February 23, 2026 - Board Meeting

001At this time, I would like to call to order the February 23rd, 2026 meeting of the Harper Joint One School District Board of Education. Can we have a roll call, please? >> Mr. Gr >> here. Blender >> here. >> Mr. >> Here >> I am also here. This is a meeting of the board of education in public for the purpose of conducting the district's business and it is not to be considered a public community meeting. There is a time for public participation during the meeting as indicated in the agenda. Any district resident or parent of a currently enrolled student wishing to speak should have filled out a card located on the sign-in table and given it to our board secretary. At this time, we are going to do the pledge of allegiance and I'm going

002to turn it over to Dr. Bailey for the Rosson students. >> Thank you. Uh this evening we have Aries, Nolan Shrews, and Aubrey Hefner along with Mrs. Kger lead us in the pledge of allegiance. Amen. One nation under God indivisibley for all. >> Good job, guys. >> Thank you, guys. Come on up. Come shake hand. Good job. >> Good job. Good job. Thank you so much. Thank you for item number three of our on our agenda is to consider the approval of the agenda. The agenda notes the board's mission of we will support our community through dedicated governance, leadership, and stewardship so that our students achieve. It also states our values and expectations as a board in governing our meetings. The purpose of the agenda approval is twofold. The first reason is to verify that

003public notice has been given according to state statute 19.84. Miss Hoffman, has the meeting been properly noticed? >> Thank you. The second reason for approval of the agenda is to consider tableabling an item or to rearrange the order of events. Was there any item that needed to be addressed or rearranged? Seeing none, is there a motion? I motion to approve the agenda. >> A second. >> All in favor? >> I. >> Any opposed? Motion carries. Item number four is our presentation a presentation of student excellence. And again, I'm turning it over to Dr. Guey because we have a presentation tonight from Rossman. >> Yes, thank you. Uh tonight we have our Rosman kindergarteners Obie Chamnes, Harper Kovas, Noah Hoffman, Grayson Hoffman, Orson Lux, Lucy Bashinski, and Mrs. Zugi, Mrs. Will, and Mrs. T. So they'll

004be presenting for us today. >> Wonderful. their favorite books. >> All right, the kindergarters are going to be doing a shared reading story for you. It's one of the literacy activities they did for our books family event. You guys ready? All right. Paint the cat and his four groovy button. The cat put on his favorite shirt with four big colorful round groovy buttons. He loved his buttons so much he sang this song. >> My buttons. My buttons. My foury buttons. My buttons. My buttons. My foury buttons. >> Oh no. One of the buttons popped off and rolled away. How many buttons are left? He just kept on singing his song. >> My >> Oh no, another button popped off and rolled away. How many buttons are left? Did he cry? >> He just kept on

005singing his song. >> Oh no, another button popped off and rolled away. How many buttons are left? Did he cry? >> Goodness. >> He just kept on singing his song. Oh no, the last button popped off and rolled away. How many buttons are left? >> Zero. One zero. >> Did Pete cry? >> Goodness, no button. >> He looked down at his buttonless shirt. And what do you think he saw? And he just kept on singing his song. I guess it simply goes to show that stuff will come and stuff will go. But do we cry? >> Goodness, no. We keep on saving. >> Excellent. >> Somebody first. >> Good job. Great slingy. You guys made it. >> That was breathing work. You guys remember >> I'm one of the fifth graders next week, so we'll

006see how they do. today. >> What you going to do? Thank you. >> Big thank you to all the students and parents and teachers who came to do that presentation for us. That was wonderful. Very enjoyable. We're moving on in our agenda with the citizens delegations. Have you heard? Was there anyone tonight? There is not. So item number six. I keep losing track on my agenda is the board president's report. The only thing we're going to I want to just update the board tonight on is um the board workshop that we were supposed to have last month that had to be rescheduled. Um they are good. We're going to reschedule it to May 4th. May the 4th be with you. It will be Star Wars themed. No, it won't. But bring your lightsaber optional. Um

007is there a right now just for the board? Is there a time that would be best at the Monday to start that? Would we like it to be 5 5:30 6? What are people thinking? Just so we have an idea. People are pretty flexible. >> I don't care. >> Okay. >> I mean, I so I work, but if I have to get till >> Well, maybe but maybe we'll try and do like 5:30 so people can finish work and then get here, but we're not it's not too late. >> There's no Monday. >> Correct. >> Okay. Yeah. >> Yeah. It's not a board meeting night. It's just the board work. >> My calendar. >> Is that like an hour and a half? >> Yeah. She just put it in here 4:30 to go. >> Yeah,

008but we were just holding a block of time to get an idea. >> So, why don't we aim for like 5:30 to 7? >> Okay, >> that works. >> Yes. >> Okay, great. Um, and then I think that's I think that's it. >> Okay, great. Wonderful. We'll move on then to the district administrator's report. So, I'll pass it over to Dr. Boobos. Hey, thank you, Miss Well. Uh, the very first thing that I wanted to share was we do have our spring uh candidate election forum scheduled. That will be Thursday, March 26. Very excited for the opportunity to once again partner with our high school students who are alumni of Hartford Joint One. And this year we have a special treat in that we will also be having some middle school students shadow the high

009school students so that way we can engage them in this process sooner. So yeah, I'm very excited that will be at Central Middle School on March 26th. And then in terms of district updates, you'll hear it uh now from me, but it's also listed in our consent agenda. Rossman has received enough funds to move forward with their um book vending machine much like Lincoln did previously and one of the ways or mechanisms that they received funding was through a CS6 micro grant. So Don received notification of that in the near past. So we're excited about that and just wanted to call out his work on the grant. Uh the second Friday membership report is in and that had taken place. Um, we do have an audit uh coming up in March for enrollment. Um, Amy

010has been working very diligently to get ready for that. Um, nothing that we did error. It's just we're on a rotation. So, um, our time has come. Fabulous February. We are in the last week of February, which is uh, baffling. And at the same time, uh, we've been able to do some nice things for staff across the whole month. So we started with uh a breakfast to fuel the journey and then we've had little gifts throughout the month and this is public school week. So very excited and proud to represent public schools in the state of Wisconsin here in Harper joint one and so we are doing a breakfast at each of the buildings this week. So this morning we started off at district office and then Wednesday, Thursday, Friday we'll do each of the

011buildings. Last week was school crossing guard week, so we actually did theirs last um which which makes it nice because we have one morning off then this week. Um legislative information. I wanted to share just a series of bills with you that are somewhere in process right now. Um some of these are interesting, some of them will gain traction. Some of them sound good until you pause to think about where money will be coming from and then it leaves some concern. So at this point, this is simply an update. Uh nothing has been decided at this point. Uh very first thing um the assembly bill 835 which was on regarding the promise for special education reimbursement. you've seen a lot of information coming either from WASB or from SAA or from myself in the board

012packet um that has still not had a public hearing and they're looking for people to again speak on behalf of that bill. Uh the big thing is some certain versus some sufficient. So again some certain is if we say we're putting a million dollars towards something no matter what it costs it's a million dollars. Some sufficient is whatever the ends up being after we determine that cost then the funds will match that. So the some certain was what was used and the ask is for some sufficient funding. So um that is uh been very popular right now. Uh there's also a bill out for transparency on property tax bill and voucher deductions. That is one that I have talked about uh as well in terms of where actual tax dollars are going because Even though

013public school districts are the mechanism, we are not keeping all of the funds that are raised by tax dollars, we funnel that off to private schools and that is something that most of the public is not aware of. So a transparency bill for that. Um there is a package of bills. It is called a teaching as a profession future bill package. Uh it was fresh off the press a couple of weeks ago. This is the one that I said sounds really good until you start digging into it and thinking about where does this money come from. So, this talks about paying teachers for obligations outside of the classroom. It talks about minimum salaries. It talks about prep time. It also talks about things like grants um for people to pursue teaching because we know that

014we have a shortage of teachers in the state of Wisconsin. It talks about adding a teacher representative to school boards and then it also talks about grants to school districts to pay student teachers. There are two of these things on the list that would not cost us hardly anything or they would be very coste effective and I'm highly in support of those. I would say the rest of these in theory sound good. However, we're already talking about the reduced amount of funding that we're receiving from the state level and the burden that's going on to tax um taxpayers. So, while a lot of these concepts are good ones, uh it makes me very nervous if there's no money that comes along with those bills. So, that's something that I'll be watching very carefully. And I

015did share that with a representative who shared that information with me because I worry about constraints being put on public schools without the dollars to support it. Um that would hurt a lot of school districts. In a very similar vein, the 60 minutes of recess bill, I talked a little bit about this last time. That's another one that in theory sounds good until you look at the bill and do does it count gym class? Does it count anything before or after school? No, it doesn't. you cannot change the times. Um, are they going to take off any other requirements? And so, um, with this bill, when I was speaking to legislators up at CISA 6's legislative breakfast, one of the things I shared is mandates don't work. We'd rather talk about flexibility. Like, where can

016you give us flexibility to make decisions that make sense for our students and for our school district? So, um, those were a couple of things. I've talked about consolidation. Uh so that consolidation package of bills is still out there. And then act 20. We all know that we're living through the literacy version of act 20. Right now we've been told that there is a a hold on math act 20 and it won't be act 20. I'm just calling it that because we're familiar with that language. Um but there will be a hold on that. But that there is some interest in reincarnating that idea for a future legislative round or future legislative session. So again, one of the things that I would say with Act 20, and I've said it before, the intent is very,

017very good. However, if you are going to implement it right, it needs to be done differently than it was statewide this time around. Um, there we also talked about several unfunded mandates and teacher attraction and some of the things that we could do for that um to help improve the, you know, work behind the scenes. And so for those of you who aren't familiar with what unfunded mandates are, it's essentially things that we are told that we have to do by the state, but there is no money that goes along with that. So there are a lot of boxes that need to be checked along the way and a lot of different things that we have to do that there is no funding for. So you know, how can we minimize those or maximize them

018with work we're already doing in the district? And then um teacher attraction. So, those were a couple of additional topics that we worked about. Yes, Dan. >> When I was in the legislature, I had a bill that would eliminate unfunded mandates. >> I wish you were still in the legislature and you could put that forward one more time for us. >> I tried once. >> Yeah. >> Thank you for your efforts. I I appreciate that and I appreciate your understanding and acknowledgement of the the burden of unfunded mandates. not necessarily bad, but um we're all busy doing a lot of things and those oftentimes take you away from the work that directly impacts staff and students. So, thank you. >> Uh and that concludes my update. >> Wonderful. Moving on to our discussion portion. Um

019we have a spotlight on learning tonight from our social studies department. So, I will turn it over to the four of you, five of you. Thank you. >> Thank you, Miss Wilk. Um, we all know the importance of developing our students as good citizens and why being informed is important. And so, I'm excited to introduce you to some of the key players who do just that. Um, Tasha Vogle is our instructional coach over at Rossman. Mike Flynn is our instructional coach over at Central. And then we have two Central teachers with us of social studies. Alicia Frasier um teaches sixth grade social studies and Jared Brinkman is eighth grade. So they're here to to share some exciting wins around social studies. Thank you. I am representing the whole elementary side of things when it comes

020to social studies and I was a part of the implementation of our new TCI curriculum and we've had this curriculum for about fiveish years or so. Um and our curriculum really highlights a lot of the civics as well as government. Civics is truly about talking about the rights and responsibilities of our children as well as adults. And when it comes to thinking about teaching civics to our kids, it's important for our our kids to understand that they should be engaged citizens. They're critical consumers of information. They should be actively involved in civic discourse with their communities, state, nation, and the world. And then also to understand how to actively participate in the process of government, including voting, and are empowered to see themselves as essential members of the community. And our TCI program does a

021great job of highlighting that, especially at our younger grade levels. Thinking about civics as it relates to our kindergarten through second grade students. Our kindergarten through second grade and the continues to build on each other. But our kindergarteners begin by talking about what it means to be a citizen, especially as they starting school. How do we work with each other? How do we play with each other? How do we get along? How do we handle conflict if we don't get along with others? Um why do we have rules? What does it mean to be a good friend with others? How do we share? How do we be kind? Um how do we be a good sport? As they work into first grade, they start thinking a little bit more about safety. Safety and those rules

022around being safety safe, sorry, um those rules around being safe. Um again, being good citizens and following these rules as they work into second grade. They also start thinking about being a good community member and what it means to be a good a good community member. In fact, our our curriculum highlights a number of different people have who have made a difference. So, you doing that civic duty as well as they work into third grade. In third grade, we start looking more at that government side of things. So, everything has been talking about that civic duty, being a good citizen, but now we're starting to be introduced about in government and what government looks like as it relates to their civic responsibilities as well. students at this grade level are starting to think a little

023bit more about our local, state, and federal governments. And they're also looking more so at the communities. So, as a government agency, how is that helping communities be from our police officers to firefighters, our schools, collecting taxes, although we don't necessarily love taxes. However, taxes are really important to help to fund these different items. Thinking about the parks, many students are playing sports, so having the park the parks for them to access. um thinking about again the government structure, they're now being introduced to the state local government as well the state government as well as the federal government and then all those different avenues of the government starting to um think about those three branches of government and how they're separate um but very important. And then when you get into fourth and fifth grade,

024that's when we start to get getting more into the trenches of government itself. In fourth grade, students are um learn a little bit more about the state level of government and they both of our fourth grade schools go to cap to the capitol so they can get a tour and see little things there as well. But in fifth grade, we start learning more about how we became what we are. We're learning about the American Revolution, why were we fighting for our freedom, and then what it looks like for our government. Why do we have our three branches of government? Why is it that we chose to have instead of one king having our, you know, president as well as our executive in our executive branch, our legislative branch and our judicial branch. So, they're starting

025to look at all three parts of it. In addition, they're learning a little bit more about that civ responsibility and how they are being citizens. So, then moving into our middle school, it's taking a sixth grade. All right. >> Oh, yeah. You got it was a little bit of a talk in two separate times at uh different points, but yes, uh I'm Jared Brinkman. I teach uh 8th grade social studies and in this year, which is very exciting, is something that we've been kind of unfolding is the HMHED civics pilot. Um it's an updated version of our textbook designed for grades 6 through 8. Um it it provides age appropriate civics content across all middle school levels and it has so much more upto-date and interesting information on indepth civics content uh compared to what

026we had before. Um there's interactive online activities. There's aspects of the civics pilot that can make your own um note sheets for students. So for differentiated learners and it's just really really really awesome. Uh I haven't even like gotten into the full entire scope of how how much uh information there is there and I'm so excited to continue to like dig deep in it. Um but main topics that I talk about um branches of government introducing the topic of judicial review and also continuing on uh the foundations of our country. So, um, it's supports consistent civics instruction throughout the entire middle school and something that I think I'm just really, really stoked about to continue to keep using. So, um, I don't know about you, but when I think back to middle school and high

027school, that type of thing, um, we tended to focus more on dates and taking a lot of notes, that kind of a thing. And while we still take notes to make sure that we have the background information for it, we also have some really awesome simulations that we do. So, kind of going along with the government and civics idea, I just wanted to bring up some ideas of simulations that we do within sixth grade social studies um dealing with the three branches of government as well. Um, so bringing up first the bill to law, the students are told right away that anybody is able to make a bill um that can go and potentially make its way through and potentially become a law. Um, so they actually get to make their own bill in the

028classroom and then we once they have that bill created, they actually get to put it through our um government within the classroom. We'll have Congress, we have our executive branch, and then we have um our judicial branch as well where they get to play those different parts and see if their bill would actually make it through and become a law. Um then we also have some fun simulations that deal with the legislative branch where they get to use some um studentfriendly Supreme Court cases where they get to play the part of the judicial branch and decide if the idea that's coming up that actually went through um the judicial branch if they would consider it constitutional or unconstitutional. and they come up with what they think based on what we've learned about the diff the

02927 amendments and decide that and then they get to see what actually happened in the real court cases as well. Yeah. >> Um so I'm going to cover seventh grade. Miss Gilbert couldn't be here tonight and I'm going to make this make sense a little bit just because seventh grade is kind of the outlier in terms of the content. Um and so sixth and seventh grade are really like a world cultures and geography survey. So sixth grade would cover western hemisphere, seventh grade covers the eastern hemisphere. Um but along with that, sixth grade does a lot of the heavy lifting for us in terms of like the foundational skills first. Um and then it gets more into what we see throughout the end of sixth grade and into seventh grade, which is we learn about

030a place and then we understand what the geography and the climate are like. So we understand what the people uh who live there are like um where we get into like civics and government is we address some of these early civilizations because eastern the eastern hemisphere the history is much much older than the western hemisphere. So we get into some of our classical civilizations um where we would encounter like the foundations of democracy in ancient Greece uh formation republic and ancient Rome. Um and then we go through kind of the civilizations and we get to as close to modern day but more from a perspective of the eastern hemisphere as opposed to the western hemisphere. Um and I just wanted to highlight some of the things that Miss Gilbert is doing in seventh grade social

031studies. Um, I know she's focused a lot this year around student goal setting, but also teacher goal setting and modeling that for kids. Um, she's really working to take a lot of the heavy lifting off of the instructor instead of just here's the information. It's pro really um acting more as a facilitator to dispense information and then she's doing a wonderful job to get kids talking. Uh, and just to highlight that in March, she's got discussion pods coming up for her um, Middle Ages unit where she's inviting community members again this year um, to serve as facilitators and then students will share their information that way. Um, she also has um, student group roles that she uses that we've implemented throughout our social studies department. And again, the goal is that the kids are doing

032the heavy lifting as opposed to the teacher. And then one more thing that I wanted to point out continuing the civics pilot just because uh it's basically building up on what was learned in elementary and in sixth and seventh grade and that is writing a letter to a representative. Um that is one of the big projects that we do because that is something that you can have the students be a direct participant in their democracy. That is something that is huge for eighth grade civics. um writing a letter to a representative. So they have an issue that they personally find um passion in and they have to do the research. They have to find out well who would be a reasonable uh person to write this to. It could be someone at a more local

033level of government all the way up to um senators of our our state. And it's really really awesome because when I mail them out um at the end of the year, sometimes it takes a little bit longer um we'll even get responses from um people who write back who are in the government. So that is just a way for students to reach out and actually be directly involved in the government. And that is something that is also um growing to be connected more with our civics pilot um because in the civics pilot I've actually added a link there. There's different sections in each area called students take action where they give real life examples on students taking action in their own um political systems. Um so that's one big project that we do. And then

034the other one that we do is uh showing a more artistic side where students are coming up with their own creative way to show how our three branches of government work in relation to each other and showing our checks and balances system in a way that they feel like is tangible, a way that they can understand. And I actually added some examples for our next one. Some really creative ones just based on student interests and comparing the uh branches of government in a way that they personally find intriguing and that they understand. So those are some cool examples I've had from this year um that I I really thought that were were pretty special. So, >> it's so evident and exciting to just hear how the team strives to ensure that students are engaged in

035making meaning of the content. So, we celebrate that. Um, the next slide will just serve as a reminder that we are encouraging community members and staff members to come and take a closer look at the civics's materials. Um, you'll be hearing more from from us in March, but if you haven't had a chance, we really encourage you to to take a peek. you can take us a look at the modules and dig into some of the content and materials. We'll also have um our other ELA pilot materials available that that same night. Um and then any questions that you have for the group. >> Um teacher in the black sweater. >> Yes. >> Yeah. Um I like the letter writing thing. Just so your students know, it's e it's actually more effective to write snail

036mail than email. I think they should know that. >> Oh, I totally agree. I think that that is a really uh valid point that having that ability and then also like having that time and putting the effort in and then they get it back later. I think that adds a lot to the meaning behind it instead of just instant gratification which is >> also had a question for you too. Um you said something about up to something being up to date. >> Oh yes. Um, so our civics book, um, the old one, um, Mike, you know, I think you knew what the exact year was. >> So, our previous civics resource was older than Mr. Brinkman. >> Yeah, >> that's a good it's a good way of viewing it. And then this one is uh,

037modern and has these very uh, interesting and relevant topics that um, are in the more recent age that is up to date. >> Okay, maybe up to-ate teaching. But I I was just thinking that the uh form of government never changes. That was just my comment. >> Yeah, good question. Thank you. >> That's a question. >> Having been in the legislature for 10 years, I had a lot of experience dealing with constituents. And I would concur with with Barb that the best form of communication is a handwritten letter. signed by the student or whatever. I also know how to contact several congressmen. One was even here in uh the chandelier ballroom yesterday, but he was here for a reason that he's also running for governor. So, I had a chance to talk to him privately

038as well. So, if you ever need a congressman to appear around here, let me know. >> I could certainly do that. That sounds awesome. >> Yeah, >> thanks for the connection. >> Thank you. >> Personal phone numbers. I think that would be really valuable and amazing for students to see someone and be able to ask them questions directly about what they do and have a great understanding of what they what that job looks like in case >> also publishes a book re of charge that title of the book is how a bill becomes law. It goes through all the steps and you could contact any representative. The generic phone number is in the blue book. >> Do you know what a blue book is? >> I have several older editions, but it's all the same.

039>> Yeah. No, that's awesome. >> Cool. >> I think it's great. there are these events that adults get to go to to interact more with their government and there's a lot more um opportunities for us to do so. But I love that you're doing this build to the law activity for sixth grade and writing this letter for eighth grade. >> Um is there a seventh grade piece to that where they're taking some kind of action or getting to do that? No, it's kind of like this middle ground. >> Okay, it sounds awesome. Very exciting. Speaking from experience, all my kids, they always like this activity, this part of social studies or what where we're calling it now. But um the my daughter still talks about the letter she come back from one of who she

040wrote to. So my >> it's a it's a favorite activity among amongst a lot of kids. Keep it. Thank you for all your efforts. >> Thank you. I appreciate it. mentioned the when you get up to the high school level, uh there's such it's usually it's juniors in high school, they have Badger Boys and Badger Girls programs that uh as a former veteran as well, we look for kids who are who want to get an actual experience of electing representatives and senators within government environment I would say and uh our past um latest well my one of my sons took advantage of that when he was in high school and also the former principal of the high school also had his son go through the Badger boys program as well and that gives them practical

041experience and actually how these things work and they they elect representatives and senators and whatnot. It's such an exciting opportunity and the neat thing is we don't have to wait for high school. We can start engaging in these activities when we're younger and build that excitement and that experience. >> Any other questions? Thank you guys so much. >> Thank you guys. >> Let's go. >> You also have to come through. >> Good to see you. You do. Thank you. Perfect questions. Very good. Great seeing you. >> Thank you so much. Thanks for being there. >> We don't need it anymore. Thank you for being >> Our next item is an administrative report from Mr. Carol about building browns. So I turn it over to Mr. Carol. It is not yet. >> Okay, >> there we

042go. >> So this year we had snow fairly early in the year. Um there were many small snowfalls, one to three inch rain and range and only one that was about 6 in. So um all the snow removal was done by our people with our equipment. Uh no need to hire socks, although that is always a nice option to have. So, if we have a big snowfall and I think thank you guys for approving that. Um, the new new equipment is working well. The Bobcat blower and broom have been a good addition to our snow removal equipment. Thanks again to the board for approving that purchase. Existing equipment is in good shape and I plan on just normal wear and tear replacements uh this summer. So, with the purchase of the new equipment, I had

043planned I had placed the retired equipment outside with plans of getting listed in the Wisconsin surplus auction. Uh, with the early snow, that didn't happen. And I didn't think it was a good idea to have people come and look at our equipment in piles of snow. Uh, trying to get as much value as we can out of those pieces of equipment. So, I plan on having that equipment listed. Uh, spring break is a um is a time I'm probably going to get that listed. Uh, another thing that's been going on is summer cleaning crew planning has started. It looks like we'll begin at Rothman this year. And, uh, the new lawnmower that we purchased last year, it was used a couple times last year, so they had good experience with that. It's all cleaned and

044ready to go. Um, so that's my update for the I guess for the three months if you have any questions. >> So quiet compared to your past reports and all that. >> Oh my. We we do most of the maintenance on our equipment. If there's something major um then it'll go uh well it used to go to Midstates. The new snowblower was or the new uh lawnmower was purchased from >> Ryers >> Riners. So probably would go there um just because there's quite a bit of electronics on it. And the Bobcat if it's something above us uh probably go over to St. Lawrence. That's where we purchase that. your ears must have been ringing because that is a question I had is why is all that equipment sitting outside and please tell me it's not

045the new stuff. So I appreciate knowing it's not the new stuff. >> Um secondly when you talk about equipment that is also remind me so like our floor burnishers all of that equipment is ours or is that you um with a >> equipment is all ours? >> Okay so that's >> and all of that is good right now? >> Yes. Yeah. shape of that. Any >> I think that's it. >> All right. >> Thank you, Mr. Carol. >> Our next item is the achievement gap reduction or AGR midear report. This uh grant uses data to determine the progress in reading and math of kindergarten through third grade students. And this is reported at the mid and at the end of the year. So, I'm going to pass it over to Miss Milker. >> Thank you,

046Miss Will. Always a pleasure to speak on student growth. So this is really one of the exciting parts of my of my role. Um as you recall the baseline and growth goal were shared in fall. Um and this report provides a year a midyear student performance in both math and reading kindergarten through third grade. Um I'm going to start with with math. Um in your uh board packet we're going to speak on the district math which is highlighted in purple. Um and it's really import to recognize that the data for both math and reading is a combination of a local assessment and a national assessment. So the number corner and math is the local assessment and the Ames web is the national. Um and so the reason I bring that up is our number corner

047assessments are not comparable fall to winter. That's because they're assessing different skills. However, um our math committee is reviewing those assessments and um in April looking to refine those to to meet to be representative of our key standards. So that's why we also include a national assessment which is the Ames web assessment. Um so if you look at kindergarten for example, kindergarten is showing 41% of students met the grade level expectation. That's not comparable to where they were in fall. >> Okay? Um but the Ames assessment is measuring growth of the same skills. So you can see kindergarten is trending up. Um there's a strong correlation to where students are and where they are expected to grow which is very exciting. And if you look at kindergarten games web it'll show you 82% of students

048met grade level standards in winter which is very close to the goal of 85%. So that's really exciting to see that that's a celebration especially knowing that the benchmark is reaveraged. So it does become more challenging throughout the year as students learn more. Um if you look at first grade first grade um number corner midy year um 76% students go that um grade level expectation. there was an increase in the Ames web um from 68 to 86% of students joining that proficiency um in second grade number 90% of students met the mark and in web 73% um an increase from that 50%. third grade number corner 63% students um met that grade level expectation and excitingly a Japanese web 79% as compared to the 56% in fall. So you can see that growth again especially

049as that um u becomes more challenging ventural becomes more challenging throughout it'll be exciting to see where they land in spring um as far as math we have a lot celebrate a lot of progress, a lot of growth. Um, if we look at reading, similar to math, the data does include both a local assessment and a national assessment. In kindergarten, you'll see student growth in blending syllables from 60 to 93. So, already surpassing the goal mid year, which is really exciting. That's an increase um in blending sounds to 29%. And on that national assessment that web um where the benchmark becomes more challenging 85% of students met the grade level standards already the goal met in first grade. If we look at reading second grade um substituting final sounds which is a more complex skill

050um students um 59% students showed that grade level expectation this winter. Um, deleting sounds 70% increased from 25 and on a web reading comprehension an increase to 86%. Here substituting final sounds again a very complex skill. Um, 89% of students show that expectation that they met that that goal. deleting sounds 92% an increase from 70 and you'll also see growth in reading comprehension um 82% actually let me correct myself it's 82 in fall 82 in winter so although you don't see an increase in the number we know that there's student growth just knowing that that benchmark is become challenging to meet so a lot of exciting growth we're seeing um not only on the assessments but um in teachers formativeship assessments as well. They're seeing that growth. Um we know students are making very meaningful

051gain. Um and that's testament to the dedication of our students, the expertise and work of of our teachers and the support from our families. So lots of exciting things to share. I look forward to sharing more details on merge plans in spring. >> I have one question for you. in the areas where they've already met that 85% goal or higher, do we then look at that particular if it's substituting final sounds, let's say, do we look at that and then increase our goal from 85% to 100% or 95% for spring because obviously already achieved it. So, do we move it for that particular group? Are we trying to get more a higher percentage there? >> I would say we're looking for all kids to grow 100%. Right? 85 is just the way that it's written

052in the goal. But I would say we want all kids to meet that proficiency. And I think teachers interpret it that way. I know our administrative team interprets it that way. We want all kids to grow. We want all kids to meet that proficiency regardless of what the AGR, right? So we're aiming for that full 100 regardless. >> Yeah, it's great for growth. And thank you for explaining the kindergarten because I had already I said I have a question but you answered it. >> Very good question. >> Any other questions? Thank you. >> Thank you. >> Appreciate it. All right. Our next item here is the employee engagement report which I will pass it over to Dr. Vobopos. >> Okay. Perfect. Thank you. So, um, Ryan will be placing on the screen the information for

053you and then I'll be joined by the principles over at the podium because we are co-presenting this information. >> Okay. So, is this on? >> No, I turned it off. >> Turned it off. >> Okay, we're good now. All right. So we took the survey this year the very uh week that we came back from uh Thanksgiving. So this was a first week and in December where it was issued on a Tuesday and then everyone had two weeks to take the the survey. Um you'll notice that this year overall for the district who has the clicker. >> Okay. Thanks. Thanks Doug. Okay. The overall rating uh for the engagement mean this year was 3.99 and we had a 41% mean uh mean percentile rank with 174 respondents. You can see our engaged uh was at

05443% the not engaged and then the actively disengaged there. I'm going to quickly glance over last year so you can see the comparison and then I'm also going to give you uh some updates between the two years. So this was last year. You can see that um things look a little bit different. However, when we compare the two, I do want to share that our numbers have gone down in some spots, but they also went up from 2023. So if we look at the very first thing, the 3.99 engagement mean in 2023, we were at 3.8. So while this did go down from last year, it's still up from where we were two years ago. And the whole change in the mean was um just over a tenth. So not an exorbitant amount. Uh in

055terms of the mean percentile rank, you'll notice that most of our our buildings went down this year, which means the district also goes down. So we went down nine points there but our respondent rate did increase. So the average number of respondents is 77% in education and so we targeted that. That was our participation rate. That is up from last year which was good. That's where we want it to be. And then if you look at the engagement mean in the bottom you'll see that the overall engaged is down. The not engaged is also down. um which is a a good thing. The actively disengaged though is up a little bit and I will make a comment now on that and then I will also comment at the end that while that's up a little

056bit, the average is actually 18 um% actively disengaged. So even though our number jumped up a little bit, that's not a high amount when you compare it to the national averages. And so then what I'll do is I'll hand it over to Dr. Regatska and she'll talk specifically about central and then we'll go to Mr. Hamlin and then Dr. Buouie and then I'll finish off with the district results. Thank you. Uh these are our results from central. We are down a little bit at 3.61 from last year but as Dr. Vilobo said we are definitely up from 2023. respondents are also up. Uh if you look at uh the 12 questions here, which is actually 13 because question zero, um the two at the top, question one and question two are our lowest scoring areas.

057Those are the same as last year. And our two highest scoring are question 10, I have a best friend at work, which was also a high score last year, and question 11, which is I've received um someone has talked to me about my progress, which was high last year, but our highest was Q12 that they had opportunities to learn and grow, which is still a pretty good number there. For this next one, it's broken down a little bit different. Um, you'll see the scores for each one of the areas. The top one there is overall. So that's the district. And then the next overall is all of Central. And then I put on there the teacher group. So you can see the again the darkest greens are what we're looking for. So we have some

058good dark greens there in that row. Um, the progress Q11, that's a nice strong one. And then when we look at this screen here again overall 174 is a district and then we have this is classroom support and support staff together. So classroom support are a pair of professionals. So those are the folks that are supporting in the classroom and our support staff uh is our office staff and our library uh professionals and those people are feeling the office staff and library professionals are feeling really good. Lots of dark green there. And then we get to our next one here which is years of service. So this is years of service for everyone at Central. And what you'll notice here is that the people that have been here five years or less, which is in

059the one through two column, the three through five and the less than one have the most dark green areas. So those people seem to be the most satisfied, particularly our brand new folks from this year. And that is teachers and support staff and classroom support. So everybody together there. So when we look at question one, which is one of our areas for growth, and remember it was the same thing for last year. I know what's expected of me at work. I have been having one-on-one meetings with folks twice a year and asking some some questions and most people say they know exactly what's expected of them. So I haven't gotten a lot of actionable feedback from that. So, this spring I changed the question asking what parts of your job feel the clearest and where

060do expectations feel fuzzy? And again, I haven't gotten a lot of actionable feedback from that, but I'm going to keep asking until I get some. Um, and then I'm looking to do uh some touch points a little bit differently next year, looking at potentially tracking expectations, goals, and some other metrics. Still working on that, but that won't be till next year. And then the other question is, I have materials and equipment. I need to do my work, right? So again, been asking questions and I've gotten a few things um but nothing that I can really use except people say they want more time and I can't give them more time, but we're going to work on a little system to give them some extended collaborative time by department for next year. So that's pretty exciting

061working out the details of that. Um, and I continue to work with CNI to make sure people have the equipment and materials that they need. >> Questions? Oh, >> okay. Sorry, no questions. All right. So, we also did a student engagement survey in December and the results from that were really awesome. Um, students are feeling really confident about their future. The teacher student dynamics are really amazing that they're feeling like their teachers have high expectations for them, are treating them respectfully, encouraging them to persist through challenges. And kids, 93% report having a best friend at school. That's amazing. We're really proud of that work um and the work that teachers are doing to really engage with kids. Uh this is the summary. So this is students. This is some of the questions that they answered

062about teachers and the comparison from last year and these are the top teacher improvements. So a 13% improvement of teachers are concerned if I'm upset. Teachers will be excited to see me in the future. Again, 13%. Teachers seem excited to teach. 11% increase. That's amazing. Teachers are respectful to me. Up 10%. Teachers are interested in my answers up 9%. Teacher makes me excited for the future up 9%. So these are really really exciting results. Um we have some areas for growth in this one too. We saw eighth grade scores were a lot lower than we wanted to see them. This is the first year that we broke it up by grade level so we could see that. So we're doing some work there. Um, and almost all kids said that kids are not respectful to

063each other, which I think we intuitively know for middle school, but it's something that we're really working on. I've also been having student focus groups and asking them about uh the questions and how they're feeling about school, and I have some really exciting feedback from that. All right, I'm going to pass it over to Lincoln. Thank you very much. So for us, we're really excited. Uh our engagement mean went up compared to last year and our mean percentile rank went up a couple of points from last year and we had more people responding to the survey. Um here's a comparison to last year. So all positive results to start with. We still have our concerns um that we I'll show you in a second, but we're we're very excited that ours continue to progress. Our

064highest Q12 items are on the left hand side there. Q5 cares about me and best friend at work. Again, we spend a lot of time based on relationships in the building. And so, I don't think that's a surprise to us. Uh materials and equipment came up again and recognition came up. And I think by digging into those a little bit, I've got some some clearer responses as to why those are where they are. Uh breakdown, just like Dr. Regatska, our Q5 and Q8 uh were the highest and we had a little bit of a drop off with the other two, but again, we're really excited with a lot of dark green that we see across the board. And once again, the darker the green, the better the score is where we're looking. But a lot

065of ours are relationship based as well. Um but a couple of minor drops which are negligible. Some stayed the same like Q4, but uh a couple of drops in Q9 uh as well as as two and seven which I'll talk about in a second. The one thing I'm really excited about is we're going to get to spend some time breaking this down. Just like Dr. Regusta talked about, we spent a little bit more time this year looking at where our data came from rather than just overall. And the one thing that I'm super excited about on this particular chart is we have some um standout fives. So, not just dark greens, but we have uh four fives on the board, which we're really really excited about. However, we do have some twos and 2.7s, 2.8s.

066So, while it's great to see the positive results there, we are certainly focused on the why behind some of the other parts. And again looking at years of service, we've got some sort of that 3 to 5 year range, which is where we're spending some of our time right now um in terms of what they're particularly seeing. So we've got some questions that we're digging into, but overall we're really really excited with some of the things that we're seeing uh out of the survey. Q5 that cares about me question is certainly one that we looked at and celebrated. Um it's a higher increase. So nine of the 15 showed a mean score of 4.5 or higher which is really outstanding. Uh we try to spend a lot of time again with our staff. We've uh

067even presented um earlier uh last week on generational differences, what that looks like within the building and how we provide feedback for the certain types of generations we have in the building. Some of that comes from conflict and people not understanding the feedback that they're getting or how that's presented and how data is shared across the building. So being able to provide some of that information I think has certainly helped us uh engage across the building um because we do have a big spread and we find it difficult to quantify emotional categories but again we're really excited with some of the things that we're seeing and we don't necessarily see a huge uh disparity between our support staff and our regular staff based on these particular questions. Mission and purpose was a new one for

068us this year. So, we're excited that people seem to have a clearer direction of what we stand for and what we want to do within the building. Um, again, some generational research um is up there, but we spend a ton of time putting energy into the pockets as we call them within the building, Boys and Girls Club, Food Service, Rightway, our maintenance department because we really want everybody within our um community to feel part of a community school. So it's not just the teachers or certified staff but we want to be able to refine our focus uh even some more so that we don't just keep spinning plates as we say and just keep on taking things on. We want to help each other out but the areas for growth for us just like Dr.

069Botska had this was one from last year um so we wanted to dig in a little bit as to what this meant and I think Dr. Buouie has some information on this too. But what we found out in the open responses was that this was more about the ambiguity in how we order things and the process behind that rather than not having materials. So it was more a process issue than the actual physical issue of not having things and not having them on time or have them turn up. So we've tightened that up a little bit. We presented on that. Um Tasha Bogle actually led that last week in terms of a department shareout. But we want some clarity as well. So ELA materials came up not having the ELA materials and the pilot materials.

070They don't have control over those things. So we want them to understand, we want our staff to understand, look at what you can control and what's out of your um out out of your planning. The last part is um on recognition and I think this is really really important and Dr. Pat Reco presented on this to the whole staff um on the 19th, but the importance of recognizing small victories. We do a lot of really hard work um in all three buildings across all avenues, but we don't necessarily celebrate it. We just go on to the next thing. We know it's hard. We know every day is difficult. So, we do that, but we don't necessarily celebrate with people about the success. So, when Katie was talking this evening about the um the goals and

071the growth that we're seeing, that's awesome and we need to celebrate that rather than going brilliant. What are we going to do next? Um because I think people that's part of what we're hearing about this about we do the hard work but we don't really get told that we've done a great job because we're on to the next thing and that's because we're a driven organization. But um that's something that we're looking at processing now and really pushing that measure of it's not just from the admin side or from the building leadership but we all have a role to play. All right. Thank you. Um for Rossman um this year our engagement was 3.97 uh with 50 staff members taking the survey. For us, this is a decrease of a.17 uh giving us a 39

072mean percentile ranking and overall score of 42% engagement. Over the last 3 years, our trend mean 3.78, 4.14, and 3.97. When we look at our high areas like Mr. Hanlin and Lincoln, my co-workers are committed to doing quality work and I do have a best friend at work. is our two highest areas uh this year for doing quality work. Teams have developed developed a shared definition of what quality is. They can explain their work, drive success, identify practices and can name conditions that enable high performance. So some of the teams that we have here at Rossman work really well together and they hold each other to really high quality. Uh when it comes to having a best friend at work, this supports to have a strong workplace with friendships which increases engagement and satisfaction. Obviously,

073you're going to come to work when you have other friends at work that you like to work with. Of course, um this only strengthens uh performance and morale, but uh overall culture and climate. Our low areas this year, I have materials and equipment uh similar to the rest of the build the other two buildings. And um also at work, I have an opportunity to do my best every day. So this was interesting to me uh noticing a little bit of the drop. So I looked uh to dug a little deeper in the breakdown. Um when we look at this it looks like our support um that's pair professionals uh other other ancillary type staff that are supporting the classroom from library to 4K to front office. Um that was our largest drop in our pair

074of professionals overall at 0.55. Uh for our teachers we only dropped um a.3. So last year for our paras we had 4.64 and it dropped to 409. Uh and then for our teaching staff it was a 4.0 and it dropped to a 3.97. So this helped narrow down a little bit further on where we can put some of our efforts into our goals or our continuous improvement plan for next year. Um, and I think we talk as an administrative team on how to better onboard our staff. Not only I mean a lot of times you focus on onboarding in August, um, where we have time, um, but when you hire into the year or midyear, there's a little less time help being able to onboard that staff member. Um, so as Dr. Regatska mentioned earlier,

075these are years of service. um the years of service doesn't really separate between um professional staff and ancillary staff. So um looking at the difference here, you'll see that those that have less than one year of service has dropped to a 0.54 and then those that have a 1 to two years of service uh has dropped to 27. Um so those are the 4.21 and a 4.02 is what their mean was last year. And so those are the difference and I know at Rossman a lot of our less than one year or one to two years are more so our pair professionals in those areas. Um looking at areas of improvement or sorry areas of growth areas Mr. Hanland mentioned some of these so I don't want to totally repeat but I just want to

076highlight that um working regularly and asking team members on what they need. uh we listen to listen to them and follow through and be clear on what we can provide and what we can't pro provide. As Mr. Hanland had mentioned earlier, making sure they understand how to request resources and support them in justifying their needs. uh next year with our new leadership team of pack leaders. We're going to work on digging a little deeper where the pack leaders are maybe working collaboratively, working collaboratively in the professional learning communities to work with each team member so that they're not always having to jump through hoops going to me directly or to tech or to maintenance. They can also go through their pack leaders as well. Um we also have to clarify what materials and equipment means

077to them. And so getting into that that detailed information might help answer how timeliness or how timely we can get the materials to them. Um when we look at opportunities to do our best basically in this area not to repeat everything that Mr. Hanland or Miss Dr. for said, um, I think we just need to notice and observe where staff can excel and then we can build on it and invite them to share where they're most effective and then also aligning that work to to their strengths. Um, we're at we have a good start. We talked about it last year and met with all staffs in both buildings. This year we're looking at developing a collaborative professional learning community where there's more time that staff can work together um and analyzing those strengths and working

078on new curriculum and also looking at how students are doing an intervention. Uh then that also allows us time in the afternoon to focus on other things as department meetings and curriculum and any other reporting uh and then meeting as a staff. So that's what I have for Ross. Thank you, Dr. Buoie. And then to summarize things, round them out for the whole district, you'll see that I have the district results up here. And so many of the things that I would talk about, you've already seen on a scale by scale basis for each of the buildings. So the trends that I have are very similar to what you've seen. Um, last year we w excelled at Q9 and Q10 and we needed to pro improve on Q1 and Q2. And look at what you're

079looking at up there. Q9 and Q10 still compare. Um they're doing well. And then we are up in Q1. Um but we we did not go up a lot uh at all in Q2. And one of the things that I I want to share and each of the principles up here has said it. The darker the color green the better that SCA that score is. Even if the numbers don't align because they're all weighted differently because this is a nationalormed assessment. Um, and so when we look at these, we're focusing less on the number and more on that yellow area. So you can see um, what we need to be focusing on in terms of what this looks like then across um, I've got information here that I won't go into great detail about because

080what I want to spend more time on is how that data looks like when we compare it to the specific areas that Gallup looks at. So the very first uh thing that Gallup looks at uh aside from question 00 which is the overall question is you know what are our basic needs and and what do I get and are my basic needs as a team member as an employee in the district are they being met yes or no and so you can see that this was the area that we need to work on and you've heard each of uh the principles talk about materials and equipment and expectations and so aside from their specific building plans. We've also talked about just making sure that job descriptions are um updated regularly and reviewed with employees. So,

081that's something that we do every year during the summer. And then in terms of materials and equipment, uh we talked a lot during our rounding in January about what is it with materials and equipment and you heard Mr. Hanlin talk about the ordering process. I will also tell you that there was some frustration over English language arts which many people felt would be resolved because of the piloting that we're doing right now and the level of depth that we've gone into in terms of preparation for the pilot and then now also the amount of piloting that we're doing and so there is hopefulness for next school year in terms of materials and equipment otherwise we did not hear a lot of um negativity in terms of the next set of questions on the Gallup. It's

082about again the individual. So the first one was as an individual are my needs being met. The second set of questions for the individual is what am I giving? How am I contributing to the district? Do I feel like I matter and I count? Which sounds very similar to some of the questions that Lori has asked her own students in terms of mattering hope and engagement. And you can see that we were average in all of these um with a mean of 3.97. So doing well there. And then when we get teamwork, um so this is I think where you can see how we've developed and built culture across not only the district but across all of our buildings. This is where the district shines overall in terms of teamwork and do I belong here.

083And you can see by questions 9 and 10, my co-workers are committed to doing quality work and I have a best friend at work. And that means that our team members trust each other. They can count on each other. they feel like they are bringing their best every day and that their co-workers are bringing their best every day. So, not only did we just assess positively for those, you can also see they're very dark green. So, again, that shows how we're ranking and stacking up against other districts across the country. And then in the last one, um, we go back to ourselves and our own measure of progress. So, is there an opportunity for me to grow as an employee? I know that we've talked about my needs. I know we've talked about I how

084I can give. We've talked about how I function as a member of a team, but now how am I growing? Is this a place for me to continue to grow and develop? And sometimes that's harder in small districts because we don't have a lot of places for movement. But one of the things that I think we've done really well is we've created opportunities for teacher leadership. Whether it's through the pack leaders, whether it's through the presentations that you're seeing, whether it's teachers up here doing the spotlight on learning or teachers coming in to be part of the presentations of student excellence. So, we've done a lot um in uh publicly, but then also some things that may not be viewed as leadership, but really are. The 4K teacher is doing a lot this year as

085we bring back 4K on site for the first time at Rossman. the last few community events that we've had where our teachers have really done a lot to make sure that they're part of it. We have our different community fairs um and such throughout the the school year. So, there's been a lot of ways that people have grown even if it's not in a title capacity. It's a a growth capacity. And I would also say that that goes back to our professional learning that we offer because we're constantly analyzing is this what we need as a district? Where are our deficits? and how can we help with staff. So that's one of the things that we will continue to work on. Um the principles have already discussed the additional questions and so what I wanted

086to share here is we did have um people 137 and 129 people respectively make comments on the individual uh written answers which were not they were not required. People could have skipped them. So, we still had that many people respond. And so, um, one of the things that I want to point out is with question three, which is again one of our focus areas and that's why we had these additional questions, we actually, um, the negative one, the negative feedback went down. So, that's good. Again, it shows that we are being responsive and that we're listening to our staff. And that's through this survey, but it's also through the rounding and through, I would say, the 30 and 90day meetings that um we've been having with staff as they on board to our district. Uh

087again, I talked about the overall engagement. And so when we look at this, we did have 77% of our organization take and participate in this. I do think it would have been higher had we not had a little snafu on the first day which was beyond our control because we again work with a thirdparty provider to help distribute this and there was a little glitch in the release time. Um however 77% is right on par with the average for the educational industry. So that's really good. Um when I look at the engagement index ratio it's at just above seven this year. So that means for every one actively disengaged employee, we have a little over seven actively engaged employees who are there to combat that. And that's really important. So back in 2023, the ratio

088was about 1:3. Last year it was 1:12. This year again down a little bit, but still significantly higher number of people who are actively engaged versus disengaged. And I said it on the first slide, but I'll say it again. In terms of the actively disengaged, we're at a low percent um at six. The nationally actively disengaged range is actually 18%. So we're that's three times higher than what we are. So even though our numbers went down and that does disappoint me. Um and I know that I look at my colleagues and we all feel the same way because we carry this burden. It it means a lot to us that we're doing well as a school district and as individual schools. We have a lot to be proud of because those numbers are still lower

089than the national average. Um, again, the national average for being engaged is 31%, we're at 43% and certainly we will continue to work through the different mechanisms that the principles talked about to continue to raise those scores. Um, so that way our staff not only is proud to be here, but it wants to be here and feels engaged. That is it for us, unless you have any questions. I do have one, but I'll offer it to you guys first. >> Oh, okay. I'll just go. The getting feedback obviously is hard. Sometimes you don't really want negative, but you want positive. So, it's good that we're actively engaged in trying to get feedback from our teachers and staff educators. Um, I think it's a good my I have more comments than questions. So, I think it's

090good idea. I don't know if it was us or the survey, but to rethink the questions that you did in central, you know, that was a good idea to if you're not getting the results, how can we ask it differently, right? And um like, you know, trying to have recognition for all the different generations, that's if you find the answer to that one, I'm sure you could probably make some money on that one. But, uh, I think any effort, right, that you any effort and strides you make towards that is going to be great. And then it was just good to see the um you know the recognition actually was higher in Rosman um which was good to see. So like I think we're on the right track. I think we're doing things good and

091I think we have some of the best people to do this. So thank you. >> Thank you. I will say um Lori reflected on those questions on her own. So that came from her. Um, but it's a very similar process to what we do for rounding. Every year as an administrative team, we go through the results here. We go through the feedback that we received the previous year during rounding and then we modify and update what questions we're asking to make sure that we're hitting these areas and also to make sure that we're developing the values that we want. So this year we added tell me something good and each year we've asked you know who's a colleague who's made a difference for you? Um because again that helps us to get at the best

092friend. It also gives us an opportunity then to recognize different people across the district that we may not have a lot of personal interaction with but clearly meant something to someone else. So, um we try to to update those things on a regular basis as the district needs require. >> I have two questions. The first one is I really appreciate central giving the opportunity for the students and I'm wondering if we could do that for fourth and fifth grade to give us an idea of where they're feeling especially coming into that middle school. I feel like if we could do something to engage them that may help your team especially at Central to kind of see where are the kids coming in at what are their struggles already. Um, I would like to see that

093if possible. Um, and then second, this was a two-year program, right, that we paid for for Gallup. >> We um this this was year two of a three-year contract. >> Three. Okay. So, it's a three-year contract. So, it's one more year, correct, to do this survey. Um, so then with that, would it help to because we always talk about this every time about the equipment and the materials, would they does it make sense to have two questions or it doesn't matter? Like I'm just trying to understand like what their major concern is for equipment and materials and why it's always so low or so confusing to them or frustrating to them. It's it boggles my mind because I'm thinking it's you're following your curriculum. like what do you need? Like I would assume that it's

094the book and then I don't know. So it's just weird to me because I'm just different but I sales is different than obviously education but I'm trying to understand like what is their concern that they never have mater. during parent teacher conferences, one of the things that came back, they were only like day three into this into the the pilot and for the ELA at least they were all I mean everyone was super excited about the new pilot that I sat with Miss Burbanet and someone else and so like the kids are already my both my boys were already like this is way better than what we used to get. So maybe it's just outdated material that is part of the the the answer to the question, but I'll let you finish it, but I

095just want to interject with that. There's some the new pilot program should be really good. I think you get better feedback next year. >> Now, in terms of the question, so with the Gallup, um it is it's Q12, but the 13th special question of overall, right? And so it's one question per each of the areas that Gallup has done years of research on and identified as the top difference makers in employee engagement. So that stays the same. But the written responses like these additional questions, we can add as many of these as we want. We kept it very simplistic and asked two because we wanted people to answer the two versus asking 20 and having people go, "Yeah, not not filling it out." Um, so that's one of the things that we could do as

096well and and perhaps in the future it won't be materials and equipment anymore once we get through the next adoption and things like that. Um, but one to Lor's point, uh, when she talked about Central Middle School and changing the way she was asking, that's what we've been doing with rounding of trying to get at the crux of what is it? Because we each uh, round with probably about 17 or 18 individuals on staff. And I will tell you, we ask two questions of them. And the first one is, do you feel like you have the materials and equipment you need? Yes or no? And then if you if your answer is no, what more is it that you do need or what is the issue? Is it that you don't have the materials or

097is it that you don't know how to request materials? And so that's where then you heard Mr. Hamlin talking a little bit about where some of the confusion comes in. And very honestly, it's different for different people. For our ELA people, it was a lot about what what product they had. And now that we're going through the pilot, they felt better. For some of our teachers, they're act their answer for materials and equipment was actually there's too much. I'm overwhelmed. Like there's so much for me to look at and I'm a new teacher. I have to sift through and figure out what it is. So, how can we better help to Dr. Buoie's point on board people so that they know more? But yes, we are continually asking things like that. >> I have one

098more question. Um, I noticed it in Mr. Hanland slide because Q7 was circled and it is one of the lowest ones but then later in the slides Q4 was the other low one to work on the recognition not Q7 which is at work in my opinion seemed to count and then when I kind of dug in further it looks like that's low for all uh maybe not as much as central but for both elementary schools that was a lower one and I'm just curious as to it seems lower than Q4 so I was just wondering why that one isn't being addressed and I I imagine that That's a tricky one because ultimately opinions should count, but that doesn't necessarily equal change. But I am concerned about that being a negative um feeling from a from

099a team perspective of like no, it sounds to me like no one's listening and maybe that isn't how it should come across, but it that was a low one. So >> yeah. And so when we get our results back, Gallup actually because it's normed and remember the numbers might seem low, but they're rated differently. So, Gallup helps us identify which one is our building and which one is our district specific low. And so, even though the numbers might not correlate, um they they have shared with us which ones. Um one of the things that we do and I was actually with um Joe at Lincoln uh because Neil was out um while we gave the the survey at um the three buildings. And so, one of the things that we do with the staff is

100we tell them what that means. And so we say where it says at work my opinions seem to count that doesn't mean you get your way or get what you want. It means that you feel like you have the opportunity to speak up that you feel heard and maybe if the you know the answer is are we having outdoor recess or indoor recess and you want outdoor but you get indoor do you understand why? Um, so that way you had the opportunity to weigh in, but you understand why we did we were unable to go with your reasoning or your rationale. Um, and so it comes down to communication from us. I don't know if anyone else wanted to add anything. >> I I think the only thing I'd add is that when we looked

101at that one, um, we work really strongly on process. So from us it goes you from us pack leader team and then the other way back up. I I think we're excited about the change and Don and I particularly at the elementary level next year when we have that um you know consolidated planning time during the day so that the teams are going to have more time to have discussions amongst themselves and then bring that back up. So it's rather than it being us to you know team leader or pack leader they're relaying information now it's going to be more of a discussion based piece. So, I think we're excited about what that's going to look like to give them more opportunity, more time. Um, because like Lori said, they're asking for time, time, time.

102We can't necessarily do that. But this is from us creating a schedule that allows them to do that. Um, I think that's that's going to be the next evolution of that question, which is going to be it's going to almost fix itself to some extent, whereas the other ones are things that we can actively work on doing now. Um, so it's it's kind of like looking down the line that yes, we're it's just because it wasn't addressed here doesn't mean we're not addressing it. It just means that there are some things that we can do immediately and some things that we've got some you more of a future goal that's attributed to that. >> Yeah, I just want to add like opportunities to grow in the district. Um, we also are developing leaders within our

103teams as well. And so, um, with our continuous improvement plan next year involving our pack leaders more than just the front office, I think it'll give them opportunities to develop and learn strategies how they could listen to within their own team and all the teams that support that around them. So, I think that would give them a lot more opportunities uh where you're talking to someone because some sometimes like Mr. Halen says, "Your day-to-day conversation is just with your team." And so some getting that feedback from them >> and then or just someone recognizing what they're contributing uh will will hopefully help increase that score. >> Definitely. Yeah. last comments, but like so the first couple years I had to I was forced to take surveys for work. I would always come to the survey

104and like man I wish I would have took notes throughout the year. So then I finally got wise and started taking notes throughout the year for myself. I could like relate things on the survey. That's just what I do. Okay. I don't know. Are we talking about any of these questions throughout the year with your packet? Okay, good. So maybe I'm just missing this point, but that's great that we're that way they get ideas in their head before survey time, right? And yeah, >> can I talk for a little bit? >> So again, we follow up this process with rounding almost right after. And what I'd say this year more than any year, at least for the again 15 or so people I had, a lot of them came in with notes. >> Okay. So,

105um, I I feel like a lot of people had some things that they wanted to share. It's actually interesting because again, the material and equipment question, which again, since I'm the money guy and deal with the buying of stuff, it if that rates low, it's surprising to me how few people actually say um that they need stuff. So, it's it's it's it's a fascinating process to say the least because again just depending on who you end up with or or where they're at kind of beginning their career or what area they're in again some of them are perfectly happy about things and then and then you find uh other comments where they have suggestions or comments or >> last question what's rounding just I may have missed this but >> yeah so We randomly assign

106um every single staff member in the district to one of the administrators and then during the month of January we set up a time about 20 minutes or so to go and meet with that staff member and it's their opportunity we send them the questions in advance and it's their opportunity to then respond to those so that way they can give us specific information. Um, one of the things that came up, I'll I'll say from my one of my rounding sessions, uh, one of our teachers had some incredible ideas. And so, it's a great place for us to hear my opinions count at work. What are those ideas? Uh, and I took notes on it. And then um every one of us does it about the same. But sometimes, for example, in this situation, I

107looked at the teacher and I said, "I want you to hear me telling you these are great ideas that cannot happen next year because we've already built the calendar for next year. So know that I like these. Know that we'll talk about these as an administrative team, but this is really like a two-year stretch goal. So please keep the ideas coming." Um, and so it's an opportunity for people to share if they have concerns, share if they have ideas, to tell us what great things are going on that we may not see, um, and also to tell us about colleagues that have been helpful and where we've where we've made some mistakes or missteps and what we could do differently. Um, Don talked about it uh, quite a bit, but one of the big things

108that came out of rounding last year and this year was onboarding. Um, we need to do a better job onboarding because gone are the days when you hire people people in the summer and they stay all year. Now are the days and it's not just us. It's across the country where you are hiring all the time. And so we can't wait to onboard people in August like we used to be able to do. We now have to have a new system that that helps us. And so u Mr. Navar has actually been very helpful with this. He he and I and Mr. Dr. Hamlin had a conversation about it. Um, he went home, thought about it overnight after we got feedback during rounding, came back with a plan and we are using that plan as

109a I'm going to say a good band-aid for this year and then a basis for what we can do moving into next year. So that way we're doing a more effective job helping our staff members, especially those new to the school district, feel supported, and that they know what they need to do, what's expected of them every day, and that they know how to get a hold of their materials and equipment. So yeah, it's it's an opportunity for people to talk and share ideas um in a way that gives them an opportunity with facetime with one of us, especially with somebody that they may or may not see regularly. Um, and then to have that face-to-face conversation versus, you know, just sometimes you don't get the kindest information if it's just an anonymous email or

110something like that or an anonymous survey. So, it's a great way for us to follow up and give people that opportunity. >> To Adam's point, I think, and you hinted at it, I think it's really great that that our staff is coming with questions and with some more prepared thing because I think it shows that we are creating a culture of this of this feedback loop, which I should also help the my opinions count piece of it because we're actually asking for feedback all the time. So I do think that this is something that um well I mean I don't know how many years we've been doing this. I feel like it's not that since >> it's our third year doing this. >> That's the total. Okay. >> Yeah. Fourth year doing Gallup, third year

111doing the rounding. >> Okay. I just think that it's a newer thing for the district and we're finally seeing some like the staff is also picking up on it. So I think that's great. It's not perfect and you're right, we get feedback that's good and bad, but if we don't get it at all, we don't know where to work and improve on it. So, >> and we've talked as an as an admin team, what does data not have? >> Feelings are a heartbeat. So, >> so sometimes, right? Um, but data does not have a heartbeat, right? So, we we've been trying to train ourselves to not be offended or insulted. It's really hard when you work really really uh invest a lot of time on something and people are like two thumbs down that is

112hard to hear. Uh and so we've been working on feedback is good. It gives you that baseline and it's good that people feel comfortable and honest sharing that with you and by doing it face to face. It's usually very respectfully done as well. I know this is a lot of work and time and energy that all of you put into meeting with staff and doing this whole survey. Um I think it's super needed and an excellent usage of our time and energy. So I commend you all for doing that. >> Thank you guys. Our last item up for discussion tonight is policy technical corrections. And I'm going to let Dr. Vilovas give us a little update once. >> Nope. This is great. So, we did have a very successful group service audit and Mr. Majaras,

113Miss Flitter and team did an outstanding job. Um DPI came back with very few recommendations for us. However, um a couple of those recommendations, you'll see there's a policy and consent to be rescended and then there are two policies that were technical changes. So again, to remind the board, a technical change means does not change the meaning or intent behind the goals. It's a very small tweak that EPI asked us to do. So we're bringing those to you today in uh in order to be in compliance with the recommendations from DPI. >> Awesome. Any questions regarding those technical changes? Seeing none, we're going to move on to our action items for tonight. Action item number one is custodial services contract for the 26 through 28 school years. A partnership with TAS has provided part-time custodial

114services for the district since 2015. The contract includes an 8% increase in the hourly rate for the 2627 fiscal year as agreed upon contractually last year and an additional 6.25% 25% increase for the 2728 fiscal year. Is there a motion? >> Motion to approve the 20 26 through 28 custodial services contract with TAS. >> I'll second discussion. So I'll turn it over to Mr. Majera since this falls under his purview, but he and I have spoken about this. Um TAS has had a good relationship with us. They do continue to be one of the um I would say most affordable cost effective bids. Um we did talk about what goes into that amount that we pay on a regular basis. So we're paying a premium for night people for night custodians to clean. We are

115also paying for a supervisor since Doug works during the school day. And then the rate that we're paying includes uh the salary, the benefits, um different things like that, equipment, uniforms, etc. Um we've also talked about how um for the next custodial services contract uh in 2028 that if the increases continue that we looking to go out to pay. >> Jennings, good idea. >> So this is this a two-year contract? >> Yes. So, we bring we bring you um a contract roll every year. So, we have a rolling two-year contract. So, we're we're currently under contract for next year. So, um the contract that we're signing this year uh for 2627 is the same uh increase that we agreed to last year for next year's services. So, really what we're doing is adding the 2728

116school year to this. >> Okay. So I I just to clarify so they can't come back next year with another eight or 8% rate. >> Correct. Once we sign once we sign today then we have next year's the 26 27 rate in in effect and 27 26 27 2728 rates are in effect. >> Any other questions comments? What what is the total amount for this? I don't see anything. >> So, we pay task at 210,000 a year. Um, again, they're cleaning every day in the three locations, Lincoln, Rossman, Central. They're cleaning about 42 and a half hours per day. So, it's several people coming to our sites to get the cleaning done. And again, they're while 27 or $28 total per hour might sound like a lot when you're talk talking about the wages again

117for second shift nighttime type work. Um all the salary benefits that go along with that, payroll taxes and and insurance and things for his full-time people. He does all the training. He does all the uniforms. Um >> and then and then the supervisor. Sovious. Um, yeah, I mean there's obviously a lot of administrative things that go along with us hiring a person. So again, it takes the burden off of us, especially as it relates to filling one of the hardest spots for us to fill, which is second time, second shift people. That's why we originally went to them in the first place was we were losing our district full-time people um that were working at night and we just weren't seeing um applicants and and uh hire worthy people. So that's why we made the

118shift to begin with. >> So this is 42.5 cleaning hours per day over the three schools. >> Correct. >> I I just got sticker shock. >> And how many in place is it? actually get two in each building. >> Doug, how many people are actually on site? >> Parttime people come in. So, uh there's two uh basically fulltime people l there's a fulltime and a parttime at central and there's a full time and I think it's part after at right or 2:45 or something. the time >> the start time >> they start at >> well so we we always have one other people there on our first ship custo >> yes >> so that we have coverage for three piece um and then after that it's their availability some people maybe can't come in until

1198:00 >> okay >> some people are at maybe work from 10 to 2 it's their availability so We don't restrict that given the flexibility of having people that are able to work those hours. So, they just need to have stuff done before 6:00 in the morning. >> They may be part-time for us, but they may be full-time employees for tasks because we do have people that clean for us and clean for Slinger School District or something like that. So, again, they're piecing together their workforce as they need to. I' I've met personally the the staff at at Central just because I spent more time there and they're very they're very caring about the building. They want to do a good job. So I mean from my perspective I think it's maybe sticker shock but I

120think it's I mean it's hard to find we don't want to it's more more expensive I would imagine based on what you said and just experience that to have on staff people for the worst shift ever in life second shift. Um, so I think it's probably a trade off you can have. >> This is cheaper than our internal >> That's right. >> fulltime custodian staff. >> Any other questions? If not, can I have a roll call vote, please? >> Don, >> hi. >> Aaron, >> I. >> Louise, >> Ian, >> I'll vote nay. >> Motion carries. Item number two is summer work crew hire positions for 2026. Seasonal workers are hired annually to help with cleaning, painting, landscaping, remodeling, and clerical work. Um, a lot of this uh a substantial amount of this basic work

121is completed during the summer and saves the district tremendous dollars given the summer crew rate of pay versus paying overtime to our staff. Um, is there a motion? >> Motion to approve the 2026 summer work hires. >> I'll second. >> Any questions? >> The same um hiring proposal that we bring to you on an annual basis. So, Adam and Doug have been working diligently to make sure that we're the summer process. As you remember, we post in November. Posting's open till January. We look at the candidates. Uh Mr. Carol gives them a call, make sure they're still interested, understand what the job is. We um approve the list now with the rates. Then Mr. Carol calls them a second time before school ends just to make sure that they're still interested in our position and

122then we schedule training and uh have them start as soon as we can either right before school starts or right after school starts depending on which school they attend. >> Are these typically students high school students? >> Almost all of our kids this year are high school students. Um historically we've had a mix of college age students and high school students. What we found over the last five years is that we get less um college age kids and more high school age kids. Um so we do have one, two, three, four, five, six, seven newbies this year that will all be in the first year or two of high school. But um >> because they can't >> do a good job. They can't get a job till they're 14 and they graduate eighth grade and

123they're technically a high schooler. So like my eighth grader would if he was hired here he'd be a high schooler but he just got out of eighth grade. So like technically he's still an eighth grader but he's going to high school. So they're all high schoolers because of that. Right. >> 14 is the youngest we've hired people. We I would prefer that we all do that. Um but we have done it. >> Yeah. The good thing from the student perspective is again uh it's normally one of their first opportunities of work. Um we are flexible in terms of their schedule. They have high school activities still uh summer camps athletically or music camp or band camp or something like that. So we're willing to work with people. We you know some days we have all

12420 here. Some days we have 10 or 12 just depending on what day it is and what's going on. We will have a heavy work shift between our last day of school and probably August 1st to the 3 somewhere in there. And then once the high school sports season starts, then we start seeing our athletic kids starting their athletic seasons and then they lose out on opportunities to work. Uh we will have a few that stay all 10 weeks and even one or two that we can convince to work kind of the last week as we're teachers are back in their rooms and there's boxes to break down and things like that. So to the extent we can grab a couple just for a day or two, it helps quite a bit so that our

125full-time staff are also running around at that time doing what they need to do. Now, my older kids took advantage of the program and once they graduated, they uh took jobs at the uh mine shaft as cooks. >> So, >> it's a good starter job. There's no doubt about it. >> Yeah, >> no doubt about it. If there's no other questions for Adam, is there a motion? >> Sorry. >> Um, roll call. >> Yes. >> Aaron, >> I Louise, >> hi. Ian >> I. >> Don >> I >> and I'll vote I. Motion carries. Item number three is the technology package for the 202627 school year. The package brings together annual software renewals, capital equipment needs, and instructional technology hardware needs. The amount of the package fluctuates due to the useful lives of the equipment,

126but a prepared long range technology plan keeps expenditures as consistent as possible. The total cost is $317,533 less $34,000 of federal e-ate funding. Is there a motion? >> Motion to approve the 202627 technology package at the cost not to exceed $283,533. >> A second discussion of the questions. So I've asked Adam and Brian to speak on behalf of this. So I'll turn it over to them. Yeah, we are aware that um there were some questions in your um preview meetings with Dr. Via Lobos um and so Ryan and I um has had prepared some answers. Ryan, do you want to take over? >> Um so touching on some of the questions on uh changes that we've made in comparison from last year's um in regards to uh our security and surveillance uh budgeted items. Um,

127typically every year we plan on replacing five to 10 uh surveillance cameras um to kind of keep a rotation going. Um, the final price on those items are variable widely based on if they're internal or external cameras. Um, as you know, the shape of our schools does not help our cause externally or internally. So that is why we have about 165 cameras in the district. Um, so keeping that rotational basis going so we're not spending lots of money to replace these type of fleet of cameras is kind of what we're trying to accomplish by doing that. Um, usually we do add one or two cameras depending on need and those we usually consult with the principles on you know behavioral problems um, vandalism problems. Um, but other than that, it would be replacing cameras as

128some cameras do age and especially if they're outside, the weather takes its toll on them. Um, in regards to one of the newer additions um to the list uh would be the replacement of the Raptor system, um, we've been looking at a looking at and researching different solutions for uh quite a while now. Um I did happen upon uh Visitor Aare which is made by Singlewire. Uh we do currently use another one of their products which handles all of our uh paging and internal communication systems. So this would be an addition or integration to that product as well. Um forecasting our Raptor based on what we've paid year-over-year um over the next three years. The new solution would be about $500 cheaper when you're adjusting for our yearly increases, which seem to be about three

129to five percent every year. Um, it would be a direct replacement for that system and give us all the same capabilities while also giving us the flexibility of using uh nonproprietary hardware. Um because with Raptor, we're currently locked in using their ID ID readers and printers um and stuck using just a Windows computer to have to do all that printing on. Um in addition, we have had reliability issues with printing our IDs, which gets frustrating for our office staff who are trying to check visitors into our buildings. Um, and over the past, let's see, we've been using this since 2016, and there haven't been any meaningful platform improvements to usability or to stability um, in that time period. Um, so the to the all-in cost that is in the uh, proposed budget is that 6,300

130and that does include three full years of maintenance for that. Uh we we did check with uh the vendor to see kind of who in our area has these this system in place. Um they did give us a list of about half a dozen different districts. Uh Watertown, Marshall, uh Columbus, Evansville. Uh and I did contact all those districts. Uh three of them did get back to me. Um all of them gave raving reviews of the product. Um, Marshall said their secretaries especially loved that they could have badge kiosks um to easily check in the users and it allows them to do selfcheck-in as well to kind of ease up bulk visitor checkin to the office. Uh, Watertown was a previous Raptor customer and they echoed our concerns with the reliability and overall user experience

131and they said they're very happy that they made the switch to this product. Um, um, confirmed some of the integrations with our current, as I said, paging system. They said there's lots of different things they can use for alerting visitors in the visitors who are currently in their building because they have those two platforms being able to talk to each other. Um, and as see that was all I had about I think on that >> cameras in this building too. We have a couple cameras in this building. Yes. One on the main floor and one on the upstairs level. >> Who monitors? >> I I would say that there's not necessarily ongoing monitoring of the cameras or the footage. It's available in case we have to use something um either a security event, a behavior

132event. um just something that might be happening at building where we could see what's happening on camera. So again, there is not necessarily somebody sitting there every day tasked to look at camera footage. It's there in case we need it. Similar to the buses. So again, our buses have audio and visual um recordings as well. And again, we're only looking at that stuff if we need to research an issue. >> Yep. And and I'll kind of echo on top of that. Yeah, we there's no real active watching of cameras. It's more of we are all making sure in our own small part that the system is functional at all times. Um I know myself, I test to log in every morning to make sure that people can get in the camera should they need to

133get in right away in the morning. Um if I can't get in, then it probably means that the principles can't log into the system. Um in regards to the addition of the server hardware on um the proposal is uh we've had these servers since 2018 um and we've been very lucky to have switched to Dell in 2018. your previously um used HP hardware. Um and we've had nothing but great stability and luck with the quality of the product. Um over those years, we've, you know, have grown in what we know of the product and how it interacts with everything else on our network. Um we haven't had any downtime due to any server hardware failures in those past eight years. >> Yeah, I was going to say better. Um, >> it's not that again, it's

134not that there's not downtime. Sometimes the >> operating software or something gets hung up, but hardware wise, we haven't had any hardware issues. Um in regards to u procuring of a quote for these servers um this kind of goes hand in hand other hardware out there network hardware access point switches um usually the reseller will do a deal registration with the vendor who would be Dell in this um case. So essentially they lock the price to our district and should we go get more quotes for the exact same stuff from another vendor, they wouldn't be able to match that great pricing. Um, however, we did get alternative bids. Uh we did get one directly from Dell um not through the reseller and it ended up being about $63,000 $63,98 more than the quote that the

135reseller was able to provide us. Um in addition to that I did receive a quote from an HP partner um and their quote further exceeded that price difference that we were getting from Dell Direct. Um, as I did echo in the um, the package itself, hardware prices are very volatile right now and they will be increasing substantially and several vendors have already kind of, you know, poked me like when will you be able to get approval and stuff like that. Just kind of trying to know timelines because it's on a week weekby- week basis that these prices are changing at the moment. Our local reseller is a Capeta. So again, the reason why we picked them, they are a titanium um Dell partner. So they buy and sell a lot of product and also um

136provide high rated service to the end customers. Uh so that's the arrangement that Dell prefers frankly. That's why it's not necessarily a surprise that Dell quotes us a price and then you go to a distributor retailer and they quote something different. Dell doesn't want to put the the all the sales and the customer service people on. They'd prefer you to go through the retailers. So, um, Capital Data is in Brookfield, so we have a partner that's close to us. They can help us with any service issues we might have. Um, we've done business with Capital Data since 2014. So, it's a a relationship that um, we know and uh, we trust um, the particular items that we're having to deal with in terms of server updates. Um, there's processors um, in those pieces of equipment

137that are not going to be supported by VMware anymore. So again, we try to keep this equipment as long as we can and as long as it's supported, but once it gets to that time, again, our rotation, we're rotating pieces of equipment consistently. We do that with other techreated equipment as well. Um, we've had multi-function copers that we do the same thing. Um, we try to buy those, keep them as long as reasonably possible, and then when it comes time, we uh get rid of the old ones and buy new ones. So, we just updated some Central Middle Schools last year and then Lincoln School um is on the docket for this year, which Mr. Hamlin and his staff are pulling out their hair a little bit because we've had some service issues in the

138last month or two. And we're trying to limp those machines along until we get this uh approval so we can buy some new machines for Lincoln Elementary and then Rosman School would be next. So again, um we've even looked at things like leasing versus buying. It's just again when we come to having the machines for seven, eight years, uh we can't find vendors that are wanting to lease equipment for that long. And frankly, the costs are going to be too great for us. We may as well bite the bullet, buy the piece of equipment, and run it. Um it's just overall the operational costs are cheaper if we own it. I mean, there's no getting around the the need for these and there's no getting around the cost that comes with that. >> Yeah. I

139mean, >> total and all that's it's a little hefty, but it's all >> Yeah. Every year, this package is one of our bigger packages. again uh with everything that we do involves um our computer network um buying Chromebooks for the fifth grade kids so they can have them fifth through 8th grade um all the licensing Google licenses firewalls security measures all the things I mean it just it takes a lot of money to um support an infrastructure like this and fortunately Mr. Radshog Mr. crows before have a long-term um kind of spreadsheet that they work off of so that we're not getting hit for five or 600 in any one year. We're trying to keep it somewhat stable. It just somewhat depends on what pieces we happen to need at that time. >> Yeah, I

140think it's very proactive approach. Not everyone's able to do this. So like businesses outside of you know public schools but I think it's it's in our best interest for everyone's you know uh access to everything they find normal in a daily life right in versus cameras versus you know internet access and being able to print remotely in some cases probably I don't know but it's just it's a way of life now and it's a proactive approach I think even though yes it's data And things like this are always costly because of the chips. So, and the and the minerals. >> And as I was talking with Dr. Vlos earlier, we do try to keep our costs lower by self-implementing a lot of the products when the vendors do allow us to do that. So, we

141do just between the server deployment and that visitor aware deployment, we save >> $5,500 just on deployment costs alone. So we do whenever a vendor does allow us, we do try to self-implement ourselves just because that's the most frustrating part sometimes. >> Somehow he and Mr. Fry have no hair. So it must >> it must be >> that's our secret. >> Poor Logan's next. >> Don't go into it. Okay. >> Any other questions? Seeing none, can I have a roll call vote, please? >> Louise. Hi >> Ian. >> Hi >> Don. >> Hi >> Aaron. >> I >> and I'll motion carries. You have your can order all of the things tomorrow. >> Calls will happen tomorrow if you believe me. >> He walked out of the room on his phone. Um item number four

142is our consent agenda. The consent agenda includes approval of minutes, bills, treasures reports, and personnel recommendations. Is there a request to pull an item from the consent agenda? >> Seeing none, is there a motion? A motion to approve the consent agenda. >> A second. Roll call vote, please. >> Ian, >> I. >> Louise, >> I. >> Aaron, >> I. >> Do I? >> And I'll vote I. >> Motion carries. Item number nine is just to remind you all that there's the board meeting reflection and feedback um there and there's one tonight that you can fill out for tonight's. A reminder just this should really ideally be about um content of the meeting um and that kind of nature of how we can improve the meeting itself. So just just as a reminder everyone for that

143um and item number 10 will be a motion to adjurnn. >> Motion to adjurnn. >> Second. >> All in favor? >> I. >> Any opposed? Motion carries. where to listen.