HUHS Board of Education Meeting - November 19, 2025

001Sometimes I can see Good evening everybody. It is 5:46 p.m. I would like to call this meeting to order. I'm just going to get things started while Tracy gets settled here. Uh Marie, do you have the uh statement of meeting notice? It's posted on I'm sorry. It was posted in three spots in the paper on the website and on the bulletin board. >> Thank you. And then would you please do our roll call? >> Tracy Hennis >> here. >> Nolan Jacket >> here. >> Heather Barry >> here. >> Tiffany Stapleton >> here. >> Kenneth Mueller >> here. >> All right. And then would you please rise for the pledge of allegiance that tonight of Republic. >> All right. And do I have a motion to adopt the agenda for this evening? >> So moved. >>

002Motion by Ken. Anybody have a second? >> Seconded by Tiffany. Is there any discussion? All right. None being there. All in favor of adopting the agenda for this evening say I. I. >> All oppose say no. And that passes unanimously. Uh do we have anyone signed up for public comments tonight? All right. So we will skip past that part and we move on to recognitions where we have the November Rotary students of the month. >> Our first Rotary student of the month is Troy Westfall. Troy has shared with us his highest priority at HUS is academics where his efforts and focus have earned him a current GPA of 3.988 and a class rank of 42 out of 316. Troy participates in academic pursuits that interest but also challenge him. This has led Troy to take

003advanced placement courses such as AP pre-calculus, AP US government and politics, AP US history, AP physics, language composition, calculus AB, AP Calculus BC. He earned the AP scholar with honor award and is on track to earn his honors diploma. Troy has also participated in numerous tech courses to learn hands-on skills. Outside of academics here at HHS, he is involved in athletics, music, theater, aviation, and service organizations. Troy is a 4-year member of the track team and alpine ski racing team in which he is a current captain and competed at the state championship last February. This fall, Troy was also on the cross country team and served as one of the captains. Additionally, he was part of the soccer team for two years. Troy has also been involved in music for all four years here. He's

004a trumpet player and section leader of the symphonic band, a tenor, and a vice president of the concert choir, earning the exemplary performance award from the Wisconsin School Music Association this past spring. He's a member of the jazz ensemble, which by the way means every morning. It meets at 6:30 every single morning and involved in the musical. The Hartford airport has been a place he has frequented outside of school as a four-year member of the Kettle Marine Youth Aviation Club, where he is a build team leader, helping to teach members new skills to achieve success together in assembling those two-seater aircrafts. Troy is also a member of the National Honor Society, was part of the homecoming court, and represented HHS at Bad Badger Boy State this summer. Outside of school, he's a member of St.

005Killian's Parish and was involved in Boy Scouts, both of which he volunteered his time through the community. Troy's favorite activity is helping sort gifts and build bikes for the Hartford Christmas Committee. The jobs he has held includes working as a retail sales associate at AutoZone and serving as a certified youth soccer referee for U7 and U8 teams. Following high school, Troy plans to attend the University of Wisconsin Madison or Embry Riddle Aeronautic Aeronautical University to obtain an aerospace engineering or similar aviation related degree. Congrats again, Troy. Good afternoon. As stated, my name is Troy Westfall. I am a senior and part of the class of 2026. I thank you all for inviting me out here tonight to be recognized. Following high school, as stated, I plan to attend the University of Wisconsin Madison or Embry

006Riddle Daytona to pursue an aeronautical engineering degree or a similar degree in aviation. And along with that, some of my favorite memories that I will take with me after high school from HHS are in and outside of the classroom. In the classroom, I always am very fond of the kind of community that you find in AP classes. There's so many times where it's these classes that you take year round or for a semester and it's kids that are all very academically guided and you're kind of sharing the struggles and it's kind of some of the best communities you can find at HHS is in those classes. And outside of the classroom, my favorite memory from the school was performing the 4A reququum with the Milwaukee Symphony Orchestra with my fellow concert choir two years ago.

007And it was a great time. We got to perform at the Bradley Center in Milwaukee with a very professional orchestra with a very exciting time. And following my graduation and the next incoming freshman, my best advice that I can give to you is to diversify yourself. There's very few there's very little that you can accomplish without stepping out of your boundaries, outside your comfort zone, and staying inside your little box. I myself parttook in many different diverse activities and engagements and it's all about learning as much as you can and becoming the best person you could be by trying new things, stepping out of your comfort zone and improving yourself to the best you can. Thank you again for taking me here tonight. >> Way to go, Troy. Congratulations again, Troy. Our next Rotary student

008of the month is Haley Tolmes. Haley has a 4.0 no unweighted GPA. She participates in many clubs and holds leadership positions in Best Buddies, which she is the chapter president, and math club, where she is the director of the school math meet. Haley is a member of the National Honor Society, Sources of Strength, and H Club. She also serves in the HUS tutoring program, founded and teaches the ACT study group, which by the way this afternoon had almost three dozen students attend. Huge, huge, huge success. Sy teaches others how to crochet, was a scorekeeper at Aaron's school sporting events for five years, and cares for children. Throughout her four years at the high school, Haley will have completed eight AP classes, four honors courses, and four years of PTLW and additional college level courses. To

009name a few, she completed AP stats, AP US Governs, AP Calculus AB, as well as BC. Haley also completed English language compositions AP, as well as biology, chemistry, and AP physics. Haley has also taken honors algebra 2, honors pre-calculus, honors English 1, honors English 2, and ptlw 1 through three. Outside of school, she tutors, babysits, and in particular for the crochets, crochets octopus for stuffed animals for babies in the NICU. She plans to go to college, get her PhD, and become a cancer researcher. Haley's goal is to have a career at St. Jude's Children's Research Hospital and work with the team to improve cancer treatments and increase the survival rate of patients struggling with cancer. Congratulations again, Haley. Hello. Um, as stated, I'm Haley Tolmes. I'm not as good of a speaker as Troy, so

010you'll have to bear with me. But, um, my plans for after high school are kind of as stated, um, I plan to go to college to get a degree in either biology or chemistry so that I can become a cancer researcher. Um, I plan to go to grad school to get my PhD in cancer research and possibly do a dual program to get my MD and PhD so that I can both practice medicine and do research for cancer. Um, my favorite memories at HRHS have been the relationships I've made. Um, both with students and teachers. There are so many amazing teachers at this school and I've got to know a lot of them personally, especially through my science intern courses. Um, and those relationships have just blossomed me as a person and I'm very grateful

011for them. Advice I have for incoming freshmen would be um, to lean on this community we have in Hartford. It's a very unique one. Um, I talked to people at other schools and it's just not always the same, but we have just such a giving community that's always willing to help and that's transferred to the high school as well. So, if you ever need anything, there are so many resources for you and if you have any ideas um to make the community even better that there are people to help you do that. >> Thank you. >> Congratulations again, Haley. >> And next we have our academic allstate We are incredibly proud to recognize the following students for their academic all-state award. And what this award recognizes is not just the athletic talent, but also the

012outstanding intellectual effort and really that consistency that's required to excel academically at a statewide level. These students truly embody our HUHS values. And I would be remiss not to acknowledge the amazing coaches, staff, and essential family support on this journey. as well. So, starting with our football students and if any of them are here tonight, please do stand. We need for the academic all state for football, they attain a cumulative GPA of 3.75 and the following students attain that goal. Dylan Bower, Parker Beck, Brody Gum, Wyatt Harris, Svin McManagle, Casey Renbacher, and Tyler Zern. And it is important to note that the entire football team as a whole, the seniors, had an average GPA of 3.41 to earn all academic state as a team, which is just awesome. So, congrats to those football players. And

013thank you also to the amazing football coaches, John Reers, Lance Zudro, Paul Schela, Aaron Roo, Vince Pepin, Paul Coffin, Jordan Pedon, Cordon Heron, Brian Averson, Bob Sinsky, and Corey McCaulay. Um, certainly amazing support and expertise there as well as Steven Lazarus and David Roo. So, thank you to all of those coaches as well. And on then to congrats to our tennis academic all state. The criteria is such that they needed to play half of the varsity matches at a minimum as well as have a GPA of 3.5 or higher. And so the following ladies achieved that goal. Sarah Greenfield, Charlotte Clink, Jenna Martin, Laura Lauren McGra, Addison Navari, Emma Rolken, Maddie Schlit, Olivia Stout, and Lily Wagner. So, congrats to those ladies as well as the dedicated tennis coaches, Andy Andress, Ben Hoffman, Juliana Gity,

014Alan Kryser, Joe Mitten. So, congrats on that wonderful accomplishment and all the family support as well to really help those students earn those achievements. >> Thank you, Dr. Gain. Let's give a round of applause to all those coaches and players. >> Um, that concludes our recognitions for this evening. Up next is our consent agenda. The items on our consent agenda are listed in the packet. Um, is there a motion on the items in the consent agenda from a board member? >> Motion to approve the consent agenda as presented. >> Is there a second? >> Second. >> A motion by Nolan Jacket, second by Kenneth Mueller. Um, any conversation hearing? None. All those in favor of approving the items in the consent agenda say I. >> I. Any oppose? Say nay. And that motion carries. Those

015items have been approved. Um, next we have our reports starting with our student board representatives report. All right. Well, good evening, guys. Um, today I'll be talking about the musical. Um, we just wrapped up our two weekends of musical. Uh, me and Emma were pretty much in charge of it. Emma was stage manager, so she managed backstage, and then I was student director, so I went to every single rehearsal and every single practice. So, um it went well. Um there was a full house at the closing night. Um and the rest of the nights were like they weren't full, but they were heavily staffed with people. Um and we got a strong group of students that will carry us forward next year. Um in good hands with performances wise. >> Oh, and then I put

016some pictures on there if you guys wanted to see. Um the top one is a photo of just one of the traditions that we do as like a pre-show. Um and then the other two are just like of the cast. So yeah, it was a fun time. All right, so um I'm going to be talking about mental health and wellness. Um if you've been here um while I've kind of been speaking for a while, you kind of know that this is kind of a close topic to my heart. I kind of strayed away from it for a while to focus on ACT reports and things, but now that ACT is done and I don't have to deal with it anymore. Um, I am going to kind of come back to this. So, um, first things

017first, um, Mr. Lynch sent out this trusted adult survey about, um, a couple weeks ago, and here are some of the responses. So, some of the most um like things that stood out to me were um the fact that almost 17 like 17 to 20% of the responses like reported that there is not an adult at HHS that they can talk to if them or a friend has a problem, which is honestly not the greatest in my opinion. I mean, yes, it's over 50% and it's not 100% response rate, but like I feel like that number could definitely be improved. And some ways to improve that include um teachers maybe getting some extra education or suggestions as to how to form relationships with those students who are maybe having a harder time speaking up in

018class or forming that relationship with each other or with teachers. Um, so I just feel like we can really do things to improve that number and I feel like that creating a relationship with a trusted adult at HUHS is an important part of their educational journey. Um, and then I also just wanted to talk about the oral zone. So the oral zone is a thing during oral time. It's a place where people can go if they need to practice different mental health strategies, learn about them, um if they're having struggles with their mental health or anxiety or just really having a rough day and just need a mental reset. It's a place where they can go to practice those strategies. Um so I was in contact with Mr. Loy and we had a discussion. Um

019he's our student services director. Um Dodie, sorry. And um so he and I talked and we were deciding um what we should do and how we should have it and where we should have it. And we made a lot of good decisions on it. And um we believe that the college and career center space would be a good place to house a lot of these resources um which we will talk a little bit more on later. Um and we would also really like to see a lot of different um resources be shared in that and not just to have it be mental health. It could also be like FAFSA, life skills resources, a lot of different topics that can really kind of build HHS students as they go into the real world as a whole

020person. So, thank you. >> All righty. I've got some updates for sources of strength. So over the past few weeks, uh, Oral Time class has been pulled into the cafeteria to have a little debrief and write what we're thankful for on this little leaf that you've probably seen around school somewhere. So that is kind of the kickoff to the little gratitude campaign that's going to be put on by sources of strength this year, which is to kind of remind the students to be thankful for everything. And then I also met with Mr. Molini and Miss Frings a few weeks ago. And when I met with Mr. We talked about how fall recognition for athletics and clubs will be put in a condensed video instead of the slides, which will hopefully make that section of the

021assembly more where students pay more attention and not as long and more fun and interactive by putting all the stats and everything that are normally on it, but also adding some highlights from each season. >> Um, some updates on the college and career center. We did meet with Mrs. Altaltimore and with her we clarified what resources for the space could be purchased using common school funds like examples of these include college essay writing, resume writing, test prep books. Um we also discussed the possibility of a staff rotation for supervision in the room since we don't have like a designated like one designated adult to kind of run it. So we would probably look for adults who have the time, interest, and commitment to run that space. And we also want to possibly look to the

022community and recent graduates for some instructional visits to discuss their careers. Um, our next steps are to submit a list of resources we would like for the space to Mrs. Altaltimore so she can purchase them with those funds. We also want to reach out to teachers who sometimes occupy the room to figure out how often we would need an alternative location, what dates that we could use the room, what dates they would use the room during OT sessions. And we also want to reach out to department chairs and instructional leaders to find out what teachers in their department they think would be the best choices to help run the space. Okay. So, um I'm here to give an update on peer tutoring. So, we had one we had our first session on Wednesday, October 22nd.

023It went very well. Um, so there were 11 people who showed up and so we also sent out like a form like a feedback form asking people how they thought about the peer tutoring thing and we had some good feedback. Um, some improvements that we wanted to make is better communication for attendance cuz some of them didn't show up and then better communication for tutors so they know what they're tutoring. So, we're working on that. And then our next steps, we want to try to like make it make the tutoring bigger and have more people involved and then try to like improve on how we set up everything. So, recently me and Brianna have been working on the reading and writing workshop. Um, some goals that we have for that is just to be able

024to help kids with their reading and writing projects. Um, this is really just a space to get extra support that they wouldn't get in the classroom. And then this could also be used for a college essay and application connecting it to the college and career center. So, some next steps that we would like to take for this is send out surveys for students to fill out to see if they would use space and Miss Lamb will be bringing it to the student services. And then we are also going to be meeting with Miss Lamb again in December to take further steps in creating this space and getting it running. >> All right. Does anyone have any comments or questions for us? >> Heather, I um Great job. Excellent. It's always great to hear your updates.

025I was going to make a a suggestion for um looking for volunteers for the career and readiness. Um junior achievement is always um a pool of resources if you don't can't find anybody on campus or any student um recent graduates that can come and give some help or whatever. But um Junior Achievement could put something out there that if anybody wants to come and help with career readiness um you know you could get a signup sheet or something like that. >> Yeah, we'll definitely look into that. Thank you. I know. >> Um, any other comments or questions from board members? >> I just like to say amazing job. It sounds like this oral zone rebuild in the college and career center is really taking off. Thank Thank you for all of your ideas and I

026love how you guys all have such a heart for improving. You're telling us what your next steps are even though things are going pretty well. I mean, especially like you, Emma, with, you know, you have a heart for wanting a 100% of students to feel like they have a trusted adult here. That's that's amazing. What a goal to have. So, you guys all did such a great job. Thank you for including not only how things are going, but reflections on how we can improve, and I really love seeing the photos and the data and the graphs is helpful for us, too. So, awesome job. Thank you. >> I will just add in there, too. I mean, you know, reading, writing, and math center, college and career center, peer tutoring, that was stuff that all wasn't

027here when I was here five years ago. So seeing all those programs really take off is really nice. >> Way to go. >> Thank you for your report. Um up next is our 2024 2025 report card. We're really excited to um present the report card with you. Hopefully, you've seen some of that initial data already, but we're excited to dig in. Um, Kelly, Mallerie, and I will be presenting just different aspects of this and then we have time for questions at the end, but feel free to interject whenever something comes to mind. All right, so this um is just a quick reminder on what the report card is meant to measure. The report card is a um state requirement from um the Department of Education and the purpose is to evaluate how well Wisconsin schools

028and districts are doing. Um the goal is to help identify different areas of strengths for districts as well as potential areas um for improvement with the goal of helping all students graduate from high school ready for next steps. This is something that um there's lots of thoughts about, but it's um we we know this is one measure of where our district is at and where our school is at. There's a lot of other important parts, too, but for what's contained within this report card, um that is the purpose. So, just a couple things to point out. There have been some changes to the report card this year. Um the rating category score ranges have been updated. All of the um all of the cut scores to go from the different um categories of meets expectations,

029exceeds expectations, significantly exceeds expectations have gone by up by at least one point with one of the categories going up by two. Um our score, the category that we fall into is not affected by the range change. We would have been where we are regardless of what the change was. But you may have heard there may maybe some reports or things you read about the category score changes. That's what that is in reference to. Um also what's a little different for this year is traditionally the report cards use three years of achievement data in calculating scores and this year there's only two years of data. Um that's because last year we had talked about there were updated cut scores that were changed and in conjunction with that third bullet there were some different scale adjustments.

030So we were comparing apples to apples. although ranges were different. So this year instead of having a three-year um three years worth of data with a score adjustment for two instead of three, they decided to just do two years of data. So we were comparing things which means there is no scale adjustment this year. Um with that they also now are norming the scores based on growth instead of achievement because when the achievement cut scores um were changed they found a lot of the scores were bunched towards the top. So they norm for growth now instead. Just a update there. And then there is a um new last page of the document um of the report card is for act 12 which is a a state legislation that requires state and local law violations to

031be reported on the report card. So that's something that you'll see that hasn't been there before. Um and that is why things that are staying the same are all of our details. um the student groups and the way those student groups are um used to calculate the score summaries. All of the weight areas, the growth score, target group, and on track to graduation scores are all completely the same and are comparable numbers um from previous years. So, this is just a reminder of where we were last year for the 2324 report card score. We scored an overall score of 61.9 which fell into that three star meets expectation range. That was a score increase from the year before for the 2223 report card of a 1.1 increase. Last year on the report card, our biggest

032increase was in the target group outcome. That target group is the bottom 25% of students and that increased by 3.2 points from the 2223 report card to the 2324 report card. Oh y so this is just meant to give you an overall history. Um this is not exactly comparative numbers here. There are things that have changed over the years, but from when the report cards were started in 2011, just to give you kind of a uh a glance of where we've been, um you can see in the 2014 2014 2015, there was a legislative hold on report cards. That's why that's there. We didn't score a zero. Um and then obviously we know what happened in the 1920 school year. Um and then after 1920 is when the report card was most similar to at

033how it is now with the target group um that Dr. Slew was talking about. So those are a little more comparative but still there have been changes over the years. So, while this may feel a little antilimactic climactic because you've seen this, it's still very exciting to report that from last year's report card of a 61.9 to this year's report card, we grew 10 points to achieve an overall score of 71.9. And then that moved us up into the exceeds expectation category that Mallerie had indicated before. in that we would have moved up into that category regardless of if those scores were changed. Um if you recall last year our biggest increase was 3.2 points for that target group outcome whereas this year the increased score was 22.3 points. So overall um just really significant

034growth measures not just in the overall score but in some of those individual components as well. So this then is just the last five years um and the changes in report card score. Again, there was that um change in proficiencies um that happened last year, but these comparative wise are most comparative scores that we can look at um for the growth of the district and change in scores over the last 10 years. So, as always, it's always nice all to compare ourselves to others. Although, I do want to state that I think the reason we've seen as much growth as we have is because we continue to compare ourselves against ourselves. And I think that's the most important thing. Hartford is really unique and our uniqueness helps our kids have more opportunities than other neighboring

035school districts. And that's something we're extremely proud of and that's a focus we'll continue to have. But this just kind of shows where we are with our other Hartford area schools with the overall score and where we are for the last few years. And then moving forward, we do like to again just kind of see where our growth is versus other area schools. One thing I do want to point out is I do understand that there has been a lot of growth throughout the area, but 10 points is significant and most schools are growing probably on average maybe like two to four points. 10 points is definitely an outlier and that's something that we should celebrate and I just want to point that out because I know I've had a lot of conversations with people

036that are not in education and trying to get them to understand the different scores and a big concern is like well they lowered the bar. I don't think that is necessarily true because they've also normed it in very different ways and even with that to grow the amount that we did is also impressive. So even if the cut scores were not lowered, I do have faith that we still would have seen significant growth compared to others. Um this is just the kind again overall snapshot in the four areas that are reported on in the report card. You can see in the margin of each one um a comparison of how the score changed compared to our previous year. Um so again, we're very proud of all of those increases, but that target group um outcomes

037is the one that really really had a huge impact on our 10% score increase. Um we'll take we're not going to go into each one in detail, but just some highle reminders. Um the achievement category um is a measure of uh student performance on state assessments. Um it is pointsbased proficiency. So weighted depended on if kids are scoring in the advanced proficient um basic or below basic ranges. We get different number of points based on that. Um and that's where the score comes from. And then again we had said um this is compared to other years. This is a two-year average and it is weighted more heavily um on the mo most recent year. I really like that graphic at the top just showing again as Kelly has said even with things changing when you

038look at where we're scoring in comparison to other 912 schools in the state um that's that doesn't doesn't change by cut scores changing that shows us comparatively um and how we're doing there and we saw a big jump in uh what that percentage was in this year as well um and then the growth again this is where we had some of the biggest changes is but this um takes a value added model. It takes um what what the students growth is and what the expected student growth would be for a student an average student in the state of similar demographics how they grew and compares our students to that. Um so just if you really dig into the numbers in all subcategories that we have of students either ethnically, socioeconomically, by gender um our students

039were outperforming the state average in their growth and how much they um and what their achievement was this year compared to last year. Um and then again you can see where our percentage is comparatively in the state. So looking specifically now at those target group populations. Again, the target group looks at students who are scoring in the bottom 25%. So this is essentially a mini report card that we get within the report card that focuses specifically on those students. So the first um is just looking again at that statistic that Mallerie had drawn attention to in the previous slides of looking at that norm of how we're comparing to other schools in the state. Um the same or higher than almost 70% of 912 schools in the state in terms of how our target group

040is scoring specifically in achievement. um this looks at um ELA and math and how these groups are comparing in terms of their achievement versus the non-target group. So the other 75% of students. So in this area we increased overall achievement by 11.3 points. ELA target group which is English language arts um increased by 7.7 points. there was consistent achievement between um our non-target group and our target group with ELA. Additionally, we saw increased mathematics target group achievement by almost 15 points and increased mathematics non-target group achievement by 7.4 points. Looking specifically at the growth, um this is one that I think is really exciting. So this one measures how much students grow. So there was an increased overall growth by 18 points from the previous years. We increased ELA target group by 19 points. And

041you can see at the top there that um our target group outpaced our non-target group in terms of growth. And that that's really huge in terms of the work that we have um put into structures and supports for students. Um in our ELA non-target group, we also saw growth there of almost 10 points. And then again in mathematics increased group um target group growth by 17.1 points and non-target group by 11.4. and that target group was on track in terms of the same amount of growth that they were making for the non-target group. Looking at graduation, there hasn't been a huge change. And one thing I do want to state is I am very proud of the work our student services has done, especially our counselors helping with our graduation rate and being proactive as

042well as our interventions and our staff to support all of our students to ensure they're doing what they need to do to learn and get that diploma. This is not calculated in the score, but on the state report card, it does show data on our advanced courses, dual enrollment, industry recognized credentials, and workbased learning. And it compares what our school is doing compared to the state level. This is one thing we cannot change if there is error. So, I do want to point that out. That is the one thing that if they give it to us ahead of time for the other categories, we can say, "Hey, we think something's wrong. Can you change it? This area we cannot. So I believe Stevie if I'm not u mistaken that there was some discrepancies in this

043numbers that actually we have a higher amount of students rather than lower than this. And then another type and again this is just data that is not taken into the score of the state report card is our art course information. And you can see the different ones, classes, art and design, dance, music, and theater. And again, it shows what the percent of our school versus the state. And as we conclude before questions, I also do want to state I know with state report card there's a lot of discussion about it and comparing us to other schools. There is a formula to calculate the score. The percentage of socioeconomic um students at our school determine the percent that is on growth and achievement. For example, with our achievement score of 68.1, we have a score of

044a 71.1. There could be another school, let's say, that has a 30 as their achievement score, but their state report card could be a 68. That is because due to the social economic um percentage of students, they have about 5% allocated to achievement and then the other like 40% is towards growth. We do not have that where ours is about 35% and then 24%. So that is different for every school. So, I do want us to be aware of comparing apples to apples to all school districts. So, it's really important that you look at the achievement and growth when we're trying to figure out where we are. And we're very proud of these numbers and we're very proud of the growth that we've had. >> Are there any questions? Yeah. Uh, for the target group

045outcome, do you guys have the number for grade level proficiency in reading and math offhand? >> For the target group specifically or overall? >> Yeah, for the target group specifically and overall I suppose too. So, with the target group, I I think I understand what you're saying, like what percent of students in the target group are proficient. >> Yeah. >> We don't get we get an idea of who's in the target group, but we don't get student le level data to know exactly who's in the target group, if that makes sense. So, we're given a score based on um how they scored overall, but we're not given demog we're not given student level data as to those percentages. Oh, is this what you're talking about? So, >> but this is everybody, >> but we do

046the bottom 25% in those categories. Okay. So, that would be the numbers. >> So, we do have like overall so for um ELA 14.8% eight% of students are in the lowest developing category. >> Okay. >> Is that that's what you're asking? So that would include target group and then because that's not a full 25% there would be some from the next category. >> Okay. Now what are the other categories? I'm sorry. What are the other categories? >> Developing approaching meeting and advance. >> Okay. Do you have the percentages for those two? >> Oh, I'm I get what you mean now. Yes. 14.8 8 for developing, 30 for approaching, 43.3 for meeting, and 11.9 for advanced. >> Okay. Thank you. >> Do you want math as well? >> Yeah. >> Yep. So, maths developing is 16.8,

0478 approaching is 24.3 meeting is 46.4 and advanced is 12.5. >> Okay. Thank you. >> Yep. >> Any other comments or questions from board members? Heather, >> I was trying to find it, but I'm not finding it just as quick. So in the target group you went from what the first number from prior years it went up to 22.3. Anything that you think of that was a success that um made it jump that way that um all of your work and efforts and I mean the kudos for kudos goes to jump that high. >> I mean I don't think it's just one thing. I think there's a lot that we're doing with EMLSS and intervention um systems that we have in place to identify students and target them for additional growth. Um I also think

048some of the uh tier one universal instruction things we're talking about with teachers collaborating within their departments more in PLC's with other departments um having conversations just about what good instruction is. Um, while that's something that would affect all students, I think also would have an impact on the students who would be identified in that target group, um, some of the initiatives we've had with literacy, um, and just being more explicit about the words we're using and what they mean and what we're expecting from kids. Um, again, at the universal school level, um, especially if if students are having trouble accessing what we're talking about, being more explicit with our language and making sure they have a better um, foundation with with the words we're using is going to help. Again, not all students, but

049I think especially students who would have trouble um accessing what they're even asked to do in the classroom. So, I I I wouldn't say it's one thing by any means. I'm sure there's a lot of other things that I'm not thinking of at the moment, but those would be just some examples of some things that um I think we've really made made important to us um and that we're seeing has made a difference in this score. >> And I will just um continue to add on to that. It's not just one thing but just some things that we have done in terms of supports within that EMLSS framework is we do have one special education teacher who provides reading intervention full-time um for students who have IEPs and then our reading specialist as well. We

050have her full-time supporting with pushin as well as intervention for students. And then this year we also have a full-time math interventionist and that role is new this year. Um, so I think it is definitely what's going on in the classrooms. I know our ELA um, department has put in a lot of time and effort in terms of looking at how they can support this as well as our math teachers. Um, and then also just the people we have in roles who are specifically pushing in to support students who may fall within that target group. So, as you know, I'm in marketing. And so, one of the things I think about that is a great thing to continue to tell the feeder schools, especially if they're on the on the cusp of maybe doing open

051enrollment somewhere else. That's a story we probably want to tell a little bit more. I know some people that are on the edge and and I've said come and meet and talk and and you know learn the story and this is the story that if they're on the fence of from an academic and their student maybe struggles more I think this is something that we we should we should toad a little bit more to those on the fence of um coming or going here because I know having had a student that that was challenged in their learning um I would love to have them be coming here right now and having an even better journey. any. So just my two cents in marketing. >> Any other board members? >> Yeah, >> sorry. Did Tiffany start?

052I didn't hear. >> No, I started. I I just wanted to say um just an add if you are interested more in more of that data Nolan to your question of specific percentages the report card does have a deeper dive in terms of um demographics and things like that for you to look at as well >> and it is um publicly available to all report cards are publicly available. There's a portal online you can go and look at any report card you want all the way back to 2011 um for any district in the state, any public district in the state. Um so yeah, can you can get as nuts with data as we want. >> I just have one question. I know Kelly you mentioned that some of those stats at the end in

053terms of our students who participate in other programs, I think like there was the uh the dual enrollment number. Yes, there the industry recognized credentials, workbased learning. Um, which of those numbers do you feel are off? >> There there were just some in terms of um industry recognized credentials and work-based learning that weren't necessarily accurate, but also at the same time weren't statistically, you know, that significant in terms of what it was reporting. Um, it is unfortunate that there are parts of the report card that we cannot edit. Um, and this being one of them that whatever is on there is listed. Um, we have had in the past some data cleanup in terms of advanced courses and dual enrollment. I recall there was one year um and I don't remember which category but it

054was either advanced courses or dual enrollment that showed up as 0% because we do have some AP courses that we also offer as cap courses which would fall under dual enrollment. And so for us, that's just being more intentional in terms of data cleanup that we're doing because we know that we can't edit what's on the report card once it is reported out. >> Thank you. Another reason why it's important for us to tell our own story, right? Thank you. Nolan, did you have something else? >> I I did have one more. Meer, you were on that uh group back in August or September that recommended to DPI that they lower the standards on the report card. Can you go into a little more depth of why that decision was made to lower the standards?

055It was not to lower. It actually raised them all all. Well, there might be something else you're talking about. Two years ago, they lowered the cut scores for proficiency. Like what counted as proficiency, but this summer the numbers. So, for example, our 71.9 71 is the lowest threshold for exceeds expectations. It used to be 70. >> So, that actually went up. >> Or did that okay? All of them went up by one except the one um between >> meats few to meats went up by two points. >> Yeah, cuz I tried going through that. It was like a 200page document there and I tried going through that a little bit and it just looked like way too much to go. >> All of them went up by at least one. >> Yeah, >> the from

056meets few to meats went up by two. >> Okay. >> The rating category scores, >> right? >> That's what I was trying. >> Yeah. Yeah, that's kind of what I was trying to get into. I tried going through that myself and it was >> the achievement data was two years ago and that was the um the cut scores being changed. That's the second bullet >> that I don't have as much information on that. I was not on that one. >> All right. Thank you. >> Yep. It's really the waiting Nolan in terms of like a multivaried analysis for the stats people in the room. >> Um in terms of changing the weight of one district to another. So like one district as Kelly alluded to might have only 5% weight on achievement whereas we might

057have 34. So the weights really changed based on the socioeconomic and other demographics. That's really was some of the major pieces that change. Anything else? Okay, great. Thank you very much. Our next report is the WASV report. Um this the WASV fall regional meetings have now concluded. Um, there was the in-person meeting in October that I attended along with Tiffany and Heather. Thank you very much for participating in that. And then there was an online opportunity on November 6th. And the WASB did just release their entire PowerPoint presentation and I did email them and they're going to be sharing and sending out the recording of the online meeting as well. So, there's a board member who's interested in seeing that, please let me know and I will try to forward it to you. Um I

058just have some some notes based upon um everything that they are some of the main points they had in their PowerPoint to share and then when I'm done Tiffany and Heather if you have anything you like to add or any reflections about going um please feel free to jump in. Um so there was a legislative update which had the 2025 to 2027 state budget overview. Um a celebration is we've seen the largest increase in over 30 years for special education aids. Um they also had some overview of priorities for the remainder of the legislative session um which also just concluded this week. Um they had included in that for for this session and then also for 2026 are some topics of interest that we should pay attention to as well as some Senate bills that

059have gone to committee and are now working their way up the chain. Um, some of those topics include local schoolboard authority, um, addressing staffing shortages, uh, there's a lot of talk and bills around shared services and consolidation. Um, we have some school safety as well as federal agency mandates. Specifically, this has to do with um, how do we handle it when they're given a mandate regarding controversial topics with no guiding documents to go with that. Um, so with those legislative updates, please watch what comes out from WASB. There has been a lot going on. I'm paying attention to a few specific bills that that they're talking about regarding um teched equipment grants as well as um consolidation and shared services. Um, as we know that those are some some big ones that they're they're talking

060about right now and trying to get past up the chain. Um, the WASB received at least 18 resolutions from what I can tell. And so now the policy and resolutions committee is working on weeding through those, deciding which ones um are worthy of debate, timely, and merit consideration. And then we'll see those resolutions come forward um at the state education convention and our delegate will represent us and go ahead and vote on those for us. And I believe Tiffany, you're our delegate. Is that correct? Awesome. And then who is our Who is our our standby in case Tiffany can't? Is that Heather? Okay, perfect. All right. So, when you guys get those resolutions, please feel free to bring those to the board so we can have a discussion about them before you head off to

061the the state education convention and represent us. Um, let's see here. There was a feature presentation at these fall regional meetings that had to do with strategic focus and accountability and what the board's role is in that. There are some um like one or two interesting handouts regarding that in that slide deck if you want to take a look at them. There was also some rearch research presented on how school boards influence student achievement and the five key leadership behaviors that were found by that study. So that is all I had for um the fall regional meeting. Um Tiffany or Heather, do you have anything you like to add? >> I was just going to add that I went to a um a workshop prior to the commencement of the meeting and it was talking

062about attendance and um if anybody's interested in that um you can check with the WASBY for information on the they had powerpoints and everything. But the interesting thing that I found out about that is um attendance is such a obviously an important part of the educational process these days. Um there was a lawyer and a was uh WSB um representative. There's different buckets for attendance. Now there's the um academics uh the typical um attendance issues that you might have with a a typical truency taking place, mental health issues, um some students that are in different educational journey which is outside the norm of a typical class setting that they're having to make accommodations for um regarding attendance. So I found that very interesting and um uh attendance is important but there are different things to

063consider now in the attendance journey for students. >> Thank you, Heather. McCoy, if you can hear me, can you maybe turn up the lights a little bit over me? I'm having a hard time seeing. Yeah, turn them up just a little bit brighter. Thank you. Okay. Yeah, sometimes they're too bright. This is good. We don't. This is good. Awesome. Okay, I can see a little bit better now. Thank you so much. Um, so that is all I had for the WSB report. Thank you very much for participating. Thank you for your input, Heather. Um the next report is our superintendent report from Dr. Gang. >> Okay. Just had a few items. Uh the first last month the D dairy farmers of Wisconsin awarded equipment to schools promoting dairy during the national school lunch week. And

064so that was part of their annual dairy schools equipment grant. And so HHS submitted information around our current yogurt promotion and was awarded three transport milk crate coolers. These will be used to safely provide milk for to-go meals on field trips as well as traveling after school events. So, a huge thank you to Miss Glorioso for taking the lead and applying for this opportunity and for the amazing leadership in our highly regarded food service program overall. So, thank you, Miss Glorioso. We're excited about that. Spongebob Squarepants, um, as Owen had talked a little bit about, the students absolutely crushed it. the costumes, the choreography, just truly a remarkable performance. And so, thanks to the students for putting on that incredible performance as well as I just wanted to mention a few individuals for to thank

065for providing their deep expertise and support. So, Danny Kipper, Stephanie Funk, Melissa Kaiser, Mary Lou Stelter, Sandy Wallish, Sue Stelt, Colleen Beo, Sheila Parker, and all of those parent volunteers who dedicate so much time and and love. It really was a phenomenal performance. Also just wanted to give a shout out to the girls swim team and there were several girls who headed to state last weekend. We have such a strong group of kids. So just wanted to mention them. Congrats to that journey. Reese Slider, Kyla Lampy, Emma Solheim, Kora Wilson, Lena Coons, and Lyanna Kramer. So congrats to those ladies. Also wanted to thank the community member who supported our staff by providing the coffee from Sippy Hippie. I know they didn't want to be identified, but just wanted to thank them. That was such

066a thoughtful and generous gesture. So, thank you again. Also wanted to just give a shout out to the board as well as the DT for their time in the board workshop recently. We're all here and continuing to learn and grow together. So, that's a lot of time and a lot of dedication. So, thank you for that. And then also wanted to mention the report card as well, just to thank the obviously the hardworking students, staff, families, and community. And just note the trajectory of our scores again regardless of um kind of some of those changes in the report card. I know I've had conversations over the last few years um Heather, Tracy, Nolan just around that focus to really look at that literacy piece, that math piece, some of those core foundational skills. And for

067some, certainly not in this sphere, you know, there's the philosophy of providing compensatory strategies at the high school. And kudos to the board as well as everyone for allocating those resources to really target um and really close those gaps that we observe um at the high school level. So I didn't want to leave that out. And then finally, the cheer team. This past weekend, Nicole Hust and a few student leaders from our HUS cheer team attended the WAPCPC fall conference. and so really participated in classes including a bunch of hands-on activities um as well as equally important that the conference collected donations for the hope house and so our team alone was able to donate over 12 boxes which is such a great cause of various items so it was a great weekend for them

068of learning growing and giving back so thanks to all of the cheer team and Miss Hust for that and that is the end of the update that I have All right. Any questions or comments for Dr. Gain? All right. Thank you. Um, up next is our schoolboard report from myself. Um, I also would like to just thank everybody for the the work that has gone in in recent years to bring up those scores on the report card. I think it's amazing to see u what we've been able to do in terms of of trajectory of growth at the high school level. That's amazing. Having the background I do in child development, I know how much easier it is and how able the brain is in young children versus the older the older we get. And

069so it is quite an achievement. Thank you very much for all the work that that went into that. Um in terms of something we'll see later on the agenda this evening is our continuous improvement planning. Um regarding this and strategic planning, um there was a training with staff led by Ted Nitsky of CISA 6 on November 10th regarding leadership and the continuous improvement process. I would like to be sure to thank all of our staff that participated. That was a really valuable day. um as well as um CISA 6 and 10 Titansky for their support. Um CISA 6 has been um with us on a journey and offering additional services for us since last spring regarding a lot of transitions that are that are happening here and um they've really been helping us and so

070that they look to continue these additional services with us for quite a while into the future potentially through the end of this fiscal year um for sure. and they're helping us not only with transitions but also taking a look at what's actually been working really well here at HHS and what we need to continue. So it's not about just turning over into new is making sure that we are giving you know honor and credibility and continuation of those things that are going very well here and have been for a while. So we're very appreciative of their help. Um we have upcoming workshops for the board. Um the next one is on December 4th. I've asked Stacy and Nolan to work to plan that agenda in my absence. Um that workshop is largely going to be

071policies review. It'll be a work session for that. And then the next workshop after that is January 8th and um we'll probably continue some more policy review as well as we'll be back to continuing our work on our agreed upon board mission norms, commitments, and expectations. Um take a look at your email for an upcoming opportunity for the board to show some appreciation around here. I'm not going to reveal too much about that right now. And then also um we have the upcoming WASB state education convention in January. Um please go to the WASB website if you haven't already seen what's going to be involved in that convention to see if there are some topics of interest um that would you know um make you feel you'd like to go to that and please contact

072Marie if you'd like to go. For sure our delegate will be attending because we need you to represent us there. Thank you Tiffany. Also there was an opportunity that came our way in an email um Smart Thinking Midyear Leadership retreat on January 7th that Stacy and I have talked about. Um the DT is not going to be able to attend that day because they already have initiative one going on that day, but that might be something valuable for some board members to think about going to look at the topics of interest and the um presenters that are going to be there. It looks very good of good value for the money and it's in Fondelac, so it's one day in Fondelac. Um easier to get to than you know spending multiple days at you know

073Milwaukee. So that might be something to consider. I did include some links in an email to the board members today which basically just help you get to areas on the WASB site a little bit easier um regarding the the slide deck from the fall regional meetings um what to look for that for the convention as well as just some other resources that came to my attention um in recent webinars or phone calls that I've been on just to show that there's a there's a wide variety of other resources out there for schoolboard members to take a look at. So, I hope you check your email for those things. And that is all I have today for the school board report. Um, up next on our agenda are our items for discussion and possible action. And

074this is going to start us off with bid package five. And we have Ethan and Ryan here for us tonight. Well, thank you for having us. This is um really the last hurdle that we have. uh to get through with contracts um for the referendum. Um so we'll be locking in um contracts for the rest of bid pack five. Um and as you'll see today, Ethan will go through the bids. Um we've gotten three to four bids per work category again. So we've gotten great coverage. One is even up uh to six biders uh for one of the categories. We're really happy with the coverage that we got um and the effort that Ethan and his team did in scoping out um all those biders to make sure um that they had uh the correct

075scope included in their bids myself. So our agenda today will be talking again about the work areas, bid summaries, uh project uh budget, and then any questions you may have. So this is again a repeat from the last time we were here. Uh the scope of IPAC 5 includes the techad edition, roof replacement, LED lighting updates, generator replacement, HVAC equipment, and the work at the athletic fields. I'll turn it over to Ethan to go over bid results. Thank you. Uh so again should be one of the last times we come before you with this um type of presentation but uh for the demolition this scope is at the addition to kind of break through into the corridor along the tech classrooms as well as some demolition required uh in increasing the size of HVAC um

076unit rooms uh along the corridor actually behind us. So, Integrity Environmental was was the low contract bidder uh for that category. They were also our demolition contractor for bid packages one and two. So, we had um the team had no issues recommending them again. In the carpentry category, this is uh mainly concerned with doors, frames, hardware, uh wood blocking, etc. Uh I'd say 70% of it at the new edition um and within the new edition. um some other parts and pieces throughout the school just depending on which areas we're touching um for the the HVAC mechanical rooms with doors, frames, and hardware. And uh Wellenstein is a company that we've worked with in the past, have a good relationship with on the carpenter scope. Uh as you recall, we came before you last time uh

077with the roof replacement category with uh GRT's number being extremely low. Um voicing some concerns potentially with with how we felt they might have been put together. Um after the numbers all went public, we heard from JRT. Um they would be standing by their number. They went back, double checked, made sure all their all their parts and pieces were in in order. Um so we being um IRSC the core team um IRSC being Interstate Roofing Consultants, um uh the core team uh appreciated a a second round of much more detailed interviewing. Um meeting on site to review existing conditions uh going through exactly how the teams planned both first and second low bidder teams uh plan to execute the work. They're phasing their staging um really fine tooth combing on everything now that the bids

078were out in the air making sure that all things were accounted for and and correct in in how to accomplish the work. Um we we brought them in um back to site for the site visits like I mentioned um going through some of the existing conditions and after through all of that they still were standing by their number saying that they we've accounted for these sorts of things and um uh IRSC also provided us some recommendations alongside of this to um that'll be the next slide to kind of ensure the quality and compliance and schedule maintenance alongside of this number. But um this is kind of where we've come back to um some of those quality and compliance measures being to protect the district, protect the project um going forward um with JRT roofing. >>

079I'll uh pause here for any additional questions. >> Nolan. >> Yeah, I'll jump in there for a second. So what was uh so different about JRT's bid that they came in vastly lower than the uh competitors? In our second round, we we found um it came down to kind of mobilizations, cranes, labor rates, and production rates were kind of the four bigger parts and pieces. We found that uh in scope aligned amongst biders, but they were um kind of being a little more aggressive in some of those rates. Um not to an outlandish perspective though um based on what the other contractors had. Um anything else we found in there that >> Yeah, I think the one that really sticks out to me is just the production rates that they were using and in our

080discussions in that second round of interviews. Um, it was identified that those rates looked aggressive. Um but in what um was described to us of the total area of the roofs and the production rate they used, everything lined up with the math um the total area and the amount of labor um and how the labor costs um aligned with their total bid. So in talking with IRC, we acknowledge that they're aggressive um but there's nothing missing from their number and that's what we've been able to validate with that second round. Um so um we've put in a little bit for uh some quality assurance to make sure that that stays at the high level that we're expecting. Um and then some other risk reserves um just to protect the district. Um as we discussed last

081time um you know when a number is that far off, we just want to make sure that the district's protected and also the subcontractor if there was a mistake made. But once the numbers were made public um the contractor engaged with us again and is standing behind it. So, um, you know, we're comfortable making that recommendation and I think the core team's involvement with it, um, you know, we're all in alignment that this is the right direction to go. Um, you know, and save a significant amount of money for the district as a whole. >> Any other comments or questions? Thank you for taking the extra time and the work and working with those those two top biders and figuring out which one you really felt strongly could recommend to the board. We appreciate it.

082>> Yeah. and even to nations and JF's credits. Uh when we were rescoping going through nations, we found some savings that were missed within their scope as well to make things even. So that's why both the bottom two numbers changed slightly from last time. >> Thank you. as mentioned um alongside of uh the roofing package being such a large piece of the referendum really to ensure its success um we've been working with IRSC I didn't put their actual name on here I realize uh Interstate roofing consultants um they helped the architect to develop the scope for the project um back this summer and this is a piece to kind of continue them through the length of the project advising on on quality construction um site visits and reports. Really getting things off on the right

083foot and keeping them um uh right on on line with where we need to be throughout the without or throughout the project, including a closeout and punch list process as well. So, we wanted to include this right alongside of that. >> Ethan, I know I've had the benefit of being on a lot of those meetings, but maybe some other board members haven't. Are there any board members that want to know a little bit more about the complexity about our roofing projects around here? It really is very complex when you hear what's all going into it. >> I do have just one question about so is this uh consulting is this just one individual or are there going to be multiple people on that project for consulting? >> This is a firm. Um, we've been working

084directly with Dave Belch, the president, uh, throughout the scoping process, but he has other project managers who would be involved in this process as well in the site visits and the report creations and um, in helping out. I I kind of expect that Dave is going to be the through line within the company, but we're not drawing on their their full resources by >> So, mainly one person likely. >> More than likely, yes. >> $89,000 for one person for some site visits seems a little excessive. what all goes into their uh job duties. >> So, this would be a daily site visit for 60 days. So, and and let's one step back. This was kind of a not to exceed price. Um as this project starts off, we kind of expect things to be handled

085in a daily basis, but as things get going, it probably wouldn't get to that. But this was a not to exceed if he was there every day. We had all the meetings, um his additional review of any of the documents, all of that. This is not like we're writing a contract and paying them 89. Every visit's going to run against this total. If it's eight hours per visit at $1,000 a visit times 60 days plus all the other parts and pieces. It was all outlined in in one of his emails and I can get that detail for you as well. >> Yeah, please. I would like to see more about that because this was the one thing in here I wasn't super sure about. Yeah, >> we with any one of the other roofing nations

086or or northern >> would we be using >> IRSC for this purpose? >> We would and we in the comparison carried uh a different amount a kind of a a baseline um not necessarily it it would essentially be the same process but we would have expected maybe a little bit less involvement >> and In one of the other documents, it kind of broke down quite detailed of of what their daily rate was, what you know, the rate sheet, what everything else was. And the way that I read it, it looked like, you know, one individual on site every single day and then on Friday, another individual coming in. I think that he was the next tier up. >> Um, Is there a way to, you know, how much how many of those site visits are

087truly needed by multiple people? And is there not, you know, a visit a week that can be done to, you know, make sure we stay well below 90 grand for a 60-day project? >> Yeah, that was that was our full intention is I would expect the first three to four weeks full complete and, you know, full oversight and involvement and then as things get going and as the law is kind of set down as to how things are going and things are continuing to be put in place. Um that the visits would reduce. This is kind of our our worst case if we were holding a full budget to cover the full duration um based on he outlined in his rate schedule. This is this was the number that he had. >> And Ethan, just

088so you know that that that letter from IRSC was included in the executive content in the board packet for tonight. So no one has it. >> Yeah. Okay. I do see that now. So at 1,150 per site visit. Is that kind of the going rate for this kind of thing? >> Um eight hours on site. >> So over $1,000 a day. >> Yeah. I'm assuming he has his rates listed in there. What the hourly rate is. Um the hourly rate for a professional service like that I would expect to be in the $150 >> 190 I think. >> Sure. And in in those services, it includes things like, you know, the final inspection. Is that not something that the subcontractor for the roofer does? >> Yeah. As part of the roofer's contract and the warranty

089that the roofer provides. They get a manufacturer warranty, but that warranty and that inspection from the manufacturer is very superficial. It's when all the work is complete. Um, this IRS is to make sure that when the blocking is being installed, when the vapor barrier is being installed and tape is being put on underneath the insulation that that's all being done properly as well. Um, so it's those areas that end up getting covered up that IRS is going to help uh validate and report out. I mean, if we get into this for the first couple weeks, set the standard and and the contractor is is meeting all the requirements and they're saying things are looking really good out there, they're following along, we'll scale that back dramatically as to how often we have to do the

090inspections. I think from the front end, we need to realize that there's going to be multiple crews working on the roofs at one time, too. So, that one person isn't just sitting watching one crew. They're going to be making their way around um multiple areas on the roof watching the work table. >> Yeah, I I sure hope he doesn't have to come out here every day because over $1,000 just per visit seems really really high. >> Yeah. And we'll track that as we get started um and as things ramp up and we can report back out as to um how much time is spent on that and do that on a time and material not to exceed basis. >> And how are they reporting back to you guys? >> They'll have daily tickets and be

091checking in with our crew on site. um our superintendent daily. So we'll have a record of it. We have daily huddles with all the foremen on site and do headcounts every morning. So we have a record of um how many people were in each crew and how many people are on site. >> I just want to say looking at JRT's bid and comparing it to a nation like paying this consultant the $89,000 at most is really insificant compared to the savings that we're getting. So, I understand that the the cost might seem high, but for project managers in the construction industry, it's really pretty standard. Their rate seems to be pretty standard from what I understand, >> right? We're still realizing significant savings. Um, and having having been on some of these calls and hearing

092directly from Dave, his concerns with the complex roofing that we have around this building, the different types of different systems, what all needs to go into, you know, calculating what gets done when, and um, a pretty limited warranty. I think it's important we get it done right the first time. One of the other points that Dave has been making and we contractor ourselves, we all understand is some of these roofs are the original roof to the building buried underneath a second roofing project. And when we open up, we're expecting that we're going to need to we're going to be finding some things that we need to correct and having the the professional services there to say, okay, this is how the right way to correct this um this situation we found the first time. And

093then if we encounter it again, we'll have that that prescription so to say as to just keep it going. We have very limited time. And that's that's really one of the um benefits of having someone available even if it's even if they aren't there that day. If we reduce down to every other day, that's half the total cost and we're within 24 hours of finding issues and having solution immediately. Heather having sat in on the meeting when this was all being discussed and still being able to utilize um the lower bid. Um, I agree with Tiffany that the 89 is not as significant if it's going to increase efficiencies for what you've described and having gone back and looked at all those items of the two the lower bed. Um, appreciate it again because I

094know that discussion was was a little different story than what you've done since you're doing the homework and I appreciate that. Any other comments or questions about this part? Okay, thank you. >> All right, >> I think we start some of the finish scopes now that were left out of the initial run through to get the project moving and rolling. So, uh, aluminum windows and entrances. Um, we had some very good coverage here. Um, Milwaukee plate glass is a contractor we've used before. We've used them all before, but um someone who we're recommending here, there's uh I think three or four entrances and eight windows. It's a pretty limited scope uh for this addition. Uh another exterior contractor being the overhead doors. There's two overhead doors. It was a pretty cut and dry spec for

095what was expected and uh consolidated. someone who we've worked with many times before as well um came in successful here for drywall and framing. Most of the scope associated with this is not in the addition. The addition has mostly CMU walls, but in when we are reconstructing the HVAC uh mechanical rooms um and reframing, we're going to be tying into a lot of old plaster wall systems. Um I think within this there's a significant patching allowance that each um well I know there is I don't think there's a significant patching allowance in making uh the older systems work with the new modern systems and common links was our drywaller for the pool project as well. So and we do a significant amount of work with them every year. Acoustic ceilings was a pretty tight spread

096amongst the biders. It really all came down to um there were three manufactured uh ceiling types and products and any mismatch of those gave them their best pricing. Um in this case we're recommending infinite interiors um on the basis of they were I think six no 400 $685 more expensive but they also did bid packs one and two they were successful in those. So, this would have one contractor who knows the building, already has the all the parts and pieces and the everything in place to just continue it through to the end for a pretty insignificant um premium. There we go. Uh here for flooring, this is most of the flooring involved in this project. There is one classroom in the addition that's receiving applied flooring, but most of it is in rooms or areas

097that we're are doing abatement and replacing the flooring or patching it back in. Um here another very uh small spread at the bottom. Um in the past we've had some uh performance and qualification issues with floor 360. Um and in due those due to those uh issues, we're recommending Serginians for this scope. Um painting is is for the most part at the addition spraying out all the structure, all the walls, all the parts and pieces and then touching up where I mentioned at the mechanical rooms again a smaller scope with very good bid coverage. Um doubling contractors is uh we're recommending as the successful contractor here. There we go. asphalt paving. Uh some of the parts and pieces of this are the new track that's going to be going in as well as all the

098patching around the addition where we're interrupting the existing parking lot. Um Stark Pavement was in a good position to take care of that work for us. I'm confident um in in both of these in vetting their their previous experience in track paving specifically um and in um understanding I think we have three different types of asphalt that we're doing and there are many different types of asphalt for those um but stark pavement is who is being recommended here uh for site concrete Edgar Prager and Sons um were already successful in the building concrete associated with the addition Um, and this would be the sidewalks around the addition as well as there is a u a curb that goes on the inner ring of the track for the track to actually fasten to. I'm sorry, the

099inner ring of the track for the turf to fasten to. That's a big piece of their scope as well. Um, I think we thought based on price it makes sense and the fact that they're very involved in the project already. Did I I think I skipped one. Hold on. There it was. Sorry, I skipped this one. Athletic equipment. Um, not a lot of bid coverage on this for the specific reason that keeper goals is kind of the standard amongst athletic equipment in this region. And they were specifically solely speced uh for this project on the civil drawings. Uh, this would be goalposts, uh, soccer goals and, um, scoreboard relocation at the at the fields. This is not for the the main scoreboard on the soccer field. Um, but we went through their list of all

100the parts and pieces they need to supply for the athletic events at the field and they were fully um, covered and that's who we're recommending. Here we go. Fences and gates. So, this would include the 4ft fence around the entire perimeter of the track uh, complex once it's done. And then um we also have a chiller, a generator, and some major equipment sitting on the ground just outside of uh door 12 behind us. And that needs an 8 foot fence around it to kind of uh make that it's got slats in it and it's going to be kind of hiding some of those mechanicals on the outside of the building. Um that was for the most part the the um scope for fencing >> with with the fence >> articulate. Um does this fence project

101remove it from other potential projects that had been talked about before? >> Oh very yeah. Um so this is kind of just around it. There are pieces in the master scheme of things that this aligns with what's in the master plan versus what's in the construction scope. So there's nothing that's going to be doubled up or missed out between the two right now. >> Is that does that answer your question? >> When we developed the drawing set and and the scope for this, it was the same civil engineer drawing it all and he separated you know, what was going to be included in the referendum versus what was outside of it. >> And I thought that there was potential that that even the outside portion could have been covered by all of this. >> Just

102based on some of the overall savings, I think that it would make sense to incorporate that at maybe at a later date um once things get rolling and we see where all the >> well this is the time where we get to see all how all the budgets are fleshing out. But yes, >> is Patriot fencing up there supposed to read $198,000? >> No. Uh that was a contractor that we had previous qualification issues with and so it is 98. We didn't follow we didn't um do a full scope with them because they didn't meet the qualifications. >> Yeah, I could see how that would fit right in if there was a one there too. And uh the I haven't mentioned I'm sorry any of the PFES that we've been including in here. This is

103one specifically where we know there are a lot of rocks under nearly everything out there. And the initial plan is to drive all this fencing with concrete surrounds at the bottom. But if we need to get into removals and and some other if we find some really big rocks right where a post needs to be um there's some contingency or PF funds um included in this one. I'm sorry I wasn't mentioning those before. On the landscaping side, um KI was successful uh in becoming in the low bid here. This also includes uh irrigation scope at the se at the uh fields we are regrading. Um and most of the scope for landscaping on this package is either around the addition with the plantings or reseeding the the new soccer fields that are next to the

104the track complex. I think this is the last one. Uh track surfacing. So this would be applied to the pavement that goes down around the track. Um Fisher Tracks and Athletic Field Services are companies we've worked with before, are currently working with. Um there was an alternate uh included in the documents um for uh special painted orange exchange zones to to demark those and just based on where budgets were coming in. Um, this made sense to include from the get-go with with the turf with the track system. Um, 13 millimeters is a half inch, which is the base bid system. And if you go to the alternate for exchange zones, they only put down 10 millimeters of surface or 10 millimeters of base. And then the surfacing is a essentially a structural painted on coat

105over the whole track. getting happy there. So, uh, in this table, the gray are from last time with roof replacement coming in in the middle and then orange are the newly presented numbers. Um, all totaled up to the 13, 215, 8:15 at the bottom. And where this falls in against our projected uh, design development budgets. This past summer, we went through and kind of developed the budgets for this project, which we're coming in near to over budget. We're actually coming in about 1.5 under with all of our projected costs. That's against the 25.8 total. That's our last one. >> Excellent. Are there any questions from board members or any other members up here? I believe Ethan, you had a last minute kind of adjustment. Was it fencing? I'm just looking at what we had in

106the original motion for a suggestion and what the bottom number is. >> I noticed that the action was not the the total here. Um yeah, >> that wasn't the full amount of difference, but there was um fencing for the equipment area that we made sure to or we noticed was was missing from Northway. They were low and then they were low by slightly less. Thank you. I just wanted to point that out because there's a difference in the numbers. >> So then the recommended motion would be to approve bid package as presented not to exceed 13,215,815. >> Yes. >> Correct. >> Any other comments or questions? >> Is there a board member who would like to make a motion? Motion to approve bid package number five as presented not to exceed 13,215,815. >> Thank you.

107Motion by Kenneth Miller. Is there a second? >> Second by Nolan Jacket. Any further discussion? Hearing none, we will put it to a roll call vote. We have a motion and a second to approve bid package number five as presented not to exceed 13,215,815. We'll do a roll call vote starting with Nolan. I >> I >> Thank you. That has been approved unanimously. >> Thank you, gentlemen. Uh the next item on our >> Thank you. The next item on our list for discussion and possible action is a 2026 2027 school calendar. This is the first reading. >> All right. Believe it or not, 2627 is coming around the corner. So for the calendar, we did meet with department leads to solicit some feedback just around things in terms of this calendar is a little more

108limited as far as how much movement we could do, but for example, in meeting with the area schools as well, knowing that um some of the area schools do have an additional day onto the spring break, uh we looked at that and department leads and others felt that that Monday would be an optimal day really to locate that day. So, just wanted to point that out. We did survey staff as well on the location of the oral extension times and a greater portion of staff did want to maintain those end of the term um rather than for example like a week before. Um those were very well received by our families as well just in terms of that being at the end of the week versus if we were to move it to like a

109Monday Tuesday for example. Um, looking at anything else on there that would be of worthy to note. Certainly, and Miss Lamb and Dr. Schle, we can always jump in as well. We obviously look at what the required hours are. We have well above that. Um, if I'm not mistaken, we have about 6.9 additional days that are really embedded within there. And we actually have more student days uh for this 2627 calendar than we did this year and the year prior in 24 um 25. So just to note that as well. We actually have additional student days. Is there anything else Dr. Schley or Miss Lamb that you would like to highlight on this calendar? >> No, I appreciate you bringing up the hours because I was going to just um note that we were significantly

110over. So that does give us a cushion in terms of um potential clo closings for inclement weather or something that is um you know an emergency situation. We do have that flexibility built into the calendar. I would also note that our end date and our start date are uh similar to the area schools as well. Um I think that's important to note and we do share a February professional learning day if there is interest for example in connecting um vertically with any of the content area um departments as well across the area schools. >> Any comments or questions? I have a question I guess. Um I'm just looking at that end of the quarter three falling on April 1 >> and having three days after spring break before the end of that well actually two

111days. Would it make sense to move spring break to the following the last week of March and have the term end on the 25th of or 24th of March with a professional development day on the 25th just to allow families more time if they want that time off for spring break or like I just I know what like what my schedule would be like and having those couple of days after spring break when we come back from a break getting kids back in that mindset to finish up any late or missing work those kinds of things I just think that might be difficult >> and the difficulty with moving spring break are a couple pieces. Um not that it's I guess impossible if that's what the board wanted to take a look at. However, for

112example, um all of our CISA schools um in terms of for example athletics and certainly Miss Hel Mr. Helms can speak to that a little bit and extracurriculars all really try to align the same spring break. um so that that can be accounted for for spring um athletics and extracurriculars. The other piece of it is for our families who have younger children in the area schools, there's a desire to have the same spring break so that families can, you know, travel together with younger children as well as the high school kids. Um and that would go to for in terms of child care for students as well. So that alignment of the spring break um while not I I guess ideal in terms of that week after was certainly strategic um in terms of where

113it was located. Any other comments or questions or further discussion? The other piece I would just note too in terms of the terms that would be different for a block schedule high school versus um other levels is that the teachers who teach the term classes really want to make sure that there are equivalent number of instructional days in each term. And so that's something else that is a huge priority when we're looking at a high school block calendar um is ensuring that we have an adequate um number of days for each term that are the instructional days the face toteer um opportunities. Okay, thank you. Um so that was just a first reading. I believe this is going to be coming back for the board approval. >> Correct. Unless the board would like to certainly

114move it through now. That is the discretion of the board. Any further discussion? All right. Sounds like we're going to be bringing it back for approval. >> Okay. >> All right. Then the next item up for discussion and possible action is our district surveys. So, log back in here. I'm logged out. We obviously strive to really look to seek input from all of our groups um including the students, the parents, the staff and want to be strategic in how we are engaging in those surveys. So the recommendation here is to move forward with our parent and our staff surveys that we have conducted in the past and we have taken that feedback for example in how parents would like to receive the email um how staff feel in terms of you know wanting to for

115example provide more input. So we take those pieces that come from the survey and make those actionable. With that said, there are a couple pieces that I would suggest that are included in these numbers. One is the summary of the comments. I think that can be really beneficial. We have a number of parents, a number of staff that provide comments and I think having a summary of those would be critical so that we have the themes in there. In terms of the students, we historically have had a pretty low response rate um in terms of students wanting to fill out. These are long surveys and so what I would suggest is last year in the 2425 and now this school year as Emma had alluded to our student board rep um student services developed a

116survey that really is actionable. It's not anonymous. So we can actually follow up with students and there can be various things that are included in there um in terms of what kids like for activities, their knowledge around program and services um seeking academic or mental health help. So the student surveys that we are providing we can directly respond to and we had about I think 875 um students respond. So a much greater response rate on those. And so that really would be the re recommendation moving forward. I think as we look at hopefully moving forward with the strategic planning, I would recommend that we have a group in spring of staff and parents that come together to really look at what would we want to do for um student, staff, and parents surveys. What options

117are out there? For example, there's a Gallup survey for staff that some of our area schools use, but would really like a group of stakeholders to make that determination versus us shifting over to something new at this point. Um, that would be I guess that's kind of a general overview of the survey piece. I'm wondering if there are specific questions that you might have. >> Yeah. So, would school perceptions still be doing the student portion or would that be our uh student board reps? >> I'm suggesting that we pull the school perceptions off of the students and that we we for the student survey and that we utilize the survey we have as a summary um of the student portion. Okay. Okay. And then another question I have here if no one else has anything.

118So in the pre- survey portion of this year, it says $200 for a virtual visit or $500 for an inperson. What goes into the $300 difference of actually coming here to present to us? >> Sure. So the total, and I can pull that out. I don't have in front of me right now, but the total that we put out there was for coming to really pull together the summary data um that they do. It's certainly something we could do and present it. Um I think, you know, that's certainly up to the board which pieces of the school perceptions that you would be interested in in having. >> Yeah. I just wish I could hear it from school perceptions as to why there's a $300 difference in, you know, giving us an overview and the data

119from a survey from, you know, virtual or in person. That just seems really out of ordinary and bit of a price hike for coming here and doing it in person. >> Sure. I think like for example for the Gallup survey with the area schools do, I think it's about $350 to come out. So, I could get you that exact quote, but I want to say it's 350 like for that survey in particular. >> Yeah. And then I guess I would have the same questions for them about charging $95 an hour for almost all of their other services too as to what all goes into that and where they come to those rates. Um Stacy, for a comparison, do you maybe want to talk about the cost of the gallop? >> Sure, I certainly can. Um,

120as I alluded to, there's about $350 an hour to present findings. Um, and you're looking at really, uh, starting with, for example, building, if we were doing it for staff, they would be building the survey, and that's an $890 cost to build the survey. Um in addition to the presenting the findings um per staff um cost of the survey you know for the parents it would be a $144 response for example if we had um like the CISA 6 Qualrex and 890 for the build. So in the end it's probably not a huge price difference. The school perceptions is charging us the same cost they did four years ago. So they have not upped their cost for the surveys. Um depending on where you go for example if we went through the CIS 6 for

121some they'll ask for an annual license fee. So each survey company each survey area really has um different idiosyncrasies and how they charge you. I guess in the end I would recommend like I had said that you know in spring I think while we're going through the strategic planning we have a group of people really look through and determine do we want to go a different direction um do we want to create our own I think those are all conversations that really need a team of people to to take a look at um you know the other option is certainly we've gotten a lot of feedback from parents staff etc. uh just on a weekly basis where people have come in person. But if we did like a focus group for example in spring um

122at the culmination of our strategic planning, you know, that's certainly an option too where we can obtain community um staff feedback. We're doing little mini survey I guess for a lack of better words for staff too that I know the high school team has done a phenomenal job of continuing to get input as well as our department leads. So it's not that we're not getting input right now or not soliciting information. It's just not in the form of a formal survey. Any other questions or comments from board members? Yeah, sure. I guess just one of the last things I'll add is the last time we used school perceptions for a survey was for the uh referendum >> and that was June 17th and they predicted that our uh referendum would pass was 62.1% of the

123vote with a 2.47 margin of error and they were over three times outside of that margin of error. So I guess on top of concerns about the pricing, I'm not sure I can quite trust their data either. I mean, three times outside of the margin of error in the polling industry is a pretty large margin. So, I'm not quite sure I can trust their numbers either anymore. >> Thank you. And I think something to think about, Nolan, is that was a communitywide survey that was a little bit different. >> Right. So, I know those are going to be structured different than that themselves, but I mean, the lack of confidence is pretty significant for me in >> in their uh business there. >> Thank you for sharing that. Yeah, it's understandable. Um, I think you

124know Stacy and I have talked about this at length several times over the past few months and I know um I know Stacy feels it's important we don't miss an opportunity to survey our our parents and our staff. You know, if if we do wait until there's a stakeholder group that can get put their heads together, advise us on it, have it aligned towards strategic planning, we may not get around to surveying our parents and staff this year at all. And I do believe that's a miss. I believe that's something we should try to get that that feedback. Um we we've spent the past several years making sure we reestablish a survey and feedback culture here at the high school district. And so I would not like to see that slip through the cracks right

125now. So I know Stacy has looked into options and it seems that she's coming back with this is the appropriate one right now that she would recommend. >> Okay. Okay. So, with the students facilitating the survey themselves, with our board reps, uh why would we not be able to do that without school perceptions with the the parents specifically? >> We certainly could, Nolan. I think it's just a matter of building. So, we had that survey in existence last year and really modified like what we felt um would be potentially a little bit different based on the feedback that we got. So, there's nothing that precludes us from doing that. The question is what questions would we use? who would determine who those question, you know, what those questions are, etc. >> Yeah. So, in years

126past, we've generally tried to use because how many years in a row have we used school perceptions now? It's been a couple, hasn't it? You generally try and use the same questions for compar comparable data in years past. I guess that would be a >> generally a good direction to go. So, I mean, we have the questions from years past surveys. I feel like using those would generally be pretty close to uh to good. What is the average respon parent response rate? >> Um, let me take a look here. So, we had it's a low response rate in terms of the percentage. It was 15% um 270 parents. So I think again as Tracy said I would not want to miss the opportunity to obtain that feedback from 270 people. How we do that certainly

127if the board wants to go a different direction we could do that. I just would be saddened not I mean that's a lot of people providing input 270 even though it's 15% response rate. And I guess a question I have Stacy, I know, excuse me, I know we looked at the response rate for students over the past three years and it was low, went up and then dipped way down last year. Did the parent response do the same? Did you get a chance to look at that to see maybe last year was an exceptionally low year? >> I can take a look. I don't know that it's dramatically different. >> Um, >> they're long. I mean, the the school perception surveys are long. So it seems to me that we had a really good response

128rate from staff consistently at least. Does that sound celebrate the last two years? >> According to this last year, we had 43%. Um >> so but 114. >> Okay. >> So I don't >> 43% of staff that responded >> 114 respondents 43% response rate. >> Okay. So still not stellar, >> right? But but it's representative. So, I guess knowing all this and Stacy has looked at it for the past couple of months. Um, where are board members at? I believe we were still advised, correct me if I'm wrong, um, to use a outside party for this. Is that correct? >> You're talking about for confidentiality. No, we're not protected. um like confidentiality wouldn't be more protected because it's a third party per se. >> Okay. >> Um that would be something that certainly in a

129day and age of technology would not be I guess a benefit or okay >> an advantage. >> All right. So that's a little bit of a switch from our our previous legal advisement. Okay. >> And so it's Gallup or school perceptions. That's kind of >> what I what I would see it as I would hate to switch to something else at this point unless we had a team of people looking at all of the um advantages and disadvantages which is why I recommended we just go with school perceptions. So I guess the recommendation probably what I'm hearing listening to to everyone talk is either school perceptions or perhaps having some type of survey developed that we do ourselves. I will say having looked at so the open comment sections on the surveys have been really

130valuable. Um it's a daunting task when you're looking at open comments, you know, coming in. I mean, I think we had well over a thousand bits of information the last time we tried looking at it ourselves. Um I think it's valuable to have somebody or some way to analyze that for us. And then also they'll help develop and publicize themes versus having specific comments, you know, in this huge record, you know, there. Um, it just to me it just seems like a much better way to take a look at those open comments. I wouldn't want to back us into a place where we don't want to get open comments. I don't want everything to be a rating. I think it's important to give people a voice. Tracy, last time with school perceptions, was there any

131difficulty in obtaining the uh I guess open comments that we had with it? >> It did take a bit. Yes. And I I mean there were some other factors at play at that point in time for our district. So I'm not quite sure what what the um hurdle was, but we eventually got over it and we were able to obtain those open comments. I have to do a survey where I work and it's required for licensing every two years and I'm in the two year of doing it this year and for the past four years or four four or five times I've said are we going to change it? Are we going to look into it? And I always try and move it up so that we have plenty of time to look into it.

132We're kind of at at this juncture where it you know, as much as we want to roll up our sleeves and say what's the best thing to do and Stacy, thanks for everything you've looked into thus far. Um, I'm more inclined to say let's just do it. However, I would put a disclaimer on that that says something that we start this sooner for next year so that we look at all the options and you know, it it takes manpower um and and you know, postage and all that stuff to engage in that doing it on our own. So, um, if I'm looking at the numbers right, it's 4,500 because we're not going to do the students. >> No, this would be the staff and the, um, parents, >> right? So, >> together, I didn't add

133the students in there, right? >> If we added the students in there, we'd be adding back, >> right, >> a significant amount. So, it would be as is on board docs right now. That would be the parent and staff. >> Okay. The other thing I think I would add is just of note um >> that includes the comment summary. And what I would say about that is they're not because I asked specifically I met with them and their stats person. So it's not just loading it in and getting an AI summary. um they're certainly getting an AI generated um overview, but then they're also loading it into a regression formula and then not just frontloading it, but also backloading it and reading through all the comments. So I would say from a comment theme, it's

134a pretty rigorous process that we would not necessarily do ourselves um in terms of developing themes and ensuring that we have the opportunities and then the areas of strength. The other thing I would say too as we look at this moving forward, if you look at the Gallup survey, which our area schools uh some of our area schools do for their staff, that is beyond a K12 um data pool. So, keeping in mind that school perceptions is using the K12 sector. So, that is something to also keep in mind that they're looking beyond education, the educational field. I think adding to Heather's point to um this has been something we've been thinking about for quite a while, but we are engaged in a year where there are a lot of extra initiatives going, a lot

135of extra work being done. Um a lot of heavy lifting by everybody across our district right now. So, I believe that it's just it's the timing is not right to put together a group internally to have them take a look at this either. But I do think we're all on the same page where okay, we need we need to get some kind of feedback and data and this likely needs to change for the future in terms of what we're using. Does anybody else have anything to offer in terms of suggestions um from our district leadership team or any other schoolboard members that have anything else they'd like to say? I guess the last thing that I add is with 43% of staff responding. I do have some concerns around there that there are lots of

136staff members actively choosing not to respond and I feel like that might boil down to lack of confidentiality in the survey. So that's another big concern I have going into another school perception survey is those could still be lingering around. >> And so one thing I did look into for that Nolan is and I can ask school perceptions if they're willing to. I mean the best way you can really do it is through paper, right? Giving people the opportunity ensuring there's not a camera on the box where you're dropping it. I mean you can go to certain links to try to get as much confidentiality as possible short of handwriting, right? Um, but that is an opportunity too to do it in paper that I can ask. >> There are a lot of identifying bits

137of data. I believe if you're filling it out, thinking about in the terms of like filling out in the past, like how many years have you been with the district or you just there are some like, oh my gosh, it's somebody who's been here two years or somebody who's been here 25. Um, it's easy to kind of narrow it down. Would it be any better if we had less of those identifiers at the front end of the survey and it's just a flat survey for staff? Every question is the same. >> I think we could. I don't want to respond for staff in general, but I think it's more of the IP address and things like that that people are would be worried about in terms of confidentiality that it could be traced back to

138them. At least that's some of what I've heard. So, if this were to be approved tonight, um, is there a way that you could still try to get at some of that information, maybe working through your DT, just asking them some of these questions in one of the upcoming meetings, like how can we help build confidence from staff um, and have them feel a little bit better about maybe confidentiality going into a survey? >> I think we can certainly have that conversation. However, there's no guarantee. So we cannot guarantee that there's any level of confidentiality when it comes to an electronic survey um from an open record standpoint and other does school perceptions currently have any way to analyze um paper surveys or is it strictly electronic? >> That I'm not sure I could ask.

139>> Okay. >> I think that we might get a different response rate from staff this year just because I think the culture within the district has changed a little bit. Um where I feel like after talking with like our DT at our last workshop, we might get more feedback, we might get more input just because of that culture shift within the district um where people might not be as concerned about ramifications of certain responses. >> Sure. >> Thank you. Good point. Anyone else? All right. Sounds like the discussion portion is over. Um unless anybody's anything else to offer. Is there um anyone who'd like to make a motion or any further thoughts to share? >> I would be willing to make a motion to approve the school perceptions parent and staff surveys for the 2526

140school year not to exceed $9,150. >> So we have a motion by Tiffany Stapleton for approval. Is there a second? >> I'll second. >> Second by Heather Barber. We have a motion and a second to approve the school perceptions parent and staff surveys for the 202526 school year not to exceed $9,150. Any further discussion? I would just like to say I know you'll take everything into account that we talked about tonight and I know you'll work with school school perceptions moving forward if this were to be approved um helping it to be the best possible success rate we can get back in terms of participation. Um any further discussion hearing none we have a motion and a second. This is a cost of the district. So we will do a roll call vote starting with

141myself. I >> I >> no. >> Thank you very much. Um that has been approved. Our next item for discussion is the continuous improvement planning. Okay, I have a bit of a summary in there, but in general, our continuous improvement obviously is a process and this has been a journey we've been on and will continue to go down. Um, as a representative group of leaders, as Tracy had alluded to earlier, we're really focusing on the future while we're analyzing the past. So looking at what are the strengths that we can build off of and what are some opportunities for improvement. So we did have an initial um try session for a lack of better words to really learn more about what the process would be and began learning the principles of improvement um and what

142that journey would look like. And so ultimately we would be in a process over the next several months of identifying what those ultimately what those key performance indicators would be and identifying any problems, strategies, strengths, things of that nature. And so what this journey would include would be the multiple training days that are listed as well as the ongoing consultation that would exp or um really transpire through next fall and ultimately walk away with a walk away document of a shared understanding and accountability that's developed from all of our stakeholders across the district. So we would have that team that we're working with right now and then in spring pull in our parents, community members, etc. Um to really identify the how. So you know developing that what over the course of the year and

143identifying how we want to get there. This would also be um having access to a design team for graphics and documents, additional board trainings, things of that nature. And so, you know, we have an incredible, selfless, highly knowledgeable community and parent groups who have can have and continue to provide their ideas and expertise. And so, at the culmination of this, we would be really pulling in that how do we get their component from our parents, from our community. Um, is there anything else, Tracy, or >> do you want to talk about the the actual culmination at the end of all of this? that looks like when that'll happen. >> Sure. So ultimately our internal team would have their final meeting in April and then at that point in time we would have those indicators identified.

144So for example it could be something related to we'll pick on Mr. Nelson for a second financial um and maybe it's looking at you know an annual audit report. Um, obviously that oversight, you know, is is sound now and we would be looking at safeguarding our assets and so pulling together community members and parents at that time, staff members, etc. Um, to really look at what do we want that indicator to be. It could be safety, um, it could be community engagement. So really at that point we would have a plan that is very strategic in nature, very clear and holds our district accountable for that progress and that would ultimately go through um spring and summer with the idea that we would jump start in fall with that new plan. >> Okay. So, what

145you're talking about is having an actual strategic plan in hand ready to start the 2627 school year. >> Correct. And Mr. Nelson and and others are looking at potential funding sources for this as well out of grants. So, we have not heard back yet, but that is um a good possibility as well. And I don't know, Mr. if you have anything else you want to add to that or anyone else, but that that's something we're actually in process with as well. >> I would like to say that I know the board's been given um some information. I wish there was more. I wish you could have experienced what I did on November 10th when CISA 6 was here, Ted Nyski leaving leading that that session with our staff. Um I wish that you had the

146benefit of hearing Ted explain what this all entitles and the journey he's been with us. He's he's great at he's great at those personal discussions about things. Um paper just doesn't quite show it. Even this this day this day one through five document that we have. If you look at the bottom, it says, you know, in that bottom little colored rectangle, additional work and engagement with board, community, and stakeholder meet with the board to present work of strategic district leadership team. Design process to engage all stakeholders in the communities. design process to collect strategies from staff um design and develop key benchmarks and milestones. So if you also think about the journey we've been on in terms of evaluating the district and the district administrator um part of that difficulty comes from we don't have

147a cohesive system with a strategic plan with these things laid out very solidly to to largely measure how we're doing as a district. We've got the pillars, we have different, you know, goals in place. It's not wrapped into one solid strategic plan per se at this point in time which should make a lot of things in the district goes go more smoothly and be more cohesive where we're measuring we're measuring on the same types of measures of course there's always individual goals as well but having this this whole system done um and especially with CIS 6 I think is very valuable I will say when I first saw the price tag I had a little bit of sticker shock and was was skeptical and I've been to things put on by CIS6 before. I've been

148been in education this area for oh my gosh I can't even know like tons of years but having participated in it we have the services of CIS6 who knows our community knows the people working here um has it best interest to have our district succeed because we're a part of their area. Um, not only that, but they've been on the journey with us in recent years, especially during the past several months and they came alongside of us in the superintendent search. They have been able to help hook people up with mentors as they're transitioning into new roles. They have been available for phone calls or individual meetings or small group meetings to help with various things in the district. I think this this paper and this contract doesn't accurately refle reflect everything that we have

149with CISA 6 on this journey. It's just a small portion of it. Um November 10th, the day with I believe there were 20 people >> committed to be there and be a part of this journey. Um it was an incredible day where I mean I think we we've seen this poster, right? I mean, this was at the workshop we did at the sawmill. Learn, grow, do. I mean, learn, grow, go. And I'm like, okay, cool. But I actually got to see that in action November 10th. Like, I haven't really seen before. I mean, we had we had one session where it was we did learn a whole lot and it was fun along the way. There's a lot of of lot of laughter, a lot of um tying it in directly to our district. Um

150staff here, real things that are going on in our community, real things with our students. Um we we grew together. We shared we grew together. We talked about ways we could implement um things right away from that first session. And then he says, "It's go time. Now we've gone over these these two or three pieces. How you going to incorporate them into your your life, whether it's at home, whether it's at school, um in various various pockets of our life. applying these strategies and then coming back together and it all builds into how we can tie them into strate strategic planning. So I I felt after that day I'm I'm not skeptical. I'm behind it 100%. It's it's definitely worth the money. We know we needed somebody from the outside to come in and help

151us with the strategic planning process. We would be paying this if not more and they wouldn't be someone who knows this district and has been on the journey with us like CISA 6 has. >> So that's that's what I would say tonight. I I am definitely behind this 100% and I really appreciate the opportunity to participate November 10th. I hope that um if other board members are able to participate in this journey and we approve it, please try to make time for it. And I guess I would say over the years you guys have heard me say that I am not a fan of the one and done. um whether that's uh one and done when I'm talking about professional learning, it has to be an integrated approach and you've heard me talk about that

152with mental health over the last couple years and this is no different. Um you can pay a lot of money to have a presenter come in for a one day and I will tell you they might charge $15,000 and walk away. Um this is definitely an integrated approach over a 12-month period. So I think that is the difference between this versus just having many people go to a one day talk about strategic planning. Um this is an ongoing support that's provided and I think that is critical and what is probably a little bit different um in this circumstance. Are there any further comments or questions? Is this the first year that we're doing something like this or is this been done previous years? >> So it has not it was potentially on the cusp of

153starting maybe six years ago. Stevie, do you want >> um we had started the process um probably six years ago and then with a pre with previous superintendent different iterations had occurred. Um, this one in terms of the outline and in and where we're going is more complete with what we have had previously, at least in in my tenure here. I know Scott has been here longer longer, but in the 10 years that I've been here, this one certainly is more comprehensive than what we have had in the past. >> And then I guess the last question is, you know, it's this day one through day five process. Am is it safe to assume that that matches up to those dates that are in November and January, February, March and April? >> Correct. >> Those

154are dates that are stretched out over every other month or so. >> Correct. >> Thank you. >> And that's just a piece of the the puzzle of the whole the whole package basically means Ted has guaranteed us, you know, you will have a strategic plan at the end of this. It's not done the that last day on that contract for that meeting because there's more that happens after that. >> It extends into the summer. Any other comments or questions? Heather, >> I just wanted to share that considering the journey we've been on in the last year or so, this is a great time to start having a common denominator and a good foundation of where we want to go on our journey as we continue. So, um I agree this the economics of this I

155I've participated in a lot of strategic planning my professional career and this is very economical as I as I see and um I'm glad that um Tracy, you were able to go. I wasn't able to. And um knowing that you experienced something already that you feel is worthwhile. That's what I find the challenge of a strategic plan. It looks pretty. It gets in a binder and it sits on a shelf. But I don't think that's going to happen with CISA six and with TED um leading this effort. Um, and especially with the turnout in the first meeting, um, if everybody's really going to roll up their sleeves and implement it, the strategic parts, the easy part, the implementation is where the rubber meets the road. And if he makes it simple and you all buy

156into it, we all buy into it. Um, it's it's time. It's time. >> Thank you, Heather. And I will I will echo that. I think seeing the number of people in the room who are committed to it speaks volumes. Anything else you'd like to add, Stacy? >> Not at this time. Is there a board member who would like to add anything else or possibly make a motion? >> I'll make the motion to approve the continuous improvement plan as presented >> for a cost not to exceed $19,000. Thank you. We have a motion motion by Nolan Jacket. Is there a second? >> Second. >> And a second by Kenneth Miller. Any further discussion? Hearing none, we will put it to a roll call vote. We have a motion to approve the continuous improvement and strategic planning

157process through the fall of 2026 not to exceed $19,000 as presented. Tiffany, we'll start with you this time for roll call vote. >> I. And that has passed. Thank you. Um our next item for discussion is our alternate education instructional materials. >> Thank you. This new re resources that is um before you tonight provides highly targeted instruction which focuses on specific practices for each of the content areas that appear on the GTO2 test. Furthermore, these new instructional materials in particular would facilitate a more efficient and effective approach by offering students a detailed analysis of individual skill skill gaps, which would allow our instructors to concentrate instructional time exactly where support is most needed. Um, so just a way in which we can provide additional support to students by targeting specific skill gap areas through this

158new instructional material purchase. Thank you, Dr. Schley. Um, any comments or questions from board members? I'd like to say I was pleasantly surprised at how economical this is. Valuable. Thank you for bringing it forward. >> Of course. >> Any other comments or questions? Is there a board member who'd like to make a motion on this item? >> I'll motion to approve the purchase of the GED test mastery instructional materials not to exceed $544 as presented. >> Thank you. Motion by Kenneth Miller. Is there a second? >> Seconded by Heather Barry. Um any further discussion hearing? None. We have a motion and a second to approve the purchase of the GED test mastery instructional materials not to exceed $544 as presented. This is a cost of the district. So, we'll start with you, Heather, for a

159roll call vote. >> I. >> And that has been approved. Thank you very much. Our last item for discussion is approval of new and revised courses for the 2026 2027 school year. >> Thank you. Um before we dive in, I would just like to point out that the um we would need to update the recommended action to approve new and revised courses and course fees for the 2627 school year. >> Thank you. >> Um but overall, we are excited to share updated class offerings um that were designed to enhance and diversify the educational experiences that we offer at HUS. Every year, our goal is to ensure that every student is fully prepared for their future, whether that involves higher education or immediate entry into the workforce. Um, the instructional district leadership team feels as though

160these new courses represent that balance, expanding core academic options while significantly bolstering our career ready pathways. By integrating both strong academic fundamentals and practical in demand career skills, we're confident that these course offerings maximize student engagement and success. >> Thank you, Dr. Schwey. Um, any questions or comments from schoolboard members? Uh yeah, I know we had this conversation last year, but I still have a problem with charging course fees for algebra 1, geometry, and algebra 2 as they are required for graduation. So I would like to throw a motion out there to amend the 202627 course fees to remove algebra 1 geometry and algebra 2. >> So we have a motion. No, can you say that again? Uh a motion to amend the 2026 2027 course fees to remove uh all fees related to algebra

1611, geometry, and algebra 2. So we have a motion. Um is there a second? I I'll second it so we can go ahead and hear some more on the discussion of that matter. So we have a motion and a second to amend the the fees um removing the the fees for algebra 1, geometry, and algebra 2. And so now it's time to get a little bit more information um in a discussion on that. So I guess Dr. Shiwi and Dr. um Gain, this is kind of news to me, so I didn't know this was coming tonight, but do you have some information that you could share regarding what that would mean or look like if that were to be approved all the way through >> with the removal of those in particular? Yes. Um, so

162that was an addition last year. Um, because there are workbooks that are purchased every year and it is a consumable workbook. So um, off the top of my head, I don't have the quote from last year, but it's around $19,000 that we spend annually in terms of workbooks for um, students in those three courses. And so that was brought to the board last year as an ad. Um certainly it's the board's discretion with what they feel like is the most appropriate in terms of course fees for those in particular. But with those three courses that does it doesn't completely um sorry words um it doesn't completely counterbalance the um amount that we pay in terms of that $19,000 but it does help with that. >> Okay. Okay. So, if I'm hearing you correctly, the the

163fees that the families pay covers just a portion of what the cost actually is. Okay. Thank you. >> Because they're paying 45 for all three. Correct. >> Total. Yes. >> Which does not cover the cost. What if a family were to ask if FE could be waved for them and they might not necessarily qualify by like the the free lunch standards. >> Um Rob, I'm not sure what processes. I know that for free and reduced families there is a reduction in fees outside of those parameters. I'm not sure what our process would be. >> I can speak as the former student service director. We've had a number of students who have had um various situations where they have not been able to um afford various things and so I mean we've worked on things on

164a case-byase basis if there are exceptions for students. >> Okay. >> We certainly make those. >> Sure. So because we implemented that in the curriculum though is it really just for us to charge families to take those courses that are required for graduation though? I guess that's where I see the problem. I get there's a cost for workbooks in those classes, but because we were the ones to implement it, why should they be the ones to cover costs for it? >> I would just say, and I don't know off the top of my head, but you know, many districts do charge for consumables regardless of what the class is required or not. I don't know, Dr. Sley, if you have that information in particular around other districts and consumables, but that's not uncommon. That's something

165I can certainly look into. Um, and again, it is the board's discretion. It was a fee that was um that the board decided to go ahead and add last year. And if it's a fee that the board would like to see removed for the next school year, that's something that we can move forward with. >> And I believe um, correct me if I'm wrong, that last year when we had this discussion too, we said this is a good opportunity for the public to know that there might be opportunities for them to help sponsor. Say, for example, for some of our tech classes, like if if we would appreciate if somebody were to donate some materials for a tech class, we'd also appreciate if there would be somebody willing to sponsor some other costs for the

166district as well. Correct. Okay. And at this point in time, is this timely where this needs to be approved? Right now >> it is um because course registration begins within the next couple of weeks and so we would like to be able to have this information to share with families as our counselors are going into classrooms um December 1st. >> Okay, thank you. Um any other board members have any questions or like to offer any thoughts on this? >> Yeah, I guess the the last thing I add families already pay a tuition to attend high school here. They shouldn't have to pay to uh have a fee for a required class for graduation. That's just not right. That's just all I'll add to it. Are these the only required classes on here with the fee?

167>> Yes. >> Okay. Thank you. So by by So if we were to remove this from the fees, the district would have to come up with an additional $19,000. >> I just uh looked up the quote that um we purchased 300 workbooks for each of those three different classes and it was just over $29,000 the last two years each. >> Okay. So, call it 30,000 roughly uh each year that we would um need to purchase. >> Is it possible when we publish the fees, whether it's in an email or a handbook, um could we have a statement where if a family is experiencing hardship and would like to ask the district if fees could be waved, they're welcome to do so by contacting somebody. Is there is that possible? We can we can certainly add

168that to the career planning guide. >> Okay. Because I think about there are families who may be going through maybe there's a major illness in their family or or something's happened where a parent lost a job. They may not necessarily be on our radar for free and reduced lunch, but they may be experiencing a hardship and it'd be nice to kind of like let them know it's okay if you're in a tough time. These are required courses. Please come forward and let us know if this is if this is a fee that by not paying it helps you out in some small way. If we don't have the fee, they don't have to worry about that. >> Good point, Nolan. >> I guess I understand where Nolan is coming from here. Um, but most likely

169these classes are not going to they can't take algebra and geometry in the same year anyway. So, these are not going to be fees that they have to incur in the same year. Um, so these fees are most likely get spread out across at least two years, if not three years. While I think that I would agree that paying for a course that is required for graduation um is not ideal. I think that approaching it in a way to allow for parents or families to come forward if they are going through a hardship might be the best solutions because $30,000 is pretty big expense to improve district. It's $30,000 less we're taking from parents and families in the district. But I mean, there's fees everywhere in school districts. There's fees for almost everything. The least

170we could do is take away $15 for required courses. >> Thank you, Tiffany. Thank you, Nolan. Um, Heather or Kenneth, is there anything you'd like to add? looking at this a second time now and realizing it the workbooks that we were talking about. Um I don't know when I reflect back on on book fees and that I don't remember a detailed one like this in elementary school, you know, you just kind of just got a flat fee. Um kind of right in the middle of the road because you know usually when you're looking at it and you're going through it with a student a child of yours well it's going to cost a little bit extra here doing this it's extra to take the course you kind of consider that but now that it's a

171required one why would you charge for a required class I can see both sides within the 20 yeah 30,000 Kenneth, >> I have to agree with Nolan completely. It's a requirement. They shouldn't have to pay extra for something that they are required to take to graduate. I I know that there's a sense of urgency to this and I don't I don't know if if if you know trying to wash that AC loss across some of these other courses is is is even possible. Um which I would think that it is, but then it might not get done tonight but uh yeah I just I don't think there should be a fee for courses. >> So Mr. Nelson as the keeper of the books and the costs in our district um tell me how this discussion

172is making you feel or if there's anything you'd like to add. It's one of those difficult pieces, right? When you look at all the different courses we offer and what's an appropriate fee based on consumables they use, right? If you look at some of the other areas, we're probably have an amount that is low from what it should be, right? So, what I would say is if if this is where the board wants to go, we'll we can make it happen within our budget. Um especially with this just being added this year, right Stevie? Is that what you said? This was the first year >> last year or last year last year. So two years in. >> Um you know, it's been consistent with the cost. So, you know, if that's the direction the board

173wants to go, we can definitely make that happen. >> Okay. And I I do believe this did spark a conversation last year as well. >> Yes, it did. >> I remember that very well. I think to Mr. Nelson's point, if that's the direction we go, then we certainly can ascertain some additional information on other areas because there's certainly non mandatory areas that we charge far less than other high schools. >> Okay. >> So, I think the question then would be to do some comparisons on some >> other pieces. >> And again, I would hope that maybe somebody the district could use it as an opportunity to reach out to the community and see if there's any I mean I would think that there are probably certain businesses or organizations that might have a special interest

174in any one of these classes and say hey I' I'd like to help cover the cost of something just just a thought just throwing it out there um any further discussion so is there any further discussion >> I guess the last thing I'll just throw out there is in our budget we can cover this and from a moral and ethical standpoint. I think we should. >> Okay. Thank you, Nolan. So, right now on the table, we have a motion and a second to amend >> to amend the >> amend the 2026 2027 course fees to remove all fees associated with algebra 1, geometry, and algebra 2. >> Thank you for receiving that. So, we have a motion and a second on that. Motion by Nolan, seconded by myself. Let's take a vote on amending the

175course fees first. Um, roll call vote. Roll call vote on that. I believe we're up to starting with Kenneth. >> I >> Okay, so we are amending the course fees to not include those required three math classes. Is there any further discussion? Is there a board member who would like to make a motion to approve the amended course fees for the 2627 school year? >> So moved. >> Motion by Nolan Jacket. Is there a second? >> Seconded by Kenneth Miller. Any further discussion? I just like to say I appreciate the the conversation everyone and giving your input. I know this is hard on everyone and I appreciate the district leadership team and your perspective. We're trying to do this timely to make sure we can keep rolling the course um registration. Um any further discussion?

176Hearing none, we will take a vote on approval of the amended course fees for the 2627 school year starting with Nolan. >> I >> thank you. The amended course fees have been approved. Um I just want to thank the board for the the great discussion for all these items tonight. I know they're they're difficult. We don't always agree and it's not always very comfortable to have these conversations in public, but it's necessary. Thank you very much. Um, we have future schoolboard related dates listed in our packet here. Our next schoolboard workshop December 4th, regular meeting December 17th. Um, there's another workshop on January 8th, which is >> I'm sorry, I didn't want to interrupt, but >> yes, >> we didn't actually approve the just >> Oh my gosh. Thank you. You're right. We just did

177the fees and not the courses. Thank you. And Stevie had pointed out at the beginning of our conversation. All right. So, um, should we do them as two separate >> at this point? Probably. >> So, I'll make a motion to approve the courses for the 2627 school year as presented and seconded by Tiffany Stapleton. Any further discussion? Um, there would not be. >> You shouldn't need roll call for that one >> just to cover us. Okay. We'll do a roll call vote on that one starting with myself. I >> I >> Thank you. That has been approved. Thank you for pointing that out. Um future dates are listed there. Um we also have a regular schoolboard meeting on January 21st. Keep in mind the state education convention happening January 21st through the 23rd. If you

178would like to get registered, please contact Marie. Um, and then, oh, January 28th is our annual HUS district showcase. Always a great day around here. Um, are there any board members who like to offer any input on possible future agenda items? If not, you're always welcome to contact me or put it in writing or Stacy as well. Um, and next on our agenda is get down to it here. I'd like to make a motion to adjourn to close session. This is close session pursuant to Wisconsin statutes 19.85 Pens 1C considering employment promotion compensation or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility 19.851C specifically administrative evaluation. Is there a second to go to close session? >> Seconded by Kenneth Miller. We'll do a roll call vote

179into close session starting with Tiffany. Hi. >> Hi. Thank you. We're going into close session.