001At this time, I would like to call to order the December 15, 2025 meeting of the Harper Joint One School District Board of Education. I have a roll call, please. >> Mr. Brown, >> present. >> Blender >> here. Strong >> here. >> Mr. Frank, excuse. >> 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 signing table and given it to the board secretary. At this time, we have the pledge of allegiance and I'm going to turn it over
002to Dr. Rosska to introduce our students from Central Middle School. >> Today we have National Junior Honor Society with us and Mrs. Caplan is going to introduce her members. >> Good evening. We have Izzy Button, Braden Eager, and Aiden ML. >> All right. Can you all please stand? I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Come on up, guys. >> Thanks for the job. Thanks for being here. Thanks for doing it for us. Thank you. Thank you students for that. Item number three 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
003students 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 public notice has been given according to state statute 19.84. Miss Hoffman, has the meeting been properly noticed? >> Yes. >> 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 anything that we needed to address in that regard tonight? Then I would look for a motion. [snorts] >> Motion to approve the agenda. >> I'll second. >> All in favor? >> Any opposed? Motion carries. Item number four brings us to the next interactive portion of the meeting which is one of my personal favorites. So that is the presentation of student
004excellence which again is from Central Middle School tonight. So Dr. Regatska, I pass it over to you. Thank you. I'm really excited today to introduce Mrs. Hannah Gilbert and Mrs. Tanya Young who are going to talk to you about gallery walks. I'm gonna use this so then I can put this down. So, good evening. My name is Hannah Gilbert and this is Miss Tanya Young. We are seventh grade teachers at Central Middle School and we are here today to share a little bit about the gallery walks that we have conducted so far this school year. In science, students learned about plate tectonics, including the different layers of the Earth's surface and how those layers interact. After building their understanding, students created a visual display to represent what they learned. This gallery walk took place in
005late October. We brought along three students to showcase these projects today. Sebastian, Hadley, and Mason. If you would please take a moment and walk around and share your projects with our school board members. Go ahead. It's good. That's the layers. Good job. He wants her to come back here. in social studies. Our gallery walk was based on our ancient Egypt unit and took place in late November. Students began by researching a topic of their choice related to ancient Egypt. After completing their research, they created a slideshow highlighting the most important information they learned along with a visual display to represent their topic. The visual displays are what you'll be seeing today. I brought two students with me for this portion. Dileia and Elena. Ladies, if you could please walk around and share your projects with
006our board members. >> Oh, cool. >> Nice. >> How did you get the sh about the >> in math. Mr. Caleb Mutch and Miss Abigail W W W W W W W W W W W W W W W W W W W W Wolf worked with seventh grade students and conducted a gallery walk as well in November as they wrapped up their circle unit with a creative and engaging project. Each student designed an original piece of artwork or an object composed entirely of circles, then calculated the area and circumference of the various parts of their design. It was wonderful to see students creativity shine as they explore how everyday items can make or to take on a new life in circular form. Some of these projects will be displayed for you to see at
007the Hartford Public Library as a part of the Central Middle School academic display beginning in at the end of January. Overall, through our gallery walks in science and social studies, Miss Tanya Young and I were able to invite community members and staff into our school. In total, we were able to welcome over 120 community members and staff to attend these events. The gallery walks created a student- centered experience that allows students to interact with their peers, community members, and staff while showcasing their hard work in a meaningful and engaging way. Throughout the process, students also practice their snite skills, presentation skills, which enhanced how they presented their projects. Snite is an acronym that stands for stance, name, information, tone of voice, and eye contact, helping students communicate confidently and effectively with a real life audience.
008Thank you so much board members and other community members for your time and continued support. If you have any questions for either us or the students, please don't feel or feel free to ask. [laughter] Um, and thank you so much for having us here today. Any questions for any students? >> This is seventh grade, right? >> Seventh grade. >> This I think my son did this last year, right? Yes. Something like this. >> Yeah, for ancient Egypt for sure. >> Oh, Dr. Can you talk a little bit more about what it looks like when you're in the library for the people? >> Oh, yeah. So for both science and social studies, we were able to have our gallery walks in the library, which is an amazing space that we can get outside of our classrooms.
009And so we set up different tables where all of the different um artifacts and pieces could be with the students. Um and so they presented their topics and we were able to have community members go from place to place and they were able to practice their presentation skills. Um and it was just nice to see all the interaction throughout the entire library. Um, so did that answer your question? Okay, good. Any other questions? >> It's clear you guys have put a lot of detail and thought into these visual representations of what you learned. So, I appreciate you sharing them. Any other questions for our students? >> Love your creativity. Unbelievable. Thank you for sharing. >> Good job, guys. >> Thank you again. >> Thank you guys. through again. Nice job. Good job. Great job. Thanks
010for >> so much. Thank you so much. Well, that was awesome. I did say it already, but this is one of our favorite parts of the board meeting. At every board meeting, we ask for feedback at the end from board members. And consistently, the highest most the positive comments are all about the students. [laughter] So, we that is one of our favorite things. So, thank you to parents who brought the students and for the students for presenting. Um, we're moving out of our meeting. You're welcome to stay and listen. We appreciate it. And if at any point you need to leave, you may just quietly excuse yourself. You don't have to feel bad about it. Um, at this time, we're on to the citizens delegation to be heard. >> Grab a cookie on the way
011out. >> And grab a cookie. >> Miss Hoff, were there any citizens to be heard tonight? Uh, the next item on our agenda is the board president's report. So, tonight I wanted to talk about um this board development tool that myself and the other board members all took, which is a survey, just kind of a self assessment, if you will, of how we think we're doing as a board. Um, we had an 80% completion rate, which means four of the five of us completed the survey. Um, I would in future years like to see that number be 100% of us complete the survey. I think that's a reasonable goal to aspire to. Um, I just want to highlight a couple of things. One of them, um, all the details of in this are in all
012of our packets, so you guys and myself all have all the details of it. Um, in board operations, there are a couple of questions within board operations where we did not rank so high or we're not even mostly achieving things. So, um, one of them was an effective orientation process for new board members where half of us think we're fully achieved and then there's some discrepancies in the other. I think that's a great area that we could we've been making strides to improve and we can continue to try and make sure we're onboarding new board members, especially seeing as how we have an election coming up and there'll be three potentially new uh people. Um in addition to that, honoring decisions outside of board meetings is something that had a partially to mostly achieved. So
013not even one of us thought we're fully achieving that. And that's something else that I feel as though as individual represent representatives of the district who spend our time here at this board, even though we might disagree on a topic, I think it would be great if we could um work towards making sure that even when we when we debate or converse about a topic that when we leave here, we're honoring whatever decision is made here because I think it makes us more unified and shows that we are working for the betterment of the district and that we're also communicating that outside of this room. Um, were there any other items that we're not going to speak in great specifics here, but was there anything else of those were high points to me that I
014just felt like there's also great areas I should say. There's areas in which we all really agree on things and that was lovely to see. Was there anything else that any of you had uh that pulled focus that you wanted to just mention for us to think about as we go into this next year? >> I think the questions were worded somewhat oddly not always you know so that's just my comment so >> no I think that's a fair comment there were questions where it's a board self assessment tool but the way the question was phrased was more about it to me and maybe this is what you're saying like is the district achieving this or is administration achieving this and that was sometimes challenging I mean I did use the I'm not sure or
015uh I don't it's not applicable because in some of the cases I didn't feel it was so I would agree with that comment I wonder if there's a way to provide feedback to >> I can provide feedback. I don't think that it will yeah >> go anywhere, but I'm happy to do that. I still think it's a valuable like process to go through, but I agree some of the questions seemed uh unclear. Okay. Um I don't really have anything else from my board uh president's report. So unless there's any other comments, I'm going to move on to item number seven, which is our district administrator's report. and I'm gonna pass it off to Dr. Vobos. >> Thank you, Miss Wilk. Uh the very first thing is uh on for board updates, the Wisconsin Association of
016School Board's annual resolution. So, Louise Shrunk is our delegate this year. She'll be going down and participating in the delegate assembly in um on a Wednesday in January. However, she's also been privy to the conversations ahead of time because she's on the policy and resolutions committee and that takes a significant amount of involvement. So, the resolutions were included in the packet uh for you. The ones at the top are the ones that are going to be voted on by the delegates. The ones at the very bottom are the ones that the policy and resolution committee decided not to bring forward. So, they were still listed so that way people can see what was possibly going to be heard, but they won't be. Uh, and then I know that Miss Shrunk might want to say a
017few words about this. >> Yeah. Um so our policy in res um we meet twice once in Madison for about eight hours and then once in Stevens Point for another four. So there is a time commitment. Um but what we do is we um there's about 30 to 40 of us depending on who comes both um weekends and we the first time we go through all the resolutions that were presented by um other districts and then we divide oursel up and we sit at tables um about four to six of us at a table and we go through each policy and we make our own decisions. that board of six people or seven people, however many people are in attendance, and then we say we want to move it forward or we don't want to
018move it forward. And then we go around the room and we discuss our yay and naysay. And if we have two out of the four groups, it goes forward no matter what. Um there's no more conversation. They then advance to be um discussed in January. Um and we did that twice. So our last meeting um in November uh we finalized what we were going to move forward and not move forward. What I should note on this is even if this goes to the delegate assembly and we all agree that we want this resolution, all that does is it's put in the WSAB um packet of resolutions and if the Wisconsin legislature has um is going to discuss one of these things that might uh match this amendment, then our legislators of WAB will then talk
019on our behalf as the board um of the 40 432 districts and then they'll say our recommendation for you know Wisconsin schoolboard associations is that we are in favor of this resolution to go, you know, to pass a a state bill. So really, at the end of the day, what we do as a delegate assembly, it is important, but it doesn't go anywhere unless the legislator brings it to the for. So there's really no like it doesn't really matter what I say. I mean, I will vote yes or no, obviously. If there are things that you guys have questions about, certainly address them with me tonight. But um in general, It's just giving that we as the 432 districts want you to bring it forward and this is how we want you to vote. We
020want you to say yes, we're for this, >> but you're not we're not the WSB are not lawmakers. So, it's not as if they're going to take it to state legislator and this the state lawmakers would love to say this is an issue we want to discuss and put on the on the docket. >> Correct. If a lawmaker says we're going to talk about cell phones, which obviously was just approved, we have policy from WAB that said we were for events. >> So it's more >> those legislators because we do have um not legislators, what are they called that talk on behalf of >> Thank you. We have a WCB loudest that those are the ones that go and talk on our behalf or anything that's in the packet which the book is about of
021all the policies that WC already has. whenever there's an issue and if there's a new issue that we haven't discussed, then they will bring that back to us for the following year. Um, or they'll do a quick emergency thing. That's what those legislative updates are when they're starting to say, "Hey, like the cell phone thing was something that like we all kind of talked about and we already had a policy, but then they they moved that through really quickly within like two or three months." So, you know, sometimes you don't get that opportunity to say how we feel about it, but for the most part, conversations from legislators have been going on for a long time. And they already know, WCB already knows like these are the 10 hot things or these are the five
022hot things that are going to relate to school districts and we should be aware of it. How do you feel about >> this is what you vote on in January? >> I just vote on these that are um on the um resolutions and of us didn't talk to you tonight but had concerns or questions later, we'd talk to you before then. >> Yes. Before January 12th. >> So, I know that um in my preparation meetings for the board meeting tonight, I did have the opportunity to talk to three of our board members about these resolutions. Some um were met with some hesitation or reservation. just as you look at these um some of them are more vague, some of them might be things um that people were unhappy with the general topic or um theme.
023And so I did share those ideas with Miss Shunk so that way um she would know what specific issues or concerns because while she's our delegate, Miss Shunk is representing the school district school board. So she is representing the the five of you. And then um the other thing that came up is I got my delegate packet in the mail today. So I will also be going through this and I will make notations on it and then I'll share it with all of you. I'll do a an email blast so that way all of you have additional information. So if that information helps or hurts um right but it gives you more opportunities to ask questions or give miss shrunk your information. >> Yeah, that's something that uh was brought up in our meeting was
024just knowing from Terrace or Dr. Bubba's opinion, you know, how does it help or hurt or neutral towards our district. >> So, I think that would be helpful for us to review as well, not only and then if we have an opinion on something to let you know, >> but like to see how it affects the district as well. >> And you are correct. And unfortunately, all these affect our districts. Typically, there are a lot of districts that are um you know, smaller or larger than us and they have more problems or more concerns that they really want to address or they have more concerns based on what legislation is happening at the federal level and then of course the state level that a lot of these resolutions came from that of that anticipation so
025to speak of like oh my gosh, you know, federal funding might might be going away. How do we check and balance make sure that the state funding does still get to public education? That is that was the majority of most of these was really revolving around how do we make sure we protect our funds um in case things go south for us. So >> thank you for taking the lead on that too. >> Appreciate that. >> The next set of updates that I have are the district updates. So the very first thing is we started a district podcast and it's only 10 minutes. We intended it to be short so that way you can listen to it on your commute into work. Mr. Majerus was our first guest talking about budget and tax bills because
026we know that that's something that just came out uh last week. Dr. Regatska was our second guest. and we actually spoke about all the different ways that the community could engage with Central Middle School and today was a prime example of that which is my next event um number on the agenda is school events and today we had the senior lunchon. So we talked about that and all of the other engagement opportunities at Central Middle School. And then our third podcast which has not dropped yet, it will happen in January um features Miss Een and three of our teachers. uh across Lincoln and Rossman. So uh that will will occur in January. And when you listen, you can choose to just listen or you can view and listen at the same time. So you have
027your choice. We're trying to be, you know, whatever it is you would like. And again, 10 minutes. And the one for January is actually about 9 minutes and 22 seconds. So you've got that much time in your day. Um, but our goal is really to just make sure that we're finding ways to communicate with not only our staff and our students and our families who are purposefully connected to the district, but also with people who might live in the school district, but not have anyone um actually connected to the district. So hopefully giving them information about things that matter and things that make us who we are. U because we have a lot of wildcat pride and Rossman bobcat pride and Lincoln lion pride and so we're the big cats and we wanted to make
028sure that we're celebrating all the different things that make our district special unique. >> Can I make one comment about podcasts? >> Sure. >> Um I do love it. I love the idea. I think it's great and along the lines what Dr. Vobus just said. If you, whether you're a staff member or an administrator or a parent or community member, if you listen to a podcast and something in that podcast speaks to you or gives you great information about what the district is doing, I would just encourage you to share it on Facebook or social media or send it to a friend who's also in the community because I do think like this tax one for instance, a lot of community members have questions about this and don't understand all of it. So, I think
029that any information we can get out there is helpful. So, I would just encourage anyone who's listening to this, if you see it and you like it, please share it. Share it with somebody. >> And if you and if you see it or you listen to it, that those are my exact words. It's like you quoted me. So, thank you. >> You're welcome. >> Um [laughter] uh and that will come out on a monthly basis. That's what we're planning. Although, there might be a special one coming out in the winter because I just asked someone to be a a special guest uh in the near future. Uh school events and winter programs. So, like I said, we had the senior lunchon today and that was outstanding. Um, great service by our uh student council students
030and then the seventh grade band orchestra and choir performed. I heard nothing but amazing compliments not only about the quality of the musicianship of our students and like I heard one table specifically say, "Wow, these kids are only middle school kids. Wait to listen to them when they're in high school." and then just how polite and how great of service the student council students did. So, a lot of adults were working behind the scenes to make that happen, including our adviserss, our teachers, and our food service team along with custodial and maintenance to set up. So, it was just a fantastic afternoon and that continues to spread. We have more con um concerts this week. Tomorrow we have orchestra. After that, we have band on what is tomorrow? Tuesday. So, Wednesday. And then last week
031we had Rossman's concert um both morning and afternoon. And this week Thursday we will have Lincoln's concerts. And last week at Central we kicked everything off with our sixth grade BOC concert. And then we also did our seven eight choir concert. So a lot of fun things going on. And as you watch staff and students dress for this week, you will see a lot of interesting outfits. And that's all school spirit related. So again, it's a fun time uh to be in school and to be a big cat. Uh Adam had prepared the transportation cost report. So that was a comparison of student transportation costs for our private schools. So that's Peace, Lutheran, St. Killian, and then St. Augustine. Uh the district receives about 3% in transportation aid from the state and the rest is
032locally funded. So if you have any questions, Mr. Mr. Majaras would be happy to answer them for you, but if not, then I'll keep talking. Um, the next thing that I wanted to share is our 4K information night. This is a new event that we will have. It is in January. This is Miss Ethan bringing this to us as the director of people's services. And this is also part of the reason that the podcast that we filmed, but talked about as if it happened in the future, will be um dropping next month. So, uh, that 4K information night is going to be January 22nd at Lincoln Elementary, but it is for 4K across the district. Anything that you want to add or no? >> Perfect. And Miss Een has already created a flyer and has
033given it to Miss Hoffman. So, in our next newsletter, that's where that will be. Uh, legislative information. One of the things that I talked about last month was our act 20 for literacy. we know was adopted and approved and Miss Malter has been leading us through a lot of professional development and support in terms of the literacy work that we're doing and I had spoken about potentially having act 20 for mathematics. Um there is a bitter taste in people's mouth because of the roll out of act 20 and that's something that I had talked about when that was originally proposed. I said that the legislation itself is good, but it was rushed through too quickly and there were too many variables left out in the open. And so the rollout has been less than smooth.
034Uh, and that's I would say we are doing a very quality job. Miss Malter has made sure that we're not just doing things to get them done, but we're doing things um to make sure that it makes meaning and makes sense for our staff. Bless you. And that there's quality there. So in terms of math, this is something that has been relating at the legislative level of do we do something like act 20 but for math and what I've heard most recently is not this year but watch again this may come up um in the next legislative session and then the other thing uh that I had shared last month was several bills that were on the docket for potential approval most of those were vetoed by the governor so um I won't go into
035those I will share because it's our representative um representative Pavarek he had um one of his bills signed into law by Governor Ivers and that is I'm not going to get the name correct but essentially safety and transportation for anyone who's broken down on the side of the road. So pulling over or slowing down and moving over for not only emergency vehicles but also for people who are stalled out on the side of the road. So um if you have a chance to see him, thank him. Uh I sent him an email last week when that article came out and invited him both into our schools and then also uh up to our CISA path um legislative breakfast meetings that begin in January. And then the last thing that I wanted to share as part
036of my update last year uh Lincoln Elementary School was the recipient of a book vending machine. Very very popular. And so this year it is Rossman's turn. and Rossman has been working uh directly with Mr. Majaras who's part of the Rotary and he has secured funding. The Rotary has offered to pay for a portion of that. Uh Dr. Buouie has also written a micro grant in potential um for for hoping for that. And then the PTO has also committed um that monetary amount. So um several sources of money that can go to support this and then we'll have one in each of our elementary schools. We're set for funding whether or not we get the Nike grant. Yes. It's just an extra. Awesome. >> That's fun. Will that be this school year or No. >>
037Yes. >> We're opening day. >> Fun. Okay. Very fun. >> Or like Yeah. >> I had a question when I talked to about this earlier and she said maybe Mr. your hand can answer it. Like the books are there's books already in the vending machine when you get it or we're putting books in there and then >> okay then we're supplying the books for the vending machine. >> So in our situation um a couple of different ways for us to start off scholastic um selection books that they have um and all those books. However, when we get books, we follow the policy as well as Mr. We and Dr. Mach and so just keep costing more money. So we tend to use scholastic um when students buy books usually massive amount and then our students
038refresh books. So we'll go through the book fair go through look at all the selections again yes no behind that get our selection so we have three boxes ready ready to go to keep refreshing so we tend to refresh the books machine students can come selection keep their books stopped But that's one of the questions and the fact that we were modeling that was that was occasionally I mean last month I think you would have seen received some of that money forward. >> Yeah, you answered all my questions, I guess. And um I just wanted I know we talked about that or it was talked about. I wanted to make sure we all heard it again so that people were aware it wasn't just like a you know grabbing money all the time to show
039folks. There's a plan and it's in place. >> Exactly. Um and that was that was really important to us that we weren't um going your cap in hands of PTO time or you know funding some way or um so we kind of put all that together initially to make sure it was a sustainable model and make that >> I think it's Okay, thank you for thinking forward or forward thinking on that process. >> Uh that brings us to our discussion portion of the meeting. So our first um item here is our spotlight on learning, which is our Spanish instruction. Erica Edgard, who's our central Spanish teacher, will share some progress on the Spanish program for grades seven and eight, and maybe test us in some at home. Okay. All right. Uh, my name is Erica
040Edgar and I'm here to present Las Central. That's news from Spanish class. Um, as we approach the second half of the semester, [snorts] >> thanks Yes, >> we have two of those. So, >> thank you. >> All right. As we approach the second half of the school year, I just want to take this opportunity to sort of discuss with everybody um what we've covered so far in uh Spanish 1 as well as Spanish 2 and then our upcoming units that we actually have started and will be continuing um after not spring break after Christmas break. Um topics that we covered so far include greetings and basic introductions. Um colors, numbers, and the alphabet, time, calendar, days, months, seasons, weather, all kind of like in a one lump sum. Um school and schoolbased vocabulary, free time
041activities, as well as a couple of cultural things, diastos and dia gracias. Um, we will also be this week doing uh Spanish traditions and holidays, festivities, what's celebrated around the Spanish speaking world. So students will be able to look forward to that starting tomorrow. Um, upcoming units that we have for Spanish one, we're working on adjectives and the verb s. So working on describing themselves and others. And in Spanish 2, we're working on verb conjugations in the present tense, specifically working with a r, so actually constructing sentences. um which is very exciting for students to actually do. So it's always the one that they think is very difficult but it's actually extremely easy once you break it down. Great. >> Um as we know as language learners a couple of things to be successful and
042to acquire a second language. Students have to be proficient in the four language domains which include reading, writing, speaking, and listening. Um and so I have a couple of samples up here for you guys as well as culture. Um, back in October, students did a whole deep dive unit into diia de los muertos and they were able to construct um, what it's called altars in English, I believe it's called. Um, and they often in Spanish and students were asked to dedicate their offenda to either a family member who has passed, a loved one who has passed, um, a celebrity if they couldn't decide. Um, so I do have that sample photo up there for you guys to take a look at. Um I also have student samples from an activity that they did. So kind
043of like completing the writing portion um for the greetings and basic conversations unit. Um they had to these are eighth grade student samples. Um but they had to create a comic strip of two characters having a conversation in Spanish. So on the left you can see is Peppa Pig and on the right you can see as Poo and Piglet. Um in the center is also an activity that we just completed. um my eighth grade Spanish one students as well as the Spanish one students for seventh grade. They were able to walk around the room and I had pictures hanging up of different like celebrities um people like you know Scooby-Doo and they had to describe them in Spanish. So on their post-note they had to write a adjective correctly in Spanish that agree with gender
044and number and they had to stick it all um over the poster around the poster. So, it was really cool to see those and review those to w uh witness student learning and if they understood the concept that we were trying to get them to grasp. Moving along, um the listening speaking domains in action. Um the two pictures that you see are what we call speed dating. Well, actually what I call speed dating, but there's a variety of different names you could call it. um where students have to talk to each other for a certain set time in Spanish about a certain topic. Um in this case recently, students had to describe themselves, so what they're like and what they're not like to their partner. Um and each time it incrementally gets larger. So we
045start off with like super easy 15-second conversations and then we work up to hopefully by the end of the year at least two and a half uh minutes with a conversation in Spanish. I do have a sample and hopefully it plays today. Um students had the opportunity to engage with what's called Padlet. It's a really great resource um for students to like record themselves. So, you know, self feedback right then and there. Um and they had to discuss activities that they liked and didn't like to do. So, I do have that. Hopefully, it plays. It gets larger. London softball, baseball, volleyball, a football two. Nigartio London. Okay. Adios. All right. So, that's just kind of like a taste, right, of what we do in Spanish class, how we kind of inner work the listening, speaking,
046writing, and reading domains um within the classroom. And now it's your turn. Um we do this activity called speed dating. And again, it's one of them that you can call it however you want to call it. I call it speeding because I like the shock value on kids faces. They're like, "What?" Um and I'm like, "No, you're not actually going to date. It's just the way that it's set up. Um there's a couple of benefits that I found with speed dating over the years that I've conducted it with all my other Spanish groups um in the past. And one of them is student engagement. Um it forces each student to speak not only to people that they're friends with, but also kind of branching out to other students in the classroom that they normally maybe
047wouldn't um interact with. It also holds student accountable, right, for that speaking portion, which is something that early Spanish speakers or any language learner really kind of dreads, right? Um I know I did when I first started. So these activities kind of provide like a lowrisk uh way for students to sort of practice the language but also share their ideas. Um crosscurricular implementation. After I presented this to staff at a professional development recently, a lot of staff members actually took it and made it their own and inserted it within their classroom, which was really cool to hear. and to see um so it does have crosscurricular implementation and references which I do have available in case you guys are wondering um how different teachers can use it within their contents and also just strengthens their
048conversational skills amongst students and just makes them more confident in that um domain of speaking. So how it's set up it's very similar to like a speed dating type of situation except I have students like actually stand and move. Um we have a group of standers I call them. them. So, they just stand around the perimeter of the classroom um a good length apart so they're not like s standing right on top of one another and they don't move. So, they just stand there with their notes or whatever they need to be successful in the activity. Then we have a group of movers. So, students that actually move within the inner circle. Um and again, students are allowed to use their notes as they see fit. Some students choose to. Some students are like, "Nope,
049I'm going to challenge myself and not use them." Which is fantastic. Um, and then the group that moves, I'm left-handed, so usually I have them move uh counterclockwise within the classroom. Um, but you can choose either way. It doesn't matter. And they have to have the conversation for that set amount of time. So, I establish their routine early and establish expectations and just say, "Hey, you guys have to have this conversation for 15 seconds or 30 seconds. Um, we're going to be up to a minute soon, which is fantastic." Um, and so I put my timer on my uh watch and let them have their conversation, walk around the room to facilitate um check for any like pronunciation errors, make sure everyone's on task and then afterwards um students are asked to move. So they
050move to the next person. They keep going until they reach their first destination as long as time permits. So all right, it's your turn. Um what I do have and I have a sample up there for you guys. Uh students do not get these. they got their notes to use. But I do have these prepared for everybody today that would like to participate. They're called Q cards. So, I do have some ideas of sayings like greetings and goodbyes, uh, answers to questions, questions to ask to keep the conversation going amongst you and your fellow um, staff members, I guess, if you want to call you guys that. Um, so use this Q card. Unless you are an advanced learner and you don't need the Q card, you could just say, "I don't need the Q
051card today." Um, and then we'll go from there. All right. Are we all willing participants? >> Y. >> Awesome. >> Choice. >> Captive audience. >> Yeah. No problem. >> All right. You guys need to >> I was like, I don't know if you're like >> Yeah. Okay. Um, and as I tell students, they have to remember their number. Uh, don't try to change a number because I'm going to know. So, all right. Euro uno do uno do uno do uno do uno do uno do. All right. So, all the ones are going to go ahead and stand on up. You guys are going to be the standers. You're not going to move. And make sure you sort of space yourselves out so you're not talking um right on top of somebody else. Yeah, you can
052make like a square. >> Okay, sit down. >> Yeah. >> Okay. Uh and then the rest of you are going to stand up and you're going to go ahead and find a partner. So, anybody that's available now, you can stand up, Katie. All right. And I'm going to put on my timer 15 seconds. And when I say that we are done, I'm going to say yeah. And you're going to go ahead and move. We're going to move in this way directional. So, uh, Miss Via Lobos is going to go over to Aaron who's g or sorry to Aaron. Katie is going to go over to uh Miss Barb and so on and so forth. Lori will end up over here by Mr. >> Majeros >> was the one. >> There might be one person that
053doesn't have a partner and that is a okay. Usually if there is somebody that does not have a partner, I just kind of let them stand there depending on the time, sort of like catch their breath, gather their thoughts, be ready for somebody to come to them. If it's longer conversation, like more than a minute, then I have the student engage with like a group of three. That way, they're not standing there for a whole minute like doing nothing. All right, so you guys can go ahead and have your 15 second conversation. Ready, set, go. >> Let's go. Adamus. >> Good. Okay, delay. Adios. Say goodbye. Say adios. And go ahead and switch. So Lori, you're coming over here to Adam. Terry moving down. You have Katie moving down. meal moving down so all right
054I'm going to go ahead and put another 15 seconds on ready set go you guys >> All right go ahead Dio to your partner Say goodbye. >> Adios. >> All right. >> Gosh, Lori. >> Okay. Hang tight. Hang tight. Don't start conversations yet. >> All right. 15 seconds. Go. No, >> you already did it. >> All right, delay. Adios to your partner >> and switch. >> You can switch now. >> All right. say >> all right delay. Adios to your partner and switch mama caviar. >> See you in the morning or in the wind. Okay, go ahead and switch. >> Keep switching, guys. >> Thank you, Neil. Neil. >> All right. All right, delay. Adios to your partner >> and all right seas. Go ahead. All right. Adios to your partner. >> Are you back
055to your normal person? >> Okay, then. Yeah. Okay, I can I can go ahead and collect the Q cards. >> Look at our Spanish. Look at our Spanish film. >> No, it's all on video. >> We struggled a little bit with some directions, but we got there. [laughter] >> Two years of it, you know. >> Okay. So, that's just the sample of the activity. And like I said, as we continue to work through it, students are asked to increase the time more and more. So, hopefully by the end of the school year, we're doing at least like two, two and a half, if not three minute conversations in Spanish. It's just a really great way to get them to engage in that language domain which is always most difficult for um non-native speakers to um
056excel in. So all right, any questions? Yeah, >> kind of personal but also so after so people the students can do the seventh and eighth grade now. >> Okay. Yes. And you you do expect them to um not be fluent but be able to maybe hold a general conversation with someone in the community. >> Yep. >> Okay. >> So, when my daughter went through similar and went through part of high school and still struggles with speaking Spanish, that's more like on her ability to >> Yeah. >> push forward and expand it. Right. Okay. >> I've had this conversation. I'm just getting, you know, it's all good. I'm just messing. But I've seen the speed dating thing work in a in a group of use. I think the idea is great >> and uh it it
057does work well in the other situation too. So >> thank you. >> It's hard very hard for me. >> Yeah. >> My daughter's great. >> I in defense of your daughter, one of the things that they say with polyglotss like how they get to be able to speak all the different languages is because they're not afraid to put themselves out there and make mistakes. >> And so if especially the teenage years are hard, right? No one wants to look stupid in front of everyone. So rather than responding at all, they don't say anything, which is why this practice is so critical in their development. >> Yes. >> But if you don't ever try and make mistakes, then you never learn from them. So >> not totally her. >> No, she it's not and I don't
058mean to put it down, but she did she did try. She's still working on it. So it's great. I just I think the new program would have been better and beneficial. This program this way you're doing. >> Yeah. >> So it's good. >> Yes. In regards to that, I just have a question. Obviously last year we were virtual. Um, and are you seeing so the kids that were are now eighth graders obviously had virtual last year. Are you are we basically kind of like we're all seventh graders starting out because I feel like the virtual program at least I know from my child was not successful with not a great it was just really hard right because there wasn't that feedback and that dayto day. Um, so because we're just starting out, do the eighth
059graders feel like are they okay to know that like we're gonna we're basically starting over. We're going to get things together. They'll still be where they need to be for freshman or do you feel like they're they're going to struggle in the sense of for that first class in high school because they don't have a full two years? >> Yeah, I think that's a really great question. Um, initially I tested them on their skills. So, like everything that I thought a Spanish one student should know before getting into Spanish 2 based on like curriculum, based on just like my knowledge um teaching Spanish for a very long time. Um I tested them and kind of found like yeah, they're they're not ready for that part of the curriculum yet. So I told them that first
060semester we would dedicate this entire time for them to basically play catchup and for them to feel comfortable with the basics of Spanish before we just shove um more difficult content um at them. I didn't want them to get too overwhelmed right away. And so we have been working on all those basics basically Spanish one but I think they're kind of at a quicker pace than the Spanish one kids have been at. Um, and now we're almost going to be through doing ar verb con conjugations and we'll do er and IR and then after that we'll start getting into more of the like actual Spanish 2 content. I feel like as far as a freshman level Spanish student, they would be just fine. I think many of them would be able to test into um
061even a couple of Spanish one eighth grade students will be able to test into a more difficult Spanish class in high school based on their level and their knowledge. So yeah, we're we're cruising. >> Thank you so much. We're gonna have to go shake all of our pants. [laughter] >> Good job. >> Thanks for being here. >> Oh, got show again. >> She's show bones. >> We do the best. >> I know. I know. No. >> No. No. Yes. No. Is no. >> Okay, we'll go back to English. That's good. That was really fun. Thank you all for participating. That was super fun. Our next item in discussion is our administrative report from technology services. So, Mr. Rajag will provide a brief overview for us. >> Good evening everybody. Um I'll keep this brief. Uh
062we've been very busy since the last time we talked. Um especially lately with all the Christmas concerts and equipment moves that we've had to do to accommodate those concerts. Um big shout out to Mr. Fry for doing a lot of those moves of the equipments early in the morning so we're ready to go when the um gyms are open that we can set things up and get that equipment ready to go for those concerts. Um another big shout out to him as well because he was very instrumental in helping with the district podcast. Um I was on vacation when the first one dropped so he got to take that and he's been running with it and doing a great job at that. Um, as far as construction projects, we are pretty much all wrapped up.
063Uh, there's been a was a lot of progress. Um, especially as far as technology and wiring was concerned since our last update. Um, so there's only a very very few odds and ends that we're we've been wrapping up and working with the electrical contractor um, and Myerin on. Um, hopefully in the next week or two, we'll have all our requests um, being submitted. Uh if you're not familiar with the -ate process, basically it's about three different rounds of requests and or acceptance of funds. Um so the first round is we just put a blanket request out there that says we would like a vendor to bid on, you know, a switch, a firewall or how many we need. Um and then they have uh 30 days to submit bids to us and say here's what
064equipment we can supply you. Um, and then after that 30 days is up, we're allowed to choose who we would like to partner with or purchase from. And so at by the end of March, we would have all that submitted um after approval. Um, and then the only other big update I have is the long awaited return of the Tech Times newsletter should be hopefully dropping by the end of the week. So Dr. Vobos has seen part of it. But other than that, that's all I have for you at this time. >> Any questions for Mr. >> How are we doing? I think I saw Adam's report that there is conversation on the upgrades to central for better Wi-Fi. >> It's not that service. >> A it's not Wi-Fi. It's the cell service stuff. We
065put it on hold just because we because of the dollar amount. You would have to approve it anyway. So, um, we can talk about that more in a second, I guess. >> Um, question about, uh, Wi-Fi after like turn the Wi-Fi off during the day for like public Wi-Fi, right? >> Is it always turned on for the guest Wi-Fi after school every day or is that only on certain days when you know there's going to be people there? Uh, I believe I'd have to double check, but I believe after like 4:00 or 3:30, whenever the student time is done, then the guest Wi-Fi does open up for access. Okay. >> Um, there is a code that people can use during the day that the offices have that they can give you, but um the the
066no password login, you know, click to connect is disabled during the day just so >> Okay. >> There's no potential student use of it. >> Yeah, that's what I thought. It's just sometimes I get there for other school events and if you have Wi-Fi calling turned on your phone, it helps you and texting you get received and you know you can keep communicating that way. >> But sometimes I haven't been able to connect to the Wi-Fi or the public Wi-Fi in that way. But at at not after several attempts and uh but so I just wasn't sure if it's always turned on automatically or if that's just something you do like you toggle it on or off when you when you know people are going to be there but >> well yeah it's automatic just
067after school hours and as a board member with your district account you can log in as staff too. So >> Oh that's even better. >> So you can do it whenever. >> Thank you. I don't know if you're not unsure how to do that. We can show you how to do that. >> Maybe ask. Thank you. >> Yeah, we all may ask. Adam's going to You guys are going to line at your door. >> Okay. Item number three is our fund 46 facilities and project planning. So, Adam, I'm going to turn it over to you. >> Sure. So, um, one of the things we wanted to do this month is, uh, give a brief update about the things that have been done in terms of the referendum project. Um, knowing that, the district put about
068half of that, uh, the total money into the project. And then, um, again, the bond proceeds paid for the other half of the project. So, um, if you go to there's a lot of information in your packet here, the 21 pages worth. If you'd start on page seven, um the layout of that should look somewhat familiar. I apologize about the size, but to get it to fit on a page that was somewhat reasonable. Um that's information. Um and these columns are from the facility assessment that was done in 2024. >> [clears throat] >> So this is every single thing that they identified throughout that process um as potentially needing some type of address whether it's immediate short-term or or more medium-term kind of things. So um from seven all the way down to page uh
06920 that's basically what's happening there is all those items are listed and then if you see in the second column where the column heading is X if complete or stars if in process. So you'll be able to tell which items um were addressed and which ones weren't. Um, if you go through any one of the school buildings, you'll see a lot of X's in the ADA section. Obviously, that's intentional. We tried um A, those were marked as high priority items and b um in an attempt to uh meet the meet the requirements for the spend um in terms of ADA spending as a part of the total project. We want to knock a bunch of those things out. And so, um, we certainly did that. And then there's other categories throughout, exterior type things, interior
070type things, HVAC items, um, and electrical items. And then, uh, you can see the total. If you were going to um total up all the X's or stars um for the projects on this list, you wouldn't come up necessarily to the $15.3 million worth of projects because um a large portion of what the project was was remodeling some spaces that we had. So again, it's not like >> [snorts] >> um the the old art room or the old m uh music room had items on there. Uh there were some items relating to the locker rooms. Um and obviously as we turned those into new spaces for different instructional areas, we addressed whatever items had to get addressed um that were designated in the locker room area for Lincoln. Um, so, so, um, again, if you
071were trying to reconcile or check those costs, um, I think off of this list when I totaled it up, I think we're somewhere around 8 and a half to$9 million worth of stuff off of this list. And then, um, again, the other spending was had to do with remodeling and and other pieces that we did that weren't necessarily identified as part of the uh, facility assessment. Um couple things that are still left to go uh as it relates to the project. So we need to get the generators installed. They're in process I'd say right now. So the the pads are done and some of the um basic connectivity like pipes and things that need to go underground kind of through the pad under the ground and into the building. some of that stuff is done.
072Um the generators we think will be here sometime uh between uh the end of January and the middle of March. Um we'll the contractor will sit on those until uh we can get them out here after I don't necessarily want them here during like snow removal time. So once we get to springtime, we'll get them to deliver those to the sites so that they're ready to go. Um we plan to install the central generator and the Lincoln generator the first day after school ends. So, school ends on June 9th and we will have lots of people around on June 10th starting to put those two generators in because we need Lincoln school up and running for Boys and Girls Club purposes on I think it's the 16 17 22nd I I believe is what it
073is. uh 21st. Um and then summer summer school at Central Middle School, we also have to be up and going for that, which also starts on that on that Monday the 21st, I think it is. So, uh they the myin and the subcontractors agreed to have a crew at each site so that they can get those um things done. They'll be working over the weekend to get that done. Originally they wanted two weeks to get that finished and we said there's you have 10 days to get it done. I mean we have to be open on on Monday the 21st or second or whatever day that is. So um they agreed to do that. They have a work plan already going. We've had a meeting about what kind of how that process is going to
074work. when they get all done and have them installed and hooked up, uh then one crew will go to Rossman School and uh they'll complete that project over there. Uh there's a couple other things that are happening um that we contracted for. There's kitchen work in um Lincoln Elementary, so we wanted to replace the grease trap. Um that's old and uh kind of having some issues with that. So that uh that was something that was added a little bit later to the design process and just with when that was happening they couldn't fit that in with everything else that was happening this last summer. So they'll come and fix the grease trap at Lincoln. And then another thing that we had them um bid out and that you approved was um updates to hot water
075system in the kitchen. So, um there are some issues in terms of not getting the right temperature of water in um the kitchen in terms of um sanitizing their different um equipment and dishes and all that kind of stuff. And the only way really to remediate that was uh to kind of enhance the system, get its uh get its own uh water heater and be able to loop and cycle that water um kind of through the kitchen area. um because that area is serviced um by hot water that serves the bathrooms in the fourth and fifth grade wings. So again to get the heat that we need that would be way too hot for the bathrooms. So we have to segment off the hot water for the kitchen because we need that temperature to be
076hotter and uh just the infrastructure that's there is not going to work. So, um, some projects still left for summer of 2026, but, uh, all manageable stuff and and we're excited for that work. So, on page, um, 21, uh, what I wanted to share with you is a couple things. One, um, in the top left hand um, kind of corner of that page, um, we have about $16.9 million in fund 46 right now. So that's um after all the contributions going all the way back to 2016, including this last year um when we made another contribution to that fund. Um if you take out the $7.1 million that we had earmarked for doing things as it relates to the November 24 referendum, that would mean we have $9.7 million left, give or take. So just
077wanted to give you an update on kind of where that stands. And again, pretty happy that we have those kind of resources to be able to do projects. Um, at a minimum, if we don't want to spend um the principal, a number like that in its current um in the current interest rate environment is kicking off some nice dollars in case we at a minimum want to spend the earnings on what that is um on on that principle. Then the referendum project is the next little section there on the left. So again, just remind you the bond proceeds and and how much that was, how much we agreed to contribute from fund 46 to the total planned project um that you approved and that's again I'd say 90% done at this point. Um the note
078underneath that uh right now again this numbers in process um but after after the bid process after um all the project work that's been done they obviously put contingencies into our project in case um something would come up from uh either a structural standpoint or design standpoint or just an execution standpoint. Um, even though we've had some change orders and some things that need to be done, I think that we are somewhere between 500 and 500,000 and a million dollars left. Um, and that's after the summer work gets done. So, one of the things that we wanted to talk about today is um some of the other things that we feel are important that need to get done uh that either may or may not be addressed on the uh facility assessment that was done
079in 2024. So, HVAC equipment obviously that stuff is expensive and we have a lot of it. Um probably the the three things that are um identified that we would like you to at least consider is the cooling tower at Rossman School. Uh that's an old piece of equipment. It's 35 years old. Um at that time it was listed as a priority 2 item. Um and the um related air cooled chiller for the AC system also a priority two item. um that's old as well, not as old. Um seems to be in a little bit better shape. Uh so if we were going to do something, I' i'd certainly want us to consider taking a look at the cooling tower at Rosman School and replacing that. Um at Lincoln School, there's um rooftop air uh units
080that we have there. Those are priority, too, as well. They're not nearly as old, but because of how many there are on the rooftop servicing that building, you can see the dollar amount there, $540,000. I'm not necessarily suggesting that we do that now, but just um those would be the next piece of HVAC equipment that would be um needing replacement at some point in time. Um, parking lots. Um, certainly not the most glamorous things that we could do in the district in terms of upgrades and and repairs. However, there are some spots that are not in great shape. Uh, we would say that Lincoln Elementary, the Northwest parking lot that's used, uh, I think Neil, you use it for K1, right? So, K, that's their K1 playground. There's also cars parked over there either staff-wise
081or during high school events that gets a lot of traffic. So, out of uh the parking lots that get traffic over at Lincoln School, that's a bad one. Hasn't been addressed in a while. It's wavy. Um there's cracks. Um so, if we were going to do asphalt, that would be certainly one spot that we would consider doing that. You can see the estimated cost there. Um I did put the third grade playground on there as well. that was not identified in the facility assessment. It's not necessarily or nearly as bad um as that other area, but uh just wanted to show you kind of what that would look like in terms of a cost. Again, if we wanted to do something as they were on site, so I at least wanted to again throw out
082some options for things to get done. Central Middle School certainly needs um some asphalt to be addressed. the east playground um needs work done. That's where the basketball hoops are. If you've been on that side of the building, um that asphalt is not in great shape either. Not necessarily as wavy, but certainly cracks and um yeah, it's just it's not a good piece of asphalt as compared to some of the other spots we have in the district. the south parking lot where the staff park um that was listed as a priority two item also and the west driveway. Uh so some of that was um patched in when we put the the piping in for the the storm drain. Um but what's left there isn't in great shape either. So um the total of doing
083all three of those areas is estimated to be 540,000. Um, again, I don't know that I'd necessarily say that we should do that whole thing um or consider it in parts, but uh just wanted to share that information with you. Rossman School, um these two items weren't identified on the list, but since we were looking at parking lots, the the two worst spots, I think Dan, you'd agree um are the east playground. So, again, in between the school building and um the senior center property. So, if you were looking in terms of directions, that would be the east playground. And then the north playground, um, which I'd say is the area, um, closest to the old district office, uh, that area isn't great either. and what you'll see on the next item um in terms
084of removal of the former district office if we wanted to do that um and get rid of that uh thing finally. I think that certainly would tie into uh the the playground discussion um since we'd have to be removing that. There'd be earth work and things that have to get done there. So if you thought about that kind of in a total package that that would happen. I have no idea what a cost would be on that at the at the moment. >> I mean there's certainly um disconnection of all the utilities there. I mean there's water there. There's electrical there. We've actually talked to the Oh. Huh. >> There's sewer there like water and >> Oh yeah. >> Okay. That's that whole trailer. So some of that I think could certainly be capped off.
085The electrical actually runs overhead. So we've actually had no NCO staff as they were doing other things there. They didn't think that would be nearly as bad but just the um disconnection of all that kind of stuff capping things off demoing the structure. So again whether we I I can't imagine it's worth anything. So, I think what what the issue would be there is just demo it on site, scoop it up, get in trucks, get it out of there, and then remediate the site. Um, again, whether you chose grass or asphalt or whatever, but I couldn't even tell you a price on what that would be at this time. We'd have to have somebody come in and really take a look at that. Um the last couple things that we had on the list, roof
086systems um pages um in this document pages um >> two and three. Um page two is a listing from our most recent roof report. Um, and it shows kind of the the areas. So, if you are looking at the areas A, B, C down the left hand column, the the following page is kind of a map of the building and you can see what A and B and C all refer to. Um, in terms of what we're talking about in terms of roof um, systems, clearly the 2019 edition would not have to be touched and areas um [snorts] C and N and O uh wouldn't necessarily have to be um done at this time either. the rest of it's not in um not in great shape, but as far as roofs go, um we haven't
087experienced any issues with them, per se. So, I'm not in a hurry necessarily to replace the roof systems until we start noticing some issues with them. So, until we get leaks or or have some kind of idea that yeah, you're you're really bad here. Something's going to happen. not necessarily wanting to replace any roofs at this time, but it is a big dollar amount that's sitting out there that's going to have to be addressed at some point. Then finally on that list, again, the cellular signal improvement project at Central. Again, not that we've forgotten about it, but at the cost that we were quoted, um you can see what the dollar amount would be for that. So, there's plenty of things to spend money on. Um, and again, I think what we would want to
088do as a group is at first determine how we want to spend the remaining dollars that were allocated for the referendum project. Um, agree on that, get that work done. Um, and we can continue to talk about through conversations about other things that need to get done across the district. >> Question about the roof at Lincoln. Yeah, >> I know the other two roofs for the other buildings around here also, one was priority three and I don't remember what Rossman was. I know central or maybe Rossman was three, but anyways, they're all big and at some point when they do have problems, they're all over $1 million, right? They're all those dollar amounts are high. My only question about Lincoln is with the work that was just done on the exterior building. Is there any
089risk if we don't replace that roof that there could be some kind of damage that then would also damage the work we just put into the exterior walls where there's like water could get behind the new wall and we'd be in trouble. >> No. >> Okay. That's not concern. It's not like we're protecting our investment. >> No, I wouldn't say I wouldn't say. >> Okay. >> Um the reason why we're putting Lincoln's roof on uh Lincoln's roof systems on here is they they are the um some of the oldest out there and kind of the the closest to needing something to have something done with them. >> Um, >> so if you don't take them one at a time and we're forced at some point with three buildings with roofs that are in trouble, that's
090going to be a substantial dollar off. >> Yeah. I mean the these are the kind of things where uh when we're talking about school funding and and whatnot. I mean it the way the funding formula and the the just the school funding scenario is in the state. We don't have tons of allowance to do these kind of things inside our budget. We we don't have millions of dollars necessarily in a year to go fix something. Again, we've been fortunate um to be able to put some money to aside and we should use it. So, I'm not saying that uh when the time comes to not use the money, but once you've used it up, it is gone. >> Yeah. >> Um so, I think we certainly want to be intentional about what kind of things
091we are going to do with that money because uh certainly some things I think are easily easier to describe to the public. Um, some of the things again are bigger and just they're never going to be in the scope of your operations. Uh, fixing the Rossman chiller for example, I mean, if we had to do that inside the budget, I'm sure we could figure that out. It's not going to be as easy, but I think that's something you could figure out. Um, >> but with Lincoln, sorry, my last thing. Lincoln's roof, we're propos we're recommending right now that we don't move on it right now. We're just aware that it's there and that this is the one that could go first, but until there's an issue with it. >> So, when do you see that
092issue? Do you guys normally get annual inspections done on the roofs or quarterly inspections on the roof that you see that? >> We don't have quarterly in we go up there every so often. We actually have a roofing contractor come and do similar to our our facility assessment kind of process where an outside party comes in and looks at it. We have a roofing contractor do that as well. Uh the company is actually called Roofing Consultants, Inc. Um and so the last time we did that was about five years ago. >> So I think to Erin's point, like we don't want to wait to see, nobody wants to wait to see if there's water dripping on, you know, through is there a way to to get ahead of it to know like, okay, we're going
093to do this one. This one has two years left. This one's got four years left. So we don't have to spend all the money on three ropes to stay here and be like the high school. >> Yeah. I mean even to say two or four years I mean the Lincoln school Lincoln Doug is the um >> is the one that you actually have like the rocks and the stuff up on well central all. >> I mean but you're not a rope expert. Okay. So I'm what I'm saying is like can it's just hypothetical the numbers I gave up and it's we need someone to appease spending the money either now or next year or two years from now get >> we would need a roof expert to to say that this is what the condition
094is. >> If we if we are thinking that one of the things we want to do in the short to near term here is is to do roofs. we bring roofing consultants back and have them look at all the roofs again. >> Well, I don't know. I mean, I don't think any of us can say yes or no to that. Like, we want to do this. >> Yeah. And I'm not necessarily asking you to approve doing a roof, but >> but to say that you're going to wait until we agree to do roofs to do the inspection is not what Erin's >> but tonight is tonight is conversational. I think this is really excellent conversation because to Ian's point like we're not roofing experts and if it's been five years this I think maybe the
095recommendation from the board would be let's get uh let's let's have the roof evaluated. I think one of the things I'm struggling with right now is that all of these items there's a lot of items on the list they all have rankings one two or three and level of priority. This list of priorities that are here and put in front of us are all level two. I believe they're all level two. And it's hard for for me to discern of all of these level two priorities, which are most important. Like now of these level twos, I needed them all ranked together. It's like this is number one of the number two and this is the number three of the number two. >> Yeah. I don't think even tonight's conversation, I wouldn't be expecting you necessarily
096to to tell me or give me direction. I want you to do this, this, and this. >> Yeah. I want you to know that A, we have some money left over. Yeah. >> B, we have we do have a list of things that I think would probably be the easier and big dollar and big impact type things. Again, my opinion of that might be different than Terara's, might be different than yours. Um, so I need you to see kind of some of the things that are actually out there that we're going to have to consider. I mean, again, I want you to get the taste for um, you know, I don't want us to be doing parking lots at all, you know, or I want you guys to address whatever you guys think the the
097biggest need is in terms of what its condition is. And those are the kind of things that I think we'll need to continue to talk about and find out where you're at. Um, because again, some people might say, I don't want you ever spending money on the parking lots. Um, it's not a, you know, it's not a direct student thing. We, we got classroom things, we have other things, we got heating and air things. >> Um, so it's just to start introducing you to what we're looking at. Um, >> and when you say like you're introducing us to this and and I did quick math on my head, so this list is like $3.5 million, let's say, something like that. >> Ultimately, not tonight, but ultimately, do you want us to say at some point
098like come to some kind of understanding of if we have a million left over from the referendum. We have a million of these projects to complete. >> Correct. >> Which ones of these of the 3.5, which where do we want to put the million? >> That would be the eventual goal starting with tonight's conversation. >> Okay. I just want to make sure we're all here because Yeah. >> Well, I like your uh scheduling of the roof inspection. What did you say last time? It was five years ago. >> Yes. 2020. the more you have somebody come in and inspect it, I'm under the I fall under the umbrella of they're going to find something wrong and then everybody's going to say, "Oh, we have to get it replaced." So, anyway, I like that schedule. >>
099The People did when they did the facility assessment, they did go up on the roof. So, they have been looked at. Again, they're not necessarily roofing contractors either. They have some people that have specialty inside their company that look at that. But again, it's not like roofing consultants going through. They they do actually spend a lot of time up there looking at joints and and the the scuppers and the things and all the stuff that's up there. Um again, depending on which construction method it is, which we do have several different types of roofs um on our buildings. >> I think the big point um there were several in terms of us bringing this to you today is one so you could see just where we were at based upon the work of the referendum
100and what things were able to be crossed off the list and marked as completed what we have remaining and what's uh in terms of both money as well as projects that still exist and then a list of items that maybe are not as glamorous but are quite expensive. And so at some point each of these items will rise to the top of the list and we don't want any surprises along the way of in two or three years we bring to you you know the roof or um something with HBAC and and people are surprised. We wanted to eliminate any potential surprises by sharing with you the information about here are some of the big ticket items that are not necessarily as glamorous but are necessary for the functioning buildings. >> And that was my
101point. I don't mean to put I'm not pointing fingers at you, Adam, but liability of like to say this roof's good for another year. Okay, who's saying that? And we just don't want it to be on us or you or, you know, we I know there's people out there that do this for HVAC equipment for roofs. So, like just so we have grounds to speak correctly on or to, you know, be backed up on that we did our homework to have it assessed, whatever that cost may be. So we it's not just someone saying yeah we thought it was bad okay because that's not a good standing point for anyone here. So, and I'm not saying we do that. That was where my comments and questions were going. Okay. Just so we have ground to
102stand on. We are all confident this is the right path to go. >> Not information we can get tonight, >> but different similar with the generators. Are we already scheduled for [clears throat] like a maintenance contract with somebody for those or how do how are we doing maintenance on those? >> We have we haven't set up any scheduled maintenance contracts for those. >> Okay. We need them installed and up and running first and then we'll see about who who is maintaining things after that. I there's going to be certain things that Mr. Carol and his staff can do and then there's going to have to be somebody that does some things in terms of maintenance. So >> yeah, >> I will say when I look at this list of items, the first thing that strikes
103me is that $125,000 to try and improve the signal of the at central is it doesn't seem important given the other things on this list. That is where I and and after Ian's comments about Wi-Fi like you can run a cell phone through Wi-Fi if you need to. I don't know. I feel like six digits on uh so that people have cell phones is a that's a real struggle for me. But that's just I will just share that because that's like >> you don't have to decide this tonight, but it'd be nice to if everyone agreed on something at least we're like knocking one thing off the list that like doesn't impact education. It doesn't impact people getting in and out of the building safely. It doesn't impact any of that. I guess my only
104question on this I feel like the comments I've heard from parents over the years has been like in a in a safety situation when there's a lockdown we can't reach our kids. And then I would be like, "Is there a safety mechanism, Ryan, where we can turn Wi-Fi on for everyone that they could call if they had a device that call over Wi-Fi?" I don't know. That's the only piece to me that I feel like parents would be like, "But then if there's an issue, we can't reach our kids." >> But there would also be trusted adults that have access to the radios or, you know, like general cons. There's >> But I'm not saying yes. >> Yeah. >> But to me of this list, that is like the lowest priority. That's But I could
105tell you right the rest of it, I don't know. I need more information. >> I mean, I agree. I as much as I would love to not use Wi-Fi calling or to have that connection, right? >> Okay. Um, >> it's the first real problem. >> Yeah. I mean, given the list, parking lots, most of what I see on this list I've driven on and or walked on and are should be should be addressed, especially behind central. And I'm not opposed to anything other than maybe tableabling the cellular thing, but my >> Okay. >> I appreciate the transparency because that was the one thing that I brought up because I was shocked with the law and those pieces of equipment that I placed were so worn and then, you know, brought to us kind of an
106emergency. >> That's why I brought it up. So, I appreciate this long list of um possibilities. Okay. Um my other question with the roofs is and I don't know I'm not a roofer as well. When we look at a roof, is there grants in any of these categories that we can also apply for? Um would we ever think about solar energy or anything like that to help combat the cost? Just ask. I don't I don't know if it's worth it. I know usually solar 20 to 30 years to make it worth and I know they've taken away a lot of grants. So, >> um what I'd say about solar, it's not that I would be opposed to doing research on it and I we do know that there are some um public organizations, whether it's
107schools or municipal entities that are trying to do that. I would say that our district's general experience in terms of energy efficiency projects and things haven't really been great. Um, you know, all these paybacks and all these things end up getting presented to you and um, it all sounds fine and good when you're at the start and then things start breaking and then you need to do replacements and you find that, you know, big a big push there for a while were lighting systems. Well, and then now what are we doing? We're we're in one of our three buildings changing out all the lighting in the building because we're not happy with the the light and and how bright it is or what the efficiency is. So again, the hard part for me is spending
108the oodles of money that that's going to be and is it really going to do what we think it's going to do? >> Best. Yeah. But there are >> we are aware that there are programs. We are we do get information for there's one sitting on my desk right now. >> Um so we are aware that they're out there. Um that's all I'll say to in terms of the extent of what we're thinking. You just mentioned the mun other municipalities and I just had a random brainstorm which I won't delay at this point but have we ever like we were going to do a bunch of um playground and blacktop parking lots. Have we ever considered partnering with Hartford when they do their big repaving projects to see if we could work union or the
109city of >> the city of Hartford? I know does major like repaving projects every summer and they get multiple bids and then I'm wondering like hey if we partnered with them and contract with the same group could we get further discounts because they're here with all their equipment doing more work. So just just a thought. Um yeah, we are aware that they do some p some paving things. Um in fact, I think we use some of the same contractors, so we could certainly do that. One of the hard parts that we find uh if you remember the South Main Street project, for example, we get notified of the project as it's done, like they have it approved and done and oh, by the way, we're shutting down the front of your school for two months
110at the end of your school year. and we didn't know anything about it. So, it's only as good as to the extent we can find information out. So, >> yeah, >> your other organization that you were a part of for a while, yeah, we need to find out probably some more information, better information um from them when they have that kind of stuff, then we can coordinate. >> But there there's potential there. I know the village of Richfield and the school district, we would communicate together and sometimes it worked for us to go out to bed together and sometimes it didn't. Just depended on the project and the Any other questions for Adam or for Dr. >> Percolate? Let it percolate. >> No clear answers. >> Yeah. No, I think it's good information. Thank you
111for the e effort to put into it and it's >> I guess when will you know when will we have the final numbers that we'll need to make decision? >> Well, here's here's what I'd say. So all the money that's gotten spent in terms of the project where we sit right now, we've spent all the bond money. Um, so really when we're talking about we have money left, really it's our money, the fund 46 money. So >> have more than we >> while we're while we have a time frame to spend bond proceeds and that's a three-year process, that money's long gone by now. So, we're not necessarily in a hurry from that standpoint. What I would say is that if we're going to use Myron Construction and P and kind of do this as
112an extension of what we're already under contract to do with them, um, you know, they want some information and answers in terms of especially if we're going to try to do something this summer. So, they want to start planning and thinking about that now and getting contractors in place now. Um, you know, if if it's replacing the cooler cooling tower at Rossman, I mean, just like the generators were a 30w week lead time, right? >> They're they don't think that this is nearly that long. But again, we're in the middle of December. June 9th is going to be here before you know it. And they have to be ready to go on June 9th to start doing stuff. >> Yeah. >> Okay. So, that would be the only time crunch, but um again, as you
113kind of use the information you got tonight and then we continue to talk about it. We'll just have to see if it's stuff that we can do yet this summer or not. >> How do we plan to talk about this further? Like a separate course workshop or something like that or I don't >> I think it'll continue to come up in discussion, right, as we honed in on different things and then we would bring it here and then these are all dollar amounts that have to be acted on. So, ultimately we come to an action item. In the past, it was handled um through action and discussion at the board meeting. Uh the principles, Mr. Carol, Mr. Majaras and myself and I think Miss Ethan all was part of it this year. We already did
114building walkthroughs. So, in addition to what you're seeing here, we've already heard insights from what the principles are specifically looking for, which are probably some of the more glamorous jobs and not some of these jobs that are the underbelly of the building. Yeah, that stuff happens in the normal I'd say the normal facility maintenance process. So again, summer projects that we do um that they have requests for um again we've we put together money and put that aside for them to do those kind of projects. I allocate them a certain dollar amount and to the extent that we can get the work done and it makes sense um they have some freedom to to prioritize what those items are. Um and so that would be separate probably of this process. We'll do that like in
115February or March when when we approve the summertime um small package of projects let's say >> along with the along with the tech budget >> would be if you could just because I am concerned about the HBAC and the lead times usually because I know how it is for my company personally using it for nursing home the lead time is outrageously long and book is really hard to get. So, I would I personally would like to under to know if it even could be done this summer, like if they think they get the equipment in and the timing. Um because that's where I'm pushing towards because I just know that those things when they go >> By Myron's wanted information from us for a couple months now suggesting if you guys want to do stuff
116in summer of 26 that we should kind of get there. >> I wanted them to be farther in the process in terms of where we're spending and getting stuff done. Right. >> So, I heard them and I said, "I hear what you're saying to us right now, but we need to again close out our financial year. We got to get farther along in this process with the buildings and and you getting done before we start talking about the next thing that we're getting done. So, you do your part, guys, and we'll do our part." So, >> that'd be where I would be headed to I don't know which piece of equipment where it's coming from, you know, what their average leads. That's what I would like to know. >> Well, if you're not seeing anything
117gross on this list, I think what I could certainly do is give them this list of the five items with the sub items and say, "Tell us what you think about the timing of these." >> I think that's a good idea. >> I don't have any problem with that. We're not >> the cooling tower and the chiller that they already have an idea for that. It's so it's going to be the other things Good. >> Okay, we're moving on. >> Thank you, Adam. >> Item number four is school improvement plan report from Central Middle School. So, Dr. Regotska is going to um give us a little bit of information of how they came came up with their SIP or school improvement plan. She'll take it from here. >> Thank you. I'm super excited to be
118sharing all the awesome work we're doing at Central. Um I wanted to start start out with our theme for the year. It's every student, every voice every day. We pick um I give a big long list to our building leadership team every spring and they come up with they pick what they want from that list and this is what they came up with and I think you'll see this um echoing through all of the slides for today. So our first goal uh which is the board goal. So our school improvement plan is based on the board goals which is to invest in people, recruit, retain and develop excellent staff. So we've been doing some professional learning around instructional priorities um some engagement activities uh developing some growth pathways for staff and then um continuing to
119involve staff in decisions through different leadership opportunities. So what that looks like is we have continued our learning walks this year. Um we've changed the format a little bit and teachers have really enjoyed doing that. They've gotten to see um each other in their teams. So seventh grade teachers are seeing seventh grade teachers, math teachers are seeing math teachers in other grade levels. Um it's been fantastic and again everybody participates AFA everybody. So everybody gets to join that. This is a picture from Mr. Decker's classroom where some other AFA folks were visiting him. Um, we've had our Echo of Excellence Award. So, once a month, two people um, nominate one of their co-workers for an Echo of Excellence award and then we put them on the big screen and they get to keep their little
120megaphone for the month and then pass it off to the next month. It's been really positive for us. Every month we have workplace appreciation events. So we have um usually there's one where we have some snack at lunch and then some team building activities. So this was for October. We had s'more making one day at lunch and then we had a pumpkin contest where each team decorated their pumpkins and then we had students and families at conferences vote on them to see which the winning one was. Does anyone want to guess what the winning pumpkin was? >> 67. >> It was the ice cream cone. It was not 67. Although we did have 67 day last week and that was a lot of fun. >> I heard all about it. >> Yes, there was a
121lot of mortified students. Um I showed I had a 67 t-shirt and I showed my son my t-shirt the night before and he was also mortified. >> You're not going to wear that, are you? >> Successful that night. >> Yes. It was awesome. It was a great day. Uh we've had micro leadership opportunities. You've heard about some of them today. Uh we had a staff meeting where we rotated between uh three or four different classrooms and teachers just shared a little bit about what they're doing. Um here Juliana is sharing with teachers about how to use improv in their classrooms and it was a super exciting opportunity. Um we've had some continuous feedback structures. So, at the beginning of every staff meeting, I have a question and before we get started, as people are trickling
122in and getting their snacks, they write their answer to the question and then um give me some feedback. So, then I use that to plan other staff meetings in PD, which has been a really nice way to get some feedback from people. Then we move on to goal number two, uh which is to develop well-rounded future ready students. Some things we're doing there, we reorganized our committee to work on building peer-to-peer relationships, working on some academic growth through the use of student data, academic growth through student discourse strategies, and then trying to increase the number of students who feel heard, valued, and included in school. So, this is what that looks like. our peer-to-p peer committee, their first activity. This is not a super exciting picture, but it was a really exciting opportunity to see
123this group of folks looking through the um the trophy case, cleaning it out, reorganizing it, creating some space for their group to put uh posters together for all the the clubs so kids can see all the different things that are happening at school. We are trying out some different ways to track student data from our target group, which is our group of students who performed 30% or lower on the forward exam. Um, you can't see a lot on here because most of the stuff on there is confidential, but we're trying out some different strategies. We'll report back on that in January for our leadership team because every team is doing something a little bit different, but kind of see what works best. And then our last inservice, we had some professional development on discourse strategies
124and it was super exciting because we had four different stations and it was presented by the teachers. So you saw one today which was the eager doing the uh speed dating and her picture is up here. Um, I did see that a couple weeks later in another classroom. They called it conversation carousels, but it was really cool to see in an ELA classroom. U, we also had the on the top there, we had Mrs. Thurmer. She was talking about using groups and how to develop group strategies and teach kids how to work together in groups. Uh, down here on the right is the speed dating. in the middle, Miss Gilbert, who is here tonight. She shared discussion pods and how she brings in families to help her with those discussion pods. And then the last
125one is Miss Radkkey and she was doing a Socratic seminar. So for each of these sessions, the teachers did a little bit of talking about what the strategy is and then the participants were like the students in the classroom. So they got to try it out. So, it was really awesome. Super uh great feedback on the day. For student voice, we have um our little area where the stairs used to be. We had students vote on the name for that. They voted on central spot as a name and then our graphic design class came up with a bunch of different uh sign options and then students voted on that. So, the idea is that the sign is not a p It's not like a permanent sign. The name will always be central spot, but we'll
126have graphic design students develop the sign and have kids vote on it. So, that's what we have for now. And then we've been having students do the pledge in the morning where they remember to come, but they're all super awesome and they're they're always really nervous but really excited when they're all done. So, it's really fun to see. Then we have goal number three which is prioritizing safety and operational excellence. So we've been have a studentled accountability for safe and respectful school environment. We've organized a committee to work on character strong reboot and we continue to work on implementing consistent behavior systems. So, our studentled environment, I've been working with our welcome squad and our student council for them to develop some systems to build some accountability in our school environment. It's a slower process
127than I hope for, but they're doing some good work. Um, one of the things we are working on is this Wildcat wall of fame where we have these three bins in the library and students can nominate other students for doing really awesome things. And so we'll have our first um announcements of the kids who won the Wildcat Hall of Fame at our character assembly on Friday this week. So those will be, I'm sure, very awesome. Um here's a picture of our character assemblies. So once a month uh Miss Rainey leads our character assemblies based on our monthly theme for character strong and she gets students involved in those in different ways. And as she's getting to learn the students and what they can do as a whole group, she's getting more and more involvement from
128students in those. So that's been really fun to see too. Uh we did some work around proactive attendance. So uh Miss Marorrow and Miss Remy met with all of our atrisisk uh sixth grade attendance students this summer and built attendance plans and that has been really successful for us and we continue to do different things around building attendance. For example, this Thursday we're gonna have our ice cream social for those students who had 90% attendance, two or fewer tardies, and no behavior incidents with consequences for December. So, we'll see how that works. >> Attendance meetings with parents as well or just with >> Yes. Yep. They were in the summer with the parents and the students. >> Awesome. >> Yes. Yeah. It was a great way for her to also build connections to those families.
129And then for the last goal, go role four stu school family community connections. Uh we have a committee that is working on p positive oh my goodness positive publicity for central middle school. And as they mentioned earlier, we're going to have our dis academic display at the library again starting at the end of January. And then as you saw today, the gallery walks. Um so those have been really awesome. We're hoping to get some more grade levels to jump on board with that because it's a great way to get families in to see kid work. And then I had focus groups with our welcome squad. I didn't get a picture of that. So, you get this fun little screenshot here. Um to talk about family involvement and ways that they would like to have their
130families involved in school. And that was great. And that's it. That's all the stuff we've been working on. a lot. >> It is a lot, but it's been really good and fun work. I'm really proud of the hard work that staff put in to the things that we're doing. >> I really love that the families were involved in that attendance strategy because it does hit that goal, but it also is helping to build that family community connection. Yes. >> Which I feel like something that is such a struggle to get to get parents more involved. So, I think that's I'm interested to know how that goes and how that impacts it and then if that strategy could be applied in other ways with other students. That's great. Any questions for Dr. >> Thank you, Joe.
131>> Just realized we didn't have for Adam. You finished. Okay, our last item of discussion is the academic calendar for the 26 27th school year. >> Thank you, Miss Welk. So, you all have the copy of the current draft. Uh so, this draft has been reviewed by the administrative team twice and Adam and I did meet with the HA uh as well to review this. We're bringing it to you today and then tomorrow on our boardwalk meeting I will share these the calendar the proposed calendar with all attendees and then Miss Malter and I uh in January will be meeting with the separate pack leader teams so that way we have additional teacher representatives not just the HA representatives but also all of the leadership teams across the three buildings so that way they'll get
132to hear about the calendar And really because of the dates right now, the most feedback that we're looking for is probably surrounding the month of August for next year. However, we may hear ideas that uh we can catalog and save for when we create the calendar, which is terrifying to say out loud. >> Um, but we will be, like I said, getting more feedback. So, I wanted to share just a few things. I won't go over it comprehensively. I will share that as a Hartford area school system, we did agree to start school on September 1st, which is the first day that we are statutoily allowed to begin school in the state of Wisconsin unless we have a waiver. And then we all agreed that we would end on June 4th. We also agreed for
133the most part on our winter break and our spring break. So you can see that for winter break we have the 23rd through the 1st. It's shorter than this year but it's about the same as in the past. That does align with the high school perfectly. And then for spring break that's at the end of March. That is something uh that has in the past shifted away from Easter to the last week of March. And that is uh for the purpose of making sure that we have consistency. There is scheduling at the high school level for their testing that occurs. So we've tried to stick to that last week of March. This year uh or not this year, but on this proposal you'll see it's runs the 22nd through the 29th. That is the week
134before Easter and then the Monday following Easter uh for those families who celebrate. So, knowing those major breaks and the first day of school and the last day of school align with the high school, um we know that we have offered 174 student contact days uh for the three years I've been here and this also accounts for 174 student contact days. And then we have 191 staff days. So, if you recall um the first two years, so last year and the year before we had 193. This year, uh, we changed it to 191, but we also add added 10 instructional minutes per day. So, it's the same workday for staff members, but two less contract days. And this is the same proposal that's moving forward. So, 191 days again. Um, because of that, the parameters
135are tight. And so when we worked through the schedule and we looked at the student contact days and the staff contact days, we were short two days in our planning. So initially that sounds problematic. However, Miss Malter is leading us through not one but two curriculum review processes. This year uh ELA and then also middle school science. And so with that, anytime that we adopt a new curriculum, it is very important that we train our team members so that way they are prepared and ready to go for the start of the school year. And that would typically be two or three days of professional learning. So what are we going to do with those extra two days that we could not fit into the school calendar somewhere? They will go in August. And so if
136you look at your August calendar, you'll see numerous colors. It's very it's a rainbow uh there. And that is because uh as an administrative team, we talked about the different opportunities or different options. We are all working 260 days. So we're here during the month of August. Um we selected probably about six or seven days in August that we thought the HA may be supportive of for their uh teachers. And when Adam and I met with the HA, they shared the 21st, the 28th, and possibly the 31st. But that was really excited about by the elementary and not so much for the middle school. So even though there are three additional colored dates there, we only need two of them. However, we're leaving all three of them colored because we won't know who we decide
137to move forward with until Miss Malter completes the curriculum adoption process and brings someone to you. Once you approve it, then she'll be contacting the vendor and she will be able to say, "Do you have a time between August 18th and 21st or the 26th through the 28th where we can get your professional developments?" Hopefully, they say yes. If they say yes, then we're great. She knows that we're going to move around or shift around the new teacher days or our other days if we need to. Um, that that is the best case scenario. The worst case scenario would be that the vendor indicates no I don't have any of those days available. I can come to you in August on the 3rd and 4th. So we know that that is not what the union
138is hoping for. But one of the things that I asked during our meeting with the union is we're trying to be respectful, get your feedback. We are trying to look for the days that you are interested in. But please, if you could help us, if the vendor says no and these are the only dates available, please help um sell it to your membership that you know we're trying to work together, but that is out of our control. So, um that is where we are at and like I said, we will get more feedback from the staff tomorrow following the boardwalk and then in January before the board meeting with the pack teams and uh then I'll bring it back to you. We may have something that looks slightly different, but for the most part, this
139will be pretty much what the calendar is. Um, if you looked ahead, you will notice that I have two nights on hold for the district family night. We are planning on having just one district-wide family night like we did this year because that was such a huge success and we got incredible reviews from people, but we don't have the date set in stone yet. So, we're blocking off two days, but it really is only one day that we will have. Um, and then the other dates are on there and uh the the column down the middle describes what each of those days is for. >> Thank you. >> I know that this is a lot of work and a lot of moving of pieces and trying to coordinate with other districts. So, I really appreciate
140it. >> Absolutely. We do have um we're aligned with the high school in October uh which is outstanding. They don't have school on the 16th and 19th. We don't have school on the 16th and 19th. if you adopt this as proposed. Um, and then they have February 15th off as do we. Um, there are a few days that are not aligned, but for the most part, you we tried to compare to theirs when we could >> and this will come as an action item next month, >> correct? >> Yeah. >> We go home. >> Not yet. I do not know homecoming yet. >> One moment. >> Yes. I was going to say, let's My cell phone is in the other room or I might text a certain person and find out, but >> one moment
141>> Adam will have a direct pipeline. >> I just figured because I know it's usually October that Friday. >> I assume they wouldn't have that, >> right? Just because they'll be off too, >> right? So, it's probably going to be the 23rd. I think it'll be the second but maybe it will often times which is the only reason I know >> but the I can have an answer for you by the next board meeting if Adam [clears throat] doesn't have response for >> I just know that's always >> I think it's in September to start with >> I just went through October and didn't see You can keep going. I'll let you know. >> Okay, that ends our discussion topics for tonight. We're moving on to our action items of the evening. Item number one
142is our policy revision of policy 8510, which is wellness. This comprehensive policy was given to the board for review in November and has been reviewed by a wellness committee that I know two of you served on. So, Ian and Barb, thank you for going to do that. Um, is there a motion? Motion to approve the policy 8510 bonus. >> I second. All in favor or is there any discussion? I'm sorry. >> Yes, I'd actually like to know what you guys little >> and perhaps before you jump out with that question, I was opening my mouth to say something. I wanted to thank Mr. Majaras for facilitating the wellness committee meeting. Uh Miss Flitter also helped him with that. Uh we had a nice turnout for that day. We had multiple administrators. Dr. Regatska served on
143that with us as well. We also had two healthcare professionals, one our district nurse and two was an outside professional. We had a parent, a student, a physical education teacher, and then we had both of our board members that Miss Lo already mentioned. So, u Mr. Majaras did a really nice job going through the policy and what you are being presented with today does reflect the discussion that we had at the wellness team meeting and so either Mr. Majeris or Miss Linder or Mr. Gbeck could speak to that and then uh following the policy review, Mr. Majaras did a nice job of reviewing the incredibly lengthy uh audit that we went through and uh the results I think were really good. Um so I'll let you take it from there. >> Yeah. Um that was
144the process. We took we took the draft. So, the the policy that you saw us first reading last month, um we took that draft there and let people uh give feedback about certain items that weren't selected. Um and I think we did have a couple of things that we did insert into the new um copy that you have in front of you tonight. Certainly not. I would none of the things I would consider major. But as this the point of this policy is to to um kind of take credit for things that we're doing and if there's things that we feel we should be doing um to get those added in there as well. So um then we go through the annual uh the triannual assessment tool and we essentially score ourselves based on what
145uh DPI and USDA would consider model or best practice language. We don't get we don't get anything necessarily um in terms of a penalty if we don't reach a certain score or anything like that. They just want us to do the best job that we can in terms of having a policy that meets the needs for students and staff and the families. So when we go through the process of that assessment, we're grading ourselves either zero, which meaning we're not doing that thing. One generally means that we're kind of doing it um but the language isn't as strong. And then two is you're definitely doing that uh and the language is strong. So we went through 23 pages of um items for uh that we had to consider. We gave them scores. Then the output
146will be um once we get all that scoring done um there's a DPI um kind of scorecard that we have to do and we'll summarize the some of the good things that we do and we will also summarize some of the weaknesses that were scored a zero or a one. Again, the scores don't necessarily mean anything. Obviously, the the higher your score is, the the closer you to you are to what is suggested for language, but um and then we report that out to the the district via the district website. So, those results of that scorecard will be found on the website. We need this done um in advance of our food service administrative review because that is the one um time where DPI does a deep dive into that the process that you used
147and they'll check some things from it. So since we'll have a brand new shiny wellness policy and assessment, they can consider those documents and we should be sitting pretty good as far as that goes. you go first. >> Um, we talked about a lot of nutrition. Um, Adam said it all. >> Yeah. Just off of that, like some of the things that came up in conversation was, you know, benton stigmatism with, you know, free or reduced lunch. We passed that. I thought it was great that it seemed that the pri annual assessment of the tool, you know, seemed very genuine or organic. It wasn't something that you had you did not, you know, look at previously and then align our goal with it. It was very raw. you know, you were we were all kind
148of surprised that we met a zero here or it wasn't even at so I appreciated the transparency with that and I thought we had good collaboration from everybody even student that was in there giving feedback. Um, it was good to see where we sit with certain things, you know, that we're doing great on and then, you know, things that we can improve on with I think we add language for uh something about recess or punishment of withholding food or as a as a reward or something like that. So, >> yep. One of the things we added was the documentation about when our lunch slash recess periods are because one of the one of the things in the assessment is that you actually document or what time or how many minutes you have. So again, we
149loosely refer to that. So we actually stuck the minutes in there um or how much PE instruction that one would get per week. And so again, we we weren't necessarily referring to minutes. So, we now refer to minutes in there. It's still not the minutes that they would suggest as as uh their best practice, but it meets the state standard for what it what we're required to do. So, from that standpoint, again, we're I mean, it just kind of is what it is. We'll get a one in that section, and that's where we're going to be. Um, but we're meeting our expectations there. So, yeah, I definitely appreciate everybody that showed up that day. again it was um was nice u we talked about how we'll get members for the next time that we have
150to do that and uh how we'll advertise that and all of that. So again thanks to everybody for that >> and we'll meet annually going forward. >> We'll have to we will have to meet annually for the policy. We only have to do the assessment thing which took like an hour and some an hour and 10 minutes but we'll only have to do that >> every three years. Thank you to everyone who participated in Adam to leave for leaving it. Appreciate that. Any other questions about this policy? Seeing none, um all in favor? >> Any opposed? Motion carries. Item number two is our consent agenda. The consent agenda includes approval of minutes, bills, treasures report, and personnel recommendations. Is there a request to pull an item from the consent agenda? Seeing none, can I have
151a motion? A motion to approve the consent agenda. >> Second. >> Can I have a roll call vote, please? Ian >> I. >> Louise. >> I. >> Aaron. >> I. >> And I'll vote I. >> Motion carries. Thank you. Item number nine is I'm looking for a motion to move into close session for Wisconsin statute 19.851c for the purpose of approving close session minutes from July 28th and district administrator evaluation. I move to move into close session. >> I believe you do need to read all that. I'm sorry. Oh, down there. Okay. Um I motion to move into close session per Wisconsin statute 19.851c for the purpose of approval of the July 28th, 2025 close session minutes and district administrator evaluation. I second. >> Roll call vote, please. >> Aaron, >> hi. >> Louise, >>
152hi. >> And I'll [laughter] >> motion carried. We are moving into close session. Okay, we are back into open session. Um, there was no action that we took other than to approve minutes. And there is that brings me to item number 11, which is board meeting reflections and feedback. a reminder to fill that out. Um, next month we are I guess the one thing I will say is next month we would request a close session before or after our meeting to go over the >> has to be after because we have TED coming in to do the board. >> That's right. >> Um, PD before the board meeting. >> So it'll be a long night to bring some sense. >> We would like to a brief close session after brief. We would like to brief.
153We thought this was going to be briefly session after the board meeting. >> Okay. In the purposes of of finishing up your evaluation. >> Okay. >> Um I think that's it. And then I would just look for a motion for adjournment. >> I move to adjourn. >> I second. All >> in favor? Any opposed? Motion carries. We are closed at 102.