you. Yep. >> All right. We've now heard >> you can make a motion to accept the honorary report. >> Thank you. We have a motion. Do we have a second? >> A second. All those in favor say I. >> Any opposed? Now we can ask questions. Yes. >> Questions for Rebecca. I I also I mean I went back and looked at our how many times it got brought forward for the board to see on the budget. >> Um [clears throat] we
057see it a lot. We do a great job. >> Um and and how she ties it to our policies and what we're asking for in those capacity building. Um, I think the only question I had would would be like what what weren't we able to do, right? I think about capacity building and sometimes I think Roz said this in in his last presentation to us before just >> there's a lot of want and where are we prioritizing the need or what maybe didn't weren't we able to accomplish that maybe we wanted to. So, something I want to make sure I um have mentioned a couple times and it'll be drawn out in the R2 reports is that um with Act 20 for our elementary teachers um and for the big drive and it's the right
058work to make sure our kids are literate um we want to make sure we have enough intervention um for literacy and numeracy at the elementary level in particular and then enough to also carry through when students haven't necessarily made those gains. um so that we can um support all kids all the time. That doesn't require that they have to have a special education um pro, you know, I mean, if students need special education, great, but we we want to make sure we can provide what we need um along the way. So, just know that that's something you're going to hear more about in the R2 reports is how are we supporting literacy and numeracy and growing our kids. Um, so that's an area that you'll hear about um eventually and we'll be able to we
059are making decisions with you about how to um maximize our staff to do that. >> So my question is more like do we have like a master list of all this capacity building or action plans that [clears throat] then were like maybe what didn't get paired up to a budget item >> that we were looking for. >> Does that make sense? >> It does make sense. the bottom each of the OE that has >> I'm saying I'm sure that's happening. I'm sure we'll see that in R2. I'm just saying from from a budgetary financial planning standpoint >> is there stuff from those action plans and other reports that were not that we maybe had a master list that didn't she matches them up usually very well. I'm just saying is >> that is that process.
060So it sounds like that is a good thing for us to bring back as an administrative team >> is that >> uh the list really. >> Yeah. Just as we consider maybe budget parameters for next year that we're like okay what are we maybe >> not going to be able to hit or where we >> Yeah. And so I gave an example of that, but there might be more and I'm sure on the operational side of the house would say their parts too, but >> um >> so let's we'll making a note of that. >> Yale, are you looking for like the wants list like >> Well, I mean, we get Yes. I mean, I consider our action plans and and obviously we talked about tonight, you know, stuff we're maintaining, right? So there's stuff
061that they're going to want to continue say that we receive a report they want to continue working on stuff that they, you know, have an action plan for and have capacity building like they want more or [laughter] more resources. If there's times where there's potentially we just can't afford to do that, I want to know that, right? I want to know if that's or maybe we're hitting them all and I just don't know that. Just the thought. That's all. >> I think it's more that way. Yeah. I think it's I'm sure it is trying to >> um >> shoot. Oh, from when I asked the question before about capacity building and there wasn't anything listed looking at it from terms of like you gave the example continued support for professional development this >> which I
062would identify as if you have to take money from somewhere don't take it from this >> versus we need >> a hundred more cameras. So capacity building tells me, you know, we need $4,000 for these C. Do you see what I'm saying there? So I do >> you brought up the example about having directors put that in capacity building. um wasn't exactly what I was thinking at that moment, but from this conversation. >> Yeah. >> You know, please don't take, you know, this is we really need to keep this, >> right? Because I mean, I think every couple things public education doesn't tend to feel like they have enough, right? Um and we also know we can't keep, you know, just taxing people. So I like the phrase if I have to take money from
063somewhere don't take it from this like this because of it supports policy that supports our kids that's comes from the community that they care about. So, I appreciate that statement and I think that can help drive the director's decision making and administration's decision-making because when we go to make budget priorities, we work not just as a director team, but we bring it to our all of our um other leaders, managers and principles, associate principles um and they help prioritize. So that's an important concept for them to know too is that if it's in these reports, it's a part of the priorities of the community and the and the board. >> We're not going to take it from that necessarily, >> right? >> Thank you. >> Yeah. Other questions? Hearing none, I would entertain a motion.
064the uh board policy 085 monitoring report is compliant. >> We have a motion. Do we have a second? I'll second. We have a second. All those in favor say I. >> Any opposed? Motion passes. Brings us to review of the board policy and any potential indicator changes. >> There are no potential changes. Okay. I don't think there's any >> unless there's any questions from our >> I don't think anything was unclear in the report that we would consider changing. Okay. >> All right. Moving on. That request to public input. I have Bernie if you want to come up. I think we're going to have you be at the podium. >> You may go ahead and read that first. She's going to read a statement first and then we'll get started. >> So the public input
065statement that the Forest Area School District's Board of Education values community input and actively seeks community engagement in many ways. We thank you for taking the time to provide comments and feedback to the board. Know that your thoughts today are appreciated. As stated on all our agendas, this meeting is a meeting of the board of education held in public for the purpose of conducting the school district's business. Therefore, public comments by district residents limited to a total of three minutes in length per individual. Important to note is the Wisconsin open meeting law requires that the board of education members do not discuss topics, respond to questions, take action, or otherwise engage in conversation related to items that are not listed on the board's agenda. However, members of the board may actively listen, ask questions for
066clarification in order to understand your concern better. If needed, you may be referred to district staff to help address your comments. >> Thank you. >> Yes. >> All right. Somebody started this for me because I have a problem. >> Okay. >> Good evening, ladies and gentlemen. I bear gifts today. Three things. One is congratulations again. >> Two is more data, more research. >> And three, unfortunately for the superintendent, more work. >> I'm sorry. >> I love work. >> Love work. >> As long as it's good for kids. I just wanted to point out to you the two things I passed out. >> The first one is this plain one without the picture. That's the data that drove the presentation. Okay, as you know, some know some don't know. I'm a data driven guy. Okay, just
067because you can do something doesn't necessarily mean you should. I enjoyed the conversation. Take it from here, not there. Okay, is a recurring situation. I'm not here as your adversaries. Okay, I'm here as your customer. Okay, I understand perfectly from an organizational standpoint of view the importance of data. Okay, but I also understand that data can be manipulated. There's a data bias, seven character data bias. Okay, what I'm experiencing in my research in the data that's being supported is the only way you fight data bias, okay, is to provide sources of your data once you if I say something in a paper, I assure you it will be sourced, okay? Not speculation. I assure you that I pulled it from somewhere. I viewed for one month 4,350 lines of budget detail last month of your
068school. That's why you got that nice letter. That was unbelievable. You don't hear that. Okay. But I want you to understand clearly what it is. We know that the deforestation school makes sure that all the beans are being put in the right jar. That's what that means. That's that's what it mean. It's an astonishing accomplishment. Okay, given your budget, congratulations. Okay, but as my letter said, I'm going to my next page, which is the ugly page. It's the political thing. What's the money being used for and why? Hence, this paper. I'll be honest with you folks, do no fault of your own. I'm not here to fault. I'm here to point out that there's alternatives and I don't believe the alternatives are being looked at. The schools are being turned into mental health clinics. This
069board 50% of your money goes to nonacademic using seal has been prostituted since its inception. Here's the research. Not me. Talk about the range corporation. We'll tell you, look at the look at the results. Okay. Seal is not doing what it was designed to do. It's been expanded way beyond and the counties and the state legislature have pulled a three card money on you. Okay? They don't fund mental health clinics or people to do something. What they do is they fund people to tell you what you should do. Okay? And you don't have the resources. Okay? >> You have about 20 seconds left. Sorry. [laughter] >> I want to point to you one big thing. The unaccountable, unacceptable, and inexcusable use of ceases, the budgets and the money, and it's a diversionary process from the
070legislature. Well, believe me, I'm using your data. These are your numbers. These are not my numbers. I thank you for your time. >> All right, that brings us to board consent agenda. Does somebody care to make that motion? >> I'll make a motion to approve the consent agenda. >> We have a motion. Do we have a second? A second. All those in favor say I. I. >> Any opposed? That motion passes. That brings us to board superintendent consent agenda. >> Make a motion to approve the superintendent consent agenda. >> Okay, we have a motion. Do we have a second? >> We have a second. All those in favor say I. >> I. >> Any oppose? That brings us to press, which he brings us to board debrief. And Sue, you were at agenda planning, so
071if you want to lead the brief. Um yes [laughter] um thinking back to when lost his name it's here in May >> John thank you um we had a a small discussion on debrief step but um an interesting idea of another board looking in we talk about boards observing other boards for feedback. So if we had another board here looking in, you know, what is a statement, not a long drawn out, but what's just a statement of of something they observed about how our board functions? >> Think you want us to say what what statement you think they would make? >> Yes. So for example, I will start out in terms of um there's um the idea that we are respectful of each other and you know we don't raise our hands to speak like
072it's now I'm going against what I said making it long and drawn out um but respectful and waiting our turns and everyone getting a turn and still being able to say what we want to say without making it a mess. Anybody else have a thought on a statement they another observer would make? >> Think that they would come in and they would see that we're all prepared. We come ready to ask the questions and it's focused in on what we're talking about. >> I've watched other board meetings, you know, online and things like that. I mean, I think because the way we we're governed, it changes the the way we maybe ask questions and the way we do things. I do agree with we feel heard and we feel we can wait and be respected
073and make sure it gets an answer. It is very fluid here and I don't think everybody talks over anybody. It's it's just very professional, very fluid. >> I would say we're not very formal. informality works. I mean, so that everybody does get their say [clears throat] and nobody's making speeches, per se. And it's just like we're polite with each other and listen. >> It's a galvanizing group. And and tagging on to that I think about it a lot that you know we are governed by Robert's rules border or we use that as a guiding factor in the big umbrella sort of way because we need it for guiding but we function under that well. >> Sorry I think you the words that came to me were efficient and professional. Everyone does a good job listening.
074You know, the way SR phrased the question made think it's really hard to take an outside view when you're sitting at the table of what you look like at the table. [laughter] >> So, I'm guessing >> Stephanie thought I was [laughter] um fresher and I think we're all present. >> Okay. >> Thank you. I think um in the idea of we know of struggles other boards are having as like Jeff said looking in and seeing what's happening on their boards and reflecting back as what does or doesn't happen here. So that was kind of >> interesting way to look at it. Thank you. >> That brings us to adjournment. Would somebody care to adjourn? I'll make a motion to >> We have a motion. Do we have a second? >> I'll second. Second. All those
075in favor say I. >> Any opposed? >> Meeting is a journ. >> Thank you everyone. I need to sign. >> I'm gonna go grab those and browse them. >> And then I'm trying to find