GBAPSD Board of Education Special Meeting and Work Session: February 9, 2026

001(upbeat music) (James) Good evening, everybody. This evening we'll start with a special board meeting. We have a couple of agenda items and then we'll reconvene in our work session for this evening. So, Kinsey, please call roll. (Kinsey) Becker? (Andrew) Here. (Kinsey) McCoy? (Laura) Here. (Kinsey) Lyerly? (James) Here. (Kinsey) Gerlach? (Lynn) Here. (Kinsey) Mineau? (Alex) Here. (Kinsey) Knill? (Jeanette) Here. (Kinsey) Meister? (Samantha) Here. (James) All right, everyone is present and accounted for. Lynn, would you please read the motion for action item 2A? (Lynn) I move that the resignation of staff as presented be approved. (James) The second? - Second. (James) Discussion? Kinsey? (Kinsey) Online voting is now open. - Andrew, are you able to vote online? (Andrew) I'm still working on, I'll vote aye for this one. (Kinsey) All votes have been entered and the motion

002is carried with all board members voting in favor. (James) Thank you. 2B, Lynn. (Lynn) I move that the retirement of staff as presented be approved. (Alex) Second. (James)Any discussion? Kinsey? (Kinsey) Online voting is now open. - Andrew, do you want to voice vote again? (Andrew) I'll vote aye. (Kinsey) All votes have been entered and the motion is carried with all board members voting in favor. (James) All right, Lynn, would you move to 2C? Read the motion please. (Lynn) I move that the Board of Education enter into the agreement with SRL2 to modify the warranty deed dated June 15th, 2025 for the former Wequiock School property as presented be approved. (Jeanette) Second. (James) Discussion? - Alex? (Alex) I just wanted to provide the board perhaps and more so the public if anything, some extra context behind

003my intended vote. Just a quick reminder that I speak for myself as always and not the entire group. Ultimately, this deed restriction or a deed restriction was agreed to when Wequiock School was purchased. It is not in my opinion, properly being honored less than a year after being agreed to. I cannot support this when the direct benefactor is an entity and a situation that in my mind with, will with near 100% certainty result in a further decrease to our district enrollment, particularly for voucher students, which directly increases the taxes of every property owner in our school district. For context, vouchers this year cost me about $400 to my property taxes on one house. There is nothing that the district did wrong or could have predicted with the initial sale of this property. The situation our

004district is now in was not supposed to happen and leaves me with no trust with the involved party. I also do not take kindly to being cornered and I will not be bullied. I do not operate that way and I never will. I stand by what I say and I'm going, what I'm going to do and unfortunately, I do not think that we can always expect the same in return. I'm fairly sure I will be alone in this vote and in the end, we'll probably be better off for it. But on behalf of our district taxpayers, I would rather fight and I will be voting no. (James) Thank you, Alex. Others? Lynn. (Lynn) I cannot disagree with Alex and I feel the same way. That said, I feel like we are in a very difficult

005situation. We don't have a lot of options and we have, we are in a bind here with a lot of more important things that we have to put our energy and our time into and our resources. We certainly don't have the money for litigation. I feel very disrespected by this situation. Not me personally, but the board. I appreciate your feelings, Alex, but I think that the best thing for us to do is to accept the situation as it is now and to move forward and I will hold my nose and vote yes. (James) Others? Andrew. (Andrew) So I just wanna say that going forward, not that I intend to have us be in a situation where we're selling schools again, but if we are selling anything, I think it would maybe behoove us to get,

006I know you've been told while you're not supposed to be in the real estate business, et cetera, maybe it's worth consideration to keep a little bit more control over properties and see if we could be long-term leasing or doing something else that would give us more control. So we aren't stuck with these unfortunate situations. (James) Thank you, Andrew. - Others? Okay, Laura. (Laura) Can we take a voice vote, please? (James) Yes, any member which has the ability to request a voice vote. So Kinsey, can you facilitate that, please? Any other discussion? Yeah, we're ready, thank you. (Kinsey) Mineau (Alex) No. (Kinsey) Knill? (Jeanette) Yes. (Kinsey) Meister? (Samantha) Yes. (Kinsey) Gerlach? (Lynn) Yes. (Kinsey) Lyerly? (James) Yes. (Kinsey) Becker? (Andrew) No. (Kinsey) McCoy? (Laura) No. (Kinsey) Motion carries. (James) Thank you, everybody. And with that, we

007come to the end of the agenda for the special board meeting. I would entertain a motion to adjourn. (jeanette) So moved. (Lynn) Second. (James) All in favor? - Aye. (James) All right, thank you. Switch over to the next meeting, please. (Kinsey) Can I just take one moment? (James) Yep, actually, we're gonna take a five-minute recess. I have a few papers to sign, and then we'll come back and do the meeting. [Break] (James) Alright, thank you for your patience. We will call the February 9th, 2026 Board of Education Work Session to order. Kinsey, can you please call roll? (Kinsey) Meister? (Samantha) Here. (Kinsey) Knill? (Jeanette) Here. (Kinsey) Mineau? (Alex) Here. (Kinsey) Gerlach? (Lynn) Here. (James) Here. (Kinsey) McCoy? (Laura) Here. (Kinsey) Becker? (Andrew) Here. (James) We are all still present and accounted for. Thank you. All

008right. Do we have anyone or open forum or public forum tonight? Don't have anyone registered, anyone wanting to speak? Last call. All right. Thank you. We'll move on to the agenda. So we'll call David Johns to the table to go through the strategic planning section. [BLANK_AUDIO] And others, right? [BLANK_AUDIO] So before Mr. Johns gets started, we're trying something new. This board meeting, they have in advance of the meeting, filmed a screencast of their presentation. So we have all been able to view it in advance in lieu of a at board table presentation. So I think it'll go a little bit differently tonight. [BLANK_AUDIO] (David) Thank you, Mr. Lyerly. Good evening, board, student leaders. Appreciate the opportunity to provide another check in again on our strategic plan and our progress in the domain of thriving student

009body. As Mr. Lyerly said, the content for this presentation has been created for you by the team at the table. We will have access to the slides. So as we proceed through, if there are certain things that you want to emphasize or ask questions about or comment about, I'll be listening and navigating so that we can get that on the screen. We'll also be posting the screencasts to our YouTube site where we will have a channel dedicated to our strategic plan updates. And so the community can also pick up the full screencasts there, as well as the posted slides and memo that are in board docs. [BLANK_AUDIO] So with me this evening are the creators of this content that you've had an opportunity to dig into over the weekend. Dr. Eric Conn, director of curricular

010pathways and post-secondary partnerships is here. Katie Sukow and Christina Gingle, both associate directors of pupil services are here as well. Our focus as we reconnect with our strategic plan and the priority area of thriving student body is in the area of sense of belonging, teacher-student relationships, and the customized success plan. And my colleagues are here to talk more about and talk with you about their efforts so far and what we're learning as we proceed through this work. For your benefit, if you should find it valuable, there are a few topics that we've thought in advance and previewed in terms of possible conversation starters or some things that you might be interested in connecting with. These are not meant to direct your conversation. They're simply here. Should they connect with some of the things that you've

011been thinking about as you work through the screencast. I'll leave these up here, but again, I'm encouraging you to move this in whichever direction you're inspired by based on viewing the screencast. [BLANK_AUDIO] (James) So board members, if you have any questions for the team. So I have a couple now and I'm going to kind of take them in order, like the first section. Looking at the baseline data for spring of 2025 and the sense of belonging, I'm really interested in understanding if we've been able to ascertain what really is the difference between sense of belonging and teacher and student relationships. Why one lags behind the other. It seems like they would be related in some way and why do they have a more positive reflection on their relationships with the adults at the school, but

012still don't communicate a sense of belonging. [BLANK_AUDIO] (Speaker 1) That is a great observation that I don't know that we have a great response for. On the other slide, we did put the definitions of the two from panorama, and I don't know if it has to do with the subset of questions that comprise each area that you see such a big difference in that baseline data. But that's, yes, that's a really interesting question that I think maybe we need to take that back to our panorama and dig a little bit further into that. (James) See if it's just an issue with the instrument or the data collection instrument that kind of creates that variation. I appreciate that. (Speaker 1) Yes, thank you for that observation. (David) I want to add just another piece to this

013as we do that. And again, a great question and one that has me wondering, both a sense of belonging and student-teacher relationships or any other category that we use within panorama actually is a set of questions behind that topic. And some questions carry certain weight over others. And so we'll dig in and see what those questions are. Again, there's about eight to 10 questions behind both of these larger categories. So there might be something to that once we drill down to that level. (James) I'm going to pause to see if there's anyone else that has a question. Jeanette? Mike, please. (Jeanette) Since we're talking about the panorama survey, I just had a couple questions here. Is the survey 100% anonymous and what type of response do you get? Do you get 100% of the students

014responding? I doubt you get 100%, but maybe you do. Yeah. And is it totally anonymous? (Speaker 2) Thank you. Right now, the survey is anonymous. I would say that we are not at 100%, but we have been working really hard with our schools to be able to reach as high as we possibly can. And we have been above that 90% mark pretty traditionally. (James) Alex? (Alex) My question centers around the advisory. So I only know for certain that one person has been around the district since kind of around the time that I started or even earlier. And I say that because we're at things that have morphed a lot over the years where one of the schools I was at for a lot of years was the only one that had an advisory. And then

015obviously through COVID and changes, you know, afterwards, our advisory has taken shape in a lot of different ways. So my question is, if you have the ability to have you gleaned any information from all of the different past examples or versions of advisory and what has worked and not worked to guide with any clarity what we want it to look like going forward? (Speaker 1) Yeah, that's a great question. And that's exactly what we've been trying to do because as you referenced, we implemented advisory during the pandemic and there wasn't a lot of opportunity to plan ahead of time for content. So initially it was just about having that dedicated time and space for those relationships that we knew were so critical during the pandemic. And what we heard from buildings was that they also

016needed some content. So we did a number of things. We pulled together district teams. We provided a number of resources. We provided content. And then what we've heard from buildings is that this is great, but we also need some autonomy to be able to leverage advisory to really meet our building needs. And so as a district, what we've been trying to do is find that happy balance. And so through our partnerships with our targeted schools that we referenced in our presentation, it's a lot of that. So we're trying to provide some overall parameters that our buildings would follow, but also allowing for some autonomy. So we need to have some of that consistency, but we also want them to be able to, through the feedback cycles that we talked about, be responsive to their teacher

017and student voice as well. (James) Others? My last question on this part was your choice of target in the five-year target is 79, 76. Is that pinned to anything or is it just representative of a particular percentage shift? (Speaker 2) Yes. So with the five-year goal, we wanted to, we looked at our national data that was normed through panorama. And we also looked at, we have some evidence right now actually at a secondary school at our secondary level, 6-12, where we've seen some great gains and sensible longing around six percentage points of favorability. So we believe that that between that two and five, two and six percentage point increase of favorable response each year would lead us to that five-year goal. So we did do some comparisons internally with our internal data, and then we

018also looked at some of our national norming data. (James) So when you looked at the national norming data, what does 79% represent? Is that towards average or is that, you know, when you're talking about sense of belonging, when you norm it, what do you get from that norming process? (Speaker 2) What that's telling us currently is that with a 79% rate of favorable response, we would fall within a certain range, sorry, I'm speaking so loud, on our national, on the national data. So what I could say is a 79% would put us into a certain percentile on the national norm in panorama. (James) Right. And I understand that. And that's what I was expecting you to say. Can you name the percentile? Right. What was our target against national data? (Speaker 1) We'll have to

019get back to you with that because I would hate to say without certainty and we need to go back and look at that data. (James) I would appreciate that. Thank you. Just to know what our target is against that normed data set. (David) Yeah. And I think that even informs as the plan and the reporting of the plan evolves and grows, how we would even represent it as an annual target. Whether we hold to just our own growth, but then represent that in relation to where that would put us in a national norm. A great advantage of using panorama is that it is so widely used around the country, billions and billions of data points that help you place yourself in relation to where other schools and districts are within comparable settings. (James) Sam. (Samantha)

020Just looking at kind of how the data is being presented here. Obviously we've got the grades three through five. Is there a way to separate out the middle level from the high school level only because 6-12 is currently lumped as one and I'm just curious based on, you know, if our middle schools are reporting really high rates, but our high schools are reporting really low rates, then that kind of muddies the waters to not see where things are falling. So (Davic) Yeah, that could be done through some disaggregation based on school reporting. It doesn't come to us that way, but we can do some work on that. (James) Alex. (Alex) I apologize in advance for a potentially complicated question. I don't know how to make it easier, but in short, so as I can make

021it. We've kind of in recent years transformed our outlook and our use of study halls at the high school level and in short, correct me if I'm wrong, we've kind of lean towards a reduction and that kind of as a general part of the schedule. That being true or not, my question kind of is. While also factoring in an impending schedule change across the district at the high school level. Is there any concern? Did you have any concrete thoughts on not how study hall and then the number one thing that I look at in the data report where it talks about key suggestions and examples of students. The number one thing. Significantly was academic support in study hall dedicated time for homework catching up on missing work, silent study and obviously with you know that's

022hard to do in the resource time for variety of reasons. I think we can all get. So how does that factor into being able to meet that clear need that had a built in avenue in the past. (Speaker 1) Yes, absolutely. We heard that not only through that survey that you're referencing, but also when we went out to conduct our focus groups and really it's not just about another study hall, but it was about those intentional connections with the teachers and getting the support from their algebra teacher or from their science teacher. That then they didn't have to give up their lunch or give up an after school time and it allowed also for them to retake test all that sort of thing so that they definitely wanted a component of advisory time dedicated to

023that purpose. (Alex) So to follow up, is it. Are we missing anything in the practicality the feasibility of a 20-30 minute advisory time where we can't do those things that really need that more intensive opportunity and or amount of time. Are we maybe overlooking that we see the express need we get it, but are we factoring that in or, you know, can you do you have you thought about that yet as far as what that might look like in a concrete fashion to make sure we are addressing that need sort of curiosity. (Speaker 1) I think it definitely would be something to consider. I think what we're looking at advisory and that academic support is an addition to what that they're already see receiving in the classroom and instead of like in lieu of so

024I think that that process was that that that shortened time for advisory would be sufficient, but definitely something to consider. (Alex) Sorry, and one more question. Sorry, one more follow up because I guess maybe I should have started with what our study hall offerings for students right now as it stands this year. For high school in particular. (Speaker 3) So I know that they encourage you to take one study hall usually per semester. So most students have one study hall first semester than one second semester. And then I know if you're taking classes at UW GB, then you get a bunch of off campus time. So for me personally, I have a one through six and then I go home for the rest of the day and I also have a third hour study hall,

025but that's because I have UW GB classes where I use that time for that. (Alex) What does it look like for freshmen, do they all have a study hall automatic is it kind of open based on student do none of them have it because at least information I have that's outdated at this point. Some of that was in flux and there's different guidance that we were modifying that three, four years ago. I'm just curious if you know any of that now. If not, that's okay. (David) I think right now in the given the fact that we have three schools on one daily schedule, which is an eight period day and another school on a trimester. Currently, I think variances is The norm as we move to a consistent seven period day. It takes a period

026out of the schedule, which would often be filled with study halls. I've worked very hard with high school leadership to reinforce the importance of minimizing multiple study halls throughout the day. Let's have our teachers teaching and let's have our kids in classes. So as we move into that seven period day we should we should come to a more predictable medium. I don't know what that means exactly for freshmen, though. (James) Other questions or discussion. Excuse me. I have one question about the second strategic goal on Mr Conn. I was just trying to figure out what are The current strategic goals. The current years goal just to lay down the framework. It looks like there's baseline data. What What are they kind of In's and out's or the details that's taking a year to just lay

027down a framework is the question. (Efic) Sure, there's a couple different pieces related to that. Excuse me. One is just the current data that we are collecting. So it's a matter of What we have available to us and as we were unpacking that it's the number of data points that we wish we would have had as part of a comprehensive plan that A number of them are already outlined in some of our other strategic plan goals, but we want to make sure that we have that comprehensively for every student laid out as well as like we talked about in the Recording that we want to have a location that's accessible by all with a good data collection of it. So having the plan is one thing, but having it in a location that is accessible

028and does all the things that we talked about with data availability and ease of use for entry that takes a little bit longer than just collecting the data in one location. (James) Okay, so this is not a Reese reuse of current systems potentially or is it just selecting which system to reuse for this purpose. (Eric) Correct. And that's what we're looking at. And we start with we started with infinite campus just because that's the main student information system and we're unpacking that right now, but we're also looking at other systems that we have that may offer opportunities as well. (James) Alright, thank you. Jeanette. (Jeanette) Since we moved on to the to the second I had some questions regarding student plans and when I was looking over this I was thinking about kids who are

029put into a into a track and They're there on that academic track and they don't have other opportunities. This is what I saw when when my kids were in school when I myself back in the dinosaur years was in school. You were you were putting a track and that's where you went and you didn't get to dabble in some of the other things. I was very good at math. I learned In 1974 how to program a computer and that's the track I was on and my career ended up being a physical therapist very science based but I never I had to take a biology class and they put me in the lowest level biology class so I could take the highest level I was very tracked. I saw that also with my kids who graduated

030in the early 2000s and I don't think that's really great for students. So how does this plan is that what happens with this plan or is there Flexibility is the child encouraged as a student encouraged to investigate a few other things even though they may be very much. Oh, this is what I'm good at. Is that opportunity there. (Speaker 2) Great question. Yeah, the goal is really student agency student voice. The goal is to make sure that we're opening up every door and every possibility to provide students with opportunities through coursework through Experiential learning on site off site. There's a lot of experiences that kids are engaging with off campus as well as on campus. We want to be opening as many doors as we possibly can. The goal is really to help students to

031be able to know what they're hoping to do post-secondary and that we're preparing them to launch into that post-secondary pathway and we know that there's going to be flexibility in that because our our passions our pursuits our interest change all the time. But if a student has a goal that they want to achieve. Our goal is to help them to make that happen. (Speaker 3) I think it's good to have a chance to take whatever class you want. Like I know sophomore year I had an open period. So I took an art class. I will not ever probably do an art class again, but it was fun just to go in and just do an art class. (James) Alex (Alex) Do these plans. So how does this fit in with any of the other career

032planning like the ACP and stuff that we're required to do. Is this duplicative. Is it I mean how does it fit in. How do you envision it fitting in I guess. (Eric) I would say it's an enhancement of the academic and career planning process in the sense of we wanted to not limit it to just career planning. And that's one of the things that I mean it came up in the previous comments. We added the component of personal pursuits in there for the purpose of having a discussion of what students may want to explore that isn't tied to that career outcome. Whether it's an interest area or a hobby or just something you want to try. So it's it's taking what is part of that that were required to do but also expanding it to

033be more comprehensive of student interests and what those students goals are both for the career and their life preparedness. (Alex) So is it possible or do you envision kind of putting these two together instead of having what I think is essentially two separate things. (Eric) Yes. And we're not required specifically to have that type of plan per student. We want to have every student have that plan. (James) Other discussion and questions. Samantha. (Samantha) I just had a bit of a clarifying question. The benchmark information that was shared on this one. I know in the screencast there was some discussion about how they usually complete one element of that in the middle school years and then the other in the high school years. Is there any conversation. So finding the overlap of that can be tricky

034when you're only looking at a shortened time period. Is there discussion of having the pieces that are happening in the middle level being revisited or not maybe fully. Redone but having that reopened for as part of this additional exploration to make sure that there's updated information as kids are into the high school. (Eric) Short answers. Yes. So as we're looking at knowing we want more current data for our students for any number of reasons we want to make sure we want to have those checkpoints throughout especially their early high school years in addition to middle school. So we so students are recording what their interest areas are. (James) Others. Yep. - I will just say that the communications I was with my freshman, we will be attending their planning meeting next Friday. So the communications

035around that have been great and see it all kind of come in action has been exciting. So thank you for the work that you're doing. (James) Thank you very much. Okay. This time I'm going to transition the chair to Laura McCoy so she can lead us to the operations portion of the agenda. (Laura) Okay. The first thing we're going to have is a presentation. Regarding our 2024 2025 financial audit. Angie Roble. (Angie) Good evening everybody. So I have with me John Troutman. You may recognize him from previous years. He's been with the district for several years. We've worked with him for our annual audit. So John is going to cover kind of an overview of where we stand for 2425. I know that seems like a long time ago but this is how we operate

036in like three four different different years. So take it away John. (John) So sounds good. Pleasure to be in front of you again this year. Again the purpose of this meeting is really just a short 10 minute kind of an informal discussion. Spend the time to kind of look back into last summer. Talk about the audit. Talk about the results of the audit. Really talk about a little bit of financial information as well. So just to put that in context. So with that I will start with the independent auditors report itself which is. That's attached and board. Yep. Which is really the front of the document. The main financial report and that's really our opinion. That's the end result of the audit. So our audit firm Clifton Larson Allen CLA issues an opinion on the

037financial statements that is contained in that report. I'll talk about a few pages but really front and center. We did issue an unmodified opinion. That's a clean opinion. That's what you strive for as a district each year to achieve. Really your internal controls that operate through complex internal controls that operate throughout the whole entire district that ultimately flow into financial reporting. Both to your financial statements here that we're talking about and also to the Department of Public Instruction DPI really operate every single day right. An audit takes place once a year. It looks back on the previous year. We assure report and an opinion on that. But really your internal control operates every single day and the ultimate data that we audit is a product of that internal control. So again just to make sure

038that you see the full circle there. Emphasis of matter each year that there is an emphasis. We put that right in the opinion that's on the bottom of page one and that's really new gatsbies. So you heard me if you if you were here and heard me in the past talk about the various gasbs various new standards coming down this report here. This financial statement that you have in front of you is effective for gasbs statement number 101 and that's compensated absences. So what that did what that means or what that did is really Redefined what public entities what governments school districts etc have to report on compensated absences liability. You had compensated absences prior to this gasb what this did is it just simply redefined it and actually made it somewhat simpler to follow

039which is always a good thing. So again from a standpoint of the takeaways there will get too technical but ultimately if any benefits any compensated absences that you have for any of your employees are probably going to be able to do that. So again, you know, you're not going to be able to pay or used that step that's now technically a liability. It used to be just paid not used. So that's a little bit of an addition there. Liabilities tended to go up across municipalities and districts yours wasn't a significant increase again because you've had all of that on there and depending on your policies and so forth. So again, just wanted to point that out. That is a change in this financial statement. With the financial statements themselves I really want to jump to

040page 18 of the financial statements. which is your governmental funds balance sheet. And we focus in on that a little bit because A. that is how you budget and that is how you report to DPI so I usually cover those statements. What this is is a snapshot in time a balance sheet as of June 30th 2025 at the end of business of your fiscal year and it really lists all of your assets your liabilities and your fund balance. Again I won't read those to you but I but we'll focus in on what's what the carryover with what's left which is your fund balance. So $74,199,000 is your total fund balance at the end of 2025. There's four components of that fund balance non-spendable restricted assigned and assigned. They are in order of restrictions so the

041top number is most restricted the lowest number is least restricted. Non-spendable exactly how it sounds you don't have it to spend $175,000. You'll see that that mirrors the number on the top and assets of your inventories and prepaid items. Restricted so anything below that you have but now there's a $677,000 restriction on that fund balance outside of the district that's the important part of that. So that happens normally that's grants things legal agreements things like that that would have an earmarking effect on those a restriction on those funds. Then you're left with really the district's control and assigned fund balance of 13 million again is money you've set aside for particular purposes and that is money that's still available to you but it's set aside for reasons that the district decides that they want to

042carry that money over for. Then you're left with unassigned so we'll focus on that 60 million three hundred and forty six thousand of your seventy four million dollar fund balance is unassigned and unassigned is really what's carried over as a reserve into the year we're in right now the 25-26 fiscal year and and that's important to look at because again health of a fund balance is usually relative to the size of the district so what we typically do what what the industry typically does not necessarily us but that the industry typically does is they convert that into a percentage so you take that number that's 60 million and divide it into your total general fund expenditures so you have about 331 million in total expenditures for the year so roughly that's about approximately 18 percent

043if you take that number into that and that that's an important number because again the cash flow of a school district all school districts really comes into play in the discussion and in a lot of different things grants property taxes come in at different times you operate your school district every single day so there are expenses every single day and expenditures every single day so cash flow if you're talking about a business cash flow becomes a very important thing well having that fund balance having that reserve you can fall back on it certain times of the year and that's a very very important and why you know it takes a good percentage of fund balance to have as a carryover at the end of the year to really to operate like that a lot of

044other districts are forced to short-term borrow at certain types of the times of the year to make up for some of those deficits those cash flow deficits so again good good good fund balance there return to page 20 that's really again we talked about the point in time the balance sheet as of June 30th this is really the entire year so this is your revenues and expenses how you got to that fund balance so again you'll see your revenues by function your expenditures by function and then on page 21 kind of concluding there with net change in fund balance so your net change in fund balance for for the general fund is three million nine hundred fifty seven so just short of four million dollar increase went from 70 million 241 to set that 74

045million 199 that we just talked about so again you can see how various functions and various expenditures there happened throughout the year that's really the financial statements I wanted to to talk about I just have a simple note here about gasbs coming up and in the last three or four years you've heard me talking about gasbs and this is gonna be a quiet year this is gonna be one of the few quiet years coming up here which I think your reaction is very appropriate I think a lot of a lot of districts and a lot of municipalities and including myself are happy about that so a little bit of a break a little bit of a catch-up there is some stuff coming up for the year after which isn't gonna be that significant so a

046little bit of a break on the very heavy lift on some of the liabilities that went on your financial statements the last three or four years any other questions on the audit any general questions I'm happy to go through any other pages in here any other footnotes majority of the document is footnotes that go through really detail of what I just talked about in the high points of those financial statements so happy to take any questions (James) questions everyone okay Alex. (Alex) being my first go at this what questions should I have next time I see you (James) there are AI tools that you can ask to determine what you should be asking the auditor (John) it's a great question and and really the footnotes which is kind of daunting if you're looking at those

047compared to like the private sector financial statement there's probably ten times as many pages in here but there's really good data in there so there's two sections that really should look at and really if there's anything in there that you don't understand or that you want more information on ask me and I'll go through it because again there's a lot of good data and there's there's summaries of your fixed assets or summary of your long-term debt the other section that that is really really great in understanding these financial statements that helping your constituents understand these financial statements is the very front section past the opinion which is called the management discussion and analysis that's prepared by the district and what it does is it takes all of that information in the financial statements and the

048footnotes and it turns it into plain kind of plain English language as far as a little bit easier to understand here's the high points here's what happened a little bit easier to understand a little bit more direct as far as here's the financial information again that's not an audited document that's written by the district but it's certainly valuable in especially sharing this this data with others (James) I would I would add that this is a complex document and it's a complex process that most of us don't have the background to you know to really understand a lot of it been in industry a long time and I always rely on a third party to come in and do that technical work and tell me what your opinion is so to have an unmodified opinion is

049a statement of the health of our controls and that you trust the numbers on the page and that we can as well so um you know I've looked at these and I get right down to that line where you say is an unmodified opinion and I immediately become comfortable with what I read next right so that that's how I treat these things (Laura) any other questions okay thank you very much (John) thank you (Laura) we're moving on to b other post employment benefits (Angie) yep so what we're looking at is an annual requirement if you recall a few years ago we opened up our fund 73 or our other post employment benefit trust fund which which is where we are trying to fund and address the liability that that is out there for our emeritus

050benefit so this is really essentially just a snapshot or as of June 30th 25 of what our financial position is which is around 16 million dollars if you open that up and then just our investment performance over the last year so change in fiduciary net position was 7.7 million because if you recall a couple years ago we were able to transfer some funds into fund 73 strategically because we had of course we you know we had some esser funds that were floating around so we use some of those to to fund this this account so hopefully within you know five years is you know hopefully five years as we build this this up we can address that liability and eventually take that three and a half million dollars off of the books that we currently

051have to book to pay for the emeritus benefit so that's that's what we're so the board will be voting to approve just the the financial statement because it's a requirement annually and then also on page two page yeah on page two just tells you how these funds are invested so we work with SISA the PMA financial is is the the group who does the investing the board approved this a couple years ago that we would be moderate growth you know that that the performance is alignment with what we had agreed to a couple years ago the suggestion is not to change where we are right now it's performing well we're happy with it and yeah so really that's that's what this is so the board is just voting to to approve it and continue on

052with where we're invested (Laura) James (James) I did it right this time oh you say that this includes the fund performance and I didn't get there where where in the document is the fund performance (Angie) on the first page so the funds held in the trust the 16.3 million so that's the balance and then the net position changed right to 7.7 and then the change in interest in earnings is the three hundred thirty seven thousand so that is the investment in earnings (James) so it's just stated in dollars and not percentage for a fund like I'm used to seeing (Angie) that's right (James) okay thank you (Angie) yeah (Laura) anybody else okay thanks Angie next we're gonna get a referendum update from Cale. (Cale) good evening before I begin just kind of overall updates on

053this I won't go through every detail in here I will just overview if you have any questions please jump in anytime overall as you know we've we've gotten through a pretty decent cold snap in the area so good news is we did well we did lose some days in construction with that overall our schedules were not impacted that's mainly due to some great work from our contractors but also some good weather upfront on these projects and starting early so at this point our schedules maintain at completion for the start of next school year and obviously into the following years for some of these projects so we still only have one completed project at Washington and then I'll jump right into starr elementary you can see we've provided some percentage updates for different phases different trades

054in the project so you can take a look at that as you can see as I've stated before this building you're seeing that building built-in phases one side of the building's already enclosed being painted finishes as where another end of the building is just recently been enclosed and is still in in the framing and rough-in stages but moving along very well and again as you can see from the pictures tracking very well with the finishes and in pieces that you can see really becoming a building at this point this is taking you into the the more unfinished portions of the building as you can see the rough in more center portion of the building drywall things like that you can see being installed and just some additional exterior roofing is near complete on that building

055and wrapping up building envelope here shortly as well any questions on starr at Doty Elementary and as you'll see here in a moment with chappell if you've been able to see those sites recently you've really seen the buildings coming out of the ground now Doty as you can see as noted up there the steel erection for that building is is essentially complete other than some minor detailing so you'll start that see that building envelope and then enclose that the gym itself gym floor has been poured and roof is on that as you can see in these photos here also some framing and things you're seeing inside that building that's the gym floor that you see in these these pictures so as we get further into this month you'll see that the addition that is not

056precast concrete that is that steel building you'll see that enclosed as we get further into the month and then chappell in a similar situation they have multiple additions as you're aware at that building of those three have started and are continuing to be coming out of the grounds with steel I think two of the three have been complete yes sorry I had double-checked my notes and framing already started in multiple editions the fourth edition will not start yet this year but will follow shortly behind so any questions on chappell, doty, so those are our three active sites okay so as you can see here I'll go into a quick snapshot of detail of of this slide here in a second but already 75% of our projects designed this is very significant front-loading this referendum avoiding

057inflationary costs unknown costs here moving forward other factors outside of our control here's the actual work complete that number is going to continue to rise rapidly as we bring more projects online and then you can also see here with our contingency I didn't note early on we continue to be pleasantly surprised with the amount of change orders in the fact that we're not seeing many the most significant unforeseen was an issue with some sewer at chappell elementary having to divert that but all things considered it was very minimal so again you can just see by the numbers here it's been it's been very favorable so here lays out from that sheet before why we've or how we have gotten to this point with that 75% design the the one completed project that you saw we

058have the three active construction sites Beaumont has been bid and will be breaking ground this spring Lincoln is currently in the bid phase that opens up next week or sorry opens up on the 12th this week lost track of days so that's will also break ground before school is out so that is also ready for fall of next next school year NEW school of innovation bids through NWTC on 2-24 so that's coming up and will be complete for the fall school year as well and then finally the the projects in current design phase are Red Smith Edison Lombardi and Nexus continues to do some work with our students interviewing them I believe Elmore is due next that they're scheduling to do a student interview I think that's all I have or this isn't working any

059of any other questions (Laura) anybody you know I love your I love your updates Cale. thank you next we're going to talk about school security drill review (Vicki) thank you it's been shared with the board this is our annual presentation to the board it's kept confidential for security reasons please let us know if you have any questions (Laura) thank you and finally budget update (Vicki) okay and she's going to join me for this and we'll go ahead and pull up a slide deck for you also in board docks you will find a memo that we will cover tonight you just officially approved my retirement earlier in the board meeting and I wanted to share with you one of my goals that I always been to present to the district a better budget and we haven't

060been able to do that we've done some really hard work which we'll talk about in a little while but due to a lot of factors that are out of our hands and quite frankly we'll be honest about that tonight we've been honest about the reason we're in this situation and yeah then we're going to open it up to a discussion with the board after some really hard work in this past month of having retreats and talking about my goodness where can where else can we possibly cut we've been able to generate a list that we're going to share and talk about opportunity for community input and next steps for us as a district so with that Angie I think you're in control if you could yeah so our circumstance hasn't changed much as I as

061I just alluded to when I first came to sit at this table we were in dire straits we were facing a 36 million dollar deficit at that time and as I look back at news clips from back in that period of time nothing really has changed if you click one more time Angie 71% of Wisconsin public schools this year will be receiving less state aid than we did last year 71% that's 301 school districts out of a total of 421 districts in the state of Wisconsin we are one of them so when we look at the factors that put us in a position where we are financially not in a great spot this is a major factor in that the shortfall which Angie will talk Angie will talk about is put on the back of

062our local property taxpayers and even with that we face a deficit (Angie) so so over a vast majority of revenues for Green Bay School District and for other districts across the state is derived from the revenue limit formula which is made up of property taxes and a state aid so 84% of our revenues come from property taxes and state aid really what what this is right the revenue limit formula is really the backbone of school finance in Wisconsin this is what we write this is kind of how we operate so student enrollment like we've talked about is important right it's a major factor in this revenue limit formula and how much we are actually you know taxing our community or property taxes so we'll talk a little bit about that so in the current biennial

063state budget we got the $325 per pupil increase in the revenue limit but to Vicki's point what the state legislature didn't do this state biennial budget is put any more money into the state aid bucket so what that means is is that any increase in the revenue limit or the revenue limit authority is has to be offset by property taxes because we didn't receive any more equalized aid and just as a side note if you if you hear from the state saying that they put a lot more money or gave a lot more money to school districts because they put more into state aid that doesn't mean we have more money to spend in the classroom it's essentially property tax relief and we did not see that in this current state budget so by not

064putting more money into that state aid bucket our property tax levy increased by 5% that's what we experienced in in Green Bay School District and that's the reason why because we didn't see that offset in this state biennium budget I talked a little bit about about our student enrollment the reason why declining enrollment which the state and the nation is facing declining enrollment is important because that's how we derive the revenue limit authority so what we can raise what we can raise in revenues so we take the eleven thousand six fifty which is is what we have currently and then we multiply that by the number of students or FTE is what we call it for revenue limit purposes and that's how much revenue we get so as our as our enrollment declines the revenues

065coming into the district also decline the tool that is offered through you know through the state the tool that is offered to districts is to go out to operational referendums and capital referendums to exceed that revenue limit authority that's the only way that we can exceed the revenue limit authority or go above and beyond whatever that formula comes out to be (Vicki) Chanel when were you born (Chanel) 2007 (Vicki) I think if I looked back to where we ranked as a state in 2007 we were probably still pretty good there was a period of time Chanel in this state where Wisconsin was in the top ten of funding for public schools today well last year actually we were ranked 26 and if we dug in a little bit deeper and just looked at the Midwest

066how we're doing we used to be number one in the Midwest out of Illinois Michigan Minnesota Wisconsin Iowa today we're fourth and if you look at where Wisconsin is listed on here folks the 14,882 is an average Green Bay Area Public School District is at 11,650 so we're below the average you notice Iowa isn't even on I didn't list Iowa on here thank goodness Iowa isn't doing well because that's why we have David Johns so thank you Iowa go go for it (Jeanette) okay so could you go back to that past slide okay so what was that like 2009 they stopped giving us money that we hadn't so could you go to the slide prior I think my question was on that cuz now I've gotten distracted by okay revenue limits there so legislature Madison

067is talking about giving tax relief property tax relief to the taxpayers and I just want to point out that so that that's going to increase the green part of the glass but they're just they're just talking about giving tax relief to the property owners that is not going to increase the amount of money I just want people to understand that that's not going to give more money to the schools that's just going to put maybe put some money into taxpayer proper pockets if they if they agree to this and who knows if they're going to agree to it or not but could you explain how we got to that 11 650 instead of the 14,000 so that people understand why we're not at 14,000 (Angie) so back in the early 90s 1993 I was alive

068so back in 1993 the state legislature that was when revenue limits were put into place so if you were a conservative spending district not a high spending district then you got locked into wherever you landed so if you were a conservative spending you got locked in at that conservative level if you are a high spender you got you got locked in at a higher level and that's how we've remained so we're a low revenue limit right or low revenue ceiling district so that's that 11,000 right so we're the lowest of right of a lot of a lot of the district so we were locked in and then I'll talk a little bit more about inflationary increases and things like that but that is why that is why we are at the lower end is that

069helpful that answer your question okay any more questions up to this point okay okay so although this so we talked about the 325 per pupil increase that we that we get for the next two years so that equates to you know the the 650 for the next two years the flat rate the 325 although it's helpful we did receive some extra additional revenue right for this year and for next year the the flat amount isn't addressing the inflationary increases so we talked about the revenue limit the revenue limits that were put into place but back in 2009-10 that is when during the Great Recession that is when they stopped giving the inflationary adjustment to that per pupil so once that stopped we never did catch up with inflation so we've been behind the state funding

070has been behind hasn't kept up with inflation so as you can imagine right as we see all of our expenditures increasing that's why we are continuing to see the structural deficit right is we're not getting as much revenue the state's not keeping up with inflation but salaries benefits right health insurance vendor contracts transportation the list goes on and on those continue to increase better revenues coming in aren't keeping pace with that so that's hence why why we're here so this graph is really just showing the differential of what we would have received had we in you know had we received an inflationary increase so it's we're short about I think it's $192 per pupil which would equate to you know three and a half four million dollars which would be helpful it's not huge but

071think of if we would have been receiving inflationary increases since 2009 10 right so just a little bit a tidbit there any questions on this graph (Vicki) okay and as we know another factor that leads to our circumstance is that it's Angie has mentioned enrollment is declining thank you if you want to hit one more time thanks there are a couple of reasons that in enrollment is declining one obviously that we hear about a lot is the aging population having fewer kids private school choice program expansion which not every state is adopted but Wisconsin has homeschooling during the pandemic there were a number of families that when we shifted to off-campus they chose to remain off-campus and then one that isn't talked about a lot but it's impacting districts such as ours pronounced drop in

072number of new immigrants and I think nationwide we're going to see quite a bit of that moving forward could you on the just click once on the next slide please yeah I just I want to pause and talk about this slide for a second on January 26th after the board meeting I did an interview with Fox 11 and it was about a budget and they asked me to respond to this chart that I'd never seen before and they said that this was a chart that was being used by GOP lawmakers to justify not increasing funding to public schools now I'd never seen the chart before so my response at that time was yes I've never seen this chart before I'd like to look a little further but why wouldn't we the question was why are

073we adding more staff during a period of time where enrollment is decreasing my response at the time was why wouldn't we because the staff are literally what education is all about but I did want to dig into this graph a little bit more so what you're looking at board the top part of the chart is employee public school employees in the state of Wisconsin and you see it headed up and then this dramatic difference between that and the blue line which is student enrollment now if I were an average taxpayer and I'm watching the news and I see this graph I would be shocked by a story of public schools continuing to increase their their FTE their number of employees at the same time there's this dramatic drop in enrollment so I I went to

074the site where this chart came from and started doing some digging everybody in this room probably went to college including you currently enrolled so you know you can make numbers look different there's always a purpose behind what's being presented so if you can do one click please same numbers the blue line is now at the top that's the number of students enrolled in the state of Wisconsin at least according to this data the bottom line at the bottom is the red line of employees that they said public schools have but the number of employees over the last eight years so 2016 to 20 24 or 25 same numbers still showing an increase can you click once more please so I dug in a little bit on the data and I saw that the number of

075student enrollment started to decrease in March of 2020 geez what happened COVID okay enrollment for students started to decline then about six months later staffing started to increase not only in Wisconsin but across the country why esser funds the Trump administration in December of 2020 he signed off on funds going to public schools to support the schools during COVID why wouldn't we add staff why wouldn't we have added staff but now I'm curious about those numbers so can you click one more time please the data showed that between the year 1617 and 2425 4232 am I reading that right more employees were working in our public schools during an eight period eight year period of time more than 4,000 4200 then I dug in a little bit further where did they get that number from

076and what the data showed was that they were getting the number from 465 school districts in the state of Wisconsin what's the problem with that we don't have that many there are 421 school districts in the state of Wisconsin then I dug in a little bit bigger deeper what schools were they looking at and the total number of schools that they counted were 2,421 to get that number and we don't have more than 2,290 so let's just assume that public schools in the state of Wisconsin added 4,000 232 more employees in eight years which would be awesome by the way that would amount to an FTE of 1.74 per school that doesn't sound exorbitant in fact during that period of time I can tell you student needs have increased dramatically wouldn't we want to add

077employees but if you can click it one more time one more please our district just like I would assume many other public school districts in the state of Wisconsin and have actually decreased our FTE and this is just a snapshot of our district over the last three years four years so as our student enrollment has decreased so has our staffing so I share this with you because I was very frustrated of not having a comeback at the time when I was asked about this I wish we had the funds to increase our staff I do because we have the needs but we aren't and if that's a talking point that you're hearing you need to understand that it's just not true okay thank you for allowing me to get that off my chest (Angie) okay

078so I'm just gonna I can't talk and click at the same time so that's why it's all up here so as we know school districts are mandated by state and federal law to meet the needs of students with disabilities and the funding obviously the funding has not come close to right to to meeting the needs and the increased costs that that is required by school districts to cover the special education fund or fund 27 budget for Green Bay is about 59 million and of that 59 million in revenues and expenditures because it balances it right 59 million in expenditures needs to balance and cover the expenditures of the fund third over 30 million dollars is transferred from our fun ten or operational fund to cover to cover the costs that aren't reimbursed by the state

079if you recall for the 25 27 25 27 state biennial budget the state promised a 42 percent reimbursement for this current year in 25 26 because historically we had well we had budgeted 39 percent the reason why we budgeted 39 percent is because historically when the state budget said we would receive a certain amount or percentage we always fell short and received about 3% to 4% less than what they had promised so we did conservatively you know set aside 39 percent and then right it was recently announced that we would only be receiving about 35 percent so the impact for us in Green Bay is about a 1.5 million to 2 million dollar loss additional loss of revenue because we have only right we budgeted more the 39 percent than the 35 percent of course

080this is an estimate so right they I I feel like I mean optimistic right you know me I'm generally not optimistic but I do feel like and what we've kind of been hearing is that that 35 percent is low that we may receive a couple more percentages or a little bit more in revenue it's just that they don't want to get to the end of the year and have overpaid and then cause school districts to have to write payback funds so we may see an increase so right now it's really unknown because I'm sure we I mean I'm pretty positive we won't find out until June so so we wait but that's that's kind of the the reality of the curveball that was thrown into right a 25-26 budget that was a first one a

081first experience for me because generally you kind of know what you're at least getting into but so that was new any questions on this mm-hmm (Jeanette) not really a question more of a comment of an email I received today at like 230 from WASB an update on their estimating that the budget surplus at the end of fiscal year 2027 will be 2.3 billion not that one point something billion they were initially predicting 2.3 billion governor Evers and speaker vos are talking about using the surplus to address the property tax burden which we already discussed that that's not going to give more money to the schools and they are asking and I've said this before but I'll say it again we need to fix special education to sum sufficient because that's why we have a drop

082because it's sum certain and I know that's all really confusing and I'm hoping some people who are watching and listening will reach out to their legislators their senator the governor and say we need to fix this because whether we get 39 percent or 35 percent it still isn't the 42 percent we were all promised and 42 percent still doesn't take care of our needs for special education so I will repeat again the estimate from the legislative fiscal bureau has been updated to 2.3 billion B billion and so that's a heck of a lot of money and they already have some billions in the rainy day fund that that is being added to so I think that brings that rainy day fund up to close to 6 billion so yeah that's my comment (Angie) thank you

083okay so let's talk about a little bit about the funding formula and the per pupil payments so as we've discussed school districts across the state received three hundred twenty-five dollars for the next two years which equated to about six hundred and fifty dollars per pupil on the revenue limit the independent charter schools the in the non-district charter schools because we have charter schools so I want to make sure that that's very different than than what we're talking about here so the total state cost of voucher and non-district charter schools that were set aside in the 2527 state biennial budget was 1.8 billion dollars the district currently levies about 14 million in private school vouchers and also expenses about 1.1 million dollars for the independent charter school that exists within within our area so as you

084can see from the graph although GBAP students and school districts across the state received 650 the two year per pupil increase for these independent charter schools and for the vouchers was 1,068 so we have kind of talked about that before we've seen charts where we saw a big jump in the the voucher number that we were expensing that happened actually a few years ago the reason wasn't because our number of vouchers increased drastically it was because these per pupil payments have increased drastically over the past few years so this isn't the first year that we've seen a large increase in these per pupil payments we also saw a large increase in the last state budget (Laura) James (James) if you go back a slide so some might insist or comment that well maybe the independent

085charter and choice schools actually receive less and this is them catching up to us can you speak to what they receive per pupil versus what we receive we know it ours is 11,000 650 but it's my understanding that at the high school level already before this went into effect they receive more than us per pupil anyways and they are accelerating at a larger rate that a correct set of facts (Angie) yeah I have to find the budget document because in the memo you should see the tabs on top of my looks like Mike Friis' only probably worse (Vicki) nothing looks as bad as Mike Friis'. independent charter schools for 2025 students received 11,000 729 compared to G maps 11,325 so you are correct and it just increases dramatically up to 27 (Jeanette) we need to

086get this out in the news media people need to know that this is happening news media (Vicki) so let's let's talk about what you just said there's some uncertainty at the federal level and at the state level we already know that there's a budget surplus it looks like these numbers change a little bit but originally the state was looking at about a four billion dollar surplus and then recently we learned it was an additional 1.5 and now you are seeing an additional 2.3 so if you can click one more time Angie the key takeaway from my perspective is that the resources exist to support public education it's really just a decision that's being made in Madison by the people that represent us at the federal level there's some uncertainty that has continued from last year

087if you recall title funds had been withheld and we didn't find out until July that they were actually going to be released but Angie has to plan for that because that type of uncertainty can happen at any time the significant risk is continued uncertainty regarding the dismantling of the Department of Education and where are those funds going to go and if the funds are put in different departments at the federal level how will we access those funds so we hope to get more information about that moving forward so to summarize the factors that are leading to the structural deficit we've got inadequate public school funding declining enrollment reduction to special education funding and we won't get into this tonight but as you know unfunded or underfunded mandates that are put on public schools oftentimes when

088bills come through the expectation falls only on public schools and the private schools do not have to follow those mandates (Angie) okay so let's look at just an overview of 2526 our position so we approved a budget back in October or the board approved a budget back in October and that had a three and a half million dollar deficit so going into plan was to reach into fund balance a little bit in the tune of about three and a half million but then right we just received a message a couple months ago that we may not get what we had anticipated in our special education reimbursement so we are adding to that original deficit by about one and a half to two million dollars because of because of the funding that we may not receive

089for special education so what is that equal the estimated deficit right now stands at about five to five and a half million again an estimate because as we work through right we have been doing a lot right as a as a team to try to reduce how much we need to reach into fund balance so you know we we're working towards you know trying to balance that budget as much as we possibly can strategically so right we will continue to give you updates as we go but this is you know this is the estimated deficit because of the things that have happened in the last couple months. so now confronting a structural deficit well we've been talking about this for quite some time as we as you know because of the ESSER funds we were

090able to kind of prolong this conversation you know to now right we've talked about it we knew it was coming and fortunately we had ESSER funds to kind of create a kind of a cushion for us for three years to plan to where we knew we were we were headed so like we said 25-26 here is our current reality for our structural deficit as of today so between that three and a half to five and a half million dollar deficit in 26-27 we have a balanced budget but you see a range here the range is because if we were to give steps and CPI we would be around that eight million dollar deficit so right now we are balanced with reduction in FTE we consolidated three more schools you know we've done a lot of

091work on that end so we're balanced but it does not include at this point a CPI increase or steps the 2027 new state budget so we also in between here have it have a state budget that's coming but what we need to start focusing on is not only next year's structural deficit that the deficit that we're facing but we have to start talking about 27-28 27-28 is the year that our 16 and a half million dollar operational referendum falls off so in addition to whatever we decide to do today which will affect next year it will also affect that first year of an ask to the community for the operational referendum so just depending on what happens and what you know and and as we work through I think it's really important to know that

092we're sitting on you know at February 9th right so we still have a lot of time to figure out where staffing lands we just finished up staffing we have a significant reduction in staffing through attrition right the the team has done amazing work as far as that goes with the consolidation and really the opportunity to save save some money for the district moving forward so once all of these things kind of shake into place this number is going to fluctuate and we are going to be able to right we're going to be able to move towards what are we really looking at but right now we're balanced and then right and there's whatever whatever is decided then we go into an eight million dollar deficit so I think whatever is reduced or cut now is

093going to right affect the next two years and then the years after that because we'll be asking for an operational referendum which will stretch you know for for a few years we're uncertain of how many years (Vicki) yeah I guess okay so let's talk about our progress so far in addressing the deficits over the last two years we've consolidated schools over the years including at the end of this year there will be a closure of seven schools I I said to the team earlier today I think that might be the most for a district in the state of Wisconsin I can't say that with certainty but it certainly is for the largest school districts and so I assume it's right we've postponed non essential purchases including instructional materials we ended software contracts managed staff levels

094through attrition and revised methodologies we made changes to employee benefit plans we implemented district-wide department budget reductions two years in a row this will be the third year and we passed a 2024 referendum which is focused on consolidation in energy efficiency so long term this will be a savings for the district (Angie) so actually John kind of touched on fund balance but I just thought it was important fund balance always comes up so I thought it was important to touch base on the importance of fund balance and why why it's important to have a strong fund balance which we have really worked on since I've been here over the last 12 years so fund balance is essentially the district's net financial resources so it's your assets or what you own minus what you owe or

095your liabilities and that really is the snapshot of our financial position at a certain point of time not to be confused with a savings account that's a often a term that people kind of interchangeably say with fund balance fund balance is not all cash right it's it's other things cash is included in our assets but that is not all that what fund balance is so the district has the policy we have a minimum fund balance of 15% as John discussed tonight we are at about 18% so it it's not as if we have an excessive amount of money sitting in that and that fund balance we have a strong it's it's healthy but I think it's just important to note you know that it's about 18% and a healthy a healthy reserve or a healthy

096fund balance you know some of the things that that John had mentioned and what I've mentioned in the past we no longer have to short-term cash borrow for you know for when we have cash flow that's that's low there are certain points of the the way that we're funded by the state right we have we have points in our calendar where we don't have a lot of cash but because you have a strong fund balance we no longer have to short-term cash borrow and pay interest on on those borrowings and it also is a safety net for the emergencies right that come up so it's it's good to have to have a strong fund balance long-term financial planning right and it also demonstrates our fiscal responsibility as as a school district to our community members

097we have a double-a - that's in big letters we have a very favorable rating by Moody so we get rated when we go out for debt so when we go out for capital referendum and we have to borrow a favorable rate rating saves millions of dollars on interest interest expense because we get to borrow at a good interest rate so so that's why that double-a 2 is up there so using fund balance to cover deficit so it is definitely a tool for you know strategic it can be used occasionally we just don't want to consistently use our fund balance to close structural deficit or ongoing expenditures recurring expenditures salaries benefits things that increase with time so a one time one time occasionally but definitely you don't want this to be right you just don't want

098this to be your plan to close gaps all of the time so really the responsible path kind of a very simple graph but just shows right we need our expenditures to come in line with our revenues for balanced budgets and that's that's always the goal of the district so (Vicki) okay so the challenge ahead of us navigating a perfect storm inflation under funding policy shifts our commitment is to protect the core educational mission of the district and our bond rating and the action we need to make deliberate difficult choices to address our long-term structural deficit and note on the bottom the choices we make now are going to define the strength and the stability of our district for years to come so this is what we're looking at Angie if you could balance budget right

099now if we were to add CPI which is 2.63 percent and steps it would move the deficit to about 8 million which means we believe we need to look at additional measures to reduce want to talk about what we've done so far and next step over the last two months we've held some budget retreats we had administrators managers teachers support staff operations facilities and at the retreats we gave them a look at what we just shared with you and then asked the the groups to come up with recommendations they did this three years ago when we were facing the 36 million dollar deficit I really am grateful for the folks that joined us I was impressed with the things that they offered up knowing that the people sitting in the room were going to be

100impacted directly by some of the cuts that they were recommending they were very student-centered in their discussions so bored I think you would be very proud of those folks after they gave us their ideas we vetted them we used the same criteria that we did three years ago we tiered them tier one are the mandated by state or federal government tier two are those ideas that closely align with our mission vision and strategic priorities tier three were the enhancers so things that were nice and made our district better or the experience for our children better or a staff better and tier four were the ones that had little to no negative impact on student or staff so we vetted and board I shared with you a hard copy and in a moment I'm going to

101ask Kinsey not yet though but to pull it up so we can just talk about it begin discussion the next step for us after tonight is to present this to the community we're going to be on the community next Tuesday and Wednesday Tuesday at East High School at 6 p.m. Wednesday at Southwest High School at 6 p.m. we're going to present this to the community we're going to present the list of ideas and we're going to seek feedback that we can bring back to the Board of Education for further discussion we aren't asking for any action right now board but we are interested in your thoughts and any direction that you might want to provide again no expectation for that tonight but if you want to begin the discussion on that please do you can

102click it one more these are the general for audience members these are general topics you can keep going through that came up transportation is always brought up technology revisiting the elementary one-to-one laptops staffing continuing to reduce through attrition and retirement looking at our comprehensive programs and is as mr. Becker appropriately said to me the other day these are the things that really make us who we are and regretfully we need to take a look at some of those. operations so vendor management health benefit package and for special events are there non instructional instructional events that we're currently doing that maybe we need to take a look at and as Lynn Gerlach often says are there other resources maybe we could be using for some of those events so Kinsey if you can pull up the

103doc and audience members we will be posting this document to board docs shortly (Jeanette) I'm just wondering if there are going to be any other community events other than the two next week the board is encouraged to have as many as you would like (Laura) James (James) Superintendent Bayer you started this by saying we're balanced budget now and I just want to make sure that I understand I saw on a slide before that we're balanced going into next year but currently we have a fluctuating situation where we are not necessarily balanced for current year we're up to five million dollars depending on where stuff comes in so what we're talking about now is that will play out like we've made decisions last year this time and we kept some the programming in place whatever and

104we made the decision last year this time that any misalignment would come out of fund balance and that's still the plan so I just want to make sure that we always and that we're we're you know we've bypassed this year and it will fall where it falls and now we're talking about next year where we are balanced if we cut steps cuts CPI okay thank you (Vicki) so on this I'll just summarize what you're looking at in column one it's a field so it's been categorized depending on what the item is column two is the specific item that was mentioned in at least one of the retreats column three is the estimated savings we put estimated because there might be some fluctuation in the final savings column four are some notes from the team for

105the board to to review column five authority which ones the board has we'd have to make a vote on before we could implement or if it's something the district can do column six are the tiers that I had mentioned again tier four we have none left that I'm aware of and tiers one and two we did not place on here because they either directly impact our work that we do or they're mandated by law in column seven some of these are already in progress the door the district authority ones are in progress okay so now we turn it over the board for discussion (Laura) okay does anyone have any questions Andrew (Andrew) thank you I I appreciate the the report so there's a couple of things first of all whether it's whether it's this year

106with an election coming up that will have half of the state Senate up for election in new districts whether it's whether it's in one year or two years or three years the state budget will not keep ballooning a surplus before eventually both parties will say wait a minute because they'll be hearing too much about it from the public yeah I wish they had I wish they'd distribute that out to the schools with at least some of it able to be used in the classroom for this year and they didn't I wish they would tomorrow for next year and they and they won't but there will be there will be elections and there will not continue to be billions of dollars of surplus ballooning so well I think we need to be aware of worst case

107scenarios that that is not going to be held away from us and balloon forever when we talk about what won't make the things that you know over over many years the things that we've done to make this district and talk about using ours using our size to be something different and special though that's not just luxuries that is that is hanging on to students that's bringing in some students not not as many as I'd like it's not a huge amount but it's some and that that also is declining enrollment and to to throw those things to throw those things away it's going to make it even worse if we do those I'm I'm a little concerned that we even opened the opened a conversation of a complete staff freeze of no steps no steps and

108no CPI that is a type of austerity measure that the the sky would have to be absolutely falling for that and I don't I don't think that should even be on the table our staff the reason the reason we're keeping staff is because we got our wages and benefits back to where we needed to be because we became the first district to be 50 50,000 base so well I do think we need to be aware we can't be we can't be destroying things that will cost us hundreds of of students okay John Dewey going into a school will kill that program or or mortally wound it and there are people who go to John Dewey some some just for program-based learning and would do it anywhere but that is that is something that reaches kids

109that in many cases reaches kids that we weren't reaching elsewhere and and would go elsewhere so your savings is gone when you do that and it is not the same when you combine it into a building we made cuts to buildings we decided not to do it to Dewey we decided not to consolidate secondary schools we've we've made those decisions and we should live within those two two more things I you know people think that I'm crazy about fund balance think I want to run it down to zero or something I don't but double a realistically double a two versus double a three is a it's a tiny move it's right it's point 0 five to point one probably tops you don't want to go another step down into the a one if you don't

110have to but again I'm the things the things on this list are mostly mostly terrible with real real deep student and staff impact you know closing the closing the pool where we just remodeled on one of them I think is a is terrible and I don't think we're going to need to to do all this but we might have to we might have to be less conservative with with fund balance and find out what could we do that is not gonna take us too far down and I think the reality is as the presenters have stated is an operational referendum is is necessary now if if an operational referendum failed okay then sure then I'm open to the conversation that would be forced to happen at that point but we're we haven't decided operational referendum

111yet the billions are not going to stay in the state budget forever and I don't want to rush to decisions that will hurt kids and make families leave so that's that's my two cents worth thank you (Laura) James (James) it is on this point where Andrew and I probably most disagree just from a planning perspective because he's he's probably correct when it comes to the the the landscape of our legislature over the course of next come because everything swings back and forth right I don't know that that is stable enough for us to do our fiscal and our fiduciary responsibility to making sure that this district survives critical times right so last year we were presented with a bunch of executive order which in the event they actually took place would have really stressed our

112fund balance because we would be lacking certain funds for periods of times that we would have to endure so I don't think that Andrew is I think Andrew is legitimate he doesn't want to run it to zero but I do think that we have a fiscal responsibility to take hard decisions to make sure that we don't violate our own policy and that's 15% right and when we look at that I don't think that it is opening a set of conversations in the event that we fail an operational referendum I think that is a catastrophic event and no one wants to be there and in the event that we do that and we look back and said we failed to take the necessary steps to make sure that we can we have a survivability for this

113stuff is something that I don't typically introduce into fiscal planning we made a decision last year to go into deficit spend and my position is I won't do that again because we are not being fiscally responsible if we knowingly go into deficit spend structurally because every time we give increases it's it's compounding right it doesn't go away and I do not want to not pay our teachers funds but if we're gonna say where there there are non-starters in here then it is on us to find that money and not punt and kick it down the road for someone else to find because in the event that the legislature turns over but we get a repub a governor of the diff of a the other party we're stuck right we're stuck for another four years because

114it's going to be a situation where we don't get the necessary increases or the prescribed increases so I'm personally going to look at this year and fight hard for fiscal responsibility and make sure that the taxpayers that we have to go to in November know that we're not putting more on them because we don't want to make hard decisions and I know that some of those decisions may may change some of the services that we provide and I would hate to make those decisions but I'm not going to take it off the off the table just because it is the nature and what Green Bay looks like now we have to think about what Green Bay looks like in the context of fiscal reality into the future (Laura) Jeanette (Jeanette) so I'm not sure where

115I stand on that right now I don't want to decrease our teachers pay but we may have to look at some hard things I agree but what I want to say here is I am seeing these some things here that are interesting selling naming rights to our stadiums I mean you know we don't do that how much money is that going to bring in well you know even if it brings in I don't know how much do you sell naming rights for a hundred thousand dollars I don't know increasing facility rental feeds you know all those little things I'm really glad that they came up with with some of these these little things but we need to continue to I'd hate to see anything happen with JDal or with NEW because those schools I agree

116with Andrew they provide a alternative for kids who can't function well or maybe that's that's not a fair word that do much better that learn in different ways and so those programs need to continue to exist and you know the fact that we have a transportation issue now with that but having the discussion and continuing to have open discussion and not putting walls up that perhaps there are some other inventive ways that we can figure out to to take care of this problem and continue to talk to your legislators all of them because Andrews right things are going to change and you're right James we could have a a Republican governor but we need to get the people behind this so that they realize the value of public schools because without public schools their property

117values are going to plunge eventually it will happen (Alex) I'll just be very blunt our education budgets for public education in Wisconsin for the last 14 years have been absolutely horrible I mean that's the nicest thing I could possibly say about them and the fact of the matter is I hate to say it but seven budget cycles and we've been dealing with the same situation so I think there's a chance the law of averages so to speak means at some point something's gonna change but I don't see a sign it's been seven budgets that it hasn't and we've had billions of dollars surplus at every single one of those budgets upwards of seven billion I believe two or three budget cycles ago and I don't care who the governor is governor is because that doesn't

118matter they don't control everything or anything sometimes so I have very mixed feelings on that now going back to fund balance same thing I want to we need that because who knows what's gonna happen with title one funding next year etc that being said if my math is correct we still have ten million dollars we could take from that and still be at 15% so I think we do have the ability to be a little bit more liberal with that especially if you factor in the eight million dollars that equates to taking care of staff next year so I think for next year I would likely not feel the need to rush on a lot of these things on this paper especially considering the relatively low dollar amounts yet significant impact some of them could

119have due to fund balance you know but I want to make one point clear to the public we need we've been under an operational referendum of sixteen and a half million dollars for ten years okay and that expires we have to as a community if you don't want to see catastrophic cuts in the future regardless of what happens at the state or national level we have to continue to support our schools and operational referendum is going to be necessary no matter what and you know and we'll need it and obviously we need to do more communication and that process is starting but maintaining at least that equivalent sixteen and a half million dollar number which obviously a ten year later 26 27 terms is not sixteen and a half it's much larger the good thing

120is because of our rating our management or reduction etc public we have the ability to continue an operation referendum to avoid all of this stuff without I believe Angie without any increase in taxes to the public and all likelihood so that is something that we can hopefully look forward to and hopefully look forward to support on but at the end of the day the number one thing I'm always going to make my decisions on is going to be based on what matters the most to kids in front of kids on a daily hourly basis that is where I'm going to put all of our resources and I will plan on taking more from elsewhere first before I ever take from that so (Laura) go ahead Sam (Samantha) I appreciate the list coming forward there's a

121lot of really disturbing items on here I'm just being honest you know after hearing a strategic plan update earlier in this meeting even thinking about things for students so that they are in a thriving student body and we have a thriving workforce between our strategic plan goals and the portrait of a graduate which is how we've completely oriented everything that we do in this district several of these items are really alarming and so I just the I think the broader impact of things on this list you know I'm just looking at thinking about really really really being adhering to class size and you know sticking with all of our staffing and trying to reduce staffing through attrition and those things I think that you know that our community our families our parents need to understand

122that that means your class sizes will be maxed out yes we just had a board policy update regarding class sizes and I think that that the reality of that is you know the days of a 15-person class are going to be gone and that means that you know our elementary students are maxed out in their classrooms our secondary students are maxed out in their classrooms and I just look you know additionally at some of these elements here that again go into thriving student body thriving workforce specifically you know I'm interested to get more information about some of the additional programming but you know when we start talking about evaluating potential for the IB pathway the fine arts pathway the avid programming increasing any of our outreach or any of the things for career and technical

123education those are the programs that are critical within our district that offer our students the experiences they number one need to be prepared for the future workforce and number two prepare them to be ready for whatever after high school looks like so everything we just heard in our strategic plan update about preparing for what life after high school looks like those are all things on this list right now and so that's really disturbing to me and so I mean I with Alex you know I'm gonna tend to lean towards making sure that the cuts to what our students are experiencing are absolutely minimized and I just think that's ultimately at the end of the day I'm really kind of disgusted to be having to have this conversation when money is being hoarded in the capital

124so that's all I've got (Laura) anybody else Lynn (Lynn) I have just two very basic questions please do I understand correctly that we are going to get this electronically soon and that we have time to read this over and study it we're going to be discussing it in a couple weeks am I right no? (Vicki) thank you for that tee up as Angie mentioned this is we don't have the final numbers yet this is a not even a starting point for us this is a mid-school year where we wanted to provide you with where we're at currently at this moment in time we will have another update April May ish when we have a better idea of the special education reimbursement but we would entertain any discussion the board wants regarding things that maybe you

125would like us to pursue right now as we get closer to the 26 making decisions about 26 27 so if you see something on that list or maybe you have your own ideas we would entertain digging further into something that you think we should that's sound okay Angie? -yeah (Laura) go ahead Lynn (Lynn) so do I understand that this is we are doing this right now or there is no time for us to see it in a more readable version and talk about it are we I mean what's the plan with this and then I have a second question after I get that answer (Vicki) so we will the next step for us is to bring this to the community next week and we're going to get feedback from them and then we'll bring that

126back to the board so at least you have a feel for what the community is thinking as well and Alex mentioned this I can't remember who else might have we have to go to referendum in November and we are working behind the scenes right now on what that can look like and presenting it to the board there's a poll going on right now we're going to share the results with you hopefully next month so that we can begin those discussions what you're looking on this this this list yeah it's very disturbing Sam I'm right there with you we want to be open and honest with the public and with the Board of Education that if the funding doesn't change and if a referendum doesn't pass these are some things we truly have to consider and

127I don't want you to first see a list like this in December after potentially a failed referendum we need to start thinking about it today (Lynn) and my other question does any can anyone tell me at what percentage of capacity West High School is operating at this time (Alex) I have two things I don't know if this helps and you know I think it's safe to give a close estimate but the lat because we just had a conversation at the long I don't think it's far off from 50% remember correctly and then just to clarify what Lynn said and so some of these ideas and how we feel about pursuing some of these you want us to have that kind of cemented for next meeting or you ready now things like that and just want

128to be clear in how you want and maybe an overall time frame how you want that communicated with how with like the level of strength or so so to speak of how we want that (Vicki) if if you would prefer when we bring community feedback to the board which will be at the what month are we in February at the March work session could we plan for that (James) yeah so during during the planning meeting this this morning we had that conversation and it did seem like March would be the time we would have our next conversation for decisioning some of these items in that April timeframe and May time frame that's kind of the cycle that we went through last year now I just don't know how the the work that we're doing to

129shape the referendum question modifies that timeline but we have time to work that out (Laura) Andrew (Andrew) okay so West West is not 50 not only 50% used of any kind of meaningful capacity you cannot double the students that are in West right now and have it work as it exists right now and as it exists in as exists in 2026 and how we do things we we've had this we had this battle about West we put referendum money into West we remodeled West significantly making it a modern modernizing it for school and and community with the referendum with the stadium and auditorium yeah auditorium and the stadium both both can have community purposes that yeah you would I'm not kidding you would have to you would have to cut the cut the chains off

130of it and arrest me if you try to close West and I'm not going to be the only one (Laura) Lynn (Lynn) I just want to clarify that I wasn't suggesting closing West house just asking a question about capacity (Laura) okay I guess I'll chime in here briefly this this is crushing and it's there's a direct line between this and the slide deck we saw tonight and the negligence of our of our state legislature there's no other way to talk about it and each year just gets worse and each year we tighten our belt and and depend on the the generosity the constant generosity and trust of our taxpayers and we're going to do it again this year and and hopefully they trust us when when they go to the go to vote and I

131mean one of the things is stop recording and live-streaming board meetings that saves nineteen thousand dollars you know I think access access to our meetings you know where we do the business of this district if we have to consider it will consider it but it's you know you know I'd hate to give that up so I don't really have much to add to that you guys on the where I stand on this anybody else okay that completes the operations portion and I will hand this over to whoever is doing policy and governance (James) I think we've decided that Andrew is going to take the chair for policy and governance (Andrew) all right thank you we have we have three items with various sub items in them so for starters have revisions to Board of Education

132policies and rules in the six and seven hundred series (Speaker 4) thank you Andrew if you recall for a few of you that have been on the board for more than one or two years we adopted a policy review cycle and we endeavor to review various different series of policies every four to five years we are finally on our second review of those policy series so I am happy to say that's what you're going to see tonight and because we're in that review cycle the changes are not as extensive as what you've seen in the past because now we're finally getting into just routine updates of policy which is what we should be doing for best practice so with respect to the 600 series policy Andrew do you want me to just (Andrew) I guess

133maybe just start with the highlights and then we'll see what's there for board questions if any (Speaker 4) so for policy 672.51 we adjusted the language on the simplified acquisition threshold and removed the number because it keeps getting changed by the federal government so that makes the policy stay relevant and not having to come back to adjust that and then we just updated our cross-references . with policy 673.1 we updated position names and cross-references within that policy for the rule for that policy we updated language to reflect district procedures and better specified prohibited practices with respect to purchases and provided more information to staff on card security. policy 690 we updated pronouns and we updated cross-references in that policy and then for the rule for 690 we simply updated positions any questions on the 600

134series? (Andrew) okay let's go into the 700s (Speaker 4) policy 731 privacy and locker rooms restrooms and designated changing areas we updated put better paragraph headers so that people could reference different parts of the policy and updated language with respect to the ability for emergency response staff to access those locker rooms and restrooms and designated changing areas and then updated the cross-references (Andrew) so there's and there's no there is no subs the only thing that would really be a substantive change in that one is we made clear that emergency responders if they have to go into the other side can go there's no there's no day-to-day life change in here whatsoever (Speaker 4) you're correct. policy 732 this is probably the most substantive change in all the 700 policies we were approached by another school

135district earlier in the school year regarding the use of unmanned aircraft otherwise known as drones during football games as you know technology continues to evolve and evolve and evolve in a number of school districts are now using drones to capture footage of live football games in order for teams to review that footage for upcoming games. WIAA has adopted a policy to allow this and has a number of specifications with respect to if you're going to allow drones what does that look like and so we thought that we should be on the forefront of this and be proactive and adopt a very clear policy and clear guidelines if we're going to allow those drones at our outdoor sporting events and what that would look like and then Tim flood working with the two conferences that our

136schools are in hopefully this would then be adopted throughout the conference and so we all are acting under the same rules and regulations in using drones. we worked with Justine and Laurie. Justine is our drone expert she's a certified drone pilot and made sure that the language provided for the safety features and the other requirements that the FAA requires for dry piloting drones so that's what you see here. (Andrew) James. (James) So in reading this policy I just was left and maybe I'm misreading it so there are restrictions where you can't fly the drone over the stadium right the seating you can't fly it over the field nor can you fly it over the parking lot where will they fly it? (Speaker 4) The end zones. Just in the end zone (James) okay thank you

137(Speaker 4) and that's that's what they do in stadiums where they're allowed to fly it. (James) Okay thank you. (Andrew) Anything else?(Jeanette) I'm just wondering you you mentioned that somebody has a certification or a license or whatever so and I haven't picked this apart but would that be a requirement for somebody to operate a drone at any anything regardless of if it's a football game or a track meet or any kind of activity that our students are at they would have to be licensed and require that okay. (Speaker 4) Yes and it's in the policy. (Andrew) Anything else? All right now let's continue to the next one. (Speaker 4) So then exhibit 732 would be that request document so we would include that in our boarddocks so that it's accessible and this would be the

138request document that would need need to be submitted and I also want to thank Cale for bringing this forward as well in making sure that our facilities are safe and secure and we're gonna have the proper signage if this is approved. Okay policy 771.1 use of copyrighted materials just some very minor updates and then updating the cross-references. Policy 771.2 intellectual property updating cross-references and policy 780 updating cross-references. (Andrew) All right any any board questions on those? All right hearing none we'll move to adoption of and that's just the that's just the exhibit to go along with the drones in Part B. (Speaker 4) Yes yes yes that's correct. (Andrew) Okay because we're adopting an exhibit and the other things were just policy changes and so that's but that's an adoption because it's a new a

139new item. Got it. Okay questions on that? All right and then adoption of policy 832. (Speaker 4) So this is adoption of policy 832 exhibit 2 and I'm actually I didn't tell Vicki I was gonna put her on the spot but I am gonna put her on the spot because she had conversations with legislators past Friday on this new legislation at her CESA meeting. So the to T Vicki up the governor signed on December 9th 2025 into law assembly bill 774 which says each school board shall annually provide parents and guardians with information regarding their rights to access records regarding school employee discipline under sub chapter 2 of chapter 19. In addition to that this is a part of the language that they adopted that we have to immediately give parents notification with respect to

140allegations under title 9. So Vicki do you want to add anything? (Vicki) This was legislation introduced by Ben Franklin which he's a really great guy by the way if you ever have a chance to have a conversation with him and last Friday he asked for example from time with us to learn more about our budget because things aren't jiving with what he's hearing so I'm looking forward to that opportunity. He presented it because he heard from a district that parents weren't notified in a timely manner of an abuse but I can tell you with certainty that that doesn't happen here. It wasn't a Northeast Wisconsin school district but he moved forward with the legislation anyway but it's it's what we do it's what we do parents should know. (Speaker 4) So this this doesn't change

141anything for us that's it. (Andrew) Okay then if there's no question that concludes the the policy session. (James) Thank you Andrew. With that we come to the end of the agenda for the work session and I would ask Lynn to read the motion to adjourn into closed session. (Lynn) I move that the board convene into closed session pursuant to Wisconsin statute 19.85 section 1 G. Confern with legal counsel for the governmental body who is rendering oral or written advice concerning strategy to be adopted by the body with respect to litigation in which it is or is likely to become involved. More specifically to it potential litigation matters regarding the district and Wisconsin statute 19.85 section 1 C considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has

142jurisdiction or exercises responsibility to it. Superintendent search discussion on developing interview questions to evaluate applicants and review applicants pre-screening results. (Samantha) Second. (James) I'll just make a statement before we vote that there are two two wit statements in there the two reasons to go into closed session we are not going to need number one that has been postponed we're only going to have a closed session about the second considering employment promotion compensation. All right. Kinsey. (Kinsey) McCoy. (Laura) Aye. (Kinsey) Lyerly. (James) Aye. (Kinsey) Gerlach. (Lynn) Aye. (Kinsey) Mineau. (Kinsey) Knill. (Jeanette) Aye. (Kinsey) Meister. (Samantha) Aye. (Kinsey) Becker. Aye. (James) Okay we're adjourned into closed session. Thank you.